A HISTORY OF 
 THE UNITED STATES 
 
A HISTORY OF 
 
 THE UNITED STATES 
 
 FOR SCHOOLS 
 
 BY 
 
 WILBUR F. GORDY 
 
 PRINCIPAL OF THE NORTH SCHOOL, HARTFORD, CONN. 
 
 WITH MANY ILLUSTRATIONS AND MAPS 
 
 NEW EDITION 
 
 NEW YORK 
 CHARLES SCRIBNER S SONS 
 
 iqo8 
 
COPYRIGHT, 1898, 1899, 1904, BY 
 
 CHARLES SCRIBNER S SONS 
 
TTo 
 I. H. G. 
 
 22171 
 
PREFACE 
 
 THE function of the writer and of the teacher of history 
 is to explain the meaning of human life as revealed in the 
 records of the past. For such explanation much depends 
 upon the selection of facts. The writer of history, when 
 addressing himself to adult readers, must exercise the 
 nicest discrimination in choosing facts that are typical. 
 With immeasurably greater care should such choice be 
 made by the writer of a text-book whose task it is to aid 
 immature minds to get an impression of the truth. 
 
 In the school-room, then, the guiding principle should 
 be the nature of the facts rather than their number. As 
 already intimated, this principle should find application 
 even when the purpose is to develop thorough scholarship. 
 But this is not the purpose of history teaching in grammar 
 grades. In these grades, only a short time, during which 
 many other studies are pursued, is devoted to the study of 
 history. Under such conditions, the acquisition of a consid 
 erable body of facts cannot wisely be a dominant motive. 
 Higher aims should demand attention. One of these is to 
 develop in the pupil an interest in history a fondness for 
 historical reading. Another is to teach him how to read 
 history. He should be led to see that a little judicious and 
 thorough reading, with a definite plan, will yield better re 
 sults than much aimless and desultory reading of even the 
 best authorities. 
 
 The author, feeling intensely the value of these aims, 
 
 vii 
 
viii PREFACE 
 
 believes that too many indiscriminate facts are presented 
 in text-books. He has, therefore, as an outcome of a life 
 long interest in the study and of many years experience in 
 teaching it, prepared a book which he hopes will serve as 
 an aid to an intelligent teaching of history. He has been 
 careful not only in selecting but in grouping typical events, 
 which can have their full value only when they are known 
 as causes or as results. 
 
 The reader is invited to examine briefly the plan of the 
 book. After a short chapter on early discoveries, follows 
 an account of the struggle, on the part of the Spanish, the 
 English, the Dutch, and the French, for control in the New 
 World. In this account painstaking care has been exer 
 cised in selecting significant events. For example, in the 
 chapter on Spain in the New World, the adventures of 
 Balboa, Cortez, and Pizarro romantic and interesting 
 .as they are have been omitted from the body of the 
 text, in order to give more space to topics of greater 
 importance. But enough has been told to explain the nat 
 ure of Spanish exploration, the objects and methods of the 
 Spaniards, and the reasons for their failure to plant success 
 ful colonies north of Mexico. 
 
 Following this chapter is a similar one on the " English 
 in the New World," leading up to an account of life in 
 typical English colonies. These colonies are divided into 
 three groups. Virginia and Maryland represent the South 
 ern group; Massachusetts and Connecticut, the New Eng 
 land group; and New York and Pennsylvania, the Middle 
 group. 
 
 Two or three things should be noted in connection with 
 the treatment of these typical colonies. In the first place, 
 the history of each group is brought down to 1689 a turn 
 ing-point in American history. The pupil can thus study 
 separately the three parallel streams of colonial history, 
 
PREFACE ix 
 
 without the inevitable and almost inextricable confusion 
 which must attend a strictly chronological treatment of the 
 thirteen colonies, whether taken up singly or all together. 
 In the second place, emphasis is laid upon what is impor 
 tant. The selection of typical colonies and of typical events 
 in the life of these colonies must, of course, give more space 
 for intelligent and interesting treatment of illustrative facts. 
 In the third place, certain definite characteristics of the 
 people in any one of the groups can, by comparison and 
 contrast, be distinctly brought out by this method of 
 study. 
 
 Of course there is an elimination of some matter gener 
 ally used in text-books. At the ends of chapters, however, 
 may be found, in the "Notes," reference to the colonies not 
 treated fully in the body of the text. The subject-matter of 
 these "Notes** has been carefully selected and will supply 
 nearly all that is needed in schools where the conditions 
 require a special handling of the colony in question. The 
 author observes with keen satisfaction the movement in 
 favor of teaching local history, and earnestly recommends 
 that such teaching find a place in all American schools. 
 
 Up to 1689 there was little of the spirit of union among 
 the colonies. To a great extent each went its own way. 
 But after 1689, three sets of influences Indian wars, troub 
 les with the French, and difficulties with the royal and the 
 proprietary governors gradually brought the colonies into 
 closer sympathy and prepared them for union. To make 
 clear the working of these three sets of historic forces, the 
 following topics are introduced in the order named: "Life 
 among the Indians" and "Indian Wars;" "French Explora 
 tions" and the "Last French War;" and "Life among the 
 Colonies " and " Growth toward Union." 
 
 Special attention is called to the facts selected to explain 
 the real meaning of the intercolonial struggle between the 
 
X PREFACE 
 
 English and the French. Of the four Intercolonial Wars, 
 the only one worthy of study in grammar schools is the Last 
 French War. By omitting the other three, space is gained 
 for a more interesting discussion of the one that had the 
 most important bearing upon American history. If the 
 pupil rightly understands this war he will know the mean 
 ing of the struggle between England and France for con 
 trol in America. 
 
 In the Revolution, as in all other wars, much attention 
 is given to causes and results and to the way in which the 
 war began. Campaigns and battles are of use only in so 
 far as they enable the pupil to understand the character of 
 the fighting. For such understanding, a few significant 
 battles are far better than many minor engagements and 
 military details. The pertinent question here as elsewhere 
 is: What useful purpose does the fact serve in giving the 
 pupil clear ideas of the meaning of the past? In applying 
 this test in the study of history, we soon find ourselves 
 passing lightly over or omitting altogether much that has 
 found a conspicuous place in class-room work. In the Con 
 stitutional period, the traditional system of grouping topics 
 according to Presidential administrations, although conven 
 ient for some purposes, is often mechanical and meaning 
 less. The author b elieves that the development of history 
 can be much more clearly shown by a logical grouping of 
 facts. But those who prefer to use topics grouped accord 
 ing to Presidential administrations can easily adapt that 
 grouping to this book. Numerous references are made, in 
 the notes "To the Pupil," to the Presidents and their terms 
 of office, and a carefully prepared table containing a list of 
 the Presidents and important facts about them may be 
 found in the Appendix. Moreover, portraits of all the 
 Presidents and sketches of their lives have been given an 
 appropriate place. 
 
PREFACE xi 
 
 It has been well said that up to 1890 American history 
 was largely the colonization of the West. Believing this to 
 be true, the author has emphasized the influence of West 
 ern development upon American life and institutions. He 
 has, therefore, no apology to make for the prominence 
 given to Western settlement, Western life, the difficult prob 
 lems of connecting the East and the West, the bearing of 
 Western expansion upon the slavery controversy and immi 
 gration, the influence of the prairies and the Pacific rail 
 roads, and so on. 
 
 The importance of the West cannot be discussed with 
 out showing the intimate relation existing between man 
 and the physical conditions that surround him. Indeed, 
 throughout the book the emphatic influence of geography 
 upon history has been distinctly recognized. 
 
 But, after all, history concerns itself more largely with 
 moral than with physical life. Accordingly, the personal 
 element has been made prominent. In portraits, auto 
 graphs, biographical sketches, and in the conspicuous men 
 tion made of representative men, the moral element has 
 been kept uppermost. 
 
 In this new edition the history of our country has been 
 brought down to date. Although many changes in the 
 text have not been found necessary, yet, whenever in the 
 interests of a more useful and serviceable book such 
 changes have been suggested they have been unhesitat 
 ingly made. The excellence of the maps and pictures in 
 the editions already published has won hearty commenda 
 tion. Further improvements, however, have been possible, 
 rendering these features of the book even more noticeable 
 than before for their helpfulness in illuminating and sup 
 plementing the text. 
 
 In closing the author wishes to express his deep obliga 
 tion to Superintendent Thomas M. Balliet, of Springfield, 
 
xii PREFACE 
 
 Mass., and to Professor William E. Mead, of Wesleyan 
 University, Middletown, Conn., both of whom have offered 
 many invaluable suggestions ; also to Miss Elizabeth M. 
 Worthington, of Hartford, Conn., who has read the proof 
 with great care. 
 
 WILBUR F. GORDY. 
 
 HARTFORD, Conn., March 18, 1904. 
 
TO THE TEACHER 
 
 " Outside 
 Readings" 
 for bright 
 pupils. 
 
 Useful 
 books for 
 teachers. 
 
 There is no hard and fast method of teaching history which can 
 be successfully applied without modification. Certain limitations 
 and conditions surround every teacher. Among these are the age 
 and capacity of the class, the time devoted to the study, the num 
 ber of other studies pursued at the same time, the books of refer 
 ence accessible, and, most of all, the teacher s equipment for the 
 work. Whatever the conditions may be, however, experienced 
 teachers will have their own ways and means ; but for the benefit 
 of beginners it may not be amiss to offer a few suggestions, this 
 text-book serving as a basis. 
 
 Before taking up any chapter or period the teacher should get a 
 " bird s-eye" view of the whole. An intelligent conception will 
 thus be secured of the relation of cause and effect, to which special 
 thought has been given by the author in the grouping. In making 
 this preparation the "References" will be helpful. The books 
 therein mentioned are not numerous, but they include those which 
 have been thoroughly tested. A short but well-selected list is of 
 greater service than a long and indiscriminate one. The " Refer 
 ences " are made to books which the pupil may be expected to con 
 sult in preparing the lesson. As a rule, each pupil should read one 
 " Reference " book in addition to his text-book. 
 
 The " Outside Readings " will prove a great help to the teacher 
 in cultivating a taste for history. In every class may be found 
 some bright pupils who can do much more work than is demanded 
 of the others. To such pupils the " Outside Readings " will make 
 a special appeal. The " References " and " Outside Readings " fur 
 nish teacher and pupil alike with additional subject-matter which, 
 used with freedom and intelligence, must result in vitalizing history 
 and in stimulating and invigorating thought. 
 
 The teacher should have at hand for constant use at least one of 
 the books containing extended bibliographies for class-room work. 
 Hinsdale s "How to Teach History," Adams s "Manual of Historic 
 Literature," Hall s " Methods of Teaching History," Channing and 
 Hart s "Guide to American History," and Gordy and Twitchell s 
 
TO THE TEACHER 
 
 Poetry and 
 fiction aid 
 in making 
 history a 
 thing of 
 life. 
 
 The teach 
 er an in 
 terpreter 
 of life. 
 
 The impor 
 tance of 
 training 
 pupils to 
 form right 
 habits of 
 study. 
 
 Discretion 
 in the use 
 of a text- 
 book. 
 
 The notes 
 "To the 
 Pupil." 
 
 "Pathfinder in American History" have such bibliographies. The 
 last of the books named contains numerous page references. When 
 nothing but a single book and that a text-book is read, the reci 
 tation will generally prove to be mechanical and lifeless. 
 
 To make history attractive collateral reading must be called into 
 requisition. Poetry and fiction, therefore, find a fitting place in this 
 list because they appeal to the feelings and the imagination, and do 
 much to recall the movement, the color, and the life of the past. As 
 the historical fiction is selected with especial reference to grammar 
 grades, the number of books is small. Here, as in the other bibli 
 ographical suggestions, the quality rather than the quantity has 
 been considered. In the notes "To the Pupil " will be found, in al 
 most every chapter, a special reference to some book or selection of 
 high literary or historic merit, a feature which may be made of 
 great value to pupils. 
 
 Important as the teacher s preparation is, however, the recitation 
 is his opportunity. It is the measure of his success in reaching the 
 lives of his pupils, for the teacher s personality is much more than 
 text-books, references, outside readings, methods, devices, and count 
 less appliances. History is an expression of life ; the teacher is the 
 interpreter of that life. The pupil is fortunate whose life-inter 
 preter is wise and true. 
 
 The assignment of the lesson is one of the most important parts 
 of the recitation. Here the judicious teacher will do some of his 
 best work by aiding the pupils to discriminate between what is of 
 less and what is of greater value. Time thus given in training the 
 pupils how to study will be well spent. Not so much depends upon 
 the number of facts the pupil may learn as upon the proper apprecia 
 tion he may have of their relative importance and upon the habits 
 he may form in learning them. Nearly all the facts will soon be 
 forgotten, but the habits will remain as a permanent factor in the 
 mental and moral equipment for the work of life. 
 
 The length of the lesson, which it is assumed will be assigned 
 by topics rather than pages, should be duly considered. The young 
 teacher sometimes falls into the pernicious habit of assigning les 
 sons of uniform length. The pages of this book are of unequal 
 value. Some of them should be merely read ; some should be 
 thoroughly studied ; and some, under certain conditions which de 
 pend partly upon the age and capacity of the class and the time 
 devoted to history, may well be altogether omitted. In a word, the 
 book should be adapted to the class and the school in which it may 
 be used. 
 
 The notes " To the Pupil " may be used in lessons on advance 
 work or in reviews. The questions do not cover all the facts found 
 in the text, but rather call attention to the more important ones and 
 
 xiv 
 
TO THE TEACHER 
 
 The 
 recitation. 
 
 The pupil 
 to prepare 
 a question 
 for every 
 recitation. 
 
 Test ques 
 tions made 
 out by the 
 pupil. 
 
 Freedom of 
 discussion 
 to be en 
 couraged. 
 
 suggest other questions ; for, after all, the most stimulating ques 
 tions are often those called forth by the pupils themselves in the 
 recitation period. 
 
 The purposes of the recitation should include more than a test of 
 memory; they should include a comparison and discussion of facts 
 acquired in the preparation of the lesson. At the beginning of the 
 recitation a topic should be named and the pupil required to recite 
 upon it without question or comment from the teacher. Such a 
 method, if persisted in, will inevitably develop fluency and readiness of 
 expression. Teachers ask too many questions questions that seri 
 ously interfere with the flow of thought and with its free expres 
 sion. Such interference is without doubt the most serious defect 
 of the average recitation. The best work lies in helping the pupil 
 to get definite ideas and then to give these ideas clear expression 
 in well-connected sentences. He will thus acquire more available 
 knowledge and better mental training through the acquisition of this 
 knowledge. In other words, the language faculty and the logical 
 faculty will each receive good training. 
 
 History, when well taught, appeals not merely to memory ; it 
 appeals to the understanding and the reason. Hence the pupils 
 should be required to prepare a written question on every lesson. 
 The value of this simple device in leading them to note the work 
 ing of cause and effect cannot easily be measured. If pupils 
 have not been trained to ask such questions they may at first be 
 diffident about it. They will also ask questions that call for yes 
 or no or for single-word answers. With a little judicious help, how 
 ever, they will soon begin to ask searching questions that will 
 stimulate the interest of the entire class. 
 
 Furthermore, it is a good plan to require pupils, on finishing the 
 review of a chapter or period, to make out a set of test questions 
 for the class to answer. These questions will themselves prove to 
 be a pretty good measure of the kind of thought-work done by the 
 pupils. After trying this plan for years the author heartily recom 
 mends it. 
 
 The pupils questions used in recitations and sometimes, espe 
 cially on review, the entire recitation period may be devoted to 
 their discussion will call forth many differences of opinion. At 
 such times the teacher will do well to encourage freedom in the 
 expression of these differences and will by all means refrain from 
 making known his own views until he has given the members of 
 the class an opportunity to reach a conclusion. There need be no 
 haste about settling the question. It can well afford to wait 
 sometimes for weeks. Of course this work is with children whose 
 minds are immature. They will often reach crude and even errone 
 ous conclusions ; but in so doing they receive wholesome discipline 
 
 XV 
 
TO THE TEACHER 
 
 Debates 
 and their 
 value. 
 
 Five- 
 minute 
 written 
 exercises. 
 
 Sugges 
 tions on 
 formal 
 written 
 work. 
 
 Close 
 
 connection 
 
 between 
 
 geography 
 
 and 
 
 history. 
 
 Every 
 event to be 
 located on 
 the map. 
 
 The value 
 of the 
 pictures. 
 
 and make some growth in the habit of weighing and comparing 
 facts. 
 
 The questions and discussions during the recitation period will 
 furnish good preparation for the debates suggested here and there in 
 the notes " To the Pupil." A comparatively small number are mem- 
 tioned, but many others are suggested, not only in the notes but in 
 the facts of the text. A comparison of men and measures should 
 always call forth, in a well-trained class, different points of view 
 and, therefore, differences of opinion. Formal debates, with chosen 
 leaders, test the extent and accuracy of the pupil s knowledge, 
 train him to look at all sides of a question before making up his 
 mind, and help him to give clear expression to his views. 
 
 For accuracy and definiteness of thought, frequent five-minute 
 written exercises on some topic of the lesson should be given. Such 
 exercises will test the teacher s work quite as much as the pupil s. 
 
 Out of the abundance of material for language-work only a little 
 can here be mentioned. The notes " To the Pupil " suggest much 
 more. Biographical sketches of eminent men, in which the per 
 sonal characteristics receive emphasis, will promote a better in 
 sight into the working of moral forces. The sketches may often 
 take the form of impersonations and thus be made a decided stimu 
 lus to the imagination. A more formal kind of written work may 
 consist of compositions written on subjects for special investigation. 
 Such work will best be done, of course, in connection with a period 
 or chapter that has been carefully studied. 
 
 In the Preface mention has been made of the attempt to connect 
 closely geography and history. In all probability too much empha 
 sis will not be laid upon such connection. To aid the pupil in see 
 ing this connection, every event should be located on the map, not 
 only in preparing the lesson, but also In reciting it. Wall maps or 
 blackboard maps are, of course, necessary ; but, in addition to these, 
 pupils should have progressive outline maps, such as are now pre 
 pared by many publishers. If for any reason these outline maps 
 cannot be secured, the pupils can draw their own and fill in the 
 places and events referred to in the text. No lesson should be prepared 
 without a constant reference to maps. The maps in this book contain no 
 useless matter. The aim has been to put into them only that which 
 will help the pupil to understand the text. 
 
 The liberal use of beautiful illustrations throughout the book has 
 the same purpose in view. It would be well to aid the pupils to 
 examine these illustrations with care. 
 
 In the notes " To the Pupil " special reference is made again 
 and again to dates indicating great landmarks. These dates should 
 be learned with strict accuracy and should be repeatedly reviewed 
 as a sort of "multiplication table of history." Around these sig- 
 
TO THE TEACHER 
 
 Dates 
 
 indicating 
 great land 
 marks to 
 be accu 
 rately 
 learned. 
 
 Prepara 
 tory work 
 for the 
 study of a 
 period. 
 
 The pupil 
 to make 
 outhisown 
 review- 
 outlines. 
 
 Impor 
 tance of 
 freshness 
 and va 
 riety In re 
 view work. 
 
 l he best 
 review 
 leads to a 
 clearer 
 knowledge 
 of historic 
 develop 
 ment. 
 
 nificant dates should be grouped the less important ones. Believing 
 this to be a matter of serious import, the author has made in the 
 notes "To the Pupil" many suggestions about dates. Rightly 
 used, they are of the first importance, because they lead to a knowl 
 edge of the meaning of history. From one point of view events are 
 causes ; from another, effects. But, however regarded, they occur in 
 time, and a clear understanding of their logical relations demands 
 an acquaintance with their chronological relations. But only the 
 great landmarks need be known with absolute accuracy 
 
 Perhaps the best way to use dates in the class-room is to make 
 them serve in giving perspective in review work. Before taking up 
 the serious study of a chapter or period it is a good plan either to 
 read it over with the class or at any rate to pass over it rapidly, with 
 the purpose of getting a general view of it. The pupils are then 
 prepared to study with intelligence, because they can better see 
 causal connections. As the following paragraphs indicate, the 
 author believes in a variety of review work ; but whatever may be 
 the character of the review, the preparatory work for it is 
 extremely valuable. 
 
 In the notes " To the Pupil " are found suggestions on mak 
 ing topical analyses which are useful in reviews. Topical anal 
 yses, Judiciously used, are excellent, but they are of most value 
 when made out by the pupil himself. He can easily prepare a topical 
 analysis for any chapter by arranging in order the headings and 
 sub-topics of paragraphs. By making the review-outline for him 
 self, he will derive much more benefit than he would from a printed 
 outline arranged for him. For a similar reason the pupil should make 
 out his own charts. In the notes may be found suggestions on chart- 
 making also. 
 
 To give the review freshness and variety, however, something 
 more than charts and topical analyses is required. If the purpose 
 is to fix in mind important dates, the review may be chronological. 
 Certain dates may be assigned and the class required to connect 
 with each an important event. The review may be biographical. 
 In this case noteworthy events may be associated with the names 
 of men. It may be geographical, when the association of events is to 
 be with places. 
 
 But these kinds of reviews are, as a rule, somewhat fragmentary. 
 The best review should lead to a clearer knowledge of historic de 
 velopment. With this purpose in mind such large subjects as 
 slavery, growth toward Union, the Indian question, and progress in 
 means of transportation may be selected. By studying each one of 
 these larger subjects by itself, the learner can give his entire atten 
 tion to a single group of topics without the distraction and confu 
 sion which result from studying parts of several groups at the same 
 
TO THE TEACHER 
 
 A geo- 
 
 graphical 
 
 grouping 
 
 sometimes 
 
 better in 
 
 reviews. 
 
 The ethical 
 value of 
 studying 
 represen 
 tative 
 men. 
 
 time, as must be done when the events of a period are taken up in 
 strictly chronological order. Such reviews are repeatedly suggested 
 in the notes "To the Pupil." It is hardly necessary to remind 
 the teacher that, in reviewing, the index can be made very service 
 able. Children should be trained to use the index, even in their 
 everyday work ; but if in addition they are trained to use it in re 
 viewing they will get valuable suggestions on the intelligent hand 
 ling of books. 
 
 Sometimes it is difficult for the teacher to decide on what basis 
 to group topics in a period or chapter. For instance, in teaching 
 the Civil War shall the grouping be chronological or geographical ? 
 In either case there are advantages and disadvantages. For the ad 
 vance the grouping may be made on the basis of chronology, but for 
 the review a geographical grouping is much clearer. For example, 
 after the Union plan is matured (1862) all the battles for the open 
 ing of the Mississippi should be taught in a single group. The 
 same should be done for the capture of Richmond, and so on. 
 
 As suggested in the preface, the moral element is of surpassing 
 importance in history. Therefore emphasis should be given to per 
 sonal force. Certain men are leaders because they represent in 
 themselves the best characteristics of the people they lead. The 
 boy has no special interest in these characteristics as they find ex 
 pression in a whole people, but he has deep interest in them as 
 they find expression in a distinguished man. By studying these 
 distinguished men, by finding out what they felt and thought and 
 believed, the pupil will get at the true meaning of history, for the 
 motives and ideals of great leaders reveal the motives and ideals 
 that inspired the people. 
 
 xviii 
 
CONTENTS 
 
 DISCOVERY OF AMERICA 
 I. DISCOVERY OF AMERICA, . 
 
 CHAPTER pAGE 
 
 EXPLORATION AND COLONIZATION 
 
 II. SPAIN IN THE NEW WORLD I3 
 
 III. ENGLAND IN THE NEW WORLD, . . 20 
 
 IV. THE ENGLISH IN VIRGINIA AND MARYLAND (1607-1689), 28 
 V. THE PILGRIMS AND PURITANS IN MASSACHUSETTS AND 
 
 CONNECTICUT (1620-1689), 42 
 
 VI. THE DUTCH IN NEW YORK AND THE QUAKERS IN 
 
 PENNSYLVANIA (1609-1689), 6 3 
 
 VII. LIFE AMONG THE N INDIANS 75 
 
 VIII. EARLY INDIAN WARS 84 
 
 IX. FRENCH EXPLORATIONS, 87 
 
 X. THE LAST FRENCH WAR 93 
 
 XI. LIFE IN THE COLONIES AT THE CLOSE OF THE FRENCH 
 
 AND INDIAN WARS I0 $ 
 
 XII. GROWTH TOWARD UNION IN THE COLONIES, . . .118 
 
 THE REVOLUTION, THE CONFEDERATION, AND THE 
 FEDERAL UNION 
 
 XIII. THE REVOLUTION I2 c 
 
 XIV. THE BREAKDOWN OF THE CONFEDERATION AND THE 
 
 FORMATION OF THE CONSTITUTION (1781-1789), . 185 
 XV. THE NEW STRUGGLE FOR POLITICAL INDEPENDENCE 
 AND THE GROWTH OF NATIONAL FEELING (1789- 
 
 I82 9 194 
 
 xix 
 
xx CONTENTS 
 
 CHAPTER PAGE 
 
 XVI. JACKSONIAN DEMOCRACY AND THE WEST (1829-1841), . 250 
 
 XVII. THE SLAVERY QUESTION (1841-1859) 267 
 
 XVIII. SECESSION AND THE CIVIL WAR (1860-1865), . . .298 
 
 RECONSTRUCTION AND THE NEW UNION 
 
 XIX. RECONSTRUCTION DAYS (1865-1871) 356 
 
 XX. THE NEW SOUTH (1877- ), 365 
 
 XXI. THE NEW WEST (1865- ), 372 
 
 XXII. THE NEW UNION (1865), 382 
 
 XXIII. THE SPANISH-AMERICAN WAR AND RECENT EVENTS, . 410 
 
 XXIV. SOME SOCIAL, ECONOMIC, AND POLITICAL CONDITIONS 
 
 AND PROBLEMS OF THE PRESENT, .... 425 
 
 APPENDICES 
 
 A. THE DECLARATION OF INDEPENDENCE 437 
 
 B. A CHART ON THE CONSTITUTION 441 
 
 CONSTITUTION OF THE UNITED STATES 442 
 
 C. TABLE OF STATES AND TERRITORIES 456 
 
 D. PRESIDENTS OF THE UNITED STATES, 458 
 
 INDEX, 459 
 
LIST OF ILLUSTRATIONS 
 
 FAGS 
 
 George Washington, Frontispiect 
 
 A Ship of the Norsemen, ..... .... 2 
 
 Christopher Columbus, ,,...... 3 
 
 The Nina, ..... ....... 4 
 
 The Pinta, . . . .... 4 
 
 The Santa Maria, "......... 5 
 
 Sebastian Cabot, ........... 8 
 
 Columbus at the Court of Ferdinand and Isabella after his Return from the 
 
 New World, facing page 8 
 
 Americus Vespucius, 9 
 
 Cortez, 13 
 
 Old Spanish Mission, New Mexico, Built 1604, . . . . . .14 
 
 Spanish Gateway, St. Augustine, Florida, . . . . . . .14 
 
 Balboa, Ig 
 
 Fernando de Soto, . .16 
 
 Queen Elizabeth, ....... ... 20 
 
 Sir Walter Raleigh and Autograph, ... .... 21 
 
 The Destruction of the Spanish Armada, . 22 
 
 Philippe II., King of Spain, 1527-1598, . . . . . . ,23 
 
 An Indian Village at Roanoke, . .... 24 
 
 English Explorers Bartering with Indians for Land, 25 
 
 Queen Elizabeth s Signature, ......... 27 
 
 Signature of James I., . . 28 
 
 Ruins of Old Church at Jamestown, ...... 30 
 
 Captain John Smith, ........... 31 
 
 Tobacco-plant, .......*.... 34 
 
 A Wild Dash for Life, 35 
 
 George Calvert (Lord Baltimore), 38 
 
 A Maryland Shilling 39 
 
 A Puritan, . 42 
 
 Oliver Cromwell, 43 
 
 The Mayflower, ............46 
 
 A Chest which came over in the Mayflvwer, 47 
 
 Myles Standish, 48 
 
 Pilgrim Types, . , 49 
 
 Myles Standish s Bill of Expenses after his Visit to the Indians, ... 50 
 
 xxi 
 
xxii LIST OF ILLUSTRATIONS 
 
 PAGE 
 
 Hooker s Emigration to Connecticut, ..... facing page 50 
 
 Gov. John Winthrop, ... ........ 51 
 
 First Church at Salem, .... 54 
 
 Facsimile of Opening Lines of the Massachusetts Charter, . . . 56-57 
 
 Sir Edmund Andros, ........... 58 
 
 The Charter Oak, 60 
 
 A Dutch Officer of the Seventeenth Century, 64 
 
 A Group of Seventeenth Century Dutchmen, ...... 65 
 
 The Earliest Picture of New Amsterdam, ....... 66 
 
 Henry Hudson s Half Moon on the Hudson, ...... 67 
 
 An Early Dutch Man of War 69 
 
 William Penn, 70 
 
 Penn s Treaty with the Indians, ...... facing page 70 
 
 An Indian Camp, ........... 76 
 
 Wampum received by Penn from the Indians, ...... 77 
 
 Indian Whip (Quirt), War-Club, and Hunting-Arrow, 78 
 
 Indian Snow-shoes and Pappoose-case, ....... 79 
 
 Totem of the Five Nations, . . .80 
 
 Totem of the Illinois, 80 
 
 Totem of the Sioux, 81 
 
 Totem of the Hurons, .......... 81 
 
 Carved Pipes from an Indian Mound, ........ 82 
 
 Big Elephant Mound, .......... 83 
 
 Indians Carrying Canoes over a Portage, 85 
 
 French Soldiers of the Time of the French Exploration 88 
 
 Samuel Champlain, ........... 89 
 
 La Salle Claiming for France all the Territory through which the Missis 
 sippi and its Tributaries Flowed, .... Jacing page 90 
 
 Robert Cavalier De La Salle, 91 
 
 French Soldiers and Officers of the Time of the French War, ... 95 
 
 Quebec in 1730, 97 
 
 General Braddock s Troops in an Indian Ambuscade, . . facing page 98 
 
 Maj.-Gen. James Wolfe, 101 
 
 Marquis de Montcalm, .......... 102 
 
 Puritans Going to Church, . 108 
 
 A Wanton Gospeller, no 
 
 The Pillory, 112 
 
 Colonial Relics, 113 
 
 Early New Amsterdam, Showing Costumes, Amusements, and Architec 
 ture, ii4-"5 
 
 Old Spinning-wheel, . . . . . . H7 
 
 Title-page of "Poor Richard s Almanac," ....... I2O 
 
 John Hancock House, Boston, Mass., ....... 126 
 
 James Otis, 127 
 
LIST OF ILLUSTRATIONS xxiii 
 
 PAGE 
 
 A Royal Stamp, 12 8 
 
 Faneuil Hall, Boston, Mass., 129 
 
 Old State House, Boston, Mass., . .130 
 
 Patrick Henry, 131 
 
 The " Boston Massacre," ...... . . . 133 
 
 Old South Church, Boston, 135 
 
 St. John s Church, Richmond, Va., ........ 137 
 
 The Fight on Lexington Common, April 19, 1775, facing page 138 
 
 Old North Church, Boston, Mass., 140 
 
 The Retreat from Concord, ....... facing page 140 
 
 The Battle of Bunker Hill, facing page 142 
 
 The Washington Elm at Cambridge, ........ 144 
 
 The Craigie House, Washington s Headquarters at Cambridge (afterward the 
 
 residence of Longfellow), ......... 146 
 
 Samuel Adams, ............ 149 
 
 Independence Hall, Philadelphia, Pa. Chestnut Street Front, . . .150 
 Signing the Declaration of Independence, .... facing page 150 
 
 The Jumel Mansion, New York City, Washington s Headquarters, . .153 
 John Burgoyne, ............ 159 
 
 Lafayette, ............. 160 
 
 Benjamin Franklin, . . . . . . . . . . .162 
 
 The Attack on the Chew House, Germantown, . . . facing page 164 
 A Revolutionary Gun, . . . . . . . . . .168 
 
 A Revolutionary Flint-lock Pistol, 1 68 
 
 Clark on the way to Kaskaskia, 1 70 
 
 John Paul Jones, . . . . . . . . . . .172 
 
 The Bonhomme Richard and the Serapis, . . . . . . 1 73 
 
 The Escape of Benedict Arnold, 178 
 
 Nathaniel Greene, 180 
 
 Washington Firing the First Gun at the Siege of Yorktown, facing page 180 
 
 Nelson House, Yorktown, Va., 182 
 
 Three Shilling Massachusetts Bill of 1741, 186 
 
 Celebrating in New York the Adoption of the Constitution, .... 189 
 Washington s Mansion South and West Fronts Mt.Vernon, Va., . . 196 
 
 Washington s Bedroom, Mt. Vernon, Va., 197 
 
 Servants Quarters, Mt. Vernon, Va., I9 8 
 
 A Mail Carrier 199 
 
 A Fast Mail 1876 199 
 
 A Twentieth Century Flyer, . . . . , . 1 99 
 
 John Jay, 200 
 
 How Washington Signed his Name at Various Ages, . . . . .201 
 
 Alexander Hamilton, 202 
 
 A Primitive Cotton-gin, 2O 4 
 
 Whitney s First Cotton-gin, 35 
 
xxiv LIST OF ILLUSTRATIONS 
 
 John Adams, ........... 209 
 
 School-house where Thomas Jefferson Received his Early Education, . 214 
 
 Monticello, the Home of Jefferson, . . . . . . . 21$ 
 
 Thomas Jefferson, . . . . . . . . . . 216 
 
 A Pack-horse, 217 
 
 A Hand Corn-mill, 217 
 
 A Sweep-mill, 218 
 
 Breaking Flax, 218 
 
 An Ohio River Flatboat, 219 
 
 Early Settlers Crossing the Plains facing pagl 220 
 
 Lewis s First Glimpse of the Rockies, facing pagl 222 
 
 James Madison, ............ 228 
 
 American Seamen Boarding the Frolic, .... facing pagi 232 
 
 Old State House, where the Hartford Convention Met, .... 237 
 
 James Monroe, ......... 24 1 
 
 Henry Clay, " The Great Peacemaker," 244 
 
 John Quincy Adams, the Anti-slavery Statesman, 246 
 
 Andrew Jackson, .... . ... ... 2^1 
 
 John C. Calhoun, the Defender of Slavery and State Rights, . . .253 
 
 Daniel Webster, 255 
 
 The Boston & Worcester Railroad in 1835, 257 
 
 The Baltimore & Ohio Railroad, 1830-35, 258 
 
 A Mohawk & Hudson Car of 1831, 260 
 
 A Railway Coach of 1830, 261 
 
 Martin Van Buren, 262 
 
 William Henry Harrison 268 
 
 John Tyler, 269 
 
 Facsimile of the Heading of Garrison s Paper, ...... 272 
 
 James K. Polk, 275 
 
 The Storming of Chapultepec, . . .276 
 
 Sutler s Mill, where Gold was first found in California, . . . 27* 
 
 Zachary Taylor, 2 8<? 
 
 Modes of travel in the West. An Old Stage Coach and Prairie Schooner, . 282 
 
 Millard Fillmore, 283 
 
 Fugitive Slave Advertisements, 284 
 
 Harriet Beecher Stowe, -285 
 
 Franklin Pierce, . . 286 
 
 Charles Sumner, 289 
 
 Old Plantation Days, .292 
 
 James Buchanan, 2 94 
 
 Last Moments of John Brown, 2 9 6 
 
 Abraham Lincoln, 3 
 
 Lincoln s Birthplace, . 3 O1 
 
 Jefferson Davis, 33 
 
LIST OF ILLUSTRATIONS xxv 
 
 PAGE 
 
 Interior of Fort Sumter after the Bombardment in 1863, . . . 306 
 
 Long Bridge Across the Potomac at Washington, D. C., , . , 308 
 
 George B. McClellan, .......... 309 
 
 Deck of the Monitor, . . . . . . . . . . .312 
 
 The Battle between the Monitor and the Merrimac, . . facing page 314 
 Parapet at Fortress Monroe, . . . . . . . . .316 
 
 Grant s " Unconditional Surrender " Letter, . . . . . . 317 
 
 A Mortar Battery in front of Yorktown, . . . . . . .321 
 
 A Federal Battery in the Field, . . . . . . . . .323 
 
 Robert E. Lee, ............ 324 
 
 Fugitive Negroes Fording the Rappahannock, ...... 326 
 
 Thomas J. (" Stonewall ") Jackson, ........ 327 
 
 George G. Meade, ........... 329 
 
 The First Reading of the Emancipation Proclamation, . . . . 331 
 
 A Federal Cavalry Camp Winter Quarters ...... 332 
 
 George H. Thomas, " the Rock of Chickamauga," 333 
 
 General Grant and Staff on Point Lookout, 1863, ..... 334 
 
 General U. S. Grant, 337 
 
 Building a Pontoon Bridge, 338 
 
 Philip H. Sheridan, ... ...... . . 339 
 
 Destroying a Railroad at Atlanta, Ga., ....... 340 
 
 William T. Sherman, ........... 34! 
 
 David Glasgow Farragut, .......... 343 
 
 Farragut in Mobile Bay, ....... facing page 344 
 
 A Council of War at Massaponax Church, 347 
 
 The Surrender of Lee to Grant at Appomattox, . . . facing page 348 
 
 A Sanitary Commission Lodge near Alexandria, Va., .... 351 
 
 Andrew Johnson, ........... 357 
 
 A Ku-klux " Warning " in Mississippi, ....... 362 
 
 Rutherford B. Hayes, 366 
 
 Eads Bridge over the Mississippi at St. Louis, ...... 367 
 
 A Cotton Press Yard, New Orleans, 368 
 
 A Sugar Plantation, 369 
 
 State Buildings, Atlanta, Ga., 370 
 
 Bennett Avenue, Cripple Creek, Colorado, . . . . . . 374 
 
 A Cripple Creek Mine, 375 
 
 A Reaper, 376 
 
 A Thresher, 377 
 
 Indian Warfare in the West facing page 378 
 
 Artesian Well System, Riverside, Cal. An Aerator in foreground, . -379 
 
 An Irrigated Orange Grove, Riverside, Cal., 380 
 
 A Midship View of the Great Eastern, showing one of the Paddle Wheels 
 
 and the Launching Gear, ......... 383 
 
 Samuel F. B. Morse s Original Model of the Telegraph Instrument, . . 384 
 
xxvi LIST OF ILLUSTRATIONS 
 
 PAGE 
 
 R. F. T. Allen s Original Model of the Typewriter, 385 
 
 Alexander Graham Bell s Original Model of the Telephone Receiver and 
 
 Transmitter, 386 
 
 Elias Howe s Original Model of the Sewing Machine, ..... 387 
 
 Opening Day at the Philadelphia Centennial, 1876, 388 
 
 Samuel J. Tilden, 389 
 
 James A. Garfield, 390 
 
 Supreme Court Room, Capitol, Washington, D. C., . . . . . 391 
 
 Chester A. Arthur, . . . . 392 
 
 Grover Cleveland, ........... 393 
 
 Brooklyn Bridge. One of the largest suspension bridges in the world, . . 394 
 
 The Statue of Liberty in New York Harbor, 396 
 
 Senate Chamber, Washington, D. C 398 
 
 Hall of the House of Representatives, Washington, D. C., . . . . 399 
 
 James G. Elaine, 400 
 
 The New Battleship Maine, 401 
 
 Benjamin Harrison, ........... 402 
 
 At the World s Fair, facing page 402 
 
 William McKinley, 44 
 
 The Inauguration of William McKinley, ....... 406 
 
 The Wreck of Cervera s Flagship Colon, 410 
 
 W. S. Schley, 4" 
 
 George Dewey, 412 
 
 Shipping and Docks, Pasig River, Manila, 413 
 
 United States Troops Landing at Baiquiri, Cuba, 415 
 
 The Palace at Santiago on which the American Flag was raised when the 
 
 American troops took possession, 416 
 
 Theodore Roosevelt, 41 7 
 
 W. T. Sampson, 418 
 
 Nelson A. Miles, 420 
 
 Native Tagalo Children, Malabon, 421 
 
 A Crowded Street in a Tenement District, . . . . . - 4 2 5 
 Transportation in a Large City, showing Elevated Road, Surface Line and 
 
 Subway, 4 2 6 
 
 New Steel Tower Bridge Across the East River, New York, . . . 427 
 
 Washington Irving, ........... 4 2 8 
 
 James Fenimore Cooper, 4 2 8 
 
 W. C. Bryant 429 
 
 Nathaniel Hawthorne, 429 
 
 Ralph Waldo Emerson 43<> 
 
 John Greenleaf Whittier, 43 
 
 The Louisiana Purchase Exposition, St. Louis, 1904. One of the Bridges 
 
 and Lagoons, with the Palace of Education, 43 * 
 
 The Capitol, Washington, D. C., 43 2 
 
LIST OF MAPS 
 
 PAGE 
 
 The World as Known in the Time of Columbus, 7 
 
 English and Spanish Explorers in America, IO 
 
 Routes of Narvaez, De Soto, and Ponce de Leon, 17 
 
 The United States as it was in 1650, .... between pages 28 and 29 
 Plymouth and London Grants, 1 606, .... 29 
 
 England and Holland, . . 45 
 
 New England, 53 
 
 Province Ruled over by Sir Edmund Andros, 1688, 59 
 
 Colonies between Potomac and Hudson Rivers, . . . . . 71 
 
 Routes of Champlain, Marquette, and La Salle also English Possessions, 
 
 French and Spanish Claims, .... between pages 88 and 89 
 
 Quebec and Vicinity, . ........ 100 
 
 Results of the French and Indian War, . . . . . .107 
 
 Boston and Vicinity, ........... 143 
 
 New York and Vicinity, 151 
 
 Washington s Retreat across New Jersey, . . . . . .155 
 
 Burgoyne s Invasion and Howe s Capture of Philadelphia 161 
 
 War in the South and the Northwest Territory, 171 
 
 Scene of Arnold s Treason, . . . . . . . . .177 
 
 North America at the Close of the Revolution, . between pages 182 and 183 
 
 Louisiana Purchase and Lewis and Clark Route, 221 
 
 War of 1812, between pages 234 and 235 
 
 Oregon Country, ......... .270 
 
 Area in Dispute at Time of Mexican War, .... facing page 274 
 
 The Mexican Cession, Gadsden Purchase, etc., . . . facing page 280 
 
 Acquisition of Territory, facing page 294 
 
 The First and Second Secession Areas, . . between pages 304 and 305 
 
 Campaigns in the West, 1862-63, 318 
 
 Virginia Campaigns and McClellan s Route, .... . 320 
 
 The Battle of Gettysburg 328 
 
 Vicksburg and Vicinity, 330 
 
 Chattanooga and Vicinity, .335 
 
 Sherman s March to the Sea, 342 
 
 Cuba, 414 
 
 Porto Rico, 410 
 
 The United States in 1900, between pages 420 and 421 
 
 Philippine Islands 422 
 
 xxvii 
 
HISTORY OF THE UNITED STATES 
 Discovery of Hmerica 
 
 CHAPTER I 
 
 DISCOVERY OF AMERICA 
 
 REFERENCES: Scribner s Popular History of the United States, I.; 
 Wright s Children s Stories in American History; Richardson s History of 
 Our Country; Coffin s Old Times in the Colonies; Eggleston s Household 
 History; Bancroft s United States, I.; Andrews s United States, I. 
 
 OUTSIDE READINGS : Irving s Columbus ; Prescott s Ferdinand and Isa 
 bella; Winsor s Columbus; Fiske s Discovery of America; Towle s Heroes 
 of History (Marco Polo ; also Vasco Da Gama) ; Brooks s The Story of Marco Polo. 
 
 1. European Trade with Asia in the Fifteenth Cen 
 tury. For many hundred years there had been more or 
 less trade between the people of Europe and Asia. Silks, 
 spices, and precious stones had been brought by ships and 
 caravans from India, China, and Japan, enriching the cities 
 of southern Europe. Genoa and Venice, especially, had 
 been made rich by this eastern trade, which continued to 
 grow until 1453, when the Turks conquered Constantinople. 
 This was thirty-nine years before Columbus discovered 
 America. At this time European vessels on the Mediter 
 ranean Sea were no longer safe from the attack of these 
 fierce and warlike people. Therefore Europe began to look 
 for another and safer route to the Indies. 
 
 2. Aids to Discovery. Three inventions which had re 
 cently come into practical use had made discovery less 
 difficult than it had ever been before, (i) Gunpowder 
 made easier the conquest of uncivilized peoples; (2) the 
 
HISTORY OF THE UNITED STATES 
 
 A SHIP OF THE NORSEMEN. 
 Remains of a inking sJiip and a sketch showing steering board. 
 
 mariner s compass encouraged the sailor to venture far out 
 into the sea; (3) and the printing-press spread abroad the 
 knowledge of new-found lands. Men were full of curiosity, 
 and the more they learned the more they wished to know. 
 With this burning desire for knowledge went hand in hand 
 the spirit of adventure. There was a longing to go into 
 distant lands, to perform great deeds, and to bring home 
 gold and jewels. In these far-away lands men thought 
 they should find honor, wealth, and fame. 
 
 3. Portugal Leads in Discovering an Eastern Route. 
 PortugaJ is to-day a very unimportant country. At the 
 time when men were trying to find a safe water route to 
 the Indies, she was one of the great powers of the world. 
 She was the leader in many adventures and discoveries 
 reaching through a period of two centuries. Early in the 
 fifteenth century, Portuguese vessels and seamen were 
 slowly and cautiously skirting the coast of Africa, and alter 
 seventy years of brave struggle they found the Cape of 
 Good Hope. 1 Portugal had at this time many vessels and 
 
 1 Diaz reached the southern point of Africa in 1487 and called it the Cape of 
 Storms. It was afterward significantly named the Cape of Good Hope. 
 
DISCOVERY OF AMERICA 
 
 CHRISTOPHER COLUMBUS. 
 From a portrait by A ntonio Van Moor painted in 1342. By permission of Charles F. Gunther. 
 
 seamen, and was the first country to find a new route to 
 the Indies. 
 
 4. Plans of Columbus. In the meantime Christopher 
 Columbus, in common with some learned men of his time, 
 had decided that the eastern coast of Asia could be reached 
 by sailing westward across the Atlantic. Columbus 
 thought, also, that Asia was no farther from Europe on 
 the west than we now know America to be. He thought 
 the East Indies were directly west from the Canary Islands. 
 This being so, the easiest way of reaching China, India, and 
 Japan would be to sail down to the Canaries, and from 
 them straight across the Atlantic in a westerly direction. 
 To us, with our knowledge, all this seems simple and nat 
 ural enough, but it was not so then. Men knew little of 
 the world outside of their own country. Sailors were afraid 
 to venture upon the trackless ocean, or Sea of Darkness, as 
 
HISTORY OF THE UNITED STATES 
 
 Difficulties of 
 Columbus. 
 
 they called the Atlantic, where death seemed likely to meet 
 them. Moreover, practical difficulties stood in the way. 
 Such an enterprise would require the equip 
 ment of vessels at much expense. Money 
 and influence were essential. Columbus had neither, but he 
 was eager to fit out an expedition. He went with his plans 
 to his native city, Genoa, and then to Portugal and Spain. 
 
 He sent his brother to Eng 
 land and to France. Then he 
 went to Spain again. He was 
 nowhere successful. Some 
 thought he was an idle dream 
 er, and others that he was a 
 madman. But he never de 
 spaired, because he had faith 
 in himself and believed also 
 that his work was under the 
 special direction of God. 
 
 5. First Voyage of Co 
 lumbus (1492). Finally, after 
 seven years of anxious wait 
 ing, the brave Columbus found 
 
 success. Isabella, Queen of Spain, agreed to aid him in 
 carrying out his plans. Still there were difficulties. Sail 
 ors were unwilling to go on the dangerous voyage, but 
 were compelled to yield to the mandate of the king. 
 Three small vessels, only one of which had a deck, were 
 fitted out. The largest of these, the Santa Maria, was com 
 manded by Columbus. The others were the Nina and the 
 Pinta. Before sunrise, August 3, 1492, this little fleet, with 
 one hundred and twenty men and provisions for a year, 
 sailed out of the port of Palos. It was a sad hour for the 
 poor sailors. Columbus steered for the Canaries, where he 
 stopped over three weeks to make a rudder for one of his 
 Columbus sets vessels. He then set sail again. As soon as 
 ail - they could no longer see land, the sailors were 
 
 overcome with fear and cried like children. At the end 
 ot a week the compass needle did not point to the North 
 
 THE PINTA. 
 
DISCOVERY OF AMERICA 
 
 Star. Failing to understand the reason for this, the sailors 
 were struck with terror. Three days later the vessels en 
 tered wide stretches of sea-weed. It was then feared that 
 the vessels might strike upon hidden rocks and be dashed 
 to pieces. But they passed on in safety. 
 
 Soon afterward the sailors were gladdened by the sight 
 of birds, which they thought indicated that land was near. 
 It was an idle hope, for no land appeared. Again and 
 again the cry " Land " was shouted, but in every case the cry 
 was called forth by the sight of distant clouds. The sailors in 
 The poor sailors were in despair. They were despair, 
 now in the belt of the trade-winds, which were steadily and 
 certainly blowing them farther and farther from home and 
 friends. " We can never re 
 turn to Spain," they said. 
 "What shall we do?" They 
 begged Columbus to turn 
 back. He refused. They be 
 came angry and talked of 
 throwing him overboard. He 
 knew he was in danger and 
 tried hard to quiet their fears 
 and to give them hope. It 
 was then that his great influ 
 ence over men was shown. 
 His tall and manly figure 
 gave him a commanding pres 
 ence, but his greatest strength 
 in these trying days lay in 
 his noble soul and his lofty 
 purpose. His courage never 
 failed him. Sometimes he 
 
 heartened the sailors with promises of wealth and fame, 
 and again, as occasion demanded, he threatened them with 
 punishment from the Spanish king. 
 
 At last, after a voyage of ten weeks, land was discovered 
 October I2, 1 1492. In a full suit of armor and bearing the 
 
 1 October 21 by the present method of reckoning time. 
 
 THE SANTA MARIA. 
 
6 HISTORY OF THE UNITED STATES 
 
 flag- of Spain, Columbus landed. With tears of joy he 
 knelt upon the ground and offered thanks to God. Then, 
 Land discovered P^ ant i n g tne royal banner, he took possession 
 of the land in the name of the king and queen 
 of Spain. He had discovered one of the Bahama Islands 
 which he called San Salvador (Holy Saviour). He coasted 
 along the shores of Cuba and Hayti, touched the coast here 
 and there, and sent reconnoitring- parties inland to exam 
 ine the land. He did not find the cities of Asia as he had 
 expected, but he had no doubt that he was in the East In 
 dies, and therefore called the natives Indians. 
 
 6. Other Voyages of Columbus. When Columbus re 
 turned to Spain with the news of his discovery, the people 
 were enthusiastic with delight. The idle dreamer became 
 suddenly great and famous, and honors were heaped upon 
 him from every side. It was easy enough to find sailors 
 and vessels for a second voyage, which was made in the 
 following year, 1493. Men were now eager to go where 
 they expected to get all kinds of wealth. Four voyages 
 were made in all, but when the adventurers reached the 
 land of their hopes, and found no silks, no spices, no pre 
 cious stones, no gold, they reproached Columbus. The 
 Court of Spain, also, finding no return for the great ex 
 pense of fitting out these expeditions, censured him. His 
 Last days of enemies increased, and his last days were spent 
 Columbus. j n disappointment and neglect. Heart-broken, 
 he died ignorant of the greatness of his own discovery. 
 
 7. John Cabot Discovers the Mainland of North Amer 
 ica (1497). I n consequence of the discoveries by Colum- 
 The "Line of De- bus * n ^ ne West and of those by Portuguese 
 marcation " di- captains in the East, it was feared there might 
 poe 8 si h on. h ^ then be trouble between Spain and Portugal over 
 Spain and Portu- the new-found lands. To keep the peace, 
 gal< therefore, between these two great Catholic 
 countries, a treaty was signed in 1494, dividing between 
 them the heathen lands that had been, or should be, discov 
 ered. " The Line of Demarcation," extending north and 
 south three hundred and seventy leagues west of the Cape 
 

 i 
 
 
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 jii 
 
 
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 wlj 1 
 
 
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 P]|i 
 
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 "o io 8 S "S 
 
8 HISTORY OF THE UNITED STATES 
 
 Verde Islands, ran between Spain s possessions on the 
 West and those of Portugal on the East. The powerful 
 navies of these two countries were sufficient to make good 
 their claims against England or any other nation. But Eng 
 land was determined to have some share in the discoveries 
 that were stirring the hearts of men. Hence, in 1497, Henry 
 VII. sent out John Cabot, accompanied possibly by his son 
 Sebastian, to find a short northwest passage to Asia. By 
 
 sailing across the northern part 
 of the Atlantic, England avoided 
 difficulties likely to arise from 
 coming in contact with Spanish 
 or Portuguese discoverers far 
 ther south. John Cabot landed 
 Voyages of the somewhere on the 
 cabots. eastern coast of 
 
 North America, possibly on the 
 coast of Labrador. He was 
 therefore the first to discover 
 the mainland of the Continent 
 
 SEBASTIAN CABOT. of North America, and he 
 
 claimed it in the name of Eng 
 land. The next year Sebastian Cabot sailed from England 
 and explored the coast of North America from Nova Scotia 
 down as far as North Carolina or farther. Upon these 
 discoveries England based her claim to North America. 
 
 8. Americus Vespucius and the Naming of America 
 (1499-1503). Americus Vespucius, a native of Florence and 
 a navigator, was first employed by Spain and later by 
 Portugal, to make explorations. In 1499 he skirted the 
 coast of Venezuela and northeastern South America. 
 During the next four years he made several voyages to 
 Brazil, and explored its coast as far south as the mouth 
 of the La Plata River. On returning to Europe he wrote 
 a good description of what he had seen. This was pub 
 lished in 1504, and constituted the first printed account of 
 the mainland of the New World. Up to that time Europe, 
 Asia and Africa were known as the three parts of the 
 
DISCOVERY OF AMERICA 
 
 world, and one distinguished geographer believed there 
 was an unknown southern continent which constituted the 
 fourth part. It now seemed clear that Americus Vespu- 
 cius had proved the existence of the fourth part. In con 
 sequence of this belief a German professor, New world 
 who printed a little treatise on geography a called Amer|ca - 
 few years later, suggested that the fourth part should be 
 called America, after Americus Vespucius. According to 
 this suggestion the name Amer 
 ica was at first applied to Brazil, 
 later to South America, and 
 later still to the whole of the 
 New World. 
 
 9. Magellan Proves America 
 to be a Continent (1519-1521). 
 What America and the New 
 World meant was as yet by no 
 means clear. By some, America 
 was supposed to be an immense 
 island, like Australia ; by others, 
 a peninsula extending in a south 
 easterly direction from Asia. 
 In 1519 Magellan, a Portuguese 
 captain in command of a Spanish AMERICUS VESPUCIUS. 
 
 fleet, started on a voyage whose From statue b y G. Grazzini in the uffizi 
 
 . . A i Gallery, Florence, Italy. 
 
 object was to reach Asia by way 
 
 of a passage through America. After coasting down much 
 of the eastern shore of South America, he discovered and 
 sailed through the strait now bearing his wonderful voy- 
 name. Mutiny, starvation, and other hard- age of nageiian. 
 ships that would have driven back a less heroic man were 
 bravely endured. He sailed for some distance up the west 
 ern side of South America, and then steered his way across 
 the Pacific. He was killed by the natives in the Philippine 
 Islands, but a part of his men succeeded in finding their 
 way back to Spain. This was the most wonderful voyage 
 that had ever been made, because it proved that the earth 
 was a globe, and that America was a distinct continent. 
 
DISCOVERY OF AMERICA II 
 
 TO THE PUPIL. 
 
 z. Trace on the map the Eastern trade routes in the fifteenth century. 
 In what way did printing aid discovery ? What advantage did the 
 control of the water route to India give to Portugal ? 
 
 2. Imagine yourself to be Columbus and write an account, in the first 
 
 person, of your plans, your difficulties, and your first voyage. Trace 
 this voyage on the map. What do you admire in the character of 
 Columbus ? 
 
 3. How did America receive its name ? Was this fair to Columbus ? 
 
 Give reasons for your answer. 
 
 4. What was the distinctive work of Columbus ? Of Americus Ves- 
 
 pucius ? Of Magellan ? 
 
 5. Read in Fiske s Discovery of America the account of Magellan s 
 
 wonderful voyage. 
 
 NOTES 
 
 Lief Ericsson and the Northmen. The old inhabitants of Norway were 
 called Northmen or Norsemen. These people were bold and hardy sail 
 ors, and in the ninth and tenth centuries were famous sea-robbers. In 
 order to find new fields for plunder and adventure they sought strange 
 coasts. On one of these expeditions they reached Iceland and on another 
 Greenland. In each of these islands they made settlements. The brave 
 deeds of these old warriors are preserved in the so-called " Sagas," which 
 were written in Icelandic prose. For a long time these Sagas were trans 
 mitted orally, but finally they were committed to writing. Three of the 
 Sagas tell us of the daring adventures of Lief Ericsson in his wanderings 
 in the year 1000 A.D. along the eastern coast of North America. As the 
 story goes, Lief Ericsson, with a crew of thirty-five men, started out in 
 search of a land which had been visited by another Northman. Sailing 
 west, Lief touched upon the coast of Labrador and thence, proceeding 
 south, he landed, built huts, and spent the winter near the coast. Finding 
 vines hung with grapes, he called the country Vinland. Some historians 
 have supposed that Lief Ericsson s Vinland was somewhere on the coast of 
 Massachusetts, but the weight of authority is in favor of Cape Breton Island 
 or Nova Scotia. Other Northmen visited Vinland but they made no per 
 manent settlements. Nothing reliable can be found out about these early 
 expeditions, and nothing of importance ever came of them. 
 
12 HISTORY OF THE UNITED STATES 
 
 CHRONOLOGY 
 
 870 ICELAND DISCOVERED BY NADDOD, THE NORTHMAN. 
 
 1000. LEIF, SON OF ERIC THE RED, DISCOVERS AMERICA. 
 
 1450. INVENTION OF PRINTING, ABOUT THIS DATE. 
 
 1453. THE TURKS CAPTURE CONSTANTINOPLE. 
 
 1492. FIRST VOYAGE OF COLUMBUS ; DISCOVERY OF WEST INDIES. 
 
 1497. JOHN CABOT DISCOVERS NORTH AMERICA. 
 
 1498. THIRD VOYAGE OF COLUMBUS ; HE DISCOVERS THE CONTINENT OF SOUTH 
 
 AMERICA. 
 
 VOYAGE OF SEBASTIAN CABOT. 
 
 1499. FIRST VOYAGE OF AMERICUS VESPUCIUS. 
 1504. AMERICUS VESPUCIUS S NARRATIVE PUBLISHED. 
 1507. AMERICA NAMED. 
 
 1513. DISCOVERY OF FLORIDA BY JUAN PONCE DE LEON. 
 
 PACIFIC OCEAN DISCOVERED BY VASCO NUNEZ DE BALBOA. 
 1519-21. CORTEZ CONQUERS MEXICO. 
 1519-21. A SHIP OF MAGELLAN S EXPEDITION SAILS AROUND THE WORLD. 
 
jEyploratkm ant> Colonisation 
 
 CHAPTER II 
 
 SPAIN IN THE NEW WORLD 
 
 REFERENCES: Scribner s Popular History of the United States, I.; 
 Wright s Children s Stories in American History; Richardson s History of 
 Our Country; Bancroft s United States,,!.; Higginson s American Explorers; 
 Morris s Half Hours with American History, I.; Andrews s United States, I. 
 
 OUTSIDE READINGS: Prescott s Conquest of Mexico; Prescott s Con 
 quest of Peru; Fiske s Discovery of America; Winsor s Narrative and Critical 
 History, II.; Higginson s American Explorers; Parkman s Pioneers of France 
 in the New World (Huguenots). 
 
 FICTION: Henty s By Right of Conquest; Wallace s The Fair God; 
 Munroe s Flamingo Feather; Munroe s The White Conqueror. 
 
 10. Precious Metals the Main Object of 
 Spaniards. Spain is to-day a third-rate 
 power, t but in the early part of the sixteenth 
 century she was the greatest power in Eu 
 rope. She had a mighty navy, manned by 
 daring and patriotic seamen, and she was 
 ambitious to extend her sway over much of 
 the heathen world. The marvellous stories 
 of the treasures to be found in the New 
 World dazzled the imagination of the Span 
 iards. Believing that gold and silver made 
 the only true wealth, they were willing to 
 undergo almost any suffering to secure 
 them. 
 
 11. De Leon Discovers Florida (1513). 
 Among these fortune-hunters was an old 
 
 13 
 
 CORTEZ. 
 
 An early Spanish 
 explorer. 
 
HISTORY OF THE UNITED STATES 
 
 OLD SPANISH MISSION, NEW MEXICO, BUILT 1604. 
 
 man, Ponce de Leon, who had been governor of the island 
 of Porto Rico. He had heard the natives tell stories of rich 
 gold mines, and of a wonderful fountain in the land of the 
 North, the drinking of whose waters would restore youth 
 and vigor to old age. De Leon conducted an expedition 
 
 northward by which he 
 hoped to secure for him 
 self wealth and young 
 manhood. The gold and 
 the fountain he did not 
 find, but he discovered 
 something of much 
 greater value to Spain, 
 a beautiful land covered 
 with flowers. This he 
 named Florida (1513). 
 A few years later De 
 Leon returned to Flor 
 ida with the purpose of 
 planting a colony, but 
 he was killed by an un 
 friendly Indian. 
 
 SPANISH GATEWAY, ST. AUGUSTINE, FLORIDA. 12. De SotO ExplOFCS 
 
 Florida and Discovers 
 
 the Mississippi (1539-1541). The failure of De Leon and 
 Narvaez did not prevent other Spaniards from making sim- 
 
SPAIN IN THE NEW WORLD 
 
 ilar attempts. In 1539 De Soto, with about six hundred men, 
 two hundred horses, and bloodhounds to hunt the Indians, 
 landed on the west coast of Florida in search of the new 
 kingdom of gold. The Indians 
 did not fear the bloodhounds 
 more than they hated the Span 
 iards, whom they fiercely op 
 posed. Northward and west 
 ward the Spaniards wandered in 
 their fruitless search for gold 
 mines. They found, instead, 
 " fig-hting, fever, and famine." 
 One great, unlooked-for discov 
 ery it was their fortune to make. 
 That was the discovery of the 
 Mississippi River. They jour 
 neyed many miles beyond it 
 but soon returned, and at last, 
 after two years of hopeless wan 
 dering, De Soto, worn out and 
 sick at heart, died and was bur 
 ied in the great river which he 
 had discovered (1541). His sur 
 viving companions sailed down 
 the Mississippi and found shel 
 ter in the Spanish settlement of 
 Mexico. 1 De Soto, like De Leon, 
 failed ;. nor were any Spanish explorations in the country 
 north of Mexico successful. 
 
 13. The Spaniards Drive the Huguenots out of Florida. 
 (1562-1565). For more than twenty years after De Soto s 
 failure the Spaniards made no further efforts in Florida. 
 In the meantime a bitter religious war broke out in France 
 between the Catholics and the Huguenots. 2 Coligny, the 
 distinguished leader of the Huguenots, desired to establish 
 
 1 Cortez had conquered Mexico and established Spanish colonies there (1519- 
 1521). Pizarro had conquered Peru (1531-1533). 
 * French Protestants. 
 
 BALBOA. 
 An early Spanish explorer. 
 
i6 
 
 HISTORY OF THE UNITED STATES 
 
 a commonwealth of his own religious sect in America, 
 Accordingly he sent over in 1562 a small number of settlers 
 Huguenot set- who tried to plant a colony where Port Royal, 
 tiements. South Carolina, now stands. The colony 
 
 having failed, another expedition under good leadership 
 was sent out in 1564. This time the French planted a fort 
 not far from the mouth of the St. John s River, Florida. 
 But for several reasons Spain laid claim to Florida: (i) By 
 
 right of discovery through Colum 
 bus; (2) by the explorations of De 
 Why Spain laid Leon and De Soto; and 
 
 claim to Florida. (3) by t h e Pope s de- 
 
 cree, which assigned that part of the 
 heathen world to Spain. The king 
 of Spain, therefore, was indignant 
 that the French should make any 
 settlement there, and at once decided 
 to send out a force to destroy the 
 insolent intruders. This Spanish 
 force was under the command of 
 Menendez, who in 1565 landed in 
 Florida and built a stronghold which 
 later became St. Augustine. Then he 
 marched across the country, and by surprise and treachery 
 succeeded in destroying all but a miserable remnant of the 
 The Spaniards de- unfortunate Frenchmen who had established 
 no7Uement U i e n the settlement. It was a cruel work, thor- 
 Fiorida. oughly done. 1 The French learned a lesson 
 
 from their unpleasant experience with the Spaniards at this 
 time, and made no further attempt to plant colonies in the 
 southern part of what is now the United States. 
 
 14. Advantages of Spain in the New World. The ad 
 vantages of Spain in the New World were many, two of 
 which we will notice. In the tropical regions of Mexico, 
 
 1 Although at this time France and Spain were at peace, the French did nothing 
 to resent this wrong. A French captain, Dominic de Gourgues, however, deter 
 mined upon revenge in the name ot his country. Having a private grudge against 
 the Spaniards, who had imprisoned him and made him work in the galleys, he fitted 
 
 FERNANDO DE SOTO. 
 
SPAIN IN THE NEW WORLD 
 
 South America, and the West Indies, the Indians lived in a 
 warm climate, supported themselves by a rude tillage of 
 the soil, and could be easily enslaved. In this respect 
 Spain had a decided advantage over the nations colonizing 
 in the North, where the Indians had been made hardy and 
 brave by exposure to rougher climate and almost continu 
 ous inter-tribal warfare. These Indians were dangerous 
 
 ROUTES OF 
 
 S ARTAEZ, DE SOTO 
 .AND PONCE DE LEON 
 
 with Huguenot Settlements and Raleigh s Colonies 
 50 100 200 300 
 
 Scale of.Miles. 
 
 enemies to the white settlers. And surpassing all other 
 advantages was the possession of the Gulf of Mexico and 
 the mouth of the Mississippi River. 
 
 15. Reasons for Spanish Failure. But in spite of these 
 advantages the Spaniards failed, and they failed because 
 
 out at his own expense an expedition to Florida. Until the proper time he con 
 cealed his real purpose. Then he sailed straight to Florida, and with the aid of the 
 Indians surprised the Spanish forts on the St. John s River and put to the sword 
 nearly all the Spanish soldiers. As his force was too small to attack St. Augustine 
 he returned to France, leaving Spain in control of Florida. 
 
l8 HISTORY OF THE UNITED STATES 
 
 their conceptions and aims were wrong. Their greatest 
 desire was for gold and silver, conquest, and adventure. 
 They did not understand that the soil must first be con 
 quered, and that in order to develop agriculture, trade, and 
 commerce, a life of patient toil was necessary. As they 
 wished to get rich without work, the gold and silver which 
 they found made them poor because it took away habits of 
 industry. In North America Spanish colonization was a 
 total failure. 
 
 TO THE PUPIL 
 
 1. There are some dates which you should know as well as the alphabet. 
 
 One of these is 1492. Just about fifty years later De Soto, the 
 last Spanish explorer of note, discovered the Mississippi River. 
 
 2. 1492-1541. Memorize these dates and remember that Balboa, De 
 
 Leon, Cortez, Pizarro, and the other Spanish explorers did their 
 work at some time within these fifty years. Just when, it is not im 
 portant to know. 
 
 3. Why did Spain lay claim to Florida ? What advantages did Spain 
 
 have ? Why did Spanish colonization fail in North America ? You 
 may well notice the fact that in the struggle among European coun 
 tries for colonizing North America, Spain practically dropped out of 
 the race after establishing St. Augustine. 
 
 4. To develop accuracy, frequently write for five minutes on such topics 
 
 as the following: De Soto s expedition, the Huguenots in Florida. 
 Use your map constantly. 
 
 5. Read Munroe s Flamingo -Feather. 
 
 NOTES 
 
 Balboa Discovers the Pacific (1513). Balboa, a Spaniard in command 
 of a company of men at Darien, made his way across the Isthmus of Pan 
 ama (then known as the Isthmus of Darien) and discovered the Pacific 
 Ocean. He took possession of the sea in the name of his king. 
 
 Cortez Conquers Mexico (1519-1521). In 1519 Hernando Cortez began 
 the conquest of Mexico. Although his army numbered less than five 
 hundred Spaniards, he burned his fleet behind him at Vera Cruz and boldly 
 set forth against the powerful Mexican ruler, Montezuma. Under an ordi 
 nary leader the Spaniards must have been destroyed, but Cortez, with rare 
 courage and foresight, led them on to victory. Before the close of 1521 
 Mexico had become a Spanish province. 
 
SPAIN IN THE NEW WORLD IQ 
 
 Narvaez Explores Florida (1528). As the greedy Spaniards now had 
 fresh hopes of finding gold and silver in the new country, Narvaez fitted out 
 an expedition that landed on the western coast of Florida (1528.) After 
 passing through the severest hardships, he and many of his men were 
 drowned. His secretary, Cabeza de Vaca, and three companions fell into 
 the hands of the Indians. Passing through many thrilling experiences, they 
 wandered during eight years over two thousand miles of territory and finally 
 joined, on the Gulf of California, a body of Spaniards from Mexico. 
 
 Pizarro Conquers Peru (1531-1533). In 1531 Pizarro sailed from 
 Panama, with the purpose of conquering Peru for Spain. By bravery, 
 cruelty, and treachery, he succeeded in carrying out his plan (1533). Peru, 
 like Mexico, yielded to Spain vast quantities of gold and silver, which greatly 
 aided her in carrying on her European wars. 
 
CHAPTER III 
 
 ENGLAND IN THE NEW WORLD 
 
 REFERENCES: Scribner s Popular History of the United States, II. ; 
 Wright s Children s Stories in American History; Richardson s History of Our 
 Country; Morris s Half Hours with American History, I.; Eggleston s House 
 hold History; Winsor s Narrative and Critical History, III.; Andrews s United 
 States, I. 
 
 OUTSIDE READINGS : Towle s Heroes of History (Drake and Raleigh) ; 
 Higginson s United States ; Montgomery s English History ; Camden s His 
 tory of Queen Elizabeth ; Creasy s Fifteen Decisive Battles. 
 
 FICTION: Scott s Kenilworth; Kingsley s Westward Ho!; Henty s 
 Under Drake s Flag. 
 
 16. Relations Between Spam and England. England s 
 claim to North America was based upon the discoveries of 
 
 the Cabots, who reached the 
 mainland shortly after Colum 
 bus made his first landing- on 
 the West Indies. But Spain 
 was the leading naval power 
 in Europe. She controlled the 
 Netherlands, and her mighty 
 fleets sailed far and wide over 
 the seas. England was not then 
 the power she is now, and she 
 was not strong enough to pre 
 vent Spain from carrying out 
 her plans in America. So Eng 
 lish explorers did not venture 
 into that part of America to 
 which Spain laid claim. Their 
 QUEEN ELIZABETH. efforts were directed chiefly to 
 
 [20 
 
ENGLAND IN THE NEW WORLD 
 
 21 
 
 discovering a northwest passage to Asia, since they re 
 garded America as only a barrier between Europe and 
 Asia. 
 
 During the latter part of the sixteenth century, however, 
 conditions changed. In 1567 the Netherlands revolted 
 against the rule of Spain, and for forty years carried on 
 war with that country. In this war, which was partly re 
 ligious, England was on the side of the Netherlands. Thus 
 Spain had to contend with two 
 countries at once, and found the 
 great struggle a constant drain 
 upon her strength. During these 
 forty years of warring Spain re 
 ceived blows from which she never 
 recovered. The " Invincible Ar 
 
 mada," her mighty Defeat of the 
 fleet Of War vessels, 1 Spanish Armada, 
 
 met with crushing defeat at the 
 hands of English seamen (1588), 
 From that date England s naval 
 power was on the in 
 
 SIR WALTER RALEIGH AND AUTOGRAPH. 
 
 crease. 
 
 17. English Sea- 
 rovers and Explorers. 
 After 1570 the English 
 did not confine them 
 selves to the northern ocean but explored in waters that 
 Spain claimed as hers alone. English ships, manned by 
 fearless sea-captains ready to do and dare anything tor old 
 England and their queen, began to sail in every direction. 
 As soon as it became clear that for carrying on her wars 
 Spain depended largely on the gold and silver 2 coming 
 from the mines of Mexico and Peru, there was a fresh 
 
 1 The Invincible Armada consisted of 130 warships carrying 2,500 cannon and 
 about 30,000 men. Philip II. /the Spanish king, expected to humble England with 
 this fleet. 
 
 3 It has been estimated that the gold and silver Spain got from America would 
 be now valued at five thousand million dollars. 
 
22 
 
 HISTORY OF THE UNITED STATES 
 
 THE DESTRUCTION OF THE SPANISH ARMADA. 
 
 motive for English voyages to the New World. To cut off 
 the supply of these metals bold sea-captains like Drake and 
 Hawkins scoured the sea in search of Spanish vessels. They 
 cruised about the coasts, burning and plundering Spanish 
 fleets and settlements, and thus did very great injury to 
 Spain and her colonies in South America and Mexico. 
 
 18. Sir Walter Raleigh s 1 Attempt to Colonize Amer 
 ica (1584-1587). In 1578, ten years before the Invincible Ar- 
 
 1 Sir Walter Raleigh, born in 1562, was in his own time rightly called the 
 " Great Englishman," for he ranked high as historian, navigator, soldier, and 
 statesman. In 1579, when only seventeen years old, he fought on the side of the 
 Huguenots in the religious wars in France. He is said to have won the admiration 
 of Queen Elizabeth by a simple act of. gallantry. Meeting her one day as she was 
 walking across a muddy street, he spread his cloak in her pathway for her to walk 
 upon. From that time the queen took him into her court as a favorite. So en 
 tirely did he win her favor that she made him a knight. 
 
 In 1588 Raleigh commanded one of the vessels in the English fleet that de 
 feated the " Spanish Armada." Later he was thrown into the Tower of London on 
 an unproved charge of treason. After remaining* twelve years in the Tower he 
 was beheaded (1618). Just as he was about to lay his head upon the block he felt 
 the keen edge of the axe and said, "This is a sharp medicine, but a sound cure for 
 all diseases." 
 
ENGLAND IN THE NEW WORLD 
 
 mada sailed for England, a scheme was laid to plant on 
 the coast of America an English settlement, or military 
 post, from which attacks might be made upon sir Humphrey 
 Spanish fleets. Sir Humphrey Gilbert, the Gilbert s scheme. 
 author of the scheme, failed, but the idea of making a settle 
 ment in America had found a lodging-place in the English 
 mind. 
 
 A little later Sir Walter Raleigh determined upon an 
 other effort. He saw that America s greatest wealth did 
 not consist in gold and silver, but in the 
 opportunities it offered for the growth of 
 a great people. He earnestly desired to 
 plant an English commonwealth in Amer 
 ica, and he had the honor of making the 
 first English settlement. After obtaining 
 a patent from the queen, he Rale|gh sends an 
 
 Sent OUt in 1584 two Vessels exploring party 
 
 to make explorations. The toVir 2 inia - 
 explorers returned with glowing ac 
 counts of the new land and its people, 
 and Queen Elizabeth was so delighted 
 with the reports of the new country 
 that she called it Virginia in honor of 
 herself, the " Virgin Queen." 
 
 In 1585 Raleigh sent out one hundred 
 colonists, who landed on Roanoke Island, 
 bright with hope. As soon as the ships 
 sailed back to England the unfitness of 
 the colonists for their new trials became apparent. Like 
 all who had come before them they failed because of their 
 thirst for gold. Instead of building homes Raleigh sfirstcoi- 
 and trying to cultivate the soil, they gave ony fails. 
 themselves up to searching for gold and silver. Moreover, 
 they showed so little wisdom in dealing with the Indians 
 that the latter became bitter enemies, eager to destroy the 
 white strangers. The natural result of the experiment was 
 failure. Fortunately for them Drake, who was returning 
 from one of his cruising expeditions, happened along and 
 
 PHILIPPE II., KING OF SPAIIS 
 1527-1598. 
 
24 HISTORY OF THE UNITED STATES 
 
 carried the colonists back to England. The expedition 
 was not wholly fruitless, however, for they took back to 
 England on their return two products which were evidence 
 
 AN INDIAN VILLAGE AT ROANOKE. 
 From an old print. 
 
 of the real wealth and promise of the new country. These 
 products were tobacco and the common potato. 
 
 Raleigh did not lose hope. Two years later he made 
 a second attempt. He sent out a much larger number of 
 settlers, among whom were women and children. The new 
 
ENGLAND IN THE NEW WORLD 
 
 ENGLISH EXPLORERS BARTERING WITH INDIANS FOR LAND. 
 
 settlement was made at Roanoke under the leadership of 
 Governor White. He was soon compelled to return to 
 England for supplies, where he found all the Raleigh s second 
 people astir in preparation for the attack colony fails, 
 about to be made by the Spanish Armada. As every man 
 was needed to fight the coming enemy, three years passed 
 before Governor White sailed again for Roanoke. Not 
 one of the colonists was ever found. 
 
 Raleigh sent out several expeditions in search of the lost 
 colony, but finally gave up hope of finding it or of plant 
 ing another. He had spent what was equiv- Raleigh s lost 
 alent to more than a million dollars of our colony, 
 present money. Although nothing remained to be seen in 
 return for this vast expenditure, of money, Raleigh s work 
 was not a failure, for his efforts had suggested to England 
 that the real wealth of America lay in the opportunity it 
 afforded for planting colonies which in time would become 
 the foundation of a new English nation. 
 
 19. England s Need of America. There was special 
 need at this time for such an opportunity to relieve the 
 crowded industrial conditions at home. The great demand 
 for wool by Flemish weavers made wool-growing very 
 
26 HISTORY OF THE UNITED STATES 
 
 profitable in England. Therefore, English landowners en 
 gaged largely in raising sheep instead of cultivating the 
 Large numbers of so ^- The result was that but one man was 
 men thrown out of now required to watch sheep where formerly 
 
 England. 
 
 barley. Large numbers of men were thrown out of work, 
 and there was great distress among the laboring classes. 
 The closing of the monasteries by Henry VIII., a few 
 decades earlier, had had a similar effect, and the return of 
 soldiers from European wars increased the difficulty. What 
 to do with this large body of the unemployed was a trying 
 problem. America seemed to furnish a solution, and to 
 America men eagerly turned for help in the hour of Eng 
 land s need. 
 
 TO THE PUPIL 
 
 1. As the defeat of the " Invincible Armada " by England is a great 
 
 landmark in history, 1588 is another date you should know with 
 certainty. You will notice that this defeat, which had a large influ 
 ence upon colonization in America, occurred about one hundred years 
 after 1492. You will notice, also, that Raleigh s attempts to plant 
 colonies took place only a short time before 1588, 
 
 2. If you will learn important dates like 1492 and 1588 and group about 
 
 them others of less importance, you will remember your history much 
 better. 
 
 3. Why can you say that Raleigh s work in America was not a failure ? 
 
 Make a chart outline of the most important events for the first hun 
 dred years after the discovery of America by Columbus, 
 
 4. You can easily make a review outline from the topics in the three 
 
 chapters now studied. Do it It would be well for you to read the 
 life of Sir Walter Raleigh and also Scott s Kenilworth. 
 
 NOTES 
 
 Sir Francis Drake (1577). Sir Francis Drake was one of EnglancTs 
 famous navigators and admirals. In 1577 he set sail from England with 
 five vessels; in 1580 he returned with but one. In the meantime he had 
 doubled the Cape of Good Hope, as Magellan s men had done sixty years 
 before, and sailed entirely around the world. He was the first English sea- 
 captain to accomplish this great undertaking. 
 
 Bartholomew Gosnold (1602). In 1602, the same year In which Ra 
 leigh sent out his final exoedition in search of the lost colony at Roanoke- 
 
ENGLAND IN THE NEW WORLD 
 
 27 
 
 Bartholomew Gosnold set sail from England. He had with him twenty- 
 three men, eleven of whom were to remain in Amerrca to make a settle 
 ment. Reaching the coast of Massachusetts, he sailed around Cape Cod, 
 which he so named on account of the abundance of cod fish near its coast. 
 Then steering his course southward, he entered Buzzard s Bay and landed 
 on an island which he called Elizabeth, in honor of the Queen of England. 
 On his return homeward the eleven men, who were expected to remain and 
 make a settlement, insisted upon returning with him. But Gosnold s inter 
 est in America bore fruit, for it kept alive the interests of other Englishmen 
 in colonizing the New World. 
 
 QUEEN ELIZABETH S SIGNATURE. 
 
CHAPTER IV 
 
 THE ENGLISH IN VIRGINIA AND MARYLAND (1607-1689) 
 
 REFERENCES: Scribner s Popular History of the United States, III.; 
 Wright s Children s Stories in American History ; Drake s Making of Virginia 
 and the Middle Colonies; Richardson s History of Our Country; Coffin s Old 
 Times in the Colonies; Cooke s Stories of the Old Dominion; Andrews s 
 United States, I. 
 
 OUTSIDE READINGS: Fiske s Old Virginia and Her Neighbors; Fisher s 
 Colonial Era; Eggleston s Pocahontas and Powhatan; Bancroft s United 
 States, I.; Eggleston s The Beginners of a Nation; Doyle s English Colonies; 
 Lodge s Short History of the English Colonies in America; Thwaites s The 
 Colonies; Cooke s Virginia; Browne s Maryland? Wilson s A History of the 
 American People, I. 
 
 FICTION: Johnston s Prisoners of Hope; Johnston s To Have and to 
 Hold. 
 
 20. London and Plymouth Companies. Raleigh as 
 signed his interests to a number of merchants and capital 
 ists, who received a charter from King James in 1606 and 
 formed two companies for the purpose of colonizing Amer- 
 -^ ** ica. One of these companies was 
 rt ~* *^/ located in London, and was called 
 
 X lf(JlfWlft$@* the London Company. The other 
 
 ( I was located in Plymouth, and was 
 
 * *^ called the Plymouth Company. 1 
 
 SIGNATURE OF JAMES I. , r ,111 
 
 The former was to occupy the land 
 
 between 34 degrees and 38 degrees north latitude, extending 
 from Cape Fear to the mouth of the Potomac River; the 
 latter, between 41 degrees and 45 degrees, extending from 
 the mouth of the Hudson River to New Brunswick. By a 
 
 1 The Plymouth Company sent out to the Kennebec the following year a settle 
 ment which proved a failure. No further attempt was made by this company. 
 
 28 
 
Hap of the present Area of the 
 
 UNITED STATES, 
 
 AS IT WAS IN 
 
 165O, 
 
 /Showing For<wt,Pla!n and Prairie Regions, 
 and Indian Tribes East of the Hissktippi. 
 The Orten represents the Forests, the more 
 wooded portion! being darker in colon 
 
 "U5 JL-. - 
 
 100 2QO 8QO 4(M) 
 
 Scale of Miles. 
 
THE ENGLISH IN VIRGINIA AND MARYLAND 
 
 29 
 
 charter granted in 1609, the Pacific Ocean was made the 
 western boundary of Virginia. The area lying between 
 these two belts, 38 degrees to 41 degrees, might be occu 
 pied by either company provided it came no nearer than 
 one hundred miles to a settlement made by the other. 
 
 The most notable provision of the charter was that the 
 colonists, as citizens in America, should have the same 
 rights and privileges as belonged to citizens of England. 
 It will be well to bear this great principle of the charter 
 in mind when we study later 
 the causes of the American 
 Revolution. Thecharterand 
 
 In addition tO the common store- 
 
 the charter, house - 
 the emigrants received 
 from King James and the 
 London Company strict or 
 ders about what should be 
 done in Virginia. One of 
 these orders was very un 
 wise and almost ruined the 
 colony. It was as follows : 
 for five years after settle 
 ment no one was to have 
 any land of his own ; all 
 were to work together and 
 put the products of their 
 labor into a common store 
 house, out of which pro 
 vision was to be made for clothing and feeding the colonists. 
 21. Settlement of Jamestown (1607.) On New Year s 
 day, 1607, the first colony, consisting of one hundred and 
 five men, set sail from London. About half of these men 
 were gentlemen, whose aim, like that of previous settlers, 
 was to make their fortunes in the New World and then re 
 turn home. The other half consisted mostly of mechanics 
 and tradesmen. There were no farmers and no women in the 
 new colony, for the colonists did not come to make homes 
 
 3////AWM0F~~ PLYMOUTH and LOXDON 
 
 ^C.Fear GRANTS, 1G06. 
 
 9 50 100 200 
 
 Scale of Miles. 
 
HISTORY OF THE UNITED STATES 
 
 and settle down to earning their living by patient labor. 
 Their aim was to find gold as the Spaniards had done in 
 Peru and Mexico. Such men were not the right material 
 to make a successful colony, as soon appeared after they 
 had reached Virginia. In May they sailed up the James 
 River and made a settlement. This they called Jamestown, 
 in honor of King James, from whom they received their 
 charter. Being for the most part a lazy, shiftless set, they 
 did very little to prepare for the future. They were so 
 
 slow that by the time they were 
 settled it was too late for the 
 The settlers and spring planting. 
 
 their sufferings. S oon tne ir prOVl - 
 
 sions began to fail, and famine, 
 along with the fever which seized 
 them in the warm climate, rapidly 
 thinned their ranks. Sometimes 
 there were hardly enough well 
 persons to bury the dead. In 
 about four months half their num 
 ber had died, and the rest were 
 discouraged. During these weary 
 months of suffering some of the 
 settlers lived in miserable dwell 
 ings made of boughs of trees or 
 old sails, and some dug holes in 
 the ground for shelter. 
 22. The Services of Smith. But for one courageous 
 man, John Smith, they would probably have perished. He 
 so managed the Indians as to secure food enough to pre 
 serve the lives of the wretched colonists. Two years later 
 more colonists joined them, but the new-comers were as un 
 fit as those who came first. During this time John Smith 
 not only kept the colony from ruin but found opportunity 
 to do some valuable exploring. While on one of these ex 
 peditions he sailed, in search of the Pacific, up the Chick- 
 ahominy River, 1 where he was captured by the Indians and 
 
 1 North America at this time was supposed to be a narrow strip of land. 
 
 RUINS OF OLD CHURCH AT 
 JAMESTOWN. 
 
THE ENGLISH IN VIRGINIA AND MARYLAND 
 
 the Suffering Colo- 
 of famine and 
 
 taken before their chief, Powhatan. Smith tells a thrilling 
 story 1 of the saving- of his life by Powhatan s young daugh 
 ter, Pocahontas. However much truth there may be in 
 the romantic incident, Pocahontas herself is an attractive 
 character, and her relation to the colonists is full of in 
 terest. 2 
 
 23. Smith Returns to England 
 nists (1609-1610). After two more years 
 hardships, five hundred additional 
 colonists came over. It was the old 
 story over again. Paupers, crim 
 inals, and otherwise worthless men 
 made up the greater part of this 
 wretched company. About this 
 time the colonists suffered a severe 
 loss, also, for Smith, having been 
 wounded by the accidental dis 
 charge of a gun, was obliged to re 
 turn to England. The colony was 
 thus left without a leader. At once 
 the Indians, whom Smith had man 
 aged with great skill, began to rob CAPTAIN JOHN SMITH. 
 
 1 As Smith in his efforts to prevent capture had killed two Indian warriors, 
 Powhatan decided that he must be put to death. In the meantime Smith had won 
 the warm friendship of Pocahontas, a kind-hearted girl about ten years old. This 
 little friend saved his life. For the Indians, having bound Smith hand and foot 
 and laid his head upon some stones, were gathered about their captive to see him 
 put to death. Then a warrior raised his club, but before it could fall upon Smith s 
 head, Pocahontas threw her arms about the prisoner s neck and begged her father 
 not to kill him. Powhatan s heart being touched, Smith was released and allowed 
 to return to Jamestown. Although this story has been discredited by some his 
 torians, there is pretty good evidence for its truth. Later, Pocahontas carried food 
 to the starving settlers at Jamestown, and gave Smith warning of an Indian plot 
 to kill him. 
 
 A young Englishman, John Rolfe, fell in love with Pocahontas and married her. 
 He took her to England, where she was treated with great kindness. Just as she 
 was on the point of returning to America she died, leaving a son who became a 
 man of influence in Virginia. John Randolph, of Roanoke (Va.), was one of her 
 descendants. 
 
 s According to his own romantic account, John Smith had many thrilling advent 
 ures before he went to Virginia. Running away from his home in England, while 
 
32 HISTORY OF THE UNITED STATES 
 
 and plunder the settlers, and famine and disease aided the 
 work of destruction. The famine became so severe that 
 The starving the colonists ate the bodies of their own dead. 
 time." Every day the numbers were thinned by 
 
 death, and at the close of that dreadful winter (1609-1610), 
 long known as " the starving time/ barely sixty of the five 
 hundred were left alive. Lord Delaware, the newly ap 
 pointed governor, came in June, 1610, just in time to pre 
 vent the miserable remnant from sailing away to England. 
 On account of ill-health he could not remain long in the 
 colony, and left Sir Thomas Dale in charge of affairs. 
 
 24. Dale s Great Reform : He Establishes Individual 
 Ownership of Land and Goods (1611-1616). Dale was, 
 like Smith, a vigorous and able ruler. He quickly saw that 
 he must be extremely severe in governing the lawless men 
 in the colony. He not only flogged the unruly but in 
 flicted the severest kind of punishment upon those who 
 Dale s severe said anything against his mode of governing. 
 measures. j^ e even went so far as to burn some of the 
 
 most rebellious, and in one case he sentenced to death by 
 starvation a man who had stolen food. Of course these 
 oppressive measures made Dale unpopular, but a stern 
 ruler was just what was needed to put the colony on a firm 
 footing. Its future soon began to look hopeful. 
 
 Perhaps Dale s wisest act was the abolition of the sys 
 tem of a common storehouse. This had been one of the 
 Dale abolishes greatest evils of the colony. The settler had 
 the system of the no land of h is own and had to put the prod- 
 
 common store- 1 . 
 
 house. ucts of his labor into a common stock which 
 
 all shared alike. It was a foolish system. The idlers, 
 
 yet a boy, he went to Holland and became a soldier. From Holland he wandered 
 to other parts of Europe, and in course of time fought against the Turks, three of 
 whom he slew in single combat. After being captured and enslaved by the Turks 
 he made his escape, and in 1604 returned to England, at the age of twenty-five, in 
 time to join the movement for planting a settlement in Virginia. On his return to 
 England in 1609 he sailed to New England and made a map of much of its coast. 
 In addition to an account of his own life, he wrote several books on America. lie 
 was a man of immense courage and energy, and doubtless saved the Jamestown 
 colony from ruin. 
 
THE ENGLISH IN VIRGINIA AND MARYLAND 33 
 
 knowing they would be fed and clothed whether they 
 worked or not, willingly let the industrious ones support 
 them. As a result, thirty or forty energetic men had been 
 supporting four or five times as many lazy, good-for-noth 
 ing men. Dale s great reform consisted in giving every 
 man his own plot of ground. After the owner had turned 
 into the common stock two and one-half barrels of corn, the 
 remainder of his crop was his own. Under the new law 
 the idle were compelled to work, and the thrifty were en- 
 couraged to produce all they could by their labor. 
 
 25. Tobacco the Main Source of Wealth. About the 
 time that this working spirit began to direct the colonists, 
 they found that raising tobacco was immensely profitable. 
 The soil and climate of Virginia specially fitting it for grow- 
 ing tobacco, after 1616 this product was the .principal source 
 of wealth. Now that the colonists could have their own 
 land and could make money by raising tobacco, they were 
 ready to work with a will. Farmers in England were glad 
 to come to Virginia, and the success of the colony was no 
 longer doubtful. 
 
 26. The Second Great Reform : Self-government 
 (1619). Up to 1619 the people had little or no voice in their 
 government. This state of things they did not like, for 
 they had been accustomed in England to sending represent 
 atives to their governing body, Parliament. In 1619, there 
 fore, they were granted a new charter, which provided 
 for a representative assembly consisting of two delegates 
 from each of the eleven settlements. As these settlements 
 were called boroughs, the assembly was known as the 
 House of Burgesses. The new government The new gov- 
 consisted of a governor, council, and assem- eminent. 
 bly. This threefold government was modelled after the 
 English form l and furnished later a basis for our own State 
 and national governments. The private ownership of land 
 and the culture of tobacco were two great inducements to 
 
 1 The English Government consists of the King, House of Lords, and House of 
 Commons. The Cabinet, and not the King, is the real executive in England. The 
 two Houses constitute what is known as Parliament. 
 
34 
 
 HISTORY OF THE UNITED STATES 
 
 emigration. Now that the people had a voice in making 
 their own laws and levying their own taxes, Englishmen 
 flocked to Virginia. Within a year after the people began 
 to govern themselves, the population increased from 600 to 
 
 4,000. With the coming 
 of women about that 
 time family life found a 
 place in Virginia, and 
 the people became pros 
 perous and contented. 
 
 27. Great Need of 
 Labor; Labor Supply. 
 A very different class of 
 men now came to Vir 
 ginia. Men with families 
 and capital were ready 
 to plant homes where 
 returns for labor were 
 so promising. The great 
 need was for laborers, 
 and to supply this need 
 indented servants in 
 large numbers were 
 brought over. At first 
 these were poor boys 
 and girls who were 
 bound to service until 
 
 they became of age. Then adult servants, required to 
 serve a term of years to pay for their passage, were sent. 
 white servants There were also kidnappers in England 
 sent to Virginia, whose special duty it was to procure men 
 for service in Virginia. 
 
 But all these sources of labor did not supply Virginia s 
 demand ; for it frequently happened that the indented ser- 
 The first cargo vant, when free, himself became a landowner 
 of negro slaves. anc | required laborers. Naturally, then, the 
 slave-trader sought this inviting market, and in 1619 
 landed the first cargo of negro slaves in Virginia. At that 
 
 TOBACCO-PLANT. 
 
THE ENGLISH IN VIRGINIA AND MARYLAND 
 
 35 
 
 time able-bodied negroes could be bought on the coast of 
 Guinea for a few shillings apiece. These negroes were 
 packed so closely for sailing that a vessel would bring 
 hundreds of them over in a single voyage. Reaching Vir 
 ginia they could be sold for about the price of a good horse. 
 The profits were immense both to the slave-trader and the 
 slave-owner. What the tobacco grower needed was an 
 abundance of cheap labor, a need which negro slavery 
 supplied. Tobacco, 
 therefore, was large 
 ly responsible for 
 the introduction of 
 negro slavery into 
 Virginia. 
 
 28. Tobacco Es 
 tablishes Rural Life. 
 It was found that 
 tobacco quickly ex 
 hausted the soil. 
 This led to taking 
 up much new land 
 as soon as the old 
 was worn out. 
 Large plantations 
 were the result. 
 Each planter tried 
 to secure a planta 
 tion on one of the 
 many rivers. He 
 could then have his 
 own wharf, where 
 he could ship his 
 tobacco and receive 
 in exchange manu 
 factured goods from England. Under such a system, 
 where each planter held thousands of acres of land, 
 no large town could grow up, and life was wholly 
 rural. 
 
 A WILD DASH FOR LIFE. 
 An incident of the early slave trade. 
 
36 HISTORY OF THE UNITED STATES 
 
 29. Berkeley and the People. In 1660 after the over 
 throw of the commonwealth (see par. 35), Charles II. as 
 cended the throne of England, and Sir William Berkeley for 
 a second time 1 became governor in Virginia. Governor 
 Berkeley cared very little for the rights and wishes of the 
 people. He was trying to rule in America as his despotic 
 king was ruling in England. Hence in 1660 there began, 
 between the people on the one side and the king s party 
 headed by Berkeley on the other, a struggle that grew more 
 and more bitter until it ended in Bacon s Rebellion in 1676. 
 As this rebellion is an event of some importance, we may 
 well notice how it came about. We shall see in the chain 
 of events some of the causes of the American Revolution 
 which occurred one hundred years later. 
 
 30. Bacon Leads an Uprising of the People (1676). 
 Charles II., early in his reign, decided to enforce the Naviga- 
 The Navigation tion Laws as a means of increasing his revenue. 
 Law 8 - These laws were very severe upon the tobacco 
 trade of Virginia. They required that the planters should 
 send their tobacco in English vessels and to none but Eng 
 lish ports. They required also that the planters should buy 
 in England all the European goods they might need, and 
 that these goods should be brought over in English vessels. 
 In other words, the planter had to sell his tobacco and buy 
 his manufactured goods at prices set by English merchants. 
 This nearly ruined the leading industry of the planters, and 
 they became discouraged and. exasperated. In 1670 they 
 received almost nothing for their tobacco, and paid high 
 prices for goods manufactured in England. 
 
 At the same time the Virginia Assembly no longer rep 
 resented the wishes of the people, but the tyrannical ideas 
 Tyranny of of Berkeley. Having found in 1660 a set of 
 
 Berkeley. men 2 that suited his views, Berkeley for six 
 
 teen years kept these men in office, without an election by 
 
 1 Berkeley was governor from 1642-1651. 
 
 * Between 1650 and 1660, when the Puritans were in control in En gland, hundreds 
 of the Stuart followers, called cavaliers, came to Virginia (see par. 103), Many of 
 these cavaliers became planters of large influence and naturally supported Berkeley. 
 
THE ENGLISH IN VIRGINIA AND MARYLAND 37 
 
 the people, by adjourning the assembly from year to year. 
 Popular rights were thus despised. Moreover, suffrage 
 was taken from all except land-owners and " housekeepers/ 
 All these things were bad enough, but in 1673 the king 
 did something far worse. He actually gave away Virginia 
 to two of his favorites for thirty-one years. This action 
 made the colonists uncertain about the titles to their land 
 and aroused them to a high pitch of indignation. When a 
 little later the lives of the settlers were threatened by 
 attacks from the Indians and Berkeley refused to send 
 troops against them, the people were ready 
 
 , ,,. XT i i T-> Bacon s Rebellion. 
 
 for open rebellion. Nathaniel Bacon, a young 
 man of wealth and influence and a leader among the peo 
 ple, sought a commission from the governor to march 
 against the Indians, but the governor, fearing a revolt, 
 refused to give it. Without the commission, therefore, 
 Bacon led his troops against the Indians and routed 
 them. The governor declared him a rebel and traitor. 
 Civil war followed. Governor Berkeley was driven out of 
 Jamestown, and the town was burned by owners of property 
 in order to prevent his coming back. But Bacon suddenly 
 died of fever, and Berkeley returned to take revenge by 
 putting to death more than twenty of Bacon s leading 
 followers. Not pleased with Berkeley s management of 
 affairs, the king summoned him to England where, dis 
 appointed and heart-broken at the king s rebuke, he soon 
 afterward died. Bacon s Rebellion showed that the 40,000 
 people in Virginia loved liberty well enough to shed their 
 blood in its defence. 
 
 We have shortly to study settlers of a very different 
 type, the New England Pilgrims and Puritans, but before 
 doing so we must glance at the fortunes of the Catholics in 
 Maryland. 
 
 31. Lord Baltimore and the Catholics Settle Maryland 
 (1634). At the time the Puritans 1 were coming over to 
 America on account of religious persecution in England, 
 the Catholics also were being badly treated because they 
 
 1 See par- 40. 
 
HISTORY OF THE UNITED STATES 
 
 were unwilling- to conform to the English church. Lord 
 Baltimore, a prominent Catholic, wishing to secure freedom 
 of worship for English Catholics, obtained from Charles I., 
 who was his personal friend, a charter granting him the 
 land lying north and east of the Potomac River and on 
 both sides of the Chesapeake Bay. Lord Baltimore died 
 before the charter was issued, and it was transferred to his 
 son. The latter made a settlement in 1634 near the mouth 
 
 of the Potomac River, at St. 
 Mary s, and named his colony 
 Maryland in honor of the queen, 
 Henrietta Maria. Before proceed 
 ing to build houses for themselves 
 the colonists bought the land of 
 the Indians, and paid for it with 
 axes, hoes, and cloth. Their re 
 lations with the Indians were, with 
 rare exceptions, most friendly. 
 
 32. Lord Baltimore s Proprie 
 tary Rights. 1 The charter granted 
 
 The liberal char- to Lord Baltimore 
 
 ter - was extremely lib 
 
 eral. The king made him propri 
 etor, requiring, as a token of his 
 allegiance to the crown, two Indian arrows yearly and one- 
 fifth of all the gold and silver. Lord Baltimore had almost 
 the powers of a king in the new colony. He could call 
 together an assembly of the people s representatives, whose 
 laws were in force as soon as he signed them, the king s 
 assent not being required. The proprietor could coin 
 money, establish at his will courts of law and pardon crim 
 inals ; and these proprietary rights were to remain with 
 Lord Baltimore s descendants. Thus we see that he had 
 almost as much power in Maryland as King Charles had 
 in England. 
 
 Besides, the Maryland charter contained a remarkable 
 
 1 Maryland, Pennsylvania, and Delaware were the only Proprietary colonies at 
 the time of the Revolution. See par. m, 
 
 -Vi 
 
 GEORGE CALVERT (LORD BAL 
 TIMORE). 
 
THE ENGLISH IN VIRGINIA AND MARYLAND 39 
 
 provision denying the right of the English government to 
 tax the colonists within the province. The colonists were 
 to enjoy all the rights of freeborn Englishmen in the mother 
 country, and no taxes could be levied without being voted 
 by the people s representatives in their colonial legislature. 
 
 33. Disputes About Boundaries and Religion. The 
 Virginia colonists were greatly dissatisfied on account of 
 the king s grant of land to Lord Baltimore, because the 
 same land, they claimed, 
 
 had already been granted 
 to them. This dispute 
 led to fighting and blood 
 shed, but the king finally 
 decided the question in 
 favor of Lord Baltimore. 
 Much later, after the set- 
 
 . ,. T-, , . A MARYLAND SHILLING. 
 
 tlement of Pennsylvania, 
 
 there was a dispute also about the boundary between that 
 
 colony and Maryland. After a long time two riason and Dix- 
 
 surveyors, Mason and Dixon, established the on 8 Iine 
 
 boundary since known as Mason and Dixon s line (1763- 
 
 1767). 
 
 In the early days of the colony every settler was allowed 
 to worship as he pleased provided he worshipped in a Chris 
 tian church ; all were equally protected under the laws. But 
 later, during Cromwell s rule in England, the Protestants, 1 
 getting control of the government, began to persecute the 
 Catholics, and serious trouble followed. 
 
 34. Prosperity of the People. But in spite of many 
 disputes about boundaries and religion the colony pros 
 pered. The land was fertile, the climate delightful, and the 
 colonists could make their own laws. As in Virginia, life 
 was almost wholly rural during the seven- R Ura | i ife O f the 
 teenth century. The numerous rivers, creeks, people. 
 
 and inlets made communication so easy that towns, or cen 
 tres for collecting and distributing articles of trade, were un 
 necessary. Ships could bring whatever the planter needea 
 
 1 Protestants were always more numerous in the colony than Catholics. 
 
40 HISTORY OF THE UNITED STATES 
 
 to his door, and carry away in exchange the products of the 
 plantation, tobacco and Indian corn. Like Virginia, Mary 
 land derived much wealth from growing tobacco, which 
 was for a long time the staple product of the two colonies. 
 
 TO THE PUPIL 
 
 1. What was the most notable provision of the charter granted by James 
 
 I. to the London Company? What bad results followed the estab 
 lishment of the common storehouse ? What did John Smith do for 
 the Virginia colony ? Tell all you can about his character. 
 
 2. Imagine yourself in Virginia during these early years, and give an 
 
 account of your life there. Impersonating Pocahontas, speak in the 
 first person of your relations to the whites. Compare the work of 
 Smith and Dale. 
 
 3. Do not be satisfied until you understand clearly the two great reforms. 
 
 4. Study the relation of soil and climate to tobacco, and of tobacco to 
 
 plantation life and to negro slavery. 
 
 5. What was Berkeley s attitude toward the plain people ? How did the 
 
 Navigation Laws bear heavily upon the Virginia planters ? In 
 what way was Berkeley tyrannical ? Write a simple outline of the 
 events which led to an uprising of the people under Bacon in 1676. 
 What were the results of this uprising ? Contrast Bacon and Berke 
 ley, and show why you like or dislike either of them. 
 
 6. Subject for debate : Resolved, that Virginia owed a greater debt to 
 
 John Smith than to Governor Dale. 
 
 7. Why did Lord Baltimore wish to plant a colony in the New World ? 
 
 What singular powers did the king confer upon Lord Baltimore as 
 proprietor of Maryland ? Be sure that you know what a proprietor 
 was. 
 
 8. What remarkable provision did the Maryland charter contain ? Note 
 
 the important clause in the Maryland charter about " no taxation 
 without representation." What was Mason and Dixon s Line ? In 
 what respect -was the life of the Maryland colonists like that of the 
 settlers of Virginia? If you can see the relation of cause and effect 
 between events, history at once becomes full of meaning and life. 
 In looking for such relation, you will find it a great help to bring to 
 your recitation at least one written question on every lesson. 
 
 9. The account of Bacon s Rebellion, as told in Cooke s Virginia, is well 
 
 worth reading. 
 
THE ENGLISH IN VIRGINIA AND MARYLAND 41 
 
 NOTES 
 
 North and South Caroli?ta (1663-1729). In 1663-65 Charles II., desir 
 ing to reward eight of his favorite noblemen, gave them a grant of all the 
 land between the Atlantic and the Pacific and extending from Virginia to 
 a point some distance below St. Augustine. Thus we see that this land, 
 called Carolina, had eight proprietors, just as Maryland and Pennsylvania 
 each had one. 
 
 The form of government for Carolina was aristocratic. It was called 
 the Grand Model, and is said to have been outlined by a great English 
 philosopher, John Locke. A few noblemen were to own all the land, 
 make the laws, and have all the powers of government in their hands. 
 The people were, like the old Russian serfs, to be bought and sold with 
 the land. Of course this absurd scheme was a failure. The people 
 made so much trouble for the proprietors that the latter were glad to sell 
 in 1729 all their rights to the king of England. The king then divided 
 Carolina into North and South Carolina, appointing a governor for each 
 colony and allowing the people in each to choose their own assembly. 
 
 The population of the two colonies w r as composed of Englishmen, 
 Huguenots, Germans, Scotch-Irish, and Scotch Highlanders. When the 
 Revolution began, North Carolina was the fourth colony in population. 
 The staple products of South Carolina were rice and indigo, and of North 
 Carolina were tar, pitch, turpentine, and lumber. 
 
 Georgia (1733). James Oglethorpe, a brave soldier and wealthy mem 
 ber of Parliament, knowing how eager the Spaniards were to destroy the 
 weak English settlements in South Carolina, wished to plant a colony that 
 should serve as a military outpost to ward off the Spanish attacks. But 
 this was not his only motive. Being a man of warm sympathies, he de 
 sired to find relief for imprisoned debtors suffering in English prisons. 
 He therefore secured from the king a grant of the land lying between the 
 Savannah and the Altamaha Rivers and extending westward to the Pacific. 
 In 1733 he planted at Savannah a colony in which freedom of worship was 
 allowed to all but Catholics. For many years neither rum nor slaves 
 could be imported. But, believing that these restrictions interfered with 
 the prosperity of the colony, the people finally secured their removal. At 
 the end of twenty years the trustees, to whom the king had granted the 
 original charter, gave it up. Georgia then became a royal colony and re 
 mained so until the Revolution. 
 
CHAPTER V 
 
 THE PILGRIMS AND PURITANS IN MASSACHUSETTS AND 
 CONNECTICUT (1620-1689) 
 
 REFERENCES: Scribner s Popular History of the United States, Land II.; 
 Drake s Making of New England; Coffin s Old Times in the Colonies; 
 Wright s Children s Stories in American History; Winsor s Narrative and 
 Critical History, III.; Eggleston s Household History; Andrews s United 
 States. 
 
 OUTSIDE READINGS: Fisher s Colonial Era; Doyle s English Colonies; 
 Dodge s Short History of the English Colonies in America; Thwaites s The 
 Colonies ; Hawthorne s Grandfather s Chair ; Male s Story of Massachusetts ; 
 Fiske s Beginnings of New England ; Abbott s Captain Myles Standish ; Earle s 
 Child Life in Colonial Days ; Earle s Home Life in Colonial Days ; Drake s On 
 Plymouth Rock ; Drake s Making of New England. 
 
 FICTION: Stowe s Mayflower; Austin s Standish of Standish, Betty Alden, 
 A Nameless Nobleman, Dr. Le Baron and His Daughters; Cogswell s Regicides. 
 
 POETRY: Longfellow s Courtship of Myles Standish. 
 
 35. England Under the 
 Stuarts (1603-1649 and 1660- 
 1688). We cannot understand 
 who the Pilgrims and Puri 
 tans were, why they left their 
 homes in England, and what 
 they did after they came to 
 America, unless we know 
 something of English history 
 from 1603 to 1689. With the 
 exception of eleven years 
 (1649-1660) the Stuart kings 1 
 A PURITAN. reigned in England during 
 
 1 James I. (1603-1625), Charles I. (1625-1649), Charles II. (1660-1685^ 
 James II. (1685-1688). 
 
 42 
 
THE PILGRIMS AND PURITANS 
 
 43 
 
 this period. These men were oppressive rulers and aroused 
 
 the opposition of many of the best people in England. 
 
 When James I. ascended the throne he seemed The tyrannical 
 
 to think that all England and its people were stuarts. 
 
 his personal property. He claimed that he ruled by divine 
 
 right, which was another 
 
 way of saying that his will 
 
 was law and that the people 
 
 had no rights which he was 
 
 bound to respect. 
 
 Accordingly, there at 
 once began a struggle be 
 tween the throne and the 
 people, who were repre 
 sented by Parliament. The 
 great majority of the peo 
 ple claimed that they could 
 not lawfully be taxed with 
 out their consent; in other 
 words, that no No taxatlon with . 
 
 taxes COuld be out representa- 
 
 levied unless tion> 
 voted by the people s rep 
 resentatives in Parliament. 
 The Stuarts tried to plan 
 various ways of raising 
 money without asking Parliament to vote it. But this was 
 very difficult. 
 
 For eleven years (1629-1640) Charles I. ruled England 
 without Parliament, and he was so arbitrary that he brought 
 on the war which ended in the loss not only of his crown 
 but of his life (1649). The Commonwealth followed (1649- 
 1660), England being ruled by Oliver Cromwell and later 
 by his son Richard. Oliver Cromwell became even more 
 autocratic than Charles I. had been. 
 
 After the Restoration Charles II., son of Charles I., 
 reigned till 1685, when he was succeeded by his brother, 
 James II. The latter was so despotic that the people rose 
 
 OLIVER CROMWELL. 
 
44 HISTORY OF THE UNITED STATES 
 
 against him in the revolution of 1688 and drove him out 
 of England. It will greatly help us to understand Berkeley 
 James ii. driven in Virginia and Andros in New England, if 
 from England. we remember that these men were trying to 
 rule in America as their royal masters were ruling in 
 England. 
 
 James I. was determined to make every one conform to 
 the Established Church in England. But there were many 
 The church of people who did not like its forms and cere- 
 Engiand and the monies and wished to modify them. They 
 
 were called Puritans because, it was said, they 
 wished to purify the Church. The Puritans wished to re 
 main in the Church and reform it. Another party wished to 
 leave the Established Church, or separate themselves from 
 
 it, and were therefore known as Separatists or 
 
 The Separatists. _ V ... , , 
 
 Independents. They not only disliked the 
 forms and ceremonies of the English Church, but they also 
 disapproved of church-government by bishops. They 
 wished to have a church in which the people only should 
 rule. Such a self governing church, where each congrega 
 tion could elect its minister and manage its own affairs with 
 out interference irom king or bishop, afterward became 
 known as Congregational. 
 
 36. Pilgrims Migrate to America (1620). In the early 
 part of the reign of James I. a number of people in the 
 village of Scrooby, a small village in Nottinghamshire, under 
 took to form such a church. But they were regarded as 
 The pilgrims es- rebels and were hunted down, and some of 
 cape to Holland, them were thrown into prison. At last, in 
 1608, they escaped to Holland, where they were allowed to 
 remain in peace and to worship as they pleased. 
 
 But they were not satisfied to settle permanently in Hol 
 land, because they did not wish their children when grown 
 up to intermarry with the Dutch. They wished to make 
 homes in a new land and there establish a free government 
 and their own religion. After remaining in Holland twelve 
 years, therefore, they decided to go to America, in order to 
 establish a self-governing community and bring up their 
 
THE PILGRIMS AND PURITANS 
 
 45 
 
 children to be liberty-loving and God-fearing men and 
 women. By reason of their wanderings these people were 
 called Pilgrims. The Pilgrims were poor, Their aims and 
 but they were men of strong will and noble character. 
 purpose. They tried to get a charter from the king, but 
 he refused to give it. He led them to believe, however, 
 
 ENGLAND AND HOLLAND. 
 
 5*) ytO 200 
 
 Scale of Miles. 
 
 that he would not interfere with theii^ project if they did 
 not make themselves troublesome to him. 
 
 37. Voyage and First Winter. After getting money on 
 hard terms they started 1 over from Plymouth, England, in 
 the Mayflower arid the Speedwell. On account of a leak the 
 Speedivell was obliged to return, and the Mayflower, with 
 about one hundred people on board, sailed for America. 
 
 1 The Pilgrims sailed in July, 1620, from Delftshaven, the Port of Leyden, 
 Holland, in the Speedwell for Southampton, England, where the Mayflower awaited 
 them. 
 
HISTORY OF THE UNITED STATES 
 
 THE MAYFLOWER, 
 From a model in the Smithsonian Institution. 
 
 After a stormy voyage they anchored about the end of 
 November, 1620, on the northern shore of Cape Cod. As 
 this place was not suitable for a settlement, they sailed 
 
 across the bay to a good 
 harbor and made their fi 
 nal landing at Plymouth 
 December 21, 1620. The 
 suffering during the first 
 winter was severe, and 
 before spring half their 
 number were dead. But 
 when spring came they 
 had no disposition to re 
 turn to England. Weak 
 as they were in numbers 
 and possessions, they 
 were strong in manly purpose and brave enough to face 
 any danger that threatened their little settlement. 
 
 38. The Covenant, Democracy, and the Church. Before 
 landing they signed, in the cabin of the Mayflozver, a cove 
 nant in which they agreed to make and support such laws 
 as should seem for the best interests of all. John Carver was 
 chosen governor. The laws were made in town-meetings, 
 in which every man could vote. The Pilgrims at Plymouth 
 believed that the people should rule ; they planted democ 
 racy in their church and state. Some years later, 1 after 
 
 population had increased, this pure democracy 
 was obliged to give place to representative 
 government. Governor Carver died during the first 
 winter, and William Bradford was chosen to succeed him. 
 Elder Brewster was the minister, and Captain Myles Stan- 
 dish was chosen military leader. These stout-hearted lead 
 ers well represented the character of the Plymouth settlers. 
 
 39. Relations with the Indians. For a better defence 
 against the Indians the Pilgrims organized their able-bodied 
 
 1 In 1630 there were only 300 settlers. By 1639 representative, government 
 became necessary, and in 1643 the population numbered 3,000. This increase was 
 due to surrounding settlements which began to spring" up about 1630. 
 
 Pilgrim leaders. 
 
THE PILGRIMS AND PURITANS 
 
 47 
 
 A CHEST WHICH CAME OVER IN THE 
 MA Yf LOWER. 
 
 men into small companies who took turns in guarding the 
 
 settlement against surprises by the Indians. Fortunately 
 
 for the Plymouth settlers, so many of the Indians of that 
 
 region had recently died 
 
 from a pestilence that the 
 
 remaining natives were not 
 
 troublesome. Massasoit, 
 
 chief of the Wampanoag 
 
 Indians, visited Plymouth 
 
 in the spring of 1621, and 
 
 Governor Bradford made a 
 
 treaty of peace with him 
 
 that lasted fifty years. 1 
 
 40. The Puritans and the Massachusetts Bay Colony 
 (1628-1630). Encouraged by the successes of the Pilgrims, 
 many Puritans began to follow their example. In 1628 
 some of the leaders of the Puritan party in England, men of 
 wealth and influence, formed a trading company. They 
 bought of the Plymouth Company a tract of land along the 
 Massachusetts coast, extending between the Charles and 
 Merrimac Rivers and to within three miles beyond each, 
 and sent out men to occupy it. Endicott was their leader, 
 and they settled at Salem. 
 
 The following year the same trading company, with in 
 creased numbers, obtained a charter from the king, incor 
 porating it as the Governor and Company of Massachusetts 
 Bay. Very likely Charles I. was quite willing to be rid of 
 these liberty-loving, unruly subjects. At any rate he 
 granted them a charter which was very liberal in its terms. 
 It allowed the freemen of the company to choose their own 
 governor, his deputy, and a council of eighteen The Puritan8 se _ 
 assistants, and to manage in every way their cure a liberal 
 own affairs. It did not restrict its holders in charten 
 the place of meeting. Of course this was a distinct advan 
 tage to the promoters of the new enterprise. Accordingly, 
 
 1 Later the Narragansett chief, Canonicus, sent to Plymouth a rattlesnake skin 
 containing a bundle of arrows ; Governor Bradford removed the arrows and, filling 
 the skin with powder and shot, returned it to the Indians. This hint was sufficient. 
 
4 HISTORY OF THE UNITED STATES 
 
 in 1629, when the king was ruling with a high hand and 
 setting at naught the will of Parliament by levying taxes 
 himself and by throwing into prison those who refused to 
 pay such illegal taxes, these Puritans decided upon the 
 bold step of removing with their chartered rights to New 
 England, where they might find a 
 refuge from the tyranny of the king 
 and build up a government accord 
 ing to their own ideas. 
 
 In 1630, under the leadership of 
 John Winthrop, about 1,000 persons, 
 with horses,- cattle, and stores of 
 The Puritan set- various kinds, sailed for 
 
 ttements in 1630. M aSSacll U SCttS. This 
 
 new colony, called the Massachusetts 
 Bay Colony, made settlements at 
 Charlestown, Boston, Roxbury, 
 and Watertown. John Win 
 throp was made the first gov 
 ernor. Like the Plymouth 
 --colony they established a gov 
 ernment democratic in form, 
 
 MYLES STANDISH but un like the Plymouth col 
 
 ony they were men of wealth 
 
 and culture. Some of them were relatives of the greatest 
 men of the day. They were men of wisdom and energy 
 also, and might have made great names 1 for themselves in 
 England. It must have been a strong motive that led 
 them to sacrifice so much. We shall see how tenaciously 
 they held to the rights which those sacrifices had bought. 
 
 41. The New England Township. Unlike ordinary 
 colonists, the Puritans came in large communities with their 
 plans of government fully matured. They were not Sepa 
 ratists in England as the Pilgrims had been, but the church 
 they established in Massachusetts was independent and Con 
 gregational. Each congregation formed a settlement, and 
 
 1 Stoughton, lieutenant-governor of Massachusetts (1692-1701), said, "God 
 sifted a whole nation that He might send choice grain over into this wilderness." 
 
THE PILGRIMS AND PURITANS 
 
 49 
 
 PILGRIM TYPES. 
 
 each settlement consti 
 tuted a township and 
 parish whose boundaries 
 were one and the same, 
 and usually included an 
 area of from forty to 
 sixty square miles. Each 
 parish had one church 
 or meeting-house, where 
 
 all business, The meeting-house 
 
 church or and the village. 
 civil, was transacted. 1 
 Later the people erected 
 a separate building for 
 their town meetings and 
 called it a town-house 
 or town-hall. The meet 
 ing house and the town- 
 house were the centres 
 
 about which clustered the villages. In order to meet the 
 more easily for worship the settlers built their houses close 
 together. Perhaps another reason was to secure a better 
 defence against the Indians. 
 
 42. Church and State. The charter permitted all free 
 men to vote, but the Puritans came to New England to 
 establish and preserve what was most dear to them, their 
 own religious and political freedom in no sense religious 
 toleration. When the first elections were held, Puritan8 allow 
 therefore, it was enacted that no one should none but church 
 be admitted a freeman and so have a right to members to vote - 
 vote who was not a member of one of the churches of the 
 colony. The union of church and state was thus complete. 
 
 At first the freemen met with the governor, his deputy, 
 and council of assistants to make such laws as pertained to 
 the general welfare of the several towns. But after a time, 
 when the towns and freemen had so multiplied that it be- 
 
 1 As early as 1631 it was decided that none but church members should be 
 admitted as freemen. 
 
50 HISTORY OF THE UNITED STATES 
 
 came inconvenient for them all to meet, each town began 
 to send representatives, or deputies, to the legislature, or 
 General Court (1634), just as each settlement or borough in 
 Virginia sent representatives to the House of Burgesses. 
 
 MYLES STANDISH S BILL OF EXPENSES AFTER HIS VISIT TO THE INDIANS. 
 
 43. Massachusetts Gets Control of the Connecticut 
 Valley (1633-1636). Some time before the Massachusetts 
 Bay Company had made settlements on the New England 
 coast the Dutch had become established in New York (then 
 New Amsterdam) on the Hudson, where they were engaged 
 in the fur trade with the Indians. Claiming the land as far 
 east as the Connecticut River, they built a small fort at 
 
THE PILGRIMS AND PURITANS 
 
 Hartford in the interest of the fur trade. In 1633 Massa 
 chusetts sent up the Connecticut a vessel, which in spite of 
 Dutch protests sailed to Windsor, six miles The Dutch at 
 above Hartford. There the Massachusetts Hartford. 
 men built a house for trading with the Indians. Two years 
 later John Winthrop, by building a fort called Saybrook 
 at the mouth of the river, cut off 
 the Dutch fort at Hartford from 
 the support of New Amsterdam. 
 The way was now open for Mas 
 sachusetts to send settlers into 
 the valley of the Connecticut. 
 
 44. Massachusetts Settles the 
 Connecticut Valley (1635-1636). 
 In 1635 3,000 more settlers came 
 from England to Massachusetts, 
 where, some of them maintained, 
 there was not enough good land 
 for the many people now in that 
 colony. The complaint of 
 
 the lack of land came 
 mainly from three of the 
 eight Massachusetts towns. 
 On hearing of the fertile 
 soil of the Connecticut val 
 ley a great part of the 
 people of these three towns 
 
 decided to make settlements there. When they migrated 
 to Connecticut they settled the three towns of Hartford, 
 Wethersfield, and Windsor. The principal settlement at 
 settlement was made at Hartford in June, Hartford. 
 1636. Under the leadership of their minister, Thomas 
 Hooker, one hundred men, women, and children came 
 overland from Cambridge (then Newtown), driving their 
 cattle before them. It took them two weeks to make the 
 toilsome journey through the woods to their new home. 
 
 45. Thomas Hooker and Democracy. There is not 
 much doubt that the principal reason why these three towns 
 
 GOV. JOHN WINTHROP. 
 
52 HISTORY OF THE UNITED STATES 
 
 wished to move to Connecticut was political. Many peo 
 ple did not approve of the Puritan idea held in Massachusetts 
 of allowing 1 only church members to vote. Nor did they 
 like to have the clergy take a controlling part in political 
 life. Thomas Hooker, the minister at Cambridge, was the 
 leader of this movement in favor of a more democratic sys 
 tem. John Winthrop and other Puritan leaders believed 
 in government by only a part of the people. They did not 
 believe that all the people were wise enough to govern 
 well. But Thomas Hooker, like Abraham Lincoln, believed 
 in government " of the people, by the people, and for the 
 people." 
 
 46. The Connecticut Constitution (1639). In l &39 the 
 three towns of Hartford, Wethersfield, and Windsor united 
 under one government. The constitution which they 
 adopted was the first written constitution in all history 
 upon which a government was built up. Another interest 
 ing fact about this constitution is that in it no mention was 
 made either of the king or of the English company 1 hold- 
 Government by ing a patent of the land. This constitution 
 the people. was made by the people, in the interests of the 
 
 people, and showed that Thomas Hooker and his followers 
 had faith in the ability of the people to manage their own 
 affairs. 2 In the Connecticut colony all freemen, whether 
 church members or not, could vote. 
 
 The New Haven colony was founded in 1638 by a 
 small body of men under the leadership of John Daven- 
 New Haven coi- port and Theophilus Eaton. They based 
 "y- their laws strictly upon the Bible, and like the 
 
 Massachusetts Bay colonists allowed none but church 
 members to vote. 
 
 After the Restoration Connecticut, in order to confirm 
 
 1 In 1630 the Council for New England granted the patent to the Earl of War 
 wick. In 1631 he assigned it to Lord Say-and-Sele and others. 
 
 - Alexander Johnston says: " It is on the banks of the Connecticut, under the 
 mighty preaching of Thomas Hooker, and in the constitution to which he gave life 
 if not form, that we draw the first breath of that atmosphere which is now so famil 
 iar to us. The birthplace of American democracy is Hartford." 
 
54 
 
 HISTORY OF THE UNITED STATES 
 
 her rights, thought it best to secure, if possible, a charter 
 from the king. Governor Winthrop was sent to England, 
 and by his tact and pleasing address succeeded in obtain- 
 The Connecticut ing a charter (1662) for the territory which 
 charter. included Hartford, New Haven, and all the 
 
 other settlements 1 that had been made in what is now Con 
 necticut. This charter was so liberal and satisfied the peo 
 ple so well that it afterward became the State Constitution 
 
 and remained in force 
 till 1818. 
 
 47. Religious Intoler 
 ance in Massachusetts 
 Leads to the Settlement 
 of Rhode Island (1636). 
 We must remember that 
 the Puritans did not 
 come to New England to 
 establish religious free 
 dom, but to form a state 
 where they should have 
 freedom for their own 
 religion. They thought 
 their own safety, cer 
 tainly their own welfare, 
 depended upon having 
 none but members of the 
 church take any part in 
 government. But while 
 
 none but church members could vote, all were obliged to 
 pay taxes for the support of the church and were corn- 
 Roger Williams pelled to attend its services. Roger Will- 
 and his views. iams, a young man of pure spirit and strong 
 conviction, who had become pastor of a church at Salem 
 (1633), declared this system to be wrong. He asserted 
 that no man should be obliged to pay taxes to support 
 any church, nor should he be punished by the magistrates 
 for not attending church services. His belief was that 
 
 1 Saybrook was purchased by the Connecticut colony in 1644. 
 
 FIRST CHURCH AT SALEM. 
 
THE PILGRIMS AND PURITANS 55 
 
 every man should settle all such matters with his con 
 science and his God. Williams stirred up the Puritans 
 by declaring, also, that they had no just claim to the land 
 they lived on. The land was theirs because the king had 
 granted it to the Massachusetts Bay Company. But the 
 land, Williams said, had never become the king s property ; 
 it belonged to the Indians ; and the king, therefore, could 
 not grant to anybody what was not his own. 
 
 This strange way of looking at the authority of the 
 magistrates and at property rights alarmed the Puritans, 
 especially as the English government was already none too 
 friendly. They very much feared that the English king, 
 hearing of the disturbance which these new teachings had 
 caused in the colony, would hasten to take away the 
 charter. Hence they looked upon Roger Williams as a 
 dangerous person and drove him out of the colony. 1 He 
 went to Rhode Island and made a settlement 
 
 Koger Williams 
 
 at Providence (1636). Rhode Island became driven out of 
 a refuge for all who were seeking for a place nassa c hU8etts - 
 to worship freely in accordance with their chosen faith. 
 
 Another disturber of the public peace was Mrs. Anne 
 Hutchinson, an able woman who had recently come from 
 England. She gave religious lectures which were opposed 
 in their doctrines to those of the regular clergy, and caused 
 great excitement. Although some of the leading men were 
 included among her followers she was banished from the 
 colony. 
 
 48. The New England Confederacy (1643). The 
 Dutch, angry at the loss of their fur trade in the Connecti 
 cut valley, had twice tried to drive the English away. The 
 French in Canada were trying to push their claims to the 
 
 1 As soon as Roger Williams learned that the Puritan magistrates had decided 
 to send him back to England, he made his escape in midwinter to the wilderness. 
 Here he wandered about for fourteen weeks, through deep snows, sometimes sleep 
 ing in hollow trees at night and sometimes getting food from the Indians. Early 
 in the following summer, with five friends from Salem, he crossed the Narragansett 
 Bay in search of a new home. Canonicus, chief of the Narragansetts, gave him a 
 tract of land where he made a settlement, calling it Providence, in token of God s 
 care for him during his time of trouble. 
 
HISTORY OF THE UNITED STATES 
 
 south, and the Indians, either as allies of the French or the 
 Dutch or on their own account, threatened on all sides. 
 Enemies of the Connecticut, therefore, proposed to Massa- 
 New England coi- chusetts a union of the New England colonies 
 for mutual defence. In 1643 articles were 
 agreed upon at Boston by representatives from Massachu 
 setts, Plymouth, Connecticut, and New Haven, uniting the 
 colonies in a confederation for " mutual safety and welfare." 
 
 This confederacy was important because it taught the 
 colonies how to unite and made stronger their feeling of 
 independence. It prepared the way for the Albany Con 
 gress, the Continental Congress, and the union of the States 
 in 1789. 
 
 49. The Quakers in New England. In 1656 the Massa 
 chusetts colonists were greatly alarmed to learn of the 
 arrival of two Quakers. These persons were at once 
 thrown into prison until the ship in which they had come 
 should sail, and boards were nailed on their prison windows 
 Punishment of the to prevent them from communicating with 
 Quakers. people outside. But in spite of this harsh 
 
 treatment the Quakers continued to come. Fined, im* 
 prisoned, whipped without mercy, mutilated, and driven 
 from the colony on penalty of death, they still persevered. 
 
THE PILGRIMS AND PURITANS 
 
 57 
 
 unty | V n f to pvantmg uxg c \*a an gpvctnino Oy fitwo 
 
 ^x>vCcd Ocou^rt feavcaj 
 
 ototua . L-7uaci>tO. ano gg MvO ifiut Ott)tT 
 X>pon U)t Plmixf ontotfo untQux iQt jyonfett 
 
 tntoixt tptX atau^y XMivt ,<uit to. (utuaU.c yoTfMfi QXiAVlattKS 6y uy otfr 
 
 OF THE MASSACHUSETTS CHARTER.- 
 
 Not until four of them were hanged did a reaction in their 
 favor set in. 
 
 We are led to ask why the Quakers persisted in coming 
 to Massachusetts in the face of such deadly opposition, 
 and why the Puritans were so horrified to have them in 
 the colony. The first question is quickly answered. The 
 Quakers were zealous to make converts and were more than 
 willing to suffer for their teachings. In answering the 
 second it may be said that the Quakers held Peculiar ideas of 
 in small esteem both the political and religious the Quakers. 
 system of the Puritans. The ideal of the Quakers was a 
 separation of church and state. They were guided by 
 what they called the " inner light," or conscience. This 
 was to them a supreme authority to be obeyed in spite of 
 law or punishment. As they did not approve the Puritan 
 system they refused to take the oath of allegiance, to pay 
 taxes, or do military service. 
 
 To the Puritans the success of Quakerism meant the 
 overthrow of Puritanism. The Puritans said, Why the Purltan8 
 " We have come over to New England to es- persecuted the 
 tablish a church and state after our own ideal. Q uaker8 - 
 If the Quakers and others do not like our system let them 
 go elsewhere, as we did when we left England." 
 
HISTORY OF THE UNITED STATES 
 
 50. Trouble with England and Loss of the Massa 
 chusetts Charter (1684). During the first thirty years of 
 its existence, Massachusetts, left pretty much alone by 
 independent atti- England, had improved her opportunities to 
 tudeofMassa- build up a strong and independent govern 
 ment. The stormy reign of Charles I. had 
 not permitted any oversight on the part of England. The 
 commonwealth which succeeded (see par. 35), being Puritan 
 
 in its sympathies, allowed the 
 colony to follow its own course. 
 But the conditions which had 
 favored her growth thus far were 
 giving way. After the Restora- 
 tion (1660), it was not to be ex- 
 pected that Charles II. would 
 overlook the growing importance 
 and independent attitude of the 
 Massachusetts colony. That 
 would be too much to expect of 
 any king, especially of a Stuart 
 king. Moreover, Massachusetts 
 had used her power in such a 
 way as to make many enemies. 
 Her custom of excluding from 
 the colony people like Roger Williams and Anne Hutch- 
 inson, whose religious views differed from her own, had 
 Enemies of Massa- driven some men of influence back to England. 
 chusetts. Others who were not members of the Congre 
 
 gational Church had of their accord returned to England, 
 because in Massachusetts they could get no voice in the 
 government. As a result, these men cherished only ill-will 
 toward the colony which had caused them so much trouble. 
 All these aggrieved persons found means of carrying 
 into the king s court mischievous reports of the doings of 
 the colony. For instance, it was rumored that Massachu 
 setts had raised money without the king s sanction, and had 
 given a hearty welcome to two of the judges who had sen 
 tenced Charles I. to death, and who afterward had escaped 
 
 SIR EDMUND ANDROS. 
 
THE PILGRIMS AND PURITANS 
 
 59 
 
 to Massachusetts. Furthermore, it was said that Massachu 
 setts had broken the Navigation Laws, which forbade the 
 colonies to receive foreign vessels into their Com |a|nta 
 ports or to trade with any except English against Massa- 
 ports or ports belonging to England. This chusetts - 
 political sin was especially grievous to English merchants, 
 and robbed the king of his 
 revenue. 
 
 The time had therefore 
 arrived for England to find 
 means of humbling her am- 
 bitious colonists. But it 
 was not until after a long 
 struggle that the charter 
 was finally annulled in 1684. 
 The Government and Com 
 pany of Massachusetts then 
 passed out of existence. 
 
 51. Andros, the Stuart 
 Governor in New England 
 (1686-1689). Charles II. 
 died and James II. suc 
 ceeded him. In 1686 he 
 appointed Sir Edmund An 
 dros governor of all New 
 England and, later, of New 
 
 York and New Jersey also. Andros truly represented the 
 despotic will of his royal master. He was especially tyran 
 nical in Massachusetts, because this colony Tyranny of An _ 
 had taken such an independent attitude tow- dros in Massa. 
 ard England. He at once declared that inas- chusetts - 
 much as the colonists had lost their charter they could no 
 longer lay any legal claim to their lands. They could hold 
 them only by paying money as a quit-rent to the king. The 
 privilege of making their own laws and levying their own 
 taxes in town meetings and General Court 1 was also taken 
 
 1 General Court was the name for the colonial legislature. The term is still 
 applied to the Massachusetts legislature. 
 
 PROVINCE RUEED OVER 
 BY SIR EDMUND ANDROS, TG88. 
 
 50 100 200 800 
 
6o 
 
 HISTORY OF THE UNITED STATES 
 
 away. Andros and a council of his own choosing now 
 made the laws and levied the taxes. The colonists rebelled, 
 but the king stood back of the governor, and resistance was 
 useless. Freedom of the press was no longer allowed, and 
 men were illegally thrown into prison. Indeed, the condi 
 tion of the people was little short of slavery. 
 
 jfi 
 
 THE CHARTER OAK. 
 
 In 1687 Andros went to Hartford to secure the Connect 
 icut charter. The conference was so long and heated that 
 it continued till dark, when suddenly the candles were blown 
 Andros fails to se- out an( ^> as tne traditional story goes, the 
 cure the connect!- charter was snatched from the table and hid 
 den in an oak-tree l afterward historic as the 
 " Charter Oak." But the colonists were obliged to give 
 up their charter government and to acknowledge Andros 
 as Governor. 
 
 1 In 1856 the noble old tree, which stood in what is now Charter Oak Place, 
 Hartford, was blown down, A marble tablet marks the spot. 
 
THE PILGRIMS AND PURITANS 61 
 
 Andros, however, pressed his tyranny too far. As soon 
 as the people heard that King James II. was driven from 
 the throne of England, they seized Andros, threw him into 
 prison, and later sent him back to England. Andros in 
 Massachusetts and Berkeley in Virginia were both intensely 
 hated and bitterly remembered. 1 
 
 52. Industries and Trade in New England. As AVC 
 have seen, soil and climate favored the growth of tobacco 
 on large plantations in Virginia, where life was rural. This 
 was not true in New England. There the soil was rocky, 
 and the climate was too cold for the growth of tobacco. 
 The people lived mostly in towns, usually not far from the 
 coast. Near the towns were the farms of those who tilled 
 the soil. 
 
 In Virginia the many sluggish rivers made it easy for 
 vessels to reach the wharves of the plantations. In hilly 
 New England the swift-running streams were not so navi 
 gable, but were useful for turning the wheels of mills and 
 factories. Naturally, manufacturing on a small scale began 
 early in New England. In addition to saw-mills and weav 
 ing-mills the New Englanders had factories for making 
 salt, gunpowder, and glass-ware. Good fishing off the coast 
 led to a considerable export trade in dried fish. The exten 
 sive forests furnished lumber for ship-building and com 
 merce. At an early day New England started the ship 
 building industry, for which, in later New England history, 
 the people became famous. 
 
 TO THE PUPIL 
 
 1. In what ways were the Stuart kings tyrannical ? Name two or three 
 
 results of their struggles with the people of England. 
 
 2. Who were the Puritans ? the Pilgrims ? Why did the Pilgrims wish 
 
 to emigrate to America ? 
 
 3. Explain how the settlers at Plymouth first made their laws. What 
 
 were their relations with the Indians ? 
 
 1 It is only fair to say that Andros was personally a far more honorable man 
 than Berkeley. 
 
62 HISTORY OF THE UNITED STATES 
 
 4. State the leading provisions of the charter which the Puritans ob 
 tained from the king. What was the township ? Why would the 
 Puritans allow none but church members to vote ? What form of 
 government did they have ? 
 
 5. Name points of difference between the Pilgrims and the Puritans. 
 
 Which do you like the better, the Pilgrims or the Puritans ? Give 
 your reasons. 
 
 6. How did the Massachusetts people get control of the Connecticut 
 
 valley ? How did Thomas Hooker and John Winthrop differ in their 
 ideas of government ? Tell all you can about the Connecticut Con 
 stitution. 
 
 7. Why did the Puritans send Roger Williams out of their colony ? 
 
 Subject for debate : Resolved, that the Puritans were right in their 
 treatment of Roger Williams. 
 
 8. What were the causes and results of the New England Confeder 
 
 acy ? Do you think that if you had been a Puritan you would have 
 joined in persecuting the Quakers ? Give your reasons. 
 
 9. What enemies did Massachusetts make ? What complaints did they 
 
 raise against the colony ? Compare the rule of Andros in Massa 
 chusetts with that of Berkeley in Virginia. In what respects were 
 these governors like the Stuart kings ? 
 
 10. How did the life and occupations of the people in Virginia differ from 
 those of the people in Massachusetts ? 
 
 11. Read Austin s Standish of Standish and Longfellow s Courtship of 
 Miles Standish. 
 
 NOTES 
 
 New Hampshire (1623). Two years after the Pilgrims landed, the 
 Council of Plymouth granted to Sir Ferdinando Gorges and Captain John 
 Mason the territory between the Merrimac and the Kennebec Rivers. In 
 1623 fishing stations were begun at Dover and Portsmouth. Later, 
 Mason and Gorges divided the territory between them. Mason took the 
 part west of the Piscataqua, which he named New Hampshire after his 
 own county of Hampshire in England ; Gorges took the part east of the 
 same river, naming it Maine. The proprietors left the early settlers to do 
 pretty much as they liked. Massachusetts claimed all the territory, but to 
 make certain her claim bought out the heirs of Gorges (1677) for $6,000. 
 Maine continued as a part of Massachusetts till 1820. New Hampshire re 
 mained for a long time under the protection of Massachusetts. After sever 
 ing connection with Massachusetts three times, New Hampshire became a 
 separate royal co4ony in 1741, and so continued until the Revolution. 
 
CHAPTER VI 
 
 THE DUTCH IN NEW YORK AND THE QUAKERS IN PENN 
 SYLVANIA (1609-1689) 
 
 REFERENCES : Scribner s Popular History of the United States, II. and III.; 
 Wright s Children s Stories in American History ; Drake s Making of Virginia 
 and the Middle Colonies; Richardson s History of Our Country; Morris s Half 
 Hours with American History ; Andrews s United States, I. 
 
 OUTSIDE READINGS: Fisher s Colonial Era; Doyle s English Colonies; 
 Lodge s Short History of the English Colonies in America ; Thwaites s The Col 
 onies; Bancroft s United States, I.; Winsor s Narrative and Critical History, III.; 
 Fiske s The Dutch and Quaker Colonies in America; Buell s William Penn. 
 
 FICTION : Irving s Knickerbocker s History of New York. 
 
 53. Henry Hudson Seeks the Northwest Passage 
 (1609). In 1609 Henry Hudson, an English navigator, was 
 employed by the Dutch East India Company to sail in 
 search of a short northwest passage to India. Holland was 
 then one of the greatest commercial countries in the world, 
 and, like the other great European powers, desired to find a 
 shorter route for the trade that was making her people rich. 
 Hudson crossed the Atlantic, and with a crew of twenty 
 men, in the Half-moon, sailed up the river which now bears 
 his name. He held the familiar belief of his time, that the 
 East Indies could be reached by a short water-route through 
 North America, which was supposed to be a narrow conti 
 nent. But after sailing as far as the present site of Albany 
 he could go no farther, and gave up his plan of finding the 
 East Indies by that route. Although he did not find a short 
 passage to the Pacific, he discovered the Hudson River 
 which was a great water-way for the Dutch fur traders 
 coming later. He also won the good-will of the Indians. 
 
 63 
 
HISTORY OF THE UNITED STATES 
 
 It was worth much to the Dutch that Hudson came to the 
 
 Indians as a friend. The same year Champlain, a French 
 
 explorer and trader, made deadly enemies of 
 
 Hudson wins the , r 
 
 good-win of the these same Indians, the Iroquois, who gave 
 him " reat Double and hindered the French 
 in their work of exploration and colonization. 
 
 54. Dutch Claims to New Netherland. During the 
 next few years Dutch traders continued to visit the region 
 
 of the Hudson, and in 1615 the 
 Dutch States-General gave a char 
 ter to a company of merchants. In 
 this charter the new qountry was 
 named New Netherland. A small 
 trading-house was erected on the 
 present site of Albany, and a sim 
 ilar one was built on Manhattan 
 Island at the mouth of the river. 
 
 Real colonizing did not begin 
 until 1623, when the West India 
 Company, which had been char 
 tered two years before for pur 
 poses of settlement and trade, be 
 gan to send out colonists. Some 
 of these settled on the Delaware, 
 or South River, some on the Hudson, or North River, some 
 on Long Island, and a few remained on Manhattan Island. 
 The Dutch built Fort Orange, where Albany now stands. 
 In 1626 Peter Minuit, governor of New Netherland, founded 
 Dutch settlements New Amsterdam (now New York City) on 
 and forts. Manhattan Island, which he bought from the 
 
 Indians for trinkets worth twenty-four dollars. These early 
 colonies opened a successful trade with the Indians, with 
 whom they kept on good terms, but they did not cultivate 
 the soil and, therefore, their settlements did not thrive. 
 
 55. The Patroons. To encourage emigration the 
 States-General of Holland granted to the company a new 
 charter by which the patroon system was established. This 
 system permitted any member of the Dutch West India 
 
 A DUTCH OFFICER OF THE 
 SEVENTEENTH CENTURY. 
 
THE DUTCH IN NEW YORK 65 
 
 / \ \ ~ 
 
 A GROUP OF SEVENTEENTH CENTURY DUTCHMEN. 
 
 Company who would, within four years, bring into the col 
 ony fifty settlers, to own a landed estate with a water front 
 of sixteen miles if on but one side of the Hudson, or of 
 eight miles if on both sides. This great land-owner or 
 patroon might extend his estate inland as far Power and duties 
 as he thought desirable. In all cases the land of the patroons. 
 was to be fairly bought of the Indians. These patroons 
 exercised almost absolute power over their tenants. In factl 
 the patroons resembled feudal lords, and the tenants resem-J 
 bled the vassals of feudal times. It should be noted that 
 the patroons were each required to support a minister and 
 a school teacher, in order that religious education should 
 not suffer. This wise provision indicated the sturdy, whole 
 some character of the Dutch people. 
 
 56. The Dutch Win the Friendship of the Iroquois 
 Indians and thus Secure an Extensive Fur Trade. By 
 treating the Iroquois justly the Dutch won the warm 
 friendship of these powerful Indians, who engaged in an 
 extensive fur trade with them. By honest dealing the 
 Dutch fur-traders avoided costly Indian wars, and easily 
 secured all the furs coming through the hands of the Iro 
 quois from numerous tribes around the Great Lakes and 
 between the Ohio and the Mississippi. The results of this 
 
66 
 
 HISTORY OF THE UNITED STATES 
 
 friendship were important : (i) Dutch commerce was en 
 riched ; (2) the Iroquois received for their furs the fire- 
 Results of the arms which enabled them all the more suc- 
 Ir? q n u d ois iP for f Jhe cessfully to prevent the French from getting 
 Dutchc possession of New York; (3) unwittingly the 
 
 Dutch were doing the English a great favor, for after 
 New Netherland passed into the hands of England, the 
 Dutch remained along the Hudson as before, and helped 
 
 The government. 
 
 THE EARLIEST PICTURE OF NEW AMSTERDAM. 
 
 to maintain the fur trade with the Iroquois, much to the 
 advantage of England. 
 
 57. New Netherland Under Dutch Governors 1 (1623- 
 1664). There was less political freedom in New Netherland 
 than in New England. The people could not 
 make their own laws nor levy their own taxes. 
 The town meeting, which was such a characteristic feature 
 of New England life, had no existence here. Religious free 
 dom was all that the most liberal could desire. As Holland 
 welcomed the Pilgrims when driven by persecution from 
 
 1 New Netherland had four Dutch governors : Peter Minuit, Walter von T wil 
 ier, William Kieft, and Peter Stuyvesant. Stuyvesant was the only governor 
 worthy of the name. With great reluctance did he yield to the English. 
 
THE DUTCH IN NEW YORK 
 
 England, the Dutch in New Netherland welcomed the vie- 
 tims of Puritan intolerance in New England. People from 
 all parts of Europe were attracted to New The mixed popu- 
 Netherland, and a very mixed population was Iation - 
 the result. It was said that in 1643 eighteen languages 
 were spoken in New Amsterdam. In such a mixed com 
 munity there could not be the same intense loyalty to the 
 ruling power as if all 
 the people had been of 
 one nation. 
 
 58. New Netherland 
 Becomes New York 
 (1664). The Dutch 
 were now, as the Span 
 iards had been the cen 
 tury before, the great 
 naval and commercial 
 rivals of England. It 
 
 Was nat- Why England 
 
 nral that wished to get 
 
 mat control of New 
 
 England Netherland. 
 
 should be jealous of 
 Dutch trade. The 
 Dutch held the best 
 
 harbor on the Atlantic coast and the best highway to 
 the Indian fur trade in the interior. No other river 
 equalled the Hudson in this respect; its advantages were 
 superb. Moreover, the Dutch colonies separated the Eng 
 lish colonies north and south, and England, not foreseeing 
 that the union of the English colonies could prove disas 
 trous to the mother country, conceived the idea that the 
 intrusion of the Dutch was a great obstacle to their 
 growth. 
 
 Therefore, after allowing the Dutch to remain fifty years 
 in the territory they had settled, England suddenly brought 
 forward her claim to the land by the discovery of the Cab- 
 ots. Accordingly, in 1664, while Holland and England were 
 at peace, Charles II. sent .over a fleet to attack the Dutch 
 
 HENRY HUDSON S HALF MOON ON THE 
 HUDSON. 
 
68 HISTORY OF THE UNITED STATES 
 
 colony at New Amsterdam. 1 Governor Stuyvesant made 
 frantic appeals to the people to assist in warding off the at- 
 The Dutch yield tack, but the Dutch were outnumbered, 2 and 
 to the English. resistance was useless. Without a blow New 
 Amsterdam fell into the hands of the English, and with it 
 the whole of New Netherland. Charles II. gave the newly 
 conquered territory to his brother, the Duke of York, and 
 changed the name of both the colony and its capital to New 
 York. 
 
 Dutch colonization, like Spanish, failed, and for a similar 
 reason. The Spaniards were allured by gold, the Dutch by 
 why the Dutch trade. They both lacked the colonizing in- 
 failed> stinct which puts home-making before wealth- 
 
 getting. Though the Dutch failed as a nation in colonizing 
 America, their influence was indelibly impressed for good 
 on the part of the country which they settled. 
 
 59. New York Under English Governors. New York 
 prospered under English rule, but the people there were 
 disappointed because they were not given as much political 
 freedom as the English colonists enjoyed in New England. 
 The feeling became so strong that in 1683 they were al 
 lowed an assembly elected by the freeholders, which could 
 meet with the governor and council to make laws and levy 
 taxes. 
 
 In 1686, however, the Duke of York, having become 
 king, took away this representative government, and two 
 years later annexed New York to New England, under the 
 rule of Andros. 3 The later English governors were so ex 
 asperating and tyrannical, that a people s party arose in 
 the colony. When in 1689 news came that James II. had 
 been driven from the throne, the people of New York, like 
 
 1 Connecticut readily came forward to assist in defeating her old enemy in the 
 Connecticut valley and on Long Island, where English settlers had come into col 
 lision with the Dutch. 
 
 2 At this time the population of New Amsterdam was about fifteen hundred, 
 and of New Netherland about seven thousand. 
 
 3 Andros, while governor of New England, New York, and New Jersey (1686- 
 1689), remained in New England. Nicholson represented him in New York as 
 lieutenant-governor. 
 
THE DUTCH IN NEW YORK 
 
 69 
 
 AN EARLY DUTCH MAN OF WAR. 
 From a model in the Musee de Louvre, Paris. 
 
 their New England neighbors, put aside the king s govern 
 ment and established one of their own. Their party was 
 headed by Jacob Leisler, an energetic trades- Leisier leads an 
 man without education or political experi- J^pte"* against 
 ence. He made many mistakes and aroused Andros. 
 the opposition of his own party, but he managed to hold 
 office for three years. The people finally appealed to the 
 king (William III.), who sent over in 1691 a new governor. 
 Leisler was tried for treason and hanged. With the new 
 governor, the assembly was restored, and from this time 
 the colony was governed in a constitutional way. 
 
 60. The Quakers in England. The direct cause of 
 the settlement of Pennsylvania was the bitter persecution 
 
70 HISTORY OF THE UNITED STATES 
 
 of the Quakers in England. 1 They had no respect for 
 forms and ceremonies ; they were extreme dissenters from 
 the Established Church, and did not believe in paying 
 taxes for its support ; they would use no titles of honor to 
 any man, not even the king ; they counted it a sin to take 
 oath even in a court of justice, or to pay taxes for war. 
 
 61. William Penn and the Quakers Settle Pennsyl 
 vania (1681). William Penn was the most illustrious con 
 vert of the Quakers in the seven 
 teenth century. He was a young 
 man of wealth, education, culture, 
 and political promise. His father, 
 Admiral Penn, had been active in 
 bringing about the restoration of 
 the Stuarts, and was therefore held 
 in high esteem by King Charles II. 
 and his court. Penn early cher 
 ished an idea of founding a settle 
 ment for the Quakers in America. 
 He had taken a leading interest in 
 a colony in West Jersey, where 
 WILLIAM PENN. m ^ n y Quakers had found a refuge. 2 
 
 The colony was not altogether sat 
 isfactory, and he was led to obtain a grant of land from the 
 king, in payment of a claim of $80,000 which he had inher 
 ited from his father. 
 
 The king, always short of money, was glad to discharge 
 his debt in this way. He granted Penn a large tract of 
 land west of the Delaware River (1681), and named it Penn 
 sylvania in honor of his friend, the admiral. Penn was 
 made proprietor of the new colony, and by the terms of 
 the charter, which was drawn by his own 
 
 Penn becomes pro- . 
 
 prietor of Penn- hand, the proprietor, with the consent ol the 
 syivania. freemen, was to make all necessary laws. 
 
 Having obtained the charter, Penn offered land on liberal 
 terms, and promised the settlers a popular government, 
 
 1 At one time there were 4,000 Quakers in English prisons. 
 
 3 Some of the New England Quakers came here, and many came from England. 
 
THE DUTCH IN NEW YORK 
 
 with justice to all regardless of religious belief. The people 
 of his faith throughout England responded with such en 
 thusiasm that he sent out a large colony. 
 
 62. The Quakers Live in Peace with the Indians. 
 William Penn came to America in 1682, and in the follow- 
 ing year he laid out 
 
 the city of Philadel 
 phia on a tract of 
 land lying between 
 the Delaware and 
 Schuylkill Rivers. 
 Under the spread 
 ing branches of an 
 elm-tree 1 he made a 
 treaty 2 of peace 
 with the Indians. 
 By this treaty he 
 paid them fairly for 
 the land and made 
 them presents. So 
 honest were the 
 Quaker colonists of 
 Pennsylvania in all 
 their dealings with 
 the natives that for 
 a long time the 
 highest compliment 
 an Indian could pay 
 a white man was to liken him to Penn. They kept their 
 treaty with them for sixty years. 
 
 63. Penn s Liberal Government. The government was 
 very liberal. The proprietor named the governor, but the 
 
 1 This tree was blown down in 1810. A monument marks the spot where it stood. 
 
 2 Penn said to the Indians : " The friendship between you and me I will not 
 compare to a chain, for that might rust, or the falling tree might break. We are 
 the same as if one man s body were to be divided into two parts. We are all one 
 flesh and blood." When the Indians handed to Penn the wampum belt of peace, 
 they said: " We will live in love and peace with William Penn as long as the sun 
 and the moon shall endure." 
 
 COLONIES 
 
 between Potomac and 
 
 Hudson Hirers. 
 50 100 
 
 Scale of Miles. 
 
72 HISTORY OF THE UNITED STATES 
 
 people chose the members of the council and the assembly. 
 Every tax-payer and freeholder was to have the right to 
 vote. The first laws reflect the benevolence of Penn and 
 his people. These laws provided that the Indians should 
 be treated kindly ; that each child should be taught a trade ; 
 that criminals in prison should be kept busy with some 
 kind of work; and that all public officers should be pro 
 fessing Christians. 
 
 64. Growth of Pennsylvania. In spite of internal feuds, 
 some slight and others serious, the colony continued to pros 
 per. The climate was good, the soil was fertile, and rivers 
 offered easy communication. These natural advantages, 
 together with the liberal spirit, the good laws, and the 
 peaceful relations with the Indians, caused the settlement 
 to grow rapidly. 1 Colonists were not afraid to come where 
 Mixed character of others had opened the way. Besides English 
 the population. anc [ Swedes, there were many from Wales, 
 Holland, and Germany. Industries were built up, and 
 wealth increased with population. Thus Penn s " Holy Ex 
 periment" proved to be successful, and Pennsylvania took 
 her place among the foremost of the original colonies. 2 
 
 TO THE PUPIL 
 
 X. Describe Hudson s attempt to find the Northwest passage to India. 
 What advantage did he gain for the Dutch by winning the good 
 will of the Iroquois Indians ? How did Champlain make these same 
 Indians deadly enemies of the French ? In what way did the friend 
 ship of these Indians to the Dutch aid the English later ? Note the 
 importance of the fur trade. 
 
 2. Bear in mind the mixed population in New York and in Pennsylvania, 
 for you can use this knowledge to a good purpose when you study 
 the Revolution. 
 
 1 In three years Philadelphia had gained more in population than New York 
 had in a half century. Toward the close of the century Philadelphia was a " noble 
 and beautiful " city, as a history of that time describes it, containing two thousand 
 houses, most of them " stately," built of brick. 
 
 3 Although Penn s colony prospered, it caused him much anxiety and the loss 
 of a large fortune. 
 
THE DUTCH IN NEW YORK 73 
 
 3. Why did England wish to secure New Netherland ? What does the 
 
 series of years, 1609-1664, cover in the history of New Netherland? 
 Why did Dutch colonization fail ? 
 
 4. What was the condition of New York under the English governors ? 
 
 What led to a popular uprising under the leadership of Leisler ? 
 
 5. Find interesting facts about the following : The Quakers, William 
 
 Penn, his charter, his liberal ideas of government in the new colony, 
 and his relations with the Indians. Write five minutes on one of 
 these. 
 
 6. You began with 1492: you have now reached 1689, about two cen 
 
 turies later. Learn these dates thoroughly : 1492,1588,1689. 1492- 
 1898: observe that 1689 is almost half-way between the two. How 
 many of the thirteen original colonies had been settled before 1689? 
 Make out a chart with the following facts in separate columns : 
 Name of colony, when settled, where settled, by whom settled. 
 
 7. You have seen how the Spanish, the English, and the Dutch tried to 
 
 establish colonies. In the "Notes" you will find an account of 
 similar attempts made by the Swedes. 
 
 8. It would be a good plan for you to make out a chronological chart, 
 
 beginning with 1492 and ending with 1689, including dates of princi 
 pal events in three parallel lines, one for the Spanish, one for the 
 English, and one for the Dutch. 
 
 NOTES 
 
 New Jersey (1618). As New Jersey was at first included in New 
 Netherland, the Dutch erected, as early as 1618, a small fort at Bergen, 
 on the west bank of the Hudson River. When in 1664 New Netherland 
 passed into the hands of the English, the Duke of York sold the land be 
 tween the Hudson River and the Delaware to his friends, Lord Berkeley 
 and Sir George Carteret. He named the province New Jersey, after the 
 island of Jersey, which Carteret had bravely defended for the king s father, 
 Charles L, during the Civil War in England. The first permanent English 
 settlement was made at Elizabethtown in 1665. As the people were 
 allowed freedom of worship and a part in making the laws, a good class of 
 settlers was attracted to New Jersey. The Indians were so kindly treated 
 that they gave no trouble. 
 
 In 1674 the province was divided into East and West Jersey, for many 
 years known as " The Jerseys." By 1682 both the Jerseys had been sold 
 to a number of Quakers, among whom was William Penn. There were 
 now so many proprietors that much confusion over land titles resulted. 
 The proprietors therefore sold in 1702 all their claims to the English 
 Crown. From that time the Jerseys were known as New Jersey and were 
 
74 HISTORY OF THE UNITED STATES 
 
 united to New York. New Jersey and New York now had the same gov 
 ernor, but each province had its own assembly. In 1738 New Jersey was 
 made a royal province, which it continued to be until the Revolution. 
 Benjamin Franklin s son was the last royal governor. 
 
 Delaware (1638). In 1638 a number of Swedes and Finlanders landed 
 near the present site of Wilmington, Delaware, and built a fort which they 
 called Christina, in honor of their queen. Later, the Swedes made 
 settlements along the Delaware River as far as the site of Philadelphia. 
 Their colony they called New Sweden. But the Dutch claimed all this 
 region as a part of New Netherland, and in 1655 they sailed up the Del 
 aware, captured all the Swedish forts, and made New Sweden a part of 
 New Netherland. 
 
 When in 1664 the English took New Netherland from the Dutch, 
 Delaware became an English possession. In 1682 William Penn, wishing 
 to secure a free outlet to the ocean, bought from the Duke of York this 
 territory, then known as the " three lower counties on the Delaware." 
 Delaware then became a part of Pennsylvania. In 1703 the people of 
 Delaware were allowed a separate assembly ; but they had the same gov 
 ernor as Pennsylvania until the Revolution. 
 
CHAPTER VII 
 
 LIFE AMONG THE INDIANS 
 
 REFERENCES: Scribner s Popular History of the United States, I., II., III. j 
 Drake s Making of New England ; Drake s Making of the Great West ; Wright s 
 Children s Stories in American History; Morris s Half Hours with American His 
 tory, I. ; Richardson s History of Our Country. 
 
 OUTSIDE READINGS: Catlin s North American Indians; Chapin s Land of 
 the Cliff Dwellers; Fiske s Discovery of America; EIHs s Red Man and White 
 Man; Drake s Indian History for Young Folks; Parkman s Conspiracy of 
 Pontiac; Hart s Colonial Children. 
 
 POETRY: Longfellow s Hiawatha. 
 
 65. The People Columbus Found in America. When 
 Columbus came to America he found a people very differ 
 ent from the Spaniards or other Europeans. As he believed 
 he had reached the Indies he called these people Indians. 
 They were alike in having high cheek-bones, black eyes, 
 coarse black hair, and beardless faces. But with respect to 
 their size, dress, houses, and manner of life there was as 
 much difference as there was among people living in 
 various countries of Europe. 
 
 66. Division into Families of the Indians East of the 
 Mississippi. The Indians whom the French and English 
 found living East of the Mississippi were divided into three 
 great families. First, there were the Southern, or Maskoki, 
 Indians, who were spread over the country extending from 
 the Tennessee River to the Gulf of Mexico and from the 
 Mississippi to the Atlantic. The most important tribes 
 were the Chickasaws, Choctaws, Cherokees, Creeks, and 
 Seminoles. Secondly, there were the Iroquois Indians, 
 
 75 
 
7 6 
 
 HISTORY OF THE UNITED STATES 
 
 AN INDIAN CAMP. 
 
 who included the Five Nations 1 in Central New York, the 
 Tuscaroras in North Carolina, the Hurons north of Lake 
 Erie, and the Eries south of it. Thirdly, all the other tribes 
 spreading northward from the Tennessee and eastward 
 from the Mississippi were Algonquins. 
 
 67. Character. The Indian was a true child of the forest. 
 He had a wild love of liberty, which refused control by any 
 
 1 The Five Nations included the Mohawks, Oneidas, Onondagas, Cayugas, and 
 Senecas, who formed a loose confederacy. The Five Nations were very powerful 
 Indians till their defeat by Frontenac in 1697. They firmly controlled the Mohawk 
 River valley and prevented the French from using the best natural highways from 
 Lake Erie to the Ohio. Their population at the time of their greatest strength was 
 under 20,000. After the Tuscaroras from North Carolina joined them in 1715 
 they were known as the Six Nations. 
 
LIFE AMONG THE INDIANS 
 
 77 
 
 will except his own. He was cruel to his enemy and often 
 tortured him or burned him alive. But the Indian was 
 generous and kind. In the midst of famine he would cheer 
 fully share the last morsel with a fellow-sufferer, and in the 
 hour of danger would lay down his life for a friend. 
 
 68. Occupations. The squaw did nearly all the work. 
 She dug the soil with shells and pointed sticks, gathered 
 the crops, dressed skins, dried meat, and made mocca 
 sins and various articles of clothing out of what the squaw 
 the skins of animals. The Indian was first dld - 
 of all a warrior. His weapons were the war-club, the bow 
 and arrow, and the tomahawk. A sharpened 
 stone served for the blade of his tomahawk, 
 and bone or flint pointed his arrows. He was also fond of 
 
 
 
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 UUCUIWltlMMMCCOe l 
 
 IIUUIUUU 
 
 
 WAMPUM RECEIVED BY PENN FROM THE INDIANS. 
 
 hunting and fishing, and to assist him in these occupations 
 he made the canoe and the snow-shoe. 
 
 69. The Canoe and the Snow-shoe. In the fishing sea 
 son he sought the side of lake or stream, and he was always 
 eager to go where game was thickest and where the scalps 
 of his enemies could be taken in greatest numbers. The 
 canoe was therefore a necessity. Before the whites came 
 it was to him horse, steamboat, and railroad, all in one. 
 In travelling on land he followed the trail of The canoes and 
 the deer or the buffalo. But water-ways were the water-ways, 
 so much easier that he travelled ten miles on water to one 
 on land. Between the water-ways there were " carrying 
 places," or portages, over which he had to carry the 
 
HISTORY OF THE UNITED STATES 
 
 canoe 
 words, 
 
 and all its load of fur and other goods. In other 
 sometimes the canoe carried its owner and some- 
 times the owner carried his ca 
 noe. It was therefore necessary 
 that it should be both light and 
 strong. Such was the birch- 
 bark canoe, which was made by 
 stripping off the bark of the 
 birch in one piece and carefully 
 fitting it over a light wooden 
 frame. Another Indian inven 
 tion of great use was the snow- 
 shoe, which was three or four 
 feet in length, curved and taper 
 ing, and enabled the wearer to 
 go along easily on the surface 
 of the snow at the rate of forty 
 miles a day. 
 
 70. Wampum. Wampum 
 consisted of small shells, or 
 beads made from shells, perfor 
 ated and strung together, and 
 often wrought into belts. The 
 Indians used wampum for per 
 sonal adornment and also for 
 more serious purposes, such as 
 summoning the tribes to war, 
 and recording treaties, laws, and 
 speeches. Ten thousand beads 
 have been known to be worked 
 into a single war-belt four inches 
 wide. The colors and the pat 
 terns of the belt varied with its 
 purpose, peculiar signs and fig 
 ures enabling the Indian to 
 remember certain parts of a 
 speech or a treaty. This was 
 necessary because the Indian 
 
LIFE AMONG THE INDIANS 
 
 79 
 
 could not write. Apart from other uses it was valued also 
 as money. 
 
 71. Religion. The Indian believed that all Indians, 
 good and bad, would after this life go to the Happy Hunt 
 ing Grounds. This was his name for Heaven. The Happy Hunt- 
 Life there would be the same as life in this ing Grounds, 
 world, but without pain or trouble of any kind. It is 
 
 INDIAN SNOW-SHOES AND PAPPOOSE-CASE. 
 
 thought that the practice of scalping enemies killed in bat 
 tle was associated with the belief that the loss of the scalp 
 prevented the spirit from entering the Happy Hunting 
 Grounds. The Indian would therefore risk almost any 
 thing to save the dead body of his chief or his friend from 
 being scalped by the enemy. As in the Happy Hunting 
 Grounds he would need arms to defend himself, these and 
 
8o 
 
 HISTORY OF THE UNITED STATES 
 
 other things of use in this lite were buried with him for 
 use in the other life. 
 
 72. The Clan and the Tribe. According to language 
 and locality the Indians were separated into families, such 
 as the Maskoki, Algonquin, and Iroquois. According to 
 government the family was separated into distinct tribes, 
 and again, by relationship more or less remote, the tribe 
 was separated into clans. Each clan had its name, usually 
 
 TOTEM OF THE FIVE NATIONS. 
 
 TOTEM OF THE ILLINOIS. 
 
 The totem. 
 
 that of some bird, beast, or reptile, and the picture of this 
 animal became the peculiar emblem or " to 
 tem " of the clan. The animal represented in 
 the totem of each clan was supposed to favor and protect 
 that clan and was sometimes tattooed on the breast. 
 
 Every clan selected a sachem, or "civil ruler, and at least 
 one war-chief. The sachems exercised but little authority. 
 Indian govern- They acted as advisers and, when assembled 
 ment democratic, together in tribal councils, freely discussed 
 important questions. The Indian government was there 
 fore democratic, each* warrior being to a large degree his 
 own master. 
 
 73. Communal Living. The Indians knew but little of 
 real estate. The tribes occupied the land but did not own 
 it in the sense in which white men own land now. They had 
 
LIFE AMONG THE INDIANS 81 
 
 very little personal property except such objects as weap 
 ons, trinkets, and clothing-, and held all other property in 
 common. Their architecture was adapted to their com 
 munal life. Interesting illustrations of this are to be found 
 in the " Long Houses "of the Iroquois. These The Long 
 houses, made of wood and bark, were in some Houses" of the 
 cases one hundred feet long, and would ac- Iro< i uoi8 - 
 commodate as many as twenty families. As a rule, each 
 house was occupied by families of which the mothers were 
 members of the same clan. Whatever these families obtained 
 
 TOTEM OF THE SIOUX. TOTEM OF THE HURONS. 
 
 by hunting or by the rude culture of the soil they owned in 
 common, and all their food they kept in a common store 
 house. 
 
 74. The Mound Builders. Many thousands of mounds 
 Have been found in Ohio and in other parts of the United 
 States. Some have the shape of birds, fishes, and reptiles ; 
 some of the square, circle, and other mathematical figures. 
 The Big Elephant Mound, a few miles below the mouth of 
 the Wisconsin River, is 135 feet long; the Serpent Mound, 
 in Ohio, is 1,000 feet long, with a gracefully curving body. 
 These mounds have gateways, outlooks, and parallel lines, 
 showing that they were probably used as for- 
 
 ,.r .. ^ri / J f , Themounds. 
 
 tincations. Of late years very careful explorers 
 
 have been at work among these mounds, opening many of 
 
 them and taking out relics. These relics include kettles, 
 
HISTORY OF THE UNITED STATES 
 
 pipes, axes, arrowheads, tools for weaving and spinning, 
 and other things. They have been examined with the great. 
 Relics found in est care, because they help us to understand 
 the mounds. what kind of people made and used thena. At 
 one time it was thought that the Mound Builders were a 
 people of a very superior civilization, because of the artistic 
 
 skill they showed in 
 their sculptured relics. 
 Accordingly, the Mound 
 Builders were spoken of 
 as a " lost race " that 
 numbered many millions 
 and constituted a mighty 
 empire. 
 
 The character of the 
 mounds and of the relics 
 found in them leaves no 
 
 Mound Builders d ubt that 
 probably Amerl- they Were 
 can Indians. the WOrk of 
 
 various tribes, differing 
 from each other quite as 
 much as Indian tribes 
 differ now. The Chero- 
 kees, who are known to 
 have built mounds some 
 time after the whites 
 came to America, prob 
 ably built those found 
 in the western part of North Carolina and the eastern 
 part of Tennessee. It seems altogether probable that 
 the Mound Builders were nothing more than American 
 Indians, like those found by the English and the French 
 colonists. 
 
 75. Number of Indians. There are at present about 
 250,000 Indians in the United States. Very likely the num. 
 ber is quite as large now as it was when the English and 
 the French began to plant settlements. It has been thought 
 
 CARVED PIPES FROM AN INDIAN MOUND. 
 
LIFE AMONG THE INDIANS 83 
 
 that the coming of the whites prevented the destruction of 
 large numbers of Indians by war and famine. 
 
 76. Influence of the Indians Upon the Whites. The 
 influence of the Indians upon the whites, especially from 
 the time of the early settlements to the Revolution, was 
 considerable. They often saved struggling settlers from 
 starvation by furnishing them food, and they taught the 
 whites how to cultivate Indian corn. But, as we shall see 
 in later chapters of this book, the principal Indian wara 
 influence of the Indians upon the whites was ^st^uie^dva n- 
 through the numerous Indian wars, which tage of union. 
 helped the colonists to know one another better, and taught 
 them what they most needed to learn the advantage of 
 union. In fighting against a common danger the colonies 
 were brought into closer sympathy with one another. Let 
 us briefly refer to two of those wars, the Pequot War and 
 King Philip s War, both of which were fought before the 
 beginning of the Intercolonial Wars. 
 
 BIG ELEPHANT MOUND. 
 
CHAPTER VIII 
 
 EARLY INDIAN WARS 
 
 77. The Pequot War (1637) The leading cause ol 
 each of the Indian wars in New England was the same 
 the feeling on the part of the Indians that the whites were 
 Leading cause of getting possession of the lands, and would 
 early Indian wars, in time drive the Red Men away from their 
 hunting grounds. The Indians did not at first understand 
 that sales of land meant their giving it up entirely. But 
 even when they understood the nature of land sales, they 
 thought the whites had taken advantage of them. 
 
 When the people from Massachusetts settled in Con 
 necticut in 1636 they found themselves neighbors to a strong, 
 ferocious tribe of Indians, called Pequots, living in the east 
 ern part of the State. These Indians attacked the little 
 settlement of Wethersfield, where they killed a number of 
 persons. Captain John Mason, with ninety men from the 
 
 Captain Mason s towns f Hartford, Wethersfield, and Wind- 
 expedition against sor, started in pursuit. The party came to 
 the Pequots. anchor in Narragansett Bay about three weeks 
 after leaving Hartford. Mason marched westward across 
 Rhode Island, and at the end of two days halted the expe 
 dition just north of the present town of Stonington. Before 
 daybreak next morning he and his men surprised the Ind 
 ian fort, and destroyed nearly all the Indians in it, con 
 sisting of from 400 to 600 men, women, and children. The 
 war resulted in the destruction of the Pequot tribe, and so 
 awed the Indians in that part of the country that there was 
 no more trouble with them for about forty years. Then 
 came King Philip s War, which lasted two years and was 
 much more extensive than the Pequot War. 
 
EARLY INDIAN WARS 85 
 
 78. King Philip s War (1675-1676). King Philip, chief 
 of the Wampanoags, a Rhode Island tribe, was a leader of 
 much ability. He united the New England King Phiiip-s 
 Indians from Maine to the Hudson River in purpose. 
 a league whose aim was to destroy all the whites in New 
 England. The war broke out in Swansea, Massachusetts, 
 
 \ 
 
 INDIANS CARRYING CANOES OVER A PORTAGE. 
 
 and spread through the towns in the southern and western 
 parts of the State. Deerfield and Hadley were among the 
 places pillaged and burned. The war was stubbornly 
 fought, and finally ended with the death of King Philip, who 
 was shot while trying to escape capture at Mount Hope 
 (Bristol), Rhode Island, which was his home. Results of King 
 The remnant of his tribe were either killed or Philip s war. 
 sold into slavery, and the power of the New England Ind 
 ians was completely broken. The war was a severe strain 
 upon the New England colonists. Six hundred of them 
 were killed, and thirteen of their towns were destroyed. It 
 
86 HISTORY OF THE UNITED STATES 
 
 cost the colonists a large sum of money and imposed heavy 
 burdens upon them in the way of taxation. 
 
 But the Indians having the greatest influence upon co 
 lonial development were the Iroquois. These we have 
 already mentioned in their relation to the Dutch, and we 
 shall now speak of their immediate influence upon the 
 French and the English colonies. 
 
 TO THE PUPIL 
 
 1. Why were the canoe and the snow-shoe of great value to the Indian ? 
 
 What was his religious belief? Tell what you can about communal 
 living; about the Mound Builders. 
 
 2. Why did the absence of such animals as horses and oxen retard the 
 
 progress of the Indians ? Discuss the influence of the Indians upon 
 the whites. 
 
 3. What were the causes and results of the Pequot War? of King 
 
 Philip s War ? Impersonating King Philip, write an account of the 
 wrongs you suffered at the hands of the whites. 
 
 4. Subject for debate: Resolved, that the Indians have been unjustly 
 
 treated by the white people. 
 
 5. If you rightly study the facts about the Indians, you will be prepared 
 
 to understand the Indian problem which the American people are 
 now trying to solve. As in the case of all other problems of to-day, 
 we study the past that we may learn how to interpret the present. 
 Even the Indian question has two sides. Read the first chapter of 
 Parkman s Conspiracy of Pontiac ; also Longfellow s Hiawatha. 
 
CHAPTER IX 
 
 FRENCH EXPLORATIONS 
 
 REFERENCES: Scrlbner s Popular History of the United States, I. and II.; 
 Wright s Children s Stories in American History; Drake s Making of the Great 
 West; Drake s Making of New England; Morris s Half Hours with American 
 History ; Richardson s History of Our Country. 
 
 OUTSIDE READINGS : Parkman s La Salle and the Discovery of the Great 
 West; Parkman s Pioneers of France in the New World; Winsor s Narrative 
 and Critical History, IV.; Winsor s The Westward Movement; Bancroft s 
 United States, II.; Hinsdale s Old Northwest; Hildreth s United States, II.; 
 Thwaites s Father Marquette ; Wilson s A History of the American People, II.; 
 Dix s Champlain. 
 
 FICTION: Catherwood s Romance of Dollard; Catherwood s Story of 
 Tonty. 
 
 79. The French Discover and Explore the St. Law 
 rence. By reason of the discoveries of Verrazano (1524) 
 France laid claim to the Atlantic coast between Cape Fear, 
 North Carolina, and Newfoundland. Ten Cartier discovers 
 years later Jacques Cartier discovered the St. the st. Lawrence 
 Lawrence and sailed up the river as far as an (I534) - 
 Indian village on the present site of Montreal. He returned 
 in 1540 and in the name of King Francis I. took possession 
 of Canada, as the Indians called the country. Immediately 
 attempts were made to colonize, but they were unsuccess 
 ful. In 1603 the French again attempted settlement in the 
 region extending from New York harbor to Cape Breton, 
 called Acadia, 1 and again they failed. 
 
 But these failures only shed the greater lustre about the 
 name of Samuel de Champlain, the " Father of New 
 France." When he first penetrated the Sfc^awrence val- 
 
 1 Acadia was afterward restricted in meaning to its present boundaries. 
 
 87 
 
88 HISTORY OF THE UNITED STATES 
 
 FRENCH SOLDIERS OF THE TIME OF THE FRENCH EXPLORATION. 
 
 ley he was impressed with its great beauty and its valu 
 able resources, for it was rich in forests and furs. Next 
 champiain makes to the gold and silver, the fur trade furnished 
 nent* French set- tne best means f securing the coveted wealth 
 tiement in Canada, which the New World offered. Champiain 
 was a man of culture and refinement, earnest, patriotic, and 
 religious. He wished to extend the glory of France and 
 the Catholic Church. Moreover, he saw that the St. Law 
 rence valley, and not Acadia, was the promising field for 
 France in the New World. In 1608 he made the first per 
 manent French settlement in Canada, at Quebec. The fol 
 lowing year he discovered the lake which bears his name. 
 
 80. Champiain and the Iroquois. It was a curious coin 
 cidence that two years after the settlement of Jamestown 
 Hudson should have sailed up the Hudson River and 
 champiain and Champiain should have explored Lake Cham- 
 Henry Hudson, plain (1609). These two events had a large 
 influence on American history. The Dutch on the Hudson 
 and the Iroquois in the Mohawk River valley stood in the 
 way of FrenclMtticcess in America. The story containing 
 the reasons fornrrench failure is full of interest, and we will 
 now begin to read it. 
 
MAP SHOWING ROUTES OF 
 
 CHAMPLAIN, MARQTJETTE and LA SAL.IjE, 
 
 ALSO 
 
 ENGLISH POSSESSIONS, FRENCH and SPANISH CLAIMS 
 
 Scale of Miles. 
 
 Champlain Marquette+ _ + + 
 
 La Salle 
 
FRENCH EXPLORATIONS 
 
 80 
 
 When Champlain settled at Quebec in 1608, he found 
 that the neighboring tribes of Algonquin Indians were bit 
 ter enemies of the Mohawks, one of the Five Nations, or 
 Iroquois, in New York. It was hard for him to keep out of 
 their deadly feud, and he decided to take the side of the 
 Algonquins because their lands were nearer to him. Ac 
 cordingly he joined them in a 
 battle with the Mohawks near 
 Ticonderoga, on Lake Cham- 
 plain, and shot some of the 
 latter with his gun. As the Mo 
 hawks had never before heard 
 the report of a gun champlain makes 
 
 they Were Overcome the Iroquois ene- 
 
 with superstitious mies of the French 
 terror and defeated. The French 
 man enabled the Algonquins to 
 triumph over the Mohawks, but 
 that shot was fatal t the future 
 success of the French in America. 
 The Iroquois were from that day 
 
 the unrelenting enemies of the French colonists, and did 
 all they could to prevent them from carrying out their 
 plans of exploration and trade. 
 
 81. The French Reach the Mississippi Valley. It is 
 important to remember that this battle of Ticonderoga 
 took place in 1609, when only a handful of Englishmen were 
 at Jamestown. The French had control of the St. Law 
 rence, one of the three great water-ways to the interior of 
 North America. If they could get control of The three great 
 the Mississippi valley and the Hudson-Mo- water-ways. 
 hawk River route they would hold the other two, and 
 North America would be in their grasp. The distance 
 from the St. Lawrence to the Mississippi was not great. 
 One route lay through Lake Ontario and Lake Erie, by 
 portage into French Creek, through the Alleghany and Ohio 
 Rivers into the Mississippi. Another lay through the same 
 lakes into the Maumee, by portage into the Wabash, 
 
 SAMUEL CHAMPLAIN. 
 
90 HISTORY OF THE UNITED STATES 
 
 and through the Ohio into the Mississippi. But the ever- 
 watchful Iroquois, whose territory stretched along- the 
 The iroquois force shore of Lake Erie, blocked the way and 
 fionTand^fficltt baffled th e French here. The latter were 
 <- ute - obliged to seek a route farther north, which 
 
 was much longer and more difficult. Slowly and patiently 
 they worked their way up the Ottawa River into Georgian 
 Bay, through Lake Huron, Lake Michigan, across into the 
 Illinois River, and from there into the Mississippi. 
 
 The Jesuit missionaries bore a large part in this toil 
 some work of exploration. These brave men were eager 
 to Christianize the Indians. They built mission stations 
 and in their zeal braved many dangers. Not only did they 
 gain converts to their faith, but with rare intelligence they 
 made important explorations and discoveries. It was one 
 f of their number, Marquette, who succeeded 
 
 Important work of . . 
 
 the Jesuit mis- in reaching the Mississippi. Attended by 
 sionaries. Joliet, he sailed, in 1673, as far down the Mis 
 
 sissippi as the mouth of the Arkansas. This was two years 
 before King- Philip s War and three years before Bacon s 
 Rebellion. 
 
 82. La Salle Plants the Arms of France at the Mouth 
 of the Mississippi. But the most valuable explorations 
 were made by the daring and tireless La Salle. He was an 
 earnest Catholic, and was full of plans for his own success 
 and ambitious for the success of France. In 1666, at the 
 age of twenty-three, he came out to Canada, filled with the 
 passion of his age, the desire to discover a water route to 
 India. Not much is known of his early explorations, but it 
 is supposed that he discovered the Ohio River and partially 
 explored it. In 1679 he set out on an expedition to explore 
 the Mississippi. By this time he had given up the idea of 
 a water route to India. His great ambition was to reach 
 
 La Saiie sets out tne moutn f tne Mississippi and secure the 
 to explore the valley for France. Having built the Griffin, 
 Mississippi. a small boatj Qn the Niagara River, he sailed 
 
 in it through Lakes Erie and Huron and landed on the 
 shore of Lake Michigan. He then sent back his boat for 
 
LA SALLE CLAIMING FOR FRANCE ALL THE TERRITORY THROUGH WHICH THE 
 MISSISSIPPI AND ITS TRIBUTARIES FLOWED. 
 
FRENCH EXPLORATIONS 
 
 9 1 
 
 supplies, but he never heard from it again. This was only 
 one of the many trials and disappointments in his troubled 
 life. A little later he reached the Illinois La Sa iie reaches 
 River, and sailing about half way down, built a the mouth of the 
 fort afterward fitly named Crevecoeur (Heart- 88ippK 
 
 break). In 1682 he found the Mississippi and explored it to 
 its mouth. There, according to French custom, he planted 
 the French arms and claimed all the country through which 
 the river and its tributaries 
 flowed. He called the country 
 Louisiana in honor of the French 
 King, Louis XIV. This was the 
 year in which Penn was laying 
 the foundations of Philadelphia. 
 
 83. Attempt to Plant a Colony 
 at the Mouth of the Mississippi. 
 La Salle s aims were two-fold : 
 (i) To establish military and trade 
 centres at various Lasaiie stwo 
 points and (2) to aims - 
 plant a colony at the mouth of 
 the Mississippi River. In this 
 way he hoped to get control of 
 the fur trade for France. He had 
 built many forts. He now returned to France to get people 
 for his colony. He succeeded in getting men for this new 
 scheme, but in sailing for the mouth of the Mississippi he 
 missed it and landed several hundred miles to the west at 
 Matagorda Bay. Trials and difficulties grew thick about 
 him until, at the end of two years, he started overland to 
 get assistance from Canada. While he and his wretched 
 followers were wandering through the dense forests, he 
 was waylaid and shot dead by some of the men of his 
 own company (1687). He had not accom- whatLaSaiie 
 plished his full purpose, but in exploring did - 
 the Ohio and the Mississippi and in building forts in the 
 unoccupied territory he had done a great work for his 
 country. 
 
 ROBERT CAVALIER DE LA SALLE. 
 
92 HISTORY OF THE UNITED STATES 
 
 84. On Account of La Salle s Exploration the Missis 
 sippi Valley Becomes a Part of New France. The plant 
 ing of French arms at the mouth of the Mississippi was a 
 very significant event in American history. It was the 
 declaration to the world that France laid claim to the 
 whole Mississippi valley from the Rocky to the Alleghany 
 Mountains. Spain had failed to follow up her discovery of 
 the Mississippi by making the country known to the world 
 or by colonizing it. It had been the dream of La Salle to 
 unite this immense and valuable territory 
 with the St. Lawrence valley, making a vast 
 empire which would crowd out the English. The English 
 had planted their colonies on the Atlantic sea-coast, and he 
 wished to keep them shut in behind the Alleghanies for 
 ever. The Mississippi and St. Lawrence valleys would 
 form the New France of America, with the seat of govern 
 ment removed to the Mississippi. 
 
 TO THE PUPIL 
 
 1. You have been studying colonial history from the earliest settlements 
 
 to 1689. Before that date, each colony largely went its own way, 
 with but little interest in any other. After that date, the colonies 
 were gradually drawn nearer together by the necessity of uniting for 
 a better defence against common enemies. One of these common 
 enemies was the French and the Indians, and another the royal and 
 proprietary governors. 
 
 2. What was done for France by Verrazano ? by Cartier ? by Cham- 
 
 plain ? You cannot too carefully note the results of Champlain s 
 mistake (1609) i n making enemies of the Iroquois. 
 
 3. Trace carefully on the map the various water-ways by which the 
 
 French could reach the Mississippi valley. What part did the 
 Jesuit missionaries bear in the toilsome work of exploration ? 
 
 4. Describe the work of La Salle. What were his aims ? Notice what 
 
 he did in 1682, only seven years before the great landmark 1689. 
 What were the results of his work ? Write an essay on nis explora 
 tions. 
 
 5. Learn all you can about the Iroquois Indians, as their influence upon 
 
 colonial history was remarkable. You will find a good account of 
 them in the first chapter of Parkman s Conspiracy of Pontiac. 
 
CHAPTER X 
 
 THE LAST FRENCH WAR 
 
 REFERENCES: Scribner s Popular History of the United States, III.; 
 Wright s Children s Stories in American History; Sloane s French War and 
 the Revolution ; Cook s Stories in the Old Dominion ; Coffin s Old Times 
 in the Colonies ; Fiske s War of Independence; Richardson s History of Our 
 Country ; Hart s Formation of the Union. 
 
 OUTSIDE READINGS : Winsor s Narrative and Critical History, V. and VI. ; 
 Parkman s Montcalm and Wolfe; Parkman s Conspiracy of Pontiac; Park- 
 man s Old Re gime in Canada ; Bancroft s United States, V. ; Morris s Half 
 Hours with American History, I. ; Minsdale s Old Northwest; Wilson s A His 
 tory of the American People, II.; Frothingham s Rise of the Republic; Rossiter 
 Johnson s Old French War; Scudder s George Washington; Franklin s Au 
 tobiography; Wilson s George Washington ; Ford s The True George Wash 
 ington. 
 
 FICTION: Cooper s Last of the Mohicans; Thackeray s Virginians; 
 Henty s With Wolfe in Canada ; Munroe s At War with Pontiac. 
 
 POETRY : Longfellow s Evangeline (the Acadians). 
 
 85. England and France Struggle for Control in 
 America (1689-1763). These events in the Mississippi val 
 ley occurred just before 1689. In 1688 James WarsbetweenEnjf . 
 
 II., the last Stuart king", was driven OUt of land and France 
 
 England and found refuge in the court o f 689 ~ I763) 
 France. There France took up his cause, and England and 
 France began a series of wars which did not end until 1763. 
 While these wars were going on in Europe there was fight 
 ing between the French and English colonies in America. 
 The Iroquois stood in the way of French The iroquois and 
 success, for the French sought the fur trade, the fur trade. 
 and the Iroquois largely controlled it in the region of the 
 Great Lakes. But since the day that Champlain had joined 
 
 Q3 
 
94 HISTORY OF THE UNITED STATES 
 
 the Aigonquins and helped them defeat the Iroquois, the 
 French had been persistently hindered and harassed by 
 these powerful tribes in the Mohawk valley. It will be re 
 membered that the English, when they conquered New 
 Netherland, inherited from the Dutch the good-will and 
 friendly alliance of these Indians. 
 
 Both the French and the English encouraged their Ind 
 ian allies to make attacks upon frontier settlements during 
 the years that France and England were at war. The vari- 
 The intercolonial ous wars in the colonies were called Inter- 
 Wars - colonial Wars. 1 The last one is the most in 
 
 teresting one to us. It is known as the Last French War 2 in 
 America and the Seven Years War in Europe (1756-1763). 
 
 86. Causes of the Last French War. Both England 
 and France claimed the territory between the Alleghanies 
 Reasons why and the Mississippi. England claimed it by 
 the discovery of the Cabots and by Indian 
 vaiiey. treaty, and France by reason of exploration. 
 France had done much more than England to make this 
 region known, but had not occupied the country. When, 
 therefore, the English colonies, which had been taking root 
 on the Atlantic coast, had spread as far west as the eastern 
 base of the Alleghanies, a struggle for possession was inevi 
 table. 
 
 By 1750 the French had built a line of sixty forts by 
 
 1 The first three of the Intercolonial Wars, named after the English sovereign 
 reigning at the time, were as follows: King William s War (1689-1697), Queen 
 Anne s War (1702-1713), and King George s War (1744-1748). During the last 
 one the New England colonists, led by Colonel Pepperrell, captured Louisburg, a 
 great fortress on Cape Breton Island. The French had thought that this strong 
 hold could withstand any attack, and were therefore amazed at the success of the 
 New England farmers and fishermen. At the end of the war, however, England 
 gave up Louisburg to France. 
 
 2 To develop union among the English colonies, there were needed such com 
 mon interests as the Intercolonial Wars furnished. Massachusetts, Connecticut, 
 and New York united in King William s War ; South Carolina, New England, New 
 York, and New Jersey organized separate expeditions against the French and Ind 
 ians in Queen Anne s War; the northern colonies engaged in King George s War; 
 and in the Last French War all the colonies stood side by side in a solid array against 
 the French and Indians. This war was national, and led the provincial to begin 
 to think of himself as an American. 
 
THE LAST FRENCH WAR 
 
 95 
 
 FRENCH SOLDIERS AND OFFICERS OF THE TIME OF THE FRENCH WAR. 
 
 way of the Great Lakes, from the St. Lawrence to the 
 mouth of the Mississippi. Great skill was shown in lo 
 cating them at points of military importance. In many 
 cases they afterward became great business French forts and 
 and trade centres. Detroit, Chicago, Nat- colonies. 
 chez, and St. Louis mark the sites of some of these forts. 
 The French had planted colonies also at Mobile and New 
 Orleans early in the eighteenth century. Thus far they had 
 outgeneraled the English in establishing a claim to such 
 a vast extent of territory, for the English colonists had 
 been so busy with their own affairs that they had thought 
 very little of the land lying west of the mountains. But at 
 last they had waked up and were ready to make a stubborn 
 fight if necessary. 
 
 French and English traders had come into collision in 
 the disputed territory, and both the French and the English 
 appreciated the need of immediate action. About the same 
 time that the French governor was once more trying to 
 make friends with the Iroquois 1 Indians, and urging the 
 
 1 The Iroquois were the great barrier between the French and the disputed terri 
 tory. During this war the Iroquois were neutral. 
 
96 HISTORY OF THE UNITED STATES 
 
 home government to send colonists to the Ohio valley, the 
 Ohio Company was formed by some gentlemen in Virginia. 
 This company received from the king, on condition of set- 
 The OHIO com- tlement, a grant of 600,000 acres of land be- 
 pany - tween the Great Kanawha and Mononga- 
 
 hela Rivers. Lawrence Washington had a large interest 
 in the Ohio Company, and his younger brother George was 
 employed as surveyor. The Ohio Company at once began 
 to send explorers into the disputed region, and at the same 
 time the French were taking formal possession by sinking 
 lead plates with inscriptions at the mouths of the streams. 
 
 To get ahead of the English the French built a line of 
 forts on the direct route to the Ohio. 1 Governor Dinwid- 
 Washington s die sent George Washington, then adjutant- 
 loumeytothe general of the Virginia militia, to inform the 
 French commander 2 that he was building 
 on English territory and would do well to depart peace 
 ably. Washington at this time was twenty-one years old 
 and over six feet tall. Cool-headed and fearless, with seven 
 companions, all on pack-horses, he started for Williams- 
 burg, Va., on his perilous journey late in October, 1753. 
 About the middle of January, 1754, he returned with the 
 refusal of the French commander to withdraw. 
 
 As the juncture of the Alleghany and Monongahela 
 Rivers was the " Gateway of the West," a fort here would 
 control the entrance to the Ohio valley. Both nations had 
 their eyes upon this important site. The English reached 
 
 1 These forts included Presque Isle, Le Boeuf, and Venango on the Alleghany. 
 
 8 To reach Fort Le Boeuf, situated only fifteen miles from Lake Erie, Washing 
 ton had to travel five hundred miles through the wilderness. By the time he was 
 ready to start back from Fort Venango, it was Christmas. The pack-horses were 
 so weak that Washington and a single companion pressed forward on foot. They 
 had many narrow escapes from death. A treacherous Indian guide, who was not 
 three rods in advance, turned suddenly and shot at Washington, but missed him. 
 Washington took the Indian s gun away and let him go. On reaching the Alle 
 ghany River Washington and his companion found it full of floating ice. With 
 nothing but a hatchet, they made a raft and began crossing the river. Shortly after 
 ward Washington was struck by a piece of floating ice and knocked into the water. 
 Darkness falling upon them before they could reach the opposite side of the river, 
 they spent the night on an island, where thev nearly froze to death. 
 
THE LAST FRENCH WAR 
 
 97 
 
 it first, but were driven off by a larger force of French, who 
 put up a fort and called it Fort Du Quesne. Washington, 
 who was on his way from Virginia to occupy the new fort, 
 was met by the unsuccessful party of English. He pushed 
 on to Great Meadows (Pennsylvania), and there learned 
 that the French were marching toward him. Advancing 
 with the aid of an Indian guide and forty men, The fighting be- 
 he met a French party in a dark glen near by, gins at Great 
 and exchanged shots with them. The French neadows 
 leader and most of his men were killed. This encounter 
 began the war. Washington returned to Great Meadows 
 
 QUEBEC IN 1730. 
 
 and threw up intrenchments which he called Fort Neces 
 sity. Here he was defeated by the French and obliged to 
 retire (July, 1754). This handful of men with their youth 
 ful leader had fired the shot which set in motion European 
 armies. The war which followed was but little less im 
 portant in its issues than the Revolution. Let us now fol 
 low it in some of its most important engagements. 
 
 87. Plan of the War. The plan ol the English in 1755 
 and their general plan for &^e war was four-fold. An ex 
 pedition was to be sent against N Acadia ; a second against 
 Crown Point, a French fort on Lake Champlain, which 
 
9& HISTORY OF THE UNITED STATES 
 
 controlled the route to Canada from the south ; a third was 
 to move through the Mohawk valley and capture Fort 
 Niagara, the key to the Great Lakes ; and a fourth, the most 
 important, under the leadership of General Braddock, had 
 for its object the capture of Fort Du Quesne, the " Gate 
 way of the West/ 
 
 88. Braddock s Defeat (1755.) In 1755 General Brad- 
 dock was sent over to take command of the English forces 
 in America. He was a brave soldier with much expe 
 rience, but he knew nothing of fighting the Indians in 
 woodland warfare. Self-confident and headstrong, he was 
 
 quite unwilling: to take advice from Wash- 
 General Braddock. / T- i i i i i .1 j i 
 
 mgton or Franklin, 1 who both warned him 
 against Indian ambuscades. He trusted all things to his 
 English regulars. The colonial troops were to his mind 
 very inferior, the colonial officers inexperienced, and he 
 regarded them with contempt. With 2,000 men Braddock 
 started from Alexandria, Virginia, toward Fort Du Quesne. 2 
 His purpose was to capture this fort and then to march 
 north along the Alleghany River, capture the line of forts 
 upon its banks, and join the other forces at Niagara. In 
 marching his troops he insisted upon the same order and 
 precision as in the open fields of Europe, and would listen 
 to no suggestions of avoiding risks from ambush. Finally, 
 when within eight miles of the fort, the fears of the de 
 spised American militia were realized. Braddock s army 
 The ambush and marched into an ambush. The attack came 
 the battle. from an unseen foe, who shot down by scores 
 
 the surprised English soldiers. The regulars tried to fight 
 in ranks, but in doing so were the more easily struck down 
 
 1 Benjamin Franklin was at this time forty-nine years old. He had been for 
 many years a member of the Pennsylvania Assembly and was now Postmaster-gen 
 eral for America. 
 
 2 Braddock was in great need of horses and wagons, which for a long time he 
 was not able to secure. At Frederick, Maryland, he was met by Benjamin Frank 
 lin, who used his powerful influence to procure from Pennsylvania farmers one hun 
 dred and fifty wagons, six hundred draft-horses, and fifteen hundred pack-horses. 
 Franklin promised to see that the farmers were paid for their horses and wagons, 
 and he kept his word. 
 
GENERAL BRADDOCK S TROOPS IN AN INDIAN AMBUSCADE. 
 
THE LAST FRENCH WAR 99 
 
 by the Indians firing from behind trees. Braddock made 
 a brave effort to bear up against the foe. Four horses were 
 killed under him, and he was on the fifth when he received 
 a mortal wound. Washington, one of Braddock s staff, had 
 three horses shot under him, and four bullets passed 
 through his clothes. 
 
 Finally, after suffering severely, the regulars fled in 
 shameful rout. The brave Virginians, led by Washington, 
 fought behind trees in true Indian fashion, and saved the 
 army from utter ruin. Out of Braddock s Disma , f allure of 
 army of 2,000, 700 men and three-fourths of Braddock s expe- 
 the officers were killed. Such was the dismal dltlon - 
 failure of Braddock s expedition. The miserable remnant 
 of his army retreated, and the Indians laid waste the settle 
 ments in western Virginia, Maryland, and Pennsylvania. 
 
 89. Removal of the Acadians (1755). During the same 
 summer that Braddock was defeated the people of Acadia 
 were removed from their homes. Acadia was included in 
 what is now Nova Scotia and New Brunswick. It was 
 settled by the French early in the seventeenth century, and 
 about one hundred years later (1710) was captured by the 
 English. For forty-five years it had been un- The Acadians take 
 der English rule. But the simple-minded, sides with the 
 ignorant peasantry continued to speak the French< 
 French language and to take sides with the French in every 
 struggle with the English. In this way they did much in 
 jury to the English cause. Accordingly, in 1755, some 
 troops from New England landed in Acadia and told the 
 inhabitants they must promise to support the English king 
 or they would be sent out of the country. More than 5,000 
 of them refused, and they were torn from their Their removal 
 homes and scattered among the colonies from necessary. 
 Massachusetts to Georgia. A large number of them found 
 their way to Louisiana, where many of their descendants 
 may be found to-day. This removal caused much hardship, 
 but it seemed to be a military necessity. 
 
 90. Montcalm and French Successes. There had been 
 fighting in the colonies for about two years before war was 
 
IOO 
 
 HISTORY OF THE UNITED STATES 
 
 QUEBEC 
 
 declared between England and France in 1756. The first 
 two years of fighting in the colonies found the French suc 
 cessful almost everywhere. The English government sent 
 weak English to America very weak and inefficient generals. 
 generals. These men, like Braddock, were unwilling to 
 
 take any advice from colonial officers and looked down 
 upon colonial troops. Moreover, they so managed the 
 
 various armies that there 
 was not united and harmo 
 nious action. The French, 
 on the contrary, were ably 
 handled by Montcalm, who 
 so massed his forces at im 
 portant points that, during 
 these two years, he kept the 
 English out of the disputed 
 territory, and hemmed 
 them in behind the Alle- 
 ghanies. At the close of 
 1757 the outlook for Eng 
 land was gloomy. 
 
 91. William Pitt and 
 English Successes. At 
 this critical time William 
 Pitt became the head of 
 affairs in England. Clear 
 headed and great-hearted, 
 
 he was a true hero. He loved England as fondly as his 
 own life and was willing to rise or fall with her. He said, 
 " I can save England," and he did save England. His faith 
 in himself and his country filled the people with hope and 
 confidence. He appointed strong and able officers for the 
 troops in America. He put the colonial officers and troops 
 on an equal footing with the English and pushed forward 
 the various armies in energetic, united action. The spirit 
 of Pitt was everywhere. In quick succession Louisburg, 
 Fort Frontenac, Fort Du Quesne, Fort Niagara, and other 
 French strongholds fell into the hands of the English. 
 
THE LAST FRENCH WAR 
 
 101 
 
 Quebec. 
 
 92. Wolfe and the Capture of Quebec (September 18, 
 J 759)- Pitt showed great wisdom in appointing General 
 Wolfe to take command of an expedition 
 against Quebec, the most important place now 
 remaining in possession of the French. 1 General Wolfe, 
 then in his thirty-third year, had a feeble body but a fear 
 less soul. As brigadier-general at Louisburg he had gained 
 high praise for energy and boldness. Pitt believed in this 
 brave young general, and therefore 
 placed him at the head of an army of 
 10,000 men for the capture of Quebec. 
 The men so idolized Wolfe that they 
 would gladly follow him to victory 
 or death. 
 
 Quebec was situated on steep and 
 lofty cliffs overlooking the St. Law 
 rence, and was pro 
 tected by a strong for 
 tress. This fortress was the strongest 
 in America, and the key to Canada. 
 Wolfe and his army tried in vain for 
 three months to find a weak spot 
 where they might make a successful 
 attack, but failure met them on every 
 hand. The English troops were dis 
 couraged, and even the brave Wolfe began to lose hope, 
 but in spite of sickness and intense bodily suffering he 
 resolved to make one more attempt to take Quebec. 
 
 At last his searching eyes caught sight of a pathway up 
 the rugged sides of the cliffs along the river bank, some 
 distance above the city. Here was an opportunity not to 
 be neglected. One dark night Wolfe s army floated quietly 
 down the river in boats and landed at the foot The English ciimb 
 of the rocky heights. The brave soldiers, the rocky heights. 
 with immense difficulty, pulled themselves and their cannon 
 up the steep ascent. Reaching the top, they quickly over- 
 
 1 Crown Point and Ticonderoga were captured by the English under Amherst in 
 the summer of 1759 (the last of July). 
 
 MAJ.-GEN. JAMES WOLFE. 
 
IO2 
 
 HISTORY OF THE UNITED STATES 
 
 powered the guard, which was too much astonished to make 
 resistance. In the morning-, Wolfe s men were drawn up in 
 line of battle on the Plains of Abraham, less than a mile 
 from the walls of Quebec. Montcalm, astonished at what 
 the English had done, would not wait for an attack, but at 
 once led his army out on the open plain. The fighting was 
 terrible, and the French could not stand up against the 
 withering fire of the English. Wolfe led in a furious charge 
 
 and, although twice pierced with 
 bullets, refused to give up until he 
 received a mortal wound. It was 
 Wolfe s victory hard for him to die as 
 and death. long as the issue was in 
 
 doubt, but when, in his last moments, 
 he heard the shout of victory, he 
 said, " Now, God be praised, I will 
 die in peace." Montcalm was also 
 mortally wounded, and in the hour 
 of death was equally heroic. When 
 told that he could not live more than 
 ten or twelve hours, he exclaimed, 
 " Thank God, I shall not live to see 
 Quebec surrendered." A few days later Quebec passed 
 from French into English hands (September 18, 1759). 
 
 93. The Treaty of Peace (1763). With the fall of 
 Quebec the last stronghold of the French in America 
 passed into the hands of the English. The following year 
 Montreal surrendered, and the colony of New France 
 ceased to exist. Although the war was over in America, 
 it still continued for three years in Europe, and Spain 
 joined France against England, It was finally closed by 
 the treaty of Paris, signed in 1763. By this treaty France 
 ceded to Spain all the territory lying between the Missis 
 sippi and the Rocky Mountains; also the town of New 
 Orleans, which controlled the navigation of the Mississippi. 
 To England she gave Canada and all her territory east of 
 the Mississippi. 1 Spain gave Florida to England in ex- 
 
 1 France retained for fishing stations two small islands, St. Pierre and Miquelon, 
 in the Gulf of St. Lawrence. 
 
 MARQUIS DE MONTCALM. 
 
THE LAST FRENCH WAR 103 
 
 change for Havana, which the English had captured during 
 the war. The English had driven out of North America 
 successively the Dutch (1664) and the French (1763). Eng 
 land and Spain alone remained. Thenceforward these two 
 had control in North America. 
 
 94. Other Results of the War. But there were other 
 far-reaching results of the Last French War which largely 
 affected the future of the English colonies: (i) Up to this 
 time there had been little of common interest among them. 
 But all were engaged in this struggle, and they fought side 
 by side. Thus the war taught them to know and respect 
 .each other, gave them a mutual interest, and prepared them 
 for union. (2) They were made to realize their own 
 strength and to see that their military ability was quite 
 equal to that of the English soldiers. (3) The war was a 
 preparatory school for the Revolution. Such officers as 
 Marion, Stark, Putnam, and Washington received a mil 
 itary training of great value. (4) Although in fighting the 
 French in America, England felt that she had been pro 
 tecting the colonies, the colonies felt that they had been 
 helping England in establishing English against French 
 authority. This attitude explains their growing sense of 
 power and independence which led, after the removal of 
 the French, to their resistance against British interference 
 and their final separation from the British crown. 
 
 NOTE 
 
 The Conspiracy of Pontiac. When, at the close of the Last French 
 War,. England tried to take possession of the territory west of the Alleghanies 
 and north of the Ohio, trouble with the Indians in that region at once arose. 
 The French, embittered by their loss of this territory, stirred up the Indians 
 against tfie English, and the conspiracy of Pontiac was the outcome. This 
 able and daring chief of the Ottawas organized a widespread movement for 
 the purpose of destroying all the English settlers west of the Alleghanies. 
 Having won over to his scheme many tribes, he succeeded in capturing 
 eight out of twelve forts, whose garrisons he put to death. This fierce and 
 bloody war lasted two years and ended in the complete failure of Pontiac. 
 
104 HISTORY OF THE UNITED STATES 
 
 TO THE PUPIL 
 
 1. What was the leading cause of the Last French War ? What did 
 the Ohio Company set out to do ? What journey did Washington 
 make and with what results ? Write an account of this journey. 
 
 2. How did the war begin ? In outlining the plan of the war use the 
 map freely. 
 
 3. What do you think of Braddock and of the causes of his defeat ? 
 Was the removal of the Acadians just ? Give reasons for your 
 answer. 
 
 4. Account for French successes in the early years of the war. What 
 had William Pitt to do with English successes later ? 
 
 5. What do you admire in the character of General Wolfe ? For many 
 interesting facts about the personality of this heroic man, see Park- 
 man s Montcalm and Wolfe. 
 
 6. Imagine yourself to have been one of Wolfe s soldiers and write an 
 account in the first person of scaling the Heights of Abraham and of 
 the battle on the following day. 
 
 7. What were the results of the war ? Make two brief outlines, one 
 containing the advantages the French had in America and the other 
 containing the advantages the English had. 
 
 8. Subject for debate : Resolved, that the French had a just claim to the 
 Ohio valley. 
 
 9. Subject for essay : Cooper s Last of the Mohicans. 
 
 10. To aid you in an intelligent review from the beginning of the book, 
 you can supplement the chronological chart suggested at the end of 
 Chapter VI. by adding a fourth parallel line for the principal events 
 connected with French exploration and colonization. Such a review 
 will help you to understand clearly the nature of the struggle, mainly 
 on the part of four European countries, to get control of North 
 America. By 1763 England had come out ahead in this struggle. 
 
 11. As you may know, Francis Parkman is the standard historian on the 
 relations between the English and the French colonies in America. 
 Read his Montcalm and Wolfe and Longfellow s Evangeline. 
 
CHAPTER XI 
 
 LIFE IN THE COLONIES AT THE CLOSE OF THE FRENCH 
 AND INDIAN WARS 
 
 REFERENCES: Drake s Making of New England; Richardson s History 
 of Our Country; Barnes s Popular History of the United States; Sanford s 
 History of Connecticut; Thwaites s Colonies; Scudder s Men and Manners 
 in America One Hundred Years Ago ; Eggleston s Household History. 
 
 OUTSIDE READINGS: Earle s Customs and Fashions in Old New England; 
 Earle s Sabbath in Puritan New England; Earle s Costume of Colonial Times; 
 Weeden s Economic and Social History of New England; Earle s Margaret 
 Winthrop; Irving s Knickerbocker s History of New York; living s Sketch 
 Book ; Hart s Colonial Children. 
 
 95. The Colonies in General. At the close of the 
 French and Indian Wars in 1763, the colonies mainly occu 
 pied a strip of land lying along- the Atlantic coast and 
 stretching all the way from Maine to Florida. There were, 
 thirteen of these original colonies, which, by reason of dif 
 ference in soil, climate, and other natural as well as social 
 and economic conditions, may be divided into three groups : 
 the New England group, or New Hampshire, Thc three groupg 
 Massachusetts, Rhode Island, and Connecti- of colonies. 
 cut; the Middle group, or New York, New Jersey, Penn 
 sylvania, and Delaware ; and the Southern group, or Mary 
 land, Virginia, North Carolina, South Carolina, and Georgia. 
 The population was about two million souls, 1 one-fourth of 
 whom were slaves. The people lived mainly along the sea- 
 coast and large rivers, although a few settle- population and 
 ments stretched back into the forests. As large towns. 
 many of the people were engaged in farming there were 
 few large towns. Philadelphia, with a population of about 
 
 l The population of New York City in 1900 was 3,437,202. 
 105 
 
io6 HISTORY OF THE UNITED STATES 
 
 25,000, was the largest town ; Boston was not far behind ; 
 and New York contained 10,000 or 12,000 people. 
 
 Money being scarce, trade was mainly by barter. There 
 were much comfort and prosperity and some wealth, but 
 there was great need of labor to develop the resources of 
 the West, which was now under the control of the English 
 and open to settlement. 
 
 THE NEW ENGLAND GROUP OF COLONIES 
 
 96. Occupations of the People. By reason of the poor, 
 rocky soil of New England, agriculture yielded a meagre re 
 turn for a great deal of hard labor. Farming on a small scale 
 was extensive, but much more important sources of wealth 
 The fisheries and were the cod and whale fisheries. By 1763 New 
 the west indta England had built up a flourishing trade with 
 islands. the West India Islands. Cargoes of dried fish 
 from New England were exchanged in these islands for 
 sugar, molasses, and slaves. Large forests furnished excel 
 lent material for shipbuilding. Boston alone had six hun 
 dred vessels engaged in foreign commerce and a thousand 
 in the fisheries and trade along the coast. All this fishing 
 and trading developed a hardy and expert class of sailors 
 that later furnished excellent material for our navy. 
 
 97. Religion and Church Worship. Religion came first 
 with the Puritan. The minister was usually the leading 
 man in the community, and he did much to form public 
 opinion in political as well as religious matters. 
 
 The churches were plain within and without. They were 
 not heated, even in the coldest weather. But for all this, 
 church attend- everybody was expected to attend, absence 
 ance. without good excuse being punishable by a 
 
 fine. The minister sometimes preached in overcoat and 
 mittens. Women carried heated stones in their muffs, and 
 later handstoves took the place of the stones. When going 
 to church the men sometimes carried their muskets and left 
 sentinels outside to watch against sudden attack from the 
 Indians. People were carefully seated according to their 
 
108 HISTORY OF THE UNITED STATES 
 
 social position, the men sitting- on one side of the church 
 and the women on the other. As the minister often preached 
 two or three hours, the congregation at times naturally 
 The tithing grew tired and sleepy. But the tithing man 
 
 man - was always present with his long rod of author 
 
 ity. This rod had a piece of brass on one end and a hare s 
 foot on the other. If a woman went to sleep she was gently 
 touched with the hare s foot, but if an unfortunate boy 
 
 PURITANS GOING TO CHURCH. 
 
 nodded or otherwise failed in reverent attention, he was less 
 gently rapped on the head with the hard end of the rod. 
 
 98. The Salem Witchcraft (1692). It has often been 
 said that the gloomy religious life of the Puritans led to that 
 strange delusion known as the Salem Witchcraft. As a 
 matter of fact, the belief in witchcraft in 1692 was not con 
 fined to the Puritans, for such a belief was almost universal. 
 The witchcraft craze in Massachusetts started from Salem 
 Village (now Danvers) a short distance from Salem. A 
 half dozen girls and young women, from ten to twenty 
 years old, became almost insane over the subject of witch 
 craft. They mewed like cats, barked like dogs, and went 
 into fits, declaring that certain persons, in league with the 
 devil, bit them, pinched them, or in some way tortured 
 them. On the testimony of these silly girls hundreds of 
 innocent people were thrown into prison on the charge of 
 witchcraft Before the frenzy had spent itself, nineteen 
 
LIFE IN COLONIAL TIMES 109 
 
 people were hanged, including a clergyman, and one old 
 man eighty years of age was pressed to death with heavy 
 weights. But when, after six months, some of the magis 
 trates and even the governor s wife were accused, the 
 people realized their folly and stopped punishing for witch 
 craft. 
 
 99. Education. Education stood next to religion and, 
 from the Puritan standpoint, was almost a part of religion. 
 The Puritans therefore established a system of public edu 
 cation soon after reaching New England. Every town was 
 required to have a school, and before 1650 each New 
 England colony, except Rhode Island, had passed laws en 
 forcing some degree of education. Everywhere there was 
 training in reading and writing. As a consequence, public 
 education was so general that there were few people who 
 could not read and write. As early as 1636 Harvard Col 
 lege was established at Cambridge, Mass., and in 1701 Yale 
 College at New Haven, Conn. 
 
 100. Crimes and Punishments. Laws were severe, and 
 few crimes were committed. Many offences were punish 
 able by death, and all kinds of punishments were inflicted 
 in the most public way. Stocks, pillories, ducking-stools, 
 and whipping-posts could usually be found in every village 
 of any size. The pillory was a wooden frame, so constructed 
 as to hold fast the head and hands of the offender. The 
 stocks held fast the offender s feet only. In The stocks and 
 some cases he was confined in a cage and ex- thepiiiory. 
 posed to the public gaze ; in others, he was branded with 
 the initial letter of his crimes or compelled to wear, in a 
 conspicuous place, a big initial letter indicating his crime. 
 
 101. Life and Manners. The New England diet was 
 simple. Cider and rum were favorite drinks, used often as 
 we use tea and coffee now. 
 
 The best room and the kitchen were the principal rooms 
 in the house. The most noticeable thing in the kitchen 
 was the fireplace. It would accommodate a Theoid-time 
 backlog five or six feet long and two or three fireplace, 
 feet in diameter, and was large enough for roasting an en- 
 
no 
 
 HISTORY OF THE UNITED STATES 
 
 Amusements. 
 
 tire sheep. As there were no stoves all cooking was done 
 here. By such firesides the mothers and daughters would 
 sit during the long winter evenings with their knitting, 
 spinning, or quilting, while the father read his Bible or 
 smoked his pipe. Sometimes as the fire blazed, cider-drink 
 ing, nut-cracking, and story-telling helped to while away 
 the evening hours. 
 
 In general, however, life was neither bright nor cheer 
 ful, as the Puritans were shy of most kinds of enjoyment. 
 
 But the young people were not with- 
 out simple amusements, 
 like house -raisings, 
 dancing, and corn-husking parties, 
 and social gatherings for spinning, 
 quilting, and apple- 
 paring. On these 
 occasions there was 
 much genuine fun. 
 Christmas was not 
 observed because 
 the Puritans did not 
 like the Church of 
 England, which 
 made much of the 
 observance of 
 Christmas. Their 
 chief holiday was 
 Thanksgiving Day, 
 which they celebrated, as now, in the autumn. This was 
 made the occasion for family reunions. At the Thanks- 
 The Thanksgiving giving dinner the table was loaded with 
 reunion. chicken, turkey, nuts, plum-puddings, mince- 
 
 pies, pumpkin-pies, and many other toothsome varieties of 
 food. Weddings were festive occasions. The friends and 
 Weddings and neighbors were generally entertained at the 
 tunerais. bride s home, the wedding feast often lasting 
 
 several days. Funerals were very expensive. Gifts such 
 as scarfs, gloves, and rings were generously distributed to 
 
 A WANTON GOSPELLER 
 
LIFE IN COLONIAL TIMES in 
 
 the guests, and an elaborate feast of meats and drinks was 
 regarded as an essential feature of the occasion. 
 
 TO THE PUPIL 
 
 1. Prepare yourself to write five minutes on any one of the following 
 
 topics : Occupations of the people, church worship, education, crimes 
 and punishments, the old-time fireplace, and amusements. 
 
 2. Imagine yourself to be a New England boy or girl in colonial days and 
 
 write a story of your experiences. Such work will greatly aid you 
 in reviving the past. 
 
 3. What do you like in the manners and customs of Early New England ? 
 
 Read Earle s Customs and Fashions in Old New England. 
 
 THE SOUTHERN GROUP OF COLONIES 
 
 102. Occupations of the People. In the Southern col 
 onies, a rich soil was ^general, rivers made excellent high 
 ways, and the climate was well suited to agriculture. The 
 plantations were scattered along the rivers, T he plantation and 
 sometimes many miles apart, with thickly the planter, 
 wooded stretches of land between. Each planter in Vir 
 ginia had his own wharf, from which his produce was car 
 ried to England, and to which manufactured goods of every 
 sort were brought in exchange. The planter needed but 
 little that he did not obtain on his plantation or at his wharf 
 His slaves were not only cultivators of the soil, but they in- 
 eluded skilled workmen, such as millers, tailors, carpenters, 
 and shoemakers. Under such an independent system of 
 life, towns were not needed, and before the Revolution 
 there were only a few towns of any size in Virginia. 
 
 103. Education. The facilities for common school edu 
 cation were poor. Governor Berkeley said (1670), " I thank 
 God there are no free schools, nor printing, Berkeley opposes 
 and I hope we shall not have them these hun- free schools, 
 dred years." The scattered condition of the population did 
 not favor the establishment of good common schools. The 
 rich planters had tutors at home for their children and 
 often sent their sons to Europe to be educated, but the 
 vschools for the masses were so few that the poorer people 
 
112 
 
 HISTORY OF THE UNITED STATES 
 
 generally grew up in ignorance. The wealthy planters 
 could live without work and formed a leisure class. Many 
 of them owned fine libraries. 
 
 Although Virginia had been settled as early as 1607, the 
 most important additions were made to her population in 
 the time of the Commonwealth (1649-1660.) During this 
 The cavaliers and tlme hundreds of the king s followers, or 
 political leaders m cavaliers, came to Virginia. These men were 
 usually from the higher ranks of English soci 
 ety, and had been prominent in public life in England. 
 Their descendants in Virginia naturally inherited their 
 political tendencies and included the ancestors of George 
 Washington, Thomas Jefferson, James Madison, James 
 Monroe, Patrick Henry, the Lees, and the Randolphs. We 
 need not be surprised, then, that Virginia furnished more 
 leaders in the Revolution than any other colony and after 
 ward became the " Mother of Presidents." 
 
 104. Life and Manners. The mansion of the planter, 
 built of wood or brick, was two stories high, with a spa 
 cious veranda and a wide hall 
 way. Close by the mansion 
 
 The mansion and WCTC the slave 
 the slave quarters, quarters, COnsist- 
 
 ing of wooden cabins sur 
 rounded by gardens and poultry 
 yards. These negro quarters, 
 on a. large plantation, made a 
 small village, and all about them 
 could be seen swarms of negro 
 children. Planters on the large 
 plantations lived in wasteful 
 Manner of life of extravagance, with 
 
 the planters. choice dogS, fine 
 
 horses, and a coach-and-six for 
 great occasions. They were 
 fond of such sports as horse- 
 racing and fox-hunting, and 
 were so generous and hospi- 
 
 THE PILLORY. 
 
LIFE IN COLONIAL TIMES 113 
 
 COLONIAL RELICS. 
 
 table that the doors of their mansions were always open 
 to respectable travellers. Though, as we have seen, Thanks 
 giving was the feast-day of the year in New Christmas a fes- 
 England, Christmas was celebrated in a fes- tive occasion. 
 tive manner in the South, when everything was gay and 
 bright in the planter s house. A great dinner was followed 
 in the evening by dancing to the music of the harpsichord 
 and the violin. 
 
 TO THE PUPIL 
 
 1. Find points of difference between the people in New England and 
 
 in the South in respect to occupations, education, and life and man 
 ners. 
 
 2. Write an essay on life in Virginia just before the Revolution. Read 
 
 Scudder s George Washington. 
 
 THE MIDDLE GROUP OF COLONIES 
 
 105. The People and Their Occupation. The people 
 in the New England and Southern groups of colonies were 
 largely English, but this was by no means A mjxed popula . 
 true of New York, Pennsylvania, and the tion in New York 
 other Middle colonies. Here the population and Penn8 y vania - 
 represented many of the countries of Europe. Trade and 
 agriculture were of about equal importance in New York. 
 The fur trade claimed most attention in New York and 
 
HISTORY OF THE UNITED STATES 
 
 EARLY NEW AMSTERDAM, SHOWING 
 
 Pennsylvania. Besides iurs, the principal exports were 
 grain and flour. The principal port tor foreign trade was 
 then, as now, New York, whose merchants were busy and 
 prosperous, employing many ships in their extensive corn- 
 Trade agricuit= rnerce with England, the West Indies, and 
 ure, and manu- other parts of the world. Most manufactured 
 goods came from England and the continent 
 of Europe. As in New England, the spinning-wheel and 
 loom took their place in the domestic economy. The ship 
 building industry and the saw-mill were of necessity early 
 developed, and the Dutch wind-mill became a striking feat 
 ure of the landscape. Outside of New York agriculture 
 was the most extensive industry. 
 
 106. Education. While the Dutch were in control, 
 common schools were well supported in New York, but 
 under the English they were not in a flourishing condition. 
 The Episcopalians founded King s College, now Columbia 
 University, New York, in 1754. Although in New Jersey 
 and Pennsylvania but little was done to provide for general 
 education, outside of a few larger towns, the Presbyte- 
 
LIFE IN COLONIAL TIMES 
 
 COSTUMES, AMUSEMENTS, AND ARCHITECTURE. 
 
 rians founded Princeton College, New Jersey, in 1746; and 
 Benjamin Franklin founded the University of Pennsylvania 
 at Philadelphia in 1749. 
 
 107. Crimes and Punishments. Crime was not widely 
 prevalent in the Middle colonies, although piracy had a 
 most demoralizing influence. Hanging, whipping, and the 
 pillory were forms of punishment frequently practised under 
 the public gaze, as was the case in New England. 
 
 108. Life and Manners Among the Dutch. The Dutch 
 house had a pointed gable roof with a weather-vane on top 
 and a porch in front of the house, where the family sat 
 during summer evenings to enjoy the air. r 
 
 . , & - , J J . , The Dutch house. 
 
 There were great wide fireplaces with seats 
 
 for reading or sewing. The walls were without paper, but 
 
 many pictures in small frames hung upon them. The 
 
 Dutch women were noted for their neatness and for their 
 
 excellent housekeeping. They scrubbed the Neat housekeep- 
 
 floors and sprinkled them with sand every In *- 
 
 day. The men were slow and easy-going, but they were 
 
 honest, thrifty, and industrious. They were fond of smok- 
 
n6 HISTORY OF THE UNITED STATES 
 
 ing and liked story-telling and good eating, the Dutch 
 housekeepers being noted for their skill in making dough- 
 nuts, crullers, and various kinds of cakes. The Dutch intro 
 duced " Santa Claus and " St. Nicholas " at Christmas 
 time, and New Year s visiting. Among them a funeral 
 was a most expensive affair. Not only did 
 
 Funeral customs. , , . . . . . J . 
 
 they distribute to the guests gloves, scarfs, 
 and rings, as was the custom in New England, but to each 
 friend a bottle of wine. In Albany the funeral expenses in 
 one instance were $20,000. 
 
 The towns were situated mostly about the mouth of the 
 Hudson, and from there the settlements extended through 
 the Hudson valley to Albany and then followed the Mo 
 hawk valley. The patroons lived on their vast estates in 
 Lifeamongthe grand and richly furnished houses facing the 
 patroons. Hudson. They had about them many ser 
 
 vants and rented to numerous tenants the farms into which 
 their estates were divided. These great estates, lying on 
 the rivers, where goods could be easily landed and cargoes 
 sent off, did away with the necessity of trade centres or 
 towns. 
 
 The people were more social and fond of merry-making 
 than the New Englanders. Their most noted holidays 
 were Christmas, New Year s, St. Valentine s Day, Easter, 
 and May Day. In the country, spinning-bees, house-rais- 
 sociai life of the ings, corn-huskings, and dancing parties were 
 people, favorite amusements; in towns, horse-racing, 
 
 cock-fighting, balls, and picnics. There was little luxury, 
 but much quiet contentment with the simple ways of 
 living. 
 
 TO THE PUPIL 
 
 1. What points of difference do you find between the people of the Middle 
 
 colonies and those of New England ? Those of the South ? 
 
 2. Write a short account of life and manners among the Dutch, adding as 
 
 many facts as you can to those given in the text. 
 
 3. The Legend of Sleepy Hollow, in Irving s Sketch Book, is delightful 
 
 reading. 
 
LIFE IN COLONIAL TIMES 
 
 117 
 
 MODES OF TRAVEL AND COMMUNICATION 
 
 109. Modes of Travel. It was difficult for the colonies 
 to know and understand each other because their means of 
 communication were so restricted. The usual mode of 
 travel on land was on foot or horseback ; and not only were 
 the roads poor, but very few of 
 the rivers had bridges. People 
 living near the rivers journeyed 
 much by row-boats, and those 
 along the coast made great use 
 of sloops. The trip by water 
 from New York to Philadelphia, 
 with a fair wind, required three 
 days. 
 
 A wagon ran twice a week 
 from New York to Philadelphia, 
 and, in 1766, a stage-coach was 
 put on which made the trip in 
 two days. This stage, greatly 
 shortening the time, was called a " flying machine." It 
 could make the journey from Boston to New York in four 
 days. When the coach was ready the driver The old stage- 
 gave notice by sounding a horn, and then, with coach, 
 a crack of the whip, away it went on its slow and toilsome 
 journey, during which it was no uncommon thing for the 
 travellers to be compelled to alight and help pry the coach- 
 wheels out of the mire. 
 
 Mails were carried mostly on horseback, and people 
 depended mainly on letters for news. Newspapers did not 
 at this time tell much about local or colonial 
 news. They were full of advertisements and 
 news from Europe. The first newspaper was the Boston 
 News Letter (1704). At the close of the Last French Wai- 
 there were from thirty to forty newspapers in the whole 
 country. 
 
 OLD SPINNING-WHEEL. 
 
 Newspapers. 
 
CHAPTER XII 
 
 GROWTH TOWARD UNION IN THE COLONIES 
 
 REFERENCES: Scribner s Popular History of the United States; Fisher s 
 Civil Government in the United States ; Thwaites s Colonies ; Fiske s Colonial 
 Era ; Bancroft s United States, II. 
 
 OUTSIDE READINGS: Frothingham s Rise of the Republic; Eggteston s 
 Household History; Macy s Our Government; Franklin s Plan of Union (Old 
 South Leaflets) ; Fiske s Civil Government in the United States ; Woodburn s 
 
 The American Republic. 
 
 no. Colonial Government. The various colonial gov 
 ernments were modelled after the English and were there 
 fore much alike in form. Each colony had 
 
 The governor, the f > 
 
 council, and the its governor and a law-making body consist 
 ing of the Council, 1 and the Assembly. The 
 Council was the governor s body of advisers. They aided 
 the governor in executing his duties, and generally took 
 part in making laws. The Assembly was elected by the 
 people and was therefore the stronghold of their rights. 
 It alone could levy taxes, and in this way it controlled 
 the public money. 
 
 But the manner of choosing the governor made all the 
 difference in the amount of freedom which each colony 
 The three kinds enjoyed. In 1763 there were three political 
 of colonies. groups 2 of colonies. The first, containing 
 
 Rhode Island and Connecticut, may rightly be called the 
 republican, or self-governing, group, because the people 
 elected the governor; the second, containing Pennsylvania, 
 
 1 The members of the council were chosen in various ways : by the king, as in 
 Virginia; by the proprietary governor, as in Pennsylvania; by the legislature, as in 
 Massachusetts ; or by the people, as in Connecticut. 
 
 2 These political groups should not be confused with the groups named in 
 par. 94. 
 
 1 18 
 
GROWTH TOWARD UNION IN THE COLONIES 119 
 
 Delaware, and Maryland, may be called the proprietary 
 group, because the proprietors appointed the governor; 
 and the third, containing the remaining eight colonies, 
 may be called the royal group, because the king of England 
 appointed the governor. 
 
 in. Republican, Proprietary, and Royal Colonies. 
 Connecticut and Rhode Island had very liberal charters 
 and governed themselves without any interference from the 
 mother-country. They were, * even at this early period, 
 little republics. In the royal and proprietary stru g gle between 
 colonies there was an almost continual strug- the r y al andpro- 
 gle going on between the governors and the and ^he^^awem! 
 colonial assemblies. The points at issue were blies - 
 sometimes petty, sometimes serious, and the discussions 
 were often bitter. In New York, for instance, the burn 
 ing question was whether the governor should receive a 
 fixed salary (1/45-1755). The members of the assembly ob 
 jected, for they feared that the governor might thus become 
 independent of the people. They believed a fixed salary 
 would be in the nature of a tax by the crown, and, true to 
 the instincts of their forefathers, they declared that no taxes 
 should be levied without the consent of the people. In all 
 the proprietary and royal colonies, long and No taxatlon with _ 
 bitter conflicts were waged over raising money out representa- 
 for public defence, especially during the Inter- * 
 colonial Wars (1689-1763). As the real source of power in 
 any government is the authority that lays the taxes, the 
 assemblies usually came out ahead. 
 
 The results were twofold : (i) The people received valu 
 able political training, and (2) they learned that they had a 
 common interest in contending against the personal rule 
 of the king of England. The attempt to enforce personal 
 rule, or royal prerogative, as it was called, is TWO results of 
 most familiar in the case of Berkeley in Vir- the struggle, 
 ginia and Andros in Massachusetts, who did much to arouse 
 the spirit of opposition in the two leading colonies. These 
 colonies were afterward the first to break out in open re 
 bellion against English authority. 
 
I2O 
 
 HISTORY OF THE UNITED STATES 
 
 Poor Richard, 1733. 
 
 A N 
 
 Almanack 
 
 FoithcYcarofChrift 
 
 i 
 
 H2. Need of Union Among the Colonies. The great 
 need of the thirteen colonies was union. We have seen 
 how the feeling of common danger from Indian Wars, and 
 later from the various wars with the French, drew the col 
 onists together. The com 
 mon grievances of the as 
 semblies against their royal 
 and proprietary governors 
 united the people still more 
 closely, when the latter real 
 ized that their liberties were 
 endangered by the British 
 crown. 
 
 The royal governors ap 
 preciated the need of union, 
 and they naturally sought 
 the advantage of the crown. 
 They urged union as a means 
 of checking the people s 
 power. As representatives 
 of the king they wished (i) 
 to get control of colonial 
 trade, and (2) to take the 
 right of taxation out of the 
 
 Why the royal hands . f tllC 
 
 governors wished colonial 
 
 union. 
 
 733 
 
 Being the Firft after I E AP YEAR: 
 
 Jnd mates fm f the Creation Years 
 
 By the Account- of the E (\nn Gftdi 7241 
 
 By the Latin Church, when O cm V 6932 
 
 By the Computation of W If- 5742 
 By the Roman Chronology 
 
 By the Jevijb Rabbies 5454 
 
 Wherein is contained 
 The Lunations, Eclipfcs, Judgment of 
 
 the Weather, Spring Tide*, PrW s Motionsfic 
 jrmrual AfpcGs, Sun and Moon s Rif.ng and Set 
 ting, Length of Days. Tirne of High Water. 
 Fairs, Courts, and obfcrvable Day* 
 Fitted to the Lariruclcoi Forty Degrees 
 and a Meridian of Fivr Hours VV-ft frorr. 7M*. 
 Init may without fenflMe Error ferve ah the ad 
 jacent Places, ewen from KnvfomcUaiJ , 
 Carolina. 
 
 
 
 By RICHARD S/fUNDERS,Ph i\om. 
 
 PHILADRLPHIAs 
 
 Printed and fold by B FRJHKLIH. at rhe New 
 
 Printing Office neat the Market 
 
 TITLE PAGE OF " POOR RICHARD S 
 ALMANAC." 
 
 blies. 
 
 people, under the various 
 colonial governments, had 
 acquired much more power 
 than the king wished them to have. For instance, the dif 
 ferent assemblies, in their narrow, provincial spirit, would 
 not act together, and were slow to enlist soldiers, build 
 weakness from forts, or send armies into the field, where their 
 lack of union. O wn territory was in no danger of attack. As 
 a result, there was little united effort to ward off a great 
 danger such as threatened the colonies in the Last French 
 War and in Pontiac s conspiracy. This lack of union ex- 
 
GROWTH TOWARD UNION IN THE COLONIES 121 
 
 plains the purpose of James II. in appointing Andros gov. 
 ernor of New England, New York, and New Jersey. He 
 supposed he would strengthen the Northern colonies by 
 uniting them under one government that could act with 
 energy and promptness, but, as we have seen, he failed. 
 
 The colonies sought union, in so far as they sought it at 
 all, for an entirely different purpose to ward why the colonies 
 off the offensive restrictions and impositions of sought union. 
 England and to extend and increase the rights of the people. 
 
 From the beginning of the English settlements in Amer 
 ica, a democratic spirit was developed by the situation and 
 life of the colonists. But Benjamin Franklin 1 saw that 
 something more than a spirit of democracy or self-govern 
 ment was needed to make a strong people. He saw that 
 they needed a central authority to lay taxes for their mutual 
 defence. Clearly understanding this need, Franklin pro 
 posed his famous Plan of Union at the Albany Convention 8 
 (1754). According to this plan each colony Franklin s Plan 
 was to elect representatives to a Grand Coun- of Unlon - 
 cil, similar to our present National Congress. This Grand 
 Council was to have the power of levying taxes upon the 
 people for raising and maintaining armies and otherwise 
 providing for the defence of the colonies. Moreover, like 
 our present Congress, this Council was to exercise supreme 
 
 1 Benjamin Franklin was born in Boston in 1706 and died in 1790. His father, 
 a soap-boiler and tallow-chandler, had seventeen children, of whom Benjamin was 
 the youngest son. At ten years of age the lad was set to work in his father s shop, 
 but was dissatisfied with the business. Then he tried printing with his brother, 
 but suffered from harsh treatment. Finally, at the age of seventeen he ran away 
 from home to seek his fortune. One Sunday morning he landed in Philadelphia, 
 cold and friendless, and with only a single dollar in his pocket. 
 
 In 1732 he began to publish Poor Richard s Almanac, which he continued to 
 publish for twenty years. Full of witty maxims which people could apply with 
 profit to every-day living, it became extremely popular and had an immense sale. 
 Franklin became rich and devoted himself to science. By simple experimenting 
 with a kite, he discovered that lightning is nothing more than discharges of electric 
 ity. He invented a kind of open stove which is in use at the present time. At 
 the close of the Revolution he was associated with John Adams and John Jay in 
 securing a treaty of peace with England. 
 
 * Only seven colonies were represented. This Convention was called to form a 
 closer alliance with the Six Nations. 
 
122 HISTORY OF THE UNITED STATES 
 
 authority in questions affecting all the colonies alike. This 
 was known as the Albany Plan of Union. 
 
 The king of England did not like it, because he feared 
 it might encourage the colonies to form a union in which 
 the people would exercise too much power. The colonists 
 did not like it 1 because they were unwilling to give up 
 Reasons for its the right of taxation by their colonial assem- 
 faiiure. blies. Franklin s Plan of Union failed, but it 
 
 was of great value because it led the people to think seri 
 ously about the advantages of union. 
 
 TO THE PUPIL 
 
 1. How did the Council differ from the Assembly ? 
 
 2. What were the three political groups of colonies ? What was the 
 
 distinguishing feature of each group ? 
 
 3. Discuss the nature of the struggle between the various assemblies on 
 
 the one side and the loyal and proprietary governors on the other. 
 What were the results ? In this connection, review the struggle be 
 tween Governor Berkeley and the people of Virginia and that be 
 tween Governor Andros and the people of New England. If you 
 get clear ideas about these struggles, you will better understand the 
 causes of the Revolution. 
 
 4. Why was there need of union among the colonies ? What attempts 
 
 at union had been made ? Why did the royal governors wish union 
 among the colonies ? On what grounds did the colonies seek union ? 
 What was Franklin s Plan of Union ? Why did it fail and what 
 were its results ? 
 
 CHRONOLOGY 
 
 1524. FRENCH EXPEDITION TO AMERICA UNDER VERRAZANO. 
 1528. PAMPHILO DE NARVAEZ LANDS IN FLORIDA. 
 1531-33. PIZARRO CONQUERS PERU. 
 1534. CARTIER SAILS TO THE GULF OF ST. LAWRENCE. 
 
 1539. DE SOTO LANDS IN FLORIDA. 
 
 1540. CORON ADO S EXPEDITION IN SEARCH OF CIBOLA. 
 
 1541. DE SOTO DISCOVERS THE MISSISSIPPI RIVER. 
 
 1562. COLIGNY S FIRST COLONY SENT TO FLORIDA UNDER RIBAULT. 
 
 1565. FOUNDING OF ST. AUGUSTINE. 
 
 1576. MARTIN FROBISHER DISCOVERS THE STRAIT SINCE CALLED BY HIS NAME. 
 
 1579. DRAKE ON THE CALIFORNIA COAST. 
 
 1 The plan was presented to the several legislatures, and they all rejected it be 
 cause they did not strongly feel the need of union. 
 
GROWTH TOWARD UNION IN THE COLONIES 123 
 
 1584. SIR WALTER RALEIGH S FIRST EXPEDITION. 
 
 1585. RALEIGH S FIRST COLONY. 
 1587. IIALEIGH S SECOND COLONY. 
 
 1603. FIRST VOYAGE OF SAMUEL DE CHAMPLAIN TO AMERICA. 
 
 1606. PATENT GRANTED TO THE VIRGINIA COMPANIES. 
 
 1607. FIRST PERMANENT SETTLEMENT OF VIRGINIA AT JAMESTOWN. 
 
 1608. FOUNDING OF QUEBEC BY SAMUEL DE CHAMPLAIN. 
 
 1609. THE DISCOVERY OF LAKE CHAMPLAIN. 
 
 HENRY HUDSON DISCOVERS THE HUDSON RIVER. 
 l6ll. SIR THOMAS DALE, GOVERNOR OF VIRGINIA. 
 
 1619. FIRST CARGO OF SLAVES BROUGHT TO JAMESTOWN. 
 
 FIRST LEGISLATIVE ASSEMBLY OF VIRGINIA MEETS IN JAMESTOWN. 
 
 1620. THE PILGRIMS LAND AT PLYMOUTH. 
 
 1623. SETTLEMENT OF NEW HAMPSHIRE AT PORTSMOUTH AND DOVER. 
 1630. SETTLEMENT OF BOSTON AND NEIGHBORING TOWNS. 
 
 1634. SETTLEMENT OF MARYLAND. 
 
 1635. PERMANENT SETTLEMENT OF CONNECTICUT BY EMIGRANTS FROM MASSACHU 
 
 SETTS BAY. 
 
 1636. PROVIDENCE FOUNDED BY ROGER WILLIAMS. 
 
 1637. THE PEQUOT WAR. 
 
 1643. THE CONFEDERATION OF NEW ENGLAND COLONIES FORMED. 
 
 1663. CHARTER OF RHODE ISLAND AND PROVIDENCE PLANTATIONS GRANTED BY 
 
 CHARLES II. 
 FIRST GRANT OF CAROLINA. 
 
 1664. GRANT OF NEW NETHERLAND TO THE DUKE OF YORK, AND ITS SURRENDER 
 
 TO, THE ENGLISH. NAMED NEW YORK. 
 
 GOVERNMENT OF NC RTH CAROLINA ESTABLISHED. 
 GRANT OF NEW JERSEY TO BERKELEY AND CARTERET. 
 
 1665. SECOND GRANT OF CAROLINA. 
 
 ARRIVAL OF PHILIP CARTERET AS GOVERNOR OF NEW JERSEY. ELIZABETH 
 FOUNDED. 
 
 1673. MARQUETTE EXPLORES THE MISSISSIPPI. 
 
 1675. OUTBREAK OF KING PHILIP S WAR IN NEW ENGLAND. 
 
 1676. BACON S REBELLION IN VIRGINIA. 
 
 1679. NEW HAMPSHIRE MADE AN INDEPENDENT ROYAL PROVINCE. 
 
 1680. HENNEPIN S VOYAGE ON THE MISSISSIPPI. 
 
 1 68 1. THE GRANT OF PENNSYLVANIA SIGNED. EMIGRATION BEGUN. 
 
 1682. THE FRIENDS BUY EAST JERSEY. 
 PENN SAILS FOR AMERICA. 
 PHILADELPHIA FOUNDED. 
 
 PENN S INDIAN TREATY. 
 
 LA SALLE S VOYAGE ON THE MISSISSIPPI. 
 
 1685. LA SALLE S COLONY FOUNDED IN TEXAS. 
 
 1686. ANDROS GOVERNOR-GENERAL OF NEW ENGLAND. 
 
 1687. ANDROS ATTEMPTS TO SEIZE THE CONNECTICUT CHARTER. 
 1689. ARREST OF ANDROS AT BOSTON. 
 
 1692. OUTBREAK OF THE WITCHCRAFT PANIC AT SALEM, MASS. 
 1700. IBERVILLE ESTABLISHES A SETTLEMENT AT POVERTY POINT, LA. 
 1702. BEGINNING OF QUEEN ANNE S WAR. 
 
 1715. FIVE NATIONS BECOME SIX BY ADDITION OF THE TUSCARORAS. 
 1733. OGELTHORPE S COLONY SETTLES IN GEORGIA. 
 SUGAR AND MOLASSES ACT. 
 
 1744. BEGINNING OF KING GEORGE S WAR. 
 
124 HISTORY OF THE UNITED STATES 
 
 1745. CAPTURE OF LOUISBURG. 
 1748. OHIO COMPANY FORMED. 
 
 LOUISBURG RESTORED TO FRANCE. 
 
 1754. COLONIAL CONGRESS AT ALBANY, AND FRANKLIN S PLAN OF UNION. 
 
 1755. BRADDOCK S DEFEAT. 
 BANISHMENT OF THE ACADIANS. 
 
 1756. FORT OSWEGO SURRENDERED TO THE FRENCH. 
 BEGINNING OF THE LAST FRENCH WAR. 
 
 1757. MASSACRE OF FORT WILLIAM HENRY. 
 
 1758. DEFEAT OF ABERCROMBIE AT FORT TICONDEROGA. 
 RECAPTURE OF LOUISBURG. 
 
 1759. FORT TICONDEROGA TAKEN BY AMHERST. 
 CAPTURE OF FORT NIAGARA BY THE ENGLISH. 
 WOLFE CAPTURES QUEBEC. 
 
 1761. ATTEMPT TO ENFORCE WRITS OF ASSISTANCE IN MASSACHUSETTS. 
 1763. PONTIAC S WAR. 
 
 TREATY OF PARIS, 
 

 Gbe IRevolution, tbe Confeberation, an& tbe 
 fefcerai "Union 
 
 CHAPTER XIII 
 
 THE REVOLUTION 
 
 REFERENCES: Scribner s Popular History of the United States, III. and 
 IV. ; Andrews s United States, I. ; Fiske s War of Independence ; Sloane s 
 French War and the Revolution ; Hart s Formation of the Union ; Chan= 
 ning s United States ; Richardson s History of Our Country; Coffin s Boys 
 of 76; Barnes s Popular History of the United States ; Cooke s Stories of the 
 Old Dominion ; Male s Stories of Massachusetts. 
 
 OUTSIDE READINGS : Trevelyan s The American Revolution ; Winsor s 
 Narrative and Critical History, VI. and VII.; Bancroft s United States, III.; 
 Fiske s American Revolution ; Hildreth s United States, II. and III. ; Lossing s 
 Field Book of the Revolution ; Lecky s England in the Eighteenth Century, III. ; 
 Wilson s History of the American People, II. ; Frothingham s Rise of the Re 
 public; Qoldwin Smith s United States; Morris s Half Hours with American 
 History, II.; Male s Franklin in France ; Hart s Camps and Firesides of the Revo 
 lution : Roosevelt s Winning the West, Land II.; Greene s Historical View 
 of the American Revolution ; Hinsdale s Old Northwest; Green s History of the 
 English People, IV.; Drake s Burgoyne s Invasion ; Abbot s Blue Jackets of 76; 
 Brown s Mercy Warren ; Wharton s Martha Washington ; Hosmer s Samuel 
 Adams ; Henry s Patrick Henry ; Morse s John Adams ; Scudder s George 
 Washington ; Hale s George Washington ; Abbot s Paul Jones ; Spark s Life of 
 Arnold ; Arnold s Lifeof Arnold; Lossing s Two Spies; Spear s The History of 
 Our Navy; Ford s The True Benjamin Franklin; Thwaites s Daniel Boone; 
 Greene s General Greene; Brady s Commodore Paul Jones; Wilson s George 
 Washington ; Ford s The True George Washington. 
 
 FICTION: Cooper s Lionel Lincoln; Henty s True to the Old Flag; 
 Cooper s Spy ; Harte s Thankful Blossom ; Cooper s Pilot ; Simms s Partisan ; 
 flitchell s Hugh Wynne; Brady s For Love of Country ; Churchill s Richard 
 Carvel ; Thompson s Alice of Old Vincennes. 
 
 POETRY : Holmes s Grandmother s Story of Bunker Hill Battle ; Independ 
 ence Bell; Bryant s Seventy-six; Bryant s Song of Marion s Men. 
 
 125 
 
I2t> 
 
 HISTORY OF THE UNITED STATES 
 
 The Navigation 
 Laws and Acts 
 of Trade. 
 
 The Causes of the Revolution 
 
 113. England Tries to Control American Commerce. 
 In the seventeenth and eighteenth centuries European 
 countries planted colonies as a means of increasing their 
 own trade. In accordance with this theory, England valued 
 her American colonies according to the wealth she gained 
 from them. To secure control of colonial trade, therefore, 
 
 Parliament began in 
 1651, thirty-one years 
 after the landing of the 
 Pilgrims, to pass the 
 famous Navigation 
 Laws and 
 Acts of 
 Trade. 
 
 These laws required (i) 
 that all trade between 
 the colonies should be 
 carried on in ships buil,t 
 in England or in the 
 colonies ; (2) that the 
 colonies should not ex 
 port such colonial prod 
 ucts as sugar, tobacco, 
 iron, furs and lumber to 
 any part of the world 
 except England, or 
 some English colony ; (3) that all European goods should 
 be bought in England and brought over to the colonies on 
 English vessels; (4) that the colonies should not manufac 
 ture any article that could be manufactured in England. 
 The carrying out of these laws would injure the colo- 
 
 These laws injure m StS in thg f llowin g wa J S : (0 A profitable 
 
 the colonies in trade with the Dutch would be cut off at a 
 four ways. single stroke ; (2) whatever colonial products 
 
 the English manufacturer needed he could buy of the colo 
 nies at his own price; (3) as the colonists were compelled to 
 
 JOHN HANCOCK HOUSE, BOSTON, MASS. 
 
THE REVOLUTION 
 
 127 
 
 
 buy European goods in England, they had to pay whatever 
 English merchants charged, or not buy at all ; (4) while the 
 law providing that all European goods should be imported 
 in English ships would put money into the pockets of the 
 English ship-owner, it would almost ruin the ship-building 
 industry in the colonies and throw 
 thousands of sailors out of employ 
 ment. 
 
 114. The Sugar Act and Smug 
 gling. In 1733 the famous Sugar Act 
 was passed to protect the English 
 West India sugar islands. By this 
 act a prohibitory duty was laid upon 
 the sugar and molasses imported into 
 the colonies from the French islands 
 in the West Indies. The principal 
 exports of New England were lum 
 ber and fish. The inferior qualities 
 of fish were carried to the French 
 islands and exchanged with profit for 
 sugar and molasses. There was thus 
 a double advantage to New England 
 
 in this trade : (i) The French would buy fish which were not 
 salable elsewhere ; (2) they were willing to sell at a low price 
 their sugar and molasses. On the other hand, Advantages of 
 the New Englanders made the sugar and mo- Si French west 
 lasses into rum, part of which they consumed indies, 
 at home, and the remainder they took to Africa, where they 
 exchanged it for slaves to be sold to the Southern colonies. 
 All this trade was extremely profitable for New England, 
 and was one of the principal sources of wealth. New Eng 
 land merchants saw that if the Sugar Act should be en 
 forced the profits of their West India trade smuggling or 
 must be greatly diminished. Financial ruin financial ruin. 
 threatened them. They had to choose between that and 
 smuggling. They chose smuggling, because they believed 
 the law was an unjust interference with the natural rights 
 of free-born Englishmen. 
 
 JAMES OTIS. 
 
128 HISTORY OF THE UNITED STATES 
 
 115. James Otis Defends New England Merchants 
 against Writs of Assistance. As long as England allowed 
 this smuggling to go on, all went well with the colonies. But 
 after the Last French War the English Government decided 
 to put a stop to this contraband trade. England was greatly 
 in debt. Money had to be raised, and it was thought that 
 by enforcing the Navigation and Trade Laws the profits of 
 colonial trade would be turned over to English merchants. 
 
 Legal papers called Writs of Assistance 
 were issued (1761). They were general 
 England issues search- warrants, which em- 
 writs of Assist- powered officers to go into 
 any warehouse or private 
 dwelling in search of contraband goods. 
 With these odious papers in hand, cus 
 tom-house officers could at any time en 
 ter a warehouse or a private dwelling, 
 and ransack it from garret to cellar. In 
 A ROYAL STAMP. this way many thousand dollars worth 
 
 of goods were seized and confiscated. 
 The people were furious. James Otis, of Massachusetts, 
 defended the colonial merchants in a test case. He made a 
 otis declares that great speech, in which he earnestly contended 
 ou^rTpres^ta^ that the colonists were not bound to obey any 
 tion is tyranny." law not made by their own representatives. 
 The keynote of his speech was "Taxation without rep 
 resentation is tyranny," and it sounded from Massachusetts 
 to Georgia. 
 
 116. Parliament Passes the Stamp Act. We have 
 just seen how England, in protecting her merchants, ship 
 owners, and manufacturers, had indirectly 1 taxed the colo 
 nies. In thus taxing them England regarded the colonies as 
 trading companies whose main purpose, from her standpoint, 
 
 1 A tax levied directly on a person or property is a direct tax. One levied on 
 trade is an indirect tax. When a man pays a tax on his house, his horse and car 
 riage, or any other form of property, he pays a direct tax. When a merchant im 
 ports goods upon which a duty has been laid by the government, he pays this duty 
 to the government through the custom-house. Such a duty is called an indirect 
 tax. The taxes for the support of our national government are usually indirect. 
 
THE REVOLUTION 
 
 129 
 
 was to enrich the mother-country. The colonies had sub 
 mitted to such indirect taxation of their trade The colonies sub- 
 and industries because (i) it was usual, the 
 world over, for colonies to have their trade reasons, 
 thus taxed by their mother-country ; (2) the English navy 
 protected the commerce of the colo 
 nies ; and (3) the Trade Laws were 
 not strictly enforced. 
 
 But in 1764 the English Govern 
 ment decided to levy a direct tax upon 
 them. As we have seen, England, by 
 reason of the expensive Intercolonial 
 Wars (1689-1763), was greatly in debt. 
 The king s representative in the min 
 istry, Lord Grenville, main 
 tained that this debt was 
 incurred in the defence of 
 the colonies. He said that 
 it was now time that the 
 colonies should pay their 
 share of their defence. 
 Grenville seemed to forget 
 that the colonies had paid 
 their share and were them 
 selves heavily in debt. He 
 seemed to forget, also, that 
 all these wars were fought 
 quite as much to protect 
 
 the English trade as to defend the colonies. Now that the 
 French were driven out, a standing army of from 10,000 to 
 20,000 men was to be kept up in America for the The co ionies to be 
 purpose, among other things, of protecting the r ^^^^^ 
 colonies from the Indians. A standing army, standing army 
 it was argued, would prevent a repetition of an ln Amerlca - 
 Indian uprising such as Pontiac s conspiracy. Moreover, if 
 such a permanent standing army was to be maintained in 
 
 1 Faneuil Hall was built in 1742 by a Boston merchant named Peter Faneuil 
 and presented by him to the town of Boston. The first floor was to be used as a 
 
 
 FANEUIL HALL, BOSTON, MASS. 
 
I 3 
 
 HISTORY OF THE UNITED STATES 
 
 Colonies slow in 
 paying taxes dur= 
 
 the colonies for their defence, it seemed fair to Grenville 
 
 and to the king that the colonies should share in the 
 
 expense. 
 
 During the Intercolonial Wars the various colonies paid 
 their share of expense by raising money in 
 
 ing the intercom response to requisition made by the king s 
 
 niaiwars. agents. But they were very slow about it. 
 
 It was difficult to get any legislature to vote money for 
 
 soldiers and supplies 
 unless the danger 
 threatened its own 
 colony. Such a sys 
 tem was weak and 
 lame, and it prevented 
 prompt and united 
 action. Some more 
 effective plan of taxa 
 tion seemed not only 
 desirable but impera 
 tive. The Stamp Act 
 offered such a scheme, 
 and it became a law in 
 March, 1 1765. 
 
 117. How the 
 Stamp Act Was Re 
 ceived in America. 
 This act required the 
 
 colonies to use stamped paper for newspapers, almanacs, 
 pamphlets, advertisements, and all kinds of 
 legal documents. These stamps cost all the 
 
 way from six cents to thirty dollars each. Grenville 
 
 market house ; the second as a town hall. Just before the Revolution, so many 
 public meetings were held in Faneuil Hall that it was called "The Cradle of 
 Liberty." In "The Cradle of Liberty" the people met, day after day, in 1773 
 (see par. 127) to decide upon some plan of action about the tea in Boston Harbor. 
 The last of these meetings was so large that it had to be held in the Old South Church. 
 1 It is certain that up to this time, as later during the Revolution (1775-1783), 
 and the critical period (1783-1789), the American people suffered greatly for lack of 
 some central taxing power. England s purpose was to supply this lack by a system 
 of direct taxation furnished in the Stamp Act. 
 
 OLD STATE HOUSE, BOSTON, MASS. 
 
 The Stamp Act. 
 
THE REVOLUTION 131 
 
 thought this tax would be fair because it would fall upon 
 all alike. 
 
 But he found that the Stamp Act aroused a storm of 
 angry opposition throughout the colonies. 1 Organizations 
 called " Sons of Liberty " were formed. Merchants banded 
 together to import no more goods from Eng- its effects upon 
 land until the Stamp Act should be repealed. the colonists. 
 They urged the necessity of manufacturing in the colonies. 
 They decided to stop eating mutton, that they might have 
 more wool for making cloth. 
 The day the Stamp Act went 
 into effect was made a day of 
 mourning. 2 Bells tolled, flags 
 were lowered, and business 
 houses were closed to indicate 
 that liberty was dead. 
 
 118. Patrick Henry Intro 
 duces the Virginia Resolutions. 
 In May the Virginia Legisla 
 ture met at Williamsburg. It in 
 cluded the most eminent men of 
 Virginia, and they were anxious 
 to act wisely. In the midst of pATRICK HENRY 
 
 the general doubt and perplexity, 
 
 Patrick Henry 3 arose and introduced his famous resolu 
 tions. In these he declared that the " General Assembly 
 
 1 At Portsmouth, New Hampshire, the people bore to an open grave a coffin 
 with this inscription: "Liberty, aged CXLV years." The solemn procession 
 marched to the beating of muffled drums. On reaching the grave the people listened 
 to a funeral oration over Liberty, which was supposed to be lying dead, but just as 
 they were lowering the coffin some one cried, "There are signs of life! " The 
 coffin was eagerly raised, and " Liberty Revived" was inscribed upon it. At once 
 the people shouted themselves hoarse because Liberty was once more alive. 
 
 * The brave women did their share, also. They formed organizations called 
 " Daughters of Liberty," and agreed to buy no more goods imported from England. 
 They formed " Spinning Societies," and wove cloth for the men to wear. 
 
 8 He was at this time just twenty-nine, tall in figure, but stooping, with a grim 
 expression, small, blue eyes which had a peculiar twinkle, and wore a brown wig 
 without powder, a "peach-blossom coat," leather knee-breeches, and yarn stock 
 ings. He had ridden to Williamsburg on " a lean horse," and carried his papers in 
 
132 HISTORY OF THE UNITED STATES 
 
 of the colony had the sole right and power of laying taxes 
 in the colony." An exciting debate followed. George 
 Patrick Henry s Washington was present, and Thomas Jeffer- 
 famous resoiu- son stood at the door earnestly listening. 
 He tells us later that the discussion was 
 " most bloody." The opposition only fired the passion of 
 Henry, and in a burst of wrathful eloquence he ended 
 his speech in words never to be forgotten : 
 " Cassar had his Brutus, Charles the First 
 his Cromwell, and George the Third" -"Treason! 
 Treason!" wildly shouted some of the members. The 
 orator paused a moment and then calmly added, " may 
 profit by their example. If this be treason, make the most 
 of it." The excitement caused by this speech travelled like 
 wildfire through the colonies. Massachusetts and Virginia 
 had declared themselves and were ready to join hands in 
 open resistance. 
 
 119. The Stamp Act Congress (1765). The English 
 Government made a great mistake in passing the Stamp 
 Eland s mistake Act The enforcement of the Sugar Act 
 in passing the affected the Middle and Southern colonies so 
 stamp Act. little that the y Doubtless would not have joined 
 
 New England in resistance to Parliament on this issue alone. 
 But in the Stamp Act a grievance was presented which 
 affected all the colonies alike. It furnished them a common 
 ground for resistance and a common purpose for united 
 action. Accordingly, the passing of the Stamp Act had a 
 most important and significant result in strengthening the 
 union of the colonies. In June Massachusetts sent out a 
 call for a general congress to discuss the situation and agree 
 upon some plan of action. Representatives from nine of 
 the colonies met at New York in October and passed reso 
 lutions similar to those of Virginia. They sent a memorial 
 to the king acknowledging his sovereignty, and a remon 
 strance to Parliament declaring it had no right to tax 
 
 a pair of saddle-bags. ... As Henry came out of the Capitol a man of the 
 crowd slapped him on the shoulder and cried : 
 
 " Stick to us, old fellow, or we are gone." COOKE S VIRGINIA. 
 
THE REVOLUTION 
 
 133 
 
 them. This congress should have been a warning to 
 George III. 
 
 120. Repeal of the Stamp Act (1766). But the most 
 effective action of the colonists was their non-importation 
 agreements. One-third of England s trade Effect of non- 
 was with the colonies. In 1772 it amounted importation upon 
 to $30,000,000. Non-importation, therefore, chants. 
 caused a serious loss to English merchants, and they eagerly 
 begged Parliament to repeal the Stamp Act. The debate 
 
 THE " BOSTON MASSACRE." 
 After an engraving by Paul Revere. 
 
 in Parliament over the repeal showed that many English 
 statesmen stoutly defended the colonies in their opposition 
 to the direct taxation without representation. Said Will 
 iam Pitt in a stirring speech in the House of Commons : 
 "Sir, I rejoice that America has resisted! wiinam Pitt op- 
 Three millions of people so dead to all the poses the stamp 
 feelings of liberty as voluntarily to submit to Act * 
 be slaves would have been fit instruments to make slaves of 
 all the rest." Parliament voted to repeal the act, but de- 
 
134 HISTORY OF THE UNITED STATES 
 
 clared its right to bind the colonies in all cases. It was this 
 very right to tax an unrepresented people that the colonies 
 called in question. 
 
 121. Taxation Without Representation in America. 
 The colonists claimed that as freeborn Englishmen in Amer 
 ica they had, granted to them in their charters, the same 
 rights and privileges as freeborn Englishmen in the mother- 
 country. The only difference between the man of Kent 
 (England) and the man of Massachusetts was in the author 
 ity that taxed him. The government in Kent consisted of 
 the king and Parliament ; the government in Massachusetts 
 of the king and the colonial assembly. The king could exer 
 cise no more power in Massachusetts than in Kent, while the 
 taxing power in Kent was Parliament and in Massachusetts 
 was the colonial assembly. This was the position taken by 
 the Whig 1 party in America, not by all the colonists. 
 
 122. Taxation Without Representation in England. 
 We cannot understand the real meaning of the Revolution 
 in America without looking into a similar struggle that was 
 at the same time going on in England. Some Americans 
 did not oppose England and some Englishmen did not join 
 hands against America. It was in each country the same 
 kind of struggle a struggle between hostile principles. 
 There was taxation without representation in England as 
 well as in America, and many Englishmen, like William Pitt, 
 were as much opposed to it there as men like Samuel 
 Adams and Patrick Henry were opposed to it in America. 
 William Pitt and his followers represented the true feeling 
 of the English people toward America. 
 
 At this time Parliament did not fairly represent the peo 
 ple of England. Great towns like Manchester, Liverpool, 
 The English peo- Birmingham, and Leeds were not represented 
 rlsen^in plr-" at a ^ an( * members were returned for boroughs 
 Hament. that had no existence except in name. Such 
 
 boroughs were called rotten boroughs, or pocket boroughs, 
 
 1 The Whigs were those who opposed the king s schemes of taxing the Ameri 
 cans without their consent. The supporters of the king, who at this time included 
 a large part of the American people, were called Loyalists, or Tories. 
 
THE REVOLUTION 
 
 135 
 
 which were owned by the great families. Long after Old 
 Sarum, a noted rotten borough, had no population, a mem 
 ber, representing its owner, was returned to the House of 
 Commons. In a population of 8,000,000 only about 160,- 
 ooo, or one-tenth of the men 
 of voting age in England, 
 could vote. 1 A few great fam 
 ilies controlled the House 
 of Commons. Certainly the 
 mass of Englishmen could 
 justly complain of taxation 
 without representation. 
 Among them was the great 
 William Pitt, who urged upon 
 the people the justice of par 
 liamentary reform, with a fair 
 and full representation of the 
 English people in the House 
 of Commons. 
 
 123. George III. and 
 Personal Government. 
 " George, be King," said 
 George the Third s mother 
 when he was crowned. That 
 advice pleased the young 
 ruler, who was then only 
 twenty-two years old. His 
 controlling purpose was to 
 establish personal government in England. His desire for 
 arbitrary power, together with his narrowness and bigotry, 
 had much influence in bringing on the Rev- The views of 
 olution. He cared little for the rights of Qeorgein. 
 the people. The more power they had the less he would 
 enjoy. By the corrupt use of money he succeeded in con- 
 
 1 In our own country the people are fairly and equally represented in the na 
 tional House of Representatives. The unit of representation, or the number of 
 people entitled to one representative since the last census of 1900, has been 194, 182. 
 This means that the number of representatives in Congress from any State may be 
 found by dividing its population by 194,182. For example, Pennsylvania lias 32 
 
 OLD SOUTH CHURCH, BOSTON. 
 
136 HISTORY OF THE UNITED STATES 
 
 trolling the elections. His desire was to make Parliament 
 represent him and a few great families that were in the 
 political ring with him. He maintained his influence large 
 ly through boss-like methods, keeping his followers under 
 control by the use of an immense corruption fund. As long 
 as a large number of small boroughs remained under the 
 control of his friends, the king could maintain his tyrannical 
 hold upon the government. 
 
 But if the Americans should succeed in their struggle 
 for " No taxation without representation," there was little 
 doubt that in time Englishmen would succeed in a similar 
 why the king struggle for parliamentary reform, or "No 
 wished to tax the taxation without representation" in England 
 If the Americans were not repressed, their 
 success would make certain the failure of the king s pet 
 scheme of personal government. King George, therefore, 
 was deeply chagrined when the Stamp Act was repealed. 
 He could not let the matter rest here, however, but the 
 next year (1767) he again tried to force new taxes upon 
 America. We shall see how well he succeeded. 
 
 124. The New Taxes of 1767. In 1767 Townshend, 
 acting as the king s tool, induced Parliament to levy new 
 port duties on a few articles, including glass, lead, papei, 
 and tea. The colonies had objected to a stamp tax because 
 it was a direct tax. As these new taxes were indirect, 
 Townshend and King George thought the Americans might 
 not refuse to pay them. But in this they wholly misunder 
 stood the temper and feeling of the American people. The 
 new taxes were opposed quite as violently as the Stamp Act 
 had been. 
 
 We can easily understand the feelings of the colonists 
 when we see the purpose of the taxes. The Sugar Act 
 Purpose of the (see par. 114) was to be strictly enforced by 
 new taxes. commissioners who were to use the hated 
 
 Writs of Assistance in searching for smuggled goods. The 
 money raised by these taxes was to be used not only to pay 
 
 representatives and Delaware but one. But every State, large or small, has tw" 
 members in the Senate. 
 
THE REVOLUTION 
 
 ST. JOHN S CHURCH, RICHMOND, VA. 
 Where the famous orator Patrick Henry made his great speech. 
 
 the colonial governors, judges, and crown attorneys, and 
 thus make all these officials independent of the people, but 
 also to maintain a small English army in the colonies. The 
 remainder, if there should be any, was to be used in pen 
 sioning men of influence. This last was in reality a cor 
 ruption fund to bribe men to become the king s tools. 
 Thus we see that the colonists themselves were to pay the 
 taxes which should keep their governors and judges inde 
 pendent of them. 
 
 When we recall the bitter struggle between the people 
 and the royal governors over this question of allowing a 
 fixed salary, we can easily realize why this Bitter opposition 
 measure was so unpopular. Then, too, in pay- to the new taxes. 
 ing this tax the people were supporting a standing army 
 whose presence was plainly intended to enforce the per 
 sonal rule of the king. In a word, the people were to 
 pay taxes whose real purpose was to deprive them of the 
 rights of freeborn citizens. 
 
138 HISTORY OF THE UNITED STATES 
 
 Massachusetts led in the opposition. She sent a circu 
 lar letter to the other colonies for the purpose of securing 
 some united plan of action against the Townshend Acts. 
 The result was that the colonies again agreed 
 
 Results. . & 
 
 to import no more goods from England, and 
 they thus greatly injured English ship-owners and mer 
 chants. In the next two years English imports to New 
 England fell off one-half, and to New York five-sixths. 
 
 125. The Redcoats 1 and the "Boston Massacre" 
 (1770). King George at length decided to send troops to 
 America to enforce the revenue laws. In the autumn of 1768 
 they arrived in Boston. Their presence was regarded as a 
 menace and was a constant source of annoyance. Quarrels 
 between them and the people were of frequent occurrence ; 
 and finally one evening in March, 1770, the crisis came in a 
 disturbance which took place in State Street in front of 
 what was then the Custom House but is now the old State 
 House. The soldiers fired upon the people, killing three 
 and wounding many others. This was called the " Boston 
 Massacre." The next day an immense town meeting was 
 held, and the people, through Samuel Adams as spokesman, 
 demanded that the troops should be removed. They were 
 withdrawn to an island in the harbor. 
 
 126. Committees of Correspondence (1772-1773). The 
 need of united action among the towns of Massachusetts 
 was now pressing. It was hard to tell what new danger 
 might at any hour fall upon the people. So Samuel Adams 
 proposed, in town meeting, that committees of correspond 
 ence should be appointed in the towns. His plan was car 
 ried out (1772). In the following year Dabney Carr of 
 Virginia suggested committees of correspondence for the 
 various colonies. When these committees were organ 
 ized the colonies rapidly drew closer and closer together 
 in their sympathies. This was a bold step, which led 
 later, as we shall see, to the Continental Congress and 
 open war. 
 
 1 The English soldiers wore red uniforms. They were therefore called 
 Redcoats. 
 
THE REVOLUTION 139 
 
 127. Samuel Adams 1 and the "Boston Tea Party" 
 
 )- The new duties were no more successful than the 
 Stamp Act had been, for again colonial merchants refused 
 to import English goods. Again English merchants begged 
 for a repeal. But the stupid king could not understand the 
 Americans. Thus far he had failed. He now resorted to 
 a trick by which he hoped to induce the colonists to pay 
 a small tax levied by Parliament. He took off all the new 
 taxes except the one on tea. "There must George TMrd , s 
 be one tax to keep the right to tax," he said. trick in levying 
 The tax on tea was to be only threepence thetaxontea. 
 a pound in America, instead of sixpence, as in England. 
 This not only enabled the colonists to buy tea cheaper 
 than it could be bought by the people in England, but 
 also cheaper than it could be bought when the colonists 
 smuggled it from Holland. But still they refused to im 
 port the taxed tea. 
 
 The East India Company decided to ship cargoes to such 
 important ports as Boston, New York, Philadelphia, and 
 Charleston. When the tea arrived the people Taxed tea sent to 
 in New York and Philadelphia refused to let it America. 
 land, and the people in Charleston stored it in damp cellars 
 where it spoiled. In Boston the people were determined to 
 send it back, but GovernorJ-Tutchinson refused to let this 
 be done. For nineteen days the struggle continued. On 
 the nineteenth day the excitement in Boston was intense. 11 
 the cargo of tea should remain in the harbor till the twen 
 tieth day the law permitted it to be landed. All day long the 
 town meeting continued in Boston. Seven thousand men 
 crowded the Old South Church 8 and the streets outside. 
 
 1 Samuel Adams has been called the * Father of the Revolution." He was dis 
 tinguished for his courage and perseverance and for his ability as a leader of men 
 Like Jefferson, he was full of sympathy for the toiling masses and easily won their 
 confidence. In 1774 General Gage offered him money and official advancement 
 if he would give his influence and services to the king. Although Samuel Adams 
 was poor, yet true to himself and to his countrymen, he scorned the offer. He was 
 the first American to advocate independence of England, and was one of the fore 
 most leaders that prepared the people to adopt the Declaration of Independence. 
 
 8 The Old South Church is still standing on Washington Street, at the corner of 
 Milk Street. 
 
140 
 
 HISTORY OF THE UNITED STATES 
 
 At nightfall a messenger brought word from the gov 
 ernor that he would not permit the tea to be returned to 
 The "Boston Tea England. At once Samuel Adams, moderator 
 Party." o f ne meeting, arose and said : " This meeting 
 
 can do nothing more to save the country." As if this were 
 the signal, a warwhoop was heard, and forty or fifty men, 
 disguised as Indians, proceeded down 
 the street toward Griffin s Wharf. 1 
 Boarding the tea-ships they ripped 
 open every chest and spilled the tea 
 into the harbor. A large party of 
 people stood by while the " Indians " 
 were emptying the chests, but every 
 one was quiet and orderly. This was 
 the famous " Boston Tea Party," at 
 which some of the best people of Bos 
 ton were present (1773). 
 
 128. Boston Punished for its Tea 
 Party. King George was very angry 
 at these high-handed proceedings. In 
 order to punish the Boston people for 
 what they had done, Parliament passed 
 the Boston Port Bill, which closed the 
 port of Boston to all trade until the 
 town should pay for the tea that had 
 been destroyed. Another law, known 
 as the Massachusetts Act, annulled the 
 charter and took away free government 
 A military governor, General Gage, like 
 the Stuart governor, Andros, was appointed to stand for 
 the tyranny of an arbitrary king. Surely George III. and 
 his followers little realized the love of self-government in 
 these stubborn, unruly colonists ! 
 
 129. The Colonies Unite in Support of Massachu 
 setts. The English Government determined to make an 
 example of Boston, and hoped in this way to frighten the 
 
 1 A tablet on Atlantic Avenue now marks the spot where the Tea Party 
 reached the wharf. 
 
 OLD NORTH CHURCH, 
 BOSTON, MASS. 
 
 from the people. 
 
Vv 
 
THE REVOLUTION 141 
 
 other colonies into submission. Contrary to the expecta 
 tion of the Government, the effect of the oppressive meas 
 ures was to unite the colonies in sympathetic support of 
 the Massachusetts people. Through the committees of cor 
 respondence the colonies , could now act together more 
 promptly than ever before. Provisions were sent from 
 every direction to the suffering people in Boston. Help 
 came from even the far-away Carolinas. Patrick Henry l 
 angrily cried : " We must fight. I repeat it, 
 
 . fa i . i "We must fight." 
 
 sir; we must ngnt. 1 know not what course 
 
 others may take, but as for me, give me liberty or give me 
 
 death." 
 
 The excitement was everywhere intense. United action 
 was a necessity. The Continental Congress, meeting in 
 Carpenters Hall, Philadelphia, was the out- The continental 
 come (September 5, 1774). All the colonies congress. 
 except Georgia 2 were represented. This Congress declared 
 the colonies had a right to govern themselves and levy 
 their own taxes. It further declared that, should England 
 attempt to force Massachusetts to submission, the other 
 colonies would join Massachusetts in forcible resistance. 
 
 TO THE PUPIL 
 
 1. Name four requirements of the Navigation Laws and the Acts of 
 
 Trade. In what four ways did these laws injure the colonists ? 
 
 2. What advantages did New England merchants have in trading 
 
 with the French islands in the West Indies ? Do you think 
 these merchants were right in smuggling ? Give reasons for 
 your answer. How were the Writs of Assistance connected with 
 smuggling ? 
 
 3. What is the difference between a direct and an indirect tax ? Why 
 
 had the colonies submitted to indirect taxation ? 
 
 4. What was the object of the English Government in levying the stamp 
 
 tax? From the English stand-point, give reasons why it was just 
 that such a tax should be imposed upon the Americans. 
 
 1 This great speech by the famous orator of the Revolution was made in " Old 
 St. John s Church," Richmond, Va. This church is still standing. 
 
 2 Georgia people were in sympathy with the Congress, but her royal governor 
 prevented the appointment of delegates. 
 
142 HISTORY OF THE UNITED STATES 
 
 5. Subject for debate : Resolved that England had the right to levy the 
 
 stamp tax upon the colonies. 
 
 6. What colonies did the Sugar Act of 1733 affect most seriously? 
 
 What colonies did the Stamp Act affect ? How, then, did the Eng 
 lish Government make a great mistake in passing the Stamp Act ? 
 
 7. Why did England repeal the Stamp, Act ? 
 
 8. What did James Otis mean by saying that "taxation without repre 
 
 sentation is tyranny "? In what way did Otis and those agreeing 
 with him think that direct taxes should be levied in America ? 
 Was Otis right in his views of taxation ? Give reasons for your 
 answer. 
 
 9. Why were William Pitt and his followers in England opposed to the 
 
 Stamp Act ? Do you see clearly what was meant by taxation with 
 out representation in England ? 
 
 10. What were King George s ideas of government for both England and 
 
 America ? If a man like William Pitt had been king of England, do 
 you think there would have been any American Revolution ? Give 
 reasons for your answer. 
 
 11. What was the purpose of the new taxes of 1767? Why were com 
 
 mittees of correspondence organized and with what result ? Find 
 out all you can about the influence of Samuel Adams in these trying 
 times. 
 
 12. What events led to the Boston Tea Party ? You can easily trace 
 
 the connection between the destruction of the tea and the Conti 
 nental Congress. 
 
 13. Make an outline of the topics discussed under the " Causes of the 
 
 Revolution " and try to discover a causal connection between the 
 events. 
 
 14. 1763 and 1775, between which most of these events took place, are 
 
 well worth remembering. 
 
 15. In studying the Revolution, do not fail to read Fiske s War of Inde 
 
 pendence. 
 
 THE WAR BEGINS 
 
 130. Battles of Lexington and Concord (April 19, 1775). 
 General Gage, as military governor of Massachusetts, re 
 mained at Boston with 3,000 British troops. But the peo 
 ple outside of Boston refused to recognize his authority, 
 and through their Provincial Congress governed them 
 selves as well as they could. This Congress was a provis 
 ional government, organized by the people to take the 
 place of the Colonial Assembly which General Gage had 
 
THE REVOLUTION 
 
 143 
 
 dissolved. John Hancock was its president^ and Samuel 
 Adams was its leading spirit. It prepared for war. Twenty 
 thousand men were ordered to be ready, at The Provincial 
 a minute s notice, to march to any point of congress and the 
 danger. They were called " minute-men." " minute - men -" 
 
 In April General Gage received orders from England to 
 arrest John Hancock and Samuel Adams and send them to 
 England to be tried for treason. About the same time the 
 governor heard that _ T _ i _ ^ 
 the minute-men had 
 collected some mil 
 itary stores at Con 
 cord, twenty miles 
 from Boston. As 
 Hancock and Adams 
 were staying with a 
 friend in Lexington, 
 
 English troops 
 - sent to Lexington 
 
 ed to andconcord - 
 
 send out troops for 
 the purpose of ar 
 resting them and at 
 the same time destroying the military stores at Concord. 
 About midnight eight hundred English soldiers started 
 from Boston. But the minute-men were on the watch. 
 Dr. Joseph Warren 1 sent Paul Revere and William Dawes 2 
 to warn his two friends and to spread the alarm, " The 
 regulars are coming ! " 
 
 1 Dr. Joseph Warren was a prominent patriot leader and a warm friend of Sam 
 uel Adams. Referring to the British soldiers he said: "Those fellows say we 
 won t fight. By heavens, I hope I shall die up to my knees in blood." He was 
 killed at Bunker Hill. 
 
 1 William Dawes rode on horseback by way of Roxbury. Paul Revere went 
 over from Boston to Charlestown in a boat and there awaited a signal which was 
 given by a lantern hung in the belfry of the Old North Church. At eleven o clock 
 on that beautiful moonlight night he mounted his horse. Speeding his way through 
 Medford he barely escaped capture by some British officers. From Lexington, 
 where his warning saved Hancock and Adams from capture, he pressed on toward 
 Concord, in company with Dr. Samuel Prescott and William Dawes. Between 
 
144 
 
 HISTORY OF THE UNITED STATES 
 
 Early next morning (April 19, 1/75), when the English 
 troops reached Lexington, Hancock and Adams had made 
 their escape, and a party of minute-men were drawn up on 
 Lexington Common. Soon the English fired upon them, 
 killing seven of their number, and then passed on to Con 
 cord. Here they destroyed the small part of the military 
 
 THE WASHINGTON ELM AT CAMBRIDGE. 
 
 stores which the Americans had not had time to conceal. 
 Again they found minute-men, in ever-increasing numbers, 
 The tight at angrily facing them. At the old Concord 
 concord Bridge. Bridge the fight began in earnest, and men 
 fell on each side. From every direction the minute-men 
 came flocking in, and the English were forced to retreat, 
 loading and firing as they marched. 
 
 Lexington and Concord some British officers captured Dawes and Revere, took 
 them back to Lexington, and there released them. Paul Revere s ride is graphi 
 cally described in Longfellow s famous poem, but some of the details are not his 
 torically accurate. 
 
THE REVOLUTION 145 
 
 From behind rocks and trees, fences and barns, the min 
 ute-men shot the tired soldiers. On the English soldiers 
 pushed, but they had to leave the dead and dying scattered 
 along the road. At Lexington they met reinforcements 
 sent from Boston. But for these fresh troops all of the 
 eight hundred men sent out to Concord would Ret reat of the 
 have been captured. As it was, the whole English to Boston, 
 force of about 2,000 men fled in confusion from Lexington 
 to Boston, barely saving themselves from capture. The 
 British lost about three hundred men ; the Americans about 
 one hundred. The British were glad to find shelter in 
 Boston, around which in a few days were gathered 16,000 
 Americans. It was a good beginning for the patriot army. 
 
 131. The Colonies Unite for Resistance. On May 10 
 (1775) there was a second meeting of the Continental Con 
 gress at Philadelphia. John Hancock, of Massachusetts, 
 was chosen president. The colonies voted to Tne second meet . 
 unite in resisting England, and for that pur- ing of the conti- 
 pose to raise an army of 20,000 men, whose r 
 expenses were to be paid by the united colonies. George 
 Washington was appointed commander-in-chief of the Con. 
 tinental army. 
 
 While Congress was passing these war measures New 
 England was actually engaged in pushing the war. Sixteen 
 thousand yeoman troops were already besieging Boston, 
 and, on the day that Congress met, Ethan Allen from Ver 
 mont and Benedict Arnold from Connecticut led a force 
 which surprised and captured Ticonderoga, American8 capture 
 thus securing an important fort. Two days Ticonderoga and 
 later Crown Point was taken. With these c 
 forts they secured two hundred and twenty cannon and 
 other military supplies. The Americans now had control 
 of the line of communication between New York and Can 
 ada. They vainly hoped Canada would join them in their 
 struggle. In November, 1775, they captured St. John s and 
 Montreal. On December 3Oth Montgomery and Arnold 
 made a gallant attack upon Quebec but were driven back. 
 Montgomery was killed and Arnold wounded. It was 
 
146 
 
 HISTORY OF THE UNITED STATES 
 
 plain that the colonies meant to fight and that the war had 
 already begun. 
 
 132. Battle of Bunker Hill (June 17, 1775). In the 
 
 meantime the English troops had been increased to 10,000, 
 and Howe had been sent over to take the place of Gage as 
 their commander. The English general saw the impor 
 tance of occupying the heights in Charlestown known as 
 
 THE CRAIGIE HOUSE, WASHINGTON S HEADQUARTERS AT CAMBRIDGE (AFTER 
 WARD THE RESIDENCE OF LONGFELLOW). 
 
 Bunker Hill and Breed s Hill. If the Americans should 
 secure them it would be very difficult for the British troops 
 to remain in Boston. But the English were 
 not quick enough. About the middle of the 
 night preceding June i/th, 1,500 Americans, 
 led by Colonel Prescott and aided later by General Putnam 
 and General Warren, began throwing up breastworks on 
 Breed s Hill. All night they toiled, and in the morning the 
 British were surprised to find that the Americans had got 
 ahead of them in occupying this important position. 
 
 The Americans 
 fortify Breed s 
 Hill. 
 
THE REVOLUTION 147 
 
 Later in the day Howe, at the head of about 2,500 men, 
 tried to drive the Americans out of their intrenchments. 
 The British supposed the Americans would not stand an 
 attack, but in this they were mistaken. As the English 
 troops marched up the hill the Americans bravely waited 
 until the regulars were within fifty yards. Prescott s orders 
 were " Aim low! wait till you see the whites of their eyes." 
 They did wait, and then they poured forth 
 
 , J . .. General Howe 
 
 such a deadly fire that the English retreated attacks the 
 down the hill, leaving the ground covered 
 with their dead and wounded. Before making a second 
 attack the English set fire to Charlestown, and then a 
 second time were driven by American bullets down the hill. 
 By this time the ammunition of the Americans had given 
 out, and slowly and stubbornly they retired, fighting with 
 clubbed muskets as they went. Among their dead was the 
 brave General Warren. 
 
 The British lost over one thousand, or more than one- 
 third of their attacking force, while the Americans lost 
 about four hundred and fifty. Although the Results of the bat- 
 Americans had to give up their position they tleof Bunker HIH. 
 gained a moral victory because their brave fighting inspired 
 the people with courage and hope. When Washington 
 heard that the raw American troops stood fire he said : 
 " The liberties of the country are safe." It was a glad day 
 for the American colonies. 
 
 133. Washington Drives the British out of Boston. 
 About two weeks after the battle of Bunker Hill Washing 
 ton arrived at Cambridge and formally took command of 
 the American army (July 3), under the famous elm still 
 standing near Harvard University. His army Washington s 
 was in no condition for fighting. The men 
 were in every way without proper equipment. Only a 
 limited number had muskets, and very few had bayonets. 
 Besides, there was a great scarcity of cannon and powder. 
 Of course, under such conditions, Washington could not 
 attack the enemy. But with patience and faith he awaited 
 the hour when he could strike a telling blow. 
 
148 HISTORY OF THE UNITED STATES 
 
 Early in March, 1776, having received cannon 1 and am 
 munition, he seized Dorchester Heights, on th,e south 
 The Americans ^ Boston, and threw up intreiichments there 
 seize Dorchester as the Americans had done on Bunker Hill 
 in the previous June. Howe saw that he 
 must drive Washington off the heights or leave Boston. 
 He proposed to storm the works, but bad weather delayed 
 him until the position had been made too strong to be suc 
 cessfully attacked. The British therefore evacuated Bos 
 ton and went to Halifax. 
 
 TO THE PUPIL 
 
 1. Why were English troops sent to Lexington and Concord ? What 
 
 results followed this expedition? 
 
 2. Impersonating Paul Revere, write an account of his famous ride. 
 
 What did the Continental Congress do at its second meeting? 
 
 3. As an aid to the intelligent study of the Battle of Bunker Hill, draw a 
 
 map of Boston and its surroundings. Why was this battle fought ? 
 What effect did it have upon the Americans ? 
 
 4. Describe the difficulties Washington had to face after taking com 
 
 mand of the American army. 
 
 5. Do not fail to read, over and over again, Holmes s Grandmother s 
 
 Story of Bunker Hill Battle. 
 
 THE STRUGGLE FOR THE HUDSON RIVER AND THE MIDDLE 
 STATES IN 1776 
 
 134. The Declaration of Independence (July 4, 1776) 
 
 When the first gun of the Revolution was fired, Samuel 
 
 Adams stood almost alone in his wish for the political 
 
 separation of America from England. One year later, 
 
 however, the desire for independence grew 
 
 Desire for indepen- . 
 
 dence grows rapidly. The king had refused to hear the 
 
 rapidly. petition sent to him by the Continental Con 
 
 gress ; he had called the colonists rebels ; he had sent his 
 ships of war to burn their towns; and, worst of all, had 
 
 1 These cannon, numbering fifty, came from Ticonderoga, which had been 
 captured the previous year. Along with other supplies, they were brought down 
 on sledges drawn by oxen. 
 
THE REVOLUTION 
 
 149 
 
 hired Hessian 1 soldiers to make war upon them. About this 
 time Thomas Paine published Common Sense a pamphlet 
 which urged many reasons why America should separate 
 from England. The fact that war already existed had 
 weakened the bond of union, and Paine s arguments led 
 many to look with favor upon the idea of independence. 
 
 Virginia took a leading part by instructing her dele 
 gates in Congress to vote for independence. This action 
 on the part of Virginia had its due 
 influence upon the other colonies. 
 The Stamp Act, the Boston Port 
 Bill, and the other unpopular meas 
 ures of the King and Parliament 
 had drawn the colonies much closer 
 together. They were beginning 
 not only to realize the value of 
 united action but to have a feeling 
 of self-confidence leading to a de 
 sire for independence. On June 7 
 Richard Henry Lee, of Virginia, 
 introduced a resolution " that these 
 united colonies are, and of right 
 ought to be, free and independent 
 states." 2 This resolution was sec 
 onded by John Adams of Massa 
 chusetts. Thus did the leading colonies, Massachusetts and 
 Virginia, join hands in this most important step toward es 
 tablishing the nation. 
 
 Before July all the colonies except New York had de- 
 
 1 The Hessians were so called because they came from Hesse-Cassel in Ger 
 many. Thirty thousand Hessians were hired during the war, 18,000 of* whom 
 were engaged the first year. Twelve thousand lost "their lives during the war. 
 The cost to the king was $22,000,000. The English government was driven to 
 hire Hessian troops because (at this time) the war was so unpopular in England 
 that it was not easy to secure English volunteers to fight in America. 
 
 2 The colonies, with the approval of Congress, began to form State govern 
 ments in 1775. The change from a colonial to a State form of government was 
 slight. In Connecticut and Rhode Island, where the people had been governing 
 themselves by electing their own representatives, the only change necessary was to 
 withdraw allegiance from the king. 
 
 SAMUEL ADAMS. 
 
HISTORY OF THE UNITED STATES 
 
 clared themselves in favor of independence. In the mean 
 time, the committee 1 which had been appointed to prepare 
 Adoption of the the Declaration of Independence, made its re- 
 
 Declaration of -T-> , . f 
 
 independence, port. L his famous paper, written by Thomas 
 July 4, 1776. Jefferson, was formally adopted in Indepen 
 dence Hall, 2 Philadelphia, July 4, 1776. Realizing how se 
 rious the occasion was, John Hancock said : " We must be 
 
 INDEPENDENCE HALL, PHILADELPHIA, PA. CHESTNUT STREET FRONT. 
 
 unanimous ; we must hang- together." " Yes," said Franklin, 
 with his ready wit, "we must all hang together, or else we 
 shall all hang separately." 
 
 135. The British Direct their Attention to the Middle 
 States and the Hudson River. The British 3 had failed in 
 
 1 The committee consisted of Thomas Jefferson, John Adams, Benjamin 
 Franklin, Roger Sherman, and Robert R. Livingston. 
 
 2 This building is still standing on Chestnut Street. 
 
 3 On June 28th the British fleet attacked Fort Moultrie, in Charleston Harbor, 
 South Carolina. Colonel Moultrie commanded the fort. His men returned the 
 British fire with a precision which was surprising in untried gunners. The fleet 
 retired, and South Carolina and Georgia were safe for three years. 
 
THE REVOLUTION 
 
 NEW YORK 
 
 and Vicinity. 
 
 9 , . . . $ 
 
 trau> 
 orth Castl 
 
 their attempts to crush the Revolution in New England. 
 They had found the opposition there so stubborn that they 
 had been driven out of Boston. Their next move was to 
 try to get control of the Hudson River and the Middle 
 States. There were several reasons why this movement 
 attracted the British. In 
 this region, on account of 
 the mixed char- Reasons why the 
 acter of the English wished to 
 
 secure the Hudson 
 population, the River and the 
 
 people were ""die states. 
 
 not so united and earnest in 
 their desire for independence 
 as in New England. A large 
 part of the inhabitants were 
 Tories, 1 whose influence, it 
 was thought, would be of 
 much service to the British. 
 The Hudson River was of 
 great military importance, 
 because, along with Lakes 
 George and Champlain, it 
 made a natural highway 2 be 
 tween New York and Can 
 ada. If the British could 
 
 secure this river, they could cut off New England from the 
 other States. British forces concentrated in New England 
 would soon conquer it, and they would then make short 
 work of the rest of America. In a word, British control of 
 the Hudson meant certain defeat for the Americans. 
 
 136. Washington s Plan of Defending New York : Bat 
 tle of Long Island (August 27). When the British evacu 
 ated Boston, Washington supposed that their next point of 
 attack would be New York. He therefore proceeded to 
 
 1 Everywhere in America Tory sentiment was strongest among the non- 
 English elements of the people. 
 
 2 Water routes were especially valuable then, because there were no railroads 
 for the transportation of armies and military supplies. 
 
152 HISTORY OF THE UNITED STATES 
 
 make ready its defences. Not knowing at what point the 
 attack would be made, he found it necessary to prepare for 
 the defence of a line of twenty miles. Just above New 
 \ ork he built Forts Lee and Washington, on opposite sides 
 of the Hudson. He also fortified Brooklyn Heights and 
 sent Putnam with half the army to occupy them. 
 
 In the summer General Howe arrived at Staten Island 
 with a powerful fleet and an army of about 30,000 men. 
 Washington had only about 18,000. On August 27 Howe 
 landed on Long Island and attacked a detachment of the 
 Americans under Sullivan, whose forces were outnumbered 
 four or five to one. The battle was brief and one-sided. 
 The Americans were defeated and driven back behind their 
 intrenchments on Brooklyn Heights. If Howe 
 
 Washington i i r 1 1 i i -11 
 
 escapes from had lollowed. up his victory he might have 
 captured the American army and brought the 
 war to a speedy end, but as usual he was too slow. Two 
 days later Washington, perceiving that the British fleet 
 was moving to cut him off from New York, secured all the 
 boats he could find, and with the aid of a heavy fog es 
 caped during the night with all his force. 1 
 
 137. Washington s Retreat from New York and 
 Across New Jersey. Brooklyn Heights overlooked New 
 York just as Bunker Hill or Dorchester Heights over 
 looked Boston. As soon, therefore, as the British got pos 
 session of Brooklyn Heights, Washington saw that his 
 army could not long remain in New York. 2 A little later 
 
 1 It is surprising that Washington could, in a single night, succeed in getting 
 an army of 10,000 men across a river, at this point nearly a mile wide, without be 
 ing discovered. It was a brilliant piece of work, which none but an able general 
 could have achieved. Here, as at Dorchester Heights, the slow-witted Howe was 
 outgeneralled. 
 
 2 During the interval of about two weeks between the retreat from Long Island 
 and the evacuation of New York, the sad episode of Nathan Hale s capture and 
 execution occurred. Captain Nathan Hale, who was only twenty-one years of age, 
 was quite willing to risk his life by going as a spy into Howe s camp on Long 
 Island. Hale succeeded in getting much valuable information about the enemy s 
 fortifications, and was on his way back to the American army when he was captured 
 and taken before General Howe. The latter promptly ordered him to be hanged 
 on the next (Sunday) morning. During the night Hale asked for a clergyman and 
 
THE REVOLUTION 153 
 
 THE JUMEL MANSION, NEW YORK CITY, WASHINGTON S HEADQUARTERS. 
 
 Howe, with the aid of his fleet, tried to prevent Washing 
 ton s escape by cutting off his retreat, but Washington was 
 too alert for him. After more or less fighting near the 
 Hudson River, north of New York, Washing- The Br . tish capt . 
 ton left General Charles Lee with one-half ure Forts Lee and 
 the army at North Castle while he crossed 
 over to New Jersey. The British captured Forts Lee and 
 Washington and 3,000 men. This was a terrible loss at a 
 time when everything seemed to be going against the 
 American cause. 
 
 But even worse things were to follow. In order to pre 
 vent the British from carrying out their plan of taking 
 Philadelphia, Washington put his troops between that city 
 and the British army. Needing every avail- Lee s disobedience 
 able soldier, he sent Lee orders to join him. and jealousy. 
 Lee did not move. Again and again Washington urged 
 upon Lee the importance of joining their forces, but he re- 
 
 a Bible. Both were denied him. He wrote to his mother and to his betrothed, but 
 the letters were torn in pieces before his eyes by the hard-hearted jailer. The last 
 words of the martyr-spy bore witness to his brave spirit : " I only regret that I 
 have but one life to lose for my country." 
 
i S 4 HISTORY OF THE UNITED STATES 
 
 mained at North Castle. He was jealous of Washington, 
 and, being second in command, he wished Washington to 
 fail in order that he himself, by promotion, might become 
 commander-in-chief. This disobedience and jealousy put 
 Washington in a critical position. 
 
 To save his army from capture he was again forced to 
 retreat this time across New Jersey. On his line of 
 march he broke down bridges and destroyed supplies which 
 the British hoped to secure for their army. Often the rear 
 guard was just leaving a burning bridge when the advance 
 of the British could be seen approaching. Washington s 
 retreat was so skilful that the British spent nineteen 
 days (November 19 to December 8) in marching a little 
 Washington s over sixty miles. But his losses by desertion 
 army melting were great and his army seemed to be melting 
 away. When he reached the Delaware River 
 he had only about 3,000 soldiers. Having previously sent on 
 men to secure the boats for nearly one hundred miles along 
 the river, he got his little army across just in time to escape 
 the British, who arrived on the evening of the same day. 
 
 138. Battle of Trenton. These were indeed " dark and 
 dismal " days. In the retreat across New Jersey the Amer- 
 Dark outlook of i cans suffered greatly. Many were without 
 the American shoes and they could be tracked by crimson 
 foot-prints upon the snow. The friends of 
 the patriot cause, both in England and in America, thought 
 the Americans hopelessly beaten. There was doubt and 
 gloom everywhere. The British generals thought the war 
 was near its close, and Cornwallis was packing up to re 
 turn to England ; for as soon as the Delaware should be 
 come frozen over the British intended to march across and 
 seize Philadelphia, the "rebel" capital. It would then be 
 useless for him to remain longer in America. 
 
 But Washington was not without hope. He noted with 
 satisfaction the mistake the British were making in care- 
 Washington s lessly separating their army into several di- 
 P Ians - visions and scattering them at various points 
 
 in New Jersey. In the meantime Charles Lee had been 
 
THE REVOLUTION 
 
 155 
 
 WASHINGTON S RETREAT 
 
 ACROSS NEW JERSEY. 
 
 captured. His troops, now under Sullivan, had joined 
 Washington, so that the entire army numbered 6,000. 
 Washington at once planned to attack the body of Hessians 
 stationed at Trenton. 
 
 The attack was made on Christmas night with 2,400 
 picked men. They began crossing the river early in the 
 evening. Great 
 blocks of ice, float 
 ing down the swift 
 current, made the 
 crossing slow and 
 difficult. Massa 
 chusetts fishermen 
 skilfully directed 
 the boats, but it 
 was four o clock in 
 the morning before 
 the soldiers were 
 ready to take up 
 their line of march. 
 A furious storm of 
 snow and sleet beat 
 in their faces as they 
 plodded on toward 
 Trenton, nine miles 
 away. By daybreak 
 they had completely surprised the Hessians and, after a 
 brief struggle, had captured the whole force A glorious victory 
 of more than 1,000 men. By one bold stroke t Trenton. 
 Washington had changed defeat into victory and had in 
 spired the patriot Americans with new hope. 
 
 Cornwallis, filled with amazement, decided to remain a 
 little longer in America. Leaving a rear-guard at Prince 
 ton to protect his supplies, he speedily advanced with a 
 superior force against Washington. At nightfall January 2, 
 1777, only a small creek separated the two armies, just south 
 of Trenton. " At last," said Cornwallis, " we have run down 
 the old fox and we will bag him in the morning." But 
 
156 HISTORY OF THE UNITED STATES 
 
 Washington outgeneralled him. During the night he not 
 only escaped, but marched around Cornwallis, defeated his 
 Battle of Prince, rear-guard at Princeton, captured five hun- 
 ton * dred prisoners, and then withdrew in safety 
 
 to the heights about Morristown, where he went into 
 winter quarters. 
 
 139. Robert Morris Furnishes Money for the Army.. 
 After the battle of Trenton Washington was in sore straits 
 Great need of with his army. Many of the soldiers terms of 
 money for the service were about to expire, and these men 
 were eager to get to their homes. Washing 
 ton knew that good money would hold them over for a few 
 weeks. He wrote in haste therefore to his friend Robert 
 Morris, a rich merchant and banker of Philadelphia, for 
 $50,000 in hard cash. Morris promptly responded. Before 
 light on New Year s morning he went knocking from door 
 to door to secure the money from among his friends. 
 The nobie task of By noon the sum was made up and on its way 
 Robert riorris. to Washington. The army was saved, and 
 Washington was able to bring to an end a brilliantly ex- 
 ecuted campaign. Again during Greene s campaign in the 
 Carolinas (1780) and during Washington s about Yorktown 
 (1781), Morris came to the rescue of the army. His ample 
 fortune was a silent power which none the less truly than 
 the military genius of Washington made American inde 
 pendence possible. 
 
 TO THE PUPIL 
 
 1. Review the New England Confederacy, Franklin s Plan of Union, the 
 
 Stamp Act Congress, and the Continental Congress. How do you 
 account for the rapid growth of a desire on the part of the colonists 
 for Independence ? In this connection, find out all you can about the 
 Hessians. 
 
 2. Explain the leading part taken by Virginia and Massachusetts in se 
 
 curing the adoption of the Declaration of Independence. Review 
 Berkeley in Virginia and Andros in Massachusetts. 
 
 3. What -were the Americans fighting for before the adoption of the Dec 
 
 laration of Independence ? What, after it ? 
 
THE REVOLUTION 157 
 
 4. Why did the British wish to secure control of the Hudson River and 
 
 the Middle States ? Can you give any reason why the Tories were 
 more numerous in this part of the country than in New England ? 
 
 5. What plans did Washington make for the defence of New York? 
 
 6. Are you constantly using a map to aid you in forming vivid pictures ? 
 
 7. What had Charles Lee to do with Washington s retreat across New 
 
 Jersey ? After chasing Washington across New Jersey, what mis 
 take did the British make ? How did Washington take advantage of 
 this ? You may well closely follow Washington at this time. What 
 service did Robert Morris render the American cause ? 
 
 8. Read the account of the battle of Trenton in Coffin s Boys of 76. 
 
 THE STRUGGLE FOR THE HUDSON RIVER AND THE MIDDLE 
 STATES IN 1777 
 
 140. The British Plan to get Control of the Hudson 
 in 1777. By the capture of New York the British held the 
 lower part of the Hudson. Their plan for 1777, like that 
 for 1776, was to get entire control of this river. The plan 
 was three-fold : (i) Burgoyne was to come down from Can 
 ada by way of Lake Champlain ; J (2) St. Leger was to sail 
 up the St. Lawrence into Lake Ontario and, landing at Os- 
 wego, was to come down the Mohawk Valley ; (3) and 
 Howe, with the main army, was to go up the Hudson from 
 New York. All three of these divisions were to meet at 
 Albany. The plan looks simple. It will be interesting to 
 see how the blundering of the British led to failure. 
 
 141. Burgoyne s Brilliant Beginning. Burgoyne, with 
 an army of 10,000 men, including Canadians and Indians, 
 captured Crown Point (June 26). Ten days later he forced 
 the Americans to evacuate Fort Ticonderoga and hastily 
 to retreat southward. Burgoyne was now confident of 
 easy victory. King George clapped his hands and shouted, 
 "I have beat them! I have beat all the Americans!" 
 The English people thought the war would soon be over. 
 
 1 In 1776 Carleton had led a similar expedition. With 12,000 troops he started 
 from Canada to secure control of the water route to the mouth of the Hudson. Al 
 though stubbornly opposed by Arnold on Lake Champlain, he captured Crown 
 Point, but finding Ticonderoga strongly fortified he withdrew without attacking 
 that fort. 
 
158 HISTORY OF THE UNITED STATES 
 
 The Americans were everywhere disheartened. Four days 
 more (July 10) found Burgoyne s army at Skenesboro (now 
 Whitehall), about twenty miles distant in a direct line from 
 Fort Edward. 
 
 142. Some of Burgoyne s Difficulties. But in crossing 
 the carrying-place between Lake Champlain and the Hud 
 son serious difficulties stood in his way. The country was 
 swampy and heavily wooded. General Schuyler, who was 
 in command of the Americans, felled trees across the roads 
 and destroyed over forty bridges. These obstructions 
 greatly delayed Burgoyne. The British advanced only 
 about a mile a day until they reached Fort Edward (July 
 30). As Burgoyne s supplies had to be sent to him from 
 Canada, the farther he advanced the more difficult it was 
 to feed his army. To keep his line of communication 
 guarded it was necessary to leave troops in his rear. 
 Every mile of advance thus compelled him to weaken his 
 attacking force. 
 
 143. Burgoyne s Indian Allies. Burgoyne s Indian 
 allies were a source of more weakness than strength to 
 his army. They murdered and scalped peaceful inhab 
 itants every day. 1 These barbarous cruelties aroused 
 the hottest indignation among the people, hundreds of 
 whom eagerly offered their services to the American 
 commander. 
 
 144. Bennington and Supplies. While encamped at 
 Fort Edward in August, Burgoyne s army stood greatly in 
 need of horses and supplies. News came that at Benning- 
 
 1 Near Fort Edward they killed Jane McCrea, a fascinating young woman 
 who was engaged to be married to David Jones, an American loyalist serving as 
 lieutenant in Burgoyne s army. Jones, having prevailed upon Miss McCrea to 
 come within the British lines and man him, sent a party of Indians under the 
 half-breed Duluth to act as her guard. She was staying at the house of Mrs. 
 McNeil, only a few hundred yards from Fort Edward. Before Duluth s party 
 could reach Mrs. McNeil s house, however, another party of Indians under the 
 Wyandotte Panther arrived and carried off Miss McCrea. Both parties of Indians 
 met at a spring between Fort Edward and Glens Falls, and Duluth declared his 
 right to take charge of the young lady. In the heated dispute which followed the 
 Panther shot dead the unfortunate Miss McCrea. This is the version of the McCrea 
 story as told by W. L. Stone in the " Cyclopaedia of American Biography." 
 
THE REVOLUTION 
 
 159 
 
 ton, a little village in Vermont at the foot of the Green 
 Mountains, the Americans had collected several hundred 
 horses, as well as food supplies and ammunition. Burgoyne 
 was as much in need of horses to draw his can- Burgoyne s need 
 non as of food to feed his troops. Besides, he of *PP. 
 was told that there were many Tories in the Green Moun 
 tains who would, with a little encouragement, flock to the 
 British army. To win over the 
 people to the British cause was no 
 small part of the purpose of the 
 expedition to Bennington. 
 
 Accordingly, about 1,000 Hes 
 sians were sent to Bennington, 
 where nearly all of them were 
 killed or captured by a body of 
 militia under Colonel John Stark. 
 Burgoyne s army was badly crip 
 pled by this disaster. Instead of 
 bringing recruits to Re8u3tsofthe 
 
 the British the expe- British defeat at 
 
 dition to Bennington Bennln * ton - 
 
 only served to make the feeling of 
 
 the Green Mountain farmers more 
 
 bitter against the English Government. Great numbers of 
 
 them speedily hastened to join the American army. 
 
 145. Failure of St. Leger. Fortune seemed to be against 
 Burgoyne. St. Leger, it was hoped, would gather about 
 his standard many of the Iroquois, or Six Nations, and large 
 numbers of Tories in western and central New York. In 
 due time he made his way to Oswego, and from there to 
 Fort Stanwix. St. Leger laid siege to the fort. Arnold, 
 with a body of troops, pressed forward to its st. Lexer s 
 relief. He sent a messenger ahead to report hurried retreat, 
 that a large force would soon attack the British. Panic- 
 stricken, the Indians at once hurried away and were soon 
 followed by St. Leger himself (August 22). Burgoyne 
 could no longer look for aid in this direction. His only re 
 maining hope was in receiving reinforcements from Howe. 
 
 JOHN BURGOYNE. 
 
i6o 
 
 HISTORY OF THE UNITED STATES 
 
 Where Howe was and what his army was doing we will 
 now consider. 
 
 146. Why Howe Failed to Unite with Burgoyne 
 If Howe had gone up the Hudson and joined Burgoyne at 
 the time planned, the latter s invasion would no doubt have 
 been successful. Why Howe did not do the part assigned 
 him was a question that until eighty years afterward had no 
 satisfactory answer. An explanation was then found in a 
 
 document in Charles Lee s hand 
 writing that proved him beyond 
 a doubt to be a trai- 
 
 The traitor Lee. , , , 
 
 tor. Lee had been 
 captured in the autumn of 1776. 
 While yet uncertain of his fate, 
 he told Howe that he had given 
 up the American cause and of 
 fered his advice for the summer 
 campaign. Lee believed it was 
 more important to capture Phila 
 delphia than to get control of the 
 
 Lee s advice to Hudson. HenCC he 
 
 Howe - advised sending a 
 
 force to take that city, which the 
 British general called the "rebel 
 
 capital." Howe might thus speedily bring Pennsylvania 
 under subjection to England, while Burgoyne and St. Leger 
 would easily subdue New York. To his own confusion 
 and to the confusion of the British cause Howe followed 
 Lee s advice. 
 
 147. Howe s Advance Toward Philadelphia. Howe 
 opened the campaign (June 12) by an effort to draw Wash 
 ington from his strong position among the 
 
 Howe s vain at 
 tempt to bring on hills around Mornstown into a general en 
 gagement. But Washington was too wary to 
 allow himself to be caught napping. After spending two 
 or three weeks in vain attempts to provoke Washington to 
 come out from his strongholds and fight in the open field 
 Howe withdrew, tired out with his fruitless manoeuvres. 
 
 LAFAYETTE. 
 
MAP SHOWING 
 
 BURGOYNE S INVASION 
 
 HOOVE S CAPTURE OF PHILADELPHIA 
 
1 62 
 
 HISTORY OF THE UNITED STATES 
 
 He sails to Elkton. 
 
 Even though Howe s army numbered 18,000 men he 
 dared not risk a march across New Jersey with Washing 
 ton and an army of 8,000 in his rear. So on the last day 
 of June he gave up his plan of marching across New Jersey 
 to Philadelphia and withdrew his army to Staten Island. 
 He then sailed southward in order to reach 
 Philadelphia by way of the Chesapeake. When 
 he reached Elkton, the head of the Chesapeake (August 
 25), he had been two months on the way. It was a precious 
 two months to the American cause, 
 as we shall now see. 
 
 148. Battle of the Brandywine. 1 
 Howe had no sooner landed, than 
 he found his watchful foe ready to 
 dispute his advance upon Philadel 
 phia. Washington decided to make 
 a stand at Brandywine Creek, where 
 he met Howe in battle (September 
 u). The British greatly outnum 
 bered the Americans and defeated 
 Washington s them. 2 But Washing- 
 skiifui retreat. ton withdrew in good 
 order and handled his troops with 
 such skill as to keep Howe two weeks in marching to 
 Philadelphia, only twenty-six miles from the battle-field. 
 
 1 When La Fayette heard that the Americans had declared their independence of 
 England he was eager to cross the Atlantic and aid them. He was not yet twenty 
 years of age and had just married a beautiful young woman of rank and fortune. 
 But he was willing to leave behind him wife, family, and friends to fight in a noble 
 cause. Accordingly, he sailed in his own vessel for this country and reached the 
 coast of South Carolina in April, 1777. 
 
 Congress made him major-general in the Continental army, where he rendered 
 excellent service. He fought his fir:;t battle at Brandywine, and here was wounded 
 in the leg. He freely spent his own money for clothing and equipping the soldiers 
 under his command. From their first meeting a warm friendship sprang up be 
 tween La Fayette and Washington. After the war was over La Fayette twice 
 visited the United States. The first visit he made in 1784 on Washington s invi 
 tation ; the second, in 1824, when he laid the corner stone of Bunker Hill monu 
 ment on the spot where the brave Warren had fallen in 1775. 
 
 8 Washington had weakened his army by sending picked troops to aid the Army 
 of the North. 
 
 BENJAMIN FRANKLIN. 
 
THE REVOLUTION 163 
 
 It was on September 26 when the British general marched 
 into this city, a week after the first battle of Saratoga, and 
 altogether too late to send troops to co-operate with the 
 unfortunate Burgoyne three hundred miles away. In de 
 laying Howe Washington had made Burgoyne s capture 
 certain. People did not understand the meaning of Wash 
 ington s masterful strategy, but his policy of delaying 
 Howe had been fatal to the success of the British plan to 
 secure control of the Hudson. 
 
 149. Burgoyne s Surrender. While Howe was on his 
 way to Philadelphia Burgoyne was passing through a try 
 ing experience in the North. On sailing away from New 
 York Howe left Clinton in command there. In vain Bur 
 goyne sent messenger after messenger to Clinton, asking 
 for reinforcements. Without Clinton s aid success was 
 very doubtful, for the Americans were increasing daily 
 and were threatening to cut off Burgoyne s line of com 
 munication with Canada. The American army, now com 
 manded by Gates, 1 occupied a strong position at Bemis 
 Heights. The situation was desperate. Bur- Burgoyne s situa- 
 goyne must force an advance. With great tion desperate, 
 courage he fought a battle (September 19), in which his 
 advance was stubbornly contested. Still there was no 
 news from Clinton. In the meantime, Lincoln had suc 
 ceeded in cutting off the British supplies from Canada. 
 Three weeks later Burgoyne, whose army was suffering 
 from want of food, again attacked the Americans (Oc 
 tober 7) with the hope of cutting his way through their 
 lines, and again suffered defeat. He tried in vain to find 
 a way of escape but could not, for he was surrounded 
 and cut off from supplies. After ten days, therefore, he 
 
 1 Schuyler was a noble man and a good general, but he had political enemies 
 who succeeded in having him removed. Gates was vain and weak, and his subse 
 quent history proved him to be lacking even in personal bravery. The success of 
 his army at Saratoga was due to the gallant leadership of Arnold and Morgan, 
 Gates deserved no credit. His easy manner and fluent tongue enabled him for a 
 time to influence people who did not understand his real character. In time, how 
 ever, his selfishness, trickery, and cowardice brought down upon him the contempt 
 of honest men. 
 
164 HISTORY OF THE UNITED STATES 
 
 surrendered his entire army of 6,000 regular troops 1 (Oc 
 tober 17). 
 150. Burgoyne s Surrender Leads to Aid from France. 
 
 -The surrender of Burgoyne was the turning-point in the 
 Franklin s infiu- war. Its immediate result was a treaty of 
 cretakTfrom * alliance between France and our country. 
 France. Shortly after the Declaration of Independence 
 
 was signed Congress sent over three commissioners 2 to se 
 cure aid from France. The principal one of these was 
 Benjamin Franklin, then seventy years old. His simplicity 
 and directness charmed the French people and won him a 
 warm place in their hearts. Before Burgoyne s invasion 
 France had secretly sent to the Americans much aid in the 
 form of money and ship-loads of ammunition and clothing. 
 
 But after Burgoyne s surrender it was evident that the 
 Americans were fighting England with success. France, 
 Results of the England s traditional enemy, was then ready 
 American treaty to aid them openly. She therefore entered 
 into a treaty of alliance with the United States, 
 agreeing to send over a fleet and an army of 4,000 men. 
 England promptly declared war against France. She also 
 changed her policy toward the Americans. She repealed 
 the tea duty, the Boston Port Bill, and all the other hated 
 measures that had driven the colonies to take up arms 
 against the king. She promised that there should be no 
 more taxation without representation. But it was too 
 late. The Americans would now agree to nothing short 
 of independence. 
 
 151. The Suffering at Valley Forge. Even after losing 
 Philadelphia, Washington had the courage to attack the 
 British at Germantown. Although he made a well-planned 
 attack, on account of a fog he suffered defeat. He then 
 
 1 The Americans when marching the English soldiers off the field of sur 
 render proudly unfurled their new flag. In January, 1776, Washington began to 
 use an American flag. This was like the British flag, except that the thirteen 
 stripes in the American flag took the place of the solid red of the British. Con 
 gress adopted the " Stars and Stripes " on June 14, 1777. John Paul Jones is be 
 lieved to have been the first to hoist the flag at sea. 
 
 2 These commissioners were Benjamin Franklin, Arthur Lee, and Silas Deane. 
 
THE REVOLUTION 165 
 
 withdrew his army and went into winter quarters at Valley 
 Forge. This was a strong position among the hills, about 
 twenty miles northwest of Philadelphia, on the Schuylkill 
 River. But the winter was a terrible one for the army. 1 
 Most of the soldiers were in rags, few had any bedding, and 
 many had not even straw to lie upon at night. Nearly 3,000 
 were barefoot, and could be tracked by their bloody foot 
 prints upon the frozen ground. Owing to mismanage 
 ment by Congress and the commissary department, there 
 was often, for days at a time, no bread. 
 
 The army, though weakened by suffering and loss of 
 food, was greatly strengthened by the systematic military 
 drill which they received from Steuben, 2 a Prussian veteran 
 who had joined the American cause. He was made in 
 spector-general, and he transformed the ragged regiments 
 into a well-disciplined army. 
 
 152. The Conway Cabal. Petty politics and personal 
 jealousy in Congress did much at this time and at other 
 times to prevent the successful handling of w . 
 
 1 Washington s 
 
 the troops by Washington. Weak and vain enemies and their 
 men, such as Gates and Charles Lee, did all petty 8Chemin *- 
 they could to destroy Washington s influence and drive him 
 from his position as commander-in-chief. As Gates had 
 succeeded, by his political scheming, in getting Congress to 
 appoint him, in place of Schuyler, as head of the Northern 
 army in 1/77, so now he was busily scheming for the down 
 fall of Washington that he might himself become the head 
 of all the American armies. As one of the leaders in this 
 
 1 A beautiful story is told of Washington at Valley Forge. When "Friend 
 Potts " was near the camp one day he heard an earnest voice. On approaching he 
 saw Washington on his knees, his cheeks wet with tears, praying to God for help and 
 guidance. When the farmer returned to his home he said to his wife: " George 
 Washington will succeed ! George Washington will succeed ! The Americans 
 will secure their independence ! " "What makes thee think so, Isaac?" inquired 
 his wife. "I have heard him pray, Hannah, out in the woods to-day, and the 
 Lord will surely hear his prayer. He will, Hannah ; thee may rest assured He will. " 
 
 2 There were five eminent foreign gentlemen who fought in the American army. 
 Two of these, La Fayette and John Kalb, were Frenchmen ; two others, Kosciusko 
 and Pulaski, were Poles ; and the fifth was Baron Steuben, a German. These brave 
 Officers won the lasting gratitude of patriot Americans. 
 
166 HISTORY OF THE UNITED STATES 
 
 shameful plot was Conway, it was called the Conway Cabal. 
 The taunt was openly made that while Gates had captured 
 Burgoyne at Saratoga, Washington had been defeated by 
 Howe on the Brandywine. But when people understood 
 the meanness of all this plotting they were indignant. 
 Washington appeared all the more noble in contrast with 
 these selfish men, and his popularity was even greater than 
 before. 
 
 153. The British Evacuate Philadelphia (June 18, 1778). 
 When the British learned that a French fleet was coming 
 over to aid the Americans, they feared it might go up 
 the Delaware and, co-operating with Washington, capture 
 their troops in Philadelphia. So Clinton, who had suc 
 ceeded Howe in the chief command, was at once ordered 
 to hasten away from Philadelphia and reinforce the army in 
 Battle o*Mon- New York. With 17,000 men, the British 
 mouth. general began his march across New Jersey. 
 
 Washington started in pursuit of Clinton, overtook him at 
 Monmouth, and attacked him there (June 28). But, ow 
 ing to the treachery of Charles Lee, 1 Washington failed to 
 win a decisive victory. During the night the British hur 
 ried from the battle-field on toward New York. 
 
 TO THE PUPIL 
 
 1. First review the reasons why the British wished to get control of the 
 
 Hudson River and the Middle States. What was the British plan 
 for 1777 ? 
 
 2. Describe Burgoyne s brilliant beginning and his later difficulties. In 
 
 what way did his Indian allies affect the invasion ? 
 
 3. What were the purposes and the results of the expedition against 
 
 Bennington ? Explain the failure of St. Leger. 
 
 4. Why did not Howe sail up the Hudson to join Burgoyne ? In what 
 
 way did Charles Lee show himself to be a traitor to the American 
 cause ? What -was his advice to Howe ? 
 
 5. Why did not Howe march across New Jersey in his attempt to capture 
 
 Philadelphia ? Trace his route by water to Elkton. In what way 
 did Howe "waste valuable time ? 
 
 1 For his shameful retreat and disobedience of orders Lee was tried by court- 
 martial. He was suspended from his command for one year. Later he was ex 
 pelled from the army. 
 
THE REVOLUTION 167 
 
 6. How did Washington aid the Northern army to capture Burgoyne ? 
 
 7. Give reasons for Burgoyne s failure. 
 
 8. What were the most important results of his surrender ? How had 
 
 France aided us before this surrender? After France entered into a 
 treaty of alliance with the Americans what change did England 
 make in her policy toward them ? 
 
 9. Be prepared to write five minutes on any of the following topics : The 
 
 suffering at Valley Forge, the Conway cabal, the British evacuate 
 Philadelphia. Contrast Washington with such men as Lee and 
 Gates. 
 
 10. Imagine yourself to have been with Washington s army at Valley 
 
 Forge in that trying winter and write an account of your personal 
 experiences. 
 
 11. Read Scudder s George Washington. 
 
 WARFARE ON THE BORDER AND ON THE SEA 
 
 154. England s Numerous Wars. England s war with 
 France made it necessary for her to protect her colonies in 
 various parts of the world. This prevented her from con 
 centrating her forces in America. Within the next two 
 years she also became implicated in war with Spain and 
 Holland ; hence we need not be surprised that the English 
 did but little fighting in America during 1778 and 1779. 
 
 JSS- Weakness and Difficulties of the Americans. 
 The United States was equally unable to engage in exten 
 sive military operations. The country was very weak in 
 point of wealth and population. The principal industries 
 were farming, fishing, ship-building, and commerce, and 
 these, especially the last three, had naturally been much 
 interfered with by the war. The Continental Congress 
 had but little authority, and steadily lost influ- The continental 
 ence until it commanded but little respect. It congress has 
 could not enlist a soldier or build a fort, be 
 cause it had no power to levy taxes. In course of time the 
 States paid little heed to the requisitions for money which 
 Congress made upon them. Under such circumstances 
 Congress had great difficulty in raising money enough to 
 carry on the war. 
 
 Although Congress had no money and no means of get- 
 
i68 
 
 HISTORY OF THE UNITED STATES 
 
 A REVOLUTIONARY GUN. 
 
 ting any, it could issue paper promises, and this it did in 
 immense quantities. These paper promises were called Con- 
 continentai tineiital currency, and, like all such promises, 
 
 currency. they were valuable only in so far as people 
 
 had confidence in the ability of the government to redeem 
 them. As people lost respect for Congress, this paper cur 
 rency fell in value. Before the close of 1779 the coin value 
 of this Continental currency was only two cents on the dol 
 lar, and in the early part of the following- year its coin 
 value was nothing at all. " Not worth a Continental " 
 recalls the money trials of the Revolution. 
 
 156. Use of Indians by the English. The difficulties 
 of the situation were enhanced by the hostility of the orig 
 inal owners of the soil. We have seen how Burgoyne em 
 ployed Indians to help him. It was a part of the plan of 
 the English to get all the aid they could from the Iroquois 
 in New York and from the Indians west of the Alleghanies. 
 These powerful tribes, furnished with arms, ammunition, 
 provisions, and sometimes with British leaders, were a seri 
 ous annoyance to the people on the frontier. 
 
 The struggle between 
 the backwoodsmen and the 
 red men was 
 
 Importance of the 
 
 struggle between OI great im- 
 
 backwoodsmen portance. The 
 
 and the Indians. * . . , 
 
 English Gov 
 ernment wished to coop up 
 the Americans between the 
 Alleghanies and the Atlan 
 tic. For, as long as the western country remained un 
 settled, English merchants could continue to grow rich on 
 the immensely profitable fur trade with the Indians. The 
 
 A REVOLUTIONARY FLINT-T OCK 
 PISTOL. 
 
THE REVOLUTION 169 
 
 Americans were eager to make settlements west of the 
 Alleghanies, but before they could occupy the land they 
 had to conquer the Indians. Daniel Boone, George Rogers 
 Clark, John Sevier, and James Robertson were prominent 
 leaders in this western movement for conquest. The strug 
 gle east of the Alleghanies was for independence in terri 
 tory already acquired; the struggle west of the Alleghanies 
 was .for the conquest of new territory. 
 
 157. George Rogers Clark Marches Against the 
 British Posts North of the Ohio. When the war began 
 the British had possession of all the territory north of the 
 Ohio between the Mississippi and the Alleghanies. Colonel 
 Hamilton, the English governor of that re- 
 
 , P. .. . . . Hamilton s plans. 
 
 gion, wished to drive out all the American 
 settlers. He encouraged the Indians to roam over the 
 country, burning, murdering, and scalping without mercy. 
 Colonel George Rogers Clark, a backwoodsman of Ken 
 tucky, which was then a part of Virginia, decided to put a 
 check upon Hamilton s plans. Clark got together a small 
 body of volunteers, who numbered less than two hundred, 
 and with these he boldly set out to capture the British posts 
 north of the Ohio. In May, 1778, Clark s men 
 made rude flat boats and rafts and floated 
 down the Ohio to a point south of the Tennessee River. 
 Here they met a party of hunters who consented to act as 
 guides overland to Kaskaskia in the southwestern part of 
 Illinois. Having surprised and captured this post, Clark 
 sent a small force to seize Cahokia (Illinois), from thirty to 
 forty miles northwest of Kaskaskia. This expedition was 
 successful, and a message was received about the same time 
 that Vincennes had taken the oath of allegiance to America 
 and that the American flag floated over the fort there. 
 
 158. Clark Secures Control of the Northwest. Hear 
 ing of Clark s success, Hamilton, who was at Detroit, at 
 once prepared to march against him. As Hamilton marches 
 soon as possible the expedition started from a ains t ciark. 
 Detroit toward Vincennes. In four or five weeks Hamilton 
 captured Vincennes and threatened to advance upon Clark. 
 
170 
 
 HISTORY OF THE UNITED STATES 
 
 When the news reached the Illinois towns there was great 
 alarm. Clark s situation was now critical. With scarcely 
 more than one hundred men he was too far away to secure 
 reinforcements from Virginia. Hamilton had five hundred 
 men, including Indians, and could easily get reinforcements 
 from his red friends. 
 
 In the midst of the excitement Clark got news that 
 Hamilton had postponed further operations for the winter, 
 
 and was holding Vincennes 
 with only eighty men in the 
 
 Clark s expedition garrison. Al 
 to Vincennes. though it was 
 midwinter, Clark promptly 
 decided to march across the 
 country and attack Hamil 
 ton at Vincennes, two hun- 
 dred and forty miles away. 
 He started from Kaskaskia 
 (February 7, 1779). It was 
 a fearful march of sixteen 
 days, five of them spent in 
 wading over the drowned 
 lands of the Wabash. 
 
 The water was often 
 three or four feet deep 
 and sometimes reached the 
 men s chins. The weather 
 
 was bitterly cold. During the last six days of the march 
 the men, drenched and half-frozen, had no regular meals, 
 ciark s heroic and were wholly without food for two days. 
 work - But Clark pressed steadily forward. On 
 
 reaching Vincennes he attacked the fort with such vigor 
 that he forced Hamilton to surrender (February 24, 1779). 
 He had done a heroic piece of work. In capturing Vin 
 cennes Clark and his brave backwoodsmen finished the 
 conquest of the territory in the Northwest and opened 
 all this vast region to American settlers. The importance 
 of this conquest will be appreciated when we see its ef- 
 
 CLARK ON THE WAY TO KASKASKIA. 
 
172 
 
 HISTORY OF THE UNITED STATES 
 
 fects upon the treaty of peace at the close of the Rev 
 olution. 
 
 159. The American Navy. Up to this time all the fight- 
 ing, so far as we have seen, had been on land, but there was 
 serious trouble on the sea also. When the war began the 
 Americans were without war vessels, because up to this 
 time they had been under the protection of England. Be 
 fore the close of 1775, however, Congress had ordered a 
 
 small navy of thirteen vessels to be 
 built, nearly all of which were cap 
 tured during the war or burned to 
 avoid capture. As a consequence 
 we were much crippled for means 
 of transporting troops by water. 
 After recognizing our independence 
 France aids us 0778), France made 
 with her fleets. several attempts to aid 
 us with her strong fleets, but owing 
 to the supremacy of the English 
 navy these efforts were of little ser 
 vice before the siege of Yorktown. 
 Indirectly, however, they were of 
 great assistance, because they kept 
 England busy on various parts of 
 the sea and in this way withdrew 
 her strength from America. 
 
 160. American Privateering. While England had little 
 to fear from our navy, she suffered much from American 
 privateers. Even as early as 1776 they captured three 
 hundred and fifty English vessels, a few of which were 
 loaded with powder and supplies for the British army. So 
 much damage did they inflict upon England s commerce 
 that her ship-ow T ners and merchants became bitter in their 
 opposition to the war. Governor Hutchinson of Massachu 
 setts said there were 70,000* New England sailors at one 
 time on privateers. The estimate was too high, but with- 
 
 1 There were two reasons why it was easier to get men to engage in privateering 
 than to enlist in the army : (i) Most of the men on these privateers were fishermen 
 
 JOHN PAUL JONES. 
 
THE REVOLUTION 
 
 173 
 
 Out doubt many more than this number of Americans en 
 gaged in privateering during the war. 
 
 161. Paul Jones and the American Navy. John Paul 
 Jones, the naval hero of the Revolution, was a Scotchman 
 by birth. At an early age he emigrated to America, and had 
 been engaged in commerce many years before the outbreak 
 of the war. Being placed by Congress in command of a 
 small ship, he cap 
 tured many vessels 
 in the English Chan 
 nel and thoroughly 
 frightened the 
 people as he sailed 
 along the coasts of 
 England and Scot 
 land threatening the 
 towns. At length, 
 through the help of 
 Franklin and the 
 French king, he was 
 placed in command 
 
 of a small squadron. His flag-ship was called the Bonhomme 
 Richard. Sailing along the eastern coast of England he 
 saw several English merchantmen convoyed by two men- 
 of-war. At seven o clock in the evening (Sep- Desperate fight 
 tember 23, 1779), his ship attacked the larger I*, e ^^"^ e 
 of the two, the Serapis. A desperate fight Richard and the 
 followed. During the action the firing on " Sera P i8 -" 
 the Richard slacked. The English commander shouted to 
 Jones, "Have you struck?" Jones promptly answered, 
 " I have not begun to fight." The two vessels coming in 
 touch, he lashed them together with his own hands and for 
 two hours longer continued the deadly struggle. At last 
 some of Jones s men, from the main-yard of the Richard, 
 dropped hand-grenades among the English sailors. One of 
 
 and sailors who, as we have already found, were thrown out of employment by 
 English cruisers ; (2) privateering was far more profitable than service in an ill 
 paid army. 
 
 THE BONHOMME RICHARD AND THE SERAPIS 
 
174 HISTORY OF THE UNITED STATES 
 
 these caused an explosion of a powder chest. This de 
 moralized the English crew, and their commander struck 
 his colors. Jones had lost in killed and wounded one hun 
 dred and sixteen men, and the RicJiard was sinking. It was 
 a tremendous struggle and a great victory, and it caused 
 the name of John Paul Jones to be spoken of with gratitude 
 throughout America. 
 
 TO THE PUPIL 
 
 1. In what part of the country was most of the fighting in 1775? In 1776 
 
 and 1777 ? Review the leading events of these three years. 
 
 2. Why was there little fighting in 1778 and 1779 ? Notice with care the 
 
 weakness of the Continental Congress and the disastrous effects of 
 the Continental currency. 
 
 3. How did the English make use of the Indians? Give reasons for the 
 
 importance of the struggle between the backwoodsmen and the Ind 
 ians in the region west of the Alleghanies. 
 
 4. What was the purpose of George Rogers Clark s expedition ? Trace 
 
 it on the map. What did Clark accomplish in the Northwest? 
 
 5. Imagine as vividly as you can his heroic expedition against Vincennes 
 
 and write an account of it. 
 
 6. Why were the Americans without war vessels at the beginning of the 
 
 war? How were they crippled for lack of a suitable navy during the 
 Revolution ? In what way did France aid them with her fleets ? 
 
 7. Who was Paul Jones ? What service did he render the Americans ? 
 
 8. Read Roosevelt s Winning of the West for a good account of what 
 
 the Westerners did during the Revolution. 
 
 WAR IN THE SOUTH AND THE SURRENDER OF CORNWAL- 
 LIS (1780-1781) 
 
 162. Reasons Why the British Tried to Conquer the 
 South. After failing in New England and the Middle 
 States, the British directed their energies to the South. 
 Their plan was to conquer Georgia and then get control of 
 the Carolinas and Virginia. They knew that Georgia, be 
 ing weak, could not offer much resistance, and that the 
 Tories, who were numerous in the Carolinas, would join 
 them. Moreover, should England fail in overthrowing 
 American independence, the control of the South would 
 
THE REVOLUTION 175 
 
 help her, at the close of the war, in confining the Ameri 
 cans within a smaller territory than would be otherwise 
 possible. 
 
 163. First Successes of the British. As we have seen, 
 there was little fighting anywhere in America in 1778 and 
 1779. The British had captured Savannah in 1778, but it 
 was not until the spring of 1780 that they began the serious 
 work of conquering the South. General Lincoln was in 
 command of the American army in the South and was 
 stationed at Charleston. Clinton, coming down from New 
 York with a large force, succeeded in penning Lincoln surren . 
 him in this place and forcing his surrender ders to cnnton at 
 (May 12), with about 3,000 Continental troops. Charleston - 
 Well satisfied with this beginning, Clinton returned to New 
 York and left Cornwallis in command of the British forces 
 in the South. 
 
 After Lincoln s surrender at Charleston, Congress sent 
 General Gates down to take command of the American 
 troops. Gates, whose head had been turned by his capture 
 of Burgoyne at Saratoga, went South confident of success. 
 He reached the army on July 19 and at once planned to 
 make an advance upon Camden. This was Defeat of Gates at 
 the most important place in South Carolina, Camden. 
 because all the principal roads, leading from the North 
 and from the coast, centred here. He was met by Corn 
 wallis (August 16) and badly defeated. This was the sec 
 ond American army destroyed in the South within three 
 months. 
 
 Gates rode off the battle-field in such confusion of mind 
 that he did not stop until he was more than -sixty miles 
 from Camden. In utter disgrace he retired 
 from the army, to be heard of no more during 
 the war. As Gates was leaving his Virginia plantation to 
 take command of the army in South Carolina, his friend 
 Charles Lee had said to him, " Take care that your 
 Northern laurels do not change to Southern willows." But 
 Gates was bound to fail. He was too self-satisfied to listen 
 to any advice, even that of his officers. 
 
1 76 HISTORY OF THE UNITED STATES 
 
 164. Battle of King s Mountain. Cornwallis now ad 
 vanced into North Carolina. At the same time he sent 
 1,200 men, mostly American Tories under the dashing Fer 
 guson, to enlist Tories in the mountainous regions of South 
 Carolina. Hearing of this movement, a body of American 
 backwoodsmen hastily gathered and attacked Ferguson at 
 King s Mountain (October 7) before he could receive rein 
 forcements. His position was a strong one, but the back 
 woodsmen assailed him with great fury on three sides at 
 once and killed or captured his entire force. Ferguson 
 himself was killed. 
 
 This brilliant victory so severely crippled Cornwallis that 
 it has sometimes been called the Bennington of the South. 
 Cornwallis was compelled to return to South Carolina in 
 order to maintain control of the territory in that State. 
 
 165. Partisan Warfare in the South. Before returning 
 to New York after the capture of Charleston, Clinton sent 
 Clinton s unwise small forces into the interior of South Caro- 
 prociamation. \{ n ^ anc j j n a proclamation offered pardon to 
 all who would return to allegiance to England. 1 hose who 
 would not actively aid in restoring the royal government 
 were to be treated as rebels and traitors. This unwise 
 proclamation compelled all citizens to range themselves on 
 one side or the other. 
 
 A bitter, bloody, and cruel partisan warfare resulted. 
 Neighbor fought against neighbor, sometimes brother 
 against brother, in this semi-civil war. The most noted par- 
 tisan leaders on the American side were Marion, Sumter, 
 Pickens, and Lee. Marion s men were without uniforms, 
 without tents, and without pay. They lived 
 
 The Swamp Fox. . / i 
 
 in the swamps, and were so swift and cunning 
 in their attacks that their leader was known as the Swamp 
 Fox. With a very small force, often less than fifty men, he 
 annoyed beyond measure the British by rescuing prisoners 
 and capturing supply-trains, foraging parties, and outposts. 
 When the American cause looked most gloomy in the 
 South, these brave men, aided by noble women, kept hope 
 alive in patriot hearts. 
 
THE REVOLUTION 
 
 177 
 
 166. Arnold in Philadelphia. Before we follow Greene 
 and Cornwallis in their final struggle for control in the 
 South, let us turn to an alarming event on the banks of 
 the Hudson. This was Arnold s treason, which offered the 
 British an opportunity to make a third attempt to get con 
 trol of the Hudson. After | j ^ 
 
 the British left Philadelphia 
 
 (1778) Arnold, who had not 
 fully recovered from his 
 wounds received at Sara 
 toga, was placed in com 
 mand there. He was pop 
 ular in social circles, which 
 included many Tories, and 
 became engaged to a Tory s 
 daughter. Extravagant liv 
 ing followed, and Arnold 
 was soon heavily in debt. 
 
 The State government 
 accusing him of dishonesty, 
 Congress ordered his trial 
 
 by COUrt-mar- Arnold tried by 
 tial. By its court-martial. 
 
 verdict he was found guilty 
 of indiscretions and mildly 
 sentenced to receive a rep 
 rimand from the command- 
 er-in-chief. As Arnold had 
 served his country with dis 
 tinguished bravery, Wash 
 ington held him in high 
 esteem and therefore gave the reproof as gently as possible. 
 But Arnold was indignant. He felt that he had been un 
 justly treated, and he secretly planned revenge. 
 
 167. Arnold Becomes a Traitor. Arnold pretended 
 that on account of his wound he was not able to engage in 
 active service, and requested that he might be placed in 
 command of the important position of West Point. Wash- 
 
i 7 8 
 
 HISTORY OF THE UNITED STATES 
 
 ington, suspecting nothing, granted Arnold s request. The 
 latter, no doubt, thought the American cause was hopeless. 
 At any rate he was as eager for money as he was for re 
 venge and soon opened a treasonable correspondence with 
 General Clinton, commanding the British troops in New 
 York. The scheme was that Arnold should so dispose of 
 his forces at West Point that this strong fort might easily 
 fall into the British hands at a time agreed upon for an 
 attack. 
 
 168. Arnold Fails, and Andr6 is Hanged as a Spy. 
 For weeks the correspondence between Arnold and the 
 
 THE ESCAPE OF BENEDICT ARNOLD. 
 
 British commander was carried on. Arnold looked for 
 ward to a successful execution of his plot; but a few details 
 were yet to be agreed upon. So, in September (1780), 
 Major Andre was sent by Clinton up the Hudson to make 
 final arrangements with Arnold. 
 
 Andre sailed up the river in the ship Vulture and met 
 Arnold on shore near Stony Point. An all-night interview 
 followed, and morning found the transaction still unfin- 
 The aii-night ished. Before Andre could return to the Vult- 
 interview. ure ft was fired upon and withdrew down the 
 
 river. Andre" then attempted to make his way to the Brit 
 ish lines by land. In disguise, therefore, and with Arnold s 
 

 THE REVOLUTION 1 79 
 
 plans ot the fort between his stockings and the soles of his 
 feet, the next morning he was galloping rapidly down the 
 east side of the Hudson on his way to New York. His 
 safe arrival would secure him honor and fame. 
 
 Little did he know what fate awaited him. As he 
 reached Tarrytown he was stopped by three militiamen 
 lying in wait for any suspicious persons who might ap 
 pear. They searched him and, finding the tell-tale papers, 
 retained him as a prisoner. Arnold got the ,, 
 
 r . \ -i f Andre s capture. 
 
 news of the capture in time to escape. Andre 
 was tried by a fair-minded court-martial and was con 
 demned to be hanged as a spy. 
 
 Arnold received for his treason a brigadiership and 
 about $30,000, but he spent the remainder of his life in dis 
 grace, justly despised by Americans and Englishmen alike. 
 He had carefully kept in his possession the Arnold s disgrace 
 old uniform in which he made his escape from and death. 
 West Point. Just before his death he called for this and 
 put it on once more. " Let me die," said he, " in this old 
 uniform in which I fought my battles. May God forgive 
 me for ever putting on any other." 
 
 169. Greene and Cornwallis. In the meantime the 
 struggle between Greene and Cornwallis in the South was 
 going on. When Gates retired from the command of the 
 armies of the South, General Greene was appointed by Con 
 gress to succeed him. On reaching the Carotinas (Decem 
 ber 2, 1780) Greene had many difficulties to Greene s 
 face. The British, now in control of Georgia difficulties. 
 and South Carolina, were about to overrun North Carolina 
 also. Their army was in good condition and was led by 
 such able officers as Cornwallis, Tarleton, and Rawdon. 
 Greene s small forces were poorly armed, without pay and 
 clothing, and sometimes even without food. The troops 
 were broken in spirit and discouraged, but Greene soon 
 inspired the confidence of officers and soldiers. 
 
 He sent the brave General Morgan against Tarleton. 
 They met at Cowpens (January 17, 1781), where Morgan, 
 with only nine hundred men, routed the British force of 
 
l8o HISTORY OF THE UNITED STATES 
 
 1, 100 picked men. The British loss was two hundred and 
 thirty killed and wounded and six hundred prisoners. This 
 Morgan s brilliant brilliant victory destroyed nearly one-third of 
 victory at cow- Cornwallis s army and, like the victory at 
 King s Mountain, seriously interfered with 
 his plans. At King s Mountain Cornwallis lost his best 
 corps of scouts ; at Cowpens he lost his light infantry. 
 Both would have been of untold benefit to him when chas 
 ing Greene into Virginia immedi 
 ately after this battle. 
 
 170. Greene s Retreat into Vir 
 ginia. After his victory at Cow- 
 pens Morgan joined Greene. Corn 
 wallis then chased them for two 
 hundred miles northward across the 
 Carolinas. In this famous retreat 
 the Americans forded three rivers 
 whose waters, swollen by rain 
 storms soon after the Americans 
 had crossed, checked the British in 
 their pursuit. Greene crossed the 
 last of these, the Dan, just in time 
 to escape the British, who were 
 
 NATHANIEL GREENE. . . . . . 
 
 pressing closely upon his rear. 
 
 Knowing that Greene would be reinforced in Virginia, 
 Cornwallis dared not follow. 
 
 On receiving reinforcements Greene returned and fought 
 his enemy at Guilford Court House, North Carolina (March 
 15, 1781). Here he was defeated, but withdrew his forces 
 Battle of Guilford in good order. This battle was fatal to the 
 court House. plans of Cornwallis, for it so severely crip 
 pled his army which lost about one-fourth of its whole 
 number that he would not follow Greene in his retreat. 
 The remainder of the British army were tired out and 
 Cornwall^ retires almost famished. With his men in this condi- 
 to Wilmington. tion Cornwallis could not return to Charles 
 ton, his base of supplies, but decided to go to Wilming 
 ton, where communication with the English fleet would 
 
THE REVOLUTION l8l 
 
 be easy. Greene s Fabian policy had been very successful. 
 He had worn out the enemy and forced him to seek the 
 coast for supplies. 
 
 Greene at once greatly disturbed Cornwallis s peace of 
 mind by marching- back to South Carolina. Again and 
 again Greene was defeated, but he skilfully handled his 
 troops and inflicted severe losses upon the Greene s skin as 
 enemy. Before the close of 1781 the British a general. 
 held, in the States south of Virginia, only the two seaports 
 of Charleston and Savannah. Greene was bold, cautious, 
 active, and persevering. He had outgeneraled Cornwallis, 
 the ablest English commander, and shown himself second 
 only to Washington in military genius. 
 
 171. Cornwallis Goes to Virginia. Cornwallis, disap 
 pointed in the South, and regarding Virginia as the great 
 storehouse of the Southern armies, now marched north 
 ward to get control of that State. Here he found a con- 
 siderable force of British sent there to keep the inhabitants 
 from aiding the more southern States. Arnold had set fire 
 to Richmond and had destroyed much property in other 
 parts of Virginia. La Fayette was there with Cornv ,, allls trles 
 a body of troops to look after the interests of to entrap 
 
 the Americans. When Cornwallis reached La Fa y ette - 
 Virginia he tried to entrap La Fayette, but the wily young 
 Frenchman was not to be caught. 
 
 Cornwallis then withdrew to Yorktown, where he could 
 easily communicate with the English fleet. Clinton had 
 ordered him to be in readiness to send reinforcements 
 to New York in case the expected French fleet should 
 co-operate with Washington in trying to capture that 
 place. 
 
 172. Cornwallis, Entrapped at Yorktown, Surrenders. 
 Up to this time the French army had not been of any 
 real service to the American cause, nor had the French 
 fleet given much direct aid. Now, however, Direct aid from 
 both their land forces and their fleet were to the French, 
 help Washington in carrying out a bold plan. The latter, 
 whose army was lying on the Hudson, had been joined the 
 
182 
 
 HISTORY OF THE UNITED STATES 
 
 NELSON HOUSE, YORKTOWN, VA. 
 Which was occupied as headquarters by General Cornwallis^ 
 
 year before Cornwallis went to Yorktown by 6,000 fresh 
 troops from France in command of Rochambeau. Clinton, 
 who was at the head of the English forces in New York, 
 hearing- that a powerful French fleet was on its way with 
 more land forces to America, feared that on its arrival there 
 would be a combined attack by land and sea. 
 
 This had been the original plan, but when Washington 
 learned that the fleet was on its way to the Chesapeake he 
 withdrew from New York and began the execution of a 
 brilliant movement. Leaving a small force 
 on the Hudson, he marched the rest of his 
 army four hundred miles to reinforce La Fay- 
 ette in Virginia and co-operate with the fleet in capturing 
 Cornwallis. So secretly and skilfully did Washington 
 make his plans that he had almost reached Maryland be 
 fore Clinton found out what was going on. 
 
 Clinton at once sent a fleet to drive the French fleet 
 away. He also sent Arnold to burn New London, Con. 
 necticut, hoping thus to draw Washington back. But the 
 English fleet failed in its attack on the French, and Washing. 
 ton was not to be turned aside from his purpose. Rapidly 
 marching to the Chesapeake, he embarked his troops at 
 
 Washington s 
 
 brilliant 
 movement. 
 
THE REVOLUTION 183 
 
 Baltimore and Elkton, and united with La Fayette, who 
 had already been reinforced by a French land force from 
 the fleet. Cornwallis, entirely surrounded, comwaiiis 
 
 saw but one chance of escape. That was by surrenders 
 
 crossing the York River and making a rapid retreat north 
 ward. A violent storm upset his plans. 
 
 As his army of 8,000 was matched against an army of 
 16,000, to say nothing of the fleet, a successful resistance 
 was hopeless. Therefore, after a siege of about three weeks 
 he surrendered his army (October 19, 1781). 
 
 173. The End of the War and the Treaty of Peace 
 (1783). The Americans everywhere rejoiced. Congress, 
 adjourning in a body, attended church to offer thanksgiving 
 for the great victory. It was plain to Americans and Eng 
 lishmen that Cornwallis s surrender must end the war. 
 Peace commissioners from both countries were therefore 
 appointed to agree upon a treaty of peace. 
 
 The French Government tried hard to confine the Amer 
 icans to the region east of the Alleghanies. But the work 
 of George Rogers Clark and other Westerners who had 
 bravely conquered and settled the vast regions George Rogers 
 north and south of the Ohio, aided our com- ciark and the 
 missioners in securing for American indepen 
 dence the territory lying between the Alleghanies and the 
 Mississippi, and between the Great Lakes and Florida. 
 Florida was ceded back to Spain. 
 
 George the Third s plan of personal government in 
 America had failed. The Revolution secured independence 
 in America; it overthrew the personal rule George the Thlrd 
 of George the Third in England. In 1784 fails to carry out 
 young William Pitt had become the real head hls plans< 
 of the English Government, and Parliamentary reform was 
 only a question of time. 
 
184 HISTORY OF THE UNITED STATES 
 
 TO THE PUPIL 
 
 1. Review the attempt on the part of the British, first, to subdue Massa 
 
 chusetts in 1775, and second, to get control of the Hudson River and 
 the Middle States in 1776 and 1777. You will remember that there 
 was but little fighting in 1778 and 1779. 
 
 2. Why did the British in 1780 turn their attention to conquering the 
 
 South ? Take note of their first successes there. 
 
 3. Explain why the Battle of King s Mountain was important. 
 
 4. What was the character of partisan warfare in the South ? Look up 
 
 facts about the Swamp Fox and his men. Subject for essay : Parti 
 san warfare in the South. 
 
 5. What were the results of Arnold s trial by court-martial ? What 
 
 reason did he assign for requesting that he might be placed in com 
 mand of the troops at West Point ? 
 
 6. How was his treasonable scheme to be carried out ? What part did 
 
 Andre take in this scheme ? Discuss Arnold s disgrace and death. 
 Subject for essay: Arnold the traitor. 
 
 7. What were the difficulties of Greene when he succeeded Gates in the 
 
 South ? How did Morgan s brilliant victory at Cowpens play havoc 
 with the plans of Cornwallis ? 
 
 8. What was the condition of the English army after the Battle of Guil- 
 
 ford Court House ? What had been Greene s main purpose and how 
 had he carried it out ? 
 
 9. Why did Cornwallis go to Yorktown ? What direct aid did the 
 
 Americans now receive from the French fleet ? Before its arrival 
 what plans of attack upon the British had Washington made? 
 What changes did he make in his plans after the arrival of the fleet ? 
 
 10. Outline the events leading to the surrender of Cornwallis. What 
 
 were its results ? 
 
 11. Study carefully these topics: George Rogers Clark and the West; 
 
 George the Third fails to carry out his plans. 
 
 12. Subject for debate : Resolved, that Greene was a better general than 
 
 Cornwallis. Subject for debate : Resolved, that the capture of Bur- 
 goyne was a greater achievement than the capture of Cornwallis. 
 
 13. Read Simms s Partisan and the chapter on Arnold s treason in 
 
 Coffin s Boys of 76. Memorize Bryant s Song of Marion s Men. 
 
CHAPTER XIV 
 
 THE BREAKDOWN OF THE CONFEDERATION AND THE FOR- 
 MATION OF THE CONSTITUTION (1781-1789) 
 
 REFERENCES: Scribner s Popular History of the United States, IV. ; Fiske s 
 Critical Period of American History; Fiske s War of Independence; Channing s 
 United States ; Hart s Formation of the Union ; Fiske s Civil Government. 
 
 OUTSIDE READINGS: Frothingham s Rise of the Republic; Male s Story 
 of Massachusetts ; Johnston s American Politics ; Hinsdale s Old Northwest ; 
 Lossing s Field Book of the Revolution ; Roosevelt s Winning of the West, III. ; 
 Wilson s A History of the American People, III. 
 
 174. Congress During the Revolution. -When the col 
 onies threw off the yoke of Great Britain it was necessary 
 that they should have some central authority to guide them 
 in establishing their independence. To meet this need they 
 formed the Continental Congress, which assumed many of 
 the duties of such a government. But Congress, as we 
 have seen, labored with great difficulties because it had no 
 power to compel obedience. Early in the Revolution the 
 people had formed State governments. They felt more 
 closely in touch with these and were extremely jealous of 
 any authority interfering with local control. This feeling 
 found marked expression in the Articles of Confederation 
 a plan of government outlined by a committee which Con 
 gress appointed in June, 1776. 
 
 175. Weakness of Congress Under the Confederation. 
 Under the Articles of Confederation, which did not go 
 into effect until 1781 (see par. 180), Congress had but little 
 power. It could declare war, but it could not raise or sup 
 port an army. It could find out the amount of revenue 
 needed for the expenses of carrying on the government, 
 but it could not raise a dollar by taxation. In our own 
 
 185 
 
i86 
 
 HISTORY OF THE UNITED STATES 
 
 time the tariff supplies a large part of the government 
 revenue, but as Congress could not at that time regulate 
 commerce, it could not levy any duties on imported goods. 
 Commerce with foreign countries and between the 
 States was under the control of the States. Congress could 
 do nothing but request the States to pay certain sums of 
 money needed by the central government, and the States 
 
 pjijim mil i-.-j.ua i could, and usually did, re 
 
 fuse to notice such requests. 
 
 The States control In f a C t , the 
 commerce. mail! business 
 
 of Congress was to recom 
 mend and advise. It could 
 not compel a State, or a 
 citizen of a State, to do 
 anything. 
 
 176. England and Amer 
 ican Commerce. A gov 
 ernment so weak at home 
 could not command respect 
 abroad. Soon after the 
 Revolution, Parliament be 
 gan to enforce the restric 
 tions upon American trade 
 which had threatened to 
 ruin the colonial commerce. 
 Of course these acts of 
 Parliament embittered the 
 Americans against England, and they sought in vain for 
 some way of retaliating. Thirteen independent States 
 could not, or would not, agree upon a united plan of action, 
 and as Congress could not regulate commerce nothing was 
 done. 
 
 177. Commercial War Between the States. Each 
 State, managing its own commerce, tried to gain advantages 
 over the other States in its trade relations. In order to in 
 crease its foreign trade, a State would sometimes make its 
 duties on imported goods lower than those of a neighboring 
 
 THREE SHILLING MASSACHUSETTS BILL 
 OF J74I. 
 
THE FORMATION OF THE CONSTITUTION 187 
 
 State. Duties were levied on goods carried from one State 
 into another. For example, New York laid a duty on chick 
 ens, vegetables, and dairy products from New Jersey, and 
 on firewood from Connecticut. New Jersey retaliated by 
 laying a tax of $1,800 a year upon a lighthouse which New 
 York had erected on the New Jersey shore, and the mer 
 chants in Connecticut began to hold meetings for the pur 
 pose of stopping all trade with New York. 
 
 All such bickerings over inter-State trade made the 
 States more jealous and unfriendly toward one another. 
 And it is worthy of notice that all this increase Con resswithout 
 of selfishness, the continuation of which could power to regulate 
 only result in civil war and the political ruin con 
 of the Confederation, was brought about by the inability of 
 Congress to regulate commerce. But there were other 
 commercial difficulties of a serious nature. 
 
 178. Financial Difficulties of the Confederation. After 
 the Revolution our imports, which had to be paid for in 
 specie, were so much more than our exports that the coun 
 try was soon drained of nearly all its gold and silver. Con 
 gress was in great need of money, and there was financial 
 distress throughout the country. 
 
 179. Shays s Rebellion. Business depression steadily 
 continued to grow worse. People were in debt, their taxes 
 were heavy, and they could not get money for what they 
 had to sell. The consequence was that nearly all the States 
 began to issue paper promises, which they called money. 
 Distress was especially great among the farmers in western 
 Massachusetts. Their cattle and their farms D i 8tr ess of farm- 
 were sold by the sheriff, and they themselves ers in western 
 were sometimes thrown into prison for 
 
 debt. When their State Legislature refused to issue paper 
 promises in order that they might pay their debts, two 
 thousand angry farmers in the region about Springfield 
 and Worcester, under the leadership of Daniel Shays, sur 
 rounded the court-houses in those cities and put a stop for 
 the time to all lawsuits against debtors. Fora while (in the 
 latter part of 1786 and early part of 1787) they had things 
 
1 88 HISTORY OF THE UNITED STATES 
 
 their own way. They not only burned barns and carried 
 off movable goods, but they tried to seize the arsenal at 
 Springfield for the purpose of securing muskets and cannon. 
 After about seven months the rebellion was put down by 
 the State militia. 
 
 180. Conflicting Claims to the Northwest Territory. 
 Thus we see that, by reason of the inability of Congress to 
 regulate commerce and to raise money by taxation, difficul 
 ties were growing day by day. There was still another 
 vexing question. That was the conflicting claims to the 
 territory between the Ohio and the Mississippi, known as 
 the Northwest Territory. Four States claimed each a part 
 or all of it. Massachusetts and Connecticut based their 
 claims to the northern part upon their chartered rights. 
 New York insisted that about all of it belonged to her by 
 an agreement with the Iroquois Indians. Virginia claimed 
 the whole of it not only by chartered right but by the con 
 quest of George Rogers Clark during the Revolution. 
 
 Of course these conflicting claims led to bitter disputing, 
 in which Maryland took a leading part. She objected to the 
 naryiand objects ownership of the Northwest Territory by a 
 to these claims. p art o f ^g States. She said that inasmuch as 
 all the States had fought France and England to secure this 
 territory, all ought to have a share in the ownership of it. 
 Maryland therefore refused to agree to the Articles of 
 Confederation until it was clear that these claims would be 
 abandoned. The four States having yielded their claims, 
 she signed the articles in 1781. 
 
 In taking this position Maryland was doing a great ser 
 vice to the whole country. The common possession of the 
 Results of com- Northwest Territory by the thirteen States 
 mon ownership, helped to hold the States together. They all 
 had an equal interest in this extensive region, whose land 
 sales would enable the Confederation to get money enough 
 to pay all its debts. 
 
 181. The Ordinance of 1787. The outcome of the dis 
 pute concerning this common ownership was the ordinance 
 of 1787, which was the most important measure passed by 
 
THE FORMATION OF THE CONSTITUTION 
 
 189 
 
 tne Confederation. This ordinance provided for the gov 
 ernment of the Northwest Territory, and for dividing it 
 into five States. Education was to be encouraged, and there 
 was to be religious freedom. Although runaway slaves 
 were to be returned to their masters, slavery was to be 
 forever prohibited. This ordinance was passed by Con- 
 
 CELEBRATING IN NEW YORK THE ADOPTION OF THE CONSTITUTION. 
 
 gress in 1787, the year of the formation of the Consti 
 tution. 
 
 182. Events Leading to the Constitutional Convention. 
 The many commercial and financial difficulties, ending in 
 Shays s Rebellion, showed that the Confeder- The confederation 
 ation was breaking down. Shays s Rebellion breaking down, 
 in Massachusetts might soon be followed by similar upris- 
 
1 90 HISTORY OF THE UNITED STATES 
 
 ings in other States. In the face of such dangers the Con 
 federation was almost powerless. A better form of govern 
 ment had therefore become a necessity, and this the Con 
 stitutional Convention devised. 
 
 The question of the regulation of commerce led to 
 the calling of the Constitutional Convention. Western settle 
 ment showed the need of connecting the East and the West 
 by a system of canals. As the navigation of the Potomac 
 River was concerned, commissioners from Maryland and 
 Virginia met to adopt some regulations for the use of this 
 river by the two States (1785). When the Virginia Legislat 
 ure adopted the commissioners report, they also voted to 
 invite all the States to send delegates to a convention the 
 following year. This convention was to consider com 
 mercial regulations for the whole country. As delegates 
 The conference at from only five States met at this conference, 
 Annapolis. held at Annapolis in 1786, it did not seem 
 
 worth while to discuss the business for which they were 
 called together. But before adjourning, they recommended 
 that delegates from all the States should meet to consider 
 the Articles of Confederation and make them adequate to 
 the needs of the country. 
 
 All the States except Rhode Island appointed some of 
 their ablest men as delegates to the convention, which met in 
 Philadelphia (May 25, 1787) and remained in secret session 
 almost four months. Washington was presiding officer of 
 The constitution this convention, which framed the Constitu- 
 ratified. tion ! for the New Federal Union. The adop 
 
 tion of the Constitution required its ratification by nine 
 States. When the ninth State ratified it on June 21, 1788, 
 
 1 Slavery Compromises in the Constitution. In appointing representatives to 
 Congress from each State, some of the Southern States wished all the slaves to be 
 counted. The Northern States opposed the counting of any of the slaves. Finally, 
 it was agreed that in deciding the number of representatives from any slave State 
 three-fifths of the slaves should be counted. The North, or commercial part of the 
 country, wished the national government to have power to regulate commerce, but 
 the South feared this power might be used to prohibit the slave trade. At last it 
 was voted that Congress should have full control of commerce, but that importation 
 of slaves should not be stopped before 1808. 
 
THE FORMATION OF THE CONSTITUTION 191 
 
 preparations were immediately made for the organization 
 of the new government. 
 
 183. Supporters and Opponents of the Constitution. 
 There was much opposition to the Constitution from men 
 who honestly believed that too much power was The Federalistg 
 given to the national government. These men andtheAnti- 
 believed that the States should have most of Ftderalists - 
 the power, as under the Confederation. Because they 
 opposed the Federal Constitution they were called Anti- 
 Federalists. The brilliant orator, Patrick Henry, belonged 
 to this political party. Among the Federalists, or sup 
 porters of the Constitution, were Washington, Hamilton, 
 and Franklin, who firmly believed in a strong central gov 
 ernment to control all matters of national interest. After 
 a long struggle between these political parties throughout 
 the country, the Constitution was ratified by the various 
 States, and thus the New Federal Union was established. 
 
 TO THE PUPIL 
 
 1. The period from the close of the Revolution to the adoption of the 
 
 Constitution has rightly been called the Critical Period. Ascertain 
 the reason. 
 
 2. Why was there a delay in the adoption of the Articles of Confedera 
 
 tion ? What is meant by saying that Congress was merely an ad 
 visory body ? 
 
 3. What was the relation between Congress and the various States ? 
 
 4. Be sure that you get clear ideas about the following topics: Com 
 
 mercial war between the States ; Congress without power to regu 
 late commerce. 
 
 5. What financial difficulties did the Confederation have after the close 
 
 of the Revolution ? What caused Shays s Rebellion? 
 
 6. What claims were made by various States to the Northwest Terri 
 
 tory ? Why did Maryland object to these claims ? Name the lead 
 ing provisions in the Ordinance of 1787. 
 
 7. Can you now tell why the Confederation broke down ? Outline the 
 
 events leading to the Constitutional Convention in Philadelphia. 
 What was the position taken by those who opposed the Constitu 
 tion ? By those who supported it ? 
 
IQ2 HISTORY OF THE UNITED STATES 
 
 CHRONOLOGY 
 
 1765. PASSAGE OF THE STAMP ACT. 
 1765. MEETING OF STAMP ACT CONGRESS. 
 
 1767. NEW TAXES ON GLASS, LEAD, PAPER, AND TEA. 
 
 1768. BRITISH TROOPS QUARTERED IN BOSTON. 
 1770. BOSTON MASSACRE. 
 
 1773. DESTRUCTION OF TEA IN BOSTON AND ELSEWHERE. 
 
 1774. BOSTON PORT BILL PASSED. 
 
 THE CONTINENTAL CONGRESS MEETS AT PHILADELPHIA. 
 
 1775. April 19, FIGHT AT LEXINGTON AND CONCORD. 
 
 May 10, CAPTURE OF TICONDEROGA AND CROWN POINT. SECOND MEETING OI 
 
 THE CONTINENTAL CONGRESS. 
 1775- JIM* *5> WASHINGTON APPOINTED COMMANDER-IN-CHIEF. June 17, BATTLE 
 
 OF BUNKER HILL. 
 November 12, MONTREAL TAKEN BY MONTGOMERY ARNOLD S MARCH TO 
 
 QUEBEC. 
 December 30, DANIEL BOONE SETiLES IN KENTUCKY. 
 
 1776. January I, UNION FLAG RAISED AT CAMBRIDGE, MASS. 
 February 27, BATTLE OF MOORE S CREEK BRIDGE. 
 
 June, ARRIVAL OF BRITISH FLEET IN NEW YORK BAY, June 28, ATTACK ON 
 
 FORT SULLIVAN, CHARLESTON, S. C. 
 
 July 4, DECLARATION OF INDEPENDENCE BY CONGRESS. 
 \ August 27, BATTLE OF LONG ISLAND. 
 September 15, AMERICANS ABANDON NEW YORK. 
 October 28, BATTLE OF WHITE PLAINS. 
 
 November 16, SURRENDER OF FORT WASHINGTON. 
 A {December 26, BATTLE OF TRENTON. 
 1777 . January 3, BATTLE OF PRINCETON. 
 
 June 14, FLAG OF STARS AND STRIPES ADOPTED BY CONGRESS. 
 " J u ty 6, BURGOYNE CAPTURES TICONDEROGA. , 
 
 August 6, BATTLE OF ORISKANY. August l6^fBATTLE OF BENNINGTON. 
 . September II, BATTLE OF BRAND YWINE. 
 
 . October 4, BATTLE OF GERMANTOWN. October 17, SURRENDER OF BURGOYNE. 
 HOWE OCCUPIES PHILADELPHIA. 
 
 1778. CON WAY CABAL. 
 ALLIANCE WITH FRANCE. 
 
 May, CLARK S EXPEDITION TO ILLINOIS. 
 
 June, ATTACK ON WYOMING. June 18, BRITISH LEAVE PHILADELPHIA. Junt 
 
 28, BATTLE OF MONMOUTH. 
 July, ARRIVAL OF FRENCH FLEET UNDER D*ESTAING. 
 
 December 29, SAVANNAH TAKEN BY THE BRITISH. 
 
 1779. September 22, FIGHT BETWEEN THE BONHOMME RICHARD AND THE SERAPIS. 
 SULLIVAN S EXPEDITION AGAINST THE IROQUOIS. 
 
 1780. May, CAPTURE OF CHARLESTON BY THE BRITISH. 
 
 August 1 6, BATTLE OF CAMDEN. 
 September, ARNOLD S TREASON. 
 
 1781. January 17, BATTLE OF COWPENS. 
 
 March 15, BATTLE OF GUILFORD COURTHOUSE. 
 
 September 8, BATTLE OF EUTAW SPRINGS. 
 
 October 19, CORNWALLIS S SURRENDER AT YORKTOWW. 
 
THE FORMATION OF THE CONSTITUTION 193 
 
 1782. November 30, PRELIMINARY TREATY OF PEACE SIGNED. 
 
 1783. September 3, FINAL TREATY or PEACE WITH CHEAT BRITAIN SIGNED, 
 November 25, EVACUATION OF NEW YORK. 
 
 December 4, WASHINGTON TAKES LEAVE OF HIS OFFICERS. 
 
 1784. JEFFERSON S NORTHWEST ORDINANCE PROPOSED. 
 
 1786. SHAYS S REBELLION. 
 
 1787. NORTHWEST TERRITORY ORGANIZED, AND ORDINANCE ADOPTED. 
 May 25, CONSTITUTIONAL CONVENTION MET AT PHILADELPHIA. 
 
 September 17, CONSTITUTION OF THE UNITED STATES SIGNED BY THE DEL 
 EGATES. 
 
 1788. June 21, CONSTITUTION RATIFIED BY NEW HAMPSHIRE, SECURING ITS 
 
 ADOPTION. 
 
CHAPTER XV 
 
 THE NEW STRUGGLE FOR POLITICAL INDEPENDENCE AND 
 THE GROWTH OF NATIONAL FEELING (1789-1829) 
 
 REFERENCES: Scribner s Popular History of the United States, IV.; An- 
 drews s United States, I.; Walker s Making of the Nation ; Richardson s His 
 tory of Our Country; Wright s Children s Stories of American Progress; Male s 
 Stories of Invention ; Coffin s Building the Nation ; Hart s Formation of the 
 Union; Channing s United States ; Eggleston s Household History ; Drake s 
 Making the Great West; Drake s Making the Ohio Valley States ; Barnes s 
 Popular History of the United States ; Burgess s Middle Period. 
 
 OUTSIDE READINGS: Me/Master s United States, I.-IV.; Hildreth s 
 United States, IV.-VI.; Schouler s United States, I.; Henry Adams s United States, 
 I.-IX.; Brooks s First Across the Continent; Lossing s Field-book of the War of 
 1812; Roosevelt s Winning of the West, IV.; Roosevelt s Naval War of 1812; 
 Spears s History of Our Navy ; Wilson s A History of the American People, 
 III. ; Thwaites s Rocky Mountain Exploration ; Hosmer s A History of the Mis 
 sissippi Valley; Hart s How Our Grandfathers Lived; Gordy s Political History of 
 the United States, I.- II. ; Parton s General Jackson ; Johnston s American Politics ; 
 Lodge s George Washington; Lodge s Alexander Hamilton ; Morse s Thomas 
 Jefferson ; Wharton s Martha Washington ; Bolton s Famous Americans ; Gil- 
 man s James Monroe; Magruder s John Marshall; Gay s James Madison; 
 Schurz s Henry Clay ; Morse s John Quincy Adams. 
 
 FICTION : Martlneau s Peasant and Prince; Dickens s Tale of Two Cities ; 
 Henty s In the Reign of Terror; Hale s Philip Nolan s Friends ; Hale s Man 
 Without a Country ; Elggeston s Signal Boys ; Eggleston s Captain Sam ; 
 Eggleston s Big Brother ; Bynner s Zachary Phips ; SeawelFs Little Jarvis ; 
 Seawell s Midshipman Paulding. 
 
 POETRY : Holmes s Ode for Washington s Birthday ; Key s Star Spangled 
 Banner; Drake s American Flag; Holmes s God Save the Flag ; Holmes s Old 
 
 Ironsides. 
 
 DOMESTIC AFFAIRS IN THE EARLY YEARS OF THE NEW 
 GOVERNMENT 
 
 184. Washington the First President. Tt was natural 
 that the people should wish George Washington to be 
 
 194 
 

 NEW STRUGGLE FOR POLITICAL INDEPENDENCE 195 
 
 the first President. 1 He stood for no party but was the 
 choice of all the people, and he received the unanimous 
 vote of the Presidential electors.* John Adams, of Massa 
 chusetts, was elected Vice-President. The inauguration 
 had been planned for the first Wednesday in March, but 
 travelling was so slow in those days that it was impossible 
 for Congress to meet and count the electoral votes in time 
 to have the inauguration before April 30. New York City 
 was the capital of the country. 
 
 The inauguration at Federal Hall was very impressive. 
 The oath of office was solemnly taken, and the chancellor 
 of New York, who had given it, then turned 
 
 , ? , T v ^ The Inauguration. 
 
 to the people and cried, " Long live George 
 Washington, President of the United States!" The cry 
 was taken up by the throng, who, amid their joyous shouts, 
 had escorted Washington from his house in New York to 
 Federal Hall on his way to deliver his first inaugural. 
 
 185. The Number and Distribution of the People. 
 According to the census of 1790 the population of the 
 
 1 George Washington, first President of the United States (1789-1797), was 
 born in Westmoreland County, Va., February 22, 1732, and died at Mount Vernon 
 December 14, 1799. When he was eleven years old his father died, leaving the 
 youth in care of a faithful and devoted mother. While at school George was pains- 
 taking and careful with his work and excelled in such athletic sports as running, 
 leaping, and wrestling. lie was so true to himself and to others that he often acted 
 as a judge in deciding disputes between his young friends. In 1759 ne married a 
 rich young widow, Mrs. Martha Custis, whose property, added to his own large 
 estates at Mount Vernon, made him a man of much wealth. His bravery, patriot 
 ism, and military skill, as shown in the Last French War, led to his being chosen by 
 the Continental Congress as Commander-in Chief of the American troops during the 
 Revolution. By reason of his modesty he shrank from this service, for which he was 
 admirably fitted. He refused to receive any pay during/the entire Revolution. It 
 may indeed be truly said that he proved himself indispensable to the success of the 
 Americans in that war. He was a man of commanding presence and dignified man 
 ner. His success lay not in intellectual brilliancy, but in a well-balanced judgment, 
 in a belief that right made might, and in a rare power of winning men s confidence. 
 
 2 Under Section I., Article II., of the Constitution, maybe found the following: 
 " Each State shall appoint, in such manner as the Legislature thereof may direct, 
 
 a number of Electors equal to the whole number of Senators and Representatives 
 to which the State may be entitled in the Congress." The people in the various 
 States vote for these Presidential electors. The latter, called when taken to 
 gether the Electoral College, vote directly for President and Vice-President. 
 
196 
 
 HISTORY OF THE UNITED STATES 
 
 United States was nearly 4,000,000 souls, about one-fifth of 
 whom were negroes. Most of the people resided in the 
 thirteen original States, not more than five per cent, being 
 found west of the Alleghanies. The belt of settlement ex 
 tended from Maine to Florida, with an average width of two 
 Weii-settied hundred and fifty-five miles. The most densely 
 
 peopled regions were on the coast of Massa 
 chusetts, of southern New England, and of New York. 
 Other well-settled regions included the Hudson River val- 
 
 WASHINGTON S MANSION SOUTH AND WEST FRONTS MT. VERNON, VA. 
 
 ley as far as Albany, the Mohawk valley, the route now fol 
 lowed by the Pennsylvania Railroad from New York across 
 New Jersey to Philadelphia, and the river valleys of eastern 
 Virginia. 
 
 Virginia ranked first in population, having 532,000 in 
 habitants. Massachusetts and Pennsylvania, with about 
 Five principal 33 oo each, stood next. There were no large 
 commercial cities. The principal commercial centres 
 
 were Philadelphia, with about 31,000; New 
 York, with 23,000; Boston, with 15,000; Baltimore, with 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 197 
 
 13,000, and Charleston, with nearly 11,000. All these five 
 cities contained fewer people than Albany or Denver alone 
 contains to-day. 
 
 186. Modes of Travel. The people lived mainly along 
 rivers or on the coast, because one of the easiest and most 
 convenient methods of travel was by boat or simple conditions 
 sailing packet. It is not easy for us to realize of life - 
 
 how simple the conditions of life were in those days. Imag 
 ine our being without steamboats, railroads, electric cars, 
 telegraphs, and telephones, ^ 
 and you will have an idea 
 how slowly life moved in 
 1789. 
 
 The best method of 
 conveying passengers and 
 goods by land was the 
 clumsy old stage-coach. In 
 
 Washington s first adminis- WASH INGTON S BEDROOM, MT. VERNON, VA. 
 tration two stage-coaches 
 
 and twelve horses were sufficient to accommodate all the 
 people and carry all the goods passing between Boston and 
 New York, two of the chief commercial cen- The old 
 tres in the country. It took about as long to stage-coach. 
 make the trip as it does now to travel from Boston to San 
 Francisco, or from New York to Liverpool. In summer 
 the stage could cover forty miles a day. In winter, when 
 the snow lay upon the ground or the roads were heavy 
 with mud, the distance was cut down to twenty-five miles 
 a day. About ten o clock at night the traveller reached 
 the wayside inn, where he put up for the night. He was 
 called at three o clock the next morning in time to renew 
 his journey for another eighteen hours. 
 
 187. Ferries. There were no bridges spanning large 
 rivers as there are now. In going by stage from Boston to 
 Philadelphia the passenger had to be ferried across eight 
 or ten rivers. In a high wind these crossings were very 
 dangerous, owing to great blocks of floating ice. Not un 
 commonly the ferryboat was upset by a sudden gust of 
 
HISTORY OF THE UNITED STATES 
 
 wind. The passage in winter from New York to Jersey 
 City (then Paulus Hook) involved more risk than a trip 
 from New York to Japan does now. 
 
 188. The Mails. To-day a number of express trains 
 daily carry mail in less than six hours from New York to 
 Boston, but in Washington s time a postman carried the 
 mail on horseback from New York to Boston three times a 
 week in summer and twice in winter. It required six days 
 
 to make the trip in sum 
 mer and nine in winter. 
 A pair of saddle-bags suf 
 ficed to carry all the mail 
 between these two com 
 mercial centres. Post 
 men carried mail from 
 New York to Philadel 
 phia five times a week, 
 and were two days in 
 making the journey. In 
 regions remote from 
 business 
 
 The post-rider 
 
 centres an 
 
 old man was often made 
 post-rider. While his 
 horse jogged leisurely along he would while away the 
 lonely hours in knitting socks and mittens or in opening 
 and reading the letters in the mail-bag. 
 
 These clumsy methods of travel and communication kept 
 the people ignorant of those parts of the country which 
 were not near them. The Massachusetts citizen knew very 
 little about the citizen of South Carolina, and neither un- 
 Lack of national derstood the other. Under such conditions 
 patriotism. there was much foolish prejudice in each State 
 
 against people in other States, and but little attachment to 
 the Union. We see, therefore, that the patriotism of those 
 days was a State patriotism rather than a national patriotism. 
 
 189. Washington s Formality. The Federalists in 
 cluded much the larger part of the wealthy and commer- 
 
 SERV ANTS QUARTERS, MT. VERNON, VA. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 199 
 
 A MAIL CARRIER. 
 
 cial classes, and were especially strong in the cities. They 
 were aristocratic in their feelings and were inclined to imi 
 tate English social and official customs. Believing in a 
 strong central gov 
 ernment, they wished 
 the Pres- Aristocratic feel . 
 
 idential ings of the Fed- 
 Office to erall8t8 
 be one of great dig 
 nity. Washington 
 had seen something 
 of the pomp and state 
 of the royal govern 
 or s court in Virginia, 
 and it seems to have 
 appealed to his sense 
 of fitness. He there- 
 f ore su rrounded 
 himself with much 
 ceremony. On state 
 occasions he rode in 
 a coach drawn by six 
 horses, and on ordi 
 nary occasions in a 
 coach drawn by four 
 horses. When walk 
 ing on the street he 
 was followed at a re 
 spectful distance by 
 a body servant in liv 
 ery. Every Tuesday 
 afternoon, from three 
 to four o clock, he held at the executive mansion a public 
 reception, when he appeared in court dress, with powdered 
 hair, a dress-sword at his side, and a cocked Washington at 
 hat under his arm. Standing with his right public receptions. 
 hand behind him, he bowed formally as his guests were pre 
 sented. Moreover, he allowed his birthday to be celebrated. 
 
 A FAST MAIL 1876. 
 
 A TWENTIETH CENTURY FLYER. 
 
2 CO 
 
 HISTORY OF THE UNITED STATES 
 
 These things greatly displeased many people, who charged 
 Washington with the desire to become king. They wished 
 the President to dress plainly and to live as simply as an 
 ordinary citizen. 
 
 190. The New Government. Washington s first duty 
 was to organize the new government. John Jay was ap 
 pointed first Chief Justice of the Supreme Court. The 
 cabinet is most important, because its members are the 
 heads of various executive depart 
 ments and aid the President in doing 
 his official work. Washington chose 
 for his cabinet four eminent citizens 
 who represented both political par 
 ties. Thomas Jefferson became Sec 
 retary of State ; Alexander Hamilton, 
 Secretary of the Treasury ; General 
 Henry Knox, Secretary of War; and 
 Edmund Randolph, Attorney-Gen 
 eral. 
 
 191. Hamilton and Jefferson the 
 Two Great Political Leaders. 
 Hamilton was a stanch Federalist, 
 but Jefferson was a bitter opponent 
 of the Federalists. They became the respective leaders of 
 the two political parties, and were soon engaged in a long 
 and bitter struggle to carry out their views of government. 
 The struggle was not personal. It was a struggle of prin- 
 shaii the Federal ciples and did not end when Hamilton and 
 Jefferson passed out of public life. It con 
 tinued until it brought on the great Civil 
 Shall the Federal Government be supreme over the 
 State? Shall there be a liberal construction of the Consti 
 tution, so as to grant large powers to Congress and the 
 President? Hamilton said "Yes;" Jefferson said " No." 
 Jefferson feared that the Federal Government might be 
 come so strong as to rob the States of their powers and at 
 last to drift into a monarchy. He believed that the general 
 government had only such powers as were definitely 
 
 JOHN JAY. 
 
 or the State Gov 
 ernment be su 
 preme ? 
 
 War. 
 
Age 13. 
 
 Four days before his death. Age 67. 
 
 HOW WASHINGTON SIGNED HIS NAME AT VARIOUS AGES. 
 
202 
 
 HISTORY OF THE UNITED STATES 
 
 granted in the Constitution. In other words, he believed 
 in a " strict construction " of the Constitution. 
 
 192. Hamilton s Plan for Establishing Credit The 
 new government had many difficulties to face. The most 
 Hamilton s finan- serious and pressing of these were its debts. 
 ciai policy. The old Confederation had little credit at 
 
 home or abroad. If the United States was to lift its head 
 among the nations it must first find its footing in a firm 
 
 financial policy. Alexander Ham 
 ilton had a wonderful insight and 
 clear understanding in money mat 
 ters, and he brought his sound 
 judgment to the support of the 
 new government. He knew that 
 the only way of gaining credit is 
 by paying one s debts. He there 
 fore recommended that the United 
 States assume in full all the debts 
 of the Confederation, both foreign 
 and domestic. In regard to the 
 foreign debt, Congress readily as 
 sented. After some discussion, it 
 voted to pay also the domestic 
 debt, or that owed to American 
 citizens. 
 
 But Hamilton was a very conservative man. He clung 
 to old principles of government. He wished to establish 
 a government of whose strength the nation need not be 
 ashamed. In his plan for building up the nation s credit, 
 therefore, he proposed that, besides its own debts, or the 
 debts which had been handed down from the Confederation, 
 the United States should assume the debts of the separate 
 He recommends States. The Union would thus establish a 
 the payment of supremacy over the separate States. As the 
 
 the State debts 
 
 by the United State debts were mostly loans from wealthy 
 states. Americans, these influential citizens would be 
 
 attached as creditors to the Union. They would become 
 directly interested in building up its financial credit. They 
 
 ALEXANDER HAMILTON. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 203 
 
 would work to make the central government strong by giv 
 ing it a large taxing power with which to obtain a revenue 
 to pay its debts. 
 
 This part of the plan was novel and unexpected, and 
 greatly alarmed the followers of Jefferson. They believed 
 that the States should do a large part of the Jefferson s foi- 
 governing. They dreaded more than all else ^^^oi 
 a strong central government, because they the state debts, 
 feared it might lead to a monarchy. They accused Hamil 
 ton of trying to rob the people of their rights by placing 
 them under the rule of a king. Accordingly, the followers 
 of Jefferson opposed the payment of the State debts by the 
 United States, and after a bitter struggle defeated Hamil 
 ton s scheme by a narrow majority. 
 
 Later, however, in return for an agreement to locate the 
 new capital, Washington, upon the banks of Washington 
 the Potomac, the Jeffersonians conceded the made the capital. 
 assumption of the State debts to the followers of Hamilton. 
 The measure proved one of the wisest policies ever adopt 
 ed. It was a brilliant example of Hamilton s far-seeing 
 statesmanship. 
 
 193. A Tariff Laid on Foreign Trade. How to raise 
 the money to pay all these debts was a serious question. 
 At its first session, Congress laid an indirect tax upon ves 
 sels and certain kinds of goods coming into this country 
 from foreign ports. This tax, or tariff, was not only for the 
 purpose of raising a revenue, but also for protecting the 
 young manufactories springing up at various points in the 
 United States. As this tariff did not yield rev- Tax on 8p i r ituoua 
 enue enough for the country s need, a direct "quors. 
 
 tax was laid later on spirituous liquors (1794). Direct taxes 
 are not generally popular, and this one was no exception. 
 It was an unpleasant reminder of the Stamp Act. We need 
 not be surprised, therefore, that resistance was offered to 
 this direct tax imposed by the new government. 
 
 194. The Whiskey Rebellion (1794). The people of 
 western Pennsylvania lived so far from business centres, 
 which they could reach only by poor roads, that it was 
 
204 
 
 HISTORY OF THE UNITED STATES 
 
 very expensive for them to transport their grain to market 
 There was more profit in making the grain into whiskey, 
 which was much less bulky than the grain from which it 
 was made. As the tax levied upon the whiskey lessened 
 the profit of the farmers, they regarded this tax as unjust. 
 They therefore refused to pay it, and severely handled offi 
 cers sent by the Government to see that it was enforced. 
 The people rose in arms to resist the law, but Washington 
 promptly sent a body of troops, which easily put down the 
 insurrection. 
 
 195. The Invention of the Cotton-gin (1793). The 
 Whiskey Rebellion had merely a passing interest. Whit 
 ney s cotton-gin 
 had a permanent 
 influence upon our 
 history. Let us now 
 consider that re 
 markable invention. 
 In 1793 Eli Whit 
 ney, a Massachu 
 setts man then liv 
 ing as a tutor at the 
 home of General 
 Greene s widow in 
 Georgia, invented 
 the cotton-gin. The 
 influence of this in 
 vention upon cotton-growing, slavery, and the future his 
 tory of the country cannot be measured. Before that time 
 cotton was not raised to any great extent in the South. 
 Without the cotton-gin a slave could separate, in a day, the 
 seeds from only a single pound of cotton fibre, but now, 
 with the aid of the cotton-gin, he could in the same time 
 separate the seeds from a thousand pounds. The value of 
 slave labor was thus greatly increased, and the planter 
 could afford to sell his cotton much cheaper than before. 
 
 At once there was a great and increasing demand for 
 cotton in English as well as Northern cotton-mills, and its 
 
 A PRIMITIVE COTTON-GIN. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 205 
 
 culture became highly profitable. The general belief had 
 been that slavery would gradually die out all over the 
 country. It did not pay in the North, where there were no 
 large plantations, and 
 in that region it was 
 already Result8 of the 
 
 disappear. invention of the 
 
 ing. But cotton -* in - 
 now the cotton-growers 
 in the South and the 
 owners of cotton-mills 
 in the North had a sel 
 fish interest in the insti 
 tution. For the owners 
 of cotton-mills, like the 
 planters, made money 
 on the ever-increasing 
 demand for cotton, the price of which had been greatly 
 lessened by the cotton-gin. They all thought that cotton- 
 raising could not be carried on successfully without slave- 
 labor. Hence the demand from this time forward for 
 more and more slaves in the cotton States. 
 
 WHITNEY S FIRST COTTON-GIN. 
 
 TO THE PUPIL 
 
 1. Note the fact that Washington was President for two terms, 
 
 1789-1797. 
 
 2. With your map before you, study carefully the distribution of the peo 
 
 ple in 1790. Why did the people live mainly along rivers or on the 
 coast ? 
 
 3. Try to form vivid mental pictures of travel by the old stage-coach. 
 
 How was the mail carried in 1790 ? How did the clumsy methods 
 of travel and communication affect the attitude of the people in one 
 State toward the people of another State ? On all these topics 
 McMaster s History, I., will repay careful reading. 
 
 4. What classes of people were included in the Federalists ? Discuss 
 
 Washington s formality. 
 
 5. What is meant by the Cabinet ? 
 
 6. "Shall the Federal Government be supreme over the States?" 
 
 What answer did Hamilton give ? Jefferson ? You may well keep 
 this great question in mind, for it will come up again and again in 
 
2o6 HISTORY OF THE UNITED STATES 
 
 the subsequent periods of our history. As you will find later, dis 
 agreement about the answer led at last to Civil War. What is 
 meant by " strict construction " of the Constitution? 
 
 7. What was Hamilton s financial policy? Why did he urge that the 
 
 United States should assume the debts of the separate States ? 
 Why did Jefferson s followers oppose this part of Hamilton s plan ? 
 
 8. Which do you think was right in his attitude toward the State debts, 
 
 Hamilton or Jefferson ? Give reasons for your answer. 
 
 9. Review the difference between a direct and an indirect tax. What 
 
 indirect tax was levied ? What was its purpose? What direct 
 tax was levied ? Why was it unpopular ? 
 
 10. What influence did the invention of the cotton-gin have upon the pro 
 
 duction of cotton by slave-labor ? Explain why the Southern planters 
 and the Northern cotton-mill owners had, from the time the cotton- 
 gin was invented, a selfish interest in slavery. 
 
 11. For social life in New England and in other States read Coffin s 
 
 Building the Nation. 
 
 FOREIGN RELATIONS IN THE EARLY YEARS OF THE NEW 
 GOVERNMENT 
 
 196. A Period of Trial and Uncertainty for the Young 
 Republic (1789-1815) When in 1789 Washington became 
 President, many intelligent people, both in Europe and 
 America, doubted whether the Federal Union would live 
 long. This was a reasonable doubt, for the young repub- 
 Littie national ^ c was J et wea ^ and called forth little na- 
 feeiing in the tional feeling. A foreign traveller, visiting 
 united states. the United States at this time, said that he 
 found no Americans ; that the people were all English or 
 French in their sympathies and feelings. The English 
 party, or the Hamiltonians, and the French party, or the 
 Jeffersonians, were almost as intense in their dislike of each 
 other as were Englishmen and Frenchmen in Europe. 
 
 Soon after the outbreak of the French Revolution (1789), 
 war began between France and England and, with short 
 War between intervals of peace, continued until Napoleon s 
 France and downfall at Waterloo (1815). During this 
 
 great struggle many efforts were made to drag 
 the United States into the war. Both France and Eng 
 land were unwilling that this country should remain neu- 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 207 
 
 tral. When the United States refused to form an alliance 
 with either country, both of them seriously injured our 
 commerce. They showed little respect for a people who 
 seemed so lacking in national spirit. 
 
 The entire period from 1789 to the close of the War of 
 1812 was one of anxiety for the well-wishers of the republic. 
 During all these years the American people were engaged 
 in a struggle similar to the American Revo- From 1789 to 1815 
 lution. In the earlier struggle they were the Americans 
 
 f , . , . T r T- i i struggle for in 
 
 fighting to become independent of England ; dependence of 
 
 in the later they were striving to become Eur P e - 
 independent of Europe. This later period culminated in 
 the War of 1812, which has been rightly called the Second 
 War of Independence. But from the beginning of Wash 
 ington s administration the struggle over commercial or 
 other difficulties was pressing. 
 
 197. Influence of the French Revolution upon Ameri 
 can Affairs. The same year that Washington became 
 President was also the first year of the French Revolution. 
 The people of France had been so oppres- The French 
 
 sively taxed and otherwise misgoverned that Revolution. 
 
 they were at last ready to resort to violence against the 
 French monarchy. They tore down the gloomy prison 
 called the Bastile and afterward put to death the king and 
 queen. In the "reign of terror" that followed thousands of 
 men and women were guillotined. To add to the confusion, 
 the French Republic was soon at war with neighboring 
 countries. She declared war with England in 1793. 
 
 Hamilton and his followers took the side of England ; 
 Jefferson and his supporters sympathized with the French 
 revolutionists. As France had helped us in the American 
 Revolution, the French claimed that we ought Washington 
 to help them in their struggle for freedom. refuses to aid 
 At first Washington and the Hamiltonians, ance 
 
 with gratitude to France for aid given us in the American 
 Revolution, felt a warm interest ; but later, when the revo 
 lutionists had resorted to extreme violence to carry out their 
 plans, Hamilton began to regard them with great distrust. 
 
208 HISTORY OF THE UNITED STATES 
 
 Besides, Washington agreed with Hamilton in the belief that 
 we were too weak to become involved in European wars, 
 and he therefore issued a proclamation of neutrality. 
 
 198. Citizen Genet Defies Washington. The new 
 French Government, the Directory, knowing that many 
 Americans were in sympathy with the French revolution 
 ists, sent Citizen Genet as minister to the United States. 
 In utter defiance of the President this indiscreet man tried 
 to fit out American privateers to be used in destroying 
 English commerce. In answer to objections from Wash 
 ington, Genet threatened to appeal to the people, hoping 
 they would approve his course and take his side against 
 their own President. This threat was a striking bit of au 
 dacity and showed the contempt Genet felt for our govern 
 ment. But the people sustained Washington, and at his 
 request Citizen Genet was recalled. 
 
 199. Jay s Fruitless Treaty with England. The Eng 
 lish would not give up Oswego, Niagara, Detroit, and other 
 our difficulties Northwestern forts which, by the treaty of 
 with England. peace at the close of the Revolution, they had 
 agreed to surrender. They also seriously interfered with 
 our commerce by forcibly stopping and searching our ves 
 sels for deserters, and in many cases impressing our seamen 
 into their service. Besides all this, they would not let us 
 trade with the English West Indies. On the other hand, 
 the English maintained that we had failed to keep our part 
 of the same treaty by refusing to pay certain debts owed 
 by Americans to English merchants, and by not making 
 good the losses sustained by American Tories when they 
 left their homes in this country during the Revolution 
 
 To settle these difficulties John Jay was sent over to 
 England. As a result a treaty was agreed upon which set 
 tled nothing about the impressment of American seamen. 
 Jay s treaty England refused to discontinue this practice, 
 
 makes the Amer- but Jay felt that in our weak position among 
 leans indignant. the nat j ons o f t h e wor ld we must be satisfied 
 
 with what we could get from a country so much stronger 
 than our own. Washington, believing the treaty was the 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 209 
 
 best we could arrange, urged its adoption. A large part 
 of the American people were indignant. Hamilton was 
 stoned while making a speech in New York in defence of 
 the treaty, and Washington was so bitterly attacked and 
 unjustly accused that he said he would rather be in his 
 grave than be President. 
 
 200. Political Parties. Originally, as we have seen, 
 those supporting the Constitution were called Federalists, 
 and those opposing it Anti-Feder 
 alists. After the Constitution went 
 
 into effect, the Federalists, under 
 the lead of Alexander Hamilton, 
 favored a strong central govern 
 ment, while the Anti-Federalists, 
 under the lead of Jefferson, wished 
 the States to have most of the pow 
 ers of government. The Jefferso- 
 nians called themselves Republi 
 cans, but since Jefferson s followers 
 favored the French revolutionists, 
 the Federalists called them Demo 
 crats, after the French Democrats. 
 A little later they became known 
 as Democratic -Republicans. In 
 Andrew Jackson s administration 
 they were called Democrats, and the name has remained 
 till the present time. 
 
 201. The "X YZ Papers." Our trouble with France 
 was by no means settled by the recall of Genet. When the 
 Jay treaty with England was ratified, the The French an . 
 French were so angry that they sent home gry about the 
 our minister and recalled their own from the 
 
 United States. French cruisers openly attacked our mer 
 chant vessels. The country was too weak for war, and 
 President Adams 1 wished to avoid one if possible. 
 
 ! John Adams, second President of the United States (1797-1801), was born 
 at Braintree, Massachusetts, in 1735 and died July 4, 1826. After graduating from 
 Harvard he became a lawyer. He was a prominent member of the Continental Con- 
 
 JOHN ADAMS. 
 
210 HISTORY OF THE UNITED STATES 
 
 The French having promised to receive an embassy 
 with honor, President Adams sent over three envoys, John 
 Marshall, afterward Chief Justice, Charles Pinckney, and 
 Elbridge Gerry to set things right. Upon their arrival 
 they were not received with respect. They were boldly 
 informed that peace with France could be secured only on 
 two conditions: (i) That a large sum of money should be 
 paid to members of the Directory, and (2) that an ad 
 ditional sum should be loaned to France for carrying on 
 her wars. The papers reporting to Congress these shame 
 ful propositions were signed, not by the names of the secret 
 agents representing the French Government, but by the 
 letters X Y Z. Hence they were called the " X Y Z Papers." 
 Pinckney s indignant reply was, " Millions for defence, but 
 not one cent for tribute," and this became a rallying cry 
 throughout the United States. 
 
 Congress organized an army and put Washington at the 
 head of it. In the meantime, the French continued to capt- 
 serious trouble ure our vessels and seized a thousand of them. 
 with France. Soon a state of war existed on the sea, where 
 Commodore Truxton defeated and captured two French 
 frigates. 1 These defeats recalled France from her insolent 
 attitude, and when President Adams again sent over envoys, 
 
 gress, and proposed Washington for commander-in-chief of the American troops. 
 Being an eloquent advocate of independence, he did much to bring about apolitical 
 separation from England. He was one of the three commissioners who negotiated 
 a treaty of peace with Great Britain at the close of the Revolution and afterward 
 became the first American minister to England. His honesty and courage won the 
 admiration of his friends, but his obstinacy and lack of tact involved him in many 
 quarrels. 
 
 John Adams was inaugurated at Philadelphia, which had taken the place of New 
 York as the seat of government. During his term of office, in 1800, Washington 
 became the capital. 
 
 Out of the excitement that thrilled the people the song, "Hail, Columbia," 
 sprang. The words were written by a lawyer of Philadelphia, Joseph Hopkinson, 
 and set to the music of the march composed for Washington s inauguration. " Hail, 
 Columbia" was first sung at a theatre in Philadelphia. The applause was tremen 
 dous. Men rose to their feet, throwing their hats into the air, and women vigor 
 ously waved their handkerchiefs. Again and again the audience called for the 
 song until it had been sung nine times. In a few weeks " Hail, Columbia" was 
 known by thousands of enthusiastic Americans. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 211 
 
 Napoleon Bonaparte, who was then at the head of affairs, 
 made things satisfactory to this country. 
 
 202. Alien and Sedition Laws (1798). These difficul 
 ties with France stirred the patriotic feelings of our peo 
 ple and for a time strengthened the Federalist party. Its 
 leaders went too far, however, when they passed the Alien 
 and Sedition Laws. Many of the Democratic-Republican 
 newspapers were under the influence of Frenchmen who 
 had come to live in the United States. These men used 
 their papers to make bitter and slanderous attacks upon 
 President Adams and the government. Naturally the Fed 
 eralists, with their leanings toward a strong central govern 
 ment, believed that such attacks weakened the Union by 
 lessening the respect of the people for it. They there 
 fore passed the Alien Law, which gave the President 
 power to send out of the country any foreigner whom 
 he might think dangerous to its peace. The Sedition Law 
 gave him power to fine or imprison any one who might 
 conspire against the government or publish anything evil 
 against it. 
 
 This law violated the first Amendment to the Consti 
 tution by interfering with the freedom of the press, and 
 aroused the Democratic-Republicans to a high state of in 
 dignation. They said such laws were tyrannical and proved 
 the desire of the Federal leaders for something like a mon 
 archy. The Virginia Resolutions, written by The Virginia and 
 Madison, and the Kentucky Resolutions, writ- 
 ten by Jefferson, expressed their dislike of the 1799). 
 Alien and Sedition Laws. These Resolutions not only de 
 clared the laws to be unconstitutional, but the Kentucky 
 Resolutions went so far as to say that a State might right 
 fully nullify any act passed by Congress that was not con 
 stitutional. Nullifying a law is declaring it not binding, and 
 therefore nullification is. a most dangerous doctrine; for if 
 each State should reserve the right to refuse obedience to 
 any law which in its judgment violates the Constitution, 
 that document would in time be worth as little as the paper 
 it is written on, and the Federal Union would fall to pieces. 
 
212 HISTORY OF THE UNITED STATES 
 
 203. Chief Justice Marshall s Influence in Strengthen 
 ing the Federal Union. That this result was not brought 
 about was largely due to the influence of one man. Just 
 before going out of office in 1801, President Adams ap 
 pointed John Marshall, 1 of Virginia, as Chief Justice of the 
 Supreme Court. He heartily believed in the liberal con 
 struction of the Constitution, and for thirty-five years his 
 decisions as Chief Justice of the Supreme Court had great 
 influence in making the general government superior to the 
 States in all questions affecting the common interests of the 
 whole people. It has well been said of him: "He found 
 the Constitution paper, and made it power; he found it a 
 skeleton, and clothed it with flesh and blood." 
 
 TO THE PUPIL 
 
 1. Review the significance of the following dates : 1492, 1588, 1689. 
 
 Now add to these 1789. Why is it significant? Can you think of 
 any reason for the lack of national feeling among the Americans in 
 1789? 
 
 2. Look up in Coffin s Building the Nation the causes of the French 
 
 Revolution. 
 
 3. Why was the entire period from 1789 to 1815 one of trial and anxiety 
 
 for the Young Republic? Do not forget these dates. 
 
 4. Why did the French Revolutionists maintain that we should aid them 
 
 in their war with England ? What did Washington think of aiding 
 them ? Was he right or wrong ? Give reasons for your answer. 
 
 5. What difficulties did we have with England ? Why was Jay s treaty 
 
 unsatisfactory to a large part of the American people ? Do you like 
 it or not ? Give reasons for your answer. 
 
 6. Review the origin of the Federalist and the Anti-Federalist parties. 
 What were these parties now called ? What was the principal 
 difference between them ? 
 
 7. How did the French indicate their anger about the Jay treaty ? Ex 
 plain clearly the " X Y Z Papers." What recalled France from her 
 insolent attitude toward the Americans ? At this juncture John 
 Adams, our second President, was in office. He served one term, 
 1797-1801. 
 
 1 John Marshall was a great American and left his impress upon the government 
 as few men have done. His personal appearance was striking. He was tall and 
 slender, with black hair and small eyes. Simple in dress and modest in manner, 
 his warm heart won the truest friendship of those who knew him. With rare grasp 
 of mind and greatness of purpose, he labored to make the Union strong. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 213 
 
 8. What facts led the Federalists to pass the Alien and Sedition laws ? 
 
 What were these laws ? What were the Virginia and Kentucky 
 Resolutions ? Mark them well. They were a significant and 
 dangerous step toward the nullification and secession movements of 
 later years. 
 
 9. What kind of man was Chief Justice Marshall ? Memorize the quota 
 
 tion which well indicates the work of this remarkable man, the 
 greatest chief justice we have ever had. 
 
 10. If you will read Martineau s Peasant and Prince you will have clear 
 ideas about the leading facts of the French Revolution. 
 
 SETTLEMENT OF THE MISSISSIPPI VALLEY 
 
 204. Thomas Jefferson, the Democratic-Republican 
 Leader, becomes President. 1 Before beginning to discuss 
 the settlement of the Mississippi valley let us consider for a 
 moment a statesman whose greatest act was the purchase 
 of Louisiana, a large part of this valley. That statesman 
 was Thomas Jefferson, of Virginia, who became the third 
 President (March 4, i8oi). 2 Up to that time the national 
 government had been under the control of the Federalists, 
 and many people believed that the election of the Demo- 
 
 1 Thomas Jefferson, third President of the United States (1801-1809), was born 
 at Shadwell, Virginia, in 1743 and died at Monticello, Virginia, July 4, 1826. At 
 seventeen years of age he entered the College of William and Mary, where he was an 
 earnest student. He afterward became one of the most learned men of his times, 
 being known as the " Sage of Monticello." He was also a daring horseman and an 
 excellent violinist. After graduating from college he studied law and soon exer 
 cised a large influence over the politics of his State and his country. He was 
 elected a member of the Continental Congress and, as chairman of the committee 
 to draft the Declaration of Independence, wrote practically all of that remarkable 
 document. At the end of his Presidential term of office he retired to his beautiful 
 home, Monticello, where he spent the remaining years of his life. 
 
 2 The Presidential election for a successor to John Adams caused much bitter 
 feeling between the two political parties. The Federalists cast their votes for John 
 Adams and C. C. Pinckney ; the Republicans, for Thomas Jefferson and Aaron 
 Burr. As the two latter each received seventy-three electoral votes, neither was 
 elected, and the election was thrown into the House of Representatives, which, ac 
 cording to the Constitution, was to choose one of them for President. The contest 
 was prolonged and exciting, but ended, as above stated, in the choice of Jefferson 
 as President. Burr became Vice-President. This unfortunate contest resulted in 
 the Twelfth Amendment to the Constitution, in accordance with which the Presi 
 dential electors must vote separately for President and for Vice-President. 
 
214 
 
 HISTORY OF THE UNITED STATES 
 
 cratic-Republican President would lead to the country s 
 ruin. In this, of course, they were greatly in error, for 
 Jefferson, as President, moved slowly in changing- the pol 
 icy of the government, and did many things to make the 
 general government stronger than it had been before. 
 
 205. Jefferson s " Republican Simplicity." During the 
 eight years of his Presidency Jefferson wielded a large per 
 sonal influence over the people. Form and ceremony were 
 
 distasteful to him. 
 He believed the Pres 
 ident should be sim 
 ple in dress and man 
 ner and mingle freely 
 with the people. In 
 his " red waistcoat, 
 yarn stockings, and 
 slippers down at the 
 heel," he presented a 
 striking contrast to 
 the courtly appear 
 ance of Washington. 
 On the day of his 
 inauguration he went 
 on foot to the Capi 
 tol, in his ordinary 
 dress, escorted by a 
 number of his politi 
 cal friends. 1 It be 
 came his custom, 
 
 when visiting the Capitol, to ride on a horse, which he 
 tied with his own hands before entering. He did not hold 
 Jefferson the idol weekly receptions, but he entertained hospi- 
 of the masses. tably and allowed persons wishing to see him 
 to call at any time. Though the Federalists did not be- 
 
 SCHOOL-HOUSE WHERE THOMAS JEFFERSON 
 RECEIVED HIS EARLY EDUCATION. 
 
 1 Henry Adams, in Vol. I., pp. 190, 191, of his History of the United States, 
 denies the truth of the story that on the day of his inauguration "Jefferson rode 
 on horseback to the Capitol and, after hitching his horse to the palings, went in to 
 take his oath." 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 215 
 
 lieve it best for men of all classes and conditions to vote, 
 Jefferson, because of his great faith in the people, was an ad 
 vocate of universal manhood suffrage. We need not be sur 
 prised, then, to learn that he became the idol of the masses. 
 206. Pioneers in the Mississippi Valley before the 
 Revolution. We have seen how Boone, Clarke, Sevier, 
 
 MONTICELLO, THE HOME OF JEFFERSON. 
 
 and Robertson were leaders among the pioneers who went 
 from Virginia and the Carolinas across the mountains be 
 fore the Revolution and made settlements in The pack=horse 
 Kentucky and Tennessee. Their only roads and the forest- 
 were the forest-trail and the river ; their only 
 means of travel and transportation the pack-horse and the 
 canoe. Daring and full of the spirit of adventure, they re 
 lied quite as much upon the rifle as upon the axe and the 
 hoe. Leading their pack-horses along the rough mountain 
 pathways, they built log huts for dwellings, and with their 
 rude tillage raised a few vegetables and a little corn for food. 
 
2l6 
 
 HISTORY OF THE UNITED STATES 
 
 207. Life in the Backwoods of Kentucky and Tennes 
 see in Pioneer Days. Often the pioneer s cabin was built 
 of rough logs and had only one room, with a ladder reach- 
 The cabin and i n g to a loft above, where the children slept. 
 its furniture. Articles of clothing hung upon pegs that were 
 thrust into the sides of the house. A rough piece of 
 board resting upon four wooden legs served as a table, 
 three-legged stools were used as chairs, and wooden bowls 
 
 as dishes. Life was everywhere 
 plain and simple, and society dem 
 ocratic. Land was plentiful, and 
 every head of a household had his 
 own farm, usually of about four 
 hundred acres. 
 
 The settler relied upon his rifle 
 for meat. He dressed much like 
 an Indian, often ap- 
 
 .The settler. f 
 
 peanng in a fur cap, a 
 fringed hunting-shirt of buck-skin, 
 and moccasins and leggings made 
 of the skins of wild 
 animals. Amusements 
 took a practical turn, the pioneers 
 making them a pleasurable means 
 of getting their work done. Hence, log-rollings, corn- 
 huskings, and quiltings were common. After the work 
 was out of the way the guests sat down at a table loaded 
 with an abundance of such coarse foods as the backwoods 
 afforded and such beverages as rum and whiskey. Then 
 followed dancing, wrestling, racing, and various other 
 sports calling for strength and skill. 
 
 208. The Flatboat and the Ohio River. Soon after the 
 ordinance of 1787 was adopted, and the fertile region lying 
 between the Ohio and the Mississippi was opened for set- 
 Westward tlement, population began to stream westward. 
 emigration. Yankees from New England, Scotch from 
 New York, and Germans from Pennsylvania formed the 
 bulk of this second emigration to the West. This wave of 
 
 Amusements. 
 
 THOMAS JEFFERSON. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 217 
 
 A PACK-HORSE. 
 
 migration was greatly 
 
 accelerated by the use of 
 
 the flatboat, which could 
 
 be employed as soon as 
 
 the Ohio River was 
 
 reached. By means of 
 
 the flatboat the settler 
 
 could carry many more 
 
 goods than with the 
 
 pack-horse. He could 
 
 also travel much more 
 
 rapidly, especially when 
 
 going with the current. For this reason it was natural 
 
 that this westward movement should follow the lines of 
 
 the Ohio and the streams flowing into it from the north. 
 
 Along their banks such towns as Marietta, Cincinnati, and 
 
 Louisville rapidly sprang up. 
 
 209. Twofold Use of Rivers. The rivers were valu 
 able, not only for bringing the new settlers to their homes, 
 
 but also as highways for their trade. The settlers could 
 
 not profitably carry their bulky produce, such as corn- 
 meal, flour, ham, and ba 
 con, on pack-horses over 
 the mountains to eastern 
 business centres ; but they 
 could easily float their 
 produce on rafts or flat- 
 boats down the currents 
 of the Ohio and Missis 
 sippi Rivers to New Or 
 leans. There, instead of 
 attempting the slow and 
 laborious return against 
 the current, they disposed 
 of their cargoes and sold 
 their boats as lumber. 
 
 The goods received in 
 A HAND CORN-MILL. exchange were put aboard 
 
2l8 
 
 HISTORY OF THE UNITED STATES 
 
 A SWEEP- MILL. 
 
 vessels sailing for Baltimore or some other Atlantic port, 
 and from there taken over the mountains to the Ohio valley. 
 The roundabout Several months were required to make this 
 mL P tm4kTin r roundabout trip. But this circuitous route 
 trading. was the only one by which the Westerners 
 
 could get such home comforts as clothing, furniture, and 
 other manufactured products. As the Mississippi was their 
 outlet into the world, their prosperity depended upon its 
 free use for navigation. 
 
 210. Napoleon s Scheme to Plant Colonies in the Mif 
 sissippi Valley. By the treaty of 1763 France had given 
 
 up to Spain all claim to 
 the Mississippi valley 
 lying west of the river. 
 The dreams of La Salle 
 for establishing a New 
 France in America had 
 failed to be realized. 
 But by 1800 Napoleon, 
 who had become the all- 
 powerful ruler of France, 
 conceived a similar and 
 equally brilliant plan. 
 He determined to secure 
 Louisiana which in- 
 BREAKING FLAX. eluded all the country 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 219 
 
 from the Mississippi to the Rockies between Texas and 
 Canada and to people it with French colonists. New 
 France in America would thus be revived, and the Amer 
 ican Union would be hemmed in between the Mississippi 
 and the Atlantic. 
 
 211. France Regains Louisiana from Spain (1800). 
 Napoleon forced Spain to cede Louisiana to France, and 
 thus carried out the first part of his plan. He next sent an 
 army to subdue the island of San Domingo. His purpose 
 was to make this island a base for his extensive operations 
 in the Mississippi valley. But in this attempt he met a 
 mighty opposition. Toussaint L Ouverture, a native black 
 
 AN OHIO RIVER FLATBOAT. 
 
 general, fought the French troops with desperate heroism. 
 Although he was taken prisoner, yellow fever finished the 
 work which he had begun. Many thousand French soldiers 
 perished, and the island was not subdued. French army for 
 The army intended for the support of the Louisiana detained 
 colonists in Louisiana never reached New at5al 
 Orleans. War between France and England was again 
 about to break out, and Napoleon was too busy in Europe 
 to think of colonizing America. 
 
 212. Alarm in the United States. When the Americans 
 found that Louisiana had again passed into the hands of 
 France they were alarmed. It was bad enough to have the 
 territory colonized by feeble Spain. It was far worse to 
 
220 HISTORY OF THE UNITED STATES 
 
 have for a neighbor a dangerous rival like France. This 
 feeling was especially prevalent among the settlers west of 
 the Alleghanies. Their alarm was increased when they 
 learned that the Spanish authorities at New Orleans had 
 refused to let them float their products to that town and 
 there reship them. Closing the Mississippi to their trade 
 meant their commercial ruin. Their indignation was at 
 The indignant a wn i te neat anc ^ they talked loudly of war. 
 westerners talk of They urged Jefferson to get control of the 
 war with Spain. isknd Qn which New Orleans stood, and of 
 
 the territory including the east bank of the river to its 
 mouth and extending some distance eastward. The free 
 navigation of the Mississippi would thus be assured. 
 
 213. The United States Purchases Louisiana (1803). 
 President Jefferson therefore sent Monroe over to France 
 as special envoy to aid Livingston, the American minister, in 
 securing West Florida and New Orleans. It was an oppor 
 tune time for the Americans. As Napoleon was greatly in 
 need of money for his war with England, he was willing to 
 sell much more territory than the envoys were instructed 
 to buy. The result was that we purchased from France in 
 1803, for $15,000,000, the immense Louisiana territory, a 
 larger area than the United States of that day contained. 1 
 By this purchase Jefferson was taking much greater liber 
 ties with the Constitution than the Federalists had ever 
 done. His action was directly contrary to the teachings of 
 his party. He realized this, but the purchase was so plainly 
 for the interests of the people that he felt justified in mak 
 
 ing it. 
 
 The purchase proved to be the greatest act of his admin 
 istration and had four important results : (i) It kept France 
 Results of the from planting colonies which would be our 
 purchase. near neighbors; (2) it prevented England from 
 
 getting possession of the territory by treaty with France; 
 (3) it gave us the control of the Mississippi River ; (4) it 
 added much to the strength of the national government. 
 
 1 Before 1803 the area of the United States was 827,844 square miles. The 
 Louisiana purchase added 1,171,931 square miles to this area. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 221 
 
 Singularly enough, Jefferson, the writer of the Kentucky 
 Resolutions, boldly did that for which the Constitution 
 made no express provision. The Federalists Jefferson s bold 
 declared the purchase to be unconstitutional, action, 
 and many people opposed it on the ground that we already 
 had territory enough. But the great majority, especially 
 in the West, warmly applauded Jefferson s course. 
 
 MAP OP -e 
 
 LOUISIANA PURCHASE 
 
 LEWIS & CLARK ROUTE, 
 
 ^ Scale of Miles, 
 9 100 
 
 214. Lewis and Clark s Expedition 1 through the Loui 
 siana Territory to the Pacific (1804-1806.) Previous to the 
 purchase of Louisiana, Jefferson sent to Congress a mes 
 sage recommending that an exploring party be sent to the 
 Pacific Ocean. Accordingly a party of thirty men under 
 Lewis and Clark started from St. Louis in 1804 and trav 
 elled in boats to the head-waters of the Missouri, nearly 
 three thousand miles from its mouth. Here they procured 
 horses from some Indians, made their way over the moun- 
 
 1 In accordance with Jefferson s long cherished desire this expedition was de 
 signed primarily to explore the Missouri River to its source and then by the easiest 
 route to reach and explore some river flowing into the Pacific Ocean. 
 
222 HISTORY OF THE UNITED STATES 
 
 tains, and again taking to boats, floated down the Columbia 
 River to the Pacific. After nearly two years and a half, 
 the party returned with a most interesting account of their 
 experiences. Besides giving the American people some 
 Results of the idea of the vast extent and great wealth of 
 expedition. ^Q Louisiana purchase, Lewis and Clark s 
 
 expedition gave the United States a basis for claiming the 
 Oregon Country some years later. 
 
 215. War with the Barbary States (1801-1815). In the 
 year 1801 the attention of the American people was sud 
 denly drawn toward the East. The Barbary States in 
 cluded the petty Moorish powers of Morocco, Algiers, 
 Tunis, and Tripoli, on the northern coast of Africa. For 
 some time their pirates had been seriously disturbing Amer 
 ican commerce in the Mediterranean. They captured and 
 destroyed our vessels, confiscated the cargoes, and- made 
 slaves of the crews. In many cases largq sums were paid 
 to ransom Americans from slavery. 
 
 Like the various nations of Europe, the United States had 
 
 been protecting her commerce by paying tribute to these 
 
 Barbary States. But the pirates grew continually more 
 
 aggressive. Tripoli became so insolent that 
 
 War with Tripoli. c ,, ,, T T * i cu j i 
 
 finally the United States declared war against 
 that country (1802). By 1805 Tripoli was forced by our 
 navy to make peace and to stop interfering with our com 
 merce. For some years the Barbary pirates did not interfere 
 with American vessels, but it was not till 1815 that their at- 
 Results of war tacks were entirely suppressed. The war with 
 with the Bar. these states had two good results: (i) It forced 
 
 Jefferson to increase the navy ; (2) it was a 
 training school by which our officers and seamen greatly 
 profited in the War of 1812. 
 
 216. Fulton s Steamboat and River Navigation. The 
 war with the Barbary States brought the young republic 
 into a more prominent position in the eyes of Europe, and 
 showed that the American spirit would have to be reckoned 
 with. But, important as the results were, they sank into 
 comparative insignificance when placed beside an event 
 
LEWIS S FIRST GLIMPSE OF THE ROCKIES. 
 (Lewis and Clark Expedition, 1804.) 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 223 
 
 which, at the time, attracted no special attention. In the 
 year 1807 Robert Fiuton, after many trials and difficul 
 ties, succeeded in applying steam to boats as a motive 
 power. The outcome of his efforts was the steamboat 
 Clermont, a clumsy affair that people ridiculed by calling 
 it" Fulton s Folly." On the day advertised 
 
 i , ^ i ^ f XT AT i i i Tnc Clermont. " 
 
 for its trial trip from New York, a large crowd 
 gathered on the river side, expecting to witness a fail 
 ure. When the boat slowly moved off they began to jeer, 
 but when finally the success of the experiment was no lon 
 ger in doubt they were equally hearty in their applause. 
 The Clermont steamed up the Hudson from New York to 
 Albany, 150 miles, at the rate of nearly five miles an hour. 
 .At once the boat became a wonder to the people, and they 
 came many miles to see it. 
 
 Four years later (1811) the first steamboat on Western 
 rivers was launched on the Ohio at Pittsburg. As this 
 strange-looking object passed down the Ohio at what was 
 then regarded as wonderful speed, the people on the river- 
 banks were filled with awe and fear. The flying sparks, 
 especially at night, and the unusual noise of the wheels, 
 made some of the more ignorant onlookers believe the end 
 of the world was near. This boat was soon Useof t he steam- 
 followed by others, and the great network of boat on western 
 rivers became thick with steam-driven craft, rlvers - 
 defying wind and current. The steamboat was a great ad 
 vance upon the flatboat. Western settlers could now more 
 easily and cheaply reach the fertile land in the great valley 
 and send their produce to good markets. The steamboat 
 gave a fresh impulse to Western migration also. Population 
 increased and many new settlements sprang up. 
 
 217. Burr s Conspiracy. While holding the office of 
 Vice-President, Aaron Burr a brilliant and villainous man 
 killed Alexander Hamilton in a duel, because Hamilton 
 had prevented him from being made President of the United 
 States, and later from being elected Governor of New York. 
 Having failed to satisfy his political ambition in the East, 
 Burr got together soldiers and adventurers from the West- 
 
224 HISTORY OF THE UNITED STATES 
 
 ern States, and sailed down the Ohio and the Mississippi to 
 carry out some schemes not yet fully understood. It is 
 thought that his plan was to establish a personal govern 
 ment in the Southwest, possibly including the Spanish 
 possessions in Mexico. In due time he was taken and tried 
 for treason, but was acquitted for lack of evidence. He 
 died many years later, disgraced by his own acts and 
 despised by the American people. 
 
 TO. THE PUPIL 
 
 1. How did Jefferson illustrate his republican simplicity ? Compare his 
 
 ideas of formality -with those of Washington. Why would the 
 Federalists naturally favor pomp and ceremony on the part of the 
 President? 
 
 2. Prepare to write five minutes about any one of the following Western 
 
 leaders : Boone, Clark, Sevier, and Robertson. Describe the life of 
 the pioneer settlers. 
 
 3. What advantages had the natboat over the pack-horse ? What were 
 
 the two uses of rivers ? With your map before you, outline the 
 roundabout trip the Western settler had to make in trading. 
 
 4. Napoleon is one of the most interesting men in all history. Can you 
 
 not look up some facts about his life and his plans of conquest ? Any 
 short French History will give you all you need. Perhaps after 
 you have read such a brief sketch you will wish to read what you 
 can find about the great general in Henry Adams s History of the 
 United States. 
 
 5. What was Napoleon s scheme to plant colonies in the Mississippi 
 
 valley ? Compare this scheme with La Salle s. In this connection 
 review La Salle s work. In what respect was La Salle like 
 Napoleon ? 
 
 6. What country owned Louisiana at this time ? What had the island of 
 
 San Domingo and the black general Toussaint L Ouverture to do 
 with Napoleon s scheme for colonizing the Mississippi valley? 
 Why did the cession of Louisiana to France alarm the people of the 
 United States ? 
 
 7. What steps did Jefferson take which finally led to the purchase of 
 
 Louisiana ? What were the results of this purchase ? 
 
 8. Do not fail to get a clear idea of the territory that was included in 
 
 Louisiana. How many States like your own did its area equal ? 
 
 9. How did the steamboat aid Western migration ? 
 
 10. Find out what you can about Burr s relations with Hamilton. Com 
 pare the two men. What was Burr s Conspiracy ? 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 225 
 
 II. In connection with the study of Aaron Burr, read Hale s Man With 
 out a Country. The chapter in Shaler s History of the United 
 States, Vol. I., on the Mississippi valley, is worth careful reading. 
 
 THE WAR OF l8l2, OR THE SECOND WAR OF INDEPENDENCE 
 
 218. England Claims the Right to Search American 
 Vessels and Impress American Seamen. England still 
 continued to search our vessels and to impress into her 
 service American seamen. She claimed that 
 
 T- v u u T- T i " Once an English- 
 
 English seamen, having once been English man, always an 
 subjects, always remained such ; or, as the say- En ll8hman -" 
 ing ran, " Once an Englishman, always an Englishman. 
 On the other hand, our government claimed that an English- 
 born subject could become an American by naturalization. 
 
 There was doubtless cause for annoyance on both sides. 
 Many English seamen, on reaching American ports, easily 
 procured fraudulent naturalization papers, and Fraudulent nat- 
 entered the American service. As a result, an Ur aiization 
 English captain was often embarrassed to find that, after 
 making a port and visiting the town, he had no crew with 
 which to put to sea again. And why was American service 
 preferred ? Because better treatment and higher pay were 
 received on American vessels. 
 
 The commanders of English war-ships therefore insisted 
 upon searching our vessels and taking off American seamen 
 on the charge that they were deserters. English cruisers 
 hovered about the more important American ports, and in 
 their search for seamen boarded every vessel entering or 
 leaving the harbor. Before the War of 1812 began nine 
 hundred American vessels had been searched, and more 
 than 4,000 Americans had been impressed into the English 
 service. 
 
 These insults and outrages reached their most irritating 
 stage in the attack made on the frigate Chesapeake by the 
 British man-of-war Leopard, off the coast of Virginia. The 
 English captain made a demand for some English deserters 
 who, he claimed, were on the American frigate. When 
 
226 HISTORY OF THE UNITED STATES 
 
 the American commander protested, the Englishman fired 
 a broadside, killing or wounding twenty-one of the Ameri- 
 The "Leopard" can crew - The Chesapeake, not being in a con- 
 fires upon the dition to make resistance, surrendered. She 
 "Chesapeake." wag b oar ded, and four of her crew were ar 
 rested for deserters and taken on board the Leopard. One 
 of these was afterward hanged as a deserter and the other 
 three, who were Americans, were released. 
 
 The people were deeply excited, and in some quarters 
 
 there was a clamor for war. But as the country was ill 
 
 prepared for war, Jefferson could go no further than to en 
 
 ter a protest, and warn English men-of-war 
 
 Results. . 
 
 to leave American waters. In return, the 
 British Government made a tardy and half-hearted apol 
 ogy, but declared its purpose to continue the impressment 
 of seamen. 
 
 219. England and France Greatly Injure American 
 Commerce (1806-1807). England and France, now at war, 
 tried to starve each other into submission. Each country, 
 in her efforts to injure the other s trade, seriously crippled 
 American commerce. During the early years of the war 
 our vessels had done much of the carrying trade of the 
 world, and our merchants had been growing rich. But in 
 i8o6 1 and 1807 England issued her "Orders in Council," 
 England s "Or- which forbade neutral vessels to trade with 
 ind^l^n"" France or her allies. Napoleon retaliated by 
 "Decrees." issuing his " Decrees," which placed a prohi 
 
 bition upon all neutral trade with England. As nearly all 
 American commerce was with England, France, and their 
 respective allies, these restrictions threatened it with ruin. 
 If an American vessel was bound for an English port she 
 was liable to be seized by the French. If she risked 
 a voyage to a French or other Continental port she was 
 liable to be seized by an English man-of-war. Thus j 
 
 1 "Orders in Council," issued in England in 1806, declared that all the ports 
 between Brest and the Elbe were in a state of blockade. In 1807 a similar order 
 declared all ports blockaded from which the British flag was excluded, and forbade 
 all vessels to trade with France or any of her allies. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 227 
 
 merchantmen were between two fires. They were pretty 
 certain not to escape both. 
 
 220. Jefferson s Peace Policy and the Embargo (1807). 
 With all his greatness, Jefferson was not a model execu 
 tive in time of serious foreign difficulties demanding firm 
 and vigorous measures. He abhorred war and believed 
 that the same results could be accomplished by peaceful 
 means. He thought that by refusing to trade with Eng 
 land and France he could force them to a reasonable and 
 just treatment of the United States. As an expression of 
 his peace policy, he secured the passage of the Embargo 
 Act (December, 1807). This prohibited all American ves 
 sels from leaving the United States for foreign ports and 
 foreign vessels from taking cargoes out of American ports. 
 
 Jefferson thought that France and England stood in 
 such need of our trade that they would soon come to terms 
 when deprived of it. But they could do with- Disastrous re- 
 out our trade much better than we, could do bar^lndks" 1 " 
 without theirs. Our ships rotted at the repeal. 
 wharves. Our commerce was destroyed. New York and 
 New England especially suffered, and business distress be 
 came very severe. A few hot-headed men in the Eastern 
 States suggested withdrawing from the Union. 1 The farm 
 ers and planters also suffered greatly because they could 
 not export their produce. Many of the Virginia planters, 
 whose principal source of wealth was tobacco, were nearly 
 ruined. 
 
 Dissatisfaction was so bitter that Jefferson, after con 
 siderable urging, consented to the repeal of the Embargo 
 after a trial of fourteen months. The Non- Bitter dissatisfac- 
 intercourse Act, allowing American vessels ^afof the * he 
 to open trade with all the world except Embargo. 
 France and England, took the place of the Embargo 
 (i8o 9 ). 2 
 
 1 When New England commerce was ruined, the merchants of that part of the 
 country invested their money in manufacturing. 
 
 9 By act of Congress the Embargo was removed on March 4, the day when Jef 
 ferson s ternr> of office expired and Madison succeeded him as President. James 
 
228 
 
 HISTORY OF THE UNITED STATES 
 
 221. Tecumseh s Conspiracy (1811). From these com- 
 mercial difficulties we may now turn our attention to In 
 dian troubles, supposed to be incited by England. The rapid 
 settlement north of the Ohio in the early part of the century 
 made the Indians of that region restless and dissatisfied. 
 General Harrison, who had been appointed Governor of 
 Indiana Territory, bought from some of the tribes a tract 
 of land on the Wabash River. Tecumseh, an able Indian 
 
 chief, objected to the sale. A few 
 tribes, he said, had no right to sell 
 Tecumseh and land belonging to the 
 his plans. whole Indian race. It 
 
 is quite likely that he was encour 
 aged by the English in his unfriendly 
 feelings against the Americans, for 
 it is thought that the English sup 
 plied the Indians of the Northwest 
 with arms and ammunition. Te- 
 cumseh s plan was similar to that or 
 Pontiac. It was to unite the South 
 ern and Northwestern Indians in 
 one great conspiracy, in order to 
 drive the whites back from the 
 frontiers and make the Ohio River 
 a permanent boundary between the 
 red race and the whites. 
 
 When General Harrison became aware of Tecumseh s 
 purpose, he marched with a body of troops against the Ind 
 ian town on the Tippecanoe River, in Indiana. A battle 
 
 Madison, fourth President of the United States (1809-1817), was born in King 
 George County, Virginia, in 1751, and died in 1836. After he was graduated 
 from Princeton, at twenty-one years of age, he studied law. Few men of his time 
 did so much to bring about the Federal convention of 1787. He was one of the 
 ablest advocates of the Constitution, and was the author of many of its fundamen 
 tal features. He was associated with Hamilton and Jay in writing the very able 
 papers that appeared in the Federalist. After being Jefferson s Secretary of State, 
 he was elected President. Like Jefferson, Madison was a man of scholarly attain 
 ments and constructive statesmanship, but was not adapted to the pressing emer 
 gencies that must be met by the President of the United States in time of war. 
 
 JAMES MADISON. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 229 
 
 was fought in which the Indians were defeated. Their 
 power between the Ohio and Mississippi was broken for. 
 ever. It was at last decided that the North- Battle of Tippe _ 
 west Territory, so long in dispute between canoe and its re- 
 the English and the Indians on one side and sults * 
 the Americans on the other, was to remain in possession of 
 the United States. Thus did a single battle dispose of 
 Tecumseh s conspiracy. The troubles with England about 
 commerce and the impressment of American seamen were 
 much more serious. 
 
 222. Causes of the War of 1812 ; Political Parties. 
 Congress expressed a willingness to repeal the Non-inter 
 course Acts (May, 1810), provided France and England 
 would revoke their decrees against American commerce. 
 Napoleon, who had little regard for truth when it stood in 
 the way of his ambition, then played a trick 
 
 J i T < i Napoleon s trick. 
 
 upon our government in the hope of bringing 
 on war between the United States and England. He in 
 formed us that he would revoke his decrees, but at the 
 same time he sent secret orders to the French Admiralty to 
 continue seizing our vessels. When the French emperor 
 made this promise, England was requested to do likewise. 
 She, however, would not consent, because she knew that 
 Napoleon was not acting in good faith. For a time Ameri 
 can vessels were allowed to enter French ports without be 
 ing seized. But when a goodly number were within reach, 
 the French swooped down upon them and confiscated them 
 and their cargoes. 
 
 England believed that Americans were favoring France, 
 and therefore vexed and irritated them more than ever be 
 fore. Her war-ships lay in wait along the en- increasing trouble 
 tire eastern coast of the United States and with England. 
 captured many of gun. merchantmen. Bitterness toward 
 England increased. It seems pretty clear that the United 
 States had as much ground for going to war with the one 
 country as with the other. But we were too weak to 
 go to war with both of them, and the stronger of the two 
 political parties, which had always sympathized with 
 
230 HISTORY OF THE UNITED STATES 
 
 France, wished for war with England rather than with 
 France. 
 
 The Federalist party included most of the commer. 
 cial classes and the wealthy business men of the country. 
 They were strong- in New England and were closely 
 Attitude of the allied in trade with England. They believed 
 
 ^ 8 \ P ow i "d a wa a r r " that the war was needless and wicked. They 
 with England. asserted that in making it the United States 
 was really strengthening Napoleon in his ambitious 
 schemes in Europe. This was true. On the other hand, 
 the Democratic-Republicans were largely made up of the 
 agricultural classes in the South and West. The Western. 
 ers in particular cherished bitter memories of England s 
 Indian policy during the Revolution, and were eager for a 
 war with that country. The young leaders, Henry Clay, 
 of Kentucky, and John C. Calhoun, of South Carolina, 
 thought that such a war would result in the speedy con 
 quering of Canada. Later on, as we shall see, the attempt 
 to conquer Canada became a leading feature of the war. 
 
 Finally, on June 18, 1812, war was declared, although 
 
 New England hotly opposed it. This opposition led to 
 
 great difficulty in securing the necessary loans for carrying 
 
 on the war, because a large part of the money 
 
 War declared. .. i i j x XT T^ 
 
 in the country was in the hands of New Eng 
 land business men, who refused to loan it to the govern 
 ment. 
 
 223. The British and the American Navies. When the 
 war began the United States was not prepared for it. The 
 Democratic-Republicans had never favored a navy. More 
 over, Jefferson had been so bent on paying off the national 
 debt that he had used all his influence against building a 
 strong navy. The land forces were without proper equip 
 ment, good discipline, or competent officers. England s 
 navy contained about 1,000 vessels, many of them belonging 
 to the largest and most powerful class. It was greater than 
 the combined navies of the rest of the world. To match 
 this, the United States navy contained only twelve war-ves 
 sels, none of them large, but all well built and the best of 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 231 
 
 their class. There was small hope that this little navy could 
 do much when fighting against the " Mistress of the Seas." 
 But as soon as war was declared, the American vessels gal 
 lantly started out in search of the enemy. 
 
 224. Fight Between the Constitution and the Guer- 
 riere (1812). The first sea fight of importance was between 
 the Constitution, commanded by Captain Isaac Hull, and the 
 English man-of-war Guerrtire, which were thought to be 
 about equal in fighting strength. Within a half-hour the 
 Americans won a splendid victory. They thoroughly dis 
 abled the English vessel, so that she had to be destroyed 
 where she lay at the end of the fight. The Constitution was 
 practically unharmed, and lost in killed and wounded only 
 fourteen men. The Guerrtire lost one hundred. This naval 
 duel took place (August 19, 1812) in less than three months 
 after war was declared. By reason of this and later vic 
 tories, the people afterward proudly named the Constitution 
 " Old Ironsides." 
 
 225. Superiority of Americans in Naval Battles. In 
 twenty years of fighting with France, England had lost 
 only five vessels. In about six months of fighting in the 
 War of 1812 she lost every one of the six vessels that fought 
 with the Americans. Europe was amazed. England was, of 
 course, chagrined ; but Americans were carried away with 
 enthusiasm. Their gallantry on the sea showed that they 
 had lost none of the national spirit shown by them in the 
 days of the Revolution. The British officers and seamen 
 were so accustomed to winning victories that they had be 
 come careless in their training and discipline. The marvel 
 lous success of the Americans was due to better seaman 
 ship, more accurate gunnery, and the superior construction 
 of their vessels. 
 
 But our victories did not prevent the immense English 
 navy from blockading our coast. Smarting under repeated 
 defeats when she had counted on certain vie- Engllsh war-vcs . 
 tory, England transferred a good part of her seis blockade our 
 navy to American waters. Whenever one of C0a8t * 
 our war-vessels entered a harbor, several British vessels 
 
232 HISTORY OF THE UNITED STATES 
 
 hovered near to prevent her escaping- to sea again. As a 
 
 consequence, during the last half of the war the larger 
 
 American vessels, shut in by this blockade, could not engage 
 
 in fighting. But American privateers inflicted 
 
 Privateers. 
 
 great loss on English commerce. During the 
 war about 2,500 British merchant vessels were captured by 
 American privateers. These privateers were New Eng 
 land vessels that were prevented by war from engaging in 
 commerce. But while we were successful on the sea, we 
 were not so successful on land. 
 
 226. War in the Northwest (1812-1813). It will be 
 remembered that one of the leading purposes of the war 
 (see par. 222) was to invade and conquer Canada. With 
 this aim in view General William Hull started from De 
 troit into Canada. He was soon driven back and forced to 
 surrender at Detroit with his entire force (August 16, 
 I8I2). 1 A little later the English captured Fort Dearborn, 
 now Chicago. Instead of our securing Canada it looked 
 very much as if the British would get control of all the ter 
 ritory north of the Ohio. To prevent this, General Har 
 rison was sent, early in the winter of 1813, to drive the 
 British troops out of Detroit, but his advance force was 
 obliged to surrender at the River Raisin, where the Indians 
 cruelly massacred the wounded prisoners. 
 
 227. Perry Wins a Brilliant Victory on Lake Erie 
 (September 10, 1813). Before the English could come into 
 effective control of the Northwest, it was necessary for 
 them to command Lake Erie. To prevent this, Captain 
 Oliver H. Perry, a naval officer twenty-eight years old, was 
 sent there to build and man a fleet. With remarkable en- 
 Perry s remark- ergy an d perseverance he cut down trees, 
 able energy. constructed vessels of green timber, and got 
 together men whom he trained for the severe struggle they 
 were to engage in. Some of his best men were Rhode 
 Island seamen and Kentucky riflemen. 
 
 1 People were indignant at Hull for his surrender and accused him of cowardice. 
 Although he was tried by court-martial and sentenced to be shot, the sentence was 
 never executed. It now seems clear that General Hull was an innocent man. 
 
AMERICAN SEAMEN BOARDING THE FROLIC. 
 The engagement between the Wasf and the Frolic War of 1812, 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 233 
 
 On September 10, 1813, the British fleet, commanded by 
 Captain Barclay, a veteran officer, hove in sight. There 
 was little difference in the strength of the two fleets. The 
 British had six vessels with sixty-three guns, and the Amer 
 icans had nine vessels with fifty-four guns; but while the 
 enemy s vessels were larger, their guns were smaller. By 
 concentrating their fire upon Perry s flagship, Lawrence, 
 the British completely disabled her. Only Perry and eight 
 of his men were left unharmed. It was a su- 
 
 , , 111 His bravery. 
 
 preme moment. Most men would have sur 
 rendered. He boldly entered a rowboat and, standing up, 
 flag in hand, rowed straight for the Niagara, another vessel 
 of his fleet. Although the British directed their fire upon 
 the little boat, Perry reached the Niagara without injury. 
 He then renewed the battle with great vigor, and in fifteen 
 minutes compelled the English captain to strike his colors. 
 
 This was the first time in history that an entire English 
 fleet was captured. It was a brilliant victory. Taking out 
 of his pocket an old letter, Perry wrote on the back of it 
 his celebrated dispatch to General Harrison : " We have 
 met the enemy and they are ours." General Harrison at 
 once attacked and defeated the land forces at the Thames 
 River (October 5, 1813). These two victories put the 
 Americans in entire control of Lake Erie and saved the 
 Northwest. 
 
 228. Threefold Attack of the British in 1814. In the 
 Northwest neither side had made any decided gain when 
 invading the other s territory. This was equally true of 
 the fighting farther east, where the Americans failed at Ni 
 agara River, 1 and the English at Fort Erie. Having de 
 feated Napoleon in Europe, England now had more soldiers 
 and seamen for the war in the United States. Accordingly, 
 she decided to invade American territory from the north, 
 on the old Burgoyne route, and to enter the Mississippi 
 
 1 Under the lead of General Scott and General Brown, the bloody battles of 
 Chippawa and Lundy s Lane were fought and won just west of Niagara River, 
 on Canadian soil. As the United States troops had to retreat across the Niagara 
 River, these victories were of no immediate advantage. 
 
234 HISTORY OF THE UNITED STATES 
 
 on the south and capture New Orleans. At the same time 
 attacks were to be made at various points along the eastern 
 coast, so as to keep the inhabitants in that quarter in a state 
 of fear and doubt. By making this threefold attack, the 
 English expected to prevent the Americans from concen 
 trating at any point. 
 
 229. McDonough s Victory on Lake Champlain. To 
 ward off the attack from the north, the Americans had a 
 squadron under Commodore McDonough on Lake Cham- 
 plain, and a land force of 1,500 at Plattsburg on the lake 
 shore. . The English also had a fleet on the lake and an 
 army of 14,000 on land. Although the English fleet was 
 stronger in men and guns, McDonough, in about two hours, 
 gained a decided victory, and captured all the larger ves 
 sels belonging to the English fleet. As soon as the news of 
 the battle reached land, the English army beat a hasty re 
 treat (September u, 1814). This invasion, in its purpose 
 and failure, recalls that of Burgoyne in 1777. 
 
 230. The British Capture Washington and Attack 
 Baltimore (1814). In August (1814) a British fleet sailed 
 into Chesapeake Bay and landed an army which marched 
 against Washington. They reached Bladensburg, six or 
 seven miles from Washington, before they met with any 
 opposition. Here General Winder, an incompetent com 
 mander, with a body of Americans composed largely of 
 untrained and ill-supplied militia, made a short, feeble re 
 sistance and fled in confusion. The British then marched 
 into Washington, almost capturing President Madison him 
 self. Here they disgraced their victory by destroying the 
 Capitol and other government buildings. After a few days 
 they sailed for Baltimore, where they were bravely re 
 pulsed, with the loss of General Ross, their commander. 1 
 
 1 When the British were marching against Washington, they seized and carried 
 off a friend of Francis S. Key. As soon as Key heard of the capture he took steps 
 to secure the release of the prisoner. President Madison gave assistance by order 
 ing that. a vessel be placed at the disposal of Key. General Ross consented to the 
 release of Key s friend, but insisted that Key should be detained until after the at 
 tack upon Baltimore. During the night of attack Key could see, by the glare of 
 the firing guns, the " Star- Spangled Banner " waving over Fort Mclienry. But 
 

NEW STRUGGLE FOR POLITICAL INDEPENDENCE 235 
 
 The British fleet visited many points of the Virginia 
 and Carolina coast, burning bridges, farm-houses and vil 
 lages, and carrying off crops, stocks, and slaves belonging to 
 the inhabitants. They also maintained a strict blockade all 
 along the coast from Maine to Georgia. 
 
 231. War with the Creek Indians (1814). Tecumseh, 
 when planning his conspiracy in the Northwest, had 
 aroused against the Americans the powerful Creek Indians, 
 occupying territory now included in Georgia and Alabama. 
 Like the Indians north of the Ohio, they saw the whites 
 getting control of their hunting-grounds and killing their 
 game. Believing this time of war to be a favorable oppor 
 tunity for getting back their lands, the Creeks planned an 
 attack. They captured Fort Mimms, near Mobile, and 
 cruelly slaughtered some 400 men, women, and children in 
 the garrison (summer of 1813). Andrew Jackson, with men 
 from Tennessee, Georgia, and Mississippi, marched against 
 the Creeks, and, after defeating them several times, won a 
 decisive victory over them at Horseshoe Bend, on the Tal- 
 lapoosa River, in eastern Alabama (March, 1814). This 
 battle so broke the power of the Creeks that they were 
 obliged to abandon much of their territory and go farther 
 west. 
 
 232. Battle of New Orleans (1815). The British wished 
 to get possession of New Orleans, in order to control the 
 trade of the Mississippi and the territory of Louisiana after 
 the close of the war. As their success here would give 
 them a great advantage over the Americans, they sent 
 against New Orleans 12,000 veterans who had fought in 
 Wellington s army. 
 
 The success of the expedition, which was in command 
 of skilful generals, seemed well-nigh certain. Andrew Jackson s 
 But Andrew Jackson, who was put in com- preparations. 
 mand of the Americans at New Orleans, proved himself 
 
 toward morning, when the firing ceased, he was in an agony of suspense to learn 
 whether or not our flag yet floated in triumph over the fort. After finding that the 
 " flag was still there," he gave expression to his deep feeling in "The Star-Spangled 
 Banner," a part of which he hastily penned on the back of a letter. 
 
236 HISTORY OF THE UNITED STATES 
 
 equal to the emergency. When he found that the enemy 
 were close at hand, he began with unbounded energy to 
 prepare for the defence of the city. After arming even free 
 colored men and convicts, he could number only half as 
 many men as the English. 
 
 But with his army strongly posted behind fortifications, 
 he awaited the final assault, which was made January 8, 
 1815. The British gallantly advanced, but they were 
 mowed down in hundreds by the terrible cannonade oppos 
 ing them. It was chiefly an artillery battle, the main Brit 
 ish column not arriving within fair musket range. The 
 British lines could not advance in the face of such fearful 
 slaughter. In twenty-five minutes they had lost their com* 
 mander, General Pakenham, and 2,600 men killed and 
 wounded, or more than one-fifth of their army. The Amer 
 icans lost only twenty-one. Here, as in all the fighting on 
 Bloody repulse of land and sea, the superiority of the American 
 the British. gunnery was noteworthy. In fact, through 
 
 out the war the Americans were unmistakably ahead of 
 the English in intelligence and quickness of movement. 
 
 We more fully appreciate the telegraph and subma 
 rine cable when we learn that this battle, so terrible in loss 
 of life, was fought two weeks after the treaty of peace had 
 been agreed upon. Communication in those days was so 
 slow that the news of Jackson s victory (January 8, 1815) 
 did not reach Washington until February 4. News of the 
 treaty of peace reached New York a week later. The 
 Result of the battle, therefore, did not in any way affect this 
 battle - treaty. But it did revive the confidence of 
 
 the American people in the military ability of their soldiery 
 when under competent leadership. 
 
 233. The Hartford Convention (December, i8i4-Janu- 
 ary, 1815). From the outset New England Federalists had 
 New England s been much opposed to the war. As it pro- 
 dissatisfaction, gressed, their opposition became bitter. At 
 first the government had not only appointed weak command 
 ers, but all along it had poorly managed the finances, It had 
 not protected the New England coasts from British attack. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 237 
 
 and to New England merchants it had seemed indifferent 
 about furnishing such protection. Commerce was practi 
 cally ruined, and there was much business distress. 
 
 New England had bravely done its part in carrying on 
 the war, Massachusetts having furnished much more than 
 its share of men and money, but the Federalists in New 
 England had no confidence in President Madison and his 
 
 OLD STATE HOUSE, WHERE THE HARTFORD CONVENTION MET. 
 
 government. At length they called together the Hartford 
 Convention, which met at Hartford, in December, 1814. 
 All the meetings were secret, and the peo- The people greatly 
 pie throughout the country were greatly ex- excited. 
 cited about the possible outcome. Democratic-Republi 
 cans openly charged the members with plotting to break up 
 the Union and to form a separate government. 
 
 As the proceedings were not published, nobody knows 
 all that the Convention did. It did, however, take a bold 
 and dangerous step toward the dissolution of what the Hartford 
 the Union, by recommendiag that the pro- convention did. 
 ceeds of the national taxes, collected in each New England 
 State, should be reserved by it to pay troops for its own 
 defence. This recommendation was extremely unwise. It 
 
238 HISTORY OF THE UNITED STATES 
 
 sounded much like the Virginia and Kentucky Resolutions 
 of 1798 and 1799. The Hartford Convention was a great 
 political blunder. It killed the Federalist party. 
 
 234. Treaty of Peace and Results of the War (Decem 
 ber 24, 1814). The treaty of peace was agreed upon De 
 cember 24, 1814. No mention was made of impressment of 
 seamen and the unjust interference with our commerce by 
 the English navy. But the war put a stop to both evils, 
 and had, in addition, three results: (i) It showed the supe 
 riority of American seamanship ; (2) it gave the United 
 States a position of respect and honor among the nations of 
 the world ; (3) it led the Americans, who had been for so 
 many years cut off from the manufactured goods of Europe, 
 to build mills and factories for themselves and thus become 
 more independent of European manufactures than ever be 
 fore. Well may this war be called the Second War of Inde 
 pendence. In the Revolution Americans fought for inde 
 pendence of England; in the War of 1812 they fought for 
 independence of Europe. 
 
 TO THE PUPIL 
 
 1. What complaints did we make against England about searching 
 
 American vessels and impressing American seamen ? What com 
 plaints did England enter against us ? 
 
 2. How did England and France injure American commerce ? What was 
 
 Jefferson s purpose in securing the passage of the Embargo Act ? 
 What was the Embargo ? How did it affect American commerce? 
 
 3. Why was there more commerce carried on in New England than in 
 
 the South ? Why was the Embargo Act repealed ? 
 
 4. James Madison, our fourth President, was inaugurated March 4, 1809, 
 
 and served two terms, 1809-1817. Name in order the three Presi 
 dents who preceded him. 
 
 5. What led to Tecumseh s conspiracy ? What were the results of the 
 
 battle of Tippecanoe ? What had Tecumseh s conspiracy to do 
 with our trouble with England ? 
 
 6. What was Napoleon s trick, and how did its success lead to increasing 
 
 trouble with England ? Why did the Federalists oppose a war with 
 England ? Why did the Democratic-Republicans favor such a war ? 
 
 7. Subject for debate : Resolved that in 1812 we should have gone to war 
 
 with France rather than with England. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 239 
 
 8. Why had we so small a navy in 1812 ? Compare it with the English 
 
 navy at that time. 
 
 9. Give an account of the fight between the " Constitution " and the 
 
 "Guerriere." How great was the success of the American navy in the 
 first six months of the war ? How do you account for this success ? 
 
 10. What disasters fell upon our armies in the Northwest in 1812-13 ? 
 
 What led to the battle of Lake Erie ? Imagine yourself with Perry 
 during the battle, and write to a friend, giving an account of your 
 experiences. What were the results of Perry s victory ? 
 
 11. What was the threefold plan of attack made by the British in 1814 ? 
 
 Give the results of McDonough s victory on Lake Champlain. 
 
 12. What was the object of the British in trying to capture New Orleans ? 
 Give the results of the battle. In what ways were the Americans 
 
 superior to the English in this and in other battles of the war ? 
 
 13. Why were New England Federalists bitterly opposed to the Em 
 
 bargo ? How was their dissatisfaction increased during the war ? 
 What recommendation did the Hartford Convention make ? Com 
 pare this recommendation with the Kentucky and Virginia resolu 
 tions of 1798 and 1799. You observe that even in 1814 true national 
 feeling was not strong and deep in the United States. Name three 
 results of the war. 
 
 14. Learn well the story of The Star-Spangled Banner s origin and then 
 
 memorize the poem. Read again and again Drake s American Flaer 
 and Holmes s Old Ironsides. 
 
 DEVELOPMENT WEST OF THE ALLEGHANIES 
 
 235. Purchase of Florida. At the close of the Revolu 
 tion Florida had passed into the hands of Spain. During 
 the War of 1812 the Spaniards were in sympathy with the 
 English, and allowed them to build forts in Florida and to 
 arm the Seminole Indians living there. This TheSem i no ie 
 unfriendly attitude of the Spaniards embit- Indians protect 
 tered the Southern States. Moreover, many runawa y slaves - 
 slaves, escaping from Georgia and Alabama, fled into the 
 swamps and morasses of Florida, and there found protec 
 tion among the Seminole Indians, with whom they married 
 and lived. 
 
 The slave-owners often followed in search of their slaves, 
 and for years carried on a kind of border warfare. As Spain 
 did not set matters right, General Andrew Jackson was 
 
240 HISTORY OF THE UNITED STATES 
 
 sent down (1817) with a body of troops. Jackson acted 
 with his usual decision and energy. He hanged two Ind 
 ian chiefs, and two Englishmen whom he ac- 
 
 Jackson in Florida. , , . ... ,i_ o i TT 
 
 cused of inciting the Semmoles. He captured 
 Pensacola and established a garrison there. These acts 
 were open war against Spain, but trouble was avoided by 
 Q.UJ buying Florida. The purchase was made in 1819, for 
 $5,000,000. The territory was more than twelve times the 
 size of Connecticut. 1 
 
 236. The Monroe 2 Doctrine (1823). Having watched 
 the United States win independence from England and 
 then become strong and prosperous, Mexico and the other 
 Spanish colonies in America rose in revolt against Spain. 
 One after another they declared their independence and 
 set up republics of their own. Spain was unable of herself 
 Spain and the to enforce authority, and looked for aid to the 
 Hoiy Alliance.- Holy Alliance." This alliance had been 
 formed in 1815, after the downfall of Napoleon, by Russia, 
 Austria, and Prussia. Its purpose was to prevent the peo 
 ple of any European monarchy from overthrowing the gov 
 ernment, as the French people had done during the French 
 Revolution. From the American standpoint, if the great 
 European powers should begin to interfere with the coun 
 tries of America, they might, by obtaining a foothold here, 
 endanger the welfare of the United States. 
 
 The experiment of twenty-five years of struggle between 
 the United States on the one hand and England and France 
 
 1 The area of Connecticut, being 4,990 or approximately 5> square miles, 
 makes a very convenient unit of measurement. It will hereafter be so used in 
 many cases. 
 
 2 James Monroe, fifth President of the United States (1817-1825), was born 
 in Westmoreland County, Virginia, in 1758, and died in 1831. Soon after his 
 student life began at the College of William and Mary, he was called away to 
 active service in the Revolution. He fought bravely at Trenton, Brandywine, 
 Germantown, and Monmouth. He filled many high stations in his country s ser 
 vice, not only at home, where he was a member of the Continental Congress, and 
 later of the Senate under the Constitution, but abroad, where he was minister to 
 France, England, and Spain. After being Secretary of State under Madison, he 
 was elected President. In all his public service he proved himself a patriotic and 
 upright citizen. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 241 
 
 on the other had culminated in the War of 1812. We, 
 had thus learned the wisdom of keeping out of European 
 entanglements. We, had learned, also, the wisdom of man 
 aging our own affairs without the intervention of England, 
 France, or any other European country. President Mon 
 roe, therefore, in a message to Congress at The "Monroe 
 this time, declared (i) that we would take no Doctrine." 
 part in European wars; (2) that we would not interfere 
 with any European colonies already established in America; 
 (3) but that any attempt on the part 
 of a European nation to interfere 
 with the independence of an Ameri 
 can state would be regarded as an 
 unfriendly act. 1 This statement of 
 our position gave expression to the 
 general American sentiment which 
 has since become known as the 
 " Monroe Doctrine." 
 
 It was a strong position to take, 
 but the valor of Perry on Lake Erie, 
 of McDonough on Lake Results of the 
 Champlain, of Jackson Monroe 
 at New Orleans, and of D o<* rin *-" 
 the American sailors on the sea, had JAM ES MONROE. 
 
 won the respect and admiration of 
 
 Europe. The Holy Alliance wisely refrained from med 
 dling with American affairs; a precedent was established; 
 and the Monroe Doctrine has ever since been the settled 
 policy of the United States. 
 
 237. The National Road. The Monroe Doctrine prac 
 tically settled the foreign policy of the United States ; but 
 there remained a question at home which appeared almost 
 to defy solution. From early colonial times two obstacles 
 
 1 We find a similar sentiment expressed in Washington s Farewell Address, 
 from which the following is quoted: "The great rule of conduct for us in regard 
 to foreign nations is, in extending our commercial relations, to have with them as 
 little political connection as possible. . . It is our true policy to steer clear 
 
 of permanent alliances with any portion of the foreign world." 
 
242 HISTORY OF THE UNITED STATES 
 
 had stood in the way of westward migration. These were 
 the Indians and the natural barriers to travel and transporta- 
 TWO obstacles to tion. By the overthrow of Tecumseh s con- 
 westward migra- spiracy in the Northwest and of the Creeks in 
 the Southwest, the power of the Indians in the 
 eastern part of the Mississippi River had been broken. 
 
 This vast, fertile area was now open to migration. 
 People from New England and the Northern States be 
 gan to move westward in large and increasing numbers. 
 The steamboat greatly aided this westward movement, but 
 The steamboat the steamboat was of use only on the rivers 
 and the pack- and lakes. It was necessary for men and all 
 kinds of movable property to pass over wide 
 stretches of country through which navigable rivers did 
 not flow. The pack-horse of early days needed only a path 
 through the woods, but the emigrant called for a roadway 
 to connect the East and the West. Hence the "National 
 Road," beginning on the banks of the Potomac, at Cumber 
 land, Maryland, was undertaken at national expense. 
 
 The first contract was let in iSn. By 1820 the road 
 was extended over the mountains to Wheeling, where it 
 connected with the steamboats on the Ohio. The original 
 purpose was to build this road to the Mississippi. But by 
 the time it reached Illinois (1838) the coming of the rail 
 road made its farther extension unnecessary. It helped 
 much in furthering emigration and westward growth. For 
 the construction and repair of this road Congress spent 
 nearly seven million dollars. 
 
 238. The Natural Boundary Line Between Freedom 
 and Slavery. Nature had decreed that the large plantation 
 should have no place in the North. Mason and Dixon s 
 Line and the Ohio River formed the convenient and natural 
 boundary line between the free and the slave States as far 
 west as the Mississippi River. 
 
 North of that line slaves were of use mainly as house 
 hold servants. It was thought that other kinds of work 
 could be done with greater profit by white labor. In all 
 this northern area, therefore, there were comparatively few 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 243 
 
 slaves. But south of that line the soil and climate were 
 favorable to the growth of cotton, rice, sugar, and tobacco. 
 The successful cultivation of these great slavery in the 
 staples called for an abundance of cheap North and in the 
 labor always at hand when needed. Slavery Soutn - 
 fulfilled these conditions. Moreover, it was assumed that 
 the negroes, if set free, would not work, and hence slavery 
 seemed to the Southern planter necessary for his highest 
 prosperity. Since the freeing of the slaves, this assumption 
 has been shown to be incorrect, but it was none the less 
 believed in the South before the Civil War. 
 
 239. The Question of the Extension of Slavery into 
 the Louisiana Territory. Before the Louisiana Purchase, 
 then, soil and climate seem to have largely decided what 
 should be the line separating freedom from slavery. Seven 
 of the thirteen original States were free and six were slave, 
 but the admission of new ones had been so planned that in 
 1819 there were eleven standing for freedom and the same 
 number for slavery. In this way each section had an equal 
 vote in the Senate. In the House of Repre- The south eager 
 sentatives the North, having grown in popu- 
 lation much faster than the South, had by Senate. 
 1819 a much larger vote. 1 If, however, the South could 
 maintain an equality in the Senate, legislation unfriendly 
 
 1 REPRESENTATION IN CONGRESS IN l82O. 
 
 No. 
 
 Free States. 
 
 Ad 
 mitted. 
 
 Sen 
 ate. 
 
 House 
 of Rep. 
 
 No. 
 
 Slave States. 
 
 Ad 
 mitted. 
 
 Sen 
 ate. 
 
 House 
 of Rep. 
 
 I 
 2 
 
 Pennsylvania. . . 
 New Jersey 
 
 1787 
 1787 
 
 2 
 2, 
 
 23 
 
 6 
 
 I 
 2 
 
 Delaware 
 Georgia 
 
 1787 
 1788 
 
 2 
 2 
 
 2 
 
 6 
 
 3 
 
 4 
 5 
 
 Connecticut. . . . 
 Massachusetts. . 
 New Hampshire 
 
 1788 
 1788 
 1788 
 
 2 
 2 
 2 
 
 7 
 13 
 6 
 
 3 
 
 4 
 
 g 
 
 Maryland 
 South Carolina 
 Virginia 
 
 1788 
 1788 
 1788 
 
 2 
 2 
 2 
 
 9 
 9 
 23 
 
 6 
 
 New York 
 Rhode Island.. 
 Vermont 
 
 1788 
 1790 
 I7QI 
 
 2 
 
 2 
 2 
 
 27 
 
 2 
 
 6 
 
 6 
 
 7 
 8 
 
 North Carolina 
 Kentucky 
 Tennessee .... 
 
 1789 
 1792 
 1796 
 
 2 
 2 
 
 2 
 
 13 
 
 10 
 
 6 
 
 Q 
 
 Ohio 
 
 1803 
 
 2 
 
 6 
 
 
 Louisiana 
 
 1812 
 
 2 
 
 i 
 
 IO 
 
 Indiana 
 
 1816 
 
 2 
 
 i 
 
 JO 
 
 Mississippi . . 
 
 1817 
 
 2 
 
 i 
 
 II 
 
 Illinois 
 
 1818 
 
 2 
 
 i 
 
 1 1 
 
 Alabama 
 
 1818 
 
 2 
 
 i 
 
 12 
 
 Maine 
 
 1820 
 
 2 
 
 7 
 
 12 
 
 Missouri 
 
 1821 
 
 2 
 
 i 
 
 
 
 
 
 
 
 
 
 
 
 12 
 
 Free 
 c 
 
 
 24. 
 
 IOC 
 
 12 
 
 Slave 
 
 
 24. 
 
 82 
 
 
 
 
 
 
 
 
 
 
 
244 
 
 HISTORY OF THE UNITED STATES 
 
 Attitude of the 
 North and the 
 South toward 
 slavery in Mis 
 souri. 
 
 to slavery could be prevented, and to this end the slave- 
 holders were ready to put forth all their energy. 
 
 240. The Missouri Compromise (1820). In 1818 Mis 
 souri, a part of the Louisiana Purchase, applied for admission 
 into the Union. The first State admitted from this purchase, 
 Louisiana, had come in as a slave State in 1812, but it was 
 far south of the line dividing freedom and slavery as al 
 ready established. Missouri, however, lay partly north of 
 this dividing line and partly south. 
 The Northern people claimed that as 
 Congress had control 
 of the Territories it 
 had a constitutional 
 right to decide whether 
 they should be free or slave. The 
 Southern people, on the other hand, 
 insisted that each State had a consti 
 tutional right to decide this question 
 for itself. 
 
 When applying for admission the 
 people of Missouri had requested 
 that they might have slavery. It 
 happened that about the same time 
 Maine wished to be admitted as a 
 free State. The slaveholders, there 
 fore, refused to allow Maine to enter the Union unless 
 Missouri should be admitted as a slave State. The strug 
 gle was long and bitter. At last, largely through the in 
 fluence of Henry Clay, an act known as the " Missouri 
 Compromise " was passed, which, for the time, settled the 
 difficulty. 
 
 This compromise had two provisions: (i) Missouri was 
 to come into the Union as a slave State ; (2) all the remain- 
 The two provis- ing territory in the Louisiana Purchase, north 
 of the parallel of 36 30 , or the southern 
 boundary of Missouri, was to be forever free. 
 Maine was admitted as a free State in 1820, and Missouri as 
 a slave State in 1821, making twelve free and twelve slave 
 
 HENRY CLAY, THE GREAT 
 PEACEMAKER." 
 
 ions of the Mis 
 souri Compro 
 mise. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 245 
 
 States. It was supposed that the slavery difficulty was for 
 ever settled. "Forever" in this case meant only about 
 twenty-five years. 
 
 241. The Erie Canal (I8I7-I825). 1 Transportation over- 
 land, from east to west, by means of wagons and draught 
 animals was slow and expensive. Some better means of 
 travel and communication between the Altantic coast and 
 the Mississippi valley had therefore become a necessity. 
 This necessity suggested to the thoughtful mind of DeWitt 
 Clinton the building of a canal to connect the Great Lakes 
 with the eastern seaboard. So in 1817, through his untir 
 ing energy, a large body of laborers began the task of dig 
 ging the Erie Canal. 
 
 It extended from Buffalo, on Lake Erie, to Albany, on 
 the Hudson, a distance of three hundred and sixty-three 
 miles. As Lake Erie is nearly six hundred feet higher than 
 the level of the Hudson, and as the canal had Difficulties in 
 to pass through forests and over rivers, many building the canal. 
 people looked upon the scheme as a foolish venture. By 
 way of ridicule they called the canal " Clinton s Ditch." 
 But Clinton s perseverance overcame all opposition, and 
 the Erie Canal was ready for use in 1825. It was built 
 at the expense of the State of New York, and was easily 
 paid for by tolls levied on boats and goods passing 
 through it. 
 
 242. Results of the Construction of the Erie Canal. 
 The results of constructing the Erie Canal surpassed the 
 
 1 The Erie Canal was opened in the autumn of 1825, the first year of John Quincy 
 Adams s administration. John Quincy Adams, the son of John Adams and the sixth 
 President of the United States (1825-1829), was born at Braintree, Massachusetts, 
 in 1767, and died in 1848. After graduating from Harvard he began the study of 
 law. His public service was long and distinguished. He was not only American 
 minister to Holland, Portugal, England, Prussia, and Russia, but was one of the 
 American peace commissioners at the close of the War of 1812. After serving with 
 signal ability as Monroe s Secretary of State, he was elected to the presidency. As 
 President he was unpopular and made many enemies. But the greatest part of his 
 caieer began when he entered the national House of Representatives in 1831. Here 
 he became the anti-slavery statesman of his time. His fearlessness won the admira 
 tion of friend and foe alike. He remained a member of the House until 1848, 
 when he fell dead in the Capitol. He was well called the " Old Man Eloquent." 
 
246 
 
 HISTORY OF THE UNITED STATES 
 
 highest expectations, even of Clinton, (i) Cost of transpor 
 tation was reduced. Before the canal was in use $10 was 
 paid for carrying a barrel of flour from Buffalo to Albany 
 by wagon. By canal-boat the expense was reduced to 
 thirty cents per barrel. (2) Since the canal made travel 
 easier and less expensive, it increased migration westward. 
 Before the building of the New York Central Railroad it 
 carried thousands of emigrants. (3) All along the canal 
 towns and cities rapidly grew up, so 
 that New York soon became the 
 most populous State in the Union. 
 (4) It greatly stimulated the devel 
 opment of New York city, which 
 shortly became, as it has since re 
 mained, the chief commercial city in 
 the country. (5) By largely reduc 
 ing the freight charges for transpor 
 tation of goods it made the food 
 produced on Western farms much 
 cheaper in the East, and for the same 
 reason it caused manufactured goods 
 from the East and imported goods 
 from Europe to sell for lower prices 
 in the West. It therefore increased 
 the wealth of both the East and the West. 
 
 243. Internal Improvements. The National Road and 
 the Erie Canal were a part of an extensive system of inter 
 nal improvements which were of great service in develop 
 ing the West and connecting it with the East. This system 
 included not only the building of roads and canals, but the 
 improvement of rivers and harbors. Some of these roads 
 and canals were built by private enterprise and some by 
 TWO ways of tne separate States. The cost of building 
 making internal and keeping them in repair was met by toll 
 improvements. c h ar ges. Many people believed that Con 
 gress had a right to make internal improvements at the ex 
 pense of the whole people. Many others insisted that such 
 improvements should be made by private companies or by 
 
 JOHN QUINCY ADAMS, THE 
 ANTI-SLAVERY STATES 
 MAN. 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 247 
 
 the separate State governments. These last urged that the 
 " general welfare" 1 of the people was not served by build 
 ing roads and canals and by improving rivers and harbors, 
 which directly benefited limited areas only. They there 
 fore argued that such works should not be undertaken by 
 the general government at national expense. 
 
 This was the view of those who gave a strict construc 
 tion to all parts of the Constitution. Madison, Monroe, 
 and Jackson were of this party. Those who gave a broad 
 construction to the Constitution said that this power was 
 implied in the following clause : " The Congress shall have 
 power to make all laws which shall be necessary and proper 
 for carrying into execution the foregoing powers, and all 
 the powers vested by the Constitution in the government of 
 the United States" (Article I., Section 8, Clause 18). This 
 has rightly been called the " Elastic Clause." The Elastic 
 The " River and Harbor Bill," passed every clause." 
 year for the improvement of rivers and harbors in all 
 parts of the country, shows that Congress to-day gives a 
 liberal construction to the Constitution. 
 
 244. New Problems and a New Political Party. The 
 best way of making internal improvements was a new 
 problem for the people to solve, but there were other prob 
 lems equally difficult. The Alien and Sedition laws had 
 seriously injured the Federalist party; the The era of good 
 Hartford Convention had killed it, leaving feeling. 
 the Democratic-Republicans as the only political party in 
 the country. From 1817 to 1825, during Monroe s adminis 
 tration, this singular condition of affairs prevailed, and this 
 period has ever since been known as the " Era of Good 
 Feeling." 
 
 But the new problems that soon presented themselves 
 led to the rise of a new political party and involved three 
 pressing and vital questions: (i) Shall inter- Three pressing 
 nal improvements be made by Congress at questions, 
 national expense ? (2) Is the United States Bank constitu 
 tional? (3) Is the true policy of the country a tariff for 
 
 1 See preamble of the Constitution. 
 
248 HISTORY OF THE UNITED STATES 
 
 revenue only or a high tariff for the protection of home 
 industries? The Democrats, as the Democratic-Repub 
 licans now began to call themselves, believed in leaving 
 internal improvements to private enterprise or to State 
 governments. They regarded the Bank of the United 
 States as unconstitutional. They favored a low tariff. 
 
 The new party wished internal improvements to be 
 made at national expense, approved the United States 
 The National Re- Bank, and urged that a high protective tariff 
 publican party. was f or tne fr GSt interests of the people. Be 
 cause this new party favored the strengthening of the na 
 tional government in these three ways it was called the 
 National Republican Party. 
 
 TO THE PUPIL 
 
 1. James Monroe was now President, serving two terms, 1817-1825. 
 
 2. What difficulties led to the purchase of Florida ? 
 
 3. What was the Holy Alliance, and what was its connection with the 
 
 Monroe Doctrine ? Name the three main provisions of this Doctrine. 
 Try to understand clearly the meaning of the Monroe Doctrine. It 
 will come up again later. 
 
 4. Before the purchase of Louisiana, what was the natural boundary line 
 
 between free and slave territory? Explain how soil and climate 
 favored slavery south of Mason and Dixon s Line and the Ohio 
 River. 
 
 5. Why was the South eager to maintain in the Senate an equality with 
 
 the North? What difficulty was settled by the Missouri Com 
 promise ? What was this Compromise ? 
 
 6. Review what has been said about the pack-horse, the flat boat, the 
 
 steamboat, and the National Road. In what way did the Erie Canal 
 supplement these ? Do not be satisfied until you know well the re 
 sults of constructing this canal, especially the last one named in the 
 text. 
 
 7. John Quincy Adams, who served for one term, 1825-1829, was now 
 
 President. 
 
 8. What was meant by internal improvements ? Why were they greatly 
 
 needed at this time ? What two views were held as to the best way 
 of making internal improvements ? 
 
 9. You see you are again face to face with the two opposite views of the 
 
 true meaning of the Constitution. What were these views ? What 
 is the " Elastic Clause " ? 
 
NEW STRUGGLE FOR POLITICAL INDEPENDENCE 249 
 
 IQ. What were the new political problems, and what the pressing ques 
 tions they involved ? What was the new political party, and how 
 did it answer each of these questions ? How did the Democratic 
 party answer them ? 
 
 11. In this connection you might well review what you have already 
 
 studied about political parties. You will recall two great mistakes 
 made by the Federalist party. Make frequent use of the index. 
 
 12. Read Washington s Farewell Address and the message containing 
 
 the Monroe Doctrine. 
 
CHAPTER XVI 
 
 JACKSONIAN DEMOCRACY AND THE WEST (1829-1841) 
 
 REFERENCES: Scribner s Popular History of the United States, IV.; An- 
 drews s United States, I.; Burgess s Middle Period; Wright s Children s 
 Stories of American Progress ; Wilson s Division and Reunion ; Coffin s Build 
 ing the Nation; Richardson s History of Our Country. 
 
 OUTSIDE READINGS : Schouler s United States, III. and IV. ; Rhodes s The 
 United States, I.; Wilson s A History of the American People, IV.; Sumner s 
 Andrew Jackson; Lodge s Daniel Webster; Von Hoist s John C. Calhoun; 
 Schurz s Henry Clay; Morse s John Quincy Adams; Johnston s American 
 Orations (Webster and Hayne); Bolton s Famous American Statesmen; Teft s 
 Webster and His Masterpieces. 
 
 FICTION : Eggleston s Hoosier Schoolmaster ; Eggleston s Graysons. 
 
 245. Character of Andrew Jackson. 1 The six Presi 
 dents that preceded Jackson came from Virginia or Massa 
 chusetts. They were all men of culture and stood for what 
 was best in the social life of New England and the South. 
 Andrew Jackson was of a different type. He represented 
 the frontier life of the West. 
 
 His education had been meagre, but he was a man of 
 much ability and of strong and forceful character. He was 
 a natural leader of men and had occupied many positions of 
 trust in the community in which he lived. His unbounded 
 
 1 Andrew Jackson, seventh President of the United States (1829-1837), was 
 born in Union County, North Carolina, in 1767, and died at his home, "The Her 
 mitage," near Nashville, in 1845. When only fourteen years old he joined the 
 American force under Sumter. After the Revolution he began to study law. At 
 the age of twenty-nine he removed to Nashville and soon became prominent in pub 
 lic life-. He was elected to the national House of Representatives, and later to the 
 Senate. In 1814 he was appointed major-general in the United States army and 
 in this position won the brilliant victory at the battle of New Orleans. On account 
 of his obstinate will his friends called him " Old Hickory." 
 
 250 
 
JACKSONIAN DEMOCRACY AND THE WEST 251 
 
 faith in his own convictions caused him to commit some 
 errors as President. But he was always sincere and in 
 tensely patriotic. He was loyal to his friends, but severe 
 upon his enemies. His personal prejudices and his jealousy 
 for the nation were so intense that he regarded those dis 
 agreeing with him as not only enemies to himself but to his 
 country. 
 
 His genuine interest in the welfare of the people cannot 
 be questioned. During the eight years of his Presidency 
 (1829-1837) his influence upon the 
 course of events was a A man of the 
 personal one. He was people, 
 in a true sense a man of the people, 
 who cheerfully followed wherever 
 he led. 
 
 246. The Spoils System. When 
 Jackson became President he desired 
 to reward those political friends who 
 had worked faithfully for his elec 
 tion. Moreover, he believed in the 
 rights of the people, and did not 
 deem it democratic to allow any set 
 of men to remain long in office to the 
 exclusion of others just as worthy. 
 
 He therefore decided to adopt 
 the more democratic principle of 
 "rotation in office." " To the victors belong the spoils," 
 was his motto. He accordingly turned out of office two 
 thousand postmasters 1 and other officials, 
 
 i.i A. i Rotation in office. 
 
 although their work was in no way con 
 nected with politics. Jackson appointed his own follow 
 ers to positions which he had made vacant by removal. 
 He appointed them because they were his followers and 
 not because they had a special fitness for the official work 
 they were to do. This was the introduction into national 
 
 1 During the forty years from 1789 to 1829, there had been only 74 removals, 
 or, on an average, less than two a year. Of these, Washington had made 9 ; John 
 Adams, 10 ; Jefferson, 39 ; Madison, 5 ; Monroe, 9 ; John Quincy Adams, 2. 
 
 ANDREW JACKSON. 
 
 The Union ! It must and 
 shall be preserved . " 
 
252 HISTORY OF THE UNITED STATES 
 
 politics of the " Spoils System." The system, until 1883, 
 had full sway in the country, and has had a most demoral 
 izing influence on the political life of the nation. 
 
 247. " A Tariff for Revenue with Incidental Protec 
 tion." It will be remembered that during the time of the 
 Embargo and the War of 1812 the country, being cut off 
 from foreign trade, was obliged to build its own mills and 
 factories to produce whatever manufactured goods were 
 needed for home use. As the streams flowing down New 
 England hillsides furnished excellent water-power, the busi 
 ness men of that region gradually invested their capital 
 in manufacturing instead of commerce. Until 1816 duties 
 had been levied on goods from foreign countries mainly for 
 revenue to pay the expenses of the national government. 
 These duties furnished only incidental protection to Ameri 
 can manufacturers. Such a system of duties is called "a 
 tariff for revenue with incidental protection." 
 
 248. A Protective Tariff. After the war closed, how 
 ever, and trade was resumed with foreign countries, pur 
 En Hsh goods in markets became flooded with foreign goods, 
 American mar- especially from England. Labor was so much 
 
 cheaper in England than in this country that 
 her merchants could sell goods to the United States at a 
 lower price than American manufacturers could afford to 
 sell them. 
 
 OUT manufacturers naturally called for a higher tariff on 
 the goods that could be made to advantage in American 
 mills and factories. These imported goods would then 
 cost so much in the United States that the American manu 
 facturer could afford to undersell the foreigner and still 
 make a profit. Such a tariff is said to encourage home in 
 dustries, or to protect American manufacturers from for 
 eign competition. It is therefore called a protective tariff. 
 
 249. South Carolina Objects to a High Protective 
 Tariff. The first protective tariff was laid in 1816. It was 
 too moderate. The duties were so low that foreign mer 
 chants could pay them and still fill our markets with their 
 goods. The New England manufacturers could not thrive 
 
JACKSONIAN DEMOCRACY AND THE WEST 253 
 
 under such conditions and urged Congress to raise the 
 duties. These were therefore gradually in- The high tariff of 
 creased until the high tariff of 1828 was passed. l828 - 
 
 The industrial conditions of the South were so different 
 from those of the North that manufacturing had no place 
 there. The people of the South were almost Slaver andthe 
 exclusively employed in raising on their plan- four great staples 
 tations the four great staples: rice, sugar, cot 
 ton, and tobacco. The slaves were not intelligent enough 
 to be employed in manufacturing. They were adapted 
 only to agricultural labor. Such a 
 difference in industrial conditions 
 between the North and the South 
 was decidedly unfortunate. The 
 conflicting business interests of the 
 two sections brought about a seri 
 ous disagreement in regard to the 
 tariff system. 
 
 The Southern people had to buy 
 all the manufactured goods they 
 used, and naturally wished to buy 
 them at as low prices as possible. 
 They claimed the right T he south desires 
 to import foreign lree trade - 
 goods free from duty. In other 
 words, they wished free trade, or 
 freedom to seek, without govern 
 ment restrictions, any foreign market. The people of 
 South Carolina claimed that a protective tariff made them 
 poorer and the New England manufacturers richer, and 
 that it was therefore sectional and unfair. 
 
 250. Calhoun and Nullification (1831-1832). John C. 
 Calhoun, of South Carolina, Vice-President during most of 
 Jackson s first term, and an able statesman, was the leader 
 of his State in this memorable struggle over the tariff. He 
 declared that inasmuch as the tariff enriched the Northern 
 manufacturers at the expense of the South, it was sectional 
 and, therefore, unconstitutional. 
 
 JOHN C. CALHOUN, THE DE 
 FENDER OF SLAVERY AND 
 STATE RIGHTS. 
 
254 HISTORY OF THE UNITED STATES 
 
 His theory was that of the Kentucky and Virginia Reso 
 lutions. It declared that the States were superior to the 
 caihoun believes Union and that each was its own master, or 
 in state Rights practically a sovereign nation. According to 
 
 nd Nullification. ^ j^ ^ ^^^ ^ Qn}y & loose .j ointed 
 
 confederacy, and South Carolina had a right to decide lor 
 itself whether or not laws passed by Congress were con 
 stitutional. This was the doctrine of State Rights. He 
 believed, also, that the State could nullify, or declare not 
 binding in its own territory, any law which it decided to 
 be unconstitutional. This was the doctrine of Nullification. 
 
 251. New England Manufacturers and the Protective 
 Tariff. On the other hand, the manufacturers of New Eng 
 land and of other Northern States vigorously maintained 
 that a protective tariff would benefit the whole country in 
 the following ways : (i) It would provide a revenue to 
 defray the expenses of the Government ; (2) it would, by 
 making wages higher, better the condition of workingmen ; 
 (3) it would furnish a home market for the products of the 
 farm ; (4) it would cause a greater diversity of interests in 
 the United States and would thus make the country more 
 independent of foreign nations, especially in time of war. 
 
 252. Webster and the Union. About the same time 
 there was in the United States Senate a great debate 
 between Daniel Webster, of Massachusetts, and Robert Y. 
 Hayne, of South Carolina, over the public lands. This de 
 bate was a part of the controversy between the North and 
 the South about the true meaning of the Constitution. Web 
 ster, like Hamilton, believed in a strong Federal Union, 
 supreme in matters concerning the interests common to 
 all the people. He saw clearly that a Union composed of 
 States with the right to nullify at pleasure any laws passed 
 by Congress must in time break down, just as the Confed- 
 webster believes eration had after the close of the Revolution. 
 ^e n o^he He therefore insisted that, under the Consti- 
 states. tution, the State governments were inferior 
 to the Federal government. According to his idea, the 
 United States was a nation with supreme authority over 
 
JACKSONIAN DEMOCRACY AND THE WEST 255 
 
 the States, and he summed up his views in those glowing 
 words that to-day should inspire us with lofty patriotism : 
 " Liberty and Union, now and forever, one and insepa 
 rable." 
 
 253. Jackson s Feeling Toward Nullification. In the 
 meantime there was much excitement over the tariff 
 agitation. The South Carolina people, knowing Jackson s 
 opposition to a high protective tariff, were eager to find 
 out the President s feeling about 
 
 the position their State was taking. 
 They invited him to a dinner in 
 Washington, and called upon him 
 for a speech on a toast 
 
 r , . , . Jackson s toast. 
 
 of his own selection. 
 He startled them by proposing this 
 toast: " Our Federal Union: it must 
 be preserved." Although he did 
 not like the tariff, yet as the head 
 of the Federal Union he meant to 
 enforce its laws. At another time, 
 when asked by a member of Con 
 gress from South Carolina whether 
 he had any message for his friends 
 in that State, he said : " Please give 
 my compliments to my friends in 
 your State, and say to them that if a single drop of blood 
 shall be shed in opposition to the laws of the United 
 States, I will hang the first man I can lay my hands on 
 engaged in such treasonable conduct." In this struggle for 
 the Union, Jackson was nobly supported by Thomas H. 
 Benton, a prominent Senator from Missouri. 
 
 254. South Carolina and State Rights. In 1832 an at 
 tempt was made to pour oil upon the troubled waters by 
 adopting a new protective tariff, lower and therefore less 
 objectionable to the South than the tariff of 1828. But 
 South Carolina, being opposed to the principle of protec 
 tion, was still dissatisfied. 
 
 Accordingly, a State convention was called (1832) which 
 
 DANIEL WEBSTER. 
 
 ; Liberty and Union, now an. 
 ever, one and inseparable." 
 
256 HISTORY OF THE UNITED STATES 
 
 declared that the tariff acts of 1828 and 1832 were null and 
 void, and prohibited the collection, after a certain date 
 (February i, 1833), of duties under these laws in the ports 
 south Carolina ^ South Carolina. It threatened that, in case 
 declares the tariff the United States should try to enforce the 
 
 acts null and void. tar j ff lawg j n g outh Carolina> ghe WQuld whh _ 
 
 draw from the Union and organize a separate government. 
 When Jackson received the news of the action of the South 
 Carolina Convention he was filled with indignation. Rais 
 ing aloft his right arm, he exclaimed: "The Union! It must 
 and shall be preserved ! Send for General Scott! " Troops 
 and war-vessels were at once sent to Charleston with 
 orders to collect duties upon all imported goods entering 
 the harbor. 
 
 Through Clay s influence, however, Congress enacted a 
 compromise measure, gradually lowering the duties. Un- 
 The compromise ^er tn * s g ra dual reduction, the tariff, at the 
 with south caro- end of ten years, would not be far removed 
 from a tariff for revenue only. But the 
 prompt, energetic action of the President was an object- 
 lesson to the nation. We should remember with gratitude 
 the unflinching devotion of Daniel Webster and Andrew 
 Jackson to the Union at this critical time. 
 
 255. Jackson and the United States Bank. The first 
 United States Bank was planned and chartered by Alex 
 ander Hamilton 1 for twenty years (1791 to 1811); and the 
 second one also received a charter for the same number of 
 years (1816 to 1836). It was to receive all revenue and 
 other public money and to pay this out as needed by the 
 government. Its friends, the National Republicans, main 
 tained that it made the paper currency safer and more 
 uniform throughout the United States. Jackson declared it 
 was unconstitutional : that it enriched its managers at the 
 expense of the people, and was therefore not democratic : 
 that its funds were used in politics to reward its friends and 
 to injure its enemies. 
 
 1 This bank was an important feature in Hamilton s scheme for giving the na 
 tional government a firm financial footing. 
 
JACKSONIAN DEMOCRACY AND THE WEST 257 
 
 256. Jackson s Removal of Deposits (1833). Although 
 the charter of the second United States Bank was not to 
 expire until 1836, a bill to recharter was passed by Con 
 gress in 1832. It failed to become a law by reason of Jack 
 son s veto. The next year the President decided upon the 
 removal of the deposits. He therefore ordered that after 
 that time all the money of the government should 
 
 THE BOSTON & WORCESTER RAILROAD IN 1835. 
 
 deposited in various State banks. This was known as the 
 " removal of deposits." Since in every case these banks 
 were managed by Democrats, they were 
 known as " pet banks." The effect of this 
 " removal of deposits " will be better understood if we ob 
 serve how money was used at that time in the development 
 and expansion of the West. 
 
 257. The Introduction of the Railroad. Vast sums 
 had been spent in the construction of better means of trans 
 portation. As already seen (see par. 216), the application of 
 steam-power to boats made the people independent of wind 
 and current. But methods of trade and travel overland 
 were altogether too slow and meagre for the energetic 
 American people. Roads, canals, and steam 
 boats had promoted travel and transportation, 
 but the great problem was to find some way of applying 
 steam-power to travel and transportation by land. The 
 railroad and the steam-driven locomotive-engine furnished 
 a solution. 
 
 The first form of the railroad was the wooden rail used 
 in the coal mines of England. The next step was to cover 
 the wooden rail with a thin layer of iron for protection. 
 
258 
 
 HISTORY OF THE UNITED STATES 
 
 This was the form in which the first railroad appeared in 
 the United States at Quincy, Massachusetts (1826). This 
 road was only five miles long, and its cars were drawn by 
 The first passen- horses. It was used to carry granite from 
 ger ran road in the the quarries to the place of shipping. In 
 1828 the first passenger railroad in the United 
 States was begun in Baltimore. It extended westward 
 about thirteen miles, and its cars were at first drawn by 
 
 horses. This road was 
 the beginning of the 
 Baltimore & Ohio 
 Railroad. 
 
 258. The Growth 
 and Results of the 
 Railroad. The 
 growth of the- railroad 
 in the United States 
 has been wonderful. 
 In 1828 there were 
 only 3 miles; in 1837, 
 1,500 miles; and in 
 
 1840, 2,200 miles. From that time on the growth has been 
 tremendous. The United States now has over 200,000 
 miles of railroad. 
 
 The railroad brought about great changes in the life of 
 the people: (i) It stimulated Western migration; (2) it 
 made Western lands more valuable ; (3) by lowering cost 
 of transportation, it cheapened Western food in the East 
 and Eastern manufactured goods in the West ; (4) it there 
 fore added to the wealth of both parts of the country and 
 brought the people into closer sympathy and union. 
 
 259. Rapid Growth of the West. From 1821 to 1837 
 the country was highly prosperous. Crops were good, 
 trade and manufacturing flourished, and cities grew rap 
 idly. In 1821 the population of the whole country was ten 
 millions; in 1837 it was sixteen millions. This remarkable 
 growth in population was encouraged by the vast expanse 
 of rich public land which the government was offering for 
 
 THE BALTIMORE & OHIO RAILROAD, 1830-35. 
 
JACKSONIAN DEMOCRACY AND THE WEST 259 
 
 very small sums, in order to increase Western migration 
 and settlement. 1 
 
 The growth was stimulated by the steamboat and the 
 railroad. Before 1837 steamboats were in extensive use on 
 the Great Lakes, the Ohio, the Mississippi, and the many 
 smaller tributaries of those rivers. And now, with the in 
 vention of the railroad, settlement spread westward with 
 ever-increasing rapidity. Towns and cities sprang into ex- 
 istence as if by magic. In 1830 Chicago consisted of a fort 
 (Dearborn) and a small village. In 1833 it na d 55O inhabit 
 ants; in 1837 it numbered 4,170; and at the last census the 
 population was 1,698,575. 
 
 1 An examination of the following two tables, one showing the number of foreign 
 immigrants for the years 1829-1837, and the other the population of many of the 
 States for 1821 and 1837, will give a better idea of the rapidity of this growth in 
 the West: 
 
 IMMIGRATION TABLE, 1829-37. 
 
 Year. 
 
 Number of Immi 
 grants. 
 
 Year. 
 
 Number of Immi 
 grants. 
 
 1829 
 
 22 52O 
 
 1834. . 
 
 65,361; 
 
 1830 
 
 23 322 
 
 1835.. 
 
 AC. 374 
 
 18^1.. 
 
 22 633 
 
 1836.. 
 
 76,242 
 
 1832.. 
 
 60,482 
 
 1837.. 
 
 70, 340 
 
 1833.. 
 
 ;8 64.0 
 
 
 
 
 
 
 
 POPULATION IN 1821. 
 
 
 Round Numbers. 
 
 Round Numbers. 
 
 New York 
 
 I,4OO,OOO 
 
 2,2OO OOO 
 
 
 I,OOO,OOO 
 
 I 6OO,OOO 
 
 Ohio 
 
 600 ooo 
 
 I 400,000 
 
 
 4. CO OOO 
 
 800, ooo 
 
 
 I7O,OOO 
 
 6OO,OOO 
 
 
 8o,OOO 
 
 32O,OOO 
 
 
 70 ooo 
 
 3 CQ OOO 
 
 
 60 ooo 
 
 400 ooo 
 
 
 10,000 
 
 2OO OOO 
 
 
 
 
 POPULATION IN 
 1837. 
 
260 
 
 HISTORY OF THE UNITED STATES 
 
 260. Speculation in Western Lands. Extensive areas 
 of Western public lands, offered at low prices, filled men 
 with the fever of speculation. Plans were laid to buy up 
 large tracts and connect them with the East by roads, 
 canals, and railroads. It required a great amount of money 
 to establish all these great lines of communication started 
 up by the railroads, but the demand was easily met after 
 
 the " removal of de 
 posits," for then the 
 public money was dis 
 tributed among many 
 State banks, and was 
 more accessible to bor 
 rowers. Loans could 
 now be obtained, and 
 here and there cities 
 were laid out in the 
 West. Then by the 
 sale of these lands, at 
 an enormous advance 
 in price, the speculators became suddenly wealthy. For 
 tune-making seemed so easy that men took great risks with 
 borrowed money. 
 
 261. Wild-cat Banking. The increasing demand for 
 money led to " wild-cat" banking. A few men with little 
 or no capital to make good the notes they issued, would 
 start a bank by issuing cheaply printed bills (notes) which 
 they circulated under the name of money. After buying 
 public lands from the government at high prices and paying 
 for them with these notes, they would sell their lands for 
 gold and silver. When, however, their own notes returned 
 to be redeemed in gold and silver, these dishonest bankers 
 would fail, and, in some cases, go elsewhere and repeat 
 their swindling operations. 
 
 262. The United States Free from Debt. Of course 
 this speculation in government lands made it easy for the 
 United States to pay the public debt. Whereas, in 1830, 
 the sum received for these lands was $2,300,000, six years 
 
 A MOHAWK & HUDSON CAR OF 1831. 
 
JACKSONIAN DEMOCRACY AND THE WEST 261 
 
 later it reached nearly $25,000,000. We need not be sur 
 prised, then, that by the end of 1835 the public debt was 
 paid. The apparent prosperity made foreigners eager to 
 emigrate from Europe to this country, and they came in 
 large numbers (see table, page 274). 
 
 263. State Speculation in Internal Improvements. 
 After the public debt was paid there was a large surplus, 
 $28,000,000 of which was 
 
 distributed among the vari 
 ous States. It was now 
 very easy for State govern 
 ments, especially where the 
 " pet banks " were located, 
 to get money for carrying 
 out their extensive plans, 
 and these governments in 
 vested large sums in in 
 ternal improvements. Not A RAILWAY COACH OF 1830. 
 satisfied with what their 
 
 States supplied, they began to borrow largely from foreign 
 countries. By 1837 these foreign debts amounted to nearly 
 two hundred million dollars. Of course the loans from 
 foreign countries made money all the more plentiful, and 
 the fever of speculation raged more fiercely than ever. 
 
 264. The Specie Circular. Such reckless speculation 
 could not fail to bring disaster. The wild-cat banks had 
 issued so many paper promises, based upon nothing more 
 solid than the people s willingness to receive them, that, 
 like the Continental currency, they became worthless. 
 Jackson was alarmed at the amount of this worthless paper 
 coming into the United States Treasury. 
 
 He therefore issued the famous Specie Circular, which 
 declared that in the future nothing but specie, or gold and 
 silver, should be received in payment for these lands. 
 Wild-cat bank-notes were no longer of any use in buying 
 and selling public lands. These notes went streaming back 
 to the Eastern banks that had issued them, for redemption 
 in gold and silver. Since the banks were without the gold 
 
262 
 
 HISTORY OF THE UNITED STATES 
 
 and silver to make good these printed promises, the prom 
 ises were worth nothing and could not be redeemed. 
 
 265. The Financial Panic of 1837. Of course there at 
 once arose a great cry for money. Men tried to sell stocks, 
 houses, lands in fact every kind of property to raise 
 money to pay their debts. All wanted to sell. None cared 
 to buy. As always happens under such conditions, prices 
 went down with astonishing rapidity. There were exten 
 sive business failures, and rich 
 men became poor. Mills and fac 
 tories shut down because they 
 could not sell their goods. La 
 boring men were thereby thrown 
 out of work, and their families 
 suffered for lack of food. Soon 
 there were bread riots in the 
 streets of New York. It was a 
 terrible time and has always been 
 known as the " Panic of 1837." 
 
 266. The Independent Treas 
 ury. As mentioned above, many 
 of the States had made extensive 
 foreign loans for the purpose of 
 building roads, canals, and rail 
 roads. When caught by the great 
 financial panic of 1837, some States refused to pay the 
 interest on these loans, and some went so far as to refuse 
 Repudiation of to pay either principal or interest. Such a 
 state debts. refusal on the part of a State to pay its debts 
 
 is called repudiation. In the midst of this financial distress 
 
 1 Martin Van Buren, eighth President of the United States, was born at Kin- 
 derhook, New York, in 1782, and died in 1862. After he had received his tram 
 ing as a lawyer he began, at only eighteen years of age, his long political career. 
 He represented New York in the Senate and afterward served his State as Gov 
 ernor. When Jackson was elected President he made Van Buren his Secretary of 
 State. During Jackson s second term Van Buren was Vice-President. In 1837 
 the latter became President, but owing to the unpopularity of his administration 
 he failed to be re-elected. He was eminent not only as a lawyer but also as a 
 political leader. 
 
 MARTIN VAN BUREN. 
 
JACKSONIAN DEMOCRACY AND THE WEST 263 
 
 the "pet banks" were unable to pay the Federal Govern 
 ment the public money which it had deposited in them. 
 
 The government being greatly embarrassed, President 
 Van Buren, Jackson s successor, was obliged to call a spe 
 cial session of Congress to adopt some plan for getting 
 money to pay the running expenses of the government. 
 Congress authorized the Treasury Department to issue 
 $10,000,000 in notes. The wisdom of having an independ 
 ent treasury instead of a number of State Banks for the 
 safe-keeping of all the public money, was now evident. By 
 1846 it had become the settled policy of the United States 
 to have a national treasury which should take care of all 
 the money paid to the government. This independent 
 treasury is at Washington, while there are nine branches 
 known as subtreasuries distributed in various commercial 
 centres. 1 
 
 267. The Public School System and the Newspaper 
 As life began to move at a quicker pace people began to 
 think more actively, ^and to take a larger interest in things 
 outside of their immediate surroundings. In the newer 
 States there was such a democratic feeling Manhood suf- 
 that every man was made a voter. 2 Manhood fra s e - 
 suffrage, adopted in all the West, soon spread to the older 
 communities of the East. All the people, coming into full 
 control of public affairs, began to feel a deep interest in po 
 litical life. 
 
 It thus became a necessity to educate men to an intelli 
 gent conception of their duties toward the State and so 
 ciety. This led to a great improvement in the public school 
 systems, especially in the newer States. If the people 
 were to be rulers they must have intelligence and virtue 
 enough to rule wisely. In this period the modern news 
 paper may be said to have been born. The New York Sun 
 (1833) and the New York Herald (1835) became more ener- 
 
 1 These are located in. New York, Chicago, San Francisco, Philadelphia, Bos 
 ton, St. Louis, Cincinnati, New Orleans, and Baltimore. 
 
 5 In the earlier years the suffrage was in many ways icstricted in the older 
 States. 
 
264 HISTORY OF THE UNITED STATES 
 
 getic than before in collecting news, were printed in a more 
 convenient form, and were sold at lower prices. From that 
 time the daily newspaper has had a great influence in mould 
 ing public opinion. 
 
 268. Other Aids to Progress. Other aids to progress 
 were furnished in the establishment of transatlantic steam 
 ship lines and in the invention of the McCormick reaping- 
 machine. The Savannah, sailing from Savannah, Georgia, in 
 1819, was the first ocean steamship to cross the Atlantic. In 
 1838 two English steamships, the Sirius and the Great West 
 ern, sailed from England to New York. Two years later 
 the first regular transatlantic steamship line, between New 
 York and Liverpool, was established. This was the begin 
 ning of the well-known Cunard Line. Ocean steamship 
 traffic greatly stimulated European immigration to this 
 country. 
 
 The McCormick reaping machine, which came into use 
 in 1834, was destined to have a large influence upon the 
 development of the West. By making farm-work easier 
 and more profitable, it stimulated emigration to the fertile 
 Western lands. 1 
 
 269. The Temperance Movement. There was so much 
 pauperism and general demoralization during the years fol 
 lowing the War of 1812 that people became alarmed and 
 began to inquire the cause. Investigating committees re 
 ported that drinking was the most fruitful source of the 
 evil. Everybody drank ministers, doctors, merchants, la 
 borers, and even women and children. An occasion was 
 never wanting ; at funerals, weddings, dinners, and when 
 ever friends met, the social glass flowed. 
 
 In 1824 there began in Boston a great national move 
 ment which swept through the Union. Its principle was 
 abstinence from strong drink. By 1830 a thousand temper 
 ance societies had been formed and hundreds of merchants 
 had given up the sale of liquor. Temperance societies in 
 creased in number and influence, saving hundreds of thou- 
 
 1 In 1838, matches, adding much to the comfort and convenience of household 
 life, came into successful use. 
 
JACKSONIAN DEMOCRACY AND THE WEST 265 
 
 sands of men from the curse of the drinking habit. From 
 that time the cause of temperance has steadily gained 
 ground. 
 
 TO THE PUPIL 
 
 1. You have now reached an important chapter in your nation s history. 
 
 Study it carefully. Since 1829 the influence of the West has been 
 very great. You will therefore add 1829 to the following land 
 marks: 1789, 1803, 1812-1814, 1820. Review the meaning of these 
 dates. 
 
 2. Are you still grouping less important events about the more impor 
 
 tant ? 
 
 3. Andrew Jackson was President for two terms, 1829-1837. Name in 
 
 order the Presidents who preceded him. What was the secret of 
 Jackson s large influence over the people ? Name his most striking 
 characteristics. 
 
 4. What was the " Spoils System " ? What did Jackson mean by saying 
 
 that it was democratic ? How did he apply this system to the na 
 tional civil service ? What is the civil service ? Do you think 
 Jackson was wise, or unwise, in introducing the " Spoils System " 
 into national politics ? Give reasons for your answer. 
 
 5. Review the tariff measure enacted when Washington was President. 
 
 What was its double purpose ? What is meant by " a tariff for 
 revenue, with incidental protection"? 
 
 6. Recall the effect which the Embargo and the War of 1812 had upon 
 
 the growth of manufacturing in New England. Why could English 
 goods be sold at a lower price than American ? What is a protective 
 tariff? 
 
 7. Why did South Carolina object to a high protective tariff? What 
 
 difference was there in the industrial conditions of the North and 
 the South ? 
 
 8. On what ground did Calhoun declare that the protective tariff was 
 
 unconstitutional ? What was his idea of the Union ? Define nulli 
 fication and State rights. 
 
 9. What arguments did Northern manufacturers advance in favor of a 
 
 protective tariff? What was Webster s idea of the Union ? Find 
 
 out all you can about the personality of these noted statesmen. 
 10. What was Jackson s feeling toward nullification ? How did he ex- 
 
 press this feeling in a toast and in a message he sent to friends in 
 
 South Carolina ? 
 n. What action was taken by the State Convention in South Carolina? 
 
 What did Jackson do when he heard of South Carolina s bold step ? 
 12. Subject for debate : Resolved, that a protective tariff was for the best 
 
 interests of the country as a whole. 
 
266 HISTORY OF THE UNITED STATES 
 
 13. What was the purpose of the United States Bank? What three 
 
 charges did Jackson bring against it ? What is meant by his " re 
 moval of deposits " and by " pet banks " ? 
 
 14. What results followed the building of railroads ? Discuss the rapid 
 
 growth of the West. Why was there extensive speculation in 
 Western lands, and how did the "removal of deposits" make such 
 speculation easier ? 
 
 15. What was wild-cat banking ? How did speculation affect the pay 
 
 ment of the public debt ? What effect did the payment of the public 
 debt have upon foreign immigration ? Can you now explain the re 
 lation of the railroad to Western development and to speculation in 
 Western lands ? 
 
 16. What led Jackson to issue the specie circular ? How did it help to 
 
 bring on the financial panic of 1837 ? 
 
 17. What is the independent treasury ? 
 
 18. Prepare yourself to write from three to five minutes on any of the fol 
 
 lowing topics : The public schools, the newspaper, and the temper 
 ance movement. 
 
 19. Read Webster s famous " Reply to Hayne " and memorize some of 
 
 the most eloquent passages. 
 
CHAPTER XVII 
 
 THE SLAVERY QUESTION (1841 -1859 ) 3 
 
 REFERENCES: Scribner s Popular History of the United States, IV. ; An- 
 drews s United States, II. ; Wright s Children s Stories of American Progress; 
 Burgess s Middle Period; Wilson s Division and Reunion; Richardson s 
 History of Our Country; Coffin s Building the Nation. 
 
 OUTSIDE READINGS: Rhodes s United States, I. and II.; Schouler s 
 United States, IV. and V.; Wilson s A History of the American People, IV.; 
 Draper s Civil War, I.; Ropes s Story of the Civil War; Hart s Romance of the 
 Civil War; Brigham s Geographic Influence in American History; Goldwin 
 Smith s United States; Johnston s American Orations, II. and III.; Bolton s 
 Famous American Statesmen ; Trent s William Gilmore Simms; Grant s Personal 
 Memoirs; Olmstead s Seaboard Slave States; Olmstead s Texas Journey; 
 Olmstead s Journey in the Back Country; Page s Old South. 
 
 FICTION: Stowe s Uncle Tom s Cabin; Stowe s Minister s Wooing; 
 Munroe s Golden Days of 49; Harris s Uncle Remus; Brooks s Boy Settlers; 
 Brooks s Boy Emigrants. 
 
 POETRY: Whittier s Slave Ships; Whittier s Our Countrymen in 
 Chains; Longfellow s Slave s Dreams. 
 
 THE RISE OF THE ABOLITION MOVEMENT 
 
 270. Morse and the Electric Telegraph (1844). Be 
 fore we consider the slavery question, let us briefly refer 
 
 1 William Henry Harrison, ninth President of the United States, was born in 
 Charles City County, Virginia, in 1773, and died in Washington, District of Colum 
 bia, in 1841. After attending Hampden Sidney College, Virginia, he began to 
 study medicine, but being drawn toward military life he soon entered the army at 
 nineteen years of age. In the War of 1812 he served as major-general with dis 
 tinguished success. Later he represented his State in both Houses of Congress 
 He was the Whig candidate for the Presidency in 1840, and after an exciting can- 
 vass in what has been called the " log-cabin and hard-cider campaign " was 
 elected. He died just one month after his inauguration. 
 
 John Tyler, tenth President of the United States (1841-1845), was born in 
 Charles City County, Virginia, in 1790, and died in 1862. After he was graduated 
 
 267 
 
268 
 
 HISTORY OF THE UNITED STATES 
 
 what the tele- 
 graph has done 
 
 for the world. 
 
 to a few other events. After twelve years of patient effort, 
 Samuel F. B. Morse succeeded in bringing the electric tele 
 graph into practical use (1844). Being poor, he had tried 
 for four years to get an appropriation from Congress for 
 testing his invention. At length Congress reluctantly 
 voted him $30,000 for constructing a line from Baltimore to 
 Washington, a distance of forty miles. 
 
 Morse himself sent the first message from the Supreme 
 Court room, in Washington, to Baltimore. " What hath 
 
 God wrought!" was the message. 
 Fitting words were these, since the 
 telegraph has brought 
 great changes into the 
 
 ^^ Qy ^^ Qf 
 
 it trade and commerce have been 
 much increased. Business men can 
 keep themselves acquainted with 
 the quotations of the world s great 
 markets every hour in the day. 
 They can transact more business in 
 five or six hours now than could 
 have been transacted in as many 
 WILLIAM HENRY HARRISON, months a hundred years ago. 
 
 Another wonderful discovery of 
 
 untold value to mankind was made in 1844 by Horace 
 Wells, a dentist of Hartford, Connecticut. He tried an ex- 
 Horace Weils and periment upon himself. He caused one of his 
 anaesthetics. teeth to be extracted after he had inhaled 
 nitrous oxide, or " laughing-gas," and found that while un 
 der the influence of the "laughing-gas" he was insensible 
 to pain. About two years later William T. G. Morton and 
 Charles T. Jackson, both of Boston, made a similar appli- 
 
 from the College of William and Mary he studied law and entered upon his long 
 political career. He served his State as governor and represented it in both 
 Houses of Congress. He was elected Vice-President by the Whigs in 1840, and 
 on the death of Harrison became President. He was soon engaged in a bitter 
 struggle with the Whig leaders, with whom he became extremely unpopular. As 
 a warm advocate of State sovereignty, he gave his cordial support to the secession 
 movement in 1861, when he was elected a member of the Confederate Congress. 
 
 Y 
 
THE SLAVERY QUESTION 
 
 269 
 
 cation of sulphuric ether to render surgical operations 
 painless. When sulphuric ether and "laughing-gas" are 
 thus used they are called anassthetics. 
 
 271. "Fifty-four Forty or Fight" (1844). In the same 
 year that Morse s electric telegraph came into successful 
 use, there was much excitement in the United conflicting claims 
 States over the dispute between our country to the Oregon 
 and England about the Northwest Boundary. Countr y- 
 Our government claimed the country west of the Rockies 
 from the northern boundary of Cal 
 ifornia, then a part of Mexico, to the 
 southern boundary of Alaska, or the 
 parallel of 54 40 . Great Britain 
 claimed the region as far south as 
 the Columbia River in latitude 46. 
 By 1818 the dispute over these con 
 flicting claims had grown serious, but 
 the two countries agreed to a joint 
 occupation of the Oregon Country 
 for ten years, and at the end of that 
 period they renewed their agreement 
 for an indefinite time. Why the 
 United States at length laid vigorous 
 claim to it and became so eager for 
 
 it that the Democratic party in the presidential campaign 
 of 1844 was shouting " Fifty-four forty or fight," can be 
 told in a few words. 
 
 272. American Settlers Strengthen Our Claims to 
 Oregon. We had several reasons for claiming Oregon. In 
 1792 Captain Gray, of Boston, discovered the Columbia 
 River, which he named in honor of his ship; in 1805 Lewis 
 and Clark explored this river, and in 1811 an American 
 company established at its mouth the trading Reasons for our 
 post, Astoria. But we made a yet stronger claims to re on - 
 claim by reason of the actual settlements which Americans 
 planted there before 1845. These settlements began in a 
 small way as early as 1832, missionaries being among the 
 first Americans to find their way to the Oregon Country. 
 
 JOHN TYLER. 
 
270 
 
 HISTORY OF THE UNITED STATES 
 
 Now in this matter of planting settlements we bad the ad 
 vantage of England, because we were nearer the disputed 
 territory. For a long time, to be sure, the English Hudson 
 Bay Company had been out there making money in fur- 
 trading, but this company had planted no settlements. 
 
 The Americans, too, were for many years little inclined 
 to seek homes in Oregon. Although small parties of Amer- 
 
 OREGON COUNTRY 
 
 Showing the United States Claim 
 to the 54 40 Parallel 
 
 Scale of Miles. 
 50 100 200 
 
 ican settlers started for the Columbia River after 1832, no 
 large settlements were made until 1843. In that year one 
 American emi- thousand emigrants made the journey of 
 gration in 1843 more than two thousand miles, braving many 
 and 1844. dangers and enduring much hardship. The 
 
 next year two thousand more went out, and by 1845 about 
 seven thousand American settlers had made their homes in 
 Oregon. The English Hudson Bay Company held only a 
 small number of military posts and trading stations. The 
 United States could therefore claim the country by right 
 of actual possession. 
 
THE SLAVERY QUESTION 271 
 
 By a treaty agreed upon in 1846 both England and the 
 United States gave up a part of their claims. The boun 
 dary determined upon was neither 54 40 as The Oregon 
 desired by the United States, nor 46 as de- boundary dispute 
 sired by England, but 49, as at present. The settled by treaty< 
 whole Oregon Country included what is now the States of 
 Oregon, Idaho, and Washington, or an area equal to more 
 then fifty States like Connecticut. 
 
 273. The Anti-Slavery Movement. Hitherto we have 
 not had occasion to refer to a movement which was des 
 tined to overthrow the most cherished institution of the 
 South. In order to understand this movement we must 
 notice for a moment the new spirit which was gaining ground 
 among the plain people of the country. It has been rightly 
 said that when Andrew Jackson went to Washington as 
 President he took the people with him. It is The rights of the 
 certainly true that at that time the common common people, 
 people began to feel a sense of their power such as they had 
 not felt before. Jackson supported them in this feeling by 
 standing up for their rights and by encouraging them to 
 have faith in themselves as controlling the affairs of the na 
 tion. There had been various limitations on suffrage in the 
 Eastern States, but now manhood suffrage spread from the 
 West to the East. Government by the people and for the 
 people had become a reality. 
 
 The anti-slavery movement, led by the abolitionists, was 
 partly the product of this democratic spirit, but was mainly 
 due to the gradual recognition of the dignity and worth of 
 man as man, regardless of race or color. It was felt that 
 slavery was out of place in a country where the people are 
 the rulers. This sentiment, at first limited to a despised 
 few who were called fanatics, rapidly spread through all 
 classes of society. 
 
 274. William Lloyd Garrison and The Liberator. 
 In 1831 William Lloyd Garrison, a young man of slender 
 means and little education, began to publish a paper called 
 The Liberator. In it he urged that all the slaves in the 
 United States should be immediately set free. He went so 
 
272 
 
 HISTORY OF THE UNITED STATES 
 
 far as to declare that it would be better to have no 
 Union at all than to have a Union with slavery in one 
 section of it. He boldly asserted that slavery was a " sin 
 against God and a crime against man," and that the Consti 
 tution, by giving it support, " was a covenant with death 
 and an agreement with hell. * 
 
 275. Southern Opposition. The Southern people, how- 
 ever, believed that the immediate abolition of slavery would 
 
 FAC-SIMILE OF THE HEADING OF GARRISON S PAPER. 
 
 bring about their financial ruin. Inasmuch as the whole 
 industrial system of the South rested on slavery, they re 
 garded the advocates of immediate abolition as nothing 
 less than public enemies of that section. Therefore gov 
 ernors and State legislators in the South were so eager 
 to punish the abolitionists that large rewards were of 
 fered for their capture. But the abolitionists were in 
 earnest, and by means of lectures, pamphlets, books, and 
 newspapers scattered their anti-slavery ideas among the 
 people. 
 
 276. Northern Opposition. Very few people, even in 
 the North, had any sympathy at that time with Garrison s 
 extreme views about immediate abolition. Northern people 
 thought that such agitation could only result in stirring up 
 sectional feeling and might end in breaking up the Union. 
 To them a Union with slavery seemed better than no Union 
 at all. So the abolitionists were for a time disliked in the 
 North quite as much as in the South, and in various parts 
 
THE SLAVERY QUESTION 273 
 
 of the North anti-slavery mobs and riots were common for 
 some years. 
 
 The opposition to Garrison s teachings became so intense 
 that he was mobbed in the streets of Boston (1835). The 
 mob in its fury had almost torn the clothing Qarrison mobbed 
 from his body and was dragging him through in the streets of 
 the streets with a rope around his waist, when 
 he was saved from death by the police. Elijah P. Lovejoy 
 was mobbed and murdered in Illinois for printing an aboli 
 tion newspaper (1837), and abolition speakers became accus 
 tomed to showers of eggs and stones at public meetings. 
 
 277. Growth of the Abolition Movement. But in spite 
 of all the scorn and contempt heaped upon them, in the 
 North and in the South, the heroic William Lloyd Garrison 
 and his brave followers would not be silenced. They were, 
 like most reformers, extreme in their views and unwise in 
 their methods, but they were right in their leading idea that 
 slavery was wrong. Their sincerity of purpose had its in 
 fluence, and won the sympathy of many who joined them in 
 forming abolition societies, which by 1837 included probably 
 150,000 members. Among them were two of the ablest de 
 fenders of the anti-slavery crusade, Wendell Phillips, the 
 anti-slavery orator, and John Quincy Adams, the anti-slav 
 ery statesman. 
 
 278. John Quincy Adams Defends the Right of Petition. 
 John Quincy Adams was the champion of the sacred right 
 of petition. For many years he stood almost alone in the na 
 tional House of Representatives in his opposition to slavery. 
 He presented on the floor of the House hundreds of peti 
 tions that slavery be abolished in the District of Columbia, 
 and that the slave-trade between the States be stopped. 
 
 As these petitions were very displeasing to Southern 
 members, Congress unwisely voted not to receive them. 
 This was not fair play and aroused much sym- . Gag .| aw .> in 
 pathy in the North for the abolition movement, the House of Rep- 
 The "gag-law," by which the House refused resentatlves - 
 to receive these petitions, continued in effect for many years 
 (1836-1844), but the heroic efforts of the " old man eloquent," 
 
274 HISTORY OF THE UNITED STATES 
 
 as Adams was rightly called, at last gained for these anti- 
 slavery petitions a respectful consideration (1844). 
 
 TO THE PUPIL 
 
 1. What has the telegraph done for the world ? 
 
 2. Upon what did we base our claim to Oregon ? 
 
 3. What reason is assigned in the text for the origin of the anti-slavery 
 
 movement ? What position did William Lloyd Garrison take upon 
 the slavery question ? 
 
 4. How did Southern opposition to the abolitionists express itself? How 
 
 did Northern opposition? What do you admire in William Lloyd 
 Garrison and his anti-slavery friends ? What connection did John 
 Quincy Adams have with the abolition movement ? 
 
 5. Read the account of his untiring efforts as described in Morse s "John 
 
 Quincy Adams." 
 
 TEXAS AND THE MEXICAN WAR 
 
 279. The Annexation of Texas. About 1820 Southern 
 people began to migrate to Texas, which was then a part 
 of Mexico. By the year 1835 several colonies had been 
 planted by these settlers from the Southern States. Being 
 dissatisfied with Mexican rule the Texans revolted (1835), 
 defeated the Mexicans, and drove them out of Texas. They 
 then declared their independence and sought annexation to 
 the United States. 
 
 The South was eager for this annexation, because Texas 
 lay south of the slavery line established by the Missouri 
 whythesouth Compromise in 1 820. If Texas, which was as 
 favored the lar^e as fifty States like Connecticut, could be 
 
 annexation of Texas, ^ddcd to the slave territory of the South, the 
 cause of slavery would be materially strengthened. In time, 
 four or five slave States would be made out of this vast area, 
 and the South would thereby have a larger number of sena 
 tors. This increase of voting power in the Senate would 
 enable her to maintain, for some years at least, the balance 
 between the slave States and the free States. The North 
 entered a vigorous protest against annexation, but the South 
 won, and Texas entered the Union as a slave State in 1845. 
 
Hap illustrating 
 
 TERRITORY IN DISPUTE 
 
 AT THB TIME OP 
 
 MEXICAN WAR. 
 
THE SLAVERY QUESTION 
 
 275 
 
 280. Attitude of the North and the South Toward the 
 Mexican War. One of the reasons urged by the North 
 against annexation was, that it would cause trouble with the 
 Mexicans, who refused to acknowledge the independence of 
 Texas. But this objection had no weight with the South 
 ern slaveholders. A war with Mexico might result in the 
 acquisition of more slave territory, and hence such a war 
 was not, from their stand-point, un 
 desirable. The North, however, ear 
 nestly opposed the acquisition of any 
 
 more slave territory, and just as ear 
 nestly opposed a war with Mexico. 
 
 281. The Causes of the Mexican 
 War. Mexico wished to avoid seri 
 ous trouble with the United States 
 about the annexation of Texas. But 
 before the question could be settled 
 there arose a dispute about the 
 boundary line between Texas and 
 Mexico. Texas claimed the territory 
 to the Rio Grande ; Mexico claimed 
 it to the Nueces River. The terri 
 tory in dispute was large and there 
 fore desirable both to the South and 
 to Mexico. While the difficulty was 
 
 still under discussion, however, our government took steps 
 that were almost certain to bring on war. 
 
 General Taylor had been sent down in command of 
 American troops to support the cause of Texas, and was 
 ordered to advance into the disputed terri- General Taylor 
 tory. He did so, taking a position on the Rio e d^tedter- 
 Grande at Fort Brown, opposite Matamoras. 1 ritory. 
 The Mexicans justly considered this an invasion of their 
 territory and therefore an act of war. It certainly looked 
 
 1 Before this time President Polk had sent an envoy to Mexico, whose govern 
 ment refused to receive him. This action of Mexico aroused the resentment of our 
 government. 
 
 James K. Polk, eleventh President of the United States (1845-1849), was born 
 
 JAMES K. POLK. 
 
276 
 
 HISTORY OF THE UNITED STATES 
 
 THE STORMING OF CHAPULTEPEC. 
 An incident in one of the important battles of the Mexican War. 
 
 like an attempt to provoke them to make an attack on 
 the American troops. At all events, this was the result of 
 General Taylor s movement. A Mexican force crossed the 
 Rio Grande and killed some American dragoons belonging 
 to a reconnoitring party. 
 
 At once President Polk sent to Congress a message in 
 
 in Mecklenburg County, North Carolina, in 1795, and died in 1849. In 1806 he 
 removed to Tennessee. After being graduated with distinguished. honors from the 
 University of North Carolina he entered upon the study of law. He served the 
 State of Tennessee not only as governor but as member of the national House of 
 Representatives. His manners were simple, and his private life sincere and 
 blameless. 
 
THE SLAVERY QUESTION 277 
 
 which he declared, " War exists notwithstanding all our ef 
 forts to avoid it exists by the act of Mexico herself. Mex 
 ico has invaded our territory and shed Amer- congress declares 
 ican blood upon American soil." Congress war - 
 therefore declared that war existed " by the act of Mexico," 
 and at once sent troops and supplies to invade Mexican ter 
 ritory (1846). 
 
 282. The Character of the Struggle. The American 
 plan of campaign was comprehensive. It indicated that the 
 purpose of the war was the conquest of new territory. Al 
 though the Americans met with stout opposition from 
 Mexico, the American commanders easily carried out their 
 plans. The war was one-sided. The battles were all won 
 by the Americans, even in cases where the Mexicans great 
 ly outnumbered our troops. 
 
 There were many reasons for the defeat of the Mexicans. 
 Their government was weak and poor ; their generals were 
 inefficient; and their troops were without discipline and 
 proper equipment. Although the Mexicans were spirited 
 and brave, they were greatly inferior to the Americans in 
 intelligence, dash, and endurance. 
 
 283. Results of the War. In less than two years 
 Mexico was conquered, and her entire territory was at the 
 mercy of the United States. But however unfair our gov 
 ernment may have been in bringing on the war with this 
 weak country, it was willing to pay for any territory it 
 might secure. Mexico received more than eighteen million 
 dollars 1 for the cession it made to the United States. Nev 
 ertheless, we cannot but regret that our people, distinguished 
 for their keen sense of justice, should have consented to 
 wage this war in the interests of slavery. But the results 
 of the war seemed decidedly favorable to the slavehold 
 ers, who thought they had gained a vast region adapted to 
 the use of slave labor. 
 
 If we include in the territory acquired by the Mexican 
 war the State of Texas and the parts of Arizona and New 
 
 1 The sum paid to Mexico was $15.000,000. The United States also satisfied 
 claims of American citizens against Mexico to the amount of about $3,500,000. 
 
273 HISTORY OF THE UNITED STATES 
 
 Mexico secured by the Gadsden Purchase 1 a little later, the 
 whole area is equal to more than one hundred and ninety 
 States like Connecticut. 
 
 284. The Wilmot Proviso. But there was another re 
 sult which made the war a costly one to the United States, 
 and that was the increased bitterness between the two sec 
 tions over the slavery question. The South insisted that 
 slavery should go into the new territory, and the North in- 
 sisted that it should not. In fact, this quarrel over the 
 question of slavery in the new territory began even before 
 the war was over. For when in 1846 it seemed pretty 
 evident what the result of the fighting would be, David 
 Wilmot, a representative in Congress from Pennsylvania, 
 proposed that slavery should be forever prohibited in all 
 the territory which should be acquired from Mexico. This 
 was called the Wilmot Proviso. It failed of enactment by 
 Congress, but it expressed a policy which was soon to be 
 made a guiding principle by a great political party. Two 
 years later this principle became the political watchword 
 of the Free Soil Party and later of the Republican Party. 
 The Wilmot Proviso marked the swift approach of the 
 downfall of slavery in the United States. 
 
 TO THE PUPIL 
 
 1. Why did the South favor the annexation of Texas ? What was the 
 
 attitude of the North and the South toward the Mexican War? 
 
 2. What were the causes of this war ? How did it begin ? Give three 
 
 reasons why the Mexicans were defeated in every battle. 
 
 3. What were the principal results of the war? Including Texas and the 
 
 Gadsden Purchase, how many States like your own would the whole 
 territory acquired by the Mexican War equal? What was the Wil 
 mot Proviso ? 
 
 4. Read Thomas Nelson Page s " Old South." 
 
 1 In 1853 a treaty was negotiated through James Gadsden which settled the dis 
 puted boundary with Mexico. The United States paid $10,000,000 and gained the 
 Mesilla Valley, an area of about twenty million acres. It formed the southern 
 part of what is now New Mexico and Arizona, and b^caoae known as the Gadsden 
 Purchase. 
 
THE SLAVERY QUESTION 
 
 279 
 
 THE MEXICAN CESSION AND THE COMPROMISE OF 1850 
 
 285. Discovery of Gold in California and Its Results 
 (1848). California had been valued for its fertile soil and its 
 delightful climate. It had also the fine harbor of San Fran 
 cisco. These attractions drew a few settlers, who in 1848 
 made a great discovery. Some workmen, in digging a mill- 
 
 SUTTER S MILL, WHERE GOLD WAS FIRST FOUND IN CALIFORNIA. 
 
 race for Captain Sutter, a Swiss immigrant, discovered 
 shining particles of gold in a stream flowing into the Sacra 
 mento River, about 100 miles northeast of San Francisco. 
 Upon examination of the surrounding country, the soil, the 
 river-beds, and the rocks were found to be rich with gold. 
 It was a wonderful discovery. Before the close of 1861 
 these mines had yielded more than $500,000,000. 
 
 As soon as the news spread abroad people were almost 
 beside themselves with excitement, and at once rushed for 
 the gold region from all the settled parts of Excitement of the 
 the United States. Farmers, carpenters, store- P e P le 
 keepers, and professional men were seized with a desire for 
 sudden wealth, and left their work to seek the golden 
 treasure. Vessels coming into the harbors of San Fran- 
 
280 
 
 HISTORY OF THE UNITED STATES 
 
 cisco were deserted by their crews, who, with the rest, wild 
 ly rushed with pickaxe and shovel to the mines. 
 
 There were three routes to California from the Eastern 
 States: the first and longest was by vessel around Cape 
 Horn, the trip from New York to San Francisco in 1848 
 taking about one hundred and thirty days ; the second was 
 down to the Isthmus of Panama, across it, and up along 
 the western coast to San Francisco ; the third was by 
 
 slowly moving trains of wagons 
 The three routes and ox-carts overland 
 to California. across the country. 
 By this last route it took one hun 
 dred days to travel to the valleys of 
 California after reaching the plains 
 west of the Mississippi. 
 
 The difficulties and dangers in 
 crossing the plains and the desert 
 region on the journey were many. 
 The Indians often attacked the em 
 igrants, and in one instance they 
 were encouraged to do so by a few 
 white settlers of southern Utah, 
 who pleaded in palliation that these 
 emigrants had exasperated them 
 
 beyond endurance. Thousands died on the way, and the 
 bones of human beings, horses, and oxen were strewn along 
 The dangers of tne route The gold-seekers found the Mor- 
 the overland mon settlements near the Great Salt Lake of 
 much convenience, as they could there rest 
 in safety and secure fresh supplies to enable them to reach 
 their journey s end. 
 
 Large numbers of men flocked to the gold regions. In 
 less than eighteen months after the discovery, California 
 Results of the dis- na< ^ a population of not less than 100,000. In 
 covery of gold in the meantime, San Francisco increased from 
 2,ooo to 20,000 people, and Sacramento from 
 a little cluster of houses to a place of 10,000 inhabitants. 
 The discovery of gold in California had important results : 
 
 ZACHARY TAYLOR. 
 
ing Mexican Cession I 1 
 
 Gadsden Purchase I 1 
 
 Territories open to Slavery under 
 Principle of Popular Sovereignty, 1839 
 
 Principle of Popular Sovereignty , 
 
THE SLAVERY QUESTION 281 
 
 (i) By greatly increasing the gold in circulation, it stimu 
 lated trade and commerce; (2) by developing the Pacific 
 coast it led about twenty years later to the building of the 
 first Pacific railroad ; (3) it had, as we shall now see, an 
 important bearing upon the slavery question. 
 
 286. California Seeks Admission into the Union as a 
 Free State (I84Q). 1 In about a year after the discovery of 
 gold there were people enough in California for a State. 
 But Congress had been so busy discussing the slavery ques 
 tion that it had not established any government at all there. 
 This was most unfortunate, for among the gold-diggers 
 there were many thieves and ruffians, who were very dis 
 orderly and lawless. Hence the better class of citizens 
 were forced to act without waiting for Congress. They 
 organized a government of their own, established order, 
 and applied for admission into the Union in 1849. As a 
 large majority of the people were from the North, they 
 wished California to be made a free State. 
 
 287. Difficult Slavery Questions in 1850. It will be re 
 membered that the Missouri compromise was called forth 
 
 J Zachary Taylor, twelfth President of the United States (1849-1850), was 
 born in Orange County, Virginia, in 1784, and died in 1850. While he was yet 
 an infant his parents removed to Kentucky, which continued to be his adopted 
 State until 1841, when he made his family home in Baton Rouge, Louisiana. Al 
 though his opportunities for education were very limited, his keen desire for 
 knowledge led him to study with care ancient and modern history. He became a 
 daring and skilful soldier, serving his country with great distinction as brigadier- 
 general in the Mexican War. " Old Rough and Ready," as he was fondly called 
 by his many admirers, indicates that he was a popular hero. He died in the sec 
 ond year of his Presidency. 
 
 Millard Fillmore, thirteenth President of the United States (1850-1853), was 
 born in Cayuga County. New York, in 1800, and died in 1874. In early youth he 
 learned the meaning of a life of struggle. Like Lincoln and Garfield, he was a 
 poor boy, and like them he overcame, by invincible determination, almost insur 
 mountable difficulties. Until fourteen years of age he worked on a farm nine 
 months of the year, and attended the primitive schools of those times the remain 
 ing three. At fourteen he was apprenticed to a trade, but managed to find some 
 time for hard study. Later he studied law, and won for himself an enviable posi 
 tion at the bar. Having been elected Vice-President in 1848, he became President 
 on the death of Zachary Taylor in 1850. His kindly manner and never-failing 
 courtesy made him very popular. 
 
282 
 
 HISTORY OF THE UNITED STATES 
 
 by the purchase of the Louisiana Territory. The whole 
 question was opened afresh by the Mexican cession. 
 Should the territory acquired from Mexico be slave, or 
 free? The North argued that inasmuch as this territory 
 had always been free, it should continue to be so. The 
 South was divided in opinion. Some of the Southerners 
 wished to extend the line of the Missouri Compromise, 36 
 30 , as a boundary to the Pacific. Others claimed, as in 
 
 MODES OF TRAVEL IN THE WEST. AN OLD STAGE-COACH AND PRAIRIE SCHOONER. 
 
 1820, that Congress had no constitutional right to interfere 
 with slavery ; and that the people in the territories ought 
 to be allowed to decide for themselves whether they should 
 come into the Union as free or slave States. 
 
 The settlement of the dispute was one of extreme im 
 portance. It involved several points of issue: (i) California 
 wished to come in as a free State, but in that case the bal 
 ance of power in the Senate would be disturbed. Hence 
 there were strong objections from the South. (2) The anti- 
 slavery men continued to urge upon Congress legislation 
 that would abolish slavery, or, at least, the slave-trade in 
 
THE SLAVERY QUESTION 
 
 283 
 
 the District of Columbia. Whether or not Congress had a 
 right to meddle with slavery in the territories, it clearly 
 had a right to enact a measure against slavery S|avery |n Ca ,. for- 
 in the District of Columbia, which was under nia and the DIS- 
 the direct control of Congress. We have ^ct of Columbia. 
 already seen how John Quincy Adams bravely struggled 
 for years in behalf of legislative action against slavery in 
 this district. (3) The South bitterly complained that the 
 North was violating the Fugitive 
 Slave Law, by aiding the escape 
 of slaves from their masters to 
 Canada. 
 
 All these difficult slavery ques 
 tions were pressing for satisfactory 
 answers, and many people began 
 to fear a dissolution of the Union. 
 
 Threats of Secession Threats of seces- 
 
 were freely made by 8ion * 
 some of the more hot-headed pro- 
 slavery men. It was evident that 
 prompt and wise measures must be 
 taken to quiet the violent feelings 
 among people in both sections. 
 
 288. The Compromise of 1850. Henry Clay had already 
 fairly gained the title of " Peace-maker" by taking a leading 
 part in securing the Missouri Compromise in Henry ciay the 
 1820, and the compromise in 1833 settling the " Peace-maker." 
 difficulties brought about by the tariff and nullification in 
 South Carolina. In his old age he was again called upon 
 to help meet these new difficulties in 1850. He therefore 
 prepared what was called the Omnibus Bill, because it made 
 provision for settling many questions. 
 
 This famous Omnibus Bill, or Compromise of 1850, con 
 tained four essential clauses, two of which favored the North 
 and two the South. They were as follows: The four essentlar 
 (i) California was to be admitted as a free clauses of the 
 State (for the North) ; (2) but in the rest of the Omnlbus B111 - 
 Mexican cession, divided into the two territories of Utah 
 
 / 
 
 MILLARD FILLMORE. 
 
24 HISTORY OF THE UNITED STATES 
 
 and New Mexico, the people were to decide for themselves 
 whether or not they would have slaves (for the South); (3) 
 the slave-trade, not slavery, was to be abolished in the Dis 
 trict of Columbia (for the North) ; (4) but a vigorous and 
 exacting fugitive slave law was to be passed (for the South). 
 Many people thought that this compromise would bring 
 peace and good-will throughout the country. 
 
 289. The Fugitive Slave Law and Its Results in the 
 North. Congress had directed that the Fugitive Slave Law 
 
 enacted in 1793 should be car 
 ried out by the various State 
 governments. As the South 
 charged that the Northern 
 States were neglecting to en 
 force this law in a proper 
 manner, the fugitive slave 
 
 FUGITIVE SLAVE ADVERTISEMENTS. ClailSC WaS inserted ill the 
 
 Compromise of 1850, as has 
 
 just been stated. In accordance with this clause Congress 
 passed a rigid Fugitive Slave Law, which was to be en 
 forced not by State but by Federal officers. 
 
 By the provisions of this law fugitive slaves, or negroes 
 claimed as fugitive slaves, were to have no trial by jury and 
 were not to be permitted to testify in their own defence. 
 Ail citizens, if called upon, were required to aid the United 
 States marshal in capturing runaway slaves. Many cases 
 of cruelty, injustice, and violence followed. 
 
 The indignation of the North rose to fever heat, and 
 soon the " higher law " of right and justice was openly pro- 
 indignation in claimed. Some people in the North were 
 the North. ready to defy a law that was in their view 
 
 cruel and inhuman. 
 
 290, Personal Liberty Bills and Their Results in the 
 South. The outcome of this intense opposition to the Fugi 
 tive Slave Law was the passage, by many Northern. States, 
 of the Personal Liberty Bills. These laws granted trial by 
 jury to runaway slaves and in other ways protected them 
 from the severity of the Fugitive Slave Law. Naturally 
 
THE SLAVERY QUESTION 285 
 
 these Personal Liberty Laws embittered the Southern 
 slaveholders, who accused the North of a desire to break 
 up slavery. They further asserted that in passing these 
 Personal Liberty Bills the Northern States were nullifying 
 an act of Congress and violating the Constitution. 
 
 291. The Underground Railroad. Some people in the 
 North secretly aided the runaway slaves in escaping to 
 Canada. The fugitives made their way to freedom by 
 means of the so-called " Under 
 ground Railroad." The " stations " 
 
 were the houses of persons who 
 received the poor negroes at any 
 hour, night or day, giving them food 
 and shelter and keeping them in a 
 safe hiding-place until they could be 
 sent on to the next " station." In 
 this way they were fed and cared 
 for until they reached Canada, the 
 northern end of this strange railroad. 
 It is estimated that over 30,000 fugi 
 tive slaves escaped to Canada be- HARRIET BEECHER STOWE. 
 tween 1830 and 1860. 
 
 292. Uncle Tom s Cabin (1852). In the midst of the 
 stirring discussion about slavery Uncle Tom s Cabin," by 
 Harriet Beecher Stowe, appeared. During the first year 
 after its publication more than 200,000 copies were sold. 
 It was read in all parts of Europe as well as in the United 
 States. It not only appealed to the imagination, but it 
 also touched the heart and conscience. It rapidly caused 
 people to feel that slavery was more than a political ques 
 tion. Through its influence hundreds of thousands of men 
 and women now joined the abolitionists in the conviction 
 that slavery was a great moral evil. 
 
 293. Commodore Perry Secures a Treaty with Japan 
 (1854). Two years after the publication of "Uncle Tom s 
 Cabin" Commodore Perry sailed into the ports of Japan with 
 a fleet of steamers. Previous to that time the Japanese 
 had been suspicious of all foreign nations and had refused to 
 
286 
 
 HISTORY OF THE UNITED STATES 
 
 trade with them. Commodore Perry won the good-will of 
 these people, and they entered into a treaty of commerce 
 with our country. From that time Japan has been on a 
 most friendly footing with the United States. Through 
 her trade relations with this country and Europe she has 
 come into touch with Western civilization, and has sur 
 prised the world by the eagerness with which she has 
 adopted it. 
 
 294. Filibustering Expeditions (1851-1860) ; The Os- 
 tend Manifesto (1854). By the admission of California as 
 a free State in 1850 the balance be 
 tween the free and the slave States 
 was destroyed, for now there were 
 sixteen free to fifteen slave States. 
 The outlook for slavery was so 
 gloomy that the Southerners turned 
 their eyes toward Cuba, as they had 
 turned them, a few years before, 
 The slaveholders toward Texas. Slavery 
 eager for Cuba. already existed in Cuba, 
 and if the island could be secured to 
 the Union it would furnish two more 
 slave States. Our government was 
 on friendly terms with Spain, and no 
 pretext for war existed when, in 1851, 
 
 the first filibustering expedition started out from New Or 
 leans. The scheme ended in disaster, but there were still 
 many greedy eyes turned toward Cuba. 
 
 Some people thought that Spain might be induced -by 
 treaty to give it up, and even advocated seizure if it could 
 not be got by cession. In 1854, therefore, the United States 
 ministers to England, France, and Spain, acting under in 
 struction from President Pierce, 1 met at Ostend, Belgium, 
 
 1 Franklin Pierce, fourteenth President of the United States (1853-1857), was 
 born in Hillsborough, New Hampshire, in 1804, and died in 1869. In his class 
 at Bowdoin College, from which he was graduated, were Henry W. Longfellow 
 and Nathaniel Hawthorne, the latter being a life-long friend. Entering the army 
 at the outbreak of the Mexican War, he was so brave that he was promoted to the 
 rank of brigadier-general. After serving in both Plouses of Congress he was elected 
 
 FRANKLIN PIERCE. 
 
THE SLAVERY QUESTION 287 
 
 to discuss the situation. They declared, in the Ostend Man 
 ifesto, that Cuba ought to belong to the United States, and 
 that if Spain should refuse to sell it we should secure it by 
 force. It is perhaps unnecessary to say that the United 
 States did not adopt any such policy. 
 
 TO THE PUPIL 
 
 1. Trace on your map the three routes to California from the Eastern 
 
 States. What were the results of the discovery of gold ? 
 
 2. Explain why California sought admission into the Union as a free 
 
 State. What were the three difficult slavery questions in 1850 ? 
 
 3. In what way was the Missouri Compromise called forth by the 
 
 Louisiana Purchase ? What question was asked about the Mexican 
 cession? How did the North answer the question? How did the 
 South ? 
 
 4. What two clauses in the Compromise of 1850 favored the North ? 
 
 What two the South ? 
 
 5. What was the Fugitive Slave Law, and what were its results ? Ex 
 
 plain the Personal Liberty Bills and the Underground Railroad. 
 What effect had " Uncle Tom s Cabin " upon the slavery question? 
 
 6. What was the purpose of the filibustering expedition? What do you 
 
 think of the Ostend Manifesto? 
 
 7. Read the chapters on slavery in Coffin s " Building the Nation." 
 
 THE FIGHT FOR SLAVERY IN THE TERRITORIES 
 
 295. The Kansas-Nebraska Bill (1845.) By the Com 
 promise of 1850 the people in all the territory acquired 
 from Mexico, except California, were to de- The south desires 
 cide for themselves whether or not they would "i^^tte^terri- 
 have slavery. But this act was not enough, tory. 
 The need of the South for a still further extension of slave 
 territory to offset the rapidly growing power of the free 
 North became more pressing every year. 
 
 By the Missouri Compromise of 1820 slavery was for 
 ever prohibited in the Louisiana Purchase north and west 
 
 to the Presidency in 1852. Although he believed in " State Rights" and opposed 
 all anti-slavery movements, he urged the people of New Hampshire, in the stormy 
 days following the attack upon Fort Sumter in 1861, to stand by the Union. 
 
288 HISTORY OF THE UNITED STATES 
 
 of Missouri, or north of the parallel of 36 30 . In 1854 
 Stephen A. Douglas, a Democratic Senator from Illinois, 
 claimed that the Compromise of 1850 had repealed the Mis 
 souri Compromise ; moreover, that Congress had no Consti 
 tutional right in 1820 to shut out slavery from the Louisiana 
 Purchase. He therefore proposed the erection of the two 
 territories of Kansas and Nebraska, in which the settlers 
 should decide whether they would have slavery or not. 
 This measure, known as the Kansas-Nebraska Bill, became 
 a law in 1854. 
 
 It had many important results: (i) It took from Con 
 gress all authority over slavery in the territories, and gave 
 Results of the tn * s authority to the people ; (2) it opened to 
 Kansas-Nebraska slavery all the territories belonging to the 
 United States ; (3) it led to a bitter struggle 
 over Kansas ; (4) and it reopened with renewed bitterness 
 the slavery controversy, which could never again be set 
 tled by peaceable means. 
 
 296. The Struggle for the Control of Kansas. Since 
 the people now had authority to decide the question of free 
 dom or slavery in Kansas, both the North and the South 
 made a desperate effort to gain control of the territory. 
 Emigration was no longer a matter of private or personal 
 Emigrant aid interests. There were now urgent political 
 secieties in the reasons why emigration to Kansas should be 
 encouraged from both sections. Meetings 
 were therefore held in many leading Northern cities, and 
 money was raised for the support of emigrant aid societies 
 to send settlers to Kansas. Soon long trains of emigrant 
 wagons were winding their way across the prairies. As the 
 Missouri people refused to let them pass across that State, 
 they were obliged to go north through Iowa. 
 
 Missouri also made hasty preparations to get control of 
 Kansas. But in this struggle the South was at a disadvan 
 tage, because slave-holders were afraid to risk taking their 
 slaves into a territory that might, by vote of the people, be 
 come free. The South, therefore, did not make such an 
 organized effort to settle Kansas as was made in the North. 
 
THE SLAVERY QUESTION 
 
 289 
 
 Bloodshed in 
 
 Two rival gov 
 ernments in 
 Kansas. 
 
 The Missouri pro-slavery men, however, made hasty prep 
 
 arations to do all they could. Arming- them- 
 
 selves, they crossed the border and began to 
 
 plant colonies. Both sides were aroused, and both took 
 
 part in the plundering, burning, and murdering. 
 
 297. Triumph for the Free-State Men. On election 
 days the men from Missouri, who soon became known as 
 " border ruffians," went over to Kansas in large numbers 
 and cast fraudulent votes in the in 
 
 terests of slavery. By false voting 
 
 and false counting of ballots the 
 
 pro-slavery party was for some 
 
 time ahead. Two rival govern 
 
 ments were estab 
 
 lished. Although the 
 
 anti-slavery men 
 
 were clearly in the majority, Pres 
 
 ident Pierce supported the pro- 
 
 slavery faction and used the influ 
 
 ence of the administration to secure 
 
 the admission of Kansas into the 
 
 Union as a slave State. But in 
 
 spite of all that could be done by President Pierce and the 
 
 pro-slavery leaders, the cause of freedom triumphed. 
 
 After three years (1855-1858) of this civil war, in what was 
 
 truly called " Bleeding Kansas," the free-State men won a 
 
 victory, and Kansas was admitted to the Union in 1861 
 
 with an antislavery constitution. 
 
 298. Assault on Charles Sumner (1856). During the 
 fiery debating in Congress over the difficulties in Kansas, 
 the distinguished anti-slavery leader, Charles Sumner, of 
 Massachusetts, made in the Senate a vigorous speech on the 
 " Crime against Kansas." In this speech he severely attacked 
 Senator Butler, from South Carolina. Sumner s Southern 
 enemies became more intense in their hatred of him than 
 ever before. In the midst of the exciting days which fol 
 lowed, Senator Butler s nephew, Preston S. Brooks, who 
 was a representative in Congress from South Carolina, came 
 
 CHARLES SUMNER. 
 
290 HISTORY OF THE UNITED STATES 
 
 suddenly upon Mr. Sumner while writing at his desk in the 
 Senate Chamber and assaulted him. Again and again 
 Brooks struck Sumner over the head with a cane until he 
 Results of the reeled and fell senseless to the floor. Sumner 
 assault. did no t recover from the shock for over three 
 
 years. This assault increased the bitterness of feeling and 
 made both sections more determined in their actions. 
 
 299. New Political Parties (1854). Slavery had brought 
 about in political parties great changes, which we will now 
 The whi s briefly consider. In 1833 tne National Repub 
 
 lican Party (see par. 244) was succeeded by the 
 Whig Party, of which Henry Clay became the leader. This 
 party opposed the Mexican War. At the close of this 
 war many Northern Whigs and Democrats believed in the 
 principle of the Wilmot Proviso that slavery should be 
 prohibited in all the Mexican cession. They became anti- 
 slavery men and, joining the Abolitionists, formed the Free 
 Soil Party. But while many Northern Whigs became anti- 
 slavery men, many pro-slavery Whigs in the South joined 
 the Democrats. The result was the breaking into frag 
 ments of the Whig Party after 1852. 
 
 The passage of the Kansas-Nebraska Bill (1854) caused 
 still another split in parties. By reason of this measure all 
 The Republican voters in the North who opposed the further 
 Party. extension of slavery, whether they had been 
 
 previously known as Democrats or Free Soilers, called them 
 selves Anti-Nebraska Men. In the following year the 
 " Anti-Nebraska Men " began to be called the Republican 
 Party, which has ever since been known by that name. The 
 corner-stone of the Republican Party was the principle con 
 tained in the Wilmot Proviso. 
 
 TABLE OF IMMIGRATION FROM EUROPE FOR THE YEARS 1845-1856. 
 
 Number of 
 Year. Immigrants. 
 
 1845 
 
 1846 154,416 
 
 1847 234,968 
 
 1848 226, 527 
 
 1849 297,024 
 
 1850. 310,004 
 
 Number of 
 Year. Immigrants. 
 
 1851 379.466 
 
 1852 371,603 
 
 1853 368,645 
 
 1854 427,833 
 
 1855 200, 877 
 
 1856 200,436 
 
THE SLAVERY QUESTION 
 
 2QI 
 
 300. Immigration from Europe. Before 1840 the total 
 number of foreign immigrants into the United States during 
 any one year never exceeded 100,000. A reference to the 
 immigration table given above will show that from 1845 
 onward, especially after 1848, the increase was surprisingly 
 great. During almost the whole decade from 1840 to 1850 
 there was in Europe much unrest, and this led The reasons for 
 to political disturbances extending through 
 many European countries. In 1846 and 1847 
 a terrible famine in Ireland caused thousands to seek 
 homes in the United States. The discovery of gold in 
 California, also, had a great influence in stimulating the 
 desire to seek a land where the working man could have 
 prosperity, political freedom, and happiness. As can be 
 seen by noting the rapid increase of population in many 
 of our Western States and Territories, a large number of 
 these immigrants joined the westward movement. 
 
 TABLE OF POPULATION IN WESTERN STATES AND TERRITORIES IN 1840, 1850, 
 
 AND 1860. 
 
 STATES. 
 
 
 POPULATION. 
 
 
 Illinois 
 
 1840. 
 472,2^4 
 
 1850. 
 846,074 
 
 1860. 
 1,704,32 ? 
 
 
 478 698 
 
 Q77 1^4 
 
 I 33Q OOO 
 
 
 42,0,24. 
 
 I9I,88l 
 
 673,844 
 
 
 211,560 
 
 39^071 
 
 742,314 
 
 \Visconsin ...... ... ...... .... .... 
 
 3O 74Q 
 
 304,7^6 
 
 m,7io 
 
 
 
 01,6^6 
 
 361, -K3 
 
 
 
 6,0^8 
 
 171,864 
 
 Utah 
 
 
 JI.7C4 
 
 40,214 
 
 Colorado ... ....... .... . .. . 
 
 
 
 34. 231 
 
 
 
 
 106, ^70 
 
 
 
 
 28 7CQ 
 
 
 
 
 2,337 
 
 
 
 
 
 It is significant that nearly all of them sought the North. 
 They avoided making their homes in the why Immigrant8 
 South, because there labor was servile and would not settle 
 degrading. In fact, the slave-holders did not lntheSouth - 
 encourage European immigrants to come South because 
 
HISTORY OF THE UNITED STATES 
 
 they thought the presence of free white laborers might 
 dissatisfy the slaves with their condition and lead them to 
 rise in insurrection. The slave-holders even guarded against 
 the spread of intelligence among their slaves, on account of 
 the discontent intelligence was sure to bring about among 
 the blacks. 
 
 301. Economic and Social Conditions in the South. 
 We see, then, that slavery in the South prevented the in 
 crease of population there by immigration, and thus hin- 
 
 OLD PLANTATION DAYS. 
 
 dered the most rapid development of its resources. There 
 were reasons, also, within the South s own boundaries, which 
 explain why it did not keep pace with the North in indus- 
 Three reasons trial prosperity : (i) The negroes were so lazy 
 
 behln^thrNor^h and careless tnat on tne average two or three 
 in prosperity. slaves in the South would do only as much 
 work as one free laborer in the North. (2) Since slavery 
 degraded labor, the large class of people in the South known 
 as " poor whites" would work but little. (3) The planters 
 themselves spent most of their time in leisure, leavii? their 
 business in charge of overseers. 
 
 When we bear in mind that of the three great classes of 
 people in the South the planters, the poor whites, and the 
 slaves the planters did nothing, the poor whites as little as 
 they could, and the slaves not more than half as much as the 
 
THE SLAVERY QUESTION 293 
 
 same number of intelligent free laborers would have done, 
 we cannot be surprised that the South was so rapidly out 
 stripped by the North in productive power and therefore 
 in wealth and prosperity. 
 
 302. Economic and Social Conditions in the North. 
 While there were three great classes in the South, there 
 was in the North, so far as production was concerned, but 
 one. In this section nearly ail belonged to the working, 
 producing class. In the North, there was the busy hum of 
 industry. A spirit of enterprise, manifesting itself in agri 
 culture, manufacture, trade, and commerce, was everywhere 
 present. All labor was honorable and idlers were few. 
 Such being the industrial conditions, the North was soon 
 far ahead of the South in population, in productive power, 
 and in political influence. 
 
 303. Influence of the "West in Favor of Nationalism. 
 Again glancing over the tables of population in some of 
 the Western States and territories from 1840 to 1850 and 
 from 1850 to 1860, we shall see that the increase was very 
 great. Nor was it all due to foreign immigration. Much 
 of it was the result of the large movement of population 
 from the Eastern States. The prairie lands, so fertile and 
 so easily brought under cultivation, invited The prairies and 
 the laborer to begin life anew where indus- the railroad, 
 trial conditions highly favored prosperity. The railroad 
 encouraged the movement by making the transportation 
 of emigrants and goods rapid, easy, and inexpensive. 
 
 It is worth while to notice that only a small part of this 
 westward emigration was from the South. Frlendly re i a tions 
 The West was being rapidly occupied by men between the North 
 who were not in sympathy with the slave- andtheV 
 holding planter. Moreover, when these people in the West 
 began to find a market for their corn, wheat, and other 
 produce, they traded with the North because the North 
 had what they needed. The North and the West found 
 mutual profit in trade. With common interests they soon 
 found themselves having common sympathies and common 
 political aims and purposes. 
 
294 
 
 HISTORY OF THE UNITED STATES 
 
 Year by year the West became more and more like the 
 North. Her loyalty to the Union was unquestioned. Hav 
 ing received statehood from the national government, the 
 Western States had very little of that State Rights feeling 
 National feeling so common in the South. They were first of 
 in the west. a }[ Americans, ready to stand up for the pres 
 ervation of the Union whenever it should be in danger. 
 When the inevitable clash of arms between the North and 
 the South came in 1861, the West 
 erner was on the side of the North, 
 and shouldered his musket in behalf 
 of a Union which he had unwittingly 
 helped to weld into a solid, indivisible 
 nation. 
 
 304. The Financial Panic of 1857. 
 The great financial panics of the 
 last century occurred at intervals of 
 about twenty years. You will recall 
 that the panic of 1837 was preceded 
 by unusual business prosperity. The 
 same condition existed before the 
 panic of 1857. It was easy to get 
 money, and men were seized with the 
 desire to make fortunes by speculat 
 ing in Western lands. Railroads were built faster than they 
 could get business support. The discovery of gold in Cali 
 fornia and Australia had increased the money in circulation 
 Causes of the and thus contributed to the general feeling of 
 P anic - prosperity. Extravagance in living followed. 
 
 Trade was greatly stimulated, and soon there was an 
 over-production of goods. There had been too much 
 credit, and that brought on the panic. In August, 1857, 
 the crash came and everywhere there was great business 
 distress. 
 
 305. The Dred Scott Decision (1857).! The Kansas- 
 Nebraska Bill (1854) deprived Congress of all authority over 
 
 1 This noted decision was made public in the first year of Buchanan s adminis 
 tration. James Buchanan, fifteenth President of the United States (1857-1861), was 
 
 JAMES BUCHANAN. 
 
THE SLAVERY QUESTION 295 
 
 the question of slavery in the Territories and left it wholly 
 in the hands of the people. Then began the The principle oi 
 struggle between the two sections for control. ^ g p n u t ^ a p p ^ e r d " to 
 It was soon evident that the North, with ail the territories. 
 greatly superior resources, must win the other Territories 
 just as it had won in Kansas. 
 
 The South was dismayed at the prospect and looked 
 about for some means of escaping from the apparently 
 hopeless situation. The means was found in the Dred 
 Scott Decision (1857). Dred Scott was a slave belonging 
 to an army surgeon. In 1834 this surgeon went with his 
 slave from Missouri to Illinois, and some years afterward 
 to Minnesota Territory. On the return of master and 
 slave to Missouri, Dred Scott claimed that, inasmuch as he 
 had been taken by his owner into free territory, he himself 
 was a free man. The case was finally tried in the Supreme 
 Court of the United States. The decision supported the 
 extreme position the pro-slavery men had taken. 
 
 It declared, in effect, (i) that a slave, according to the 
 Constitution, was not a person but a chattel or mere piece 
 of property ; (2) that the Missouri Compromise, forbidding 
 slavery in a part of the Louisiana Purchase, was unconstitu 
 tional, since Congress had no right to interfere with slavery 
 in the Territories; (3) and that a master had as much right 
 to take his slave with him into a free State as he had to take 
 his horse, his cow, or any other kind of personal property. 
 
 This decision was far-reaching. It meant nothing less 
 than the extension of slavery all over the Union. It inten 
 sified the anti-slavery feeling in the North, where many 
 threatened that they would not obey the decision. The 
 slave-holders became reckless. They even went so far as 
 to reopen the slave-trade with Africa, for the importation 
 
 born near Mercersburg, Pennsylvania, in 1791, and died in 1868. After his gradu 
 ation from Dickinson College he studied law. He filled many public positions of 
 great responsibility. Besides serving in both Houses of Congress, he became Sec 
 retary of State under President Polk and minister to England in Pierce s adminis 
 tration. As President of the United States during the trying years just preceding 
 the Civil War, he was severely blamed by the Unionists because he did not take a 
 firm stand in opposition to the secession movement. 
 
296 
 
 HISTORY OF THE UNITED STATES 
 
 LAST MOMENTS OF JOHN BROWN. 
 From a painting by Thomas Hovenden. Copyright, 1883, by Thomas Hovenden. 
 
 of slaves was carried on from 1857 to the outbreak of the 
 siave-trade with Civil War. This high-handed proceeding a 
 AfHca re-opened, direct violation of the law prohibiting the 
 importation of slaves after 1808 indicated that all hope for 
 further compromise was useless. 
 
 306. John Brown s Raid at Harper s Ferry (1859). John 
 Brown was a thorough-going abolitionist, who had taken a 
 prominent part in the struggle for Kansas. He had a strong 
 John Brown and will, a rugged, intense nature, and was deeply 
 his plan. religious. He believed that slavery was a 
 
 curse to the nation, and that he himself was an instrument 
 in God s hands to put an end to it in this country. The 
 only way to carry out his purpose was, as he thought, to 
 make slave-property insecure. His plan was to aid the 
 slaves in rising and then escaping to the mountains of Vir- 
 ginia, which would become a rallying-place for the negroes. 
 
THE SLAVERY QUESTION 297 
 
 Having- this aim in view, in the autumn of 1859, w i tn about 
 twenty followers, he seized the arsenal at Harper s Ferry. 
 
 His plan met with disastrous failure. He was captured, 
 brought to a speedy trial, and hanged. Throughout his 
 trial he was calm and dignified, and he died bravely. The 
 South was alarmed and angered by this delib- Results of the 
 erate plan to stir up a general uprising of raid - 
 slaves. A large majority of the Northern people also bit 
 terly condemned it. John Brown s raid increased the mis 
 understanding and widened the breach between the two 
 sections. The irrepressible conflict was now at hand. 
 
 TO THE PUPIL 
 
 1. How did the Kansas-Nebraska bill differ from the Missouri Compro 
 
 mise ? What important results did it have ? What struggle did the 
 North and the South make to get control of Kansas ? 
 
 2. You can easily see how such a struggle would stir up bitter feelings 
 
 in the people of the North and of the South. The assault on Charles 
 Sumner illustrates well the intensity and depth of this feeling. 
 
 3. You will do well to note that the "Anti-Nebraska Men " banded to 
 
 gether on the one issue that there should be no further extension of 
 slavery. The members of the Republican Party did the same. The 
 fight all along, except in the case of the Abolitionists, was about the 
 extension of slavery into new States. 
 
 4. Why did European immigrants refuse to settle in the South ? Give 
 
 three reasons why the South fell behind the North in prosperity. 
 
 5. Account for the friendly relations between the North and the West, 
 
 and for the national feeling in the West. 
 
 6. Before taking up the Dred Scott decision review the following topics : 
 
 Natural boundary between the free and the slave States before the 
 purchase of Louisiana ; the Missouri Compromise (1820) ; the Com 
 promise of 1850; the Kansas-Nebraska Bill (1854). 
 
 7. What extreme ground was taken by the slave-holders in the Dred 
 
 Scott Decision ? What were the far-reaching results of this deci 
 sion ? 
 
 8. What was John Brown s plan ? What were the results of his raid ? 
 
 9. Subject for debate: Resolved, that slavery was a social, industrial, 
 
 moral, and political evil to the South. 
 10. By ail means read Harriet Beecher Stowe s " Uncle Tom s Cabin." 
 
CHAPTER XVIII 
 
 SECESSION AND THE CIVIL WAR (1860-1865) 
 
 REFERENCES: Scribner s Popular History of the United States, IV.; An- 
 drew s United States, II. ; Burgess s Civil War and Reconstruction; Wilson s 
 Division and Reunion ; Coffin s Building the Nation ; Richardson s History ot 
 Our Country; Champlin s Young Folks History of the War for the Union; 
 Barnes s Popular History of the United States. 
 
 OUTSIDE READINGS: Wilson s A History of the American People, IV.; 
 Comte de Paris s Civil War ; Draper s Civil War; Rhodes s United States, 
 III. and IV.; Ropes s Story of the Civil War, I. and II.; Qreeley s American 
 Conflict; Alexander H. Stephens s War Between the States; Jefferson 
 Davis s Rise and Fall of the Confederate Government; Qoldwin Smith s 
 United States; Pollard s Lost Cause; Spear s The History of Our Navy, IV.; 
 Morris s Half Hours with American History, II.; Ropes s Army Under Pope; 
 Doubleday s Chancellorsville and Gettysburg; Fiske s The Mississippi Valley 
 in the Civil War; Cox s March to the Sea; Pond s Shenandoah Valley; 
 Coffin s Drum-Beat of the Nation; Coffin s Freedom Triumphant; Coffin s 
 Marching to Victory; Soley s Sailor Boys of 61 ; Soley s Blockade and 
 Cruisers; Parker s Recollections of a Naval Officer; Hague s Blockaded 
 Family; Maury s . Recollections of a Virginian; Dodge s Bird s-Eye View of 
 the Civil War; Johnson s Short History of the War; Nicolay and Hay s 
 Abraham Lincoln; Horse s Abraham Lincoln; Brooks s Abraham Lincoln ; 
 Pratt s Lincoln in Story; Tarbell s Abraham Lincoln ; Grant s Personal Mem 
 oirs; Adams s Charles Francis Adams; Lothrop s William H.Seward; Davies s 
 General Sheridan; Mahan s Admiral Farragut; Lee s General Lee; Sher 
 man s Memoirs; Sheridan s Memoirs; Home s General Thomas; McClel= 
 Alan s Own Story; Cooke s Robert E. Lee; Cooke s "Stonewall" Jackson; 
 Hughes s Joseph E. Johnston ; Church s Ericsson ; Qoss s Recollections of a 
 Private ; Trumbull s War Memories of an Army Chaplain ; Gordon s Rem 
 iniscences of the Civil War; Hart s Romance of the Civil War; Alcott s Hos 
 pital Sketches; Livermore s My Story of the War. 
 
 FICTION: Page s In Ole Virginia; Page s Among the Camps; Page s 
 Two Little Confederates ; Henty s With Lee in Virginia; Trowbridge s Cud- 
 joe s Cave; Trowbridge s Three Scouts; Trowbridge s Drummer Boy; But- 
 terworth s In the Boyhood of Lincoln; Goss s Tom Clifton; Stoddard s Bat 
 tle of New York; Churchill s The Crisis. 
 
 298 
 
SECESSION AND THE CIVIL WAR 299 
 
 POETRY: Holmes s View of the Loyal North; Holmes s Our Country; 
 Whittier s Barbara Frietchie; Harte s John Burns of Gettysburg; Read s 
 Sheridan s Ride; Work s Marching through Georgia; Tenting on the Old Camp 
 Ground; Stoddard s Burial of Lincoln ; Longfellow s Decoration Day. 
 
 THE WAR BEGINS 
 
 307. Slavery Splits the Democratic Party (1860). By 
 
 1860 the question of slavery caused a split in the Demo 
 cratic Party. The Northern Democrats believed in the 
 principle of popular sovereignty , which allowed the people in 
 the territories to decide for themselves whether or not they 
 would have slaves. The Southern Democrats declared that 
 the Constitution imposed upon Congress the duty of pro 
 tecting slavery in the territories, and they supported their 
 view by the Dred Scott Decision. The Republican Party 
 declared that the Constitution imposed upon slavery in the 
 Congress the duty of forbidding slavery in the territories. 
 territories and repudiated the Dred Scott Decision. This 
 party did not at that time favor the abolition of slavery. 
 The great political issue, therefore, in the campaign of 1860 
 was the extension of slavery into the territories. The 
 Northern Democrats nominated for President Stephen A. 
 Douglas; the Southern Democrats, John C. Breckin- 
 ridge ; and the Republicans, Abraham Lincoln. As the 
 Democratic vote was divided the Republicans elected their 
 candidate. 
 
 308. Abraham Lincoln. 1 The new President was one of 
 the most remarkable men that the country has produced. 
 While Lincoln was still young, his parents, who were of 
 very humble origin, moved to Indiana. His home sur 
 roundings were such as a log hut in the backwoods could 
 
 1 Abraham Lincoln, sixteenth President of the United States (186*1-1865), was 
 born in Hardin County, Kentucky, February 12, 1809, and died at the hands of an 
 issassin in 1865. His father, who could neither read nor write, removed to In 
 diana when his son was only seven years of age, and later to Illinois. After serving 
 as captain in the war with the Black Hawk Indians Lincoln was elected as a mem- 
 ber of the Illinois State Legislature. In 1837 he began to practise law and soon 
 became distinguished for his ability as a lawyer. In 1847-1849 he served a Rep 
 
300 
 
 HISTORY OF THE UNITED STATES 
 
 furnish, and his advantages were few. He had less than a 
 year s training in the rude schools of the region ; yet de 
 spite his rough exterior he developed into a youth of manly 
 character. He became known as "Honest Abe." His 
 clear head and good judgment caused him to be selected 
 as a judge to settle disputes among his friends and neigh, 
 bors. He was six feet four inches in height and a giant in 
 strength. 
 
 His opportunities for reading were so limited that it was 
 hard work for him to make much headway with even the 
 
 few books he could get. But he 
 was patient and persevering in the 
 Patient and per* face ol difficulties, and 
 severing. gradually won a great 
 
 reputation as a debater and public 
 speaker. He had a keen sense of 
 humor, was a good story-teller, and 
 possessed a rare power in winning 
 men over to his views. His mag 
 netic influence, joined to his clear 
 judgment and sincerity of purpose, 
 thus made him a great leader in the 
 affairs of the nation. 
 
 309. The Southern Point of 
 View. Soon after Lincoln s elec 
 tion, South Carolina, the leader in 
 
 the attempt to dissolve the Union, passed the Ordinance of 
 Secession (December 20, 1860). The Southern leaders did 
 not closely discriminate between Abolitionists like William 
 Lloyd Garrison and John Brown, and Republicans like 
 Seward and Lincoln. Therefore, when the Republican 
 candidate was elected, these leaders naturally thought that 
 
 resentative in Congress. He first attracted special attention, however, by his able 
 speech in reply to Stephen A. Douglas on the repeal of the Missouri Compromise. 
 This speech and his great reputation led to his nomination by the Republicans in 
 1858 for the United States senatorship. Douglas was nominated by the Demo 
 crats. The contest was a memorable one. Although Douglas secured the election, 
 Lincoln s brilliant debating with Douglas led to his nomination for the Presidency 
 in 1860. 
 
 ABRAHAM LINCOLN. 
 
SECESSION AND THE CIVIL WAR 
 
 301 
 
 slavery would thrive better out of the Union than in it. 
 Like Calhoun, Southern leaders in general were more at 
 tached to their States than to the Union. The state first 
 And, since they believed that the separate in the south. 
 States were possessed of sovereign power, they also be 
 lieved that any State could withdraw, or secede, from the 
 Union whenever it pleased. 
 
 310. The Northern Point of View. The North believed, 
 as Webster had declared (1830), that the Constitution was 
 
 LINCOLN S BIRTHPLACE. 
 
 not a compact between sovereign States but the fundamental 
 law of the nation ; that the Union was " now and forever, 
 one and inseparable." With the South the The Union first 
 State was first and the Union second: with in the North. 
 the North the Union stood first, and no State had a right 
 to secede from the Union against the consent of the other 
 States. According to the latter view, peaceable secession, 
 as Webster said (1850), was impossible. When, therefore, 
 South Carolina passed the Ordinance of Secession, she gave 
 the signal for a terrible struggle in which the life of the 
 nation was threatened. 
 
 311. Slavery the Real Cause of the War. The follow 
 ing were the principal steps in the disagreement 1 resulting 
 in Civil War between the North and the South. By reason 
 of an unfavorable soil and climate, slavery did not pay in 
 
 1 Of course the two sections had long disagreed on the tariff question also. But 
 we have already seen how slavery led to this disagreement. 
 
302 HISTORY OF THE UNITED STATES 
 
 the North, while it seemed to pay in the South. As the 
 moral sentiment against slavery increased in the North, 
 steps toward the the South saw that the interests of the slave- 
 Civiiwar. holder demanded an extension of slavery into 
 
 new States. The North objected. This disagreement ar 
 rayed the sections against each other. 
 
 Finally the Southern slave-holders declared that, since 
 the States were nations with sovereign power, they had a 
 perfect right to secede from the Union and erect a Con 
 federacy with slavery as the corner-stone. When eleven 
 of the fifteen slave States tried to break up the Union by 
 secession, the free States were determined to preserve the 
 Union, and the result was the Civil War. Slavery, there 
 fore, was the real cause of the war, although secession was 
 the occasion of the outbreak. 
 
 312. Secession of the Remaining Cotton States and 
 Organization of the Confederacy. Within six weeks after 
 the secession of South Carolina, the six other cotton States, 
 Georgia, Florida, Alabama, Mississippi, Louisiana, and 
 Texas, had likewise seceded. The cotton States naturally 
 seceded first, because there slave labor was more profitable 
 than in other parts of the South. On February 4, 1861, 
 delegates from all these 1 States except Texas met at Mont 
 gomery, Alabama, and proceeded to the organization of the 
 " Confederate States of America." 2 Jefferson Davis, 3 of 
 
 1 The South was disappointed because some of the slave States did not secede 
 and because the Northern people were so united. The Secessionists did not expect 
 the cause to meet with such firm opposition throughout the North. 
 
 2 The Confederate capital was removed from Montgomery, Alabama, to Rich 
 mond, Virginia, on May 20, 1861. 
 
 3 Jefferson Davis was born in Kentucky in 1808, and died in 1889. After 
 graduating from West Point (1828) he served in the army for some years and then 
 became a cotton-planter in Mississippi. He took his seat in Congress in 1845, but 
 again entered the army on the outbreak of the Mexican War. He distinguished 
 himself for bravery in this war, receiving a severe wound at the battle of Buena 
 Vista. He represented his State (Mississippi) in the United States Senate in 
 1847-51, and was Secretary of War under President Pierce. He again entered the 
 Senate in 1857 and there remained until the beginning of the Civil War, when he 
 resigned. He was elected President of the Southern Confederacy and remained in 
 that office until the end of the war. 
 
SECESSION AND THE CIVIL WAR 
 
 303 
 
 Mississippi, was elected President, and Alexander H. Ste 
 phens, 1 of Georgia, Vice-President. 
 
 313. Advantages of the North. In this great struggle 
 the North and the South were more evenly matched than 
 is sometimes supposed. The North had many advantages: 
 (i) She had a population of twenty-three millions, while the 
 seceding States had but nine millions, three and a half mil 
 lions of whom were slaves. (2) She had many factories, by 
 means of which the necessary mili 
 tary supplies could be furnished to 
 
 her armies. The South had to get 
 her supplies from abroad. 2 (3) The 
 North had a navy that gave her 
 command of the sea, while the South, 
 having put nearly all her energies 
 into the cultivation of rice, cotton, 
 sugar, and tobacco, had few sailors 
 and no navy. Her extensive sea- 
 coast and large rivers were therefore 
 open to attack from Northern vessels. 
 (4) The North had also a greater 
 number of able business men and far 
 more wealth than the South. The 
 industrial system of the North had developed men of the 
 highest business ability. 
 
 314. Advantages of the South. The South had the fol 
 lowing advantages: (i) Fighting on the defensive, on her 
 
 Alexander H. Stephens was born near Crawfordsville, Georgia, in 1812, and 
 died in 1883. After graduating from the State University at the head of his class, 
 he studied law and soon began his long political career by securing an election to 
 the State Legislature. As a representative in Congress for sixteen years, 1843-59, 
 he proved himself to be a statesman of conspicuous ability. In 1860 he vigorously 
 opposed secession, but when Georgia seceded "he went with his State." He was 
 elected Vice-President of the Southern Confederacy and continued in that position 
 throughout the Civil War. The year before his death he was elected governor of 
 Georgia. He was a man of very slight, frail body, and toward the end of his life 
 had to be wheeled about in a chair. 
 
 2 Not until the war was half over did the Confederates succeed in building and 
 equipping the factories necessary for supplying their troops with guns and ammuni 
 tion. 
 
 JEFFERSON DAVIS. 
 
304 HISTORY OF THE UNITED STATES 
 
 own soil, she needed fewer soldiers. Generally she could 
 select her own positions behind breastworks and could 
 fight near her base of supplies. On the other hand, many 
 Northern troops were required to garrison strategic points 
 that had been captured in the South. Before the war had 
 closed a large proportion of the Union soldiers were guard 
 ing conquered territory. (2) At the beginning of the war 
 the South had most of the experienced generals. (3) More 
 over, the Southern people, almost exclusively devoted to 
 the out-door life of agricultural pursuits, were well pre 
 pared to endure the severe physical strain demanded of a 
 soldier in time of war. (4) The Southern troops, accus 
 tomed to the woods of the South, had a great advantage 
 also in that considerable part of the fighting took place 
 in the woods and wild regions. 
 
 315. The South Seizes National Property; the Star of 
 the West. Throughout the area of secession the South at 
 once began to seize custom-houses, forts, arsenals, and all 
 other property belonging to the United States. Some of 
 President Buchanan s Cabinet were Southern men in full 
 sympathy with the secession movement, and they took ac 
 tive measures to aid the South by sending arms and military 
 supplies to Southern forts. 
 
 Buchanan did not believe in the right of secession, 
 but neither did he believe that the National government 
 Buchanan s inde- had a right to use coercion. As he was in 
 diswteVipon sympathy with the Southerners on the slav- 
 the union. ery question, he was unwilling to oppose them 
 
 by preventing secession. The seceding States were there 
 fore allowed to do much in preparation for war before Lin 
 coln came into office. If the iron-willed Andrew Jackson 
 had been President, in place of Buchanan, secession would 
 probably have been put down before gaining much head 
 way. Buchanan, with unfortunate indecision, let things 
 drift, and by this let-alone policy brought disaster upon 
 the Union. 
 
 Before Lincoln s inauguration the South was ready for 
 a terrible struggle. Early in January (1861) President Bu- 
 
MAP OF THE 
 
 UNITED STATES 
 
 SHOWING 
 IRSTASJD SECOND SECESSION AKE 
 
 and the Four Slave States that did not 
 C3 Union Free States. (JUnion Slave holding 
 CD Statei weeded before April 15, 18C1. 
 C3 States seceded after April 15. 1861. 
 
 Territories controlled by the Federal Government. N/ c g 
 lountain Area of the South outlined thus: _._ I QL 
 
 50 100 200 300 400 
 
 Scale of Miles. 
 
SECESSION AND THE CIVIL WAR 305 
 
 chanan sent the merchant steamer Star of the West with men 
 and supplies for Major Anderson of the United States army, 
 who had command at Fort Sumter in Charleston Harbor, 
 but the South Carolina army in Charleston fired upon the 
 steamer and prevented her reaching- the fort. 
 
 316. Lincoln s Inaugural Address. The time for de 
 cisive action had at last come. In the midst of intense ex 
 citement all over the Union Lincoln started from his home 
 in Illinois for Washington. Before reaching Baltimore he 
 was informed that a plan had been laid to assassinate him 
 as he passed through that city. He therefore changed his 
 plans and went to Washington at night on a special train. 
 In his inaugural address (March 4, 1861) he said he had no 
 intention of interfering with slavery, because he thought 
 the Constitution had given him no such authority. But he 
 declared that he would do everything in his power to pre 
 serve, protect, and defend the Union. President Lincoln s 
 address was free from bitterness, but left no doubt of the 
 firmness of his purpose to uphold the Constitution. 
 
 317. The Confederates Capture Fort Sumter. Neither 
 the North nor the South wished to strike the first blow, but 
 the South was eager to get possession of Fort Sumter. 
 Major Anderson was in command here with asmall force of 
 about eighty fighting men. The Confederates had an op 
 posing army of between 5,000 and 6,000 men. Moreover, 
 Major Anderson had only a small supply of provisions on 
 hand. About one month after the inauguration of Lincoln 
 the latter decided to send supplies to the garrison. 
 
 Two days after this decision reached South Carolina 
 General Beauregard, who commanded the Confederate 
 troops in Charleston, demanded the surrender of the fort. 
 When Major Anderson refused, Beauregard opened fire at 
 4.30 on the morning of April 12, 1861. For thirty-four hours 
 the brave garrison, with little to eat, held out The brave Httie 
 against the overwhelming forces of the enemy, garrison makes a 
 On the morning of the second day the Con- 8tubborn defense - 
 federates, firing hot shot, set on fire the barracks and other 
 wood-work in the fort. The flames were dangerously near 
 
306 HISTORY OF THE UNITED STATES 
 
 the powder magazine, and the smoke almost suffocated the 
 soldiers. Falling flat upon the ground, they covered their 
 faces with wet cloths for protection, but would not give 
 up. At last, seeing that there was no hope of supplies 
 reaching the garrison, Major Anderson was compelled to 
 surrender. On Sunday afternoon, the i4th, the Union sol 
 diers saluted the Stars and Stripes with fifty guns, and, 
 with drums beating " Yankee Doodle," marched out of the 
 
 INTERIOR OF FORT SUMTER AFTER THE BOMBARDMENT IN 1863. 
 
 fort to embark for New York. In this bombardment no 
 one was killed on either side. 
 
 The North was ablaze with indignation at the attack on 
 Fort Sumter. Lincoln issued a proclamation calling for 
 Results of the 75,ooo volunteers (April 15), and declared 
 attack on Fort Southern ports to be in a state of blockade 
 sumter. (April 19). Troops flocked to Washington. 
 
 The North thrilled with martial enthusiasm. The South 
 was surprised. The secessionists had looked for compro 
 mise, but war had begun. In the North and in the South 
 alike armies were promptly organized. 
 
 318. Secession of Four More States. When Virginia, 
 North Carolina, Tennessee, and Arkansas were called upon 
 to furnish their quota of troops to the National army, they 
 
SECESSION AND THE CIVIL WAR 307 
 
 refused. Although these States had not wished to secede, 
 they believed in the right of secession, and therefore when it 
 became certain that the government meant to coerce their 
 sister States to remain in the Union, they voted to secede. 
 The secession area was thus extended over eleven States. 1 
 
 319. Battle of Bull Run. When, early in July, the 
 Northern army had driven the Confederate forces out of 
 West Virginia, the people in the North became impatient 
 for an advance upon Richmond. General McDowell was 
 in command, in Washington, of a Union army (of about 
 30,000 men). General Patterson (with about 18,000) was 
 in the Shenandoah Valley watching General The opposing 
 Joseph E. Johnston 2 (with 9,000), and the Con- forc * 8 
 federate army, commanded by General Beauregard, with 
 22,000, was posted at Manassas Junction, about thirty-five 
 miles from Washington, on a little stream called Bull Run. 
 This position was selected by the Confederates because it 
 could be easily reached by rail with men and supplies, and 
 because an advance upon Washington from this point would 
 be easy. 
 
 Here, on July 21, McDowell made an attack upon the 
 Confederates, in which he seemed at first to be winning a 
 
 1 The remaining slave States, Delaware, Maryland, Kentucky, and Missouri, did 
 not secede. The mountainous parts of western Virginia, not being adapted to the 
 cultivation of rice, cotton, sugar, or tobacco, had no large plantations, and there was 
 not a large ownership of slaves in that part of the State. The people, therefore, did 
 not sympathize with secession, and early in 1861 withdrew from Virginia and organ 
 ized a separate State government under the name of West Virginia. In June, 1863, 
 West Virginia was admitted to the Union. The attitude of this State toward the war 
 is an interesting illustration of the intimate connection between soil and climate 
 and slavery, and between slavery and secession. In the mountainous regions still 
 farther south many of the people were loyal to the Union. It is estimated that 
 100,000 of these mountain whites fought in the Northern armies. 
 
 2 Joseph E. Johnston was born in Longwood, Virginia, in 1807, and died in 
 1891. He was graduated from West Point in the same class with Robert E. Lee, 
 who was ever after his warm, personal friend. Like Lee, he did not favor seces 
 sion, but "went with his State " when it seceded. Next to Lee he was probably the 
 ablest Confederate general. After his success at the battle of Bull Run he fell into 
 a serious disagreement with Jefferson Davis, the effect of which was to injure the 
 Southern cause. Johnston s defensive campaign in Georgia in 1864, when Sher 
 man was advancing upon Atlanta, showed military ability of a high order. 
 
308 
 
 HISTORY OF THE UNITED STATES 
 
 victory by forcing- back a part of the Confederates a dis 
 tance of a mile and a half. At the critical moment, how- 
 The Northern ever, the Confederates were reinforced by 
 surass*u| lr re- fresh troops from the Shenandoah, where John- 
 treats in a panic, ston had eluded Patterson with his entire 
 army, most of which had joined Beauregard on July 2oth. 
 The Federal army fled in a panic toward Washington, but 
 
 LONG BRIDGE ACROSS THE POTOMAC AT WASHINGTON, D. C. 
 
 the Southern army, by reason of its crippled condition, 
 made no attempt at pursuit. 
 
 320. Results of the Battle of Bull Run. This battle 
 probably benefited the North more than it did the South. 
 The Confederates seemed to think the war was over and 
 began to seek .their homes. But the defeat caused the 
 North to appreciate the need of putting 1 forth all her ener 
 gies in preparation for the great struggle which, it was now 
 evident, could not be avoided. General McClellan, who 
 had been very successful in driving- the Confederates out of 
 West Virginia, was called from his victories there to or 
 ganize and drill the army. During the autumn and winter 
 the warring forces were busy fortifying their respective 
 
SECESSION AND THE CIVIL WAR 
 
 309 
 
 capitals, Washington and Richmond, and gathering all pos 
 sible strength for the campaigns of 1862. 
 
 321. The Trent Affair. To secure aid for the South 
 ern cause Mason and Slidell had been selected by the Con 
 federate government as commissioners to England and 
 France. In November, 1861, they escaped the blockade at 
 Charleston and took passage at Havana on the British mail 
 steamer Trent. Captain Wilkes, of the United States war- 
 vessel San Jacinto, stopped the 
 
 Trent not far from the Bahama 
 Islands, took off Mason and Slidell, 
 and confined them in Fort Warren, 
 in Boston Harbor. 
 
 322. England Resents the Cap 
 ture of Mason and Slidell. For 
 this act Captain Wilkes was greatly 
 applauded by Northern people, but 
 England was highly indignant and 
 at once began to make preparations 
 for war. She sent troops and war- 
 vessels to Canada and w r as unnec 
 essarily harsh in her demands that 
 the prisoners be given up. 
 
 President Lincoln, knowing that the War of 1812 was 
 brought about mainly because England claimed the right 
 to stop and search neutral American vessels at sea, wisely 
 refused to approve the course taken by Captain Wilkes. 
 Accordingly he at once gave up the prisoners President Lincoln 
 to England, with the statement that Captain gives up Mason 
 Wilkes had acted without any authority from andsndeIL 
 the United States Government. But the North could not 
 help thinking that England was not only insolent in her de 
 mands, but over-hasty in her preparations to make war upon 
 us. Ill-feeling between the two countries was thus aroused 
 and was a source of more or less irritation throughout the 
 war. 
 
 GEORGE B. MCCLELLAN. 
 
3*0 HISTORY OF THE UNITED STATES 
 
 TO THE PUPIL 
 
 1. You are now ready to study the Civil War. Only a few of the great 
 
 battles are described in this history, but these will enable you to 
 understand the character of the terrible conflict. You do not need 
 to know the details of military movements, but you do need to know 
 what kind of men your country sent to the camp and battle field. 
 Were they brave men ? Were they manly, vigorous, and true ? 
 Find out as you study the war. 
 
 2. How did slavery split the Democratic Party ? What did the Repub 
 
 licans think of slavery ? Learn all you can about the life and char 
 acter of Abraham Lincoln. 
 
 3. What was the Southern point of view of the Constitution? The 
 
 Northern point of view ? Recall the liberal construction and the 
 strict construction theories of the Constitution in the time of Ham 
 ilton and Jefferson. Explain how slavery was the real cause of the 
 war. 
 
 4. Why were the cotton States the first to secede ? Name the advan 
 
 tages of the North and of the South in the war. 
 
 5. What was President Buchanan s attitude toward the secession move 
 
 ment ? Contrast this attitude with that of Andrew Jackson toward 
 nullification. What was the result of Buchanan s attitude ? 
 
 6. Why did the Confederates attack Fort Sumter? Imagine yourself 
 
 to have been in the fort with the brave little garrison and describe 
 your experience there. What were the results of the attack on 
 Fort Sumter ? 
 
 7. Why did Virginia, North Carolina, Tennessee, and Arkansas secede ? 
 
 Account for the refusal of the people in the western part of Virginia 
 to join their State in the secession movement. 
 
 8. Locate on your map the position of the opposing forces just before the 
 
 Battle of Bull Run. What were the results of this battle? 
 
 9. What was the " Trent affair " ? Do you think President Lincoln 
 
 acted wisely in giving up Mason and Slidell ? Give reasons for 
 your answer. 
 
 10. By reading the opening chapter of Ropes s " Story of the Civil War " 
 you will get a clear idea of the difference between the Northern and 
 the Southern point of view of the Union. 
 
 THE NATION IN PERIL 
 
 323. Union Plan of the War. Not until the opening 
 of 1862 was a plan of operations matured by the North. 
 This plan, at the outset, was threefold: (i) To blockade 
 
SECESSION AND THE CIVIL WAR 311 
 
 Southern ports ; (2) to open the Mississippi ; (3) to capture 
 Richmond. The successful carrying out of this plan led 
 also to Sherman s campaign in Georgia in 1864. 
 
 324. England and King Cotton. At the outbreak of 
 the war people at the North supposed they had only the 
 South to deal with. They soon found, however, that they 
 had to contend with an insidious influence from abroad. 
 When Jefferson Davis said, " Cotton is king," 1 he doubtless 
 thought that England s money and friendship could be se 
 cured by her need of cotton. In 1860 the cotton exports, 
 most of which went to English factories, amounted to more 
 than $202,000,000. Many English manufacturers and mer 
 chants and 4,000,000 English working people were depend 
 ent upon Southern cotton for their means of support. The 
 Southern leaders naturally thought that these English 
 manufacturers and working people would never submit to 
 any action on the part of the North which would cripple 
 their industries. It was therefore expected by the Con 
 federates that the need of cotton in England would win for 
 them the sympathy of the English people. 
 
 325. The Blockade. But from the beginning of the 
 struggle the North was determined to blockade the South 
 so effectually that the latter could neither send cotton to 
 England nor receive in return the much-needed supplies 
 for her soldiers and homes. In the end, as the world 
 knows, the South was forced to give up the struggle be 
 cause of a lack of the very supplies which cotton alone 
 could procure ; in other words, the Confederacy was 
 starved into submission by the blockade. Although, as 
 stated above, the cotton exports in 1860 had amounted to 
 $202,000,000, in 1 86 1 the exports fell in value to $42,000,000, 
 and in 1862 to $4,000,000. In the remaining years of the 
 war the blockade was so effectual that the value of the cot 
 ton exports was not worth consideration. 
 
 326. The Merrimac and the Monitor. It was to break 
 the blockade that the Merrimac was set afloat. When the 
 
 1 At the beginning of the war the cotton States in the South furnished nearly 
 two thirds of all the cotton used in the world. 
 
312 
 
 HISTORY OF THE UNITED STATES 
 
 Norfolk navy-yard was abandoned by the United States 
 Government at the outbreak of the war, among the ships 
 The Confederates burned and sunk was the frigate Merrimac. 
 a ?hV l Merru C This had been one of the largest and finest 
 mac. , ships in the navy. The Confederates raised 
 
 her and converted her into an iron-clad. Up to this time 
 very few iron-clad frigates had been built, and none had 
 been tested in war. The Confederate naval officers 
 
 V 
 
 DECK OF THE MONITOR. 
 
 thought, however, that one iron-clad would be much more 
 effective in reducing the Union navy and raising the 
 blockade than a whole fleet of wooden craft to match those 
 generally in use. The history of the naval duel between 
 the Merrimac and the Monitor shows how wisely the Con 
 federates planned. The hull of the Merrimac was razed to 
 the water s level. The vessel was rebuilt with sloping 
 sides, plated with iron four inches thick, and was furnished 
 with a cast-iron beak and a formidable battery. The Merri 
 mac had been many months in construction, and when, 
 about noon of March 8, 1862, she steamed into Hampton 
 Roads, where the United States had a fleet of five powerful 
 war-vessels, she was not wholly unexpected. 
 
SECESSION AND THE CIVIL WAR 313 
 
 In advancing to meet her, three of the blockading squad 
 ron ran aground on account of low water. But the Con 
 gress and the Cumberland, supported by the batteries on the 
 shore, made ready for the attack. They poured broad 
 side after broadside into the Merrimac as she The Merrimac 
 approached. The balls rebounded from her *? 
 iron sides with no effect. The Merrimac squadron, 
 steered straight for the Cumberland, discharging a broad 
 side into the Congress in passing. Continuing her fire she 
 rammed her iron beak into the Cumberland s side, making a 
 great hole, into which the water rushed. The crew of the 
 Cumberland continued firing until they reached the water s 
 edge, and when they went down their colors were still fly 
 ing. The Merrimac then turned to the Congress, poured hot 
 shot into her, set her afire, and forced her to surrender. At 
 nightfall the Merrimac steamed back to her landing, expect 
 ing to complete her work of destruction the following day. 
 
 Great was the joy in the South that night, and great 
 was the consternation in the North. Statesmen were grave, 
 the people terrified. The blockade was broken consternation in 
 at Norfolk. Soon it might be broken at other the North, 
 ports, and Northern commerce might be ruined by the 
 ravages of this invulnerable sea-monster. 
 
 But in history, as in fiction, it is the unexpected that of 
 ten happens. That night a strange-looking craft came into 
 the harbor. It was Ericsson s Monitor^ which had been 
 completed in New York two days before. The The Monitor 
 Monitor was an experiment, and her construe- arrives just in 
 tion had been pushed with desperate energy, 
 that she might be ready as soon as the Merrimac. She 
 was built with an iron-plated deck almost level with the 
 water, and had a revolving iron turret with two powerful 
 guns. The purpose of this peculiar construction was to 
 present as little resisting surface as possible to the enemy s 
 guns. The Confederates well described her appearance 
 when they said she looked like a Yankee cheese-box on a 
 raft. She had arrived just in time. 
 
 The following morning the Merrimac steamed out of 
 
314 HISTORY OF THE UNITED STATES 
 
 Norfolk confident of a victory over the other three frigates. 
 She steered for the Minnesota, by the side of which the 
 Monitor was lying, and soon found that she had a new ad 
 versary to deal with. The Monitor steered straight for the 
 Merrimac, and one of the strangest naval battles ever fought 
 The sturdy little t> e g an - The duel continued over three hours. 
 Monitor saves At points the Merrimac s armor was crushed 
 the union. but nQ(; p i erce( j. Captain Worden of the 
 
 Monitor received a wound which delayed the action for a 
 little, and the Merrimac withdrew. Neither side cared to 
 continue the struggle. The Merrimac had met her match 
 and made no further attempt to break the blockade. The 
 sturdy little Monitor had saved the Union. 
 
 This fight revolutionized naval warfare, for it showed 
 that the days of wooden war-vessels were at an end. 
 Against such iron-clads as the Monitor and the Merrimac 
 wooden vessels of the finest type were useless. 1 
 
 327. The Importance of the Mississippi. In order to 
 cut off the South from communication with the rest of the 
 why the North world, it was necessary not only to maintain 
 
 ^troiofth? the blockade but to g ain possession of the 
 Mississippi. Mississippi River. For by way of Mexico 
 
 trade was kept up with European countries to some extent. 
 Other advantages would be secured to the North by getting 
 control of this river: (i) Such control would cut the Con 
 federacy in two, making Texas, Arkansas, and Louisiana of 
 little use to the Southern cause; (2) it would prevent the 
 South from getting supplies of any sort from the region 
 west of the Mississippi ; (3) it would enable the North to 
 use her navy to great advantage in concentrating troops in 
 the rear of the Confederacy and in getting supplies to her 
 armies in that region ; (4) it would open the Mississippi to 
 the trade of the West and the Northwest. 
 
 1 Neither of these famous iron-clads ever again took part in a battle. When, two 
 months later, McClellan forced the Confederates to evacuate Norfolk, they destroyed 
 the Merrimac, which drew so much water that she could not steam up the James 
 River to Richmond. In December of the same year the Monitor went down, with 
 most of her crew, in a storm off Cape Hatteras, North Carolina. 
 
SECESSION AND THE CIVIL WAR 315 
 
 328. Capture of Forts Henry and Donelson. It was 
 one thing- to cut off the South from the rest of the world ; it 
 was quite another to get possession of her vast territory. 
 But this last was necessary also. Early in the war the Con 
 federates had been driven from West Virginia and from 
 Missouri. In the winter and spring of 1862 the Federal 
 generals began a series of movements whose twofold pur 
 pose was to open the Mississippi to the North and gain 
 possession of Tennessee. 
 
 To defend Tennessee, the Confederates had built Fort 
 Henry on the Tennessee and Fort Donelson on the Cum 
 berland. Their line of defence, as will be seen The Confederate 
 by consulting the map, extended from Colum- ne of defence, 
 bus through Forts Henry and Donelson, Bowling Green, 
 and Mill Springs, to Cumberland Gap. To break this line 
 of defence, it was necessary for the North to capture Forts 
 Henry and Donelson. By capturing the two forts the two 
 important rivers would be under the control of Northern 
 vessels, and Nashville would have to be abandoned by the 
 Confederates. Columbus, when cut off from support, would 
 also have to be given up without a struggle. 
 
 With all these things in view, General Grant, with the 
 aid of Commodore Foote, moved upon the two forts. Com 
 modore Foote soon captured Fort Henry (February 6); and 
 General Grant, 1 after a hard fight, received the surrender 
 of Fort Donelson with nearly 15,000 prisoners (February 
 1 6). By this important victory the first Southern line of 
 defence in the West was thus broken, and Columbus and 
 Nashville fell into the hands of the Federals. 
 
 329. The Battle of Pittsburg Landing (or Shiloh). 
 The Confederates now fell back upon another line of de 
 fence, extending from Memphis, through Cor- General Grant at 
 inth, an important railroad centre, to Chatta- 
 
 nooga. Under General Albert Sidney John- Bueii. 
 
 ston, the Confederate army, 40,000 strong, took position at 
 
 1 When General Buckner sent to Grant for terms of surrender the following an 
 swer was sent : " No terms except unconditional and immediate surrender can be 
 accepted. I propose to move immediately upon your works." 
 
316 HISTORY OF THE UNITED STATES 
 
 Corinth. General Grant, with 33,000 men, advanced as far 
 as Pittsburg Landing- on the Tennessee River, about twenty- 
 four miles from Corinth. Here he waited for Buell, who 
 was hastening from Nashville to join him with an army of 
 27,000 men. On Buell s arrival the Federal army was to 
 attack Johnston s forces at Corinth. 
 
 Before Buell could reach Pittsburg Landing, however, 
 Johnston attacked Grant early on Sunday morning, April 6. 
 
 PARAPET AT FORTRESS MONROE. 
 
 It was a terrible day. By nightfall the Confederates had 
 driven Grant s troops back a mile and a half toward the 
 Grant wins a river. But before morning Buell s fresh troops 
 victory. nac j come up, and they assisted Grant in driv 
 
 ing the Confederates from the field. In this battle about 
 20,000 men were killed or wounded. Among the killed was 
 General Albert Sidney Johnston, whose death was a serious 
 loss to the South. 
 
 330. Capture of New Orleans. New Orleans was im 
 portant to the South because it controlled the lower Missis 
 sippi. Thirty miles from the mouth of the river were two 
 forts nearly opposite each other. Between them were 
 Confederate stretched across the river immense chains 
 
 defences. fastened to the hulks of old vessels. A little 
 
 farther up the river was a strong fleet, which included a 
 formidable iron- clad ram like the Mcrrimac and a floating 
 battery covered with railroad iron. There were also fire- 
 rafts ready to be turned loose upon the Federal vessels, 
 
SECESSION AND THE CIVIL WAR 
 
 317 
 
 Commodore Farragut, who was in command of a fleet of 
 nearly fifty wooden vessels that was to attack Farragut runs by 
 these forts, advanced up the river to New Or- the forts. 
 leans There General Butler, with an army of 15,000 men, 
 
 GRANT S " UNCONDITIONAL SURRENDER " LETTER. 
 
 By Permission of General James Grant Wilson. 
 
 was to aid in getting- possession of the city. After bom 
 barding the forts for six days without making much im 
 pression, Farragut determined to run by them at night. It 
 was a desperate undertaking, but it succeeded, and easily 
 
SECESSION AND THE CIVIL WAR 319 
 
 brought New Orleans into the possession ot the Union 
 forces (April 25). With the aid of the river gunboats the 
 Federals had, before the close of 1862, opened the river as 
 far down as Vicksburg. This city and Port Hudson alone 
 remained in possession of the Confederacy. 
 
 331. The Peninsular Campaign (1862). These brilliant 
 victories were in marked contrast with the failure of the 
 army under General McClellan. As we have Mccieiian creates 
 already seen, he was placed in command of a splendid army, 
 the Army of the Potomac, which was intended for the de 
 fence of Washington and the capture of Richmond. Be 
 fore the opening of the spring campaign in 1862, he had, 
 by thorough organization and drill, created a splendid 
 army. 
 
 His original plan was to approach Richmond by the 
 James River. Lincoln opposed this because he thought 
 that Washington would thus be exposed to attack. He 
 therefore urged the wisdom of approaching Richmond over 
 land from the north, in order to keep the Federal army 
 between the Confederates and Washington. Mccieiian objects 
 McClellan objected because there were so to Lincoln s plan. 
 many rivers to be crossed, every one of which could, for 
 defensive purposes, be made a Confederate stronghold. 
 The swampy forests of this region were also in the same 
 way of great value to the South. It is no exaggeration to 
 say that these natural advantages were worth many thou 
 sand troops to the Confederate army, and it is unfair to 
 McClellan and Grant not to take them into account. 
 McClellan adopted neither Lincoln s plan nor his own, but 
 compromised by approaching Richmond by way of the 
 peninsula between the James and the York Rivers, making 
 his base of supplies on the latter. 
 
 McDowell was stationed near Fredericksburg, between 
 the main Confederate army and Washington. In this posi 
 tion he could protect Washington or unite McDowen 
 with McClellan, as occasion required. To stationed at 
 prevent an attack upon the capital by way of 
 the Shenandoah, well known during the war as the " back 
 
MAP ILLUSTRATING 
 
 VIRGINIA CAMPAIGNS 
 
 AND 
 BIC CLELLAN S ROUTE, 
 
SECESSION AND THE CIVIL WAR 
 
 321 
 
 door to Washington," Union forces were stationed there 
 under Banks and Fremont. 
 
 332. McClellan Advances up the Peninsula. Starting 
 at Fortress Monroe on April 4, 1862, McClellan, with 120,- 
 ooo troops, advanced along the York River Mccieiian sto s 
 to Yorktown. Here, instead of storming the for a month at 
 town, he laid siege to it. When he was ready Yorktown - 
 for an assault, the Confederates, having held him in check 
 for a month, withdrew, and thus gained time to strengthen 
 
 A MORTAR BATTERY IN FRONT OF YORKTOWN. 
 
 their defences about Richmond. McClellan hurried after 
 them and fought an indecisive battle at Williamsburg, 
 from which the Confederates retired toward their capital. 
 McClellan then advanced slowly, and by the end of May 
 found himself within ten miles of Richmond. By that time 
 the Confederates defending Richmond numbered 70,000. 
 
 Dividing his army, McClellan encamped upon both sides 
 of the Chickahominy. He made this arrangement so as to 
 establish easy connection between his north wing and Mc 
 Dowell, who (with 45,000 men) was near Fredericksburg with 
 
322 HISTORY OF THE UNITED STATES 
 
 orders to be in readiness to unite with McClellan. Heavy 
 rains caused the Chickahominy to swell, thus separating 
 the two wings. General Johnston took advantage of the 
 Battle of situation to attack the division south of the 
 
 Fair oaks. r i ver at p a j r Qaks (Seven Pines), and threat 
 
 ened to overwhelm it, but McClellan got reinforcements 
 across and stayed the retreat. 
 
 333. " Stonewall" Jackson in the Shenandoah Valley; 
 McClellan Changes his Base of Supplies. In order to 
 prevent McDowell from joining McClellan, General Rob 
 ert E. Lee, who was now in command of the Confederates, 1 
 sent " Stonewall " Jackson down the Shenandoah Valley to 
 threaten Washington. Jackson defeated Banks and Fre 
 mont, and so thoroughly alarmed Lincoln that the latter 
 ordered McDowell to return to the defence of Washington. 
 After playing havoc with the Union forces in the Shenan 
 doah Jackson hastily joined Lee. 
 
 Now that McDowell was prevented from joining the at 
 tack upon Richmond, McClellan changed his base of sup 
 plies to the James River. During the week that he was 
 The "Seven Days transferring the army to the new base of sup- 
 Batties." pii es ^g terrible "Seven Days Battles," in 
 
 which McClellan lost 15,000 men, were fought. At Malvern 
 Hill, the field of the last of these engagements, Lee repeat- 
 
 1 Lee had succeeded General Joseph E. Johnston, who was wounded in the bat 
 tle of Fair Oaks (May 31). 
 
 Robert E. Lee, son of Henry Lee, or "Light-Horse Harry," of Revolutionary 
 fame, was born in Westmoreland County, Virginia, in 1807, and died in 1870. He 
 was graduated from West Point in 1829, ranking second in a class of forty-six. He 
 distinguished himself for bravery in the Mexican War and rose to the rank of colonel. 
 After Virginia seceded in 1861 Lee decided "to go with his State." He therefore 
 resigned his commission in the army of the United States, and a little later took 
 command of the Virginia State troops. When, at the battle of Seven Pines, or Fair 
 Oaks (1862), General Joseph E. Johnston received a serious wound that temporarily 
 unfitted him for active service, Lee was put at the head of the Confederate army. 
 From that time to the end of the war he was the leading Confederate general and 
 handled his troops with consummate ability. Military critics rank him and Grant 
 as two of the foremost commanders of this century. Lee won the confidence of the 
 Southern people, who regarded him with unbounded admiration and affection. At 
 the close of the war he became president of what is now Washington and Lee Uni 
 versity, where he spent the remaining years of his life. 
 
SECESSION AND THE CIVIL WAR 323 
 
 edly charged but was driven back with fearful slaughter. 
 The Army of the Potomac fought here with magnificent 
 heroism. Had McClellan taken immediate advantage of 
 this victory he might, by a vigorous attack, have captured 
 Richmond. As a whole, the Peninsular Campaign failed 
 and caused bitter disappointment in the North. 
 
 334. Lee s First Invasion of the North (1862). Mc 
 Clellan made no further attempt upon Richmond. In the 
 
 A FEDERAL BATTERY IN THE FIELD. 
 
 meantime Halleck had been put in chief command of the 
 Union armies. Pope was appointed to take command of 
 the forces in northern Virginia and McClellan was ordered 
 to join him. Before McClellan could reach Pope, however, 
 Lee pushed north. He united his forces with "Stonewall" 
 Jackson s, which had been sent to surprise Pope s rear. 
 After defeating Pope in the second battle of second Battle of 
 Bull Run he marched across the Potomac BuiiRun. 
 into Maryland, where he thought he would receive large 
 recruits. In this he was disappointed. The great major 
 ity of the Maryland people were loyal to the Union, and 
 
3 2 4 
 
 HISTORY OF THE UNITED STATES 
 
 plainly showed this in their attitude toward the invasion. 
 When Lee s men marched into the State singing " My 
 Maryland people Maryland" there was not a word of welcome 
 loyai to the union. f rom t j, e p eO ple. On reaching Frederick, Lee 
 was surprised to find not only places of business shut, but 
 even the doors closed and the blinds drawn. The North, 
 however, fearing an attack upon Baltimore, Washington, or 
 Philadelphia, was greatly alarmed. 
 
 335. Battle of Antietam (Sep 
 tember 17, 1862). After Pope s de 
 feat in the second battle of Bull 
 Run, McClellan, having united 
 Pope s army with the Army of the 
 Potomac, started in pursuit of Lee. 
 On September 17, with an army of 
 70,000, he attacked Lee, who, with 
 about 40,000, had taken his position 
 at Sharpsburg, behind Antietam 
 Creek. This battle was one of the 
 bloodiest of the war. Although Lee 
 Lee retreats successfully defended 
 
 into Virginia. himself against the at 
 tack of the Union army, he had to 
 retreat into Virginia without hav 
 ing gained anything by his first invasion of the North. 
 
 Some people thought McClellan ought to have routed 
 or captured Lee s army. As he did not follow the Con- 
 , who su- federates he was severely criticised for being 
 S ^ OW an d overcautious, and was superseded 
 by Burnside. Burnside was as rash as Mc 
 Clellan was cautious, and later in the autumn met a crush 
 ing defeat when he attacked Lee, who was intrenched in a 
 strong position at Fredericksburg. The year s operations 
 had been successful for the Union cause in the West, but 
 unsuccessful in the East. 1 
 
 1 One of the bloodiest battles of the war was fought at the end of this year 
 at Murfreesboro, Tennessee. Beginning December 31 (1862), it lasted three days, 
 and resulted in the retreat of the Confederates after the most stubborn fighting. 
 
 ROBERT E. LEE. 
 
SECESSION AND THE CIVIL WAR 325 
 
 TO THE PUPIL 
 
 1. What was the Union plan of the war? In what way did Jefferson 
 
 Davis think that the cotton trade would secure the friendship of 
 England for the Southern cause ? Why was it extremely important 
 for the North to blockade the South ? 
 
 2. What did the Merrimac accomplish on the first day she attacked 
 
 the blockading squadron ? What were the results of the fight be 
 tween the Merrimac and the Monitor ? 
 
 3. Name four or five advantages to the North in securing control of the 
 
 Mississippi. What purpose had the Confederates in building Forts 
 Henry and Donelson ? What effect did the capture of these forts by 
 the Federals have upon the Confederate line of defence ? 
 
 4. What was the second Confederate line of defence ? What were the 
 
 causes and results of the Battle of Shiloh ? Why was New Orleans 
 of importance to the South ? 
 
 5. Are you making constant use of your map ? 
 
 6. What was McClellan s plan of approaching Richmond ? What was 
 
 Lincoln s ? Which do you think was the better plan ? Give reasons 
 for your answer. For defensive purposes, what natural advantages 
 had the Confederates in Virginia?- Why was General McDowell 
 left at Fredericksburg ? 
 
 7. Point out on the map Yorktown and Williamsburg, and show their 
 
 connection with McClellan s advance upon Richmond. What was 
 the purpose of " Stonewall " Jackson s movements in the Shenandoah ? 
 What was the result ? 
 
 8. After reading as much as you can on the Peninsular Campaign, give 
 
 reasons for McClellan s failure to capture Richmond. 
 
 9. Why did Lee decide to invade the North ? How was he disap 
 
 pointed ? What were the results of the Battle of Antietam ? 
 
 THE TIDE TURNS 
 
 336. Lee s Second Invasion of the North ; Battle of 
 
 Gettysburg (1863). After Burnside s repulse at Fredericks- 
 burg in December, 1862, he retired to winter Hooker , 8 defeat 
 quarters. Before the campaign of 1863 opened at chanceiiors- 
 Hooker was put in command. In April he ville 
 advanced to Chancellorsville with 1 13,000 men, and attacked 
 Lee, who had 62,000.* Lee again badly defeated the Army 
 
 1 In this battle the Confederates met with a grievous loss in the death of " Stone 
 wall " Jackson. Through a mistake he was fired upon by some of his own men. 
 Thomas J. Jackson, often called " Stonewall " Jackson, was born in 1824, in Har- 
 
326 
 
 HISTORY OF THE UNITED STATES 
 
 of the Potomac. These two victories made the South jubi 
 lant, but depressed the North. 
 
 With an exultant and confident army Lee planned to 
 invade the North a second time. Early in June he marched 
 down the Shenandoah, crossed the Potomac, and advanced 
 into Pennsylvania. The whole country was wild with ex- 
 citement. Lee hoped to win a decisive vic- 
 tory, capture Baltimore or some other great 
 Northern city, and dictate terms of peace. 
 He had reason to believe that a victory on Northern soil 
 
 Lee s reasons for 
 
 
 FUGITIVE NEGROES FORDING THE RAPPAHANNOCK. 
 
 would lead England and France to recognize the indepen 
 dence of the South. These two countries were only wait 
 ing until some pronounced success on the part of the South 
 should afford them a reasonable excuse for giving such 
 recognition. 
 
 risen County, Virginia (now West Virginia), and was graduated from West Point in 
 1846. He took part in the Mexican War, where he was promoted for good con 
 duct. He resigned from the army in 1851, on receiving an appointment as profess 
 or in the Virginia Military Institute, at Lexington, Virginia. He was so eccentri< 
 that he became unpopular with the students, who did not regard him as a man of 
 ability. Although he was opposed to secession he thoroughly believed in State 
 rights, and therefore "went with his State" when it seceded. As soon as he took 
 command of troops on the battle field he showed himself to be a splendid soldier. 
 By his stubborn bravery at Bull Run he won the name of " Stonewall" Jackson, 
 and rose at once to the rank of major-general. He was Lee s ablest subordinate, 
 and, next to Lee, was probably the most popular Confederate general. 
 
SECESSION AND THE CIVIL WAR 
 
 327 
 
 Lee advanced his army toward Chambersburg and en 
 camped in that vicinity. Hooker crossed the Potomac east 
 of the mountains, marched north to Frederick, and sent a 
 detachment west through the mountains to menace Lee s 
 line of supplies. In order to draw off the Union forces 
 from his rear, Lee marched eastward to 
 
 TTT . . . Lee s advance. 
 
 threaten Washington. On the very same 
 morning Meade, who had superseded Hooker, started 
 north from Frederick, keeping east of the mountains to 
 protect Washington. The two ar 
 mies were thus marching toward 
 each other, and each The two armles 
 
 Was ignorant Of the meet at Gettys- 
 
 other s movements. 
 They unexpectedly met at Gettys 
 burg and fought a three-days battle 
 (July I, 2, and 3). 
 
 On the first day the advance forces 
 of the Union army, being greatly out 
 numbered, were driven 
 through Gettysburg 
 with a loss of 5,000 prisoners. The 
 Confederates also suffered heavy loss 
 in killed and wounded. That night the Union army took a 
 strong position on Cemetery Ridge, just south of the town. 
 This ridge, three miles in length, is in the shape of a fish 
 hook, with Gulp s Hill for the barb and Round Top at the 
 extreme southern end. Just north of Round Top was Little 
 Round Top. Lee s army took position on Seminary Ridge, 
 lying about a mile west of Cemetery Ridge and nearly 
 parallel with it. 
 
 On the second day of the battle the Confederates made 
 two vigorous assaults, one at Gulp s Hill on 
 the right wing of the Union army and the 
 other in front of Little Round Top on the left wing. Al 
 though the Confederates gained some slight advantage, 
 there was no definite result on either side. 
 
 Having 1 failed to break the Union flanks and having re- 
 
 The first day. 
 
 THOMAS j. (" STONEWALL") 
 JACKSON. 
 
 The second day. 
 
328 
 
 HISTORY OF THE UNITED STATES 
 
 ceived Pickett s fresh division, Lee spent the next morning 
 in preparation for a grand assault on the Union centre, 
 where he hoped to be more successful. By one o clock in 
 the afternoon he had placed in position on Seminary Ridge 
 The furious can- more than a hundred guns. The Federals 
 nonade. could find room for only eighty on Cemetery 
 
 Ridge. At one o clock the Confederate guns opened fire, 
 and until three the furious cannonade continued. At that 
 
 time the fire slackened on 
 Cemetery Ridge in order 
 to let the guns cool in time 
 for the expected attack. 
 The Confederates thought 
 they had silenced the Union 
 batteries, and that the mo 
 ment for the South to make 
 one mighty effort had come. 
 General Pickett, who 
 was to lead this assault at 
 the head of some of the 
 best Virginia troops, was 
 ordered to 
 
 Pickett s cnarge. , , 
 
 advance. In 
 
 three magnificent lines, 
 with a front a mile long, 
 15,000 Confederates 
 charged across the field. 
 The sight was thrilling, but 
 soon the murderous fire from the Northern guns began to 
 cut them down by hundreds. The fearful slaughter thinned 
 the advancing lines. Still they pressed on. As they neared 
 the first line of Northern troops, Lieutenant Cushing, a 
 Union officer, although mortally wounded, pushed the only 
 remaining gun of his battery to the fence and shouted to his 
 commander, " Webb, I will give them one more shot/* As 
 he fired he fell, saying " Good-by." Pickett s men broke 
 through the first line. Armistead, one of Pickett s gener 
 als, leaped over the fence, raised aloft his sword, upon the 
 
 H1AP OP 
 
 S THE BATTLE OF 
 
 GETTYSBURG. 
 
 Union Lines =__ 
 
 Union Defenses 
 Confederate Lines 
 
 Confederate Defenses 
 
 1/2 1 2 
 
SECESSION AND THE CIVIL WAR 
 
 3 2 9 
 
 point of which he swung his hat, and shouted, " Give them 
 the cold steel, boys ! " Just as he laid his hand upon a Union 
 gun to capture it, he was shot down. From every side the 
 Union men came rushing headlong upon the enemy. The 
 struggle that followed was terrific. Men and officers were 
 mingled together in one seething mass, each man fighting 
 for himself. 
 
 Pickett s men were soon repulsed, and with their lines 
 broken into fragments they were driven back with disas 
 trous loss. The failure of Pickett s 
 charge insured Lee s defeat at 
 Gettysburg, and with Defeat of 
 that defeat the tide Pickett s men. 
 turned. Next day, while Grant 
 was receiving the surrender of 
 Vicksburg, Lee began his retreat 
 toward the Potomac. After this 
 failure the South was unable to 
 secure a foothold in the North. 1 
 
 337. Capture of Vicksburg; 
 Opening of the Mississippi River. 
 At the close of 1862 Vicksburg 
 and Port Hudson were the only 
 Confederate strongholds left on 
 the Mississippi. After months of 
 unsuccessful effort to take Vicksburg from the north, Gen 
 eral Grant moved his army down on the west bank of the 
 river and, crossing over to the east bank, Grant attacks 
 made an attack from the south. Pemberton, Vicksburg from 
 who was in command of the Confederates in 
 Vicksburg, marched out to meet Grant, hoping to unite 
 with Johnston, who was hastening to join him. Before the 
 union of the two Confederate armies could be effected, Grant 
 drove Pemberton into Vicksburg and compelled Johnston 
 to retreat. Grant s bold plan was brilliantly executed. 
 
 1 In this battle Meade s army (infantry and artillery) numbered about 82,000; 
 Lee s about 74,000. Each army had in addition about 11,000 cavalry. Meade 
 lost in all about 23,000; Lee 30,000, or more than one-third of his entire force. 
 
 GEORGE G. MEADE. 
 
330 
 
 HISTORY OF THE UNITED STATES 
 
 The Confederates 
 starved into 
 surrender. 
 
 He then laid siege to the city (May 19), cutting it off 
 from supplies of all kinds. Flour sold for $1,000 a barrel 
 (Confederate money). Provisions became so scarce that 
 even rats and mule-flesh were used as food. So many thou 
 sand shells were thrown into the city daily that many 
 people abandoned their homes. They lived in caves which 
 
 they dug in banks 
 where the streets had 
 been cut through the 
 hills. In 
 about 
 seven 
 
 weeks the Confeder 
 ates were starved into 
 surrender. On July 
 4, 1863, the clay after 
 Lee s defeat at Gettys 
 burg, Pemberton sur 
 rendered Vicksburg 
 with 32,000 men. 
 When, four days later, 
 Port Hudson was cap 
 tured, the Mississippi 
 River, to its mouth, 
 was under the control 
 of the North. 
 
 338. Slavery and 
 the Emancipation 
 Proclamation (Janu 
 ary i, 1863). In his 
 inaugural address President Lincoln had declared that he 
 would not interfere with slavery where it already existed 
 because he had no constitutional right to do so. But as 
 The slaves aid tne war proceeded it became evident that 
 the cause of the blacks in the South were a great source 
 
 the south. of stren g t h to t h e Confederate cause ; for 
 
 while masters enlisted in the army, slaves by their labor 
 supplied food not only for Southern families but for the 
 
SECESSION AND THE CIVIL WAR 
 
 331 
 
 support of the Southern army. In this way they were 
 aiding the cause of the South about as much as if they 
 had been able to bear arms. Moreover, the sentiment in 
 regard to slavery was changing in the North. People had 
 come to look upon it as the cause of the war, and many de 
 sired the government to attack it as a war measure. 
 
 As commander-in-chief of the armies of the United 
 States, President Lincoln had authority to set free all slaves 
 
 THE FIRST READING OF THE EMANCIPATION PROCLAMATION. 
 
 in territory conquered by the Union armies. Just after 
 the Battle of Antietam, therefore, he warned the seceded 
 States (September 22, 1862) that unless they returned to the 
 Union before January i, 1863, he would set their slaves free. 
 As none of these States returned, the emancipation procla 
 mation was issued on January i, 1863. From that time the 
 North fought not only for the Union but for the abolition 
 of slavery. 1 
 
 339. Employment of Emancipated Blacks in Northern 
 Army Stops Exchange of Prisoners. It was but one step 
 further to arm the blacks and make them soldiers. If the 
 
 1 General Butler, early in the war, confiscated the negroes whom he found em 
 ployed in throwing up earthworks for the Confederates near Fortress Monroe. He 
 fed and protected them, regarding them as contraband of war, 
 
332 
 
 HISTORY OF THE UNITED STATES 
 
 Emancipation Proclamation was issued as a military neces 
 sity in order to weaken the South and to make the issue of 
 the war perfectly plain to the world, the same military 
 necessity would call for the arming of these emancipated 
 slaves. Before the end of the war there were enlisted in 
 the Union armies 180,000 blacks, who made good soldiers. 
 The Confederates bitterly resented the employment of their 
 former slaves in the Union armies and refused to recognize 
 
 A FEDERAL CAVALRY CAMP WINTER QUARTERS. 
 
 the negro soldiers or their officers in exchanging prisoners. 
 This led to mutual misunderstanding and ended in stopping 
 all exchange of prisoners. As a result, thousands of sol 
 diers languished in prisons and suffered much from disease 
 and famine. 1 
 
 340. Conscription in the North; Draft Riots. In 1863 
 the North found it advisable to resort to a conscription or 
 draft. All able-bodied men between the ages of eighteen 
 and forty-five were enrolled, and from the enrollment a cer 
 tain proportion was chosen by lot. The draft was very 
 unpopular, and in New York City, on July 13, 1863, a serious 
 riot took place, lasting four days and resulting in the de- 
 
 1 Some of the noted Southern pisons were Libby Prison and Belle Isle in Rich 
 mond, Virginia, and Andersonville, in Georgia. 
 
SECESSION AND THE CIVIL WAR 
 
 333 
 
 struction of much property. The mobs showed especial 
 hatred toward colored people, brutally killing- many. The 
 riot was finally put down by the aid of troops sent from 
 Gettysburg. 
 
 341. Conscription in the South. In April, 1862, by an 
 act of the Confederate Congress, all able-bodied white men 
 between the ages of eighteen and thirty-five were required 
 to enter the Confederate army. In the autumn of the same 
 year all white men between the ages 
 
 of eighteen and forty-five were in 
 cluded in the conscription law, and 
 before the close of the war even boys 
 of sixteen and seventeen and old men 
 were included. So hard pressed for 
 men were the Confederates that just 
 before the war came to an end their 
 Congress had decided to enlist some 
 of the slaves in the Confederate army. 
 When all exchange of prisoners was 
 stopped, the South, by reason of the 
 scarcity of fighting men, was much 
 more seriously crippled than the 
 North. The whole number of men 
 captured from the armies of the North and the South in 
 the entire war amounted to a half-million. 
 
 342. Battle of Chickamauga (1863). After the loss of 
 Vicksburg and Port Hudson, the strongest and most im 
 portant position held by the Confederates in The importance 
 the West was Chattanooga, 1 which was not oi Chattanooga, 
 only a great railroad centre, but the key to eastern Tennes 
 see and the gateway to Georgia. General Rosecrans, in 
 
 1 From the outbreak of the war the Confederates had made a strenuous effort 
 to get control of Kentucky and Tennessee. The outcome was the remarkable 
 middle Tennessee campaign in 1862. On the last day of the year the battle of 
 Stone s River, or Murfreesboro, was fought, Rosecrans being the commander of the 
 Northern army and Bragg of the Southern. The result was the retreat of Bragg 
 with his army greatly weakened. This battle kept the South from capturing 
 Nashville, and made easier the movement of the Northern army against Chatta 
 nooga in 1863. 
 
 GEORGE H. THOMAS, "THE 
 ROCK OF CHICKAMAUGA." 
 
334 
 
 HISTORY OF THE UNITED STATES 
 
 command of the Union army in Tennessee, advanced with 
 55,000 troops upon Chattanooga, which was occupied by 
 Bragg. By moving to the south of this place, Rosecrans 
 threatened Bragg s line of supplies and compelled him to 
 withdraw from Chattanooga and take position at Lafayette 
 (September 19-20), twenty-six miles to the south. 
 
 Here Bragg received a strong body of reinforcements 
 and vigorously attacked the Union army, now outnumbered. 
 
 He overwhelmed and 
 routed the right wing, 
 
 General Thomas and WOuld 
 
 saves the Union i 
 
 army from ruin- have Pt 
 
 ous defeat. to TO lit the 
 
 entire army but for the 
 unflinching courage of 
 General Thomas, the 
 " Rock of Chicka- 
 mauga," who coolly 
 held his position on the 
 left until the rest of the 
 army could make a safe 
 retreat to Rossviile on 
 Missionary Ridge. 
 
 343. Siege of Chat 
 tanooga. Although 
 Bragg defeated the 
 Union army in the bat 
 tle of Chickamauga, he 
 did not secure what he greatly desired Chattanooga itself. 
 He therefore strongly fortified himself on Missionary Ridge 
 and Lookout Mountain, overlooking Chattanooga, and tried 
 to cut off the Union army from its supplies. The situation 
 became serious. For weeks all the Union 
 supplies had to be brought over a single 
 mountain road for a distance of sixty miles. 
 When Grant, who had superseded Rosecrans, reached 
 Chattanooga about the middle of November, the number 
 of horses and mules had been so reduced by starvation that 
 
 GENERAL GRANT AND STAFF ON POINT 
 LOOKOUT, 1863. 
 
 Critical situation 
 of the Union 
 army. 
 
SECESSION AND THE CIVIL WAR 
 
 335 
 
 the artillery could not be moved. 1 The soldiers were liv 
 ing on half-rations, and had not enough ammunition left 
 for a single day s battle. But in five days after reaching 
 Chattanooga Grant 2 got control of the river line of sup 
 plies. From that time the army, which had been cooped 
 up in Chattanooga for months, had an abundance of food. 
 
 344. Battle of Chatta 
 nooga. Having received 
 reinforcements, Grant now 
 decided to attack Bragg, 
 
 Who OCCUpied Bragg s strong 
 
 a very strong position. 
 position, with his right flank 
 resting on the northern end 
 of Missionary Ridge, his 
 left flank on the northern 
 end of Lookout Mountain, 
 and his centre stretching 
 across Chattanooga Valley. 
 His line was twelve miles 
 long and on the flanks ap 
 peared to be almost im 
 pregnable. On November 
 24 Grant sent the gallant 
 Hooker and his men to 
 charge up the rocky heights 
 of Lookout Mountain. This 
 charge resulted in desperate fighting " above the clouds," 
 and in driving Bragg s left flank from its mountain strong- 
 
 1 Ten thousand horses and mules had starved to death. 
 
 2 When seventeen years of age (see par. 371) Ulysses S. Grant received an ap 
 pointment to a cadetship in the Military Academy at West Point. Although he 
 did not take high rank in scholarship, he became the finest horseman in his class, 
 and showed a marked aptitude for mathematical studies. Entering the army after 
 graduation, he distinguished himself for bravery in many important battles of the 
 Mexican War. He remained in the army until 1854, when he resigned his com 
 mission, and continued in private life until the beginning of the Civil War. Dur 
 ing these years he tried farming, store-keeping, and selling real estate, but did not 
 have much success. In 1861 he received a commission as colonel of an Illinois 
 regiment, and, by his extraordinary military skill and ability, rose to the rank of 
 
HISTORY OF THE UNITED STATES 
 
 hold. Early next morning Sherman vigorously assaulted 
 the north end of Missionary Ridge. Until three o clock in 
 TWO heroic ^ e afternoon he struggled to drive the enemy 
 
 charges by the from the heights, but in vain. Then Thomas s 
 union troops. men were orc jered to j o j n tne attack. Like a 
 
 mighty whirlwind they swept away all opposition in their 
 grand charge up the hill. Bragg s army, overwhelmed and 
 defeated, fled from the battle-field in confusion. 
 
 TO THE PUPIL 
 
 1. Observe that after Lee s retreat from Antietam he defeated the Army 
 
 of the Potomac in two battles, the first at Fredericksburg (December, 
 1862), and the second at Chancellorsville (April, 1863). What reasons 
 had Lee for a second invasion of the North in 1863 ? 
 
 2. Trace with care upon your map the location of the two armies on the 
 
 second day of the battle of Gettysburg. As this is one of the world s 
 great battles you will do well to understand it. Describe Pickett s 
 charge. What were the most striking results of the battle ? 
 
 3. Before studying the capture of Vicksburg review the following battles 
 
 fought to open the Mississippi in 1862: Capture of Forts Henry and 
 Donelson, the battle of Shiloh, and the capture of New Orleans. Now 
 you are ready to describe the capture of Vicksburg. Read General 
 Grant s excellent account of it in his " Personal Memoirs." 
 
 4. How did the slaves aid the Confederate cause ? What was the source 
 
 of President Lincoln s authority to set free any of the slaves in the 
 South ? What was the Emancipation Proclamation ? After its issue 
 what was the North fighting for ? 
 
 5. Why was it natural for the North, after emancipating the blacks, to 
 
 employ them as soldiers? What effect did such employment have 
 upon the exchange of prisoners ? 
 
 6. Why was Chattanooga an important military position? What led 
 
 to the battle of Chickamauga, and how did General Thomas save the 
 Union army from rout ? Describe the critical situation of the Union 
 army when Grant reached Chattanooga. What were the results of 
 the battle of Chattanooga ? 
 
 7. You will find Coffin s books on the Civil War very interesting. 
 
 lieutenant-general (1864) in command of the Union armies. His brilliant strategy 
 at Vicksburg and Chattanooga in 1863, and his advance upon Richmond in 1864- 
 65, proved him to be one of the greatest military leaders of all time. His iron will, 
 resolute purpose, cool judgment, and unflinching courage never failed him in the 
 hour of trial and danger. He was also a man of singularly pure and gentle spirit, 
 with a high sense of public duty. 
 
SECESSION AND THE CIVIL WAR 
 
 337 
 
 THE HAMMERING CAMPAIGN 
 
 345. The Union Plan of 1864. In March, 1864, Grant, 
 who had won the confidence of the people by his campaigns 
 in the West, was raised to a military rank sec- General Grant 
 ond only to that of the President, with the title LTd^TtTe 
 of lieutenant-general. 1 In reality he was placed union armies, 
 in command of all the Northern armies. By the close of 
 1863 the Confederacy had been cut down to Virginia, North 
 Carolina, South Carolina, and Georgia. The Union armies 
 had now to get control of these four 
 
 States. 
 
 Grant was to attempt the capture of 
 Richmond, which was defended by 
 Lee ; Sherman was to get control of 
 Georgia by defeating Johnston, who 
 had command of the Confederates 
 there. The watchword in the East was 
 "On to Richmond;" in the West, "On 
 to Atlanta." These two movements 
 were planned to begin at the same 
 time, early in May, so that, if possible, 
 the Confederate armies might be pre 
 vented from aiding each other. 
 
 346. " On to Richmond." Grant s advance upon Rich 
 mond began (May 4) by crossing the Rapidan and entering 
 the Wilderness. He had i2O,ooo a men against 
 
 Lee s 62,000. For two days in the thick, 
 gloomy woods, where the enemy could not be seen twenty 
 feet away, a terrible struggle ensued. Grant s loss was se 
 vere, but he pressed on, writing to Lincoln, " I propose to 
 fight it out on this line if it takes all summer." As Grant 
 moved forward, terrible battles were fought at Spott- 
 sylvania Court House (May 8-18) and at Cold Harbor 
 
 1 Before that time only Washington and Scott had been made lieutenant-generals. 
 
 2 Grant s army, arranged in ranks of four, the ranks being five feet apart, would 
 extend a distance of more than twenty-eight miles. 
 
 GENERAL U. S. GRANT. 
 
 In the Wilderness. 
 
HISTORY OF THE UNITED STATES 
 
 (June 3). Before the close of June he had lost more than 
 60,000 men, and Lee, 40,000. 
 
 Realizing after this great loss of life that he could not 
 capture Richmond by attacking it from the north, Grant 
 Grant transfers transferred his army across the James in order 
 his army across to attack the city from the south. Here an 
 attempt was made to capture Petersburg 
 (July 30) by exploding a mine under the outer Confederate 
 defences. The explosion was followed by a vigorous as 
 sault, but the plan failed. 
 
 347. Early s Raid in the Shenandoah. -It will be re 
 membered that in 1862, when McClellan was near Richmond, 
 
 BUILDING A PONTOON BRIDGE. 
 
 " Stonewall " Jackson was sent into the Shenandoah to 
 threaten Washington and prevent McDowell from reinforc 
 ing McClellan. In 1864 Lee tried in the same way to 
 weaken the attack upon Richmond. Toward the last of 
 June he sent Early with 20,000 men to threaten Washington 
 Early threatens by way of the Shenandoah. Early swept on 
 
 ^rnscfambert until he met General Lew Wallace with a 
 burg. much smaller force on the Monocacy River, 
 
 not far from Washington. Here Wallace fought a losing 
 battle in order to detain Early long enough for Grant to 
 got a part of his army into Washington. These troops 
 reached the city just in time to prevent its capture. A lit 
 tle later Early again pushed down the Shenandoah across 
 
SECESSION AND THE CIVIL WAR 
 
 339 
 
 the Potomac into Pennsylvania, where he burned Chambers- 
 burg;. 
 
 348. Sheridan in the Shenandoah. To put an end to 
 such raids in the North, General Sheridan 1 was sent with 
 30,000 men to watch General Early and to lay waste the 
 fruitful Shenandoah Valley. After defeating Early and 
 chasing him up the valley, Sheridan 
 destroyed 2,000 barns filled with 
 grain and farming implements and 
 seventy mills filled with flour and 
 wheat, besides driving off thousands 
 of sheep and cattle. A few days 
 later, while Sheridan 2 was away, 
 Early surprised the Union army at 
 Cedar Creek, and drove it back 
 seven miles. This was the occasion 
 of " Sheridan s Ride " Sheridan s 
 from Winchester, R ide -" 
 
 about fourteen (not " twenty ") 
 miles away. On Sheridan s arrival 
 he found that the Union forces had been formed in battle 
 array. Early s army was totally defeated (October 19) and 
 driven in confusion from the field. 
 
 1 Philip H. Sheridan was born in Ohio in 1831, and died in 1888. He was 
 graduated from West Point in 1853. Upon the outbreak of the Civil War he was 
 made chief quartermaster of the army in the southwestern part of Missouri. He 
 handled his troops so ably at the battle of Murfreesboro that he was promoted to the 
 rank of major-general. He gave further striking evidence of military skill and dar 
 ing at Chickamauga and Chattanooga. In 1864 Grant had Sheridan put in com 
 mand of all the cavalry in the Army of the Potomac. His campaign in the Shenan 
 doah was one of the great military achievements of the war. He was so popular that 
 he was called by his men " Little Phil." Some years before his death he became 
 lieutenant-general, and on his death-bed was promoted to the rank of general -in-chief. 
 
 2 In the early morning of the battle, General Sheridan, who was at Winchester 
 on his return from Washington, was informed of the firing in the direction of Cedar 
 Creek. Mounting his handsome coal-black horse, he rode at full speed toward the 
 scene of battle. When he met the retreating soldiers he shouted, "Turn back, 
 men turn back ! Face the other way ! " His inspiring presence heartened the 
 soldiers. With waving hats they cried, "Sheridan! Sheridan! " and cheerfully 
 followed their leader as he dashed forward. Sheridan s ride changed defeat into 
 overwhelming victory. 
 
 PHILIP H. SHERIDAN. 
 
340 
 
 HISTORY OF THE UNITED STATES 
 
 Sherman s 
 
 difficulties. 
 
 349. " On to Atlanta." Early in May, 1864, Sherman, 1 
 with 100,000 men, was at Chattanooga, facing Johnston, with 
 importance of 64,000, at. Dalton. It was desirable to get 
 Atlanta and possession of Georgia because it was the 
 
 workshop, the arsenal, and the storehouse of 
 the Confederacy. Sherman s plan was to capture Atlanta, 
 an important railroad and manufacturing centre, and then 
 
 to pass on to the sea 
 and destroy the sup 
 plies necessary to sus 
 tain the Confederate 
 armies. 2 
 
 Sherman had great 
 difficulties to face. In 
 
 the first 
 
 place, an 
 
 able general, Joseph 
 E. Johnston, opposed 
 him ; in the second 
 place, every mile of 
 advance took him far 
 ther away from his 
 base of supplies at 
 
 Nashville. He soon had to protect a long line of com 
 munication which the enemy was constantly trying to 
 
 1 William T. Sherman was born in Lancaster, Ohio, in 1820, and died in 1891. 
 Having graduated from West Point in 1840, he remained in the army until 1853 
 and then resigned his commission to engage in business. At the outbreak of the 
 Civil War he became a colonel and took part in the battle of Bull Run. Soon after 
 that battle he was raised to the rank of brigadier-general and transferred to Halleck L 
 command in the Department of the West. His great military skill was shown at 
 Shiloh and in the memorable Vicksburg campaign. When, therefore, Grant was 
 placed in command of all the Union armies in 1864, he secured the appointment 
 of Sherman as commander of the armies of the West. The " March to the Sea," 
 one of the notable military achievements of modern history, followed. Sherman 
 was among the ablest generals of the Civil War. When Grant became general-in- 
 chief of the army in 1866, Sherman was made lieutenant-general, and when Grant 
 was elected President, Sherman was promoted to the rank of general-in-chief. 
 
 2 Such a course may seem cruel, but it is just as good generalship to starve an 
 army into submission as to kill with firearms. Its effect is to shorten war and save 
 life. 
 
 DESTROYING A RAILROAD AT ATLANTA, GA. 
 
SECESSION AND THE CIVIL WAR 
 
 341 
 
 destroy. Johnston s plan was to draw him as far as pos 
 sible from Nashville, always avoiding a pitched battle. 
 Sherman s plan was to flank Johnston and threaten his line 
 of communication with Atlanta. By a series of flank move 
 ments Sherman compelled Johnston to retreat. Battles 
 were fought at Resaca, New Hope Church, and Kenesaw 
 Mountain. 
 
 Both generals were skilful, but Johnston, by his cautious 
 movements, failed to satisfy the Confederate authorities. 
 He was superseded by Hood, who 
 was as rash and impetuous as John 
 ston was careful and capture of 
 cautious. Hood at once Atlanta. 
 made desperate attacks upon Sher 
 man and was soon defeated. By 
 cutting the railroad connections on 
 the south Sherman captured Atlanta 
 (September 2, 1864). 
 
 350. Sherman s " March to the 
 Sea." A little later Sherman, cut 
 ting loose from all communication 
 with the North, started through 
 Georgia on his famous march to the 
 sea, which was some two hundred miles away. Hood, by 
 moving northward, tried to draw Sherman after him, but 
 Sherman sent Thomas to look after Hood, while he himself 
 moved southward from Atlanta. After destroying three 
 hundred miles of railroad and laying waste the country 
 over a belt sixty miles wide, " from Atlanta to the sea," 
 Sherman, with the loss of less than a thousand men, reached 
 Savannah just before Christmas. He presented Savannah 
 as a "Christmas gift" to the government. 1 In the mean- 
 
 1 The following was Sherman s message to the President : 
 
 SAVANNAH, GEORGIA, December 22, 1864. 
 To His Excellency , President Lincoln, Washington, D. C. : 
 
 I beg to present you, as a Christmas gift, the city of Savannah, with one hun 
 dred and fifty heavy guns and plenty of ammunition ; also about twenty-five thou 
 sand bales of cotton. W. T. SHERMAN, Major-General. 
 
 WILLIAM T. SHERMAN. 
 
342 
 
 HISTORY OF THE UNITED STATES 
 
 time Tnomas so thoroughly routed Hood s army at Nash* 
 ville that it could not be brought together again. 
 
 351. Capture of Mobile. As we have seen, one of the 
 leading purposes of the North was to prevent, by blockade, 
 the export of Southern cotton. By the middle of 1864 
 Union war-vessels had closed to foreign trade nearly all 
 the Southern ports. One of the most important of these 
 was Mobile, which Admiral Farragut, in co-operation with 
 
 MAP ItLUSTRJlTING 
 
 SHERMANS MARCH 
 
 TO THE SEA. 
 
 Scale of Miles. 
 25 50 75 100 
 
 a land force of 5,000 men, was sent to capture. Realizing 
 the great value of Mobile, the Confederates had prepared 
 The defences for a vigorous defence. Two strong forts 
 of Mobile. stood on opposite sides of the entrance of the 
 
 bay, the channel of which was obstructed by torpedoes. 
 Within the bay were three gun-boats and the powerful iron 
 clad ram, Tennessee. 
 
 At six o clock on the morning of August 5, 1864, the 
 Union fleet, consisting of fourteen wooden vessels and four 
 monitors, was under wav. In order that he might see over 
 the smoke, Admiral Farragut, 1 then sixty-three years old, 
 
 1 David Glasgow Farragut was born near Knoxville, Tennessee, in 1801, and 
 died in 1870. The night before the terrible struggle in Mobile Bay he wrote to his 
 
SECESSION AND THE CIVIL WAR 
 
 343 
 
 took his position in the rigging of the flagship Hartford. 
 One of the monitors was sunk by a torpedo, but the remain 
 der of the fleet passed into the bay and engaged the Ten- 
 nessee, the strongest of the Confederate iron-clads. By ten 
 o clock the fight was over and the capture of Mobile as 
 sured. In a few days the forts surrendered to the land 
 force. This signal victory was due to the unflinching cour 
 age of Admiral Farragut. 
 
 352. Sympathy of English Workingmen with the North. 
 We may now leave the armies for a while and consider 
 how England and France were look 
 ing upon the war, Jefferson Davis 
 
 and the South greatly erred when 
 they counted upon the sympathy of 
 the working classes in England, for 
 when English workingmen under 
 stood that the war was a struggle 
 between freedom and slavery, their 
 sympathies were with the North. 
 Although the cotton famine in Eng 
 land, produced by the blockade of 
 the South, forced hundreds of thou 
 sands out of employment, these 
 starving laborers prayed for the 
 success of the North. On the other 
 hand, the aristocracy, with a few exceptions, and the Eng 
 lish Government, being more in sympathy with the aristo 
 cratic Southern planter and perhaps jealous of American 
 commerce, favored the South. 
 
 353. England and the Confederate Navy. The South 
 was in great need of a navy, and had no facilities for build 
 ing one. English shipbuilders, therefore, with the knowl 
 edge of the English Government, responded to the need 
 of the South, and built formidable Confederate cruisers in 
 British dock-yards. These cruisers drove our merchant 
 marine from the sea. 
 
 wife : "I am going into Mobile Bay in the morning, if God is my leader, as I hope 
 He is, and in Him I place my trust. God bless and preserve you, my darling, and 
 my dear boy, if anything should happen to me." 
 
 DAVID GLASGOW FARRAGUT. 
 
344 HISTORY OF THE UNITED STATES 
 
 The most famous cruiser was the Alabama? commanded 
 
 by Captain Semmes. This vessel was built with English 
 
 money in an English port, was manned by an 
 
 The Alabama. ,. J , . % . 
 
 English crew, carried English gunners, and 
 hoisted an English flag. In a word, with the exception of 
 her officers, she was an English vessel built for the special 
 purpose of destroying Northern commerce. Charles Fran 
 cis Adams, our able minister to England at that time, pro 
 tested, but in vain. The United States, in the midst of a 
 civil war, no longer commanded the respect of the English 
 Government. Our country was not in a position to demand 
 justice and satisfaction. But it resented England s attitude 
 none the less keenly, and the time came when England was 
 wise enough to listen. 
 
 The Alabama (1862-64) captured over sixty Norther-n 
 vessels, amounting in value, with their cargoes, to over $7,- 
 TheKearsarge ooo,ooo. The duel between the Alabama and 
 sinks the the Kearsarge, which had gone out in search of 
 
 her, was fought off the coast of France (June 
 19, 1864). The Alabama, in about one hour, was shattered 
 and sunk. The sinking of the Alabama put an end to the 
 destructive work of Confederate cruisers. After the war 
 England paid more than $15,000,000 for damages done by 
 The Alabama Confederate cruisers. As the first of these 
 claims. claims made by our government for redress 
 
 grew out of acts committed by the Alabama, all the claims 
 growing out of the acts of all the vessels became known as 
 the " Alabama Claims." 
 
 354. Napoleon III. and the Confederate Navy. But 
 the English Government did not stand alone in its un 
 friendly attitude. The French Government was equally 
 
 1 "A score of other Confederate cruisers roamed the seas to prey upon United 
 States commerce, but none of them became quite so famous as the Sumter and 
 the Alabama. They included the Shenandoah, which made thirty-eight captures; 
 the Florida, which made thirty-six ; the 7^allahassee, which made twenty-seven ; 
 the Tacony, which made fifteen ; and the Georgia, which made ten. Most of these 
 cruisers were built in British ship-yards." R. JOHNSON. 
 
 The attitude of the English government toward the Confederate navy was most 
 unfortunate, naturally causing in the North much bitter feeling toward England. 
 
SECESSION AND THE CIVIL WAR 345 
 
 hostile to the North. Napoleon III., for personal reasons, 
 was eager for the success of the Confederate cause, and 
 urged England to acknowledge the independence of the 
 South. He wished to see the Union dissolved, Napoleon , s desire 
 because it was his desire to establish an em- to establish an 
 pire upon the ruins of the republic of Mexico, empire in Mexico 
 and he knew that so long as the Union remained unbroken 
 he would not be permitted to carry out his plans. He also, 
 during the later years of the war, with contemptible du 
 plicity equal to that of Napoleon I. just before the War of 
 1812, allowed formidable iron-clads for the Southern navy 
 to be built in France. One of these was finally launched, 
 but the war was at an end before it could reach our coast. 
 
 Napoleon sent a French army to invade Mexico in 1861. 
 By 1863 it had established an empire there, and Napoleon 
 offered the throne to Maximilian, Archduke Maximilian in 
 of Austria. The United States protested, but Mexico, 
 in vain. After the close of the war, however, in response 
 to the threatening attitude of this country, Napoleon with 
 drew the French troops. Maximilian was then taken pris 
 oner by the Mexican authorities, tried by court-martial, and 
 shot. 
 
 TO THE PUPIL 
 
 z. What part of the Confederacy remained unconquered at the close of 
 1863 ? Describe the Union plan of campaign in 1864. Outline the 
 "On to Richmond " movement. 
 
 2. Compare Early s raid in the Shenandoah in 1864 with Jackson s move 
 
 ment in that valley in 1862. What did Jackson accomplish ? What 
 did Early accomplish ? Why was Sheridan sent into the Shenan 
 doah? What did he accomplish there ? Why was the Shenandoah 
 of importance to the Confederates ? 
 
 3. Why was it desirable for the North to get possession of Atlanta? 
 
 What difficulties did Sherman meet in his advance upon Atlanta ? 
 What was Johnston s plan of defence ? 
 
 4. Outline Sherman s " March to the Sea." Which do you think was the 
 
 abler general, Sherman or Johnston ? Give reasons for your answer. 
 
 5. What did Jefferson Davis mean by speaking of cotton as "king"? 
 
 At this point review the " Trent Affair," the importance of the block 
 ade, the attempt on the part of the South to break the blockade by 
 
HISTORY OF THE UNITED STATES 
 
 means of the " Merrimac," and the effect the blockade had upon cot 
 ton export. 
 
 6. Why did English workingmen sympathize with the North? Why 
 
 did the English aristocracy and the English Government favor the 
 South ? In what way did English shipbuilders aid the South ? 
 
 7. What was the " Alabama," and what was the attitude of the English 
 
 Government toward Southern cruisers built in English dockyards ? 
 What became of the " Alabama "? What were the "Alabama 
 Claims " ? 
 
 8. How did Napoleon III. show his sympathy with the South ? What 
 
 was his scheme in sending Maximilian to Mexico ? In this connec 
 tion review the Monroe Doctrine, and find out whether or not Napo 
 leon III. vifllated this doctrine by supporting Maximilian with a 
 French army. Why were the French troops withdrawn from Mex 
 ico after the Civil War ? 
 
 9. Subject for debate : Resolved, that Grant was a better general than 
 
 Lee. 
 
 APPOMATTOX COURT HOUSE 
 
 355. Fall of Richmond. By the various disasters which 
 we have recounted the Southern cause was brought into 
 Lee fans to break desperate straits. Careful observers could see 
 through Grant s that the end was near. 1 Sherman, after re 
 maining about a month in Savannah, started 
 through the Carolinas northward (February i). Lee, with 
 40,000 men, still held Richmond, which Grant, with 100,000 
 men, was trying to capture. In order to join Johnston s 
 force in North Carolina, Lee made one last effort to break 
 through the Union army lying south of Petersburg. This 
 plan was defeated by Sheridan in the battle of Five Forks, 
 where 5,000 Confederates were captured. 
 
 The next day (April 2) Lee evacuated Richmond and 
 started on a retreat westward. The pursuit was hot. Hun 
 dreds of the Confederates, having" little to eat 
 
 Lee retreats. . . , . . . . t . 
 
 and believing that their cause was hopeless, 
 deserted, and thousands threw away their arms. Their 
 condition was pitiable. For five or six days they lived on 
 
 1 In the spring of this year General Wilson, in a brilliant cavalry movement, 
 captured the five fortified cities of Selma, Montgomery, West Point, Columbus, and 
 Macon. These places had important railroad connections, contained valuable 
 supplies for the Confederate army, and manufactured for it war material. 
 
SECESSION AND THE CIVIL WAR 
 
 347 
 
 A COUNCIL OF WAR AT MASSAPONAX CHURCH. 
 
 parched corn and the shoots of trees. One week after leav 
 ing Richmond (April 9), Lee, finding that every avenue 
 of escape was cut off, agreed to hold a conference with 
 Grant at Appomattox Court House, about seventy-five 
 miles west of Richmond, to consider terms of surrender. 
 
 356. Lee s Surrender. It was a notable meeting. The 
 result of the interview was the surrender of Lee with 26,000 
 men, only 8,000 of whom had arms. The Grant s delicacy 
 terms of surrender were very generous to the of feeling. 
 Confederates, who were to lay down their arms and were 
 not, unless properly exchanged, to take them up again. 
 With rare delicacy of feeling Grant ordered that all the 
 Confederates owning horses or mules should be allowed to 
 
HISTORY OF THE UNITED STATES 
 
 take them home. "They will need them for the spring 
 ploughing-," he said. But consideration for the Confeder 
 ate soldiers did not stop here, for when they inarched in 
 front of the Union soldiers to stack arms in token of sur 
 render the Union soldiers saluted them. The Confederates 
 promptly returned the salute. 
 
 Grant s attitude toward the Confederates, which won 
 the hearts of the Southern people, was like that of the 
 The enerous United States Government as a whole. Only 
 attitude of the one Confederate the keeper of Anderson- 
 Government. ville p r ison was put to death at the close of 
 the war. The death-penalty in this case was inflicted, not 
 at all for connection with the Confederate movement, but 
 because of inhuman cruelty. No government ever showed 
 so great mercy to those who had tried to break it in 
 pieces. The great struggle ended when Johnston surren 
 dered to Sherman near Raleigh, North Carolina (April 26, 
 1865). 
 
 357. Flight and Capture of Jefferson Davis. On Sun 
 day morning, April 2, Jefferson Davis was attending service 
 at St. Paul s Episcopal Church in Richmond when an offi 
 cer walked quietly up the aisle with a telegram from Lee 
 announcing the retreat of the latter from Petersburg. Da 
 vis at once left the church and prepared to leave the city. 
 In a vain endeavor to escape capture he fled through the 
 Carolinas into Georgia. While encamped in the woods 
 near Irwinsvilte, Georgia, in the early morning he was sur 
 prised and captured (May 10). He was taken to Fortress 
 Monroe and confined there for two years. At the end of 
 that time many well-known men among whom was Horace 
 Greeley, a Republican leader of great prominence used 
 their influence to secure his release. Davis was never 
 brought to trial. 
 
 358. The Assassination of Lincoln. The rejoicing of 
 the people over the return of peace soon gave place to 
 mourning for the loss of the one who had safely piloted 
 the ration through the storm of war. On the evening of 
 April 14, 1865, while President Lincoln was at Ford s Thea- 
 
THE SURRENDER OF LEE TO GRANT AT APPOMATTOX. 
 

SECESSION AND THE CIVIL WAR 349 
 
 tre in Washington, an obscure actor, half-crazed over what 
 he believed to be the wrongs of the South, entered the Pres 
 ident s box from the rear and shot him through the head. 
 He then leaped upon the stage, and shouting " Sic semper 
 tyrannis ! " (So be it always to tyrants), rushed out of the 
 stage-door amid the wildest excitement of the people and 
 escaped. In a few days he was hunted to his hiding-place 
 in Virginia and shot dead while resisting capture. 
 
 Lincoln s assassin was at the head of a conspiracy whose 
 aim was to bring confusion to the government by killing 
 some of the leading men and thus creating a The aim of the 
 panic. On the same evening one of these con- conspirators. 
 spirators forced his way to the bedside of Secretary Sew- 
 ard, who was lying ill in his home, and vainly tried to stab 
 him to death. Four of these conspirators were hanged and 
 three imprisoned for life. 
 
 Lincoln, who was shot a little after ten o clock in the 
 evening, lingered, unconscious, until early next morning. 
 When Lincoln s spirit passed away, Secretary The grief of the 
 Stanton was the first to break the silence by people. 
 saying, " Now he belongs to the ages." The grief of the 
 people for the nation s hero was well-nigh universal. On 
 Friday, April 21, the train that was to take his body to 
 Springfield, Illinois, moved slowly out of Washington on its 
 mournful journey In order that the people might have 
 opportunity to express their love and grief for the departed 
 leader, it stopped at many large cities along the route. 
 The unbroken silence amid which the vast throngs filed 
 past the open coffin as the body lay in state indicated a feel 
 ing too deep for words. 
 
 The spirit of his noble service is well illustrated in the 
 closing words of his second inaugural address, March 4, 
 I865: 1 With malice toward none, with charity for all, 
 with firmness in the right, as God gives us to see the right, 
 let rs strive on to finish the work we are in, to bind up the 
 nat on s wounds, to care for him who shall have borne the 
 
 J It seems fitting to introduce here the memorable Gettysburg speech, made at 
 Ge .tysburg, November 19, 1863, on the occasion of the dedication of the National 
 
35 HISTORY OF THE UNITED STATES 
 
 battle, and for his widow, and his orphan to do all which 
 may achieve and cherish a just and lasting peace among 
 ourselves and with all nations." 
 
 359. The Sanitary and Christian Commissions. Early 
 in the war the Sanitary Commission was organized by 
 good men and women to supplement the work of the 
 government in aiding needy and distressed soldiers. Rec 
 ognized by the government and supported by all classes 
 of the people, its career was one of extraordinary useful 
 ness. It had its own physicians, nurses, and attendants, its 
 own transports and methods of work. It ministered to the 
 wounded on the battle-field and carried the wounded sol 
 diers by easy methods of conveyance to the hospital. Fur 
 thermore, it gave special relief to men on sick-leave, col 
 lected and distributed supplies, and in every possible way 
 cared for the suffering and needy soldiers. 
 
 The Christian Commission cared for the souls as well as 
 the bodies of the soldiers. It distributed tracts, held prayer- 
 meetings in improvised chapels, comforted the dying, and, 
 where possible, gave Christian burial. This commission 
 
 Cemetery there. The speech well exemplifies, in its brevity, simplicity, and ten 
 derness of feeling, the character of President Lincoln : 
 
 LINCOLN S GETTYSBURG SPEECH 
 
 Four score and seven years ago our fathers brought forth upon this continent a 
 new nation, conceived in liberty, and dedicated to the proposition that all men are 
 created equal. Now we are engaged in a great civil war, testing whether that na 
 tion, or any nation so conceived and so dedicated, can long endure. We are met on 
 a great battle-field of that war. We are come to dedicate a portion of that field as 
 a final resting-place for those who here gave their lives that that nation might live. 
 It is altogether fitting and proper that we should do this. But in a larger sense we 
 cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave 
 men, living and dead, who struggled here, have consecrated it far above our power 
 to add or detract. The world will little note, nor long remember, what we say here ; 
 but it can never forget what they did here. It is for us, the living, rather to be ded 
 icated here to the unfinished work which they, who fought here, have thus far so 
 nobly advanced. It is rather for us to be here dedicated to the great task remaining 
 before us; that from these honored dead we take increased devotion to that .cause 
 for which they gave the last full measure of devotion ; that we here highly re ;olve 
 that these dead shall not have died in vain ; that this nation, under God, shall lave 
 a new birth of freedom, and that government of the people, by the people, and for 
 the people, shall not perish from the earth. 
 
SECESSION AND THE CIVIL WAR 
 
 35 1 
 
 also received the recognition and support of the govern 
 ment. Thousands of noble women at home, in hospitals, 
 and near the scenes of battles expressed in The work of 
 their service through these commissions not noblewomen, 
 only a tender love and sympathy, but a patriotism as 
 faithful and true as that of the brave soldiers whom they 
 attended. 
 
 360. The Results of the War. The Civil War was one 
 of gigantic proportions. At its close the South was pros- 
 
 A SANITARY COMMISSION LODGE NEAR ALEXANDRIA, VA. 
 
 trated, the North was under severe strain. About 600,000 
 men had been killed, and several hundred thousand more 
 permanently injured. The loss of wealth can never be told, 
 but, including the expenditure of the government and 
 the States, the destruction of property by both armies, and 
 the value of slaves to the South, the war cost not far from 
 eight thousand millions of dollars. 
 
 The most important result of the Civil War was that 
 slavery was forever abolished throughout the Union. 1 The 
 Emancipation Proclamation had set free only the slaves in 
 
 1 See Thirteenth Amendment to the Constitution. 
 
35 2 HISTORY OF THE UNITED STATES 
 
 those States and parts of States conquered by Union armies ; 
 but now slavery was entirely swept away, and with it the 
 attendant evils of State rights, nullification, and secession. 
 The supremacy of the Union was established, and the United 
 States, " one nation, indivisible, with liberty and justice for 
 all," turned her energies to the new struggle of building up 
 what had been torn down by four years of frightful havoc 
 the industries and wealth of her people, 
 
 TO THE PUPIL 
 
 1. Before studying the fall of Richmond review the various attempts 
 
 made by the Army of the Potomac to capture that city. Your review 
 will include Bull Run, the Peninsular Campaign, and the " Onto Rich 
 mond " movement in 1864. 
 
 2. Describe Lee s retreat and his memorable surrender. 
 
 3. Read Lincoln s second inaugural, and memorize his Gettysburg speech. 
 
 4. Subject for debate : Resolved, that the army did more effective work 
 
 than the navy in the Civil War. 
 
 5. What were the Sanitary and Christian Commissions ? What were 
 
 the most important results of the war ? Are you sure you know its 
 causes ? 
 
 6. If you will read Alcott s Hospital Sketches you will get a sad picture 
 
 of suffering in the hospitals during the war. 
 
 CHRONOLOGY 
 
 1789. March 4, FIRST CONGRESS ASSEMBLED IN NEW YORK. 
 
 April 30, WASHINGTON INAUGURATED PRESIDENT. 
 
 1790. THE FIRST CENSUS, SHOWING A POPULATION OF 3,929,214. 
 
 1791. VERMONT ADMITTED TO THE UNION FIRST NATIONAL BANK ESTABLISHED. 
 
 1792. KENTUCKY ADMITTED TO THE UNION. 
 
 1793. WAYNE S CAMPAIGN AGAINST THE INDIANS. 
 COTTON-GIN INVENTED BY ELI WHITNEY. 
 
 1794. THE WHISKEY INSURRECTION. 
 
 1795. JAY S TREATY RATIFIED. 
 
 1796. TENNESSEE ADMITTED TO THE UNION. 
 
 1797. March 4, JOHN ADAMS INAUGURATED PRESIDENT. 
 
 1798. DEPARTMENT OF THE NAVY CREATED BY ACT OF CONGRESS. 
 ALIEN AND SEDITION LAWS ENACTED BY CONGRESS. 
 
 1800. THE SECOND CENSUS, SHOWING A POPULATION OF 5,308,483. 
 
 1 80 1. JOHN MARSHALL MADE CHIEF JUSTICE OF THE SUPREME COURT. 
 March 4, JEFFERSON INAUGURATED PRESIDENT. 
 
 1802. OHIO ADMITTED TO THE UNION. 
 
 1803. LOUISIANA PURCHASED FROM FRANCE. 
 
SECESSION AND THE CIVIL WAR 353 
 
 1804. LEWIS AND CLARK STARTED ON THEIR EXPEDITION 
 
 1805. TREATY OF PEACE WITH TRIPOLI. 
 
 1806. AARON BURR S EXPEDITION TO THE SOUTHWEST. 
 November 2O, THE BERLIN DECREE ISSUED. 
 
 1807. TRIAL TRIP OF FULTON S FIRST STEAMBOAT. 
 
 November, THE ORDERS IN COUNCIL. 
 
 December, THE EMBARGO ACT PASSED BY CONGRESS. 
 
 1809. March 4, MADISON INAUGURATED PRESIDENT. 
 
 1810. THE THIRD CENSUS, SHOWING A POPULATION OF 7,239,881. 
 
 1811. THE FIRST STEAMBOAT STARTS DOWN THE OHIO FROM PITTSBURG FOR NEW 
 
 ORLEANS. 
 November 7, BATTLE OF TIPPECANOE. 
 
 1812. LOUISIANA ADMITTED TO THE UNION. 
 
 June 1 8, WAR DECLARED AGAINST ENGLAND. 
 
 August 16, HULL S SURRENDER OF DETROIT. 
 
 August 19, NAVAL FIGHT BETWEEN THE UNITED STATES VESSEL CONSTITU 
 TION AND THE BRITISH FRIGATE GUERRIERE. 
 
 1813. March 4, MADISON S SECOND INAUGURATION. 
 
 September IO, PERRY S VICTORY ON LAKE ERIE. 
 
 October 5, BATTLE OF THE THAMES. 
 
 JACKSON S CAMPAIGN AGAINST THE SOUTHERN INDIANS. 
 
 1814. CAMPAIGN ON THE NIAGARA ; BATTLES OF CHIPPEWA AND LUNDY S LANE. 
 
 August 25, CAPTURE OF WASHINGTON BY THE BRITISH. 
 September u, BATTLE OF PLATTSBURG. 
 December 15, HARTFORD CONVENTION MET. 
 December 24, TREATY OF PEACE SIGNED AT GHENT. 
 
 1815. Jinuary 8, BATTLE OF NEW ORLEANS. 
 
 1816. THE SECOND UNITED STATES BANK CHARTERED. 
 INDIANA ADMITTED TO THE UNION. 
 
 1817. March 4, MONROE INAUGURATED PRESIDENT. 
 
 July 4, CONSTRUCTION OF THE ERIE CANAL BEGUN. 
 MISSISSIPPI ADMITTED TO THE UNION. 
 
 1818. STEAM NAVIGATION BEGUN ON THE GREAT LAKES. 
 ILLINOIS ADMITTED TO THE UNION. 
 
 1819. ALABAMA ADMITTED TO THE UNION. 
 
 THE STEAMSHIP SAVANNAH MADE THE FIRST TRIP ACROSS THE ATLANTIC 
 FROM SAVANNAH TO LIVERPOOL. 
 
 1820. MAINE ADMITTED TO THE UNION. 
 
 THE FOURTH CENSUS, SHOWING A POPULATION OF 9,633,822. 
 
 1821. RATIFICATION OF TREATY OF 1819, CEDING FLORIDA TO THE UNITED STATES. 
 MISSOURI COMPROMISE ADOPTED BY CONGRESS. 
 
 MISSOURI ADMITTED TO THE UNION. 
 
 1825. March 4, JOHN QUINCY ADAMS INAUGURATED PRESIDENT. 
 
 CORNER-STONE OF BUNKER HILL MONUMENT LAID IN BOSTON BY LAFAYETTE. 
 ERIE CANAL OPENED. 
 
 1826. FIRST RAILROAD BUILT IN THE UNITED STATES (AT QUINCY, MASS.). 
 
 1828. FIRST PASSENGER RAILROAD IN THE UNITED STATES BEGUN (AT BALTIMORE, MD.), 
 
 1829. March 4, JACKSON INAUGURATED PRESIDENT. 
 
 1830. THE FIFTH CENSUS, SHOWING A POPULATION OF I2,866,O2O. 
 
 1831. GARRISON ESTABLISHED " THE LIBERATOR." 
 
 1832. NULLIFICATION IN SOUTH CAROLINA. 
 
 1833. REMOVAL OF DEPOSITS FROM THE UNITED STATES BANK. 
 1835. TEXAS DECLARED HER INDEPENDENCE OF MEXICO. 
 
354 HISTORY OF THE UNITED STATES 
 
 1836. June 15, ARKANSAS ADMITTED TO THE UNION. 
 
 1837. January 26, MICHIGAN ADMITTED TO THE UNION. 
 March 4, VAN BUREN INAUGURATED PRESIDENT. 
 
 1840. THE FIRST CUNARD STEAMER SAILS FROM LIVERPOOL TO NEW YORK. 
 THE SIXTH CENSUS, SHOWING A POPULATION OF 17,069,453. 
 
 1841. March 4, HARRISON INAUGURATED PRESIDENT. 
 
 1842. THE DORR REBELLION IN RHODE ISLAND. 
 THE ASHBURTON TREATY CONCLUDED. 
 
 1844. ELECTRIC TELEGRAPH LINE ESTABLISHED BETWEEN BALTIMORE AND WASHING 
 
 TON. 
 
 1845. TEXAS ANNEXED BY JOINT RESOLUTION. 
 March 3, FLORIDA ADMITTED TO THE UNION. 
 
 March 4, POLK INAUGURATED PRESIDENT. 
 December 29, TEXAS ADMITTED TO THE UNION. 
 
 1846. May 8, BATTLE OF PALO ALTO, BEGINNING OF THE MEXICAN WAR. 
 
 August 8, DAVID WILMOT INTRODUCED HIS PROVISO IN CONGRESS. 
 
 December 28, IOWA ADMITTED TO THE UNION. 
 
 1847. February 22, 23, BATTLE OF BUENA VISTA. 
 March 27, SURRENDER OF VERA CRUZ. 
 
 September 14, CITY OF MEXICO OCCUPIED BY THE AMERICAN FORCES. 
 
 1848. February, TREATY OF PEACE WITH MEXICO CONCLUDED. 
 
 GOLD DISCOVERED IN CALIFORNIA. 
 
 May 29, WISCONSIN ADMITTED TO THE UNION. 
 
 1849. March 4, TAYLOR INAUGURATED PRESIDENT. 
 
 1850. THE CLAY COMPROMISE PASSED. 
 
 THE SEVENTH CENSUS, SHOWING A POPULATION OF 23,191,876. 
 September 9, CALIFORNIA ADMITTED TO THE UNION. 
 
 1853. March 4, PIERCE INAUGURATED PRESIDENT. 
 
 1854. May 30, THE KANSAS-NEBRASKA BILL PASSED. 
 
 1857. March 4, BUCHANAN INAUGURATED PRESIDENT. 
 March 6, THE DRED SCOTT DECISION. 
 
 1858. May II, MINNESOTA ADMITTED TO THE UNION. 
 
 1859. February 14, OREGON ADMITTED TO THE UNION. 
 October, JOHN BROWN S RAI; ON HARPER S FERRY. 
 
 1860. THE EIGHTH CENSUS, SHOWING A POPULATION OF 31,443,321. 
 
 December 20, SOUTH CAROLINA SECEDED. 
 
 1861. January, MISSISSIPPI, ALABAMA, FLORIDA, GEORGIA, \ND LOUISIANA SECEDED. 
 
 January 29, KANSAS ADMITTED TO THE UNION. 
 
 February, TEXAS SECEDED ; PROVISIONAL CONFEDERATE GOVERNMENT ORGAN- 
 
 IZED. 
 March 4, LINCOLN INAUGURATED PRESIDENT. 
 
 April 12, 13, BOMBARDMENT OF FORT SUMTER. 
 April 17, VIRGINIA SECEDED. 
 
 Afril 19, FIRST BLOOD SHED, IN BALTIMORE. 
 May, ARKANSAS AND NORTH CAROLINA SECEDED. 
 July 21, FIRST BATTLE OF BULL RUN. 
 
 November 8, MASON AND SLIDELL TAKEN FROM THE TRENT. 
 
 1862. February 16, SURRENDER OF FORT DONELSON. 
 
 March 9, FIGHT BETWEEN THE MERRIMAC AND THE MONITOR. 
 
 April 6, 7, BATTLE OF PITTSBURG LANDING (SHILOH). 
 
 April 25, CAPTURE OF NEW ORLEANS BY FARRAGUT. 
 
 June 25, THE SEVEN DAYS BATTLES BEFORE RICHMOND BEGUN. 
 
 August 29, 30, SECOND BATTLES OF BULL RUN. 
 
SECESSION AND THE CIVIL WAR 355 
 
 1862. September 17, BATTLE OF ANTIETAM. 
 December 13, BATTLE OF FREDERICKSBURG. 
 
 1863. January I, EMANCIPATION PROCLAMATION ISSUED. 
 
 May 2, 3, BATTLE OF CHANCELLORSVILLE. 
 
 June 20, WEST VIRGINIA ADMITTED TO THE UNION. 
 July 1-3, BATTLE OF GETTYSBURG. 
 July 4, SURRENDER OF VICKSBURG. 
 July 8, SURRENDER OF PORT HUDSON. 
 
 September 19, 20, BATTLE OF CHICKAMAUGA. 
 November 24, 25, BATTLE OF CHATTANOOGA. 
 May 4, SHERMAN S ATLANTA CAMPAIGN BEGUN. 
 
 1864. May 5, 6, GRANT S ADVANCE ON LEE, BATTLE OF THE WILDERNESS. 
 
 June 14, GRANT CROSSES THE JAMES ; SIEGE OF PETERSBURG BEGUN. 
 June 19, THE ALABAMA SUNK BY THE KEARSARGE. 
 August 5, BATTLE OF MOBILE BAY. 
 
 September 2, FALL OF ATLANTA. 
 
 September and October, SHERIDAN S CAMPAIGN IN THE SHENANDOAH VALLEY, 
 
 October 19, BATTLE OF CEDAR CREEK. 
 
 October 31, NEVADA ADMITTED TO THE UNION. 
 
 November 15, SHERMAN S MARCH TO THE SEA BEGUN. 
 
 December 15, 16, BATTLE OF NASHVILLE. 
 
 December 21, SHERMAN ENTERS SAVANNAH. 
 
 1865. January 15, FORT FISHER CAPTURED BY GENERAL TERRY. 
 
 March 4, ABRAHAM LINCOLN S SECOND INAUGURATION. 
 
 April I, BATTLE OF FIVE FORKS. 
 
 April 2, RICHMOND EVACUATED. 
 
 April 9, SURRENDER OF LEE S ARMY. 
 
 April 14, PRESIDENT LINCOLN ASSASSINATED. 
 
 April 26, SURRENDER OF JOHNSTON S ARMY. 
 
 May 10, CAPTURE OF JEFFERSON DAVIS. 
 
 May 23, 24, REVIEW OF THE ARMY AT WASHINGTON. 
 
IReconetruction anfc tbe 1Rcw TUnion 
 
 CHAPTER XIX 
 
 RECONSTRUCTION DAYS (1865-1871) 
 
 REFERENCES: Scribner s Popular History of the United States, V.; An- 
 drews s United States, Ii.; Andrews s Last Quarter Century, I.; Burgess s 
 Civil War and Reconstruction; Wilson s Division and Reunion; Richardson s 
 History of Our Country. 
 
 OUTSIDE READINGS: Wilson s A History of the American People; Gold- 
 win Smith s United States; Alexander H. Stephens s War between the 
 States; Jefferson Davis s Rise and Fall of the Confederate Government; 
 Blaine s Twenty Years in Congress ; McPherson s Political History of Recon 
 struction ; McCulloch s Men and Measures of Half a Century. 
 
 361. Condition of the South when Johnson became 
 President. If all the wisdom and tact of Lincoln had been 
 required during the war, much more were they needed in 
 the trying days of reconstruction. The public debt was 
 enormous, and the whole country was suffering from the 
 strain of war. Fortunes had been lost, family circles broken, 
 and thousands of brave fathers, husbands, and brothers 
 slain in battle. Conditions were hardest in the South, where 
 wasted plantations and ruined homes bore evidence of the 
 terrible havoc of war. Bodies of Union cavalry were scour 
 ing the country in search of Confederate leaders who, when 
 captured, were sent to forts arid imprisoned until the nation 
 should decide their fate. 
 
 "What shall be done with the leading Confederates?" 
 "How shall the millions of Southern negroes be cared for?" 
 Perplexing " In what way shall the seceded States be 
 
 questions. treated?" These were a few of the perplex 
 
 ing questions of those trying times. It was hard to know 
 
 356 
 
RECONSTRUCTION DAYS 
 
 357 
 
 what was best to do so hard that men soon realized that 
 Lee s surrender presented new troubles as difficult to settle 
 as the problems that brought on the war itself. 
 
 362. Andrew Johnson. 1 Andrew Johnson, who suc 
 ceeded Lincoln, was rash, hot-tempered, and self-willed, ut 
 terly without the delicate tact and persuasive power that 
 gave Lincoln such a remarkable influence over men. In 
 politics he was a strict constructionist, 
 
 but was devoted to the Union. At the 
 beginning of the war he was the only 
 senator from the secession States who 
 refused to resign his office. At this 
 time he was an ardent believer in the 
 doctrine of State rights, but he had no 
 sympathy with the secession move 
 ment. This was accounted for by the 
 fact that he was brought up among 
 the " poor whites" and was therefore 
 prejudiced alike against the rich men 
 of the South and the negroes. We 
 need not be surprised, then, to find 
 him ready to put to death Jefferson 
 Davis and other distinguished Confederates, and to show 
 no special concern about the protection of the freedmen. 
 
 363. President Johnson s Plan of Restoring the Se 
 ceded States. By the middle of July, 1865, President John 
 son took steps to restore the eleven Confederate States to 
 their places in the Union. Congress would not meet until 
 
 ANDREW JOHNSON. 
 
 1 Andrew Johnson, the seventeenth President of the United States (1865-1! 
 was born in Raleigh, North Carolina, in 1808, and died in 1875. His parents be 
 longed to the class of people known as the " poor whites," and therefore his early 
 advantages were extremely limited ; but he was fearless, honest, energetic, and 
 ambitious. He taught himself to read while apprenticed to a tailor,- and after his 
 marriage his wife taught him to write and cipher. While a young man he re 
 moved to Tennessee with his mother and sister, who were dependent upon him. 
 There he gained the confidence of the people, and occupied one public office after 
 another until his election to the Senate of the United States. He was governor of 
 Tennessee when he was elected Vice-President, and after Lincoln s assassination 
 he became President. 
 
35 8 HISTORY OF THE UNITED STATES 
 
 December, and up to that time he could carry out his own 
 ideas in regard to the South. He appointed provisional 
 governors, who were to call upon the white voters in their 
 respective States to elect delegates to State conventions. 
 These conventions were to pass three votes: (i) To declare 
 the Ordinances of Secession to be null and void ; (2) to repu 
 diate the Confederate war-debt; (3) and to ratify the Thir 
 teenth Amendment, which forever abolished slavery in the 
 United States. 1 The votes having been passed by all the 
 seceded States, the President recognized the State govern 
 ments 2 and declared them ready to be represented in Con 
 gress (December, 1865). 
 
 364. The Freedmen and Southern Legislation. It was 
 believed in the South that the freedmen, having so long 
 been accustomed as slaves to the direction of masters and 
 overseers, would not work unless compelled by law, and 
 that the safety of the South was threatened by the pres 
 ence of several million ignorant and shiftless beings. 
 Southern Legislatures, therefore, began to enact laws whose 
 results would have been to reduce the negroes to a condi 
 tion little short of actual slavery. These laws aroused in 
 dignation in the North and had great influence in shaping 
 the work of reconstruction. 
 
 365. The Congressional Plan of Reconstruction in the 
 Seceded States (1867). When Congress met in December, 
 1865, the Republicans refused to admit the representatives 
 and senators from the seceded States until something 
 President John- should be done to protect the freedmen in 
 
 ESXt their civil ri s hts -. This action made Presi - 
 
 gress. dent Johnson furious against Congress. He 
 
 declared that it had no more right to keep a State out of 
 the Union than the States had to secede from the Union. 
 His bitterness increased until it led him to lose all sense 
 of dignity and propriety as he gave expression to his violent 
 
 1 This amendment did for the whole United States what the Emancipation Proc 
 lamation did for the seceded States. 
 
 8 Johnson s plan of restoring the seceded States was similar to that outlined by 
 Lincoln in his " Presidential Theory " of reconstruction. 
 
RECONSTRUCTION DAYS 359 
 
 feelings. In a short time he turned his party in Congress 
 against him. As they numbered two-thirds of both the 
 Senate and the House they could enact any laws they 
 pleased, in spite of the President s veto. Johnson soon ac 
 cused them of keeping out the Southern representation for 
 this specific purpose. But the more he accused, the more 
 solid became the ranks of the Republicans opposed to him. 
 By 1867 Congress had worked out a simple and thorough 
 plan of reconstruction which it boldly proceeded to execute. 
 By this plan, (i) the Confederate leaders were TWO essential 
 excluded from voting or holding office until 
 pardoned by Congress, and (2) the freedmen plan. 
 were given the ballot. In other words, those who a few 
 years before had been slaves were given large influence in 
 public affairs, while many of their former masters were left 
 without any political power whatever. No seceded State 
 could be represented in Congress until it should submit to 
 these two conditions. To indicate its submission each State 
 was to ratify the Fourteenth Amendment. 1 
 
 366. The Work of Reconstruction Complete. It is 
 needless to say that the Southern people indignantly op 
 posed these laws. They thought Congress unjust to deny 
 the right of suffrage to the most intelligent and influential 
 whites, and at the same time to give it to the ignorant 
 blacks. But in June, 1868, seven 2 of the States had submit 
 ted, and their representatives were admitted again to Con 
 gress. By January 30, 1871, the work of reconstruction had 
 been completed, and all the States were again represented 
 in Congress. 
 
 367. Bitter Struggle Between President Johnson and 
 Congress (1867-1868). The President, as we have seen, had 
 
 1 This made the freedman a citizen, declared that the Confederate leaders should 
 not fill any public office until pardoned by Congress, and that while the debt of the 
 Union should be paid, the debt of the Confederacy should not be paid. Tennessee 
 was the first of the Confederate States to accept the Thirteenth and Fourteenth 
 Amendments, and Congress voted, July 24, 1 866, that she was entitled to repre 
 sentation. 
 
 * These States were Tennessee, North Carolina, South Carolina, Florida, Ala 
 bama, Louisiana, and Arkansas. 
 
360 HISTORY OF THE UNITED STATES 
 
 not agreed with Congress about the plan of reconstruction. 
 The quarrel between them grew more bitter. Congress 
 continued to pass measures over his veto, and he con 
 tinued fiercely to attack that body in his speeches. This 
 most unfortunate and undignified contest was brought to 
 The Tenure of a climax by the Tenure ol Office Act. Up to 
 
 Office Act. that time j t had been held that> while the 
 
 President could appoint no high officials without the Senate s 
 approval, he could remove them at his pleasure. But in 
 March, 1867, Congress passed the Tenure of Office Act, pn> 
 viding that the President should not, without the consent 
 of the Senate, remove any office-holder whose appointment 
 required the consent of the Senate. In August, during the 
 Congressional recess, Johnson removed from his Cabinet Mr. 
 Stanton, Secretary of War, and appointed General Grant to 
 fill the position. When the Senate again met, it refused to 
 sanction Stanton s removal, and General Grant withdrew. 
 
 368. Congress Impeaches President Johnson. The 
 President, believing that the Tenure of Office Act was 
 unconstitutional, refused to obey it, and again removed 
 Secretary Stanton, putting General Thomas in his place. 
 The House then impeached the President ; that is, it accused 
 him of failing to do his duty as the executive head of the 
 nation. He was tried before the Senate, Chief-Justice 
 Chase presiding. As in all cases of impeachment, the Sen 
 ate acted as a high court, a two-thirds vote being necessary 
 to secure conviction. More than two-thirds of the Senators 
 were Republicans, but seven of them voted for acquittal, 
 making the vote stand thirty-five for conviction and nine 
 teen for acquittal. The President had won by a single 
 vote. 
 
 369. Negro Suffrage and Carpet-bag Rule (1868-1871). 
 Before the work of reconstruction was completed, the 
 
 The negro a freed- Fif^ een th Amendment had become a part of 
 man, a citizen, the Constitution. The Thirteenth Amend- 
 
 andavoter. ment ^g^ ma(je the ne g. ro a f reedman> the 
 
 Fourteenth Amendment (1868) made him a citizen, and the 
 Fifteenth Amendment (1870) made him a voter. With the 
 
RECONSTRUCTION DAYS 361 
 
 right of suffrage in his grasp, his friends hoped that he 
 might protect himself against oppression. But he was too 
 ignorant to become a voter or lawmaker. As a slave he 
 had not only been kept in ignorance, but, by his master s 
 care for his wants, had been deprived of all sense of respon 
 sibility. One could hardly expect that all at once he would 
 become an intelligent voter. 
 
 The whites tried by bribes and other means to keep the 
 negroes away from the polls. When mild means failed, vio 
 lence was used. As a natural result there was great disor 
 der. The negroes were joined by a small number of white 
 men, some of whom were adventurers from the North, 
 called "carpet-baggers" because they were Great disorder) 
 said to have brought all their possessions in heavy taxes, and 
 their carpet-bags, and others were Southern badlaws - 
 men, called "scalawags" and despised as traitors by the 
 South. Doubtless many of these white men were honest in 
 their convictions, but some of them used the blacks as 
 tools for their own political advancement. The Legislatures 
 made bad laws and levied heavy taxes upon property owned 
 mostly by the whites, who could not vote. Vast sums of 
 money were wasted or stolen, and State debts were enor 
 mously increased. 
 
 370. The Ku-Klux Klan (1868-1871). Naturally, men 
 of property and intelligence resented these unjust prac 
 tices and determined to put a stop to them. At first the 
 whites used peaceable means, and soon got control in some 
 of the States. But in others, especially where the blacks 
 were in a majority, the whites were not so successful. In 
 those States attempts were made to terrify the freedmen. 
 Much of this terrorizing was done under the name of a 
 secret society called the Ku-Klux Klan, which existed 
 throughout the South. 
 
 It was at first a sort of police organized by the young 
 men of Tennessee as a pleasurable means of keeping the 
 negroes under control by working upon their superstitions. 
 Its members wore hideous masks and disguises, and did 
 much of their work at night. As disorder increased, 
 
362 HISTORY OF THE UNITED STATES 
 
 "dens," or Ku-Klux societies, multiplied, especially in those 
 States where the blacks were in a majority. Usually the 
 Brutal me thod5 knowledge that a " den " was organized in 
 of the KU-KIUX the vicinity was enough to terrify the negroes 
 into submission. When that was not sufficient 
 the Ku-Klux Klan, or men who pretended to belong to the 
 society, began to whip, maim, and even murder the freedmen 
 and their white Republican friends. Finally, law-abiding 
 
 "Dam Your SouL The Horrible Sepulchre and Bloody Moon has at last arrive* 
 some live to-day to-morrow "Die.- We the undersigned understand through ou 
 brand (,1/dops that you have recommended a big Black Nigger for Male agent on 
 Our nu rode; wel, sir, Jest you understand in time if he gets on the rode yon can 
 make up your mind to pull roape. If you have any thing to say in regard to tho 
 Cfct IstT?! CjCl0p8 aud Coaclave at D No - 4 * IS O clock midnight, 
 
 When, you are in Calera we warn you to hold your tounge and not speak to much 
 
 sas c-fiarflSS -- bl * "- 
 
 "PHILLIP ISENBAUM, 
 
 " Grand Cyehifti 
 "JOHN BANKSTOWN 
 "ESAU DAVES. 
 "MARCUS THOMAS. 
 "BLOODY BONES. 
 O then of the Klan." 
 
 A KU-KLUX "WARNING" IN MISSISSIPPI. 
 
 citizens of both parties, aided by the National Government, 
 united to put down the disorder, and by the close of 1871 
 had succeeded. 
 
 371. Unsatisfactory Results of Reconstruction. The 
 reconstructed governments, which were in the hands of the 
 negroes, assisted by their white friends, appealed to Presi 
 dent Grant 1 for national troops to help them secure order. 
 
 1 Ulysses S. Grant, eighteenth President of the United States (1869-1877), was 
 born at Point Pleasant, Ohio, in 1822, and died at Mount McGregor, near Saratoga, 
 New York, in 1885. He was the oldest of six children, and in his boyhood helped 
 his father in the work of the farm. The name given him by his parents was Hiram 
 Ulysses. On receiving his cadetship at West Point, however, he found that his 
 name had been inserted in the official appointment as Ulysses S. Although Cadet 
 Grant informed the authorities at West Point of the mistake, they did not rectify it. 
 
RECONSTRUCTION DAYS 363 
 
 These were sent, but before 1877 the whites had gained 
 control in all but three States, South Carolina, Florida, 
 and Louisiana. The presence of bayonets in President Grant 
 aid of the reconstructed governments had %*%J^ 
 greatly irritated the Southern whites, who had cure order, 
 thus been prevented from getting complete political control. 
 The North did not clearly understand the situation, and 
 the South found it hard to yield to the changed conditions. 
 There was a great effort made on each side to do the best 
 thing under the circumstances, but the obstacles were un 
 usually great. 
 
 TO THE PUPIL 
 
 1. What perplexing questions called for answers at the close of the 
 
 war? It was a trying time for the new President. Can you tell 
 what his peculiar political views were ? 
 
 2. What steps did he take to restore the seceded States ? What three 
 
 votes were the State conventions required to pass before the se 
 ceded States could be restored to their places in the Union ? Re 
 member that these things were done between the time when John 
 son became President (April 15, 1865) and the meeting of Congress 
 in December of the same year. 
 
 3. Before the meeting, however, what laws were passed by Southern 
 
 Legislatures, and with what effect ? Why, then, did Congress refuse 
 to admit representatives and senators from the seceded States ? 
 
 4. What were the [two essential features of the Congressional plan of 
 
 reconstruction ? 
 
 5. You will observe the increasing bitterness of the disagreement be 
 
 tween Johnson and Congress. What was the Tenure of Office Act ? 
 Why did Congress impeach the President ? Which do you think 
 had the right attitude toward the Tenure of Office Act, the Presi-* 
 dent or Congress ? Give reasons for your answer. 
 
 6. What effect did the Thirteenth, Fourteenth, and Fifteenth Amend 
 
 ments have upon the political condition of the negro ? What kind 
 of voter and law-maker did he make ? What was the Ku-Klux 
 Klan? 
 
 7. Note the dates, 1865-1871, of this reconstruction period and bear in 
 
 mind the fact that Andrew Johnson was President nearly four of 
 
 His name ever after remained Ulysses S. He was inaugurated as President March 
 4, 1869. At the close of his first term he was re-elected. After retiring from 
 public life he made a tour of the globe, and received distinguished attention wher 
 ever he went. 
 
364 HISTORY OF THE UNITED STATES 
 
 these years. His administration was, in some ways, as critical as 
 that of President Lincoln during the Civil War, 1861-1865. These 
 two groups of dates are important enough for you to know them 
 accurately. 
 
 8. Read the pages of McCulloch s Men and Measures of Half a Century 
 that refer to the difficult problem of reconstruction. 
 
CHAPTER XX 
 
 THE NEW SOUTH (18/7- ) 
 
 REFERENCES : Scribner s Popular History of the United States, V. ; An- 
 drews s United States, II.; Andrews Last Quarter Century, I.; Wilson s 
 Division and Reunion ; Richardson s History of Our Country. 
 
 OUTSIDE READINGS: Wilson s A History of the American People, V. ; 
 Qrady s New South; Appleton s Annual Cyclopaedia; Cyclopaedic Review of 
 Current History; various magazine articles; the World and the Tribune almanacs, 
 each issued annually. 
 
 372. President Hayes Withdraws the Troops from the 
 South (1877). When Hayes 1 became President many of the 
 problems of reconstruction remained still unsolved. He 
 nevertheless withdrew the Federal troops from the South, 
 leaving the Southern people to settle their difficulties alone. 
 This was a wise measure, for, as long as Federal bayonets 
 were employed in the South, Southern men were kept in 
 a state of irritation against the Federal government. The 
 Republican governments in the South had been supported 
 by Federal troops, but as soon as they were withdrawn the 
 Democrats got control. The South was now " solid "; that 
 is, the solid white 2 vote was in control and was Demo 
 cratic. 
 
 1 Rutherford B. Hayes, nineteenth President of the United States (1877-1881), 
 was born in Delaware, Ohio, in 1822, and died in Fremont, Ohio, 1893. After 
 graduating from Kenyon College he studied law at Harvard University. Entering 
 the Union army during the Civil War, his gallantry and meritorious service led to 
 his promotion to the rank of brigadier-general. In 1865 he resigned his commission 
 because he had been elected to represent his district in Congress. Three times he 
 was elected governor of Ohio. His popularity in that great State had a large influ 
 ence in securing his nomination by the Republicans for the Presidency. 
 
 2 Only a small fraction of the whites joined the negroes in voting the Republican 
 ticket. 
 
 365 
 
3 66 
 
 HISTORY OF THE UNITED STATES 
 
 373. Eads and the Mississippi Jetties (1879). Hayes s 
 administration was fortunate enough to accomplish a great 
 engineering achievement of vast importance to the South. 
 The Mississippi River brings down large quantities of mud 
 which, in its natural course, it deposits when its current 
 The mud bars at becomes slower on reaching the Gulf of Mex- 
 the mouth of the ico. These deposits fill up the channel at the 
 mouth of the river, thereby preventing the 
 passage of heavy ships. Formerly these mud bars were a 
 great hindrance to the shipping industry of this great sea 
 port of the Southwest, and many rnill- 
 ions were expended both by the United 
 States Government and Louisiana for 
 the removal of the bars and the deep 
 ening of the channel ; but the work was 
 not successful. 
 
 In 1874 Captain James B. Eads, an 
 engineer who had built the magnificent 
 steel bridge spanning the Mississippi 
 River at St. Louis, proposed a different 
 plan. He had noticed that where the 
 river was narrow and the current swift 
 the channel was also deep. He be 
 lieved, therefore, that by narrowing the 
 river at the mouth a deeper, swifter 
 current could be secured, which by its natural force would 
 Captain Eads make and keep the channel free from ob- 
 proposesthe structing deposits. Hence he proposed the 
 < jetty system." j e tty system," which had been in use in 
 Europe for more than a century. 
 
 Captain Eads met with great opposition, but Congress 
 finally allowed him (1875) to make a trial of his plan on one 
 success of the of the smaller mouths. In the contract time, 
 P Ian - four years, he succeeded in all he had planned to 
 
 do, and made the channel deep enough to float the heavi 
 est steamships as far up the river as New Orleans. This was 
 a gigantic undertaking, but its success has brought great 
 increase of wealth both to New Orleans and the country at 
 large. 
 
 RUTHERFORD B. HAYES. 
 
THE NEW SOUTH 
 
 367 
 
 Cotton. 
 
 374. The New South. As the South became politically 
 peaceful her industries took a new start. We have al 
 ready noted that before the war the Southern people be 
 lieved that slavery was necessary for the cultivation of 
 their staples, especially cotton. Statistics since 
 the war show us how greatly they erred in 
 this belief. The largest cotton crop under slavery was 
 about four and a half million bales (1860); in 1900 it was 
 more than ten million bales. The South furnishes about 
 five-sevenths of the 
 world s supply of 
 cotton. The United 
 States exported dur 
 ing the fiscal year 
 ending June 30, 1903, 
 raw cotton valued at 
 more than $316,000,- 
 ooo, and supplied our 
 own mills with near 
 ly two -sevenths as 
 much. We must re 
 in ember, too, that 
 this is in spite of the 
 fact that much labor 
 has been turned in 
 other directions. 
 
 The South is no 
 longer exclusively 
 devoted to agriculture. There is scarcely an industry com 
 mon to other parts of the country which has not been taken 
 up there. Before the war there were very few 
 railroads, the great network of rivers forming 
 natural highways for trade, except in mountainous regions. 
 But since the war railroads have spread in every direction, 
 and hundreds of mills and factories have sprung up. 
 
 It is not too much to say that the South promises to be 
 come unsurpassed in the production of manufactured goods. 
 It has been predicted that the mountainous area including 
 
 EADS BRIDGE OVER THE MISSISSIPPI AT ST. LOUIS. 
 Copyright, 1503, by Underwood &* Underwood, New York. 
 
 Railroads. 
 
368 HISTORY OF THE UNITED STATES 
 
 southern Tennessee, northern Alabama, and northern Geor 
 gia, may in time take the lead of the world in the produc 
 tion of iron and steel. It is of great ad van- 
 Manufacturing. . .... . . 
 
 tage to the factories in this region that their 
 
 raw materials, cotton, iron, coal, and lumber, are close to 
 the manufacturing centres. 
 
 The mountains of Tennessee, Alabama, and Georgia 
 Natural mineral furnish rich mineral products, including the 
 resources. finest marble in the country and extensive 
 
 coal-fields. It is estimated that at the present rate of con- 
 
 A COTTON PRESS YARD, NEW ORLEANS. 
 
 sumption these coal-fields could supply the world for one 
 hundred and fifty years. 
 
 Since 1880 the development of the new South has been 
 almost as remarkable as that of the West. Northern capi- 
 Prosperity in tal has flowed in; the energies of Southern 
 the south. men, held in check under the system of sla 
 
 very, have been directed to new industries; and the better 
 class of negroes, forced to depend upon themselves, have 
 worked harder and to better advantage. The South is no 
 longer sectional. Her industries are varied ; her interests 
 and feelings are national. Nowhere does loyalty to the 
 Union find more sincere expression than in the South. 
 
 375. The New Orleans Cotton Centennial (1884). The 
 improved state of the South, under the new conditions, was 
 
THE NEW SOUTH 
 
 3 6 9 
 
 particularly evidenced in 1884 by a great exhibition. In 
 that year a Cotton Centennial was held at New Orleans, to 
 commemorate the first shipment of cotton from the United 
 States. In 1784 eight bags were shipped from Charleston, 
 South Carolina; in 1884 nearly four million bales were ex 
 ported from our country. Two millions of these were sent 
 from New Orleans, which had become the most important 
 cotton port in the world. 
 
 This Centennial Exposition was a striking revelation of 
 the vast changes that had been taking place in New Orleans 
 
 A SUGAR PLANTATION. 
 
 since the close of the war. In 1860 it was mainly a commer 
 cial city. Twenty-four years later it had not only become 
 a great railroad centre, but had an immense New Orleans 
 capital invested in various kinds of manufac- in |88 4- 
 turing and an export trade ranking second only to that of 
 New York city. Its trade with foreign countries has been 
 vastly increased by the construction of the Mississippi 
 jetties. 
 
 376. The Atlanta Exposition (1895). Another evidence 
 of the changes wrought in the industries of the South was 
 the Cotton States and International Exposition, held at 
 Atlanta, Georgia, in the autumn of 1895. To make a suc 
 cessful exhibit so soon after the World s Columbian Expo 
 sition (1893) was a daring enterprise, but in beauty, extent, 
 
37 
 
 HISTORY OF THE UNITED STATES 
 
 STATE BUILDINGS, ATLANTA, GA. 
 
 and significance, the result fully justified the attempt. The 
 Exposition at Atlanta was a great object-lesson to the coun 
 try at large of the wonderful natural resources of the South, 
 the variety of its manufactured products, the skill of its 
 workmanship, and the surprising advance made by the 
 negroes. 
 
 377. The Freedmen and Education (1865- ). We 
 hear much said about the race problem in the South, but 
 education is slowly finding a way out of the difficulty. 
 Since the war the South has spent about $125,000,000 upon 
 negro education, the Southern whites having cheerfully 
 taxed themselves to give the blacks a start in life. The 
 North, also, has contributed generously for the same pur 
 pose. The fund of $3,500,000 given by George Peabody 
 for education in the South, and $1,000,000 given by John F. 
 Slater for educating the freedmen in the South, aided by 
 the immense work done by various religious denominations 
 of the North, are causing rapid changes in the social and 
 political conditions of that region. 
 
 Then, too, such institutions as Hampton School (Hamp 
 ton, Virginia), Fiske University (Nashville), and Tuskegee 
 
THE NEW SOUTH 371 
 
 Normal and Industrial Institute (Tuskegee, Alabama) are 
 giving young colored men and women the training best 
 suited to make them leaders among their , ndustria i prog= 
 people in all parts of the South. In 1865 ressoithe 
 the freedmen had no property ; the colored 
 people in the whole country now have over $500,000,000 
 worth. This fact shows that the former slaves have made 
 marvellous progress industrially. And the industrial train 
 ing that the normal schools for the colored people are now 
 giving will still better prepare the freedmen to make intel 
 ligent use of their opportunities. 
 
 TO THE PUPIL 
 
 1. Note the dates of the period you are now beginning to study, 1877- 
 
 1904. Grant was President in 1869-1877. Can you give in order the 
 Presidents and the dates of their administrations, up to the time of 
 Hayes s administration ? Do not fail to learn them. 
 
 2. Why did President Hayes withdraw the Federal troops from the 
 
 South ? Do you think his action was wise ? Give reasons for your 
 answer. What is meant by the " solid South " ? 
 
 3. What changes have been wrought in New Orleans since the war ? 
 
 4. In studying the important paragraph headed The New South, note 
 
 the sub-topics cotton, railroads, manufacturing, natural mineral re 
 sources. By a careful study of these sub-topics you will see clearly 
 how different is the New South without slavery from the Old South 
 with slavery. What has been done for the education of the freedmen, 
 and with what results ? 
 
CHAPTER XXI 
 
 THE NEW WEST (1865- 
 
 REFERENCES: Scribner s Popular History of the United States, V.; An- 
 drews s United States, II.; Andrews s Last Quarter Century, Land II.; Wil 
 son s Division and Reunion; Richardson s History of our Country. 
 
 OUTSIDE READINGS: Appleton s Annual Cyclopaedia; Cyclopaedic Review 
 of Current History; various magazine articles; the World and the Tribune alma 
 nacs, each issued annually. 
 
 378. Population and Immigration. A reference to the 
 table of population for the United States, 1 according- to the 
 census taken every ten years, from 1790 to 1900, will show 
 that the increase has been exceedingly rapid. In 1890 the 
 population was 62,622,000. In 1900 it was 75,568,686, mak 
 ing the rate of increase since 1890 more than one and one- 
 quarter millions a year. 
 
 A comparison of the table of population with the table 
 of immigration will show that since 1860 a large part ol 
 the increase has been due to immigration. From 1820 to 
 
 1790 3,929,214 
 
 1800 5,308,483 
 
 1810 7,239,881 
 
 1 820 ...... 9,633, 822 
 
 1830 . 12,866,020 
 
 1840 I7> 6 9>453 
 
 POPULATION, 1790-1900 
 
 1850 23,191,876 
 
 1860 31,443,321 
 
 I8 7o 38,558,371 
 
 1880 50,155,783 
 
 1890 62,622,250 
 
 1900 75,568,686 
 
 IMMIGRATION, 1820-1896 
 
 1820-1840 . .,.. 750,949 
 
 1841-1850 ,.,... 1,713,251 
 
 1851-1860 ,. 2,598,214 
 
 1861-1870 2,466,752 
 
 I87I-I880 2,944,695 
 
 10,473,861 
 
 1881-1890 .... 5,238,728 
 
 1891-1900 .... 3,687,564 8,926,292 
 
 Total, 1820-1900 19,400,153 
 
 372 
 
THE NEW WEST 373 
 
 1900 more than 19,000,000 foreign immigrants came to the 
 United States. In the decade preceding the last census 
 (1891-1900) the number reached over three immigration 
 and a half millions, and during the years 1881- since 1880. 
 1900 immigrants swarmed into the United States at an aver 
 age rate of nearly 400,000 a year; that is, considerably more 
 than two-fifths of all the foreign immigration since 1820 
 came into this country during the last two census decades. 
 
 It is estimated that the better classes of immigrants 
 brought with them an average of at least $80 apiece, mak 
 ing a very large sum in the aggregate. If we add to this 
 sum their power to produce wealth by their value of immi- 
 work, their contribution to the nation s wealth grants to the 
 will be found to be enormous. Without for- United states 
 eign immigrants, a large part of whom were skilled labor 
 ers when they came and have made valuable citizens, it 
 would have been impossible to develop the resources and 
 increase the wealth of the country so rapidly. 
 
 But within the past ten or fifteen years the general char 
 acter of the immigrants has not been so good as formerly, 
 the average of intelligence and morals being much lower 
 than it was before that time. The worst elements among 
 them, including paupers and criminals, become a burden 
 upon society and seriously tax the strength of our republi 
 can institutions. 
 
 379. Influence of the Public Lands on our National 
 Growth. The foundation for our extraordinary national 
 growth and increase in population has been the vast area 
 of the public lands. These have been sold for very small 
 sums in order to get them into the hands of the people, 
 who have speedily brought them under cultivation. 
 
 At first it was the policy of the government to sell 
 these lands in order to increase the public revenue, but it 
 was afterward thought wiser to use them for the purpose 
 of developing the wealth and increasing the population of 
 the country. In 1841, by what is called the pre-emption 1 
 
 1 Pre-emption gives the settler the first right of purchase as against the investor 
 or speculator. 
 
374 
 
 HISTORY OF THE UNITED STATES 
 
 system, Congress began to sell farms on the public lands 
 The preemption at the low price of $1.25 an acre. This was 
 system. upon con dition that the purchaser would oc 
 
 cupy and cultivate the land. 
 
 Easy as these terms were, more liberal ones were de 
 sired. The growing sentiment in the West was that the 
 The Homestead land belonged to the people and that the 
 United States should grant free homes on the 
 public domain. Finally, after much debate, Congress passed 
 in 1862 the Homestead Bill, which is still in operation. 
 
 BENNETT AVENUE, CRIPPLE CREEK, COLORADO. 
 
 This enables settlers to secure farms of one hundred and 
 sixty acres free of payment, except a small fee for legal ex 
 penses, on condition of settlement. This method has proved 
 very successful in establishing homes and communities, 
 
 thus increasing 
 
 the 
 
 value of the lands and the strength of 
 
 the nation. 
 
 380. Westward Expansion. American history has been 
 largely the history of westward movement from the Atlan 
 tic to the Pacific. At the close of the Revolution (1783) the 
 area of settlement was confined, for the most part, between 
 the Alleghanies and the Atlantic. By 1825 it had reached 
 
THE NEW WEST 
 
 375 
 
 A CRIPPLE CREEK MINE. 
 
 the Mississippi, by 1850 the Missouri, 1 and by 1890 the Pa 
 cific coast. 2 We thus see that the westward movement 
 was at first slow, requiring about one hundred and fifty 
 years to reach the Alleghanies. 
 
 But after 1825 it was wonderfully rapid. This marvel 
 lous expansion was in a large measure due to the opening of 
 the prairies, which were easily brought under The opening of 
 cultivation because they were almost free from the prairies, 
 trees. In the forest-covered regions farther east, from forty 
 to fifty days labor was required to clear an acre of land for 
 tillage, but only three or four days per acre were required 
 in the prairie region. Moreover, the soil was rich and fer 
 tile and needed little cultivation. 
 
 These great waves of migration had two important re 
 sults: (i) They made labor scarce, and therefore wages 
 high, in the East ; (2) they led to an enormous Results of west- 
 increase in food products, and therefore low- ward migration, 
 ered the cost of food. Both of these conditions were of im 
 mense advantage to the workingmen, and they help us to 
 realize how much the general welfare of the people has 
 
 1 The gold-mining region of California is not here taken into account. 
 
 2 In 1889 North Dakota, South Dakota, Montana, and Washington were ad 
 mitted to the Union, in 1890 Idaho and Wyoming, and in 1896 Utah, making the 
 number of States in the Union forty-five. 
 
37 6 
 
 HISTORY OF THE UNITED STATES 
 
 been increased by the settlement and cultivation of the 
 western part of the country. 
 
 381. The Mormons. Among- the many settlers of the 
 West was a religious people who wished to enjoy their 
 forms of worship and social customs without hindrance. 
 In 1839 tne main body of these people, under the leader 
 ship of Joseph Smith, a native of Vermont, settled at Com 
 merce, Illinois, and built up the city of 
 
 Joseph Smith. . . J 
 
 Nauvoo. Smith claimed to receive revela 
 tions from God, and to have discovered the Book of 
 Mormon, which, according to his teaching, is a religious 
 record of prehistoric America, containing the pure Gospel 
 
 A REAPER. 
 
 of Christ He was the founder of the Church of the Latter- 
 day Saints, otherwise known as Mormons. They prospered 
 at Nauvoo, but had trouble with some of the other people 
 of Illinois, and their leader fell a victim to mob violence. 
 Owing to these troubles with their neighbors, the Mormons 
 went into the wilderness to find a place where they could live 
 in peace and safety and in accordance with their own beliefs. 
 
 Under their new prophet, Brigham Young, they soon 
 after emigrated to the desert region of Salt Lake valley. 
 Thrift of the Mor- There the Mormons prospered. With com 
 mons in Utah. mendable industry and thrift they transformed 
 the desert, by irrigation, into fertile land, and soon built Salt 
 Lake City. Much credit is due to them for the rich culti 
 vation under which they brought the surrounding land. 1 
 
 382. The Pacific Coast and Chinese Immigration. 
 A less desirable increase of population came from the far 
 
 1 The Mormons acted together in State politics also. 
 
THE NEW WEST 
 
 377 
 
 East, at first in comparatively small numbers, but at length 
 in such large bodies as to cause a general demand for re 
 pressive measures. These people were the Chinese. In 
 1888 the Chinese Exclusion Act was passed to prevent 
 the further immigration into the United States of Chinese 
 laborers. Although at that time not more than 100,000 Chi 
 nese were in the United States, 75,000 of whom were ir, 
 
 A THRESHER. 
 
 California, the American people, especially those on the 
 Pacific coast, were bitterly opposed to any further Chinese 
 immigration. For this opposition there were Three reasons for 
 several reasons, (i) The Chinese brought no SJfiStali. 
 families with them, because they did not intend ^ration. 
 to remain and become citizens ; they showed little interest 
 in American affairs and almost no inclination to adopt our 
 customs. (2) As they lived more meanly than the whites, 
 eating little but rice, they could work for lower wages, and 
 in this way they greatly injured our laboring men. (3) It 
 was feared that in time they might come over in such vast 
 hordes as seriously to endanger our institutions. 
 
 383. The Pacific Railroads Furnish the Short North 
 west Passage to China, Japan, and the Indies. It is 
 well to remember that the westward growth of population 
 has depended much on easy, cheap, and rapid transporta 
 tion, in which the railroad has played a most important part. 
 
HISTORY OF THE UNITED STATES 
 
 The first trans-continental railroad, the Union and Central 
 Pacific, was completed in 1869. It extended from Omaha, 
 Nebraska, to San Francisco, California. Work had been 
 progressing upon this road for six years, one party working 
 east from San Francisco, the other west from Omaha. 
 The parties met at Ogden, Utah. Since that time four 
 other Pacific railroads have been built, so that there are 
 The five Pacific now five great trunk lines connecting the At- 
 
 Weste a r d n 8 s e n t d tle. lantic with the Pacific COast. The value of 
 
 ment. these Pacific railroads to the United States 
 
 can hardly be estimated, for they have brought into service 
 immense areas of land otherwise of trifling value. Without 
 these roads and their network of branches running in all 
 directions through the agricultural and mining regions of 
 the West, the rapid settlements made in the last fifty years 
 would have been impossible. 
 
 At the close of the Revolution, Frederick of Prussia de 
 clared that no single republic could be held together in a 
 territory so vast as that stretching from Maine to Georgia. 
 He believed it would break into sections or give place to a 
 monarchy. A like argument was made by a United States 
 senator when the Oregon country came under discussion in 
 1843. This senator urged that such a far-off land could 
 never become an integral part of the United States : that 
 it would require ten months out of every twelve for the 
 representatives in Congress from a State so remote to go 
 The railroad and to and from Washington. But we can now go 
 he^ma^ntain from O re g on to Washington in less time than 
 the union. John Adams could go from Boston to Phil 
 
 adelphia in the days of the Continental Congress. Steam 
 and electricity, applied to the transportation of men and 
 goods and the transmission of thought, enable us to main 
 tain a republic over an area of vast extent. It is difficult 
 to see how the North, the South, the East, and the West, 
 with their widely differing interests, could be held together 
 in one great Union without the railroad and the telegraph. 
 
 But the effects of the Pacific railroads on international 
 trade, also, have been striking. Americans in the nineteenth 
 
THE NEW WEST 379 
 
 century have found what Europeans so eagerly sought in 
 the fifteenth, sixteenth, and seventeenth centuries a short 
 northwest passage to China, Japan, and the A short route to 
 East Indies. Formerly, vessels with tea from china and Japan. 
 China and spices from the East Indies sailed around Cape 
 Horn and reached our eastern coast after a five or six 
 months voyage. Now cargoes of these products are 
 brought to San Francisco and reshipped by rail to New 
 
 ARTESIAN WELL SYSTEM, RIVERSIDE, CAL. AN ORATOR IN FOREGROUND. 
 
 York, the whole distance being covered in five or six 
 weeks. The Pacific railroads have thus not only shortened 
 the journey between Asia and the United States, but have 
 reduced the cost of goods by diminishing freight charges. 
 
 384. The Arid Region and the Problem of Irrigation. 
 With the extension of facilities for transportation the 
 rapidly increasing population of the country began to turn 
 to the districts that yet remained unoccupied. Under the 
 Homestead Law nearly all the fertile land of the West, 
 in regions of sufficient rainfall for agriculture, has been 
 taken up by settlers. 1 But there is a great district which is 
 barren until it is improved by irrigation. This arid and 
 
 1 Areas of fertile land still open to settlement are found in the forest regions of 
 northern Wisconsin and Minnesota, and in those west of the Cascade Mountains in 
 Oregon and Washington. 
 
3 8o 
 
 HISTORY OF THE UNITED STATES 
 
 semi-arid region extends from the icoth meridian west 
 ward to a belt of country lying within about two hundred 
 miles from the Pacific coast. It includes the whole of 
 Idaho, Wyoming, Nevada, Utah, Colorado, Arizona, and 
 New Mexico, and parts of Washington, Oregon, Califor 
 nia, Montana, North Dakota, South Dakota, Nebraska, Kan 
 sas, and Texas. This vast region contains at least 1,000,000 
 square miles, or an area equal to more than two hundred 
 
 AN IRRIGATED ORANGE GROVE, RIVERSIDE, CAL. 
 
 States like Connecticut. The soil is of great depth, and is 
 exceedingly fertile when watered by irrigating canals and 
 ditches. 1 Professor Shaler estimates that the area of this 
 immense arid region which may be won to tillage by irri 
 gation is probably not more than ten States like Con 
 necticut. 
 
 385. Forest Reservations. Under authority from Con 
 gress President Harrison withdrew from public sale 18,- 
 000,000 acres of forest-covered public lands. The move 
 ment in the direction of forest preservation is exceedingly 
 
 1 Irrigation has been successfully introduced in Utah, Colorado, California, 
 Idaho, and Arizona. 
 
THE NEW WEST 3 Sl 
 
 important, because forests hold water in the ground and let 
 it drain off gradually. They thus influence the volume of 
 water in rivers, and therefore greatly aid irrigation. 
 
 TO THE PUPIL 
 
 1. Why did our government, from the first, sell the public lands at very 
 
 low prices ? What was the Homestead Bill ? 
 
 2. Trace on your map the advance of Western settlement and note the 
 
 marvellous expansion due to the opening of the prairies. 
 
 3. What objections have been urged against Chinese immigration ? 
 
 What do you think of these objections? What influence has the 
 building of the Pacific railroads had upon trade with China, Japan, 
 and the Indies ? Upon Western settlement ? In this connection re 
 view the pack-horse, the flat-boat, the steamboat, the national road, 
 and the Erie Canal. 
 
 4. Trace on your map the arid region and show what connection irriga 
 
 tion has with it. How many States like your own could be included 
 in this region ? 
 
CHAPTER XXII 
 
 THE NEW UNION (1865) 
 
 REFERENCES: Scribner s Popular History of the United States, V.; An- 
 drews s United States, II.; Andrews s Last Quarter Century, I. and II.; 
 Wilson s Division and Reunion ; Richardson s History of Our Country. 
 
 OUTSIDE READINGS: Wilson s A History of the American People, V.; 
 Appleton s Annual Cyclopaedia; Cyclopaedic Review of Current History; 
 Field s Story of the Atlantic Telegraph; Elliott s Our Arctic Province; McCul- 
 loch s Men and Measures of Half a Century ; Bourke s On the Border with 
 Crook; Walker s Indian Question; Elaine s Twenty Years in Congress; Stan= 
 wood s History of Presidential Elections; Woodburn s Political Parties and 
 Party Problems in the United States ; various magazine articles ; the World and 
 the Tribune almanacs, each issued annually. 
 
 386. The Atlantic Cable (1866). We have considered 
 in some detail the development of the South and of the 
 West. We have now to glance rapidly at some matters 
 that concern the nation as a whole. One of the most im 
 portant facts in the history of the country since the close of 
 the Civil War is the invention that has made possible the 
 instant transmission of thought to the most distant parts of 
 the world. In 1858, after several unsuccessful efforts, the 
 two continents were connected by a wire cable extending 
 from Newfoundland to Ireland. Two ships, each contain 
 ing a section of the cable, met in mid-ocean, and, having 
 The wire cable of s pli ce d the sections, returned, the one toward 
 1858 is not sue- Newfoundland and the other toward Ireland, 
 cessfui. laying the cable as they went. The two ships 
 
 reached land on the same day, and very soon afterward 
 (August 16) the Queen of England sent to the President of 
 the United States this message : " Glory to God in the 
 highest, peace on earth, and good-will to men." But within 
 
 382 
 
THE NEW UNION 
 
 383 
 
 A MIDSHIP VIEW OF THE GREAT EASTERN, SHOWING ONE OF THE PADDLE 
 WHEELS AND THE LAUNCHING GEAR. 
 
 Redrawn by permission from a copyrighted picture in Gassier s Magazine. 
 
 a month the cable failed to work, and not until 1866 did 
 ocean cabling become permanently successful. 
 
 Since that time communication between Europe and 
 America has not been interrupted, and now ten lines cross 
 the Northern Atlantic. The cable has largely Results of the 
 affected commerce, because the market prices Atlantic cable, 
 in the great trade centres of America and Europe are re 
 ported every day, and large business transactions can 
 easily be made in a few hours between American and 
 European business houses. It has also brought the vari 
 ous parts of the civilized world into closer and more 
 sympathetic relations, because the news of what is going 
 on is so readily sent across the ocean. Our daily papers 
 easily report Eurooean events a few hours after they have 
 occurred. 
 
HISTORY OF THE UNITED STATES 
 
 387. The Purchase of Alaska (1867). In 1867 our gov 
 ernment gave to Russia $7,200,000 for Alaska, an immense 
 territory equal in area to about one hundred and twenty 
 States like Connecticut. The purchase was then thought 
 by many to be an extravagant waste of the public money, 
 
 because Alaska ap 
 peared to be almost 
 worthless. But the 
 investment has 
 proved to be a good 
 one, the seal-fur 
 trade alone being 
 worth $2,500,000 a 
 Alaska fur- 
 beautiful 
 marble, and 
 
 SAMUEL F. B. MORSE S ORIGINAL MODEL OF THE 
 TELEGRAPH INSTRUMENT. 
 
 From the model in the Patent Office, Washington. 
 
 year. 
 
 nishes 
 
 white 
 
 has mines of coal, iron, and gold of great value. Along 
 many of the streams are found rich forests, consisting 
 Natural re- mainly of pine and cedar. The fisheries, 
 
 sources of which include salmon in the rivers and cod 
 
 and halibut on the coast, are extensive. Be 
 sides all these natural resources Alaska has a coast well 
 supplied with good harbors. By consulting the table 
 below it will be seen that the entire area of the United 
 States, exclusive of our island possessions, is now about 
 3,600,000 square miles, or nearly the size of all Europe. 1 
 
 388. Grant s Indian Peace Policy (1869). The Indians 
 had always been more or less troublesome on the frontier, 
 and during the Civil War the Sioux had committed shock- 
 Square Miles. 
 
 1 United States, in 1783 827,844 
 
 Louisiana, 1803 1,171,931 
 
 Florida, 1819 59.268 
 
 Texas, 1845 37^,133 
 
 Mexican cession, 1848 545 7^3 
 
 Gadsden purchase, 1853 45>535 
 
 Alaska, 1867 57739 
 
 Total 3,603,884 
 
THE NEW UNION 
 
 385 
 
 ing outrages in Minnesota. Half of the expenses of our War 
 Department, exclusive of those incurred by the Civil War, 
 had been occasioned by Indian wars, and yet Failure of the 
 the Indians were not subdued. The war policy war policy, 
 had failed, and therefore President Grant wisely adopted a 
 peace policy. He had observed that the Cherokees 1 had 
 developed by themselves a good degree of civilization, and 
 he believed that by kind 
 treatment and education 
 the more barbarous 
 tribes might be trained 
 into good citizenship. 
 He therefore entrusted 
 the management of a 
 few reservations to the 
 Society of Friends, with 
 whom the Indians had 
 always held peaceful re 
 lations. No Indian agent 
 was to be appointed for 
 these reservations with 
 out the approval of both 
 the President and the 
 
 Society. The system gradually extended to other reser 
 vations and to other religious denominations, with some 
 success. 
 
 The Indian could not immediately appreciate this new 
 policy, however, and within a few years the Modocs (1872) 
 and the Sioux (1876) both made outbreaks. There is no 
 doubt that the Indian had grievances. He Grievances of 
 could not understand why the Great Father the Indians, 
 in Washington should allow the white man to invade his 
 reservations, as the white man did when he saw in them 
 fertile soil and unworked gold mines. But a more crying 
 evil was the dishonesty of Indian contractors, who were 
 making money by cheating both the government and the 
 
 1 The five civilized tribes were the Cherokees, Chickasaws, Choctaws, Creeks, 
 and Seminoles. They all lived on reservations in the Indian Territory. 
 
 R. F. T. ALLEN S ORIGINAL MODEL OF THE 
 TYPEWRITER. 
 
 From a model in the Patent Office, Washington. 
 
386 HISTORY OF THE UNITED STATES 
 
 Indians, and were ready to oppose any plan likely to inter 
 fere with their schemes. 
 
 The government method of reservation was by treaty 
 with the various tribes, the government agreeing to give 
 yearly, for land yielded by the Indians, a quantity of 
 The Indian reser- food, ammunition, and other supplies. The 
 vation - food-supplies were to compensate for the loss 
 
 of hunting-grounds, because hunting was the Indian s only 
 means of support. Ammunition was to help them in secur- 
 ing such game as their reservations supplied. The govern 
 ment made liberal promises for the comfort, education, and 
 civilization of these Indians. 
 
 The reservation system was, however, not successful, 
 because under it the Indians were placed by themselves, 
 
 out of contact with 
 
 Why the reserva- the dvil- 
 tion system failed. 12102" 111- 
 
 fluence of the whites. 
 Moreover, it was im 
 possible for them to 
 develop a spirit of 
 manly independence 
 
 ALEXANDER GRAHAM BELL S ORIGINAL MODEL w h#n co mii/-K \rnc 
 OF THE TELEPHONE RECEIVER AND TRANS- W IJ 
 
 MITTER. done for them. The 
 
 From the model in tJte Patent Office, Washington. reservation plan made 
 
 the Indian a pauper. 
 
 The "Dawes Act," passed in 1887, provided for indi 
 vidual ownership of land by the Indians. In the course of 
 time it is hoped that the individual Indian, like 
 
 The Dawes Act. , 
 
 the white man, will have his own farm and 
 reap the fruits of his own toil. Individual ownership, along 
 with industrial training and general education, will aid in 
 making him a useful citizen. 
 
 389. The Financial Panic of 1873. The Indian prob 
 lem, serious as it was, affected a comparatively small part of 
 the population. Far different was the trouble that attended 
 the financial crash of the year 1873. This panic was much 
 like the panics of 1837 and 1857. It was preceded by a 
 
THE NEW UNION 
 
 387 
 
 period of general prosperity, and was brought on by rash 
 speculations in Western railroads. For five years railroad 
 building had been going on to such an extent speculation in 
 that the railroad mileage in the United States rai ^ d - bu " dln * 
 
 and western 
 
 had increased one-half. 1 This excessive rail- lands. 
 road building, which was in the West, increased more rap 
 idly than it could receive support from the population. 
 Fortunes were made by 
 some and lost by others 
 in buying up tracts of 
 lands in unsettled regions 
 and increasing the value 
 of that land by extending 
 railroads through them. 
 The speculative fever be 
 came so high that rail 
 roads were built much 
 faster than they were 
 needed. 
 
 As in 1857, the failure 
 of a single great banking- 
 house suddenly brought 
 this panic upon the coun 
 try. Financial ruin fell 
 upon business firms and From the model in the Patent offictt Washtngt0 n. 
 individuals, and want and 
 
 suffering came into thousands of homes. It was six years 
 before the country fully recovered. 
 
 390. Railroad Strikes (1877). During the years of finan 
 cial distress following the panic of 1873, the earnings of the 
 railroads were much reduced. In 1877 some of the railroads 
 in the Middle and Western States lowered the wages of 
 their men. Brakemen and other trainmen on the Baltimore 
 & Ohio Railroad and on the Pennsylvania Railroad refused 
 
 1 In 1861 only 651 miles of railroad were built ; in 1871 7,779 miles were built. 
 The Northern Pacific, extending from Duluth to Puget Sound, was the most impor 
 tant of these roads. During the five years preceding the panic, about $1,700,000.- 
 OOQ were spent in railroad building. 
 
 ELIAS HOWE S ORIGINAL MODEL OF THE 
 SEWING MACHINE. 
 
388 
 
 HISTORY OF THE UNITED STATES 
 
 OPENING DAY AT THE PHILADELPHIA CENTENNIAL, 1876. 
 
 to work. Then men on other roads followed their example. 
 Soon there were bloody riots at Baltimore and Pittsburgh 
 and large mobs in Chicago, St. Louis, and other cities. In 
 Pittsburg a mob of 20,000 men had control of the city for 
 two days, one hundred lives being lost. The State mi 
 litia and the United States troops united to stop violence, 
 but it continued about two weeks. During that time 100,000 
 men took part in the strike, which resulted in the destruc 
 tion of ten million dollars worth of property. 
 
 391. The Centennial Exhibition (1876). But during 
 these years of financial depression and industrial discontent 
 the country gave striking evidence of its vast resources by 
 holding the Centennial Exhibition of 1876 in honor of the 
 hundredth anniversary of the founding of the nation. The 
 place chosen was Philadelphia, the city in which the Dec 
 laration of Independence was given to the world. This ex 
 hibition taught the people many things. It showed them 
 the wonderful results that had been brought about by 
 
THE NEW UNION 
 
 389 
 
 What the Cen 
 tennial taught 
 the people. 
 
 A close election. 
 
 machinery and invention in all countries. It quickened 
 their sympathies and turned their attention toward art. 
 But education, especially, received such an 
 impetus that the good results have steadily 
 increased. The Centennial Exhibition also re 
 vealed to America, as well as to the rest of the world, the 
 richness and the variety of our natural productions and the 
 superiority of this country over all others in useful inven 
 tions. Two of the most wonderful of these were the 
 telephone 1 and the application of elec 
 tricity to lighting- purposes. 
 
 392. The Electoral Commission and 
 the Presidency (1877). In the Presi 
 dential election of 1876 there were dis 
 putes about the election returns made 
 in South Carolina, Florida, and Louisi 
 ana. 2 Hayes, the Republican candidate, 
 needed all the electoral 
 votes from these States to 
 secure his election, while Tilden, the 
 Democratic candidate, needed only one. 
 Florida and Louisiana had given Dem 
 ocratic majorities, but the " returning 
 boards," who received the election returns as they came in 
 from various parts of the State, were Republican, and threw 
 out enough votes, on the charge of intimidation, to make a 
 Republican majority. The people were much disturbed, 
 and feared there might be serious results. 
 
 The excitement increased as the time drew near for the 
 new President to be inaugurated. The Senate being Repub 
 lican and the House Democratic, they could not unite upon 
 any plan of seating either of the rival candidates. Finally 
 a bill passed both Houses providing that a " Joint High 
 Commission " should be appointed, whose decision should 
 
 1 The inventor of the telephone, which came at once into practical use, was 
 Alexander Graham Bell, of Massachusetts. The American Bell Telephone Com 
 pany was soon incorporated, and lines rapidly multiplied. 
 * There was some dispute about the election in Oregon also. 
 
 SAMUEL J. TILDEN. 
 
39 HISTORY OF THE UNITED STATES 
 
 be final. The commission included five senators, five rep 
 resentatives, and five justices of the Supreme Court. The 
 The "Joint High fifth justice was appointed by the other four 
 commission." named in the bill. Before the fifth justice 
 was appointed, seven of the commission were Republicans 
 and seven were Democrats. It was expected that the fifth 
 justice would be an independent, but circumstances caused 
 a Republican to be selected, thus giving the Republicans a 
 majority of one on the commission. 
 
 On March 2, just two days before 
 the time set by the Constitution for 
 Decision in favor inauguration, the deci- 
 \ , W :^ y "_ of Hayes. s { on j n f avor o f Hayes 
 
 was published. Opinions were di 
 vided as to the correctness of the 
 returns, but whichever candidate was 
 elected, the decision of the uncer 
 tain question was final. The people 
 throughout the land, Democrats and 
 Republicans alike, had shown re- 
 
 JAMES A. GARFIELD. 1,1 
 
 markable wisdom and self-control 
 during all the months of the trying situation. 1 
 
 393. Resumption of Specie Payment (1879). The finan 
 cial disturbance of 1873 and subsequent years was partly 
 caused by the instability of the currency and the undue en 
 couragement thereby given to speculation. Nobody knew 
 exactly how much a dollar was worth or how much it 
 was likely to be worth. This condition was unavoidable 
 during the Civil War, but it was intolerable in a time of 
 peace. During the Civil War so much money was needed 
 to carry on the extensive military operations that the gov 
 ernment and the banks could not furnish gold and silver 
 enough for the unusual demands. Congress, therefore, like 
 
 1 To provide for possible contested elections in the future the Electoral Count 
 Bill was passed in 1887. This measure threw the responsibility of Presidential 
 elections upon the States, and provided that electoral certificates sent to the national 
 capital by the various States should be opened by the president of the Senate in the 
 presence of both Houses, and that four tellers, two from each House, should read 
 aloud and make record of the votes. 
 
THE NEW UNION 
 
 39 
 
 Qreenbacks dur . 
 
 the Continental Congress of the Revolution, issued millions 
 of dollars of paper currency, which the people used instead 
 of gold and silver. These paper notes were 
 called greenbacks. As they were "legal 
 tender" that is, the law declared that they 
 might be used in paying debts everybody was willing to 
 make free use of them. Gold, however, remained the stand 
 ard of value, and the value of the greenbacks depended 
 
 
 SUPREME COURT ROOM, CAPITOL, WASHINGTON, D. C. 
 
 upon the defeats and victories on the battle-field. When the 
 Northern armies won a great victory, the greenbacks rose 
 in value ; when they met with a severe defeat, the green 
 backs fell in value. While the war was most threatening 
 they were worth, in gold, little more than one-third of their 
 face value, because the prospect of Northern success was 
 very gloomy. 
 
 After the war, when the government began to pay the 
 national debt rapidly, people began to have more and more 
 
39* 
 
 HISTORY OF THE UNITED STATES 
 
 confidence in these paper promises issued by Congress, and 
 the greenbacks steadily rose in value. In 1879 tne Secre- 
 Greenbacks be- tai "J ^ tne Treasury announced that he would 
 come as good as give gold for paper currency if it were pre 
 sented at the Treasury. This action of the 
 Secretary of the Treasury meant the resumption of specie 
 payment by the government, and from that time on a paper 
 dollar was worth as much as a gold dollar. 
 
 394. Assassination of President 
 Garfield 1 (1881) ; Civil Service Re 
 form (1883-1886). When this impor 
 tant question of the currency was set 
 tled, the new administration of Gar- 
 field, who was elected in 1880, seemed 
 to be opening a new era of prosperity. 
 But only a few months after his inaug 
 uration the country was shocked by 
 the announcement of his assassination 
 (July 2, 1881). The assassin being a 
 disappointed office-seeker, the tragedy 
 brought forcibly to the minds of the 
 people the great need of civil service 
 reform. President Jackson had intro 
 duced the spoils system into the civil service in order to 
 reward his political friends. Appointments were not made 
 
 1 James A. Garfield, twentieth President of the United States, was born at 
 Orange, Ohio in 1831, and died September 19, 1881, from a wound inflicted by 
 a disappointed office-seeker. In early childhood Garfield s path was beset with 
 difficulties. He was but two years of age when his father died, and his home, in a 
 lonely log-cabin of the backwoods, was one of poverty and hardship. But the boy 
 cheerfully helped his mother in supporting the family. After being graduated from 
 Williams College he was for a time a college professor, and afterward studied law. 
 Owing to his gallantry and daring on the battle-field in the Civil War he was pro 
 moted to the rank of major-general. His term of service in Congress (1863 
 1880) was so successful that he was elected to the Senate of the United States in 
 1880. Before taking his seat, however, he was nominated by the Republicans for 
 the Presidency. He was the second President who was assassinated and the fourth 
 who died in office. 
 
 ! Chester A. Arthur, twenty-first President of the United States (1881-1885), was 
 born in Fairneld, Vermont, in 1830, and died in 1886. After being graduated from 
 
 CHESTER A. ARTHUR. 
 
THE NEW UNION 
 
 393 
 
 by reason of fitness for the work, but were distributed as 
 rewards for political services. 
 
 In 1883 an ac t was passed by Congress authorizing the 
 President to appoint civil service examiners, who should 
 test by fair examinations, without regard to Reform in the 
 party, the fitness of applicants for office. civil service. 
 From the list of those passing the civil service examinations 
 appointments and promotions were to be made. In accord 
 ance with this act, during the next 
 twenty years about 110,000 office 
 holders were put under Rapid growth oi 
 civil service rules. As thereto. 
 a result all Federal officers are now 
 under civil service reform rules, 
 except two classes: (i) The higher 
 officers, including the heads of de 
 partments, and (2) postmasters in 
 fourth class offices. 1 
 
 These 110,000 positions are now 
 filled by those who have successfully 
 passed the civil service examinations 
 without any reference to changes in 
 Presidential administrations. The 
 spoils system in the Federal civil service has become largely 
 a thing of the past. Experience, training, ability in a 
 
 Union College he studied law and became a successful lawyer. In 1871 President 
 Grant appointed him Collector of the Port of New York. Having been elected 
 Vice-President by the Republicans in 1880, he succeeded to the Presidency on the 
 death of Garfield. He was the fourth Vice-President who thus became the execu 
 tive head of the nation. 
 
 1 Of those not yet classified, over 72,000 are postmasters of the fourth class. 
 These include postmasters receiving salaries of $1,000 or less a year. 
 
 2 Grover Cleveland, twenty-second and twenty-fourth President of the United 
 States (1885-1889 and 1893-1897), was born in Caldwell, New Jersey, in 1837. In 
 his early childhood the family removed to New York State. Later, he became a 
 lawyer and took high rank in his profession. After filling the offices of assistant 
 district attorney and sheriff of the county he was elected Mayor of Buffalo. In 
 this position he so fearlessly used his veto power that he was called the " veto 
 mayor." 
 
 His success as mayor led to his nomination by the Democrats, in 1882, for gov- 
 
 GROVER CLEVELAND. 
 
394 
 
 HISTORY OF THE UNITED STATES 
 
 word, personal fitness to perform the duties of the office 
 are now demanded in our civil service. 
 
 395. The Brooklyn Bridge (1883). In the same year 
 that Congress passed the act for civil service reform, another 
 great work affecting the public good was accomplished. 
 This was the completion of the Suspension Bridge spanning 
 East River and connecting Brooklyn with New York. The 
 bridge was sixteen years in building, and co:t $16,000,000. 
 
 It is 85 feet wide, and 
 is more than a mile 
 long, its centre being 
 supported by four 
 main cables made of 
 steel wire nearly 16 
 inches in diameter. 
 There are five passage 
 ways two for cable- 
 cars, two for drive 
 ways, and a middle 
 one for foot-passen 
 gers. In design and 
 construction it is a 
 most stupendous work 
 of engineering. 
 
 396. Presidential 
 Succession Act (1886). 
 A great nation like 
 this should not be left for a single day without a Pres 
 ident. Congress had already passed a law that in case of 
 the death or disability of both President and Vice-Presi- 
 dent, the temporary president of the Senate and, following 
 him, the Speaker of the House, should become President. 
 But in case either of the last named should be of the oppo- 
 
 ernor of the State of New York, to which office he was elected by an overwhelming 
 majority. Owing to his popularity in New York the Democrats nominated him 
 for the Presidency in 1884. James G. Elaine was nominated by the Republicans. 
 The political campaign was exciting and resulted in Cleveland s election. At the 
 close of his first term he was defeated by Benjamin Harrison, but in 1892 he in 
 turn defeated President Harrison and became President for a second term.* 
 
 BROOKLYN BRIDGE. ONE OF THE LARGEST 
 SUSPENSION BRIDGES IN THE WORLD. 
 
 Copyright, 
 
 I^ by Underwood &* Underwood, 
 New York. 
 
THE NEW UNION 395 
 
 site party, their succession would not represent the choice 
 of the people, and the plan was therefore not considered 
 satisfactory. In 1886 an act was passed providing that in 
 case of the death or disability of both the President and 
 Vice-President, members of the Cabinet should; one after 
 another, be made Acting President as long as the disability 
 existed, or until the next election of a President by the peo 
 ple. The duty would fall first upon the Secretary of State, 
 and then upon the other members of the Cabinet in the 
 order of establishment of the various departments. 1 Such 
 members as might in any way be disqualified would be 
 passed over. There is scarcely an emergency now in which 
 the country could be left without a President. 2 
 
 397. Knights of Labor. We have already noted (see 
 par. 390) the great railroad strike of 1877. Within ten 
 years there were many similar troubles between working- 
 men and their employers. In order to strengthen them 
 selves for a struggle with employers the workingmen 
 formed large organizations, one of which, the Knights of 
 Labor, contained many thousand members and exerted a 
 large influence all over the country. The members of the 
 organization, calling themselves union men, would suddenly 
 quit work, or strike, when they wished to force their em 
 ployers to grant them higher wages or shorter hours. The 
 employers, in turn, united against the work- Black lists and 
 ingmen by making out " black lists," contain- boycotting. 
 ing the names of the more influential union men, whom 
 the employers would, from that time forward, refuse to em 
 ploy. The workingmen sometimes resorted to "boycot 
 ting," which was refusing to have any business relations 
 
 J The order in which the various Cabinet positions were created was: (i) Sec 
 retary of State, 1789; (2) Secretary of the Treasury, 1789; (3) Secretary of War, 
 1789; (4) Attorney-General, 1789; (5) Postmaster-General, 1789; (6) Secretary 
 of the Navy, 1798; (7) Secretary of the Interior, 1849; (8) Secretary of Agri 
 culture, 1889 ; (9) Secretary of Commerce and Labor, 1903. 
 
 1 President Garfield died in September, nearly three months before Congress as 
 sembled, and during the intervening period President Arthur was critically ill. 
 Had he died at that time there might have been some confusion in the administra 
 tion of the government. 
 
HISTORY OF THE UNITED STATES 
 
 with the man they wished to injure, either by using any 
 goods he had manufactured or by handling them even for 
 transportation. In most cases both parties gained little by 
 their unfortunate attempts to injure each other. 
 
 398. The Statue of Liberty (1886). In pleasing con 
 trast with these serious labor troubles was an international 
 
 event that took place in New 
 York City in 1886. This was 
 the unveiling of the enormous 
 statue of " Liberty Enlight 
 ening the World," which was 
 given by Frenchmen to the 
 people of the United States 
 as an expression of friendly 
 feeling toward our country. 
 The statue cost more than 
 $200,000 and was paid for by 
 100,000 Frenchmen. It was 
 placed on Bedloe s Island 
 now called Liberty Island in 
 New York Bay. The height 
 of the statue is 151 feet and 
 of the pedestal 155 feet. 
 
 399. Oklahoma Opened to 
 Settlement (1889). The rapid 
 growth of population west 
 ward began at last to press 
 upon the Indian reservation. 
 That part of Indian Territory 
 called Oklahoma was a large 
 and fertile stretch of country 
 especially coveted by white 
 settlers. The United States therefore finally purchased it 
 from the Indians in 1889, and President Harrison, by proc 
 lamation, declared it open to settlement. By nightfall of 
 the day of occupation (April 22, 1889) several thousand 
 persons had staked out their claims in Guthrie and had 
 taken steps to form a city government. Before the year 
 
 THE STATUE OF LIBERTY IN NEW 
 YORK HARBOR. 
 
THE NEW UNION 397 
 
 came to a close the territory had nearly or quite 60,000 
 people, 8,000 of whom were in Guthrie and R ap id growth oi 
 5,000 in Oklahoma City. The population of Oklahoma. 
 Oklahoma in 1900 was 398,331. At no distant day it will 
 doubtless seek admission into the Union as a State. 
 
 400. Pension Bill (1890). In 1890 Congress passed a 
 Pension Bill which was very liberal to the soldiers and sail 
 ors injured in defending the Union during the Civil War. 
 In accordance with this measure the government paid in 
 pensions, to the close of 1903, more than $137,000,000 a year, 
 on an average. This sum will be diminished gradually as our 
 veterans pass away. No other nation has ever before been 
 so liberal to its soldiers and sailors, nor has any other na 
 tion, with the possible exception of Germany, ever had in 
 its service an army and navy ranking so high in intelligence 
 and fighting ability. Well may we be proud of American 
 manhood as it was seen on the battle-fields of this war. 
 
 401. The Pan-American Congress (1889-1890). The 
 attention of the people of this country during the past 
 generation has naturally been given, for the most part, to 
 questions of internal polity and development. But ques 
 tions of wider import have now and then been brought 
 to the front. The relations of this country to the coun 
 tries of South America present a still unsettled problem. 
 More than one American statesman has cherished the hope 
 of bringing about closer relations and more friendly feel 
 ings between the United States and the leading independent 
 countries of North and South America. Hence our gov 
 ernment invited these countries to send representatives 
 to a congress to meet at Washington. 
 
 The invitation was accepted, and the Pan-American 
 Congress was held in the autumn of 1889. Seventeen coun 
 tries were represented by sixty-six members. Questions 
 concerning closer business relations and bet- what the Pan- 
 ter means of communication between the American con- 
 various countries represented in the Con- s r ^ sdld - 
 gress were discussed. But by far the most important work 
 of the Pan-American Congress was its recommendation 
 
398 
 
 HISTORY OF THE UNITED STATES 
 
 SENATE CHAMBER, WASHINGTON, D. C. 
 
 that the republics of North, Central, and South America 
 should settle by arbitration all disputes and difficulties 
 that might arise among them. 
 
 402. Trouble with Italy (1890) and with Chili (1891). 
 The desirability of a system of arbitration with foreign 
 Assassination of countries was made suddenly and painfully 
 the New Orleans evident. In 1890, on the failure of the jury to 
 ohce * convict some Italians on trial for assassinating 
 the New Orleans Chief of Police, a party of lynchers, in 
 dignant at this failure of justice, broke into the jail and 
 Three Italian put to death eleven Italian prisoners. As 
 citizens lynched, three of these men were Italian citizens there 
 was serious trouble with Italy over the lynching; but 
 through our able Secretary of State, James G. Elaine, a 
 satisfactory settlement was reached when our government 
 agreed to pay $25,000 to the families of the murdered men. 
 
 Equally unexpected and unwelcome was the complica 
 tion with Chili. In 1891, in the streets of Valparaiso, a mob 
 
THE NEW UNION 
 
 399 
 
 HALL OF THE HOUSE OF REPRESENTATIVES, WASHINGTON, D. C. 
 
 attacked 1 some sailors from the American warship Balti 
 more , killing two of them and wounding eighteen others. 
 When the United States demanded satisfaction, Chili dis 
 avowed the act and agreed to pay damages to our govern 
 ment. 
 
 403. Our New Navy (1883- ). These various diffi 
 culties with foreign nations showed the need of a more 
 powerful navy. During the twenty years succeeding the 
 Civil War nothing was done to build up or Need of a new 
 maintain our navy. The ships that had served nav y 
 during the war had either been disposed of or had gradu 
 ally become useless through age. Such a navy could af 
 ford but small protection to our commerce and extensive 
 sea-coast, and was unworthy of a great nation like the 
 United States. 
 
 1 A revolution having broken out in Chili, our Minister there took sides with 
 the Chilian president. Moreover, a Chilian cruiser had been seized in a port of 
 California because she was thought to be on the point of sailing with a supply of 
 arms for the revolutionists. Hence the anger of the Chilian mob. 
 
400 HISTORY OF THE UNITED STATES 
 
 Finally, people began to realize its worthlessness and 
 took measures to improve its condition. Accordingly, in 
 1883 Congress authorized the building of four steel cruis- 
 The strength of ers. This was a beginning. Since that time 
 our navy. other cruisers of great strength and speed, 
 
 and battle-ships of immense power, have been brought into 
 use. The cruisers are for the protection of our commerce 
 and the destruction of the enemy s com 
 merce in case of war. 
 
 404. The Australian Ballot System 
 Introduced into Most of the States 
 (1888-1892). By the year 1888 public 
 opinion demanded a sweeping reform 
 in the methods of voting at State and 
 Demoralizing national elections. Votes 
 effect of buying were so easily bought and 
 sold that the results of 
 the election in some cases seemed to 
 depend in a large measure upon the 
 JAMES G. ELAINE. amount of money spent in buying votes. 
 This was a serious menace to our institu 
 tions and was highly demoralizing. The feeling of the peo 
 ple against this corruption of American manhood soon ex 
 pressed itself in an emphatic way. State after State passed 
 ballot-reform laws, the purpose of which was to lessen vote- 
 buying and to give voters a better opportunity to cast a 
 secret ballot. These laws provided for a method of voting 
 called the Australian ballot system. By this plan every 
 voter could shut himself in a stall and there prepare and 
 fold his ballot, so that no one could know how he voted or 
 interfere in any way with his choice. By 1892 thirty-seven 
 of the States, with the aid of both of the great political 
 parties, had passed such ballot-reform laws. 
 
 405. The Bering Sea Trouble Settled by Arbitration 
 (1886-1893). This movement, important as it was, aroused 
 no great attention abroad. But an international question 
 that had remained long unsettled threatened for a time to 
 embroil us with Great Britain. After the purchase of 
 
THE NEW UNION 
 
 401 
 
 THE NEW BATTLESHIP MAINE. 
 
 Alaska (1867) the United States claimed entire control of 
 the seal-fisheries in Bering Sea. England insisted that the 
 jurisdiction of our government could not extend beyond 
 three miles from the shore, and she therefore encouraged 
 Canadian sailors in seal-catching outside the En Iand and the 
 three-mile limit. So great had become the united states 
 destruction of seals that their extermination dlsa ^ ree - 
 seemed only a matter of a few years. In 1886, when our 
 cruisers seized Canadian vessels and confiscated all their 
 cargoes of seal-furs, the dispute between the United States 
 and England became serious. 
 
 After a warm diplomatic correspondence the matter was 
 referred to a tribunal of arbitration, which decided (1893) 
 that the United States had no right to con 
 trol the seal-fisheries beyond the three-mile 
 limit. But in making careful provision for the protection 
 of the seals, the decision was satisfactory to the United 
 States, whose main purpose was to prevent the destruction 
 of the seals. The settlement of this dispute without an ap 
 peal to arms was, like the settlement of the Alabama Claims 
 (1871), another triumph for arbitration. 
 
 406. The United States and the Hawaiian Revolution 
 (1893-1894). In 1893 a revolution broke out in Hawaii. 1 
 The revolutionists at once appointed a committee of safety 
 
 The Hawaiian Islands were annexed to the United States in 1898. 
 
 The decision. 
 
402 
 
 HISTORY OF THE UNITED STATES 
 
 which organized a provisional government and sent com- 
 missioners to Washington to secure a treaty of annexation. 
 The treaty was arranged and sent by President Harrison 1 
 to the Senate for confirmation. But before the Senate 
 could act upon it President Harrison s term of office had 
 expired (March 3). Five days after taking his seat, Presi 
 dent Cleveland withdrew the treaty from the Senate and 
 sent to Hawaii a minister who recommended that the queen 
 
 be restored to her throne. Con 
 gress, however, refused to take any 
 action. 
 
 407. The World s Columbian 
 Exposition (1893). Our history 
 opened with the discovery of Amer 
 ica by Columbus in 1492. Four 
 hundred years later the great Co 
 lumbian Exposition in Chicago cel 
 ebrated that event. This exhibition 
 surpassed all previous international 
 exhibitions, being regarded as one 
 of the marvels of the world. The 
 location on the lake front was most 
 fortunate, and the buildings were 
 wonderful in their grandeur and beauty. The dedication 
 exercises were held October 21, 1892, and the fair was for 
 mally opened in May, 1893. Foreigners were greatly im 
 pressed by the evidence of the growth of our people in 
 higher than industrial lines; and Americans were justly 
 proud of the intellectual and artistic advance of their 
 country. 
 
 1 Benjamin Harrison, twenty-third President of the United States (1889-1893), 
 was born in North Bend, Ohio, in 1833, and died in 1901. After being graduated 
 from Miami University, he studied law in Cincinnati, removed two years later to 
 Indianapolis, and soon won much success in his chosen profession. In 1862 he 
 entered the Union army as a lieutenant, and a little later, having organized a 
 company of an Indiana regiment, received the commission of colonel of the 
 regiment. He remained in the army throughout the war and rose to the rank of 
 brigadier-general. He became a United States Senator in 1881 and ably repre 
 sented the State of Indiana. He was elected President in 1888. 
 
 BENJAMIN HARRISON. 
 
AT THE WORLD S FAIR. 
 The Administration Building on Chicago Day, 
 
THE NEW UNION 403 
 
 408. Financial Panic of 1893. While the country was 
 still celebrating the great achievement of Columbus, there 
 came, almost without warning to ordinary observers, one of 
 the worst financial panics the United States has ever passed 
 through. It was called the panic of 1893. There were bus 
 iness failures and financial distress everywhere. As great 
 manufacturing establishments could not sell their goods, 
 many of them shut down their factories altogether or ran 
 them on shorter hours. Soon there were hundreds of 
 thousands of workingmen out of work, with suffering and 
 want in their families. President Cleveland, believing that 
 silver legislation was one of the principal causes of the panic, 
 summoned Congress to repeal the Sherman Act, which it 
 did (November, 1893) after a long and bitter struggle. 
 
 409. Silver Legislation (1873-1893). By 1873 the silver 
 dollar, having become worth more than the gold dollar, had 
 practically passed out of circulation. Very little silver had 
 been coined in the United States since 1834, and for more 
 than twenty years the yield from newly discovered gold 
 mines had been so abundant that it was gener- silver demone- 
 ally supposed, both here and abroad, that the tizedim8 7 3. 
 supply of gold would be sufficient to provide all the specie 
 the world needed. Congress therefore passed a coinage act 
 (1873) which demonetized silver by declaring that it should 
 no longer be a legal tender for debts. 
 
 But many people desired to have more gold and silver 
 money in circulation. Accordingly, in 1878, the Bland 
 Silver Bill was passed, which not only made silver a legal 
 tender for debts, but also directed that the TheBiand 
 
 mints should coin not less than two, nor more Silver Bin - 
 
 than four, million silver dollars a month. In spite of this 
 extensive purchase of silver by the government, however, 
 there was a demand for a still larger purchase. 
 
 Congress, therefore, passed the Sherman Act (1890), 
 which modified the Bland Bill by providing The Sherman 
 that the Secretary of the Treasury should pur- Act - 
 chase not less than $4,000,000 worth of silver bullion each 
 month and pay for it by issuing Treasury notes which were 
 
404 
 
 HISTORY OF THE UNITED STATES 
 
 a legal tender for all debts, and redeemable in gold or silver 
 coin at the discretion of the Secretary of the Treasury. 
 The purchase of silver was therefore increased, but its 
 coinage was no longer compulsory. 
 
 410. The Tariff Question. During the Civil War du 
 ties on foreign goods were raised repeatedly for increased 
 revenue to meet the enormous expenses of maintaining 
 the army and navy. After the war no change worthy 
 of mention was made for about twenty-five years. Dur 
 ing Mr. Cleveland s first administra 
 tion (1885-1889) it was found that the 
 $100,000,000 internal revenue on to- 
 
 ?^ n .% bacco and spirituous liq- 
 year. uors, and the duties on 
 
 foreign goods, piled up in the national 
 treasury $100,000,000 every year, after 
 all the expenses of the government 
 were paid. President Cleveland there 
 fore recommended such a reduction in 
 the tariff as would make the revenue 
 and the expenses more nearly equal. 
 The Mills Bill, representing the pol 
 icy of the President, was passed in the 
 House but failed in the Senate. 
 
 In the election of a President and a Congress in 1888 
 the tariff was the main issue between the two great parties, 
 the Democrats and the Republicans. The Democrats de 
 manded a tariff for revenue only, and the Republicans a 
 high tariff for the protection of American manufactures. 
 The Republicans were successful not only in electing the 
 President, Benjamin Harrison, but in getting control of both 
 TheMcKiniey Houses of Congress. The outcome was the 
 BUI. passage of the McKinley Bill in the interests 
 
 of a high tariff to protect and stimulate American manu 
 factures. 
 
 In the Presidential election of 1892 the tariff plank was 
 the principal difference between the platforms of the Re 
 publicans and the Democrats. As in 1888, the Repub- 
 
 WILLIAM MCKINLEY. 
 
THE NEW UNION 405 
 
 lican policy was a high protective tariff, while the Demo 
 cratic policy was a tariff for revenue only. The Democrats 
 were successful, electing the President and an overwhelm 
 ing majority in the House of Representatives. As soon as 
 they came into office they set about a revision 
 of the tariff by passing the Wilson Bill, which, 
 in its final form, differed from the McKinley Bill mainly in 
 the degree of protection it called for. 1 In other words, 
 the Wilson Bill stood for a moderately low protective 
 tariff; the McKinley Bill for a high protective tariff. 
 
 411. The Pullman Boycott and the Great Railroad 
 Strike (1894). The financial depression of 1893 caused such 
 a decrease in travel that there was little demand for the 
 sleeping-cars furnished to numerous railroads by the Pull 
 man Car Company, located at Pullman, Illinois, near Chi 
 cago. Its income being greatly lessened, the Pullman 
 Company decided upon a reduction of wages. When, on re 
 ceiving notice of this reduction, 3,000 of the workmen went 
 out on strike, the company shut down its works. 
 
 The outcome was a strike which soon spread to twenty- 
 two railroads running out of Chicago. Business in Chicago 
 was prostrate, and travel became dangerous. The usual 
 large supplies of meat and provisions going out to various 
 part^ of the country from that city were cut off, and a meat 
 famine was threatened. Various kinds of trade and in 
 dustry throughout the land were thrown into confusion. 
 To aid the local authorities in putting an end to the disorder 
 in Chicago, 2,000 United States troops and 4,000 state 
 militia were sent there. During the strike, the worst of 
 which was over at the end of three weeks, the money losses 
 to workingmen, railroads, and the United States Govern 
 ment were not less than $7,000,000. 
 
 412. The Anglo-Venezuelan Difficulty and the Mon 
 roe Doctrine (1895-1897). For a long time there had been 
 a dispute between Venezuela and England about the boun 
 ds an amendment to the Wilson Bill, an Income Tax of two per cent. OH all 
 
 incomes of more than $4,000 a year was proposed, but the Supreme Court decided 
 by a vote of five to four that such a national tax was unconstitutional. 
 
406 
 
 HISTORY OF THE UNITED STATES 
 
 THE INAUGURATION OF WILLIAM McKINLEY. 
 
 dary line separating Venezuela from British Guiana. By 
 1895 the dispute had become serious, and our government 
 tried as it had for years been trying to induce England 
 to submit the whole question to arbitration. The English 
 Government declared, however, that England and Vene 
 zuela could settle their own disputes, without aid or inter 
 ference from the United States. Our government answered 
 that if, in this controversy, England insisted upon enforcing 
 her claims to territory not shown to be rightfully her own, 
 she was violating the Monroe Doctrine. In the high- 
 spirited diplomatic correspondence between the two govern- 
 
THE NEW UNION 407 
 
 ments, our Secretary of State, Richard Olney, argued the 
 American side with great vigor and ability. There was, for 
 a short time, talk of war; but this war feeling quickly sub 
 sided, and England and Venezuela agreed to settle their 
 boundary dispute by arbitration. A most fortunate out 
 come of the Anglo-Venezuelan dispute was a growing feel 
 ing on the part of a large number of people in both the 
 United States and England in favor of the settlement of 
 difficulties between the two countries by arbitration. 
 
 413. The Presidential Campaign of 1896. Scarcely had 
 the excitement over the Anglo-Venezuelan difficulty passed 
 when the United States entered upon an experience which 
 can never be forgotten. This was the Presidential campaign 
 of 1896. The two leading political questions Free silver and 
 to be answered by the people were as follows : the tariff. 
 (i) " Shall we have free and unlimited coinage of silver, or 
 shall we maintain a gold standard?" (2) "Shall we have 
 a protective tariff, or a tariff for revenue only ? " 
 
 When the Republicans met in their National Convention 
 to make nominations for President and for Vice-President 
 they declared in their platform that they were in favor of a 
 protective tariff, and that they were " opposed to the free 
 coinage of silver, except by international agreement with the 
 leading commercial nations of the world." The convention 
 nominated William McKinley, of Ohio, for President, and 
 Garrett A. Hobart, of New Jersey, for Vice- The Republicans 
 President. The Democratic Nominating Con- nominate McKin- 
 
 ley and the Dem- 
 
 vention " demanded, in its platform, "the free ocrats Bryan, 
 and unlimited coinage of both silver and gold at the present 
 legal rate of 16 to I, without waiting for the aid or consent 
 of any other nation." This Convention also declared itself 
 in favor of a tariff for revenue only, and nominated William 
 J. Bryan, of Nebraska, for President. 
 
 Some Democrats, believing in a gold standard, would 
 not join the silver movement, and nominated their own 
 candidates for President and Vice-President; while many 
 voters, who were called Populists, believing that the gov 
 ernment should own and manage all railroads and telegraph 
 
4o8 HISTORY OF THE UNITED STATES 
 
 lines, just as it owns and manages the post-office, nominated 
 still other candidates. 
 
 After an intensely earnest and serious campaign McKin- 
 ley was elected, and was inaugurated President, March 4, 
 I89/. 1 He at once set about the revision of the tariff by call 
 ing a special session of Congress. The result was the pas 
 sage of the " Dingley Tariff" (July 24, 1897), which raised 
 the duties on foreign goods in accordance with the promises 
 made by the Republicans in the Presidential campaign of 
 1896. 
 
 TO THE PUPIL 
 
 1. Although the events discussed under " The New Union " are im 
 
 portant, their connection is not always easily traced. They require 
 all the more careful study. 
 
 2. Discuss the difficulties and results of the Atlantic Cable. Of what 
 
 value is Alaska to the United States ? How many States like your 
 own does its area equal ? 
 
 3. What grievances had the Indians even after the adoption of Grant s 
 
 peace policy? What is the reservation system, and why has it 
 failed ? What was the Dawes Act ? 
 
 4. Subject for debate: Resolved, that the Indian has been unjustly 
 
 treated by the whites. 
 
 5. Name the causes of the financial panic of 1873, and show the connec 
 
 tion between it and Western settlement. What did the Centennial 
 Exhibition teach the people ? 
 
 6. What difficulty was there about the Presidential election of 1876, and 
 
 how was it settled ? Observe that Rutherford B. Hayes was Presi 
 dent in 1877-1881. Name all the Presidents in order up to this time. 
 
 1 William McKinley, twenty-fifth President of the United States (1897), was born 
 at Niles, Trumbull County, Ohio, in 1844, and died in 1901. When the Civil War 
 began he was a teacher in a country school. Although only seventeen years old he 
 enlisted as a private in the 23d Ohio Regiment, which was commanded later by 
 Rutherford B. Hayes. Young McKinley fought so gallantly in the battles of Antie- 
 tam, Opequan, Fisher s Hill, and Cedar Creek, that he was advanced to the grade of 
 major. After the war was over he studied law and began the successful practice of 
 it in Canton, Ohio. In 1877 he entered Congress as a Republican representative 
 from Ohio, and served almost continuously until 1891. During his last term, as 
 Chairman of the Committee of Ways and Means, he became the author of the 
 McKinley Bill. In 1891, and again in 1893, the Republicans elected him 
 Governor of Ohio, and he gave evidence of rare tact and executive ability. 
 President McKinley was a very effective public speaker. 
 
THE NEW UNION 409 
 
 7. Why was so much paper currency issued during the Civil War? 
 
 Upon what did the value of the greenbacks depend ? What is meant 
 by resumption of specie payment ? 
 
 8. Review Jackson s introduction of the spoils system and rotation in 
 
 office. What are the demoralizing influences of this system ? What 
 is civil service reform ? 
 
 9. Observe that James A. Garfield was inaugurated as a Republican 
 
 President in 1881, and that after his death Chester A. Arthur be 
 came President, continuing in office in 1881-1885. Grover Cleveland, 
 elected by the Democrats, was President in 1885-1889. Benjamin 
 Harrison, elected by the Republicans, was President in 1889-1893. 
 For the next four years, 1893-1897, Cleveland was again President, 
 and gave place to William McKinley, who was inaugurated March 
 4, 1897. What was the Presidential Act of 1886 ? 
 
 10. Prepare to write from three to five minutes on any of the following 
 
 topics: Oklahoma, the Pan-American Congress, the trouble with 
 Italy, the Pension Bill, and the trouble with Chili. 
 
 11. Why do we need a strong navy ? 
 
 I2o What is the Australian ballot system, and why has it been introduced 
 into most of our States ? 
 
 13. What was the Bering Sea trouble ? What was the decision reached 
 
 in regard to it by the tribunal of arbitration ? What is arbitration ? 
 
 14. Write an outline of the silver legislation, 1873-1893. 
 
 15. Before taking up the tariff question here review the difficulties about 
 
 the tariff which resulted in nullification in South Carolina in Jack 
 son s administration. What were the Mill s Bill, the Wilson Bill, 
 and the McKinley Bill ? 
 
 16. Review the Monroe Doctrine and Maximilian in Mexico. What -was 
 
 the trouble between Venezuela and England ? What attitude did 
 our government take toward this trouble ? 
 
 17. What were the leading political questions before the people in the 
 
 Presidential campaign of 1896 ? What answers did the Republicans 
 propose ? the Democrats ? 
 
CHAPTER XXIII 
 
 THE SPANISH-AMERICAN WAR AND RECENT EVENTS 
 (18 9 8- ) 
 
 OUTSIDE READINGS: Watterson s History of the Spanish-American War; 
 Kennan s Campaigning in Cuba; Spear s Our Navy in the War with Spain; 
 Russell s History of Our War with Spain ; Roosevelt s Rough Riders ; Lodge s 
 War with Spain; Foster s American Diplomacy in the Orient; Woolsey s 
 America s Foreign Policy; Qriffis s America in the East; Andrews s United 
 States in Our Own Times; Wilson s History of the American People, V. 
 
 414. The Cubans Rise against Spain (February, 1895). 
 Tariff revision and the financial policy of the government 
 were serious questions, but there soon arose an international 
 complication of overshadowing interest, which absorbed 
 much of the thought and energy of the nation. From the be 
 ginning of her control in Cuba the rule of Spain was cruel 
 and unjust. The Cubans tried several times to throw off 
 the galling yoke, but in vain. In February, 1895, however, 
 they organized in eastern Cuba an insurrection that within 
 a vear spread to the western end of the island. 
 
 THE WRECK OF CERVERA S FLAGSHIP COLON. 
 
 Copyright, iSqq, by Strohmeyer &> Wyman. 
 4IO 
 
THE SPANISH-AMERICAN WAR AND RECENT EVENTS 
 
 In alarm the Spanish Government decided upon severe 
 measures, and appointed General Weyler as governor- 
 general. He drove the country people into The brutal policy 
 towns and cities, burned their dwellings, and of concentration. 
 destroyed everything that might furnish support to the 
 fighting Cubans. Such was the brutal policy of concentra 
 tion. By this policy General Weyler hoped to starve the 
 people into submission, but he failed. Blanco succeeded him 
 as governor-general and tried by a 
 milder policy to win the Cubans back 
 to Spain. The Cubans cry, however, 
 was, " Independence or death ! " At 
 the end of three years, with an army 
 of more than 200,000, Spain had made 
 little headway in putting down the 
 insurrection. 
 
 415. Blowing up the Maine. As 
 the war went on American indignation 
 grew bitter. In the midst of a period 
 of deep feeling aroused by the inhu 
 man methods of conducting the war, 
 the people of the United States were 
 
 shocked by an awful event. On the night of February 15, 
 1898, the American battle-ship Maine, lying in the harbor 
 of Havana, was blown up, two hundred and The Maine and 
 sixty-six of her sailors being killed by the ex- the submarine 
 plosion. Great excitement swept over the 
 country. The President at once appointed a naval court of 
 inquiry, which, after four weeks of investigation, reported 
 that the Maine was blown up by the explosion of a subma 
 rine mine. The American people, holding Spanish officials 
 responsible for the destruction of the Maine, were more 
 than ever inclined to insist that Spain should end the war. 
 President McKinley did all in his power to bring about a 
 settlement of the trouble, but without success. 
 
 416. War Declared (April, 1898). In the meantime af 
 fairs in Cuba were becoming worse every day. The Presi 
 dent, urged by an impatient Congress to decisive action, 
 
 W. S. SCHLEY. 
 
412 HISTORY OF THE UNITED STATES 
 
 declared, in a message sent to that body : " In the name of 
 humanity, in the name of civilization, in behalf of endan 
 gered American interests which give us the right and the 
 duty to speak and to act, the war in Cuba must stop." 
 
 Congress responded by passing a joint resolution to the 
 following effect: (i) The Cubans are free and indepen- 
 spain must give dent ; (2) Spain must give up all authority 
 up Cuba. j n Cuba and withdraw her troops; (3) The 
 
 United States will exercise control over Cuba long enough 
 to restore peace and good order, and will then leave the 
 
 island under the control of the Cu 
 bans. A little later Congress de 
 clared that war had existed since 
 April 2ist, and in due time the 
 President called for 200,000 vol 
 unteers from the various States 
 and Territories. Congress voted 
 that the regular army also should 
 be increased to 62,000. 
 
 417. Dewey s Brilliant Victory 
 at Manila. Commodore Dewey, 
 GEORGE DEWEY. tne commander of the American 
 
 fleet in Asiatic waters, was ordered 
 
 to sail at once for the Philippine Islands and capture or 
 destroy the Spanish fleet. He hastened to Manila, where 
 he found (May 1st) the Spanish fleet lying under the pro 
 tection of strong shore batteries. With a daring unsur 
 passed he headed his ships for the enemy. While his flag 
 ship was steaming boldly into action, two submarine mines 
 exploded just in front of her, but Commodore Dewey did 
 not falter. The skilful seamanship of the Americans and 
 the rapid and accurate handling of their guns made the 
 The Spanish fleet battle short and decisive. The entire Spanish 
 destroyed. fleet of ten war-vessels was destroyed, and 
 
 1,200 Spaniards were killed or wounded. Not one Amer 
 ican was killed and only eight were wounded, and not one 
 American vessel received serious injury. It was one of the 
 most brilliant naval victories in history. 
 
THE SPANISH-AMERICAN WAR AND RECENT EVENTS 413 
 
 SHIPPING AND DOCKS, PASIG RIVER, MANILA. 
 
 Admiral Dewey l could have captured Manila, but, not 
 having men enough to hold it, he had to wait for reinforce 
 ments. As soon as possible over 15,000 soldiers were sent 
 under General Merritt to co-operate with the American 
 fleet. After a combined attack was made upon Manila by 
 the army and the fleet, the city surrendered (August I3th). 
 
 418. The Coming of Cervera s Fleet. Until the Span 
 ish fleet at Manila had been destroyed, there was fear of an 
 attack upon our Pacific coast. And there was still grave 
 fear that an attack might be made upon the great Atlantic 
 seaports by the Spanish fleet under the command of Ad 
 miral Cervera. At the outbreak of the war this fleet was at 
 the Cape Verde Islands, whence it soon steamed away 
 toward Cuban waters. 
 
 What were Cervera s plans? Would he try to reach 
 Havana by attacking the American fleet which, under the 
 
 1 On the news of the victory the President appointed Dewey as acting admiral. 
 
414 
 
 HISTORY OF THE UNITED STATES 
 
 Cervera s plans. 
 
 command of Admiral Sampson, was blockading the north 
 ern coast of Cuba? Would he steer directly for some 
 great city on the Atlantic coast? Or would 
 he try to intercept the Oregon^ on her way up 
 the eastern coast of South America? Events soon an 
 swered these questions. 
 
 Cervera arrived at Martinique and then sailed for the 
 Dutch island Curasao off the coast of Venezuela, where he 
 
 CUBA. 
 
 got much-needed coal. He was then ordered to Santiago, 
 which, on account of the highlands and the narrow mouth 
 of its protected harbor, was thought to be a good hiding- 
 Cervera bottled place while taking on coal and other supplies. 
 up " at Santiago. Soon after his arrival the fleet under Commo 
 dore Schley discovered and blockaded the harbor. The 
 Spanish fleet was now " bottled up." 
 
 Still there was fear that Cervera might on some dark, 
 stormy night succeed in getting away. To prevent this, a 
 
 1 This great battle-ship had, on March 19, begun her remarkable journey of 
 some 15,000 miles from San Francisco around Cape Horn. On May 24th the 
 Oregon arrived safely and soon joined the blockading squadron. 
 
THE SPANISH-AMERICAN WAR AND RECENT EVENTS 4*5 
 
 UNITED STATES TROOPS LANDING AT BAIQUIRI, CUBA. 
 
 daring plan was laid to sink the collier Merrimac directly 
 across the very narrow entrance to the harbor. Lieuten 
 ant Hobson and seven other heroic men tried 
 
 Lieutenant nob= 
 
 to carry out this plan; but a Spanish shot son s daring ex- 
 having carried away the rudder of the Mer- ploitt 
 rimac before she could be blown up, Hobson did not suc 
 ceed in sinking- her directly across but only along the chan 
 nel, and thus but partly obstructed it. 
 
 419. On to Santiago. A plan of campaign in Cuba was 
 quickly organized, and an army of 15,000 men was soon on 
 its way to unite with Admiral Sampson s squadron for the 
 capture of Santiago and Cervera s fleet. A little later the 
 troops were on Cuban soil, pressing on toward Santiago. 
 The advance had hardly begun when a battle R 00 seveitRou h 
 took place at Las Guasimas 1 between about Riders at Las 
 1,000 Americans, among whom were the Guasimas - 
 famous Roosevelt Rough Riders, and a force of Spaniards 
 considerably larger. This battle was fought in a tropical 
 forest, where the dense undergrowth often made it impos 
 sible to see the enemy a few yards away. The Americans 
 
 1 The first engagement was at Guantanamo, where 600 American marines 
 gallantly held their ground against an attack of greatly superior numbers. 
 
416 
 
 HISTORY OF THE UNITED STATES 
 
 advanced in a series of short, desperate rushes, by which 
 they steadily drove the Spaniards before them and won a 
 signal victory. 
 
 420. The Battle of Santiago. Yet in spite of this vic 
 tory it was evident that the Spaniards would make a stout 
 resistance. Moreover, the Americans had to face unusual 
 difficulties. The so-called roads were rough paths fre 
 quently crossed by rushing torrents without bridges. 
 
 THE PALACE AT SANTIAGO ON WHICH THE AMERICAN FLAG WAS RAISED WHEN 
 THE AMERICAN TROOPS TOOK POSSESSION. 
 
 Under such conditions heavy siege-guns could not be 
 moved forward promptly. But delay meant something 
 worse than Spanish bullets. The intense heat and the ex 
 treme dampness threatened the American ranks with deadly 
 disease. General Shafter therefore decided to move on 
 without delay, and on July ist made a vigorous attack upon 
 the outworks of Santiago at El Caney on the Spanish left 
 A glorious Ameri- and the strong position of San Juan, corn- 
 can victory, manding the city. Both these places were 
 stoutly defended. The battle was hotly contested, but 
 ended in glorious victory for the Americans, who by bril- 
 
THE SPANISH-AMERICAN WAR AND RECENT EVENTS 417 
 
 liant charges swept the enemy before them and captured 
 the two strongholds. 
 
 421. Cervera s Fleet Destroyed. On the morning of 
 July 3d the Spanish fleet dashed boldly out of the harbor 
 in a desperate attempt to escape. When (about half past 
 nine) it was seen coming out, every American sailor eagerly 
 leaped to his post of duty. The battle was on. As at 
 Manila, the Americans showed themselves superior to the 
 Spaniards in gunnery, and won a vic 
 tory as brilliant as that of Admiral 
 
 Dewey. The entire Spanish fleet of 
 six war-vessels was destroyed, 600 
 Spaniards were killed and 1,300 cap 
 tured. Only one American was killed 
 and one severely wounded, and not 
 one of our ships was seriously harmed. 
 About two weeks afterward Santiago 
 and the eastern end of Cuba, with 
 22,000 Spanish soldiers, surrendered. 
 
 422. Results of the War. A large 
 American force under General Miles 
 was then sent to Porto Rico and w^ 
 rapidly getting control of the island 
 
 when Spain expressed a desire for peace. The principal 
 results of the war as set forth in the treaty, which, after 
 much opposition, was ratified by the United States Senate, 
 February 6, 1899, were as follows: (i) Spain gave up Cuba 
 and ceded to the United States Porto Rico. (2) She also 
 ceded to the United States the Philippines, the United 
 States agreeing to pay her $20,000,000. 
 
 There were two other important results of the struggle. 
 The first was the increased friendship between this country 
 and England. Some of the great powers of Two other strik . 
 Europe showed in the earlier stages of the ing results of the 
 war a disposition to intervene in behalf of 
 Spain. But England refused to join them and indicated 
 her sympathy for us. As a fortunate outcome of this atti 
 tude, the most friendly relations now exist between England 
 
4i8 
 
 HISTORY OF THE UNITED STATES 
 
 and the United States. The war also helped to bring- all 
 parts of the country into closer and deeper sympathy,, 
 The various sections are united as they have never been 
 before. 
 
 423. Porto Rico under the Control of the United States 
 (1900). The people of Porto Rico were glad to come under 
 the control of the United States. But they did not get rid 
 of all their troubles when they got rid of Spanish rule. 
 They were in great financial distress. The war had par 
 alyzed their trade, and a fierce hur 
 ricane had swept over the island in 
 
 Americans relieve l 8 99> destroying prop- 
 financial distress erty WOrth $22,OOO,OOO. 
 in Porto Rico. The Americans g ener . 
 
 ously came to their aid by distrib 
 uting immense quantities of food. 
 But to relieve the distress some 
 thing more was necessary. In the 
 spring of 1900, therefore, Congress 
 returned to Porto Rico more than 
 $2,000,000 that had come into our 
 treasury in the form of duties laid 
 upon imports from the island. 
 Later, all tariff rates between Porto 
 Rico and the United States were 
 removed. 
 
 In April, ,1900, Congress passed a law providing for a 
 territorial government. Under this law the President of 
 the United States appoints a governor and the people of 
 the island elect a legislature. 
 
 424. The Re-election and Assassination of President 
 McKinley (1900-1901). Scarcely had the question of civil 
 government in Porto Rico been settled when the country 
 was astir with the excitement of another Presidential cam- 
 pain. The Republicans again nominated William McKinley 
 for President, and the Democrats William J. Bryan. As 
 in 1896, the leading issue before the country was whether 
 there should be a free and unlimited coinage of silver at 
 
 W. T. SAMPSON. 
 
THE SPANISH-AMERICAN WAR AND RECENT EVENTS 4*9 
 
 the rate of 16 to i or a gold standard. The people voted 
 in favor of William McKinley and the gold standard. 
 
 Six months after his inauguration, during a visit to the 
 Pan-American Exposition 1 at Buffalo, President McKinley 
 was assassinated. While receiving in line a great number 
 of people in the Temple of Music on the afternoon of Sep 
 tember 6th, he was shot by an anarchist who concealed a 
 pistol under a handkerchief wrapped about his hand. This 
 
 67 Longitude West ^ from 66 Greenwich 
 
 A T 
 
 PORTO RICO 
 
 SCALE OF MILES 
 ) TO 20 !?0 
 
 dastardly act sent a thrill of horror through the land. Dur 
 ing eight days the nation was held in anxious suspense. 
 Then the President died, deeply mourned by the people. 
 The Vice-President, Theodore Roosevelt, 2 at once took the 
 oath of office as President of the United States. 
 
 J This was called the Pan-American Exposition because all the countries of 
 North America, Central America, and South America were represented there. 
 
 2 Theodore Roosevelt, twenty-sixth President of the United States (1901), was 
 born in New York City, October 2J, 1858. He was graduated from Harvard 
 College in 1882, and two years afterwards was elected a member of the New York 
 legislature. In later years he rendered valuable service as a member of the 
 National Civil Service Commission, as president of the New York Police Board, 
 and as Assistant Secretary of the Navy. At the outbreak of the Spanish-American 
 War he resigned his position as Assistant Secretary of the Navy in order to help 
 organize the First United States Cavalry Volunteers (popularly known as the 
 "Roosevelt Rough Riders"), a regiment that distinguished itself in the Cuban 
 campaign. By reason of his gallantry on the battle-field Roosevelt was promoted 
 from the rank of lieutenant-colonel to that of colonel. The year after the war he 
 was elected Governor of New York, and in 1901 Vice-President of the United 
 
420 HISTORY OF THE UNITED STATES 
 
 425. Military and Civil Government in the Philippine 
 Islands (1899-1901). Before the treaty of peace at the end 
 of the Spanish-American War could be ratified, some of the 
 Filipinos, led by Aguinaldo, rebelled against the authority 
 of the United States (February, 1899). After hard fighting, 
 Aguinaido, the Aguinaldo s forces were driven from their 
 leader of are- position near Manila and then out of Malolos, 
 beiiion. the rebel i eac } er s ca pitaL But the rebels con 
 tinued their desperate struggle against a large American 
 army 1 until Aguinaldo was captured in April, 1900. From 
 
 that time the rebellion offered no seri 
 ous resistance. 
 
 The islands remained under mili 
 tary rule until July i, 1901, when civil 
 government was established, a special 
 
 Civil govern- eff rt beill g made tO g ive 
 
 mentintne the people as large a 
 
 Philippine Islands. ghare j n thdr govem . 
 
 ment as they had capacity to exercise. 
 William H. Taft was appointed gov 
 ernor. For ten months he had worked 
 zealously as chairman of the civil com- 
 NELSON A. MILES. mission appointed for the purpose of 
 
 organizing the best attainable govern 
 ment for the Filipinos. Governor Taft s administration 
 was successful in securing good order and popular content. 
 
 426. China and the "Open Door" (1900). Our presence 
 in the Philippine Islands and our rapidly increasing foreign 
 commerce brought us into close touch with affairs in the 
 Far East. After the war between Japan and China in 
 The scramble for 1894-95, some of the European powers began 
 Chinese territory. t o v j e w ith each other in seizing large area s 
 of Chinese territory known as " spheres of influence " 
 in order to bring them under their own control. In 1899 
 
 States. In the midst of his busy public life he has also written many books, most 
 of them in the field of history or biography. * In all his work he has labored with 
 earnestness, vigor, and sincerity of purpose. 
 
 1 In October, 1900, the army there contained 71,000 men. 
 
COMPARATIVE AREAS. 
 
 84. Miles. 
 
 . 23,040 North Carolina, 
 ,305 South Carolina, 
 
 Total, 
 
 Massachusetts, 
 Donneotlcut, . 
 abode Island, 
 
 tsa* 
 
 Total, 
 Spain, 
 
 60.867 
 
 8,316 
 
 4,990 Tennessee, 
 
 1,250 Mississippi, 
 
 45,216 Alabama, . 
 
 49,170 Louisiana, 
 
 41,060 Arkansas, . 
 
 2,050 
 
 7,816 Total, . 
 12,210 
 
 4MM 
 
 24,780 Texas, 
 
 800,975 
 197,670 
 
 40,400 
 42,050 
 46,810 
 62,250 
 48,720 
 63,850 
 
 384,080 
 
 Ml ....... 
 
 Iowa, . . 
 Missouri, . 
 Indian Territory 
 Oklahoma, . 
 Kansas, . . 
 Nebraska,. . 
 South Dakota, 
 North Dakota, 
 New Mexico, . 
 Colorado, . . 
 Wyoming,. . 
 
 Norway* Sweden, 297,321 
 366.TW 
 
 Nevada, . 
 California, 
 
 Total, 
 
 MO.H1 
 
 97,890 
 84,970 
 
 110,700 
 158,360 
 
 1,350,495 
 1,336,841 
 
 Arizona, .... 113,020 
 8,56 Italy 114,410 
 
 77,510 
 
 77,650 
 70,795 
 122,580 
 
 84. MUM. 
 
 Wisconsin, . . . 66,040 
 
 Michigan,. . . . 58,916 
 
 Illinois, .... 56,650 
 
 Indiana 36,350 
 
 Total 207,955 
 
 France 204,091 
 
 Montana, .... 146,080 
 
 Japan, ..... 147,656 
 
 Washington,. . . 69,181 
 
 Oregon, .... 96,030 
 
 Total, .... 166,210 
 Gt. Britain, I ortu- 
 
 jal and Greece, 180,058 
 
THE SPANISH-AMERICAN WAR AND RECENT EVENTS 421 
 
 Secretary Hay urged these powers to unite in guaranteeing 
 to all nations equal rights of trade in China. The powers 
 agreed to carry out his wishes, and thus established the 
 policy of the " open door." By securing an agreement to 
 this policy Secretary Hay did much to prevent the break 
 up or "partition" of the Chinese Empire for the benefit of 
 those European powers that coveted her territory for their 
 own enrichment. 
 
 The unseemly scramble for her territory developed in 
 China a bitter anti-foreign sentiment, which culminated in 
 
 NATIVE TAGALO CHILDREN, MALABON. 
 
 1900 in a serious outbreak. Some foreigners were killed, 
 and even the lives of foreign ministers in Peking were in 
 danger. In order to put down the uprising The Chinese up- 
 and rescue the legations, the European pow- rising against 
 ers, Japan, and the United States found it forei ners - 
 necessary to send troops to Peking. In the settlement of 
 the difficulties in China our government exercised a pre 
 dominating influence in favor of fair treatment of the 
 Chinese. This was an incident in the persistent policy of 
 the United States to preserve the territorial integrity of 
 China., 
 
 427. The Republic of Cuba (1902). While these events 
 were taking place in the Far East, others of deep concern to 
 
422 
 
 HISTORY OF THE UNITED STATES 
 
 us were taking place at our very doors. When Spain gave 
 us Cuba, the island came under the military authority of 
 the United States. According to a joint resolution passed 
 by Congress before the outbreak of the war, this military 
 control was to continue until order should be restored and 
 
 the Cubans should 
 organize a govern- 
 
 The Cubans organ= 
 ize a government. 
 
 factory to Con 
 gress. Early in 
 November, 1900, a 
 convention of Cu 
 bans met at Ha 
 vana, and before 
 the middle of Feb 
 ruary, 1901, com 
 pleted a constitu 
 tion modelled after 
 that of the United 
 States. On Janu 
 ary i, 1902, a presi 
 dent and members 
 of congress were 
 appointed in ac 
 cordance with the 
 provisions of the 
 Cuban Constitu 
 tion, and on May 
 20, 1902, the new 
 Cuban govern- 
 ment was formally 
 inaugurated. True 
 
 to its pledges, the United States handed over the control 
 of affairs to the recognized official, and the people of the 
 young republic entered upon their full independence. 
 
 In Cuba, as in Porto Rico and the Philippine Islands, 
 the United States greatly improved sanitary conditions 
 
 PHILIPPINE ISLANDS. 
 
THE SPANISH-AMERICAN WAR AND RECENT EVENTS 423 
 
 and rapidly organized an effective system of public 
 schools. 
 
 In December, 1903, the Cuban Reciprocity Act was 
 passed. This provided for a reduction of twenty per cent, 
 of the Dingley Tariff rates on Cuban imports into the 
 United States, and thus greatly increased Cuban trade. 
 
 428. The Isthmian Canal (1901-1904). For some time our 
 growing commercial interests had led many people to be 
 lieve that we should be benefited by the construction of a 
 canal across the Isthmus of Panama or some narrow part of 
 Central America. But public opinion in the United States 
 demanded that such a canal should be owned and controlled 
 by our government. In accordance with this The Hay=p a uncc- 
 sentiment, therefore, the Hay-Pauncefote fote Treaty, 
 treaty between England and the United States was signed 
 in November, 1901. By the terms of this treaty the United 
 States was to have sole power to construct, control, and 
 defend an Isthmian Canal for the benefit of the commerce 
 of the world. 
 
 The next step toward the construction of such a canal 
 was the passage by Congress in June, 1902, of the Isthmian 
 Canal Act. This act empowered the Presi- The isthmian 
 dent to secure the unfinished Panama Canal CanaiAct. 
 at a cost not to exceed $40,000,000, and also to secure from 
 the Republic of Colombia a strip of land, at least six miles 
 wide, extending across the Isthmus of Panama. Within 
 this strip of land the United States was to construct, oper 
 ate, and protect a canal with control of its terminal ports. 
 If, however, the unfinished Panama Canal and the land 
 from Colombia could not be secured in a reasonable time 
 and on reasonable terms, the President was empowered to 
 secure a canal route from Costa Rica and Nicaragua. 
 
 When the Colombian government rejected the treaty 
 containing the conditions expressed in the Isthmian Canal 
 Act, the people of the State of Panama, feel- The revolution 
 ing that their interests had been disregarded, in Panama. 
 planned a revolution, which broke out on November 3, 
 1903. They quickly organized a provisional government 
 
424 HISTORY OF THE UNITED STATES 
 
 and proclaimed their political independence as the Republic 
 of Panama. The new republic was recognized by the 
 United States, November 6th. 
 
 On November i8th a new canal treaty was signed by 
 Secretary Hay and the representatives of Panama. By the 
 The treaty with terms of this treaty Panama granted to the 
 Panama. United States " in perpetuity the use, occu 
 
 pation, and control " of a zone of land ten miles wide on the 
 margins of the canal. In return the United States guaran 
 teed the independence of Panama, the payment of $10,000,000 
 when the treaty should become active, and at the end of 
 nine years an annual payment of $250,000. 
 
 The Senate of the United States adopted this treaty on 
 February 23, 1904. 
 
 429. The Louisiana Purchase Exposition at St. Louis 
 (1904). Long before the signing of this treaty the people of 
 the United States had been intent upon carrying out a great 
 enterprise. This was the Louisiana Purchase Exposition, 
 planned to commemorate the centennial of the purchase of 
 the Louisiana territory in 1803. It opened April 30, 1904, and 
 closed December 1st. Like other international expositions 
 on a large scale, it had a great educational influence. Its 
 architecture, its sculpture, and its landscape-gardening were 
 of a high order of excellence, and so were its exhibits of 
 industry and commerce. The latest scientific discoveries 
 were among the remarkable features of this exposition. It 
 is especially worthy of note, however, that for the first time 
 in the history of international expositions, the educational 
 exhibit had a building exclusively for itself. 
 
 430. Theodore Roosevelt Elected President (1904). 
 While interest in the Louisiana Purchase Exposition was 
 still at its height, the public mind was earnestly engaged in 
 considering the Presidential nominations that were to be 
 made in the summer of 1904. When the national conven 
 tions of the two great parties met, the Republicans nomi 
 nated Theodore Roosevelt, and the Democrats Alton B. 
 Parker. 
 
 The principal point of difference between the two party 
 
THE SPANISH-AMERICAN WAR AND RECENT EVENTS 
 
 425 
 
 platforms related to tariff reform, but the issue was largely 
 one of the personal popularity of the candidates. When 
 officially notified of his nomination, Mr. Roosevelt spoke 
 with emphasis in favor of a protective tariff, in answer to 
 the declaration made in the Democratic platform that pro 
 tection is robbery. The sentiment of the people was with 
 Mr. Roosevelt, and he was elected by the largest popular 
 majority ever given in the country. 
 
 In his message to Congress in December, 1905, President 
 Roosevelt said there was the most pressing need of enacting 
 into law some scheme to secure to the agents of the Gov 
 ernment such supervision and regulation of the rates charged 
 by the railroads engaged in interstate traffic as should ef 
 fectively prevent them from imposing rates that were unjust 
 and unreasonable. He added that the power to regulate 
 railway charges should be exercised with moderation, cau 
 tion and self-restraint. 
 
 Referring to the Chinese Exclusion Law, the President 
 said that in the effort to carry out the policy of excluding 
 Chinese laborers grave injustice and wrong had been done 
 to China, and, as he thought the future would prove, to this 
 nation itself. Much trouble, the President continued, had 
 come in the summer of 1905 from the boycott in China 
 against American goods, but this boycott was largely the 
 result of the harshness of our law toward educated China 
 men of the professional and business classes. " We cannot 
 expect to receive equity unless we do equity. We cannot 
 ask the Chinese to do to us what we cannot to do them." 
 
 431. President Roosevelt as Peacemaker (1905). From 
 these questions of national interest and importance we turn to 
 one which involved the welfare of the whole civilized world. 
 
 On February 6, 1904, nine months before the election of 
 President Roosevelt, a terrible war broke out between Rus 
 sia and Japan. All the Western nations, shocked by the 
 frightful loss of life, watched the struggle with great concern. 
 Finally, when the progress of the war and the condition of 
 the opposing forces seemed to warrant it, President Roose 
 velt addressed a note to the Governments of Russia and 
 
426 HISTORY OF THE UNITED STATES 
 
 Japan (June 8, 1905). In this note he urged the warring na 
 tions, not only in their own interests, but in the interests of 
 the civilized world, to try to agree upon terms of peace. 
 
 The outcome was a conference at Portsmouth, New 
 Hampshire, between commissioners from each of the two 
 countries. The people in this and in other lands looked on 
 with anxious suspense as the commissioners continued, week 
 after week, to discuss the question of peace or war. At 
 last, when it seemed likely that the conference had come to 
 a point of deadlock and was about to break up in failure, 
 President Roosevelt, with well-timed decision and tact, 
 brought about a delay until he could communicate with the 
 Czar of Russia and the Emperor of Japan. The result was 
 the sending by the home Governments of such instructions 
 to the commissioners at Portsmouth as enabled them speed 
 ily to agree to terms of peace. The treaty was signed Sep 
 tember 5. 
 
 TO THE PUPIL 
 
 1. What was the policy of concentration ? 
 
 2. Do you think the United States was justified in going to war with 
 
 Spain at this time ? Give reasons for your answer. 
 
 3. Be sure that you are perfectly clear as to the location of Manila, 
 
 Havana, and Santiago. Why did Dewey go to Manila? Imper 
 sonating him, give an account of your experiences. 
 
 4. Give a brief account of the fighting near Santiago. 
 
 5. Imagine yourself on an American ship as Cervera s fleet came out of 
 
 the harbor of Santiago, and describe the battle. 
 
 6. What were the striking results of the war ? 
 
 7. In what way did the United States relieve the suffering in Porto 
 Rico? 
 
 8. Tell about the assassination of President McKinley. 
 
 9. What kind of government did the Americans establish in the Philip 
 
 pine Islands after the Spanish- American War? How are these 
 islands governed now ? 
 
 10. Explain the policy of the " Open door." What is meant by the ter 
 
 ritorial integrity of China ? 
 
 11. Give a brief account of the government of Cuba since the Spanish- 
 
 American War. 
 
 12. Explain the following: The Hay-Pauncefote Treaty, the Isthmian 
 
 Canal Act, the revolution in Panama, and the treaty with Panama. 
 
 13. Name in order the Presidents of the United States. 
 
CHAPTER XXIV 
 
 SOME SOCIAL, ECONOMIC, AND POLITICAL CONDITIONS AND 
 PROBLEMS OF THE PRESENT 
 
 REFERENCES : Scribner s Popular History of the United States, V. ; An- 
 drews s Last Quarter Century, H. 
 
 OUTSIDE READINGS: Boone s Education in the United States; Tyler s 
 History of American Literature ; Richardson s American Literature ; Stedman s 
 Poets of America Hudson s Historv of Journalism in America; various mag 
 azine articles. 
 
 432. The Natural Advantages of the United States. 
 As the United States in its vast extent has many vari 
 eties of soil and cli 
 mate, its produc 
 tions also are varied. 
 Our coasts offer 
 valuable fisheries, 
 and the prairies fur 
 nish excellent past 
 urage for sheep and 
 cattle. Extensive 
 areas of forest lands 
 supply the best tim 
 ber, and rich min 
 eral deposits of gold, 
 silver, iron, and coal 
 lie imbedded in the 
 mountain regions. 
 Our coal supply is 
 many times greater A CROWDED STREET IN A TENEMENT DISTRICT. 
 
 than that Of all EU- Copyright, 1002, by Underwood & Underwood, New York. 
 
 427 
 
4 2i 
 
 HISTORY OF THE UNITED STATES 
 
 TRANSPORTATION IN A LARGE 
 CITY, SHOWING ELEVATED 
 ROAD, SURFACE LINE AND 
 SUBWAY. 
 
 rope, including Eng 
 land. From all these 
 sources we get abun 
 dant raw material with 
 which to supply our 
 factories, and still have 
 some things to spare for trade in foreign markets. 
 
 433- City Population and Municipal Reform. But the 
 growth of wealth and the massing of population in great 
 centres have brought new problems to the front. When 
 the Constitution went into effect in 1789, only about three 
 per cent, of the people of the United States lived in 
 cities; in 1900 over thirty-one per cent, were in cities of 
 8,000 inhabitants and upward. The immense growth of 
 manufactures and commerce largely caused this change. 
 The massing of large numbers of people in commercial and 
 
CONDITIONS AND PROBLEMS OF THE PRESENT 429 
 
 manufacturing centres furnishes a difficult political prob 
 lem. Many of the most ignorant foreign-born voters are 
 found in such centres, and, being without in- Difficult problem 
 telligent ideas about republican institutions, Jarg^city^ 
 they can the more readily be induced to population. 
 sell their votes. As the strength of republican institutions 
 depends upon the mo 
 rality and intelligence 
 of the people, the prac 
 tice of buying and sell 
 ing votes must have the 
 effect of weakening our 
 municipal institutions. 
 But a widespread move 
 ment in the interests of 
 better city government 
 is making itself felt 
 more and more every 
 year. 
 
 434- Street Rail 
 ways and the Cities. 
 The crowding of popu 
 lation in cities is not 
 accidental nor a condi 
 tion that is peculiar to 
 
 this country. It results from the building up of multiplied 
 industries which are best carried on by great bodies of 
 workmen. But while these many industries require masses 
 of men, the city, which has become a great trade and manu 
 facturing centre, cannot supply comfortable homes in the 
 vicinity of its business. 
 
 It is here that the electric railway comes in to unite the 
 city and the country. These railways make it possible for 
 the wage-earner to return at night, after his day s labor, to 
 the fresh air and wholesome surroundings of the country, 
 where his family can live much more comfortably and at 
 much less expense than in the crowded city. 
 
 435- Education. All our material advantages would be 
 
 NEW STEEL TOWER BRIDGE ACROSS THE EAST 
 RIVER, NEW YORK. 
 
 Copyright, IQO4, by Underwood &* Underwood, 
 New York, 
 
430 
 
 HISTORY OF THE UNITED STATES 
 
 worth little without a moral and intelligent people to make 
 a proper use of them. For this reason the United States 
 has been among the foremost countries of the world in 
 educating its citizens. From the earliest colonial times 
 Liberal provision Americans have shown a great interest in the 
 made for public education of their children. The famous Ordi 
 nance of 1787 set aside one section of every 
 township for the support of public schools, and all the 
 newer States use the proceeds of two sections in every 
 
 WASHINGTON IRVING. 
 
 JAMES FENIMORE COOPER. 
 
 township as a public-school fund. Every State and organ 
 ized territory in the Union now has its system of public 
 schools. The number of pupils enrolled in 1900 in the ele 
 mentary and high common schools was more than 15,000,000. 
 As a natural result of such a system the progress of educa 
 tion iu the United States has been wonderful. 
 
 The people have shown much interest in higher educa 
 tion also. The number of colleges and universities in the 
 Interest in United States is now nearly five hundred, 1 
 
 higher education anc j their grounds, buildings, and productive 
 funds are valued at hundreds of millions of dollars. Be* 
 
 1 Many of these, however, are colleges only in name. 
 
CONDITIONS AND PROBLEMS OF THE PRESENT 43 l 
 
 sides colleges and universities there are many professional 
 and scientific schools. 
 
 Many of these higher institutions of learning have been 
 established by gifts and bequests of rich men and women, 
 who have given of their abundance not only Education of the 
 for the development of good and strong minds, weak and help, 
 but also for the training and support of the 
 weak and helpless classes of society. There are in the 
 United States over one hundred and forty institutions for 
 
 W. C. BRYANT. 
 
 NATHANIEL HAWTHORNE. 
 
 those classes of the community that require help. No other 
 people has done so much to educate the masses and to make 
 better the condition of the weak and the suffering. 
 
 436 Newspapers and Periodicals. The high average 
 of intelligence in the United States has created a great de 
 mand for newspapers and magazines. There are now over 
 twenty thousand of them, sending out more than three 
 thousand million copies a year. They have become an im 
 mense educational force, giving the people a keener, more 
 intelligent interest in public affairs. 
 
 437- Literature. For a long time after the settlement of 
 the English colonies the people were too busy with the 
 
432 
 
 HISTORY OF THE UNITED STATES 
 
 work of clearing the land and building suitable homes 
 to produce any literature. Washington Irving, born the 
 same year that the Revolution was brought to a close, 
 first attracted public attention by his Knickerbocker History 
 of New York. He has rightly been called the " Father of 
 American Literature." J. Fenimore Cooper, his contem- 
 irving, cooper. porary, was the first American novelist. He 
 and Bryant. wrote the first sea-story that attracted the 
 
 attention of the world, and was author of the famous Leather- 
 stocking Tales, describing the life of the American Indian. 
 
 RALPH WALDO EMERSON. 
 
 JOHN GREENLEAF WHITTIER. 
 
 These stories were written with such freshness and origi 
 nality that they were eagerly read in many countries. Our 
 first poet to be recognized in England, William Cuilen 
 Bryant, belonged to the same period. He came into fame 
 by his well-known poem, Thanatofsis, written when he was 
 nineteen. 
 
 Among the familiar names of later American literature 
 are the following : poets, Henry Wadsworth Longfellow, 
 other familiar J onn Grecnleaf Whittier, Oliver Wendell 
 names in Amer- Holmes, Edgar Allan Poe, Ralph Waldo 
 ican literature Emerson, and James Russell Lowell; essay- 
 ists, Emerson and Lowell ; novelists, Nathaniel Hawthorne, 
 
CONDITIONS AND PROBLEMS OF THE PRESENT 433 
 
 THE LOUISIANA PURCHASE EXPOSITION, ST. LOUIS, 1904. ONE OF THE 
 BRIDGES AND LAGOONS, WITH THE PALACE OF EDUCATION. 
 
 Copyright, 1904, by Louisiana Purchase Exposition Co a 
 
 W. D. Howells, Henry James, Harriet Beecher Stowe; 
 historians, George Bancroft, John LothrojD Motley, William 
 H. Prescott, and Francis Parkman. Much excellent work 
 has been done by living writers, especially in the depart 
 ment of American History, and this work is coming from 
 all parts of the country. 
 
 438. Problems of the Hour. The great educational in 
 fluences coming from the public schools, from higher in 
 stitutions of learning, from the newspapers and periodicals, 
 and from the reading and study of good literature, are pre 
 paring the people rightly to solve the problems of the 
 hour. These problems include the Indian question, the 
 race problem in the South, temperance reform, ballot re 
 form, immigration, the tariff, trusts, the money question, 
 civil service reform, woman suffrage, and the strife between 
 labor and capital. The right solution of these difficult 
 
434 
 
 HISTORY OF THE UNITED STATES 
 
 THE CAPITOL, WASHINGTON, D. C. 
 
 problems demands intelligence, patience, and conscientious 
 effort. We must take time to study them, and we must try 
 to look at them from more than one point of view. If we 
 approach them with a broad and generous spirit, with an 
 earnest desire to find out the truth, we shall be more likely 
 to understand them and to take the proper steps to a satis 
 factory solution. 
 
 439- Relation of the Individual Citizen to the State. 
 The character of the State is determined bv the character 
 of its citizens. We should never forget that a vast ter 
 ritory like ours, with all its wealth, is not necessarily great. 
 The greatness of a country is not measured by what it has 
 in land, productions, trades, and educational institutions, 
 but by what its people are. If they are intelligent and 
 patriotic, ready at all times to do their duty in the interest 
 of the public good, their future is assured. 
 
 You, my young reader, owe much to your country for 
 America means what it has done for you. It has been said 
 opportunity. that America means opportunity. It does. 
 It means opportunity to get wealth, power, influence, and 
 
CONDITIONS AND PROBLEMS OF THE PRESENT 435 
 
 honor. It means opportunity to make the most of your 
 powers of body and mind. But, more than all else, it 
 means opportunity to make the institutions of your country 
 better by honest, faithful service, and sincere efforts to 
 know the truth. 
 
 Charles Sumner said of our national flag: "The stripes 
 of alternate red and white proclaim the original union of 
 thirteen States to maintain the Declaration of Independence. 
 Its stars, white on a field of blue, proclaim the union of 
 States constituting our national constellation, which re 
 ceives a new star with every new State. These two signif3^ 
 union, past and present. The very colors have a language 
 which was officially recognized by our fathers. White is 
 for purity, red for valor, blue for justice." 
 
 " I pledge allegiance to my flag and the republic for 
 which it stands, one nation, indivisible, with liberty and 
 justice for all." 
 
436 HISTORY OF THE UNITED STATES 
 
 TO THE PUPIL 
 
 1. What is meant by municipal reform, and why is it needed ? What are 
 
 the advantages of street railways in our cities ? 
 
 2. What liberal provision has been made for public schools in this coun 
 
 try ? 
 
 3. What are some of the familiar names in American literature ? Name 
 
 some of the problems of the hour. 
 
 4. What is the relation of an individual citizen to the state ? 
 
 5. Before laying aside the study of this history learn the symbolism, as 
 
 given by Charles Sumner, of the colors of the "Stars and Stripes," 
 and memorize the "pledge." 
 
 CHRONOLOGY 
 
 1867. March I, NEBRASKA ADMITTED TO THE UNION. 
 
 1868. July 28, FOURTEENTH AMENDMENT ADOPTED. 
 
 1869. March 4, ULYSSES S. GRANT INAUGURATED PRESIDENT. 
 May 10, FIRST PACIFIC RAILROAD COMPLETED. 
 
 1870. March 30, FIFTEENTH AMENDMENT RATIFIED. 
 
 THE NINTH CENSUS, SHOWING A POPULATION OF 38,558,371. 
 
 1871. January , ALL STATES AGAIN REPRESENTED IN CONGRESS. 
 1873. February, LAW PASSED DEMONETIZING SILVER. 
 
 March 4, ULYSSES S. GRANT INAUGURATED PRESIDENT. 
 FINANCIAL PANIC. 
 
 1876. CENTENNIAL EXPOSITION AT PHILADELPHIA. 
 FIRST TELEPHONE PATENTED. 
 
 August I, COLORADO ADMITTED TO THE UNION. 
 
 1877. March 4, RUTHERFORD B. HAYES INAUGURATED PRESIDENT. 
 
 July, GREAT RAILROAD STRIKE IN PITTSBURG. 
 
 1878. February, BLAND-ALLISON SILVER BILL PASSED. 
 ELECTRIC LIGHT INVENTED. 
 
 1879. January I, RESUMPTION OF SPECIE PAYMENTS. 
 
 1880. THE TENTH CENSUS, SHOWING A POPULATION OF 50,155,783. 
 
 1881. March 4, JAMES A. GARFIELD INAUGURATED PRESIDENT. 
 September 22, CHESTER A. ARTHUR FORMALLY INAUGURATED. 
 
 1883. LETTER POSTAGE REDUCED TO TWO CENTS. 
 
 1884. December, NEW ORLEANS EXPOSITION OPENED. 
 
 1885. March 4, GROVER CLEVELAND INAUGURATED PRESIDENT. 
 
 1889. March 4, BENJAMIN HARRISON INAUGURATED PRESIDENT. 
 April 22, OKLAHOMA OPENED TO SETTLERS. 
 PAN-AMERICAN CONGRESS MET IN WASHINGTON. 
 November 2, NORTH DAKOTA ADMITTED TO THE UNION. 
 
 November 2, SOUTH DAKOTA ADMITTED TO THE UNION. 
 November 8, MONTANA ADMITTED TO THE UNION. 
 November n, WASHINGTON ADMITTED TO THE UNION. 
 
CONDITIONS AND PROBLEMS OF THE PRESENT 437 
 
 1890. DEPENDENT PENSIONS ACT BECAME A LAW. 
 July 3, IDAHO ADMITTED TO THE UNION. 
 July 10, WYOMING ADMITTED TO THE UNION. 
 MCKINLEY TARIFF BILL BECAME A LAW. 
 SHERMAN SILVER PURCHASE LAW PASSED. 
 THE ELEVENTH CENSUS, SHOWING A POPULATION OF 62,622,250. 
 
 1893. January 14, REVOLUTION IN HAWAII. 
 
 March 4, GROVER CLEVELAND INAUGURATED PRESIDENT. 
 May I, COLUMBIAN WORLD S FAIR OPENED AT CHICAGO. 
 
 1894. June 4, PULLMAN BOYCOTT. 
 
 August 27, THE WILSON BILL BECAME A LAW. 
 
 1895. December 17, PRESIDENT CLEVELAND S VENEZUELA MESSAGE. 
 
 1897. March 4, WILLIAM MCKINLEY INAUGURATED PRESIDENT. 
 
 July 24, DINGLE Y TARIFF BILL BECAME A LAW. 
 
 1898. April 25, CONGRESS DECLARES WAR TO EXIST WITH SPAIN. 
 
 May i, DEWEY S VICTORY AT MANILA. 
 
 July I, BATTLE OF SANTIAGO. 
 
 July 3, CERVERA S FLEET DESTROYED. 
 
 1899. February 6, TREATY OF PEACE WITH SPAIN RATIFIED. 
 
 1900. THE TWELFTH CENSUS, SHOWING A POPULATION OF 75,568,686. 
 
 1901. March 4, WILLIAM MCKINLEY INAUGURATED PRESIDENT. 
 
 July I, CIVIL GOVERNMENT ESTABLISHED IN THE PHILIPPINE ISLANDS. 
 
 September 14, THEODORE ROOSEVELT INAUGURATED PRESIDENT. 
 
 HAY-PAUNCEFOTE TREATY SIGNED. 
 
 1902. May 20, NEW CUBAN GOVERNMENT FORMALLY INAUGURATED. 
 THE ISTHMIAN CANAL ACT. 
 
 1903. November 3, THE REVOLUTION IN PANAMA. 
 
 November 18, THE CANAL TREATY WITH PANAMA SIGNED. 
 
APPENDIX A 
 THE DECLARATION OF INDEPENDENCE 
 
 IN CONGRESS, JULY 4, 1776 
 
 THE following preamble and specifications, known as the Declaration of Inde 
 pendence, accompanied the resolution of Richard Henry Lee, which was adopted by 
 Congress on the 2d day of July, 1776. This declaration was agreed to on the 4th, 
 and the transaction is thus recorded in the Journal for that day : 
 
 " Agreeably to the order of the day, the Congress resolved itself into a committee 
 of the whole, to take into their further consideration the Declaration ; and, after 
 some time, the president resumed the chair, and Mr. Harrison reported that the 
 committee had agreed to a Declaration, which they desired him to report. 7^he 
 Declaration being read, was agreed to as follows : " 
 
 A DECLARATION BY THE REPRESENTATIVES OF THE UNITED 
 STATES OF AMERICA, IN CONGRESS ASSEMBLED. 
 
 When, in the course of human events, it becomes necessary for one people to 
 dissolve the political bands which have connected them with another, and to as 
 sume, among the powers of the earth, the separate and equal station to which the 
 laws of nature and of nature s God entitle them, a decent respect to the opinions 
 of mankind requires that they should declare the causes which impel them to the 
 separation. 
 
 We hold these truths to be self-evident that all men are created equal ; that 
 they are endowed by their Creator with certain inalienable rights ; that among these 
 are life, liberty, and the pursuit of happiness. That, to secure these rights, gov 
 ernments are instituted among men, deriving their just powers from the consent of 
 the governed ; that, whenever any form of government becomes destructive of 
 these ends, it is the right of the people to alter or abolish it, and to institute a new 
 government, laying its foundations on such principles, and organizing its powers 
 in such form, as to them shall seem most likely to effect their safety and happiness. 
 Prudence, indeed, will dictate that governments long established should not be 
 changed for light and transient causes ; and, accordingly, all experience hath shown 
 that mankind are more disposed to suffer, while evils are sufferable, than to right 
 themselves by abolishing the forms to which they are accustomed. But when a 
 
 439 - 
 
44 APPENDIX A 
 
 long train of abuses and usurpations, pursuing invariably the same object, evinces 
 a design to reduce them under absolute despotism, it is their right, it is their duty, 
 to throw off such government, and to provide new guards for their future security. 
 Such has been the patient sufferance of these colonies, and such is now the necessity 
 which constrains them to alter their former systems of government. The history 
 of the present king of Great Britain is a history of repeated injuries and usurpations, 
 all having in direct object the establishment of an absolute tyranny over these 
 States. To prove this, let facts be submitted to a candid world. 
 
 1. He has refused his assent to laws the most wholesome and necessary for 
 the public good. 
 
 2. He has forbidden his governors to pass laws of immediate and pressing im 
 portance, unless suspended in their operations till his assent should be obtained ; 
 and, when so suspended, he has utterly neglected to attend to them. 
 
 3. He has refused to pass other laws for the accommodation of large districts 
 of people, unless those people would relinquish the right of representation in the 
 Legislature a right inestimable to them, and formidable to tyrants only. 
 
 4. He has called together legislative bodies at places unusual, uncomfortable, 
 and distant from the repository of their public records, for the sole purpose of 
 fatiguing them into compliance with his measures. 
 
 5. He has dissolved representative houses repeatedly, for opposing, with manly 
 firmness, his invasions on the rights of the people. 
 
 6. He has refused, for a long time after such dissolutions, to cause others to be 
 elected, whereby the legislative powers, incapable of annihilation, have returned to 
 the people at large for their exercise ; the State remaining, in the meantime, ex 
 posed to all the dangers of invasions from without and convulsions within. 
 
 7. He has endeavored to prevent the population of these States ; for that pur 
 pose obstructing the laws for the naturalization of foreigners ; refusing to pass 
 others to encourage their migration hither, and raising the conditions of new appro 
 priations of lands. 
 
 8. He has obstructed the administration of justice, by refusing his assent to 
 laws for establishing judiciary powers. 
 
 9. He has made judges dependent on his will alone for the tenure on their offices, 
 and the amount and payment of their salaries. 
 
 10. He has erected a multitude of new offices, and sent hither swarms of officers, 
 to harass our people and eat out their substance. 
 
 11. He has kept among us in times of peace, standing armies, without the con 
 sent of our Legislatures. 
 
 12. He has affected to render the military independent of, and superior to, the 
 civil power. 
 
 13. He has combined with others to subject us to a jurisdiction foreign to our 
 constitutions, and unacknowledged by our laws; giving his assent to their acts of 
 pretended legislation ; 
 
 14. For quartering large bodies of armed troops among us; 
 
 15. For protecting them, by a mock trial, from punishment for any murders 
 which they should commit on the inhabitants of these States ; 
 
THE DECLARATION OF INDEPENDENCE 441 
 
 16. For cutting off our trade with all parts of the world ; 
 
 17. For imposing taxes on us without our consent ; 
 
 18. For depriving us, in many cases, of the benefits of a trial by jury; 
 
 19. For transporting us beyond seas, to be tried for pretended offenses; 
 
 20. For abolishing the free system of English laws in a neighboring province, 
 establishing therein an arbitrary government, and enlarging its boundaries, so as to 
 render it at once an example and fit instrument for introducing the same absolute 
 rule into these colonies ; 
 
 21. For taking away our charters, abolishing our most valuable laws, and alter- 
 ing, fundamentally, the forms of our governments ; 
 
 22. For suspending our own Legislatures, and declaring themselves invested 
 with power to legislate for us in all cases whatsoever. 
 
 23. He has abdicated government here, by declaring us out of his protection, 
 and waging war against us. 
 
 24. He has plundered our seas, ravaged our coasts, burned our towns, and de 
 stroyed the lives of our people. 
 
 25. He is at this time transporting large armies of foreign mercenaries to com- 
 plete the works of death, desolation and tyranny, already begun with circumstances 
 of cruelty and perfidy scarcely paralleled in the most barbarous ages, and totally un 
 worthy the head of a civilized nation. 
 
 26. He has constrained our fellow-citizens, taken captive on the high seas, to 
 bear arms against their country, to become the executioners of their friends and 
 brethren, or to fall themselves by their hands. 
 
 27. He has excited domestic insurrection among us, and has endeavored to 
 bring on the inhabitants of our frontiers the merciless Indian savages, whose known 
 rule of warfare is an undistinguished destruction of all ages, sexes, and conditions. 
 
 In every stage of these oppressions we have petitioned for redress in the most 
 humble terms ; our repeated petitions have been answered only by repeated injury. 
 
 A prince whose character is thus marked by every act which may define a tyrant, 
 is unfit to be the ruler of a free people. 
 
 Nor have we been wanting in our attentions to our British brethren. We have 
 warned them, from time to time, of attempts by their legislature to extend an un 
 warrantable jurisdiction over us. We have reminded them of the circumstances of 
 our emigration and settlement here. We have appealed to their native justice and 
 magnanimity, and we have conjured them by the ties of our common kindred to 
 disavow these usurpations, which would inevitably interrupt our connections and 
 correspondence. They, too, have been deaf to the voice of justice and of consan 
 guinity. We must, therefore, acquiesce in the necessity which denounces our sep 
 aration, and hold them as we hold the rest of mankind enemies in war ; in peace, 
 friends. 
 
 We, therefore, the representatives of the United States of America in general 
 Congress assembled, appealing to the Supreme Judge of the world for the recti 
 tude of our intentions, do, in the name and by the authority of the good people 
 of these colonies, solemnly publish and declare that these united colonies arc, 
 and of right ought to be, free and independent States ; that they are absolved 
 
442 
 
 APPENDIX A 
 
 from all allegiance to the British crown, and that all political connection between 
 them and the state of Great Britain is, and ought to be, totally dissolved, and 
 that, as free and independent States, they have full power to levy war, conclude 
 peace, contract alliances, establish commerce, and do all other acts and things 
 which independent States may of right do. And for the support of this Declaration, 
 with a firm reliance on the protection of Divine Providence, we mutually pledge to 
 each other our lives, our fortunes, and our sacred honor. 
 
 The foregoing declaration was, by order of Congress, engrossed, and signed by 
 the following members : 
 
 JOHN HANCOCK. 
 
 NEW HAMPSHIRE. 
 JOSIAH BARTLETT, 
 WILLIAM WHIPPLE, 
 MATTHEW THORNTON. 
 
 MASSACHUSETTS BAY 
 
 SAMUEL ADAMS, 
 JOHN ADAMS, 
 ROBERT TREAT PAINE, 
 ELBRIDGE GERRY. 
 
 RHODE ISLAND. 
 
 STEPHEN HOPKINS, 
 WILLIAM ELLERY. 
 
 CONNECTICUT. 
 ROGER SHERMAN, 
 SAMUEL HUNTINGTON, 
 WILLIAM WILLIAMS, 
 OLIVER WOLCOTT. 
 
 NEW YORK. 
 WILLIAM FLOYD, 
 PHILIP LIVINGSTON, 
 FRANCIS LEWIS, 
 LEWIS MORRIS. 
 
 NEW JERSEY. 
 RICHARD STOCKTON, 
 JOHN WITHERSPOON, 
 FRANCIS HOPKINSON, 
 JOHN HART, 
 ABRAHAM CLARK. 
 
 PENNSYLVANIA. 
 
 ROBERT MORRIS, 
 BENJAMIN RUSH, 
 BENJAMIN FRANKLIN, 
 JOHN MORTON, 
 GEORGE CLYMER, 
 JAMES SMITH, 
 GEORGE TAYLOR, 
 JAMES WILSON, 
 GEORGE Ross. 
 
 DELAWARE 
 
 OESAR RODNEY, 
 GEORGE READ, 
 THOMAS M KEAN. 
 
 MARYLAND. 
 SAMUEL CHASE, 
 WILLIAM PACA, 
 THOMAS STONE, 
 CHARLES CARROLL of 
 
 Carrollton. 
 
 VIRGINIA. 
 
 GEORGE WYTHE, 
 RICHARD HENRY LEE, 
 THOMAS JEFFERSON, 
 BENJAMIN HARRISON, 
 THOMAS NELSON, JUN., 
 FRANCIS LIGHTFOOT LEE 
 CARTER BRAXTON. 
 
 NORTH CAROLINA. 
 WILLIAM HOOPER, 
 JOSEPH HEWES, 
 JOHN PENN. 
 
 SOUTH CAROLINA. 
 EDWARD RUTLEDGE, 
 THOMAS HEYWARD, JUN 
 THOMAS LYNCH, JUN., 
 ARTHUR MIDDLETON. 
 
 GEORGIA. 
 BUTTON GWINNETT, 
 LYMAN HALL, 
 GEORGE WALTON. 
 
APPENDIX B 
 
 A CHART ON THE CONSTITUTION 
 
 Some Steps toward the 
 Constitution.. . 
 
 New England Confederation (1643). 
 
 Franklin s Plan of Union (1754). 
 
 Stamp Act Congress (1765). 
 
 Committees of Correspondence (1772). 
 
 First Meeting of the Continental Congress (i774> 
 
 Declaration of Independence (1776). 
 
 Adoption of Articles of Confederation (1781). 
 
 Annapolis Convention (1786). 
 
 Constitutional Convention (1787). 
 
 House of Represent 
 atives.. . . 
 
 Legislative Depart- * 
 ment. . . , 
 
 Manner of election. 
 
 Term of office. 
 
 Qualifications. 
 
 Represents the people. 
 
 Census. 
 
 Apportionment. 
 
 Speaker the Presiding Officer. 
 
 r Number. 
 
 I Manner of election. 
 
 I Term of office. 
 
 ^Senate I Represents the States. 
 
 I Qualifications. 
 
 I Sole power to try impeachments. 
 
 Vice-President the Presiding Office: 
 
 President. 
 
 Executive Depart 
 ment.. 
 
 ICabinet . . 
 
 C Term of office. 
 I Manner of election. 
 -I Qualifications. 
 Oath of office. 
 ^ Impeachment. 
 
 {Manner of appointment. 
 Number. 
 Duties. 
 
 Judicial Department/ 
 
 fjudges 
 
 ^Courts 
 
 {Manner of appointment. 
 Number. 
 Term of office. 
 
 Supreme. 
 
 Circuit. 
 
 District. 
 
 443 
 
444 
 
 APPENDIX B 
 
 Congress, 
 
 Time of meeting. Congress has power 
 Quorum. To lay taxes. 
 
 Adjournment. To borrow money. 
 
 Journal. To regulate commerce. 
 
 How a Bill becomes To naturalize foreigners. 
 a Law. To coin money. 
 
 To fix standard of weights and measures. 
 
 To establish post-offices. 
 
 To declare war. 
 
 To raise and support armies. 
 
 To provide and maintain a navy. 
 
 To maintain light-houses. 
 
 To make new States. 
 
 Commander in-Chief of 
 
 the army and navy. 
 president s I With the advice and 
 Powers..^ consent of the Sen 
 ate makes treaties 
 and appoints 
 
 f Ambassadors. 
 J Ministers. 
 } Consuls. 
 L Judges. 
 
 President s 
 Duties.. 
 
 Messages to Con 
 gress. Special 
 sessions of Con 
 gress. Receives 
 Ambassadors. 
 Attends to ex 
 ecution of laws. 
 
 CONSTITUTION OF THE UNITED STATES 
 
 WE, the People of the United States, in order to form a more perfect union, 
 establish justice, insure domestic tranquillity, provide for the common defence, pro 
 mote the general welfare, and secure the blessings of liberty to ourselves and our 
 posterity, do ordain and establish this CONSTITUTION for the United States of 
 America. 
 
 ARTICLE I. Legislative Department. 
 
 SECTION I. All legislative powers herein granted shall be vested in a Con- 
 gress of the United States, which shall consist of a Senate and House of Represent 
 atives. 
 
 SECTION II. CLAUSE I. The House of Representatives shall be composed 
 of members chosen every second year by the people of the several States, and the 
 electors in each State shall have the qualifications requisite for electors of the most 
 numerous branch of the State Legislature. 
 
 CLAUSE 2. No person shall be a representative 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. 
 
 CLAUSE 3. Representatives and direct taxes shall be apportioned among the sev 
 eral States which may be included within this Union, according to their respective 
 
CONSTITUTION OF THE UNITED STATES 445 
 
 numbers, 1 which shall be determined by adding to the whole number of free persons, 
 including those bound to service for 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 num 
 ber 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 Jersey, four ; Pennsylvania, eight ; Delaware, one; Maryland, six ; Virginia, 
 ten ; North Carolina, five ; South Carolina, five ; and Georgia, three. 
 
 CLAUSE 4. When vacancies happen in the representation from any State, the 
 executive authority thereof shall issue writs of election to fill such vacancies. 
 
 CLAUSE 5. The House of Representatives shall choose their Speaker and other 
 officers ; and shall have the sole power of impeachment. 
 
 SECTION III. CLAUSE I. The Senate of the United States shall be com 
 posed of two senators from each State, chosen by the Legislature thereof, for six 
 years ; and each senator shall have one vote. 
 
 CLAUSE 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 Legis 
 lature of any State, the executive thereof may make temporary appointments until 
 the next meeting of the Legislature, which shall then fill such vacancies. 
 
 CLAUSE 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. 
 
 CLAUSE 4. The Vice-President of the United States shall be president of the 
 Senate, but shall have no vote, unless they be equally divided. 
 
 CLAUSES. The Senate shall choose their other officers, and also a president pro 
 tempore, in the absence of the Vice-President, or when he shall exercise the office of 
 President of the United States. 
 
 CLAUSE 6. The Senate shall have the 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 convicted without the concurrence of two thirds of the members 
 present. 
 
 CLAUSE 7. Judgment in cases of impeachment 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 
 
 i Under the census of 1900 one representative is apportioned to every 199,102 people. 
 
446 APPENDIX B 
 
 liable and subject to indictment, trial, judgment, and punishment, according to 
 law. 
 
 SECTION IV. CLAUSE I. The times, places, and manner of holding elections 
 for senators and representatives shall be prescribed in each State by the Legislature 
 thereof ; but the Congress may at any time, by law, make or alter such regulations, 
 except as to the places of choosing senators. 
 
 CLAUSE 2. The Congress shall assemble at least once in every year, and such 
 meeting shall be on the first Monday in December, unless they shall bylaw appoint 
 a different day. 
 
 SECTION V. CLAUSE i. Each House shall be the judge of the elections, re 
 turns, and qualifications of its own members, and a majority of each shall 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 absent members, in such manner, 
 and under such penalties, as each house may provide. 
 
 CLAUSE 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. 
 
 CLAUSE 3. Each House shall keep a journal of its proceedings, and from time to 
 time publish the same, excepting such parts as may in their judgment 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. 
 
 CLAUSE 4. Neither house, during the session of Congress, shall, without the 
 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. 
 
 SECTION VI. CLAUSE I. The senators and representatives shall receive a 
 compensation for their services, to be ascertained by law and paid out of the treas 
 ury of the United States. They shall in all cases, except treason, felony, and 
 breach of the peace, be privileged from arrest during their attendance at the ses 
 sion 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. 
 
 CLAUSE 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 in 
 creased, 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. 
 
 SECTION VII. CLAUSE 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. 
 
 CLAUSE 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 
 
CONSTITUTION OF THE UNITED STATES 447 
 
 his objections, to that house in which it shall have originated, who shall enter the 
 objections at large on their journal, and proceed to reconsider it. If after such re 
 consideration, 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 recon 
 sidered, 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 Presi 
 dent 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. 
 
 CLAUSE 3. Every order, resolution, or vote to which the concurrence of the 
 Senate and House of Representatives may be necessary (except on a 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, accord 
 ing to the rules and limitations prescribed in the case of a bill. 
 
 SECTION VIII. CLAUSE i. The Congress shall have power to lay and col. 
 lect taxes, duties, imposts, and excises, to pay the debts and provide for the common 
 defence and general welfare of the United States ; but all duties, imposts, and ex 
 cises shall be uniform throughout the United States ; 
 
 CLAUSE 2. To borrow money on the credit of the United States ; 
 
 CLAUSE 3. To regulate commerce with foreign nations, and among the several 
 States, and with the Indian tribes ; 
 
 CLAUSE 4. To establish an uniform rule of naturalization, and uniform laws on 
 the subject of bankruptcies throughout the United States ; 
 
 CLAUSE 5. To coin money, regulate the value thereof, and of foreign coin, and 
 fix the standard of weights and measures ; 
 
 CLAUSE 6. To provide for the punishment of counterfeiting the securities and 
 current coin of the United States ; 
 
 CLAUSE 7. To establish post-offices and post-roads ; 
 
 CLAUSE 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 ; 
 
 CLAUSE 9. To constitute tribunals inferior to the Supreme Court ; 
 
 CLAUSE 10 To define and punish piracies and felonies committed on the high 
 seas, and offences against the law of nations ; 
 
 CLAUSE u. To declare war, grant letters of marque and reprisal, and make 
 rules concerning captures on land and water ; 
 
 CLAUSE 12. To raise and support armies, but no appropriation of money to that 
 use shall be for a longer term than two years ; 
 
 CLAUSE 13. To provide and maintain a navy; 
 
 CLAUSE 14. To make rules for the government and regulation of the land and 
 naval forces ; 
 
448 APPENDIX B 
 
 CLAUSE 15. To provide for calling forth the militia to execute the laws of the 
 Union, suppress insurrections, and repel invasions ; 
 
 CLAUSE 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 the States respectively the appointment of the officers, and the 
 authority of training the militia according to the discipline prescribed by Con 
 gress ; 
 
 CLAUSE 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 government of the United 
 States, and to exercise like authority over all places purchased by the consent of the 
 Legislature o f ihe State in which the same shall be, for the erection of forts, maga 
 zines, arsenals, dock-yards, and other needful buildings ; And 
 
 CLAUSE 18. To make all laws which shall be necessary and proper for carrying 
 into execution the foregoing powers, and all other powers vested by this Constitu 
 tion in the government of the United States, or in any department or officer 
 thereof. 
 
 SECTION IX. CLAUSE 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 hundred and eight, but a tax 
 or duty may be imposed on such importation, not exceeding ten dollars for each 
 person. 
 
 CLAUSE 2. The privilege of the writ of habeas corpus shall not be suspended, 
 unless when in cases of rebellion or invasion the public safety may require it. 
 
 CLAUSE 3. No bill of attainder or ex post facto law shall be passed. 
 
 CLAUSE 4. No capitation or other direct tax shall be laid, unless in proportion 
 to the census or enumeration hereinbefore directed to be taken. 
 
 CLAUSE 5. No tax or duty shall be laid on articles exported from any State. 
 
 CLAUSE 6. No preference shall be given by any regulation of commerce or rev 
 enue 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. 
 
 CLAUSE 7. No money shall be drawn from the treasury but in consequence of 
 appropriations made by law ; and a regular statement and account of the receipts 
 and expenditures of all public money shall be published from time to time. 
 
 CLAUSE 8. No title of nobility shall be granted by the United States : And no 
 person holding any office of profit or trust under them, shall, without the consent of 
 the Congress, accept of any present, emolument, office, or title, of any kind what 
 ever, from any king, prince, or foreign State. 
 
 SECTION X. CLAUSE I. No State shall enter into any treaty, alliance, or 
 confederation ; grant letters of marque and reprisal ; coin money ; emit bills of 
 credit ; make any thing but gold and silver coin a tender in payment of debts; pass 
 any bill of attainder, tx post facto law, or law impairing the obligation of contracts, 
 or grant any title of nobility. 
 
CONSTITUTION OF THE UNITED STATES 449 
 
 CLAUSE 2. No State shall, without the consent of the Congress, lay any impost 
 or duties on imports or exports, except what may be absolutely necessary for exe 
 cuting its inspection laws ; and the net produce of all duties and impost, 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 Con 
 gress. 
 
 CLAUSE 3. 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. 
 
 ARTICLE II. Executive Department. 
 
 SECTION I. CLAUSE i. The executive power shall be vested in a President 
 of the United States of America. He shall hold his office during a term of four 
 years, and, together with the Vice- President, chosen for the same term, be elected 
 as follows : 
 
 CLAUSE 2. Each State shall appoint, in such manner as the Legislature thereof 
 may direct, a number of electors, equal to the whole number of senators and repre 
 sentatives to which the State may be entitled in the Congress ; but no senator or 
 representative, or person holding an office of trust or profit under the United States, 
 shall be appointed an elector. 
 
 CLAUSE 3. 1 
 
 CLAUSE 4. The Congress may determine the time of choosing the electors, and 
 the day on which they shall give their votes ; which day shall be the same through 
 out the United States. 
 
 CLAUSE 5. No person except 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 or thirty-five years, and been fourteen years resident within the 
 United States. 
 
 CLAUSE 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 the 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 disability be removed, or a President shall be elected. 
 
 CLAUSE 7. The President shall, at stated times, receive for his services a com 
 pensation which shall neither be increased 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. 
 
 CLAUSE 8. Before he enter on the execution of his office, he shall take the fol- 
 
 1 This clause is no longer in force. Amendment XII. has superseded it. 
 
450 APPENDIX B 
 
 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 abil 
 ity, preserve, protect, and defend the Constitution of the United States." 
 
 SECTION II. CLAUSE 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 departments, upon any 
 subject relating to the duties of their respective offices ; and he shall have power to 
 grant reprieves and pardons for offences against the United States, except in cases 
 of impeachment. 
 
 CLAUSE 2. He shall have power, by and with the advice and consent of the 
 Senate, 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 ap 
 point, 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 appointment of such inferior officers, as they think proper, in 
 the President alone, in the courts of law, or in the heads of department. 
 
 CLAUSE 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. 
 
 SECTION III. He shall from time to time give to the Congress information 
 of the state of the Union, and recommend to their consideration such measures as 
 he shall judge necessary and expedient ; he may, on extraordinary occasions, con 
 vene both Houses, or either of them, and in case of disagreement between them with 
 respect to the time of adjournment, 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 officers 
 of the United States. 
 
 SECTION IV. The President, Vice-President, and all civil officers of the 
 United States, shall be removed from office on impeachment for, and conviction of, 
 treason, bribery, or other high crimes and misdemeanors. 
 
 ARTICLE III. Judicial Department. 
 
 SECTION I. The judicial power of the United States shall be vested in one 
 Supreme Court, and in such inferior courts as the Congress may from time to time 
 ordain and establish. The judges, both of the Supreme 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. 
 
CONSTITUTION OF THE UNITED STATES 45 1 
 
 SECTION II. CLAUSE i. 1 The judicial power shall extend to all cases, in law 
 and equity, arising under this Constitution, the laws of the United States, and 
 treaties made, or which shall be made, under their authority ; to all cases affecting 
 ambassadors, other public ministers, and consuls ; to all cases of admiralty and 
 maritime jurisdiction ; to controversies to which the United States shall be a party; 
 to 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. 
 
 CLAUSE 2. In all cases affecting ambassadors, other public ministers and con 
 suls, and those in which a State shall be party, the Supreme Court shall have orig 
 inal jurisdiction. In all the other cases before mentioned, the Supreme Court shall 
 have appellate jurisdiction, both as to law and fact, with such exceptions and under 
 such regulations as the Congress shall make. 
 
 CLAUSE 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. CLAUSE 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 confession in open court. 
 
 CLAUSE 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 dur- 
 ing the life of the person attainted. 
 
 ARTICLE IV. General Provisions. 
 
 SECTION I. Full faith and credit shall be given in each State to the public 
 acts, records, and judicial 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 IL CLAUSE i. The citizens of each State shall be entitled to all 
 privileges and immunities of citizens in the several States. 
 
 CLAUSE 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. 
 
 CLAUSE 3. No person held to service or labor in one State, under the laws 
 thereof, escaping into another, shall in consequence of any law or regulation 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. 
 
 This clause has been modified by Amendment XI. 
 
452 APPENDIX B 
 
 SECTION III. CLAUSE I. New States may be admitted by the Congress into 
 this Union ; but no new State shall be formed or erected within the jurisdiction 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 Legislatures of the States concerned as 
 well as of the Congress. 
 
 CLAUSE 2. The Congress shall have power to dispose of and make all needful 
 rules and regulations respecting the territory or other property belonging to the 
 United States ; and nothing in this Constitution shall be so construed as to preju 
 dice any claims of the United States, or of any particular 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 Leg 
 islature can not be convened), against domestic violence. 
 
 ARTICLE V. Power of Amendment. 
 
 The Congress, whenever two thirds of both houses shall deem it necessary, 
 shall propose amendments to this Constitution, or, on the application of the Legis 
 latures 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 ratified by the Legislatures of three fourths of the 
 several States, or by conventions in three fourths thereof, as the one or the other 
 mode of ratification may be proposed by the Congress ; provided that no amend 
 ment 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. Miscellaneous Provisions. 
 
 CLAUSE I. All debts contracted, and engagements entered into, before the adop 
 tion of this Constitution, shall be as valid against the United States under this 
 Constitution, as under the Confederation. 
 
 CLAUSE 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 notwithstanding. 
 
 CLAUSE 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 religions test shall ever be required as a quail- 
 fication to any office or public trust under the United States. 
 
CONSTITUTION OF THE UNITED STATES 
 
 453 
 
 ARTICLE VII. Ratification of the Constitution. 
 
 The ratification of the conventions of nine States shall be sufficient for the estab 
 lishment of this Constitution between the States so ratifying the same. 
 
 Done in convention, by the unanimous consent of the States present, the 
 seventeenth day of September, in the year of our Lord one thousand 
 seven hundred and eighty-seven, and of the independence of the United 
 States of America the twelfth. 
 In witness whereof, we have hereunto subscribed our names. 
 
 GEORGE WASHINGTON, 
 President, and Deputy from Virginia, 
 
 CONSENT OF THE STATES PRESENT. 1 
 
 NEW HAMPSHIRE. 
 JOHN LANGDON, 
 NICHOLAS GILMAN. 
 
 MASSACHUSETTS. 
 NATHANIEL GORHAM, 
 RUFUS KING. 
 
 CONNECTICUT. 
 WILLIAM SAMUEL JOHNSON, 
 ROGER SHERMAN. 
 
 NEW YORK. 
 ALEXANDER HAMILTON. 
 
 NEW JERSEY. 
 WILLIAM LIVINGSTON, 
 DAVID BREARLEY, 
 WILLIAM PATERSON, 
 JONATHAN DAYTON. 
 
 PENNSYLVANIA. 
 BENJAMIN FRANKLIN, 
 THOMAS MIFFLIN, 
 ROBERT MORRIS, 
 GEORGE CLYMER, 
 THOMAS FITZSIMONS, 
 JARED INGERSOL, 
 JAMES WILSON, 
 GOUVERNEUR MORRIS. 
 
 Attest: 
 
 DELAWARE. 
 GEORGE READ, 
 GUNNING BEDFORD, JR., 
 JOHN DICKINSON, 
 RICHARD BASSETT, 
 JACOB BROOM. 
 
 MARYLAND. 
 JAMES MCHENRY, 
 DANIEL OF ST. THOMAS JENIFER, 
 DANIEL CARROLL. 
 
 VIRGINIA. 
 JOHN BLAIR, 
 JAMES MADISON, JR. 
 
 NORTH CAROLINA. 
 WILLIAM BLOUNT, 
 RICHARD DOBBS SPAIGHT, 
 HUGH WILLIAMSON. 
 
 SOUTH CAROLINA. 
 JOHN RUTLEDGE, 
 CHARLES C. PINCKNEY, 
 CHARLES PINCKNEY, 
 PIERCE BUTLER. 
 
 GEORGIA. 
 WILLIAM FEW, 
 ABRAHAM BALDWIN. 
 WILLIAM JACKSON, Secretary 
 
 1 Rhode Island was not represented in the Federal Convention. 
 
454 APPENDIX B 
 
 AM ENDMENTS 1 
 
 To the Constitution of the United States, Ratified according to the 
 Provisions of the Fifth Article of the Foregoing Constitution. 
 
 ARTICLE I. 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 redress and grievances. 
 
 ARTICLE II. 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 infringed. 
 
 ARTICLE III. No soldier shall, in time of peace, be quartered in any house, 
 without the consent of the owner, nor in time of war, but in a manner to be pre 
 scribed by law. 
 
 ARTICLE IV. The right of the people to be secure in their persons, houses, 
 papers, and effects, against unreasonable searches and seizures, shall not be vio 
 lated, and no warrants shall issue, but upon probable cause, supported by oath or 
 affirmation, and particularly describing the place to be searched, and the persons or 
 things to be seized. 
 
 ARTICLE V. No person shall be held to answer for a capital or otherwise in 
 famous 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 and public danger ; nor shall any person be subject for the same offence 
 to be twice put in jeopardy of life or limb ; nor shall be compelled in any criminal 
 case to be a witness against himself, nor to 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 speedy and public trial, by an impartial jury of the State and district 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 
 defence. 
 
 ARTICLE VII. In suits at common law, where the value in controversy shall 
 exceed 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 common law. 
 
 ARTICLE VIII. Excessive bail shall not be required, nor excessive fines im 
 posed, nor cruel and unusual punishments inflicted. 
 
 1 Amendments I. to X. were declared in force December 15, 1791. 
 
CONSTITUTION OF THE UNITED STATES 455 
 
 ARTICLE IX. The enumeration in the Constitution of certain rights, shall not 
 be construed to deny or disparage others retained by the people. 
 
 ARTICLE X. The powers not delegated to the United States by the Constitu 
 tion, nor prohibited by it to the States, are reserved to the States respectively, or to 
 the people. 
 
 ARTICLE XI. 1 The judicial power of the United States shall not be construed 
 to extend 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 subjects of any foreign 
 state. 
 
 ARTICLE XII. 2 The electors shall meet in their respective States, and vote 
 by ballot for President and Vice-President, one of whom, at least, shall not be an 
 inhabitant of the same State with themselves ; they shall name in their ballots the 
 person voted for as President, and indistinct ballots the person 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- President, and of the number of votes for each, 
 which lists they shall sign and certify, and transmit sealed to the seat of the govern 
 ment of the United States, directed to the president of the Senate ; the president 
 of the Senate shall, in the 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 necessary to a choice. And if 
 the House of Representatives shall not choose a President whenever 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 in 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-Presi 
 dent ; 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 XIII. 3 SECTION I. Neither slavery nor involuntary servitude, ex.- 
 cept as a punishment for crime, whereof the person shall have been duly convicted, 
 shall exist within the United States, or any place subject to their jurisdiction. 
 
 1 Declared in force January 8, 1798. 2 Declared in force September 25, 1804. 
 
 3 Declared in force December 18, 1865. 
 
456 APPENDIX B 
 
 SECTION 2. Congress shall have power to enforce this article by appropriate 
 legislation. 
 
 ARTICLE XIV. 1 SECTION 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 
 which shall abridge the privileges or immunities of citizens of the United States ; 
 nor shall any State deprive any person of life, liberty, or property, without due 
 process of law, nor deny to any person within its jurisdiction the equal protection 
 of the laws. 
 
 SECTION 2. Representatives shall be appointed among the several States accord 
 ing 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, repre 
 sentatives in Congress, the executive or 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 represen 
 tation 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. 
 
 SECTION 3. No person shall be a senator or representative in Congress, or 
 elector of President or Vice-President, or hold any office, civil or military, 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 rebellion 
 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. 
 
 SECTION 4. The validity of the public debt of the United States, authorized by 
 law, including debts incurred for payment of pension 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. 
 
 SECTION 5. The Congress shall have power to enforce, by appropriate legisla 
 tion, the provisions of this article. 
 
 ARTICLE XV. 2 SECTION I. The rights of citizens of the United States to 
 vote shall not be denied or abridged by the United States, or by any State, on 
 account of race, color, or previous condition of servitude. 
 
 SECTION 2. The Congress shall have power to enforce this article by appropriate 
 legislation. 
 
 * Declared in force July 28, 1898. * Declared in force March 30, 1870. 
 
CONSTITUTION OF THE UNITED STATES - 457 
 
 TO THE PUPIL 
 
 1. What colonies united to form the New England Confederation, and 
 
 what were its purposes and results ? What was Franklin s plan of 
 Union, and why was it not adopted ? What did the Stamp Act Con 
 gress do ? What was the leading object of the Committees of Cor 
 respondence ? 
 
 2. Under what circumstances was the first meeting of the Continental 
 
 Congress held ? What led the colonies to adopt the Declaration of 
 Independence ? 
 
 3. When did the States adopt the Articles of Confederation? Explain 
 
 the weakness of the central governing power, Congress, under the 
 Articles of Confederation. Tell what you can about the Annapolis 
 Convention ; the Constitutional Convention. 
 
 4. Under the Constitution, what are the three departments of our gov 
 
 ernment ? Which of them makes the laws ? Which sees that they 
 are carried out ? Which interprets them and tries cases arising 
 under them ? 
 
 5. Of what does the legislative department consist ? How are members 
 
 of the House of Representatives elected? For how long? What 
 are their qualifications ? 
 
 $ How many people does each member of the House represent ? What 
 is the unit of representation ? How can you find the number of rep 
 resentatives in any State ? How many in your own ? Why ? 
 
 7. What do the Senators represent ? How are they elected and for what 
 
 term of office ? What are their qualifications ? 
 
 8. What exclusive functions has the House ? the Senate ? 
 
 9. What are the qualifications of the President ? How is he elected ? 
 
 For what term of office is he elected ? What is meant by the im 
 peachment of the President ? 
 
 10. What is the President s Cabinet ? How many members had Wash 
 
 ington s Cabinet ? How many in the Cabinet now ? What are the 
 duties of the Cabinet officers ? 
 
 11. Name the three kinds of national courts. How many judges are there 
 
 in the Supreme Court ? How are they appointed and what is their 
 term of office ? Why should we have national courts ? 
 
 12. Explain the three courses which a bill must take in order to become a 
 
 law. Name the powers of Congress enumerated in the chart. 
 
 13. What military power has the President ? How are treaties and im 
 
 portant appointments made ? What duties of the President are 
 named in the chart ? 
 
APPENDIX C 
 TABLE 1 OF STATES AND TERRITORIES 
 
 No. 
 
 Name. 
 
 Date of 
 Admission. 
 
 Area in 
 Square 
 Miles. 
 
 Represent 
 atives in 
 Congress, 
 1900. 
 
 Electoral 
 Votes," 
 1900. 
 
 I 
 
 Delaware 3 
 
 1787 
 
 2 CKO 
 
 I 
 
 3 
 
 2 
 
 Pennsylvania . . . 
 
 178? 
 
 4.S 21 C 
 
 ?2 
 
 7A 
 
 7 
 
 New Jersey 
 
 1787 
 
 7 8IS 
 
 J^ 
 IO 
 
 JT- 
 
 1 2 
 
 4 
 
 
 1788 
 
 en 47 1 
 
 I I 
 
 I "^ 
 
 5 
 
 Connecticut 
 
 1788 
 
 4- OQO 
 
 C 
 
 1 J 
 
 7 
 
 6 
 
 Massachusetts 
 
 1788 
 
 8 7IC 
 
 
 16 
 
 7 
 
 Maryland 
 
 1788 
 
 I2,2IO 
 
 6 
 
 8 
 
 8 
 
 South Carolina .... 
 
 1788 
 
 OQ C7O 
 
 7 
 
 
 9 
 
 New Hampshire 
 
 1788 
 
 Q.7OC 
 
 2 
 
 4 
 
 10 
 
 
 1788 
 
 4.2 4. CO 
 
 IO 
 
 12 
 
 1 1 
 
 New York 
 
 1788 
 
 40,170 
 
 57 
 
 JQ 
 
 12 
 
 North Carolina 
 
 I78Q 
 
 C2 2^O 
 
 IO 
 
 12 
 
 17 
 
 Rhode Island . 
 
 I7QO 
 
 I 2 SO 
 
 2 
 
 j. 
 
 
 Vermont 
 
 I7QI 
 
 Q $6$ 
 
 2 
 
 A 
 
 TC 
 
 Kentucky 
 
 1702 
 
 40,400 
 
 1 1 
 
 I ^ 
 
 16 
 
 
 I7o6 
 
 4.2 O?O 
 
 IO 
 
 12 
 
 17 
 
 Ohio 
 
 */y v 
 
 1802 
 
 41 060 
 
 21 
 
 2^ 
 
 18 
 
 
 1812 
 
 4.8 720 
 
 7 
 
 
 ig 
 
 Indiana 
 
 1816 
 
 36, iso 
 
 13 
 
 I c 
 
 2O 
 
 Mississippi 
 
 1817 
 
 46,810 
 
 8 
 
 IO 
 
 21 
 
 
 1818 
 
 ;6 6;o 
 
 2C 
 
 27 
 
 22 
 
 
 1810 
 
 $2 2SO 
 
 
 1 1 
 
 2i> 
 
 Maine 
 
 1820 
 
 ^,O4O 
 
 4 
 
 6 
 
 24 
 
 
 1821 
 
 60 4.1 i 
 
 16 
 
 18 
 
 2"> 
 
 
 1836 
 
 ^ 8;o 
 
 7 
 
 
 76 
 
 Michigan 
 
 1837 
 
 c8,qi ? 
 
 12 
 
 
 ?7 
 
 Florida 
 
 1845 
 
 58,680 
 
 
 c 
 
 ?8 
 
 Texas 
 
 184.1; 
 
 26 c 780 
 
 16 
 
 18 
 
 
 
 
 
 
 
 1 The population, the capital, and the largest city of each State may be found on the map be. 
 tween pages 434 and 435. 
 
 2 In 1900 the total number of representatives in Congress was 386. Add to this number 90, fot 
 the number of senators in the Senate, and the result is 476 Electoral votes. 
 
 8 The dates opposite the first thirteen the "Original Thirteen" indicate the year when tha 
 States ratified the Constitution. 
 
 458 
 
TABLE OF STATES AND TERRITORIES 
 
 459 
 
 No. 
 
 Name. 
 
 Date of 
 Admission. 
 
 Area in 
 Square 
 Miles. 
 
 Represent 
 atives in 
 Congress, 
 1900. 
 
 Electoral 
 Votes,! 
 1900. 
 
 29 
 
 
 1846 
 
 c6 02? 
 
 j j 
 
 I 7. 
 
 3O 
 
 Wisconsin 
 
 1848 
 
 }v,w*3 
 
 CO O4O 
 
 j j 
 
 1 J 
 
 I ^ 
 
 71 
 
 California 
 
 1 8 no 
 
 i c.8 -360 
 
 8 
 
 1 J 
 
 jo 
 
 32 
 
 Minnesota 
 
 1858 
 
 ST. 76s 
 
 
 1 1 
 
 77 
 
 Oregon 
 
 1850 
 
 96,0^0 
 
 2 
 
 A 
 
 7,4 
 
 Kansas 
 
 1861 
 
 82,080 
 
 8 
 
 IO 
 
 3? 
 
 West Virginia 
 
 1863 
 
 24,780 
 
 c 
 
 7 
 
 3* 
 
 Nevada 
 
 1864 
 
 1 10,700 
 
 I 
 
 7 
 
 77 
 
 Nebraska 
 
 1867 
 
 77,c.io 
 
 6 
 
 8 
 
 38 
 
 Colorado 
 
 1876 
 
 ioT,,92<; 
 
 5 
 
 c 
 
 70 
 
 North Dakota 
 
 1889 
 
 70,79 H 
 
 2 
 
 4 
 
 40 
 
 South Dakota 
 
 1880 
 
 77,650 
 
 2 
 
 4 
 
 /JT 
 
 Montana 
 
 1889 
 
 146,080 
 
 I 
 
 7 
 
 42 
 
 Washington 
 
 1889 
 
 69,180 
 
 7 
 
 c 
 
 47 
 
 Idaho 
 
 -7 
 1800 
 
 84,800 
 
 I 
 
 7 
 
 44 
 
 Wyoming 
 
 -^ 
 1890 
 
 07 800 
 
 I 
 
 7_ 
 
 4C 
 
 Utah 
 
 1896 
 
 84 970 
 
 I 
 
 7 
 
 
 New Mexico 
 
 ijyvy 
 
 122 580 
 
 
 
 
 Arizona 
 
 
 I 13 O2O 
 
 
 
 
 Alaska 
 
 
 C.77 ^QO 
 
 
 
 
 Indian Territory 
 
 
 7J 400 
 
 
 
 
 Oklahoma 
 
 
 ^9 O^O 
 
 
 
 
 District of Columbia 
 
 
 7O 
 
 
 
 
 
 
 
 
 
 1 See note 2 on opposite page. 
 
APPENDIX D 
 PRESIDENTS OF THE UNITED STATES 
 
 President. 
 
 State. 
 
 By Whom 
 Elected. 
 
 Term of Office. 
 
 George Washington 
 
 Virginia 
 
 
 
 John Adams 
 
 Massachusetts. 
 
 Federalists 
 
 
 Thomas Jefferson. 
 
 Virginia 
 
 Dem. -Rep 
 
 
 James Madison. 
 
 Virginia 
 
 Dem. -Rep 
 
 
 ames Monroe. 
 
 Virginia 
 
 Dem. -Rep 
 
 
 ohn Quincy Adams 
 
 Massachusetts 
 
 Rep.. 
 
 
 Andrew Jackson. . 
 
 Tennessee 
 
 Dem.. 
 
 
 Martin Van Buren . 
 
 New York 
 
 Dem.. 
 
 
 \Villiam Henry Harrison 
 
 Ohio 
 
 Whigs. 
 
 
 John Tyler. 
 
 Virginia 
 
 Whigs 
 
 
 
 Tennessee 
 
 Dem .. . 
 
 1845- 
 One term * 1845 1849 
 
 Zachary Taylor 
 
 Louisiana 
 
 Whigs . 
 
 i yr 4 mos 1849 i8sO 
 
 
 New York 
 
 Whigs . . 
 
 2 yrs 8 mos 1850 
 
 Franklin Pierce 
 
 New Hampshire 
 
 Dem 
 
 1853- 
 One term 1853 1857 
 
 James Buchanan. 
 
 Pennsylvania 
 
 Dem 
 
 One term 1857 1861 
 
 
 Illinois 
 
 Rep 
 
 One term and 6 wks 
 
 Andrew Johnson 
 
 Tennessee 
 
 Rep.. . . 
 
 ^1861-1865. 
 
 3 yrs 10 mos 1865 
 
 Ulysses Simpson Grant 
 Rutherford Burchard Hayes. 
 James Abraham Garfield 
 Chester Alan Arthur. . . 
 
 Illinois 
 Ohio 
 Ohio 
 
 New York . . . 
 
 Rep 
 Rep 
 Rep 
 Rep 
 
 1869. 
 Two terms ; 1869-1877. 
 One term ; 1877-1881. 
 6 mos. 15 days ; 1881. 
 3 yrs. 5 mos., 15 days ; 
 
 Grover Cleveland 
 
 New York 
 
 Dem ... . 
 
 1881-1885. 
 One term 1885 1889 
 
 Benjamin Harrison 
 
 Indiana 
 
 Rep 
 
 One term ; 1889-1893. 
 
 Grover Cleveland. . . 
 
 New York 
 
 Dem 
 
 One term ; 1893-1897. 
 
 William McKinley 
 Theodore Roosevelt 
 
 Ohio 
 
 New York...... 
 
 Rep 
 Rep 
 
 One term and 6% mos. ; 
 1897-1901. 
 1901 
 
 
 
 
 
INDEX 
 
 ABOLITIONISTS, 271-273 
 
 Acadians, removal of, 99 
 
 Adams, John, 149 ; presidency of, 209- 
 212 ; sketch and portrait, 209 
 
 Adams, J. Q., sketch, 245 ; portrait, 246; 
 presidency of, 245-248 ; defends the 
 right of petition, 273 
 
 Adams, Samuel, 138-140; 142, 148; 
 portrait, 149 
 
 Aguinaldo s rebellion, 420 
 
 Alabama Claims, 344 
 
 Alabama, Confederate cruiser, 344 
 
 Alabama, secedes, 302 ; 355, 368 
 
 Alaska, purchase of, 384 
 
 Albany (Fort Orange), 64 
 
 Alien and Sedition Laws, 211 
 
 Allen, Ethan, 145 
 
 Amsterdam, New, 64 
 
 Anderson, Major, 305, 306 
 
 Andre" (an dra), John, 178, 179 
 
 Andros, Sir Edmund, 59-61 ; 68 
 
 Antietam, battle of, 324 
 
 Anti-Federalist Party, 191, 209 
 
 Appomattox Court House, Lee surren 
 ders at, 347 
 
 Arbitration, 400, 406, 407 
 
 Arid region, 379 
 
 Arkansas, 354 
 
 Armistead (ar mis-ted), General, 228 
 
 Army, Continental, 145, 147 
 
 Arnold, Benedict, 145, 157, 159, 163 ; 
 
 his treason, 177-179 
 Arthur, Chester A., sketch, 392 
 Articles of Confederation, 185-188 
 Ashburton Treaty, 354 
 Asia, European trade with, I 
 Atlanta Exposition, 369 
 Atlantic Cable, 382 
 Australian Ballot System, 400 
 
 BACON S rebellion, 37 
 
 Balboa discovers the Pacific, 18 
 
 Baltimore, Lord, 37, 38 
 
 Baltimore attacked by the British, 
 
 234 
 
 Bancroft, George, 431 
 Bank, United States, 256, 257 
 Barbary States, war with, 222 
 Barclay, Captain, defeated by Perry on 
 
 Lake Erie, 233 
 
 Beauregard (bo re-gaard), General, 305 
 Bell, A. G., 389 
 Bennington, battle of, 158 
 Bering Sea trouble, 400 
 Berkeley, Sir William, 36 
 Blacklists, 395 
 
 
 KEY TO PRONUNCIATION.* 
 
 a as in fat. 
 
 e 
 
 as in mete. 
 
 5 as in note. 
 
 u as in mute, 
 
 a " " fate. 
 
 e* 
 
 " " her. 
 
 6 " " move. 
 
 ii German ii, French u 
 
 a " " far. 
 
 i 
 
 " pin. 
 
 6 " " nor. 
 
 oi as in oil. 
 
 5 " " fare. 
 
 i 
 
 " " pine. 
 
 u " " tub. 
 
 ou " " pound. 
 
 e " " met. 
 
 o 
 
 " * not. 
 
 
 
 A double dot under any vowel indicates the short w-sound, as in but. 
 
 * According to Century Dictionary. 
 401 
 
462 
 
 INDEX 
 
 Blaine, James G., 400 
 
 Blanco, Captain-General, 411 
 
 Bland Silver Bill, 403 
 
 Bon Homme Richard (bo-nom re-shar ), 
 
 173 
 
 Boone, Daniel, 169 
 Border ruffians, 288 
 " Boston Massacre," 138 
 Boston settled, 48 ; evacuated by the 
 
 British, 148 
 Boycott, 395 
 
 Braddock, General, his defeat, 98 
 Bradford, Governor, 46 
 Bragg, General, 334 
 Brandywine, battle of the, 162 
 Breckenridge, John C., 299 
 Brewster, Elder, 46 
 Brooklyn Bridge, 394 
 Brooks, Preston S., assaults Charles 
 
 Sumner, 289 
 
 Brown, John, at Harper s Ferry, 296 
 Bryan, William J., 407, 418 
 Bryant, William Cullen, 429 
 Buchanan (bu-kan an), James, sketch, 
 
 294; portrait, 294; presidency of, 
 
 294-304 
 
 Buell, General, 316 
 Buffalo, 419 
 
 Buena Vista, battle of, 354 
 Bull Run, first battle of, 307 ; second 
 
 battle of, 323 
 
 Bunker Hill, battle of, 146, 147 
 Burgoyne (ber-goin ), General, his in 
 vasion, 157-164; his surrender, 163 
 Burnside, General, 324 
 Burr, Aaron, 213; his conspiracy, 223 
 Butler, General, 316, 331 
 
 CABINET, the President s, 200, 395 
 
 Cabot, John, seeks the northwest pas 
 sage, 6 
 
 Cabot, Sebastian, explores the coast of 
 North America, 8 
 
 Calhoun, Jonn C., and nullification, 
 253 J portrait, 253 
 
 California seeks admission to the Union, 
 
 281 ; admitted to the Union, 354 
 Cambridge, 51 
 Camden, battle of, 175 
 Canada, 58, 87, 102, 145 
 Canal, Isthmian, 423 
 Canonicus, 47, 55 
 Cape Cod, 46 
 Carpet-bag rule, 360 
 Carteret, 73, 123 
 Cartier (kar-tya ), 87 
 Carver, John, 46 
 Catholics, 37 
 
 Cedar Creek, battle of, 339 
 Centennial Exhibition, 388 
 Cervera, Admiral, 413 
 Chambersburg, 339 
 Champlain (sham-plan ), 87-89, 123 
 Champlain, Lake, 88, 123 
 Chancellorsville, battle of, 325 
 Charles I., 42, 43-58 
 Charles II., 42, 43, 58, 59, 70 
 Charleston, 305 
 Charter Oak, 60 
 
 Charters, 28, 38, 45, 54, 60, 64, 70 
 Chattanooga, battle of, 335 
 Chesapeake, Leopard fires upon, 225 
 Chicago, 259 
 
 Chickamauga, battle of, 333 
 Chili, trouble with, 398 
 China, 420 
 
 Chinese immigration, 376 
 Chippewa (chip e-wa), battle of, 233, 
 
 353 
 
 Christian Comnmsion, 350 
 
 Church of England, 44 
 
 Civil service reform, 392, 393 
 
 Civil War, causes of, 301 ; principal 
 events of, 305-348; results of, 351 
 
 Clark, George Rogers, in the North 
 west, 169, 170; 183 
 
 Clay, Henry, portrait, 244, 256 
 
 Clermont, 223 
 
 Cleveland, Grover, sketch, 393 ; por 
 trait, 393 ; 402, 404 
 
INDEX 
 
 463 
 
 Clinton, DeWitt, and Erie Canal, 245 
 
 Clinton, General, 163, 175, 166, 175, 
 176, 178, 182 
 
 Cold Harbor, battle of, 337 
 
 Coligny (ko-len ye), 15, 122 
 
 Colonies, life in the, at the close of the 
 French and Indian Wars, 105-117; 
 groups of, 105, 118, 119 
 
 Colorado, 434 
 
 Colored troops in the Civil War, 332 
 
 Columbia River, 269 
 
 Columbia University, 114 
 
 Columbus, Christopher, his plans, 3 ; 
 portrait, 3 ; his difficulties, 4 ; first 
 voyage of, 4 ; trials on his first voy- 
 a g e 5 discovers America, 6 ; other 
 voyages, 6 ; last days, 6 
 
 Commerce, American, after the Revolu 
 tion, 1 86 
 
 Committees of Correspondence, 138 
 
 Compromise with Missouri, 244; with 
 South Carolina, 256; of 1850, 283 
 
 Concentration, 411 
 
 Concord, battle of, 142-145 
 
 Confederate States of America, organi 
 zation of, 302 
 
 Congress, Continental, first meeting of, 
 141 ; second meeting of, 145 ; has lit 
 tle power, 167, 185, 187, 418 
 
 Connecticut, early history of, 50-54; 
 and the Northwest Territory, 1 88 
 
 Conscription, in the North, 332 ; in the 
 South, 333 
 
 Constitution of the United States, events 
 leading to, 189; ratified, 190; slavery 
 compromises in, 190; strict and lib 
 eral construction of, 200 
 
 Constitution captures the Guerriere, 231 
 
 Continental currency, 168. 
 
 Con way Cabal, 165 
 
 Cooper, James Fenimore, 428 
 
 Cornwallis, General, 154, 176, 179, 181 
 
 Coronado, 122 
 
 Cortez conquers Mexico, 18 
 
 Cotton export, 311, 367, 368 
 
 Cotton-gin, invention of, 204 
 Cowpens, battle of, 179 
 Creek Indians, war with, 235 
 Creve-Coeur (krev-keY), 91 
 Cromwell, Oliver, 43 
 Crown Point, Fort, 101 ; Americans 
 capture, 145; Burgoyne captures, 157 
 Cuba, Island of, 286, 410 
 Cuba, Republic of, 421 
 Cuban Reciprocity Act, 423 
 Cubans rise against Spain, 410 
 Cumberland destroyed by the Merrimac, 
 
 313 
 
 Cunard Steamship Line, 354 
 Gushing, Lieutenant, 328 
 
 DAKOTA, North, 375 
 
 Dakota, South, 375 
 
 Dale, Sir Thomas, 32 
 
 Daughters of Liberty, 131 
 
 Davenport, John, 52 
 
 Davis, Jefferson, sketch, 302; elected 
 President of the Confederacy, 303 ; 
 flight and capture of, 348 
 
 Dawes, William, 143 
 
 Dawes Act, 386 
 
 Declaration of Independence, 148-150 
 
 "Decrees," 226 
 
 De Kalb (de kalb). Baron, 165 
 
 Delaware, early history of, 74 
 
 Delaware, Lord, 32 
 
 Democratic Party, 209, 248, 299, 404, 
 407, 418 
 
 Democratic- Republican Party, 209, 211, 
 230 
 
 Deposits, removal of, 257 
 
 De Soto (so to), lands in Florida, 14; 
 discovers the Mississippi, 15 ; por 
 trait, 1 6 
 
 Detroit, 232 
 
 Dewey, Admiral George, 412 
 
 Dingley Tariff, 408 
 
 Dinwiddie, Governor, 96 
 
 Discovery, aids to, I 
 
 District of Columbia, slavery in, 283 
 
464 
 
 INDEX 
 
 Dorchester Heights, 148 
 Dorr rebellion in Rhode Island, 354 
 Douglas, Stephen A., 288, 299 
 Draft riots, 332 
 Drake, Sir Francis, 22, 26 
 Dred Scott decision, 294 
 Du Quesne (dii-kan ), Fort, 97 
 Dutch, in New Netherland, 63-68 ; rea 
 sons for their failure, 68 
 
 EADS, Captain, and the Mississippi jet 
 ties, 366 
 
 Early, General, his raid in the Shenan- 
 doah, 338 
 
 Eaton, Theophilus, 52 
 
 Education, 100, 109, III, 114, 427 
 
 Edward, Fort, 158 
 
 El Caney, 416 
 
 Electoral Commission, 389 
 
 Electoral Count Bill, 390 
 
 Elizabeth, Queen, 20, 23, 27 
 
 Emancipation Proclamation, 330 
 
 Embargo, 226, 227 
 
 Emerson, Ralph Waldo, 430 
 
 Endicott, John, 47 
 
 England, her need of America, 25 ; im 
 presses American seamen, 225 ; in 
 jures American commerce, 226 ; and 
 the Civil War, 309-311 and 343~345 J 
 and Venezuela, 405-407 ; friendship 
 of, 417 
 
 Era of good feeling, 247 
 
 Ericsson, John, and the Monitor, 313 
 
 Ericsson, Leif, II 
 
 Erie Canal, 245 
 
 Eutaw Springs, battle of, 192 
 
 FAIR OAKS (Seven Pines), battle of, 322 
 
 Faneuil Hall, 129 
 
 Far East, 420 
 
 Farragut, Admiral David G. , at New 
 
 Orleans, 317 ; sketch, 342 ; at Mobile 
 
 Bay, 342 
 Federalist Party, 191, 198, 209, 211, 
 
 230 
 
 Fifteenth Amendment, 360 
 Filibustering Expeditions, 286 
 Filipinos, rebellion of, 420 
 Fillmore, Millard, sketch and portrait 
 
 281, 283 
 
 Five Forks, battle of, 346 
 Five Nations (see Six Nations), 76 
 Flag, American, 164 
 Flatboat, 216 
 Florida, purchase of, 239; admitted U 
 
 the Union, 354 
 Foote, Commodore, 315 
 Forest reservations, 380 
 Fort Donelson, 315 
 Fort Henry, 315 
 Fort Orange (Albany), 64 
 Fort William Henry, massacre at, 124 
 Fourteenth Amendment, 360 
 France, her struggle with England for 
 
 control of America, 93 ; American 
 
 treaty with, 164; aids the Americans 
 
 with her fleets, 172; at war with 
 
 England, 206 ; regains Louisiana, 
 
 219; injures American commerce, 226 
 Franklin, Benjamin, 98; his plan of 
 
 union, 121; sketch, 121 ; 150, 164; 
 
 portrait, 162 
 
 Fredericksburg, battle of, 324 
 Freedmen, and Southern legislation, 
 
 358 ; and education, 370 
 French forts, 95 
 French Revolution, 207 
 French War, Last, 94-103 ; causes of, 
 
 94; principal events of, 96-102; 
 
 treaty of peace, 102 ; other results of, 
 
 103 
 
 Fugitive Slave Law, 284 
 Fulton, Robert, 222 
 
 GADSDEN PURCHASE, 278 
 Gage, General, 140, 142, 143 
 Garfield, James A., sketch and portrait, 
 
 390, 392 
 
 Garrison, William Lloyd, 271 
 Gates, General, 163, 175 
 
INDEX 
 
 465 
 
 Genet (zhe-na ) Citizen, defies Washing 
 ton, 208 
 
 George III., 135-140, 183, 
 Georgia, early history, 41; secedes, 302, 
 
 354 
 
 Germantown, battle of, 192 
 
 Gettysburg, battle of, 325-329 
 
 Gilbert, Sir Humphrey, 23 
 
 Gold, discovery of, in California, 279-280 
 
 Gorges, Sir Ferdinando, 62 
 
 Gosnold, Bartholomew, 26 
 
 Gourges (gorg), Dominique de, in Flor 
 ida, 1 6 
 
 Government, colonial, 118-121 
 
 Grant, Ulysses S., at Fort Donelson, 
 315; at Shiloh, 315; at Vicksburg, 
 329; at Chattanooga, 334; sketch, 
 335; in campaigns about Richmond, 
 337-34 8 ; captures Lee s army, 347; 
 made President, 362; his Indian 
 policy, 384 
 
 Great Meadows, 97 
 
 Greeley, Horace, 348 
 
 Greenbacks, 392 
 
 Greene, General, 179-181 
 
 Grenville, Lord, 129 
 
 Griffin, 90 
 
 Griffin s Wharf, 140 
 
 Guantanamo, 415 
 
 Guerriere (gar-ryar), captured, 231 
 
 Guilford Court House, battle of, 180 
 
 "HAIL COLUMBIA," 210 
 
 Hale, Nathan, 152 
 
 Half Moon, 63 
 
 Hamilton, Alexander, favors a strong 
 
 Union, 200; financial policy of, 202; 
 
 portrait, 202; killed by Burr, 223 
 Hamilton, Colonel, 169, 170 
 Hancock, John, 143, 145, 150 
 Harrison, Benjamin, 380, 396; sketch, 
 
 402; portrait, 402 ; elected President, 
 
 404 
 Harrison, William Henry, 228; sketch, 
 
 267; portrait, 268 
 
 Hartford, 51, 54, 60 
 
 Hartford, at Mobile Bay, 343 
 
 Hartford Convention, 236 
 
 Harvard College, 109 
 
 Havana, 411 
 
 Hawaii (ha-wi e), revolution in, 401 
 
 Hawthorne, Nathaniel, 429 
 
 Hay, Secretary, 421 
 
 Hayes, Rutherford B., sketch, 365; 
 withdraws troops from the South, 
 365; portrait, 366; election of, 389 
 
 Hennepin, 123 
 
 Henry, Patrick, 131, 141, 191 
 
 Hessians, 149, 155 
 
 Hobson, Lieutenant, 415 
 
 Holland at war with England, 167 
 
 Holmes, Oliver Wendell, 430 
 
 Holy Alliance, 240 
 
 Hood, General, 341 
 
 Hooker, Joseph, 325, 335 
 
 Hooker, Thomas, 51-52 
 
 Howe, General, 146, 152, 160-163, 166 
 
 Hudson, Henry, discovers the Hudson 
 River, 63 
 
 Hudson River, 63, 64, 67, 150, 157 
 
 Huguenots (hu ge-nots) in France, 15; 
 their settlements, 16; Spanish de 
 stroy settlements of, 16 
 
 Hull, Captain Isaac, 231 
 
 Hull, General William, 232 
 
 Hutchinson, Anne, 55 
 
 IBERVILLE (e-ber-veT), 123 
 
 Idaho, 375 
 
 Illinois, 353 
 
 Immigration, foreign, table of, 2591 290, 
 
 291, 372-373 
 
 Impeachment, President Johnson s, 360 
 Impressment of American seaman, 208, 
 
 225 
 
 Income Tax, 405 
 Independence of the United States, 
 
 183 
 
 Independent Treasury, 262 
 Indiana, 353 
 
466 
 
 INDEX 
 
 Indians, division of, 75 ; character of, 
 76; occupations of, 77; their canoes 
 and snow-shoes, 77; wampum, 78; 
 religion, 79; clan and tribe, 80; com 
 munal living, 80; number of, 82; in 
 fluence of, upon the whites, 83 ; early 
 wars with, 84-86; aid Burgoyne, 158; 
 use of, by the English, 168; reserva 
 tion system, 386 
 
 Intercolonial Wars, 94 
 
 Internal improvements, 246, 247, 261 
 
 "Ironsides, Old," 231 
 
 Iroquois (ir-6-kwoi ) Indians (see Five 
 Nations and Six Nations), 64, 65; and 
 Champlain, 88; enemies of French, 
 89; and fur trade, 93; and St. Leger, 
 159 
 
 Irrigation, 379 
 
 Irving, Washington, 428 
 
 Isthmian Canal Act, 423 
 
 Italy, trouble with, 398 
 
 JACKSON, ANDREW, at Battle of New 
 Orleans, 235-236; in Florida, 239; 
 presidency of, 250-262; sketch, 250; 
 portrait, 251 
 
 Jackson, C. T., 268 
 
 Jackson, Thomas J. ("Stonewall"), in 
 the Shenandoah, 323; sketch, 325; 
 and portrait, 327 
 
 James I., 30, 42-44 
 
 James II., 42, 43, 59 
 
 Jamestown, settlement of, 29 
 
 Japan, treaty with, 285 
 
 Jay, his treaty with England, 208 
 
 Jefferson, Thomas, 132; writes Decla 
 ration of Independence, 150; opposes 
 a strong union, 200; presidency of, 
 213-227; sketch, 213; portrait, 216 
 
 Jesuit missionaries, 90 
 
 Johnson, Andrew, presidency of, 356- 
 363; sketch and portrait, 357; his 
 plan of reconstruction, 357; im 
 peached, 360 
 
 Johnston, Albert Sydney, 315 
 
 Johnston, Joseph E., 307, 322, 329, 337, 
 
 340, 348 
 
 Joliet (zho-lya/), 90 
 Jones, John Paul, 164, 173 
 
 KALB, Baron de, 165 
 
 Kansas, struggle for, 287-289; admitted 
 
 to the Union, 354 
 Kansas-Nebraska Bill, 287 
 Kaskasia, 169 
 
 Kearsarge, sinks the Alabama, 344 
 Kenesaw Mountain, battle of, 341 
 Kentucky, Resolutions presented by, 
 
 21 1 ; life in, 216, 352 
 King George s War, 94 
 King Philip s War, 85 
 King William s War, 94 
 King s Mountain, battle of, 176 
 Knights of Labor, 395 
 Knox, Henry, 200 
 Kosciusko (kos-i-us ko), 165 
 Ku-Klux Klan, 361, 362 
 
 LA FAYETTE (la-fa-yet ), sketch, 162; 
 portrait, 1 60; in Virginia, 181 
 
 La Salle (la sal ), explores the Missis 
 sippi, 90; his aims and work, 91 
 
 Lake Erie, Perry s victory on, 232 
 
 Lands, Public, 373 
 
 Las Guasimas, 415 
 
 Lawrence, Perry s flagship, 232 
 
 Lee, Charles, 153, 154, 160, 165 
 
 Lee, Fort, 152, 153 
 
 Lee, Richard Henry, 149 
 
 Lee, Robert E., sketch, 322; in Pen. 
 insular campaign, 323 ; portrait, 324; 
 at Antietam, 324; at Fredericksburg, 
 at Chancellorsville, 324; at Gettys 
 burg, 327; in campaigns of 1864 and 
 l86 5 337-3475 his surrender, 347 
 
 Leisler, (lls le"r), Jacob, leads an uprising 
 against Andros, 70 
 
 Lewis and Clarke s Expedition, 221-222 
 
 Lexington, battle of, 142-145 
 
 Liberator, William Lloyd Garrison s, 271 
 
INDEX 
 
 467 
 
 Lincoln, Abraham, sketch, 299; por 
 trait 300 ; presidency of, 305-348 ; 
 assassinated, 348 
 
 Lincoln, General, 175 
 
 " Line of Demarcation," 6 
 
 Literature, 429 
 
 London Company, 28, 29 
 
 Long Island, battle of, 151, 152 
 
 Longfellow, Henry W., 430 
 
 Lookout Mountain, battle of, 335 
 
 Louisburg, 94 
 
 Louisiana, 353 
 
 Louisiana Purchase, 220-221, 424 
 
 Lovejoy, Elijah P., 273 
 
 Lowell, James Russell, 430 
 
 Lundy s Lane, battle of, 353 
 
 McCLELLAN, GEORGE B., in the Penin 
 sula Campaign, 319-324 
 
 McCormick reaping-machine, 264 
 
 McCrea, Jane, 158 
 
 McDonough (mak-don o), Thomas, on 
 Lake Champlain, 234 
 
 McDowell, General, 307, 321 
 
 McKinley, William, author of McKinley 
 Bill, 404 ; sketch and portrait, 404, 
 408; conduct of Spanish War, 411, 
 418 
 
 Madison, James, portrait, 228 ; sketch, 
 228 ; presidency of, 228-238 
 
 Magellan (ma-jel an), wonderful voyage 
 of, 9 
 
 Mails, 198 
 
 Maine, 353 
 
 Maine (The), 411 
 
 Malolos, 420 
 
 Malvern Hill, battle of, 322 
 
 Manassas (ma-nas as), battle of (see 
 Bull Run) 
 
 Manhattan Island, 64 
 
 Manila, 412-420 
 
 Manufactures, in New England, 61, 
 227; in the South, 368 
 
 Marion, Francis, 176 
 
 Marquette (mar-ket ), Father, 90, 123 
 
 Marshall, Chief Justice, 212, 352 
 Maryland, early history of, 37-39 ; and 
 
 the Northwest Territory, 188 
 Mason, John, 84 
 Mason and Dixon s Line, 39 
 Mason and Slidell seized on the Trent, 
 
 309 
 
 Massachusetts, early history of, 45-59 
 Massachusetts Bay Company, 47, 48 
 Massasoit (mas-a-soit ), 47 
 Maximilian, Archduke, in Mexico, 345 
 Meade, George G., portrait, 329; at 
 
 Gettysburg, 325-329 
 Melendez in Florida, 16 
 Merrimac, Confederate ironclad, 311- 
 
 3H 
 
 Merrimac, United States collier, 415 
 
 Merritt, General, 413 
 
 Mexican War, 274-277 
 
 Mexico, City of, occupied by American 
 troops, 354 
 
 Michigan, 354 
 
 Middle Colonies, 113-116; mixed pop 
 ulation of, 1 13 ; occupations of people 
 in, 113; education in, 114; crimes and 
 punishments in, 115; life and man 
 ners of the Dutch in, 115 
 
 Miles, General, 420 
 
 Mills Bill, 404 
 
 Mimms, Fort, massacre at, 235 
 
 Minnesota, 354 
 
 Missionary Ridge, battle of, 336 
 
 Mississippi, 353 
 
 Mississippi River, importance of, in the 
 Civil War, 314 
 
 Missouri, 353 
 
 Missouri Compromise, 244, 245 
 
 Mobile Bay, battle of, 342-343 
 
 Mohawk River, 89, 157 
 
 Monitor, Union ironclad, 311-314 
 
 Monmouth, battle of, 1 66 
 
 Monroe, James, presidency of, 239-245 ; 
 sketch, 240; portrait, 241 
 
 Monroe Doctrine, 241-242, 405 
 
 Montana, 375 
 
468 
 
 INDEX 
 
 Montcalm, General, 99, IO2 
 
 Montgomery, 145 
 
 Montreal, 145 
 
 Moore s Creek Bridge, battle of, 192 
 
 Morgan, Daniel, at battle of Cowpens, 
 
 1 80 
 
 Mormons, 376 
 Morris, Robert, 156 
 Morristown, 156, 160 
 Morse, Samuel F. B., and the telegraph, 
 
 267 
 
 Morton, W. T. G., 268 
 Moultrie (mol tri), Fort, 150 
 Mound Builders, 81-83 
 Mount Vernon, home of Washington, 
 
 196 
 Municipal reform, 426 
 
 NAPOLEON I., 218-220, 229 
 
 Napoleon III., and the Confederate 
 
 navy, 344; and Mexico, 345 
 Narragansett Indians, 47, 55 
 Narvaez (nar-va-ath ) explores Florida, 
 
 19 
 
 Nashville, battle of, 355 
 National Republican Party, 248 
 National road, 241, 242 
 Navigation Laws, 36, 59, 126 
 Navy, United States, in the Revolution, 
 
 172; in War of 1812, 230 ; our new, 
 
 399 
 
 Nebraska, 360 
 
 Negro suffrage, 360 
 
 Nevada, 355 
 
 New Amsterdam, 64 
 
 New England, industries and trade of, 
 6 1 ; occupations of the people in, 113; 
 religion and church worship in, 113 ; 
 education in, 1 14 ; crimes and punish 
 ments in, 115; life and manners in, 
 115; and Protection, 254 
 
 New England Confederacy, 55 
 
 New Hampshire, early history of, 62 
 
 New Haven, 52 
 
 New Jersey, early history of, 73 
 
 New Netherland, early history of, 64- 
 67 ; becomes New York, 67 
 
 New Orleans, battle of, 235-236 ; capt 
 ure of, 316; Cotton Centennial, 368 
 
 New York, under English governors, 
 68 ; and the Northwest Territory, 
 188 
 
 New York City, 246 
 
 Newspapers, 117, 263, 429 
 
 Non-Importation agreements, 133, 139 
 
 Norfolk, 311 
 
 North, economic conditions in, 293 ; ad 
 vantages of, 303 
 
 North Carolina, early history of, 41 ; 
 secedes, 306, 354 
 
 North Dakota, 375 
 
 Northern point of view, 301 
 
 Northmen, n 
 
 Northwest Boundary, 269 
 
 Northwest Passage, 8 
 
 Northwest Territory, conflicting claims 
 to, 188 
 
 Nullification, 21 1, 253, 255, 256 
 
 OCEAN STEAMSHIPS, 264 
 
 Oglethorpe (5 gl-thorp), James, 41 
 
 Ohio, 352 
 
 Ohio Company, 96 
 
 Oklahoma (ok-la.-h5 ma), territory 
 
 opened to settlement, 396 
 Old North Church, 143 
 Old South Church, 130, 139 
 Olney, Richard, 407 
 "Open Door," 420 
 " Orders in Council," 226 
 Ordinance of 1787, 188 
 Oregon, 354 
 Oregon (The), 414 
 Oregon Country, 221, 269-271 
 Ostend (os-tend ) Manifesto, 286 
 Oswego, 159 
 Otis, James, 128 
 
 PACIFIC OCEAN, discovery of, 18 
 Pacific Railroads, 377 
 
INDEX 
 
 469 
 
 Pack-horse, 217 
 
 Paine, Thomas, writes Common Sense, 
 149 
 
 Pakenham (pak en-am), Sir Edward, 236 
 
 Palo Alto (pa 16 al to), battle of, 354 
 
 Panama, revolution in, 423 ; treaty with, 
 424 
 
 Pan-American Congress, 397 
 
 Pan-American Exposition, 419 
 
 Panic, Financial, of 37, 262; of 57, 
 294; of 73, 386; of 93, 403 
 
 Paper money, 168, 187, 390 
 
 Parkman, Francis, 431 
 
 Partisan warfare in the South, 176 
 
 Patroons in New Netherland, 63 
 
 Peking, 421 
 
 Pemberton, General, 329, 330 
 
 Penn, William, proprietor of Pennsyl 
 vania, 70-72; portrait, 70 
 
 Pennsylvania, early history of, 70-72 
 
 Pennsylvania, University of, 115 
 
 Pension Bill, 397 
 
 Pepperell, Colonel, 94 
 
 Pequot Indians, 84 
 
 Perry, Commodore, in Japan, 285 
 
 Perry, Oliver H., his victory on Lake 
 Erie, 232 
 
 Personal Liberty Bills, 284 
 
 "Pet banks," 257 
 
 Petersburg, explosion of mine at, 338 
 
 Petition, right of, 273 
 
 Philadelphia, 71 
 
 Philippine Islands, 417, 420 
 
 Pickett, General, 328 
 
 Pierce, Franklin, portrait, 286; sketch, 
 286; presidency of, 287-294 
 
 Pilgrims, go to Holland, 44; aims and 
 character of, 45; voyage to America, 
 45; settle at Plymouth, 46; cove 
 nant and democracy, 46; relations 
 with the Indians, 46, 47 
 
 Pinckney, Charles C., 210 
 
 Pitt, William, 100, 133 
 
 Pittsburg Landing, battle of, 315 
 
 Pizarro (pi-za ro), conquers Peru, 19 
 
 Plymouth Company, 28 
 
 Pocahontas, 31 
 
 Polk, James K., sketch and portrait, 
 275; presidency of, 275-281 
 
 Ponce de Leon (pon -tha da la-6n ), dis 
 covers Florida, 13 
 
 Pontiac, his conspiracy, 103, 120, 124 
 
 Pope, General, 323 
 
 Port Bill, Boston, 140 
 
 Port Hudson, surrender of, 330 
 
 Porto Rico, 417, 418 
 
 Portugal leads in discovering an eastern 
 route, 2 
 
 Potomac, Army of, 319 
 
 Powhatan (pow-ha-tan ), 31 
 
 Prescott, Colonel, 146 
 
 Prescott, William H., 431 
 
 Presidential succession, 394 
 
 Princeton, battle of, 156 
 
 Princeton College, 115 
 
 Prisoners, difficulties about exchange of, 
 in Civil War, 331-333 
 
 Privateering, in Revolution, 172; in 
 War of 1812, 232 
 
 Problems of the hour, 431 
 
 Protective Tariff, 203, 252-254, 404-405, 
 407 
 
 Providence, R. I., 55, 123 
 
 Provincial Congress, 142 
 
 Public Schools, 263 
 
 Pullman boycott, 405 
 
 Puritans, 44-59; obtain a charter, 47; 
 settlements, 48; government, 49; re 
 ligious intolerance, 54-58; persecute 
 the Quakers, 56; have trouble with 
 England, 58 
 
 Putnam, Israel, 103, 146, 152 
 
 QUAKERS, 56, 57, 69 
 
 Quebec, 89; capture of, by Wolfe, 101 
 
 Queen Anne s War, 94 
 
 RAILROADS, 257-258, 377 
 Raleigh, Sir Walter, sketch, 22; por 
 trait, 21 ; colonies, 22-25 
 
47 
 
 INDEX 
 
 Reconstruction, Johnson s plan of, 357; 
 congressional plan of, 358: work of, 
 complete, 359; difficulties and results 
 of, 362 
 
 Religious intolerance among the Massa 
 chusetts Puritans, 54-59 
 
 Republican Party, 290, 299, 404, 407, 
 418 
 
 Reservations, Indian, 386 
 
 Resumption of specie payments, 390 
 
 Revere, Paul, 143 
 
 Review of the army at Washington, 355 
 
 Revolution, American, causes of, 126- 
 142; principal events of, 142-183; 
 results of, 183 
 
 Rhode Island, settled, 54; religious 
 toleration in, 55 
 
 Richmond, Virginia, Confederate capi 
 tal, 302; evacuated by Lee, 346 
 
 Right of Search claimed by England, 
 225 
 
 Rivers, twofold use of, 217 
 
 Rochambeau, 182 
 
 Rolfe, John, marries Pocahontas, 31 
 
 Roosevelt, Theodore, 419, 424, 425 
 
 Rosecrans (roze-cranz), General, 334 
 
 Ross, General, 234 
 
 "Rotten boroughs," 134 
 
 Rough Riders, 415 
 
 Roxbury, settled, 48 
 
 SAMPSON, ADMIRAL, 415 
 
 St. Augustine, 16, 122 
 
 St. Lawrence River, 87-89 
 
 St. Leger (santlej er) in Western New 
 
 York, 159 
 
 St. Mary s, settlement at, 38 
 Salem Witchcraft, 108 
 San Francisco, 280 
 San Salvador, 6 
 Sanitary Commission, 350 
 Santiago, 416 
 
 Savannah, Sherman captures, 341 
 Savannah, 264 
 Say-and-Sele, Lord, 52 
 
 Saybrook, 54 
 
 "Scalawags," 361 
 
 Schuyler, General, 158, 163 
 
 Scrooby, England, 44 
 
 Seal fisheries, 400 
 
 Secession, 254, 302; of the remaining 
 Cotton States, 302; of Virginia, 
 North Carolina, Tennessee, and Ar 
 kansas, 306 
 
 Seminole Indians, 239 
 
 Semmes (semz), Captain, 344 
 
 Serapis, 178 
 
 Seven Days Battles, 322 
 
 Seven Pines, battle of (see Fair Oaks) 
 
 Schley, 411 
 
 Shafter, 416 
 
 Shays s Rebellion, 187, 188 
 
 Shenandoah Valley, Jackson in, 322; 
 Early in, 338; Sheridan in, 339 
 
 Sheridan, Philip H., in the Shenan 
 doah, 339; portrait, 339; at Cedar 
 Creek, 339; sketch, 339; at Five 
 Forks, 346 
 
 Sherman, Roger, 150 
 
 Sherman, William T., sketch, 340; por 
 trait, 341 ; captures Atlanta, 341 ; 
 his "March to the Sea, "341; capt 
 ures Johnston s army, 348 
 
 Sherman Act, 403 
 
 Shiloh, battle of, 315 
 
 Silver, legislation, 403 ; free, 407 
 
 Six Nations, 7 1 (see Iroquois) 
 
 Slavery, in Virginia, 34; cotton-gin and, 
 204 ; in the North and the South, 243 ; 
 real cause of the Civil War, 301 
 
 Slidell, seized on the Trent, 309 
 
 Smith, Captain John, his services to the 
 Virginia colonists, 30; sketch, 31 ; 
 portrait, 31 ; returns to England, 31 
 
 Smith, Joseph, 376 
 
 Solid South, 365 
 
 Sons of Liberty, 131 
 
 South, economic conditions in, 292-293 ; 
 advantages of, 303 ; seizes national 
 property, 304; condition at the close 
 
INDEX 
 
 of the Civil War, 356; the new, 365- 
 371 ; troops withdrawn from, 365 
 
 South Carolina, 41 ; objects to Protec 
 tion, 252, 253 ; and State Rights, 255, 
 256; secedes, 300 
 
 South Dakota, 375 
 
 Southern Colonies, 111-113; occupa 
 tions of the people of, 1 1 1 ; education 
 in, in ; life and manners in, 112 
 
 Southern point of view, 300 
 
 Spain claims Florida, 16; advantages 
 of, in the New World, 16; reasons 
 for failure, 17; relations with Eng 
 land, 20 ; rise of Cubans against, 410 
 
 Spaniards, precious metals main object 
 of, 13; and the Indians, 14; destroy 
 Huguenot settlements, 16 
 
 Spanish- American War, 410-417 
 
 Spanish fleet destroyed, 412 
 
 Specie Circular, 261 
 
 Speedwell, 45 
 
 Spoils system, 251 
 
 Spottsylvania Court House, battle of, 
 
 337 
 
 Stamp Act, 128-131 ; Stamp Act Con 
 gress, 132 ; repeal of, 133 
 
 Standish, Myles, portrait, 48 
 
 Stanwix, Fort, 159 
 
 Star of the West, 305 
 
 Star-Spangled Banner, 234 
 
 Stark, John, 159 
 
 State Rights, 255, 256, 300 
 
 Statue of Liberty, 396 
 
 Steamboat, Fulton s first, 222 ; launched 
 on the Ohio River, 223 
 
 Stephens, Alexander H., sketch, 303 
 
 Steuben, Baron, 165 
 
 " Stonewall " Jackson (see Jackson, 
 Thomas J.) 
 
 Stowe, Harriet Beecher, 285 
 
 Street railways, 427 
 
 Strike, railroad, 387, 405 
 
 Stuyvesant (stl ve-sant), Governor, 68 
 
 Sugar and Molasses Act, 127 
 
 Sullivan, General, 152 
 
 Sumner, Charles, assault on, 289 
 
 Sumter, Fort, Confederates capture, 306 
 
 Surplus, 404 
 
 Sutler, Captain, 279 
 
 Swedes, settlement made by, 74 
 
 TARIFF, 203, 252-254, 404-405, 407, 
 408, 418 
 
 Taft, William H., 420 
 
 Taxation, 39, 43, 130 ; without repre 
 sentation in America, 134; without 
 representation in England, 134 
 
 Taylor, Zachary, 276; portrait, 280; 
 sketch, 281 
 
 Tea, tax on, 139-140 
 
 Tecumseh (te-kum sg), 228 
 
 Telegraph, 267, 378 
 
 Telephone, 389 
 
 Temperance movement, 264, 265 
 
 Tennessee, life in, 216; 352 
 
 Tennessee, Confederate ironclad, 342 
 
 Territories, slavery in, 287, 294, 299 
 
 Texas, annexation of, 274 ; admitted to 
 the Union, 354 
 
 Thames River, battle of, 353 
 
 Thirteenth Amendment, 358, 360 
 
 Thomas, General, 333, 336 
 
 Ticonderoga, Fort, 101, 129; Amer 
 icans capture, 145 ; Burgoyne capt 
 ures, 157 
 
 Tilden, Samuel J., 389 
 
 Tippecanoe, battle of, 228 
 
 Tobacco, 33, 35, 39 
 
 Tories, 134, 151 
 
 Township, New England, 48 
 
 Trade, Colonial, 127, 128 
 
 Travel, modes of, 117, 197, 215 
 
 Treaty at close of last French War, IO2 ; 
 at close of Revolution, 183 ; Jay s, 
 208; at close of War of 1812, 238; 
 with Mexico, 278 ; between Vene 
 zuela and England, 405-407 ; Hay- 
 Pauncefote, 423 
 
 Trent Affair, 309 
 
 Trenton, battle of, 154, 155 
 
472 
 
 INDEX 
 
 Tuscaroras (tus-ka-ro ras), 76 
 
 Tyler, John, sketch, 267 ; portrait, 269 
 
 " UNCLE TOM S CABIN," 285 
 
 Underground Railroad, 285 
 
 United States, natural advantages of, 
 
 425 
 
 United States Bank, 256, 257 
 Utah, 375 
 
 VALLEY FORGE, suffering at, 164, 165 
 Van Buren, Martin, sketch and portrait, 
 
 262 ; presidency of, 262, 263 
 Venezuela (ven-e-zwe-la) and England, 
 
 405-407 
 
 Vera Cruz (ve ra kroz), surrender of, 354 
 Vermont, 352 
 
 Verrazano (ver rat-sa no), 87 
 Vespucius, Americus, 8 
 Vicksburg, capture of, 329 
 Vincennes, 169 
 Virginia, early history of, 29-37; anc ^ 
 
 the Northwest territory, 188 
 Virginia and Kentucky Resolutions, 211 
 Vulture, 178 
 
 WALLACE, LEW, 338 
 
 War of 1812, causes of, 229; principal 
 
 events of, 231-236; results of, 238 
 Warren, Joseph, 143, 146, 147 
 Washington, D. C., made the national 
 
 capital, 203 ; captured by the British, 
 
 234 
 
 Washington, Fort, 152 
 
 Washington, George, his journey to the 
 French forts, 96 ; at Great Meadows, 
 97 ; with Braddock, 99 ; takes com 
 mand of the American army, 147 ; in 
 the Revolution, 147-183; presidency 
 of, 194-209 ; sketch, 195 ; inaugu 
 rated, 195; formality of, 198-200; 
 his cabinet, 200 
 
 Washington, Lawrence, 96 
 
 Washington Elm, 144 
 
 Webster, Daniel, and the Union, 254; 
 portrait, 255 
 
 Wells, Horace, 268 
 
 West, rapid growth of, 258 ; influence 
 of, in favor of nationality, 293 ; ex 
 pansion of, 374 
 
 West Virginia, 355 
 
 Western lands, speculation in, 260 
 
 Wethersfield settled, 51 
 
 Weyler, General, 411 
 
 Whig Party, 290 
 
 Whiskey Rebellion, 203 
 
 White Plains, battle of, 192 
 
 Whitney, Eli, invents cotton-gin, 204 
 
 Whittier, John Greenleaf, 430 
 
 Wild-cat banking, 260 
 
 Wilderness, battles of, 337 
 
 Williams, Roger, 54, 55 
 
 Williamsburg, 131 
 
 Williamsburg, battle of, 322 
 
 Wilmot David, 284 
 
 Wilmot Proviso, 284 
 
 Wilson Bill, 405 
 
 Windsor settled, 51 
 
 Winthrop, John, 51 
 
 Wisconsin, 354 
 
 Witchcraft, Salem, 108 
 
 Wolfe, General, captures Quebec, 1C. 
 102 
 
 World s Columbian Exposition, 402 
 
 Writs of Assistance, 128 
 
 Wyoming, attack on, 192 
 
 Wyoming, 375 
 
 X. Y. Z. Papers, 209 
 
 YALE COLLEGE, 109 
 Yorktown, McClellan at, 321 
 Young, Brigham, 376 
 
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