fyxmll Wimvmxi^ Cornell University Library arVISO A history of the United States for schoo 3 1924 031 178 266 olin,anx Cornell University Library The original of tliis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924031178266 — ^ ^Z^-^^^^fv/^ ^'^ ^o A HISTORY OF THE UNITED STATES FOR SCHOOLS^ BY JOHN glSKE, LiTT.D., LL.D. PROFESSOR OF AMERICAN HISTORY (nON-RESIDENt) IN THE WASHINGTON UNIVERSITY AT ST. LOUIS ; FORMERLY INSTRUCTOR IN MEDIEVAL HISTORY AND LECTURER ON PHILOSOPHY IN HARVARD UNIVERSITY MEMBER OF THE AMERICAN ANTIQUARIAN SOCIETY, THE MASSACHUSETTS HISTORICAL SOCIETY, THE MILITARY HISTORICAL SOCIETY OF MASSACHUSETTS, THE AMERICAN GEOGRAPHICAL SOCIETY, THE HISTORICAL SOCIETIES OF VIRGINIA, CALIFORNIA, ETC. WITH TOPICAL ANALYSIS, SUGGESTIVE QUESTIONS AND DIRECTIONS FOR TEACHERS FRANK ALPINE HILL, Litt. D. FORMERLY HEAD MASTER OF THE ENGLISH HIGH SCHOOL IN CAMBRIDGE AND LATER OF THE MECHANIC ARTS HIGH SCHOOL IN BOSTON ^^ ^^8 M H ^^^s ^^^ H^KJi! ^StS^MK^ p ^m. ^S 1 BOSTON, NEW YORK, AND CHICAGO HOUGHTON, MIFFLIN AND COMPANY 1894 Copyright, 1894, By HOUGHTON, MIFFLIN & CO. All rights reserved. The Riverside Press, Cambridge, Mass., U. S.A, Electrotyped and Printed by H. O. Houghton & Co. PREFACE. About thirteen years ago I was solicited at once by half a dozen publishing houses to write a school-book for the study of American history, and in all these re- quests the same reason was alleged. The desire was expressed for a book from a professional hand instead of the mere compilations formerly in use. In response to one of these requests I had formed a definite plan for writing such a book, when I was deterred by the appearance of two or three new and excellent text-books which seemed likely to make mine superfluous. The plan was accordingly abandoned, and I thought no more of it for several years. In 1889, at the instance of my friends, Messrs. Houghton, MifHin & Co., I wrote the little book on " Civil Government in the United States," and its grati- fying success in schools has led them to urge upon me a similar experiment with the general subject of American history. The present book is the result. One of its chief aims is the furtherance of methods of study and instruction such as are indicated in the work on "Civil Government." In the teaching of history the pupil's mind should not be treated as a mere life- less receptacle for facts ; the main thing is to arouse his interest and stimulate his faculties to healthful exer- IV PRKFACE. cise. With this end in view I have again been so for- tunate as to obtain the assistance of Dr. Frank A. Hill, a teacher of great experience, and whose ideas are quite in harmony with my own. Dr. Hill has furnished the questions which serve as a topical analysis of my chap- ters, as also the directions to teachers and the sug- gestive questions which point to answers that can be obtained only by going outside of this book. I know from experience that even children are capable of receiv- ing much stimulus from such independent questions, and it is hoped that many teachers will find . them useful. It is difficult to squeeze the narrative of nearly three centuries within the narrow limits of a school-book without making it dull. So much compression requires the wholesale sacrifice of details, and it is in the mul- tiplicity of details, if well grouped, that the life of a narrative is apt to consist. The grouping is, however, the main thing. Without the proper grouping, a mass of the most picturesque facts is liable to seem like a blur ; with proper grouping, even abridged and general state- ments may retain a good deal of life. The best kind of grouping is that which brings out most clearly the true relations of cause and effect, for it gives to the narra- tive the flow of a natural stream. Very young minds are susceptible of the charm that is felt upon seeing an event emerge naturally from its causes ; perhaps all young minds are susceptible of it unless an artificial stupidity has been superinduced by bad methods of teaching. I have therefore aimed, above all things, at PREFACE. V telling the story in such a way as to make it clear how- one event led to another ; and hope that in this way the interest will be found to be sustained, even in the ab- sence of -stories like Putnam and the wolf. The inter- est of the pupils will of course be greatly increased by collateral readings from more detailed narratives ; and here the teacher will find sufficient help in the refer- ences which Dr. Hill has appended to each chapter. These references are purposely made to a very few books, such as any school may have in its library with- out great expense. Dr. Hill's contributions to this book consist of the note To the Teacher, pp. xix-xxi ; the Topics and Ques- tions, Suggestive Questions and Directions, and Topics for Collateral Reading, at the end of each chapter ; Ap- pendix G, pp. 452-454; the first footnote to page 21 ; and the footnote to page 22. In selecting the illustrations I have carefully re- stricted myself to such as are helps to the understand- ing or appreciation of the narrative. Such are maps, portraits, views of historic buildings, or of towns in past stages of development, with an occasional autograph, a reproduction of some historical picture, the facsimile of a docum'ent or old print, etc., etc. Mere fanciful pic- tures, or " embeUishments," have been scrupulously avoided. The maps have all been made either from my own sketches or under my direction. Cambridge, August 4, 1894. CONTENTS. INTRODUCTORY. CHAPTER PAGE I. Ancient America i II. The Discovery of America 19 COLONIZATION OF NORTH AMERICA, 1493-1763. III. The Spaniards. 1493-1568 40 IV. French Pioneers, i 504-1635 50 V. The English in Virginia, i 584-1676 59 VI. New England. 1602-1692 85 VII. The Middle Zone. 1609-1702 124 VIII. The Far South. 1660-1752 147 IX. Overthrow of New France. 1689- 1763 . . . .155 THE REVOLUTION, 1763-1789. X. Causes and Beginnings, i 763-1 776 181 XI. The Winning of Independence, i 776-1 783 . .216 XII. The Critical Period, i 783-1789 ....... 246 THE FEDERAL UNION, 1789-1894. XIII. The Period of Weakness. 1789-1815 253 XIV. Westward Expansion. 1815-1850 297 XV. Slavery and Secession, i 850-1 865 337 XVI. Recent Events. 1865-1894 ... . = ... 393 VIU CONTENTS. APPENDIX. A. The Constitution of the United States .... 419 B. The States Classified According to Origin . . . 436 C. Table of States and Territories 437 D. Names of the States and Territories, with Mention of Books on the History of the Sev- eral States 438 E. Books on Successive Epochs 447 F. Novels, Poems, Songs, etc., Relating to American History 449 G. Minimum Library of Reference 452 H. The Calendar, and the Reckoning of Dates . . 454 Pronouncing Vocabulary . . *» ^ 459 Index 465 MAPS AND ILLUSTRATIONS. PAGE The United States. (Two-page colored map.) (Front lining pages^ ' Portrait of Washington. From a painting by Stuar't in the Boston Museum of Fine Arts. Frontispiece. Typical Indian Face. A portrait of American Horse, master of ceremonies in the Sun Dance held by the Ogal- lala Sioux Indians in 1882 2 Savage Indians. By Frederic Remington 3 Area of the Three Grades of Indians in North America. (Map.) 4 Barbarous Indians. By Frederic Remington 4 Seneca-Iroquois Long-House, and Ground Plan of the Same 5 Mandan Round-Houses. From Catlin's North America Indians, vol. i 6 Distribution of Indian Tribes East of the Missis- sippi. (Full-page colored map.) Facing 8 Half-Civilized Indians. From a painting by Julian Scott 9 Ruined Temple at Uxmal, Yucatan 11 Indian Pipe. (Tail-piece.) 18 Norse Ships. From a drawing by M. J. Burns 20 Old Routes of Trade between Europe and Asia. (Map.) 22 Ptolemy's Idea of the World, a. d. 150. (Map.) . . 24 Mela's Idea of the. World, a. d. 50. (Map.) .... 25 Toscanelli's Map (1474) used by Columbus on his First Voyage 27 Ships of Columbus 28 Portrait of Columbus. After a painting in the Ministry of Marine at Madrid 29 Portrait of Vespucius. A sketch of an old engraving . 33 Portrait of Magellan. A facsimile of an engraving in Navarrete's Coleccion, vol. iv 35 X MAPS AND ILLUSTRATIONS. Routes of the Four Greatest Voyages. (Map.) . . 36 WOLPi. One of the fortified pueblos of the Moqui Indians in northeastern Arizona . 1 44 Spanish Gateway at St. Augustine 45 French Discoveries and Settlements. (iVIap.) ... 52 Portrait of Champlain. This follows the Hamel painting after the Moncornet portrait 53 Spanish Gall'EON. A facsimile of the sketch given in " Les MarinsduXV. etduXVI. Siecle" 61 Portrait of Sir Walter Raleigh. From Stalker's en- graving, published in London in 181 2 62 Autograph of Queen Elizabeth 64 Grants to London and Plymouth Companies, 1606. (Map.) 66 Portrait of John Smith. From an old engraving ... 68 Ruins of Jamestown. After a sketch made by Miss C. C. Hopley, in 1857 73 Portrait of Oliver Cromwell. From a painting by Sir Peter Lely 75 Autograph of Sir William Berkeley 75 Homes of the Pilgrims. (Map.) 88 Pilgrim Relics. From Winsor's America, iii. 279 .... 90 Portrait of John Winthrop. From a painting in the State House at Boston, attributed to Vandyke 92 MiNOT House, in Dorchester, Mass. (1633-1640). One of the oldest wooden houses in North America 95 A Prospect of the Colledges [sic] in Cambridge, in New England. From the oldest known print of Harvard College, engraved in 1 726 96 Roger Williams's Church in Salem (1633). This build- ing is still standing, just back of the Essex Institute ... 98 Plan of Pequot Fort. From Palfrey's New England, vol. i. A reduced facsimile from the original drawing by Captain Underbill 104 New England in the Seventeenth Century. (Full-page colored map.) Facing 106 King Philip's Mark. From the Memorial History of Boston 1 1 1 Portrait of Sir Edmund Andros. After an engraving in Andros Tracts, vol. i 113 The Dominion of New England under Sir Edmund Andros, 1688. (Map.) 114 MAPS AND ILLUSTRATIONS. xi Portrait of the First Lord Baltimore. After a por- trait in the Earl of Verulam's gallery at Glastonbury . . .125 Settlement of the Middle Colonies, 1614-64. (Map.) 126 Portrait of the Second Lord Baltimore. After an engraving made in 1657, now in possession of the Maryland Historical Society 127 Settlement of Maryland. (Map.) 128 Manhattan Island in the Sixteenth Century. From the Memorial History of the City of New York 129 Henry Hudson's River. (Map.) 130 Palisades on Wall Street. From the Memorial History of the City of New York 131 Portrait of Peter Stuyvesant. From the Memorial History of the City of New York 132 The Strand, Whitehall Street, New York, 1673. After a view in Manual of City of New York, 1869 133 Autograph of Leisler 135 Portrait of William Penn. At the age of twenty-two. After a portrait An possession of the Pennsylvania Historical Society .... 138 Autograph Signature to Penn's Frame of Govern- ment. Reduced from a facsimile in Smith and Watson's American Historical and Literary Curiosities 139 Penn's Wampum Belt 140 Penn's Slate-Roof House, Philadelphia 141 The Middle Colonies, 1690. (Map.) 142 Settlements in the Far South. (Map.) 148 Portrait of Oglethorpe. From Winsor's America, v. 352 '50 Savannah IN 1741. From Winsor's America, v. 368 . . .151 Portrait of La Salle. After a design given in Gravier, which is said to be based on an engraving preserved in the Bibliothfeque de Rouen 156 Northern Part of New France. (Map.) 157 New France. (Map.) 158 Autograph of Louis XIV 160 Autograph of Frontenac 161 New England Blockhouse 163 Acadia. (Map.) 165 New Orleans in 1719. From Winsor's America, v. 39 . . 166 Fort Duquesne and its Approaches. (Map.) . . . . i68 xil MAPS AND ILLUSTRATIONS. Portrait of William Pitt, Earl of Chatham. From the National Portrait Gallery 171 New York in the French War. (Map.) 172 Portrait of Wolfe. After a print in Entick's History of the Late War, London, 1764 173 Portrait of Montcalm. After an engraving in Bonne- chose's Montcalm et le Canada Frangais 174 North America after the Peace of 1763. (Map.) . . 175 Birthplace of Franklin; situated on Milk Street, Boston 184 Portrait of Franklin. After a painting in the Boston Museum of Fine Arts 185 Facsimile of a Page from " Poor Richard's Alma- nack, " 1746 186 Franklin's Printing Press. This press may now be seen at the rooms of the Bostonian Society, in the Old State House, at Boston 187 Unite or Die. A union device which appeared in the Penn- sylvania Gazette, edited by Franklin 188 A Stamp. From the Memorial History of Boston .... 189 Portrait of Samuel Adams. After a painting by Copley in the Boston Museum of Fine Arts 190 Portrait of Patrick Henry. After a painting by Sully igi Portrait of George IIL After a print in Entick's History of the Late War, 3d ed., London, 1770 . ... 192 Portrait of Lord North. From the London (1801) edi- tion of Junius iq5 Apollo Room in the Raleigh Tavern, Williamsburg, Va. From Magazine of American Histoiy, vol. xi. . . .197 Faneuil Hall, " The Cradle of Liberty " 108 The Old Capitol at Williamsburg, Va. From Mao^a- zine of American History, vol. xi 200 The Old South Meeting-House, Boston 202 Boston and Neighborhood in 1775. (Map.) 204 Washington's Headquarters at Cambridge, Mass. . 207 The Washington Elm, Cambridge, Mass 208 The State House at Philadelphia. From the Colum- bian Magazine, July, 1787 210 Portrait of Moultrie. From Winsor's America, vi. 171 , 211 Battery and Bowling Green in i 776. From the Manual of the Common Council of New York, 1858 217 MAPS AND ILLUSTRATIONS. xiii Portrait of Sir William Howe. From Murray's History of the Present War, London, 1 780 218 Portrait of Lord Howe. From Murray's History of the Present War 219 Portrait of Charles Lee. From Murray's History of the Present War 220 The Central Field of War, 1776-77. (Map.) .... 221 Portrait of Lord Cornwallis. From the London Mag- azine, June, 1781 222 Portrait of Lafayette. From fitrennes Nationales, 1790 223 Portrait of John Burgoyne. From Stone's Campaign of Lieut.-Gen. John Burgoyne 224 Portrait of Philip Schuyler. From the Life of Alexan- der Hamilton, by J. C. Hamilton 224 Silhouette and Autograph of John Stark. After a silhouette given in Rev. Albert Tyler's Bennington, the Bat- tle, 1777; Centennial Celebration, 1877 225 Portrait and Autograph of Joseph Brant. After a picture belonging to the Earl of Warwick, painted by G. Romney 226 Evolution of the American Flag 228 Burgoyne's Campaign, 1777. (Map.) 229 Portrait of Steuben. From Du Simitifere's Thirteen Por- traits, London, 1783 232 Portrait of Anthony Wayne. From the National Por- trait Gallery 233 Campaign of George Rogers Clark. (Map.) . . . .233 Portrait of Paul Jones. After the medal struck in his honor by the United States Congress, to commemorate his victory over the Serapis * 234 Portrait of Francis Marion. From Headley's Wash- ington and his Generals 235 Continental Money. Facsimile, full size, of a note now in the possession of Harvard University Library 236 Portrait of Benedict Arnold. From Arnold's Life of Arnold 237 Portrait of Andre. From a portrait by himself .... 238 General Nathanael Greene. After a photograph of a painting 238 Portrait of Daniel Morgan. After a sketch by Trumbull 239 Southern Campaigns in the Revolution. (Map.) . . 240 XIV MAPS AND ILLUSTRATIONS. The Surrender of Cornwallis. From a painting by Trumbull in the Capitol at Washington 241 Mount Vernon, the home of Washington 246 Portrait of Alexander Hamilton. After a crayon by J. Baker 249 Portrait of Thomas Jefferson. After a painting by Stuart 249 Portrait of John Marshall. After a painting by Rem- brandt Peak, in the rooms of the Long Island Historical Society 249 Portrait of James Madison. After a painting by C. W. Peak, in the rooms of the Long Island Historical Society . 249 Boston in 1790. Facsimile of a print in the Massachusetts Magazine, November, 1790 254 Hancock House, Beacon Hill, Boston 255 A Harpsichord . . 256 An Old-Fashioned Kitchen. From a photograph of the kitchen in the Whittier homestead, at East HaverhiU, Mass. This is the kitchen described in Snow-Bound 257 A Cotton Plant 258 A Cotton Field 259 Scene of Indian War, 1790-95. (Map.) 263 Portrait of Chief Justice Jay. From the Stuart por- trait in Tuckerman's Life of William Jay 265 The Truxtun Medal. Presented by Congress to Thomas Truxtun, Commander of the American Frigate Constellation 267 Portrait of John Adams. From Trumbull's painting in Memorial Hall, Cambridge, Mass 268 The Capitol at Washington 271 The United States before 1803. (Map.) 272 The United States after 1803. (Map.) 273 Preble Medal. (Obverse and reverse) Presented by Con- gress to Edward Preble, Commodore of the Mediterranean fleet 274, 275 Portrait of Isaac Hull. From The Analectic Magazine, vol. i 281 The Ship Constitution. From a painting by Marshall Johnson, Jr., owned by B. F. Stevens, Boston, Mass. . . . 282 Portrait of O. H. Perry. After an engraving in The Analectic Magazine for December, 1813. The original paint- ing is now in the New York City Hall 286 MAPS AND ILLUSTRATIONS. XV Portrait of Thomas Macdonough. After Stuart's paint- ing, owned by Macdonough's descendants, and now hanging in the rooms of the Century Club, New York 287 Portrait of James Monroe. After a painting by Vander- lyn, now in the New York City Hall 298 Fulton's Steamboat, the Clermont. From an old print 300 Areas of Freedom and Slavery in 1820. (Full-page colored map.) Facing 303 Portrait of John Quincy Adams. From the National Portrait Gallery, vol. iv 304 A Canal with Locks 305 Portrait of Andrew Jackson. From Parton's Life of Andrew Jackson ' 309 Portrait of Henry Clay 310 Portrait of John C. Calhoun 310 Portrait of Daniel Webster 311 Portrait of Thomas Hart Benton. From Benton's Thirty Years' View 313 Portrait of George Stephenson. From Appleton's Dic- tionary of Mechanics 314 One of the First Railway Trains in America. From a facsimile of the original drawing, now in the possession of the Connecticut Historical Society 31 r A View of Chicago in 1832. From a drawing by Mr. George Davis 317 Portrait of Martin Van Buren. After a painting by Holman 318 Portrait of William Henry Harrison. From the Na- tional Portrait Gallery, vol, iii 319 Portrait of»John Tyler. From WilHams's Presidents of the United States 320 Portrait of William Lloyd Garrison. From a litho- graph made by Grozelier in 1854 323 Portrait of Wendell Phillips. From a photograph taken in 1883 323 Portrait of Theodore Parker. From a lithograph made by Grozelier in 185s 323 Group of Portraits of Longfellow, Whittier, Emer- son, Holmes, Prescott, - Irving, and Hawthorne . . 324 Portrait of Santa Anna. From a print in Alaman's Mdjico 325 Portrait of Samuel Houston. From a picture in Niles's South America and Mexico, Hartford, 1837 ...... 326 XVI MAPS AND ILLUSTRATIONS. Portrait of James Knox Polk. From Jenkins's Life of James Knox Polk 327 San Francisco in 1849, from the Head of Clay Street. From The Annals of San Francisco 329 Portrait of Zachary Taylor. From Howard's General Taylor 337 Portrait of Millard Fillmore. From Thomas and La- throp's Biography of Millard Fillmore 338 Portrait of Harriet Beecher Stowe. After an engrav- ing by R. Young, from an original portrait taken about the time when Uncle Tom's Cabin was published 340 Portrait of Stephen Arnold Douglas. From Wood- ward's History of the United States 341 Areas of Freedom and Slavery in 1854. (Full-page colored map.) ' . . . . Facing 343 Portrait of Charles Sumner. From a photograph by J. W. Black & Co., Boston 343 Portrait of James Buchanan. From Horton's Life of James Buchanan 345 The Home of Lincoln at the Age of Twenty-Two. This log cabin was situated on Goose-Nest Prairie, near Farmington, 111., and was built by Abraham Lincoln and his father, in 1831 348 Portrait of Jefferson Davis 351 Portrait of Alexander Stephens 351 Portrait of Abraham Lincoln. From an original, unre- touched negative, made in 1864, at the time the President commissioned Ulysses Grant Lieutenant-General and Com- mander of all the armies of the Republic. It is said that this negative, with one of General Grant, was made in com- memoration of that event 353 Fort Sumter 356 Portrait of Francis Preston Blair 357 Portrait of Nathaniel Lyon 358 The Fight between the Monitor and the Merrimac. After Halsall's painting, now in the Capitol at Washington . 360 Portrait of John Ericsson. From the unique marble bust modeled from life by Kneeland, and now in my possession, in my house at Cambridge 361 The Field of War, 1861-65. (Map.) 362 Portrait of David G. Farragut 363 MAPS AND ILLUSTRATIONS. Xvil Portrait of David D. Porter 364 Portrait of George B. McClellan 365 Portrait of Robert Edward Lee 366 Portrait of Joseph E. Johnston 367 Portrait of '"Stonewall" Jackson 367 The War in Virginia, 1861-65. (Map.) 368 Bridge over the Antietam. From Battles and Leaders of the Civil War ,gq Emancipation Group. From a photograph of the bronze group situated in Park Square, Boston. Designed by Thomas Ball ,70 Gunboats Passing Vicksburg at Night. By permission, from the painting by James E. Taylor 372 Pickett's Charge at Gettysburg. From the cyclorama of the Battle of Gettysburg, by permission of The National Panorama Co ,7^ The United States in 1863. Showing original extent of the Southern Confederacy. (Full-page colored map.) Facing 374 Facsimile of Mr. Lincoln's Autographic Copy of the Gettysburg Address. From Abraham Lincoln : A His- tory, by John G. Nicolay and John Hay. By permission of the authors 376, 377 Group of Portraits of Grant, Thomas, Sherman, Sheridan, and Meade. The portrait of Grant is the one referred to in the note to Lincoln's portrait on page 353 . .379 Village of Appomattox Court House. From a war-time photograph reproduced in Battles and Leaders of the Civil War, showing Mr. McLean's house, in which the articles of capitulation were agreed upon and signed 382 Union Soldiers Sharing their Rations with Confed- erates after Lee's Surrender. From a war-time sketch reproduced in Battles and Leaders of the Civil War . . . 383 Portrait of Andrew Johnson. From Savage's Life of Andrew Johnson 395 Portrait of Lowell 397 Portrait of Motley 398 Portrait of Parkman 398 Portrait of Rutherford Burchard Hayes .... 403 Portrait of James Abram Garfield . 404 Portrait of Chester Allan Arthur 404 The New York and Brooklyn Bridge 405 XVlii MAPS AND ILLUSTRATIONS. Portrait of Grover Cleveland 407- View in Pacific Avenue, Tacoma 408 Portrait of Benjamin Harrison 409 The Court of Honor at the Columbian Fair . . . 410 Bartholdi Statue. Presented to the United States by- France in commemoration of the hundredth anniversary of the Declaration of Independence 418 Successive Acquisitions of Territory by the United States. (Two-page colored map.) . {End lining pages.) TO THE TEACHER. BY F. A. HILL. It is a wise plan to have the pupil read about a given subject in a continuous and connected way before he is given continuous formal lessons upon it. reading. This reading the teacher should guide. At the outset he should try to lead the learner to see that the real history of a people includes everything about them; that it is, r^^, therefore, an aggregate of innumerable facts ; that history. it is impossible, as it would be undesirable, for the most painstaking- historian to present all these facts, or a millionth part of them ; and that whoever has anything to do with history is compelled to select his materials from infinite details. Such selection becomes possible because Historic historic facts are not of equal value. The historian of"q"°i' fixes upon those only which he thinks will help him ^i''^- show the grander features of a people's origin, rise, progress, and vicissitudes. The most elaborate history, therefore, is a merciless abridg- ment, a school history abridges such abridgment, and -(Vritten the boy or girl who would conquer a school history ^{,^5^.*" must be trained to a further abridgment still. When ■"«■"■ it comes, then, to getting a lesson, the attention should be focused upon those few things that are of chief con- The pupil's sequence. These once firmly grasped become, as it ^™- were, axes about which, as in a crystal, subordinate matters will tend to arrange themselves with greater or less system and tenacity. If such minor matters are retained in the memory in considerable number, very good ; if they are speedily and largely forgotten, as is more likely, there are usually left hints ^^ TO THE TEACHER. or traces of them that, however vague or shadowy, are still serviceable to the pupil when he would refer to them for sub- sequent purposes. And here a caution should be given about memorizing history. It. is desirable, on the one hand, to have at com- Memoriz- mand the more important facts of history. It is clear, ing history, q^ ^^^^ other hand, that the most precious things history has to offer may be missed by one who is chiefly em- ployed in memorizing it. When history is viewed as an assemblage of unrelated facts, conquering it naturally takes the form of committing it to memory. When it is looked upon as a development, — a chain of causes and effects, — it appeals more directly to the reason and understanding. Many, if not most, of the facts of history the pupil is des- tined to forget. He should be so trained, therefore, that Things to when the unavoidable oblivion comes, he shall yet be retained, retain Something of interest in reading history, some- thing of power in following up a line of ordinary investiga- tion, something of a disposition to seek for the underlying causes of events, something of a grasp of the mightier ten- dencies and movements of history, and some inkling of that conception of history that makes it a teacher of the present out of the wealth of its past. Whatever methods the versatility of teachers may devise for class instruction, two points should not be overlooked : Stimulation (^) ^^^ Stimulation of thought, and (2) excellence in . of thought, reproduction. When the former is the object, the pupil should be encouraged to express himself freely, his in- adequate expression must be tenderly dealt with, and, in gen- eral, his mind must not be unduly burdened by anything that would prevent right thinking, as, for instance, by a struggle to repeat matter from memory. The pupil's genuine thought is a kind of crude or raw material which it will take time to work into shape. To encourage such thought, a certain sort of dis- tracting criticism should be avoided. When, however, a subject has been grasped, and it comes to presenting it, then a different treatment is needed. It is a TO THE TEACHER. Xxi good plan to assign the pupil matter beforehand to study for presentation, — matter that he knows he will be called upon to present. His aim should be to use his own language freely, to recite promptly and fluently and UoT S^""' accurately, and to do all this with a good voice and '"'"'^'^' a pleasing manner. The pupil should have as good a chance as his elders, who, if they are to speak in public, usually desire to make special and precise preparation for such speaking. The two ideals for thinking and reproducing should be kept distinct, at least, for a time. To think on one's feet and to present the results of such thinking in good and forcible English, — this is the flower of prolonged and successful discipline. The importance of collateral reading to the teacher can hardly be overstated. It is essential not only to his equip- ment as an instructor but to his influence over the collateral reading habits of his pupils. The text repeatedly ■'"ding limits to a single sentence the record of events rich in life, picturesqueness, and color ; and much of the value and charm of history is missed if there is no acquaintance with this un- derlying wealth. The enthusiastic interest that comes to the teacher from such enlightenment is pretty sure to extend by a subtle contagion to his pupils. It stands to reason that sympathetic advice about reading from one who has traveled the recommended way and brings back glowing accounts of it is more likely to win young people than perfunctory direc- tions from one who has never been over the road at all. The specific directions for collateral reading given else- where in this book are purposely limited to a few themes selected from a brief list of recommended works that deal with the formative and more romantic periods of American history. If the spirit of these directions is heeded, it is be- lieved the interest aroused will extend in a natural way to other themes in the same books, if not to books of a wider list. HISTORY OF THE UNITED STATES. INTRODUCTORY. CHAPTER I. ANCIENT AMERICA. 1. The People of the United States. The people of the United States are a transplanted people. Of the citizens who voted in 1 892 for Cleveland or for Harrison, some were born in Europe, many were the children of European parents who had migrated to America, nearly all were descended from ancestors who three centuries ago were dwelling . in the Old World. Now and then, indeed, one may come across an American citizen de- scended from red men, but such are very rare. We are European people transplanted to the soil of a New World. Our history until within the last nine or ten generations must be sought in the history of Europe, and chiefly in that of England. In England our lan- guage attained its highest perfection while the red man still roamed unmolested in the Adirondacks and the Alleghanies ; and from England our forefathers brought the institutions and laws out of which our state and national governments have since grown. Until within four centuries our European ancestors had never heard of America, and had never dreamed of INTRODUCTORY. Ch. I. such a thing as a continent between the western shores of Europe and the eastern shores of Asia. Accordingly, when Europeans began coming to America in 1492, they The red supposcd it was Asia, and as they found the men; why countrv pcoiDled bv red men, they called these they were j t. l j j called In- red men "Indians." Europeans at that time knew very little about the inhabitants of Asia or India, else they would not have made such a mis- take. The natives of America are not especially like Asiatics. They are a race by themselves. They have lived in America for many thousand years; just how long nobody knows. One thing is sure, however. Be- fore ever white men came here, the red men had for long ages been spread all over North and South America, from Hudson Bay to Cape Horn, and dif- ferences of race had grown up among them. All alike had skins of a cinnamon color, high cheek bones, and intensely black eyes and hair, with little or no beard. But in respect of size, as of general appear- ance and manners, there were differ- ences between differ- ent tribes as marked as the difference be- TYPir.M, INDIAN r.ACF,. tween an Englishman and an Arab. 1 Portrait of Amt-ricari lIor.se, master of ceremonies in tlie Sun Dance lield by the Ugallala Sioux Indians in 1882. §2- ANCIENT AMERICA. 2. The Savage Indians. Some of these Indians were much more savage than others. There were three principal divisions among them : (i) savage, (2) bar- barous, and (3) half-civilized. In North America the savage Indians lived to the west of Hudson Bay, and SAVAGE INDIANS.! southwardly between the Rocky Mountains and the Pacific coast, as far as the northern parts of Mexico. The Athabaskans, the Bannocks, and the Apaches were, and are, specimens of savage Indians. They had little or no agriculture, but lived by catching fish or shooting birds or such game as antelopes and buffaloes. They were not settled in villages, but moved about from place to place with very rude tent-like wigwams. They wove excellent baskets, but did not bake pottery. 1 From Longfellow's Hiaioatlia, p. 70, illustrated by Frederic Rem- ington. INTRODUCTORY. Ch. ]. 3. The Barbarous Indians. All of North America east of the Rocky Mountains was inhabited by the bar- barous Indians, who had found out how tc scratch the soil with a stone hoe and raise certain vegetables, so as not to be wholly dependent upon hunt- ing and fishing. Go- ing eastward out of AREAS OF THE THREE GRADES OF INDIANS the raUgC Of thC buf- IN NORTH AMERICA. f^J^ J^gj-Jg^ ^^^ ^y^^^JJ see more and more agricultural life. The most impor- li.\Ki;.VRUUS IjND1,\iN^.' 1 From Longfellow's Iliawalha, p. 146, illustrated by K. Remington, §3- ANCIENT AMERICA. s tant plant was maize, or " Indian corn," ^ which was not known in the Old World until America was discovered. ff'1 ■' SENECA-IROQUOIS L0NG-H0USE.2 These Indians also raised pumpkins and squashes, beans and tomatoes, tobacco and sunflowers. They made pottery and- ornamental pipes, and some tribes wove coarse cloth. Their tools and weapons were made of chipped or finely polished stones. They lived in villages s • • • • • 96 FT. GROUND-PLAN OF IROQUOIS LONG-HOUSE. with houses fitted to last for some years. Usually these houses were large enough to hold from thirty to fifty fam- ilies in separate booths or stalls. The illustration here shows a frame house of the Senecas ^ covered with elm bark. Smoke is seen at regular intervals issuing from 1 See ray Discovery of America, i. 27-29. 2 From Morgan's Houses and House-Life of the American Aborigines. ' The Senecas were one o£ the Iroquois tribes, and lived within the present limits of the State of New York. See map facing p. 8. INTRODUCTORY. Ch. I. five holes in the roof. Under each hole is a stone fire- pit in the middle of the hard earthen floor, and around each fire-pit are four stalls, two on each side and opening on the long passageway that runs through the centre of the house with an outside door at each end. This house would have twenty-four com- partments, of which twenty would hold each a family, while at . each end two stalls were gen- erally reserved for .storing pro- visions. Other tribes had dif- ferent styles of houses ; for ex- ample, the Man- dans, on the upper Missouri, lived in round frame houses covered with clay which hardened under the sun's rays and became fire-proof. Each house had a fire-pit in the centre, and the compartments for families were triangu- lar, with the points toward the centre, like the cuts of a pie. 4. The Clan and the Tribe. All the families that, lived together in the same house were supposed to be descended from the same female ancestor. All the families thus related made a clan. Some- times there were too many to live in one house, and they 1 From Catlin's North American Indians, i. 88, MANDAN ROUND-HOUSES.l The Indian clan. §§ 4, 5- ANCIENT AMERICA. 7 occupied several houses grouped together in one neigh- borhood. The houses and food belonged to the clan, and there was no private property except weapons and trinkets. The clan had its own religious ceremonies, and was known by a name, usually of some animal, as Bear or Turtle ; such animals were held sacred, and carved images of them, called totems, served as a kind of emblem of the clan. A certain number of clans, — from three or four up to twenty or more, — speaking the same language, made up an Indian tribe. Society was completely demo- .j.j,g j„. cratic ; there were no distinctions of rank, "^i*" t"''^- Every clan elected its own " sachem " or civil magistrate, and could depose him for misconduct. Every clan also elected a certain number of war-chiefs. The tribe was governed by a council of its clan-sachems ; some tribes elected a head war-chief and some did not. Every mat- ter of importance had to be decided in the tribal council. 5. More about the Barbarous Indians. The religion of these Indians was the worship of their dead ancestors, curiously mingled with the worship of the Sun, the Winds, the Lightning, and other powers of nature, usu- ally personified as animals. For example. Light- j„i\^n ning was regarded as a snake, and snakes were rrf'g'on- held more or less sacred. Religious rites were a kind of incantation performed by men especially instructed in such things, and called " medicine-men." In most reli- gious ceremonies dancing played a great part. The Indians had dogs (of a poor sort) which helped i-iiem in the chase and served also as food ; but they had neither horses, asses, cows, goats, sheep, noi La^tof pigs, — no domesticated farm animals of any sort, ^"jjjf^jj'^ Without the help of such animals it is very difficult to rise out of barbarism into civilized life. The 8 INTRODUCTORY. Ch. I. Indian's supply of food was too scanty to support a dense population. The people lived in scattered tribes, without any government higher than the tribe ; and hence they were almost always at war. Fighting was the chief busi- Perpetuai '^^^^ °^ ^^^^> ^^'^ ^ young man was not consid- warfare. gj-cd fit to be married until he had shown his prowess by killing enemies and bringing away their scalps. Such a kind of life tended to make men cruel and re- vengeful, and the Indians were unsurpassed for cruelty. It was their cherished custom to put captives to death with lingering tortures. 6. Barbarous Tribes of the United States. The barbarous village Indians east of the Mississippi River are the ones that have played the most conspicuous part in the history of the United States ; for they were the In- dians with whom our people first came into contact, and against whom we had first to fight while the red man's power was still formidable. These Indians were divided Indian ^^^° three stocks or races, with languages quite of thVails- fiistinct. First, there were the Maskoki, spread sissippi. over the country south, of Tennessee and from the Mississippi River into Florida. The prin- cipal tribes of Maskoki were the Chickasaws, Choctaws, Creeks, and Seminoles. Secondly, there were the Iro- quois, consisting chiefly of the Hurons north roquois. ^^ Lake Erie, the Fries south of that lake, the Five Nations of central New York, the Susquehannocks of Pennsylvania, the Tuscaroras of North Carolina, and the Cherokees in the valley of the Tennessee. Thirdli^ all the other tribes between the Atlantic and the Missis- sippi, and from the Carolinas up to Labrador, were Algonquins. There were also scattered Algon- gonqmns. ^^.^ tribes as far west as the Rocky Mountains. The most famous Algonquin tribes were the Powhatans I>H CO.. BUFFALO, N.Y. §§ f>, 7- ANCIENT AMERICA. of Virginia, the Lenape of Delaware, tlie Mohegans (including the Pequots) and Narragansetts of New Eng- land, the Shawnees of the Ohio valley, and the Pottawa- tomies, Ottawas, Chippewas, and Sacs-and-Foxes of the country about the upper Great Lakes. Of all these bar- barous tribes the least advanced out of savagery was the Algoncjuin tribe of Chippe- was (sometimes called Ojibwas) ; the most advanced were the Iroquois tribes in New York, known as the Five Nations Among certam Indian tribes be- fore the white men came confed- eracies had begun to be formed, in order to insure peace within the confed- eration, and to present a united front agamst all confedera- enemies. The most famous of these confed- "^^■ eracies was that of the Five Nations, and we shall meet with it more than once in this history. 7. The Half-Civilized Indians. In order to complete 1 From a painting by Julian Scott. HALF-CIVILIZED INDI.iNS.^ lO INTKODUCTORY. Ch. 1 our sketch of aboriginal America, it is necessary to say a few words about the half-civilized Indians, although they have not had much to do with the history of the United States. Some of them still live upon our soil, however, and they are very interesting people. The home of the half-civilized Indians is chiefly mountainous country, and extends from New Mexico southward as far as Chili. A great part of this country is so dry that constant and regular irrigation is needed in order to obtain crops. At some early time the natives learned how to bring down water from the mountains in sluices, and thus to irrigate their fields of Indian corn. They also learned how to build very strong fortresses of adobe; or sunburnt brick, and afterward of stones more or less neatly hewn. Such fortresses were sometimes four or five stories in height, and would accommodate 3,000 persons or more. Some- times two or more fortresses grew together into castel- lated towns holding the whole of a populous Fu&blos. tribe. The word Pueblo means sometimes such a single stronghold and sometimes such a castellated city ; and the semi-civilized Indians who live in them are called Pueblo Indians. It will be observed that their country borders upon that of the savage Indians. For many ages such tribes as the Apaches have been the ter- ror of the semi-civilized tribes, who have often built their pueblos in situations almost inaccessible for the sake of security. In former times they used here and there to build them high up on cliffs like eagles' nests. But in spite of such precautions, they have suffered much at the hands of the savages. 8. Interesting Pueblo Indians. The most interest- ing Pueblo Indians now living in America are the Moquis, of northeastern Arizona, and the Zuiiis, of New Mexico. In these territories there were once a great many pueb- §8- ANCIENT AMERICA. II los, now deserted and in ruins. In Mexico they were still more numerous, and formed several confederacies, of which the most famous was the Aztec Confederacy, founded about 1430. This was a league between the RUINED TEMPLE AT UXIMAL, YUCATAN. 1 City of Mexico and two neighboring pueblos for the purpose of extorting tribute from other pueblos ; and this work went on until the white men came and sub- ^ This beautiful temple is in Uxmal, one of the most interesting of the ruined cities of Yucatan. At the time when Spaniards first visited the country, Uxmal was one of the principal cities of the half-civilized Mayas, who still dwell in Yucatan. At that time it may have been two or three hundred years old. As late as 1673, according to Stephens, religious rites were still regularly performed in this temple by the Mayas. 12 INTRODUCTORY. Ch. I. dued the whole country. The Indian city of Mexico was entirely destroyed, but it seems to have been a collection Ancient of great pueblo castles, built of stone, covered Mexico. -^im white gypsum, and curiously carved ; there were also tall pyramidal temples for sacrifices to the gods. All through Central America, and beyond the isthmus in South America, semi-civilized people much like those of Mexico lived in similar cities, many of which now present for us some of the most interesting ruins in the world. Among the Pueblo Indians, society was made up of clans and tribes, with the government in the council, very much the same as with the barbarous Indians. But the Pueblo tribes usually had a military chief who had come to be a kind of king. They had temples and orders of priesthood. Their tools and weapons were mostly of stone, but they made some use of bronze. In building and the arts of decoration they had gone far beyond the barbarous Indians. In Mexico and Central America they had hieroglyphic ^ or picture writing on bark and on a kind of paper made from the century plant. They did not torture prisoners to death, but sacrificed them to the gods. 9. Half-Civilized Indians at their Best. The nearest approach to civilization in Ancient America was achieved Ancient ^^ ^^^ Peruvian Andes, where the tribe of Incas I'e™- subdued neighboring tribes, and became a gov- erning class, or nobility, with its own chieftain, called especially The Inca, as king over the whole. These Incas founded something like an empire, and connected its parts with good military roads, and did something 1 Hieroglyphic writing : a kind of writing in which ideas are conveyed by means of pictures of objects, or by means of symbols or signs, to which it is understood that certain meanings shall always belong. §§ 9. la ANCIENT AMERICA. 1 3 toward civilizing the barbarous people they conquered. There was a greater population in Peru than elsewhere. There were two small domestic animals, the llama, useful as a light beast of burden, and the alpaca, useful for his fleece. Besides the corn and other Indian vegetables, the Peruvians cultivated the potato, which was unknown to the rest of the world until their country was discovered by white men. They raised the best of cotton, and made very fine cotton and woolen cloths. In most of the arts they were superior to any other people in America, though they had no writing. The religion of the Incas was a refined sun-worship, without human sacrifices. They made mummies of their dead, somewhat like the ancient Egyptians. 10. Ancient Indians Bast of the Rooky Moun- tains. No traces of the half-civilized Indians have been found in North America east of the Rocky Mountains. The soil, indeed, is in many places covered with relics of bygone generations of men who built their houses upon earthen mounds for defense, or who heaped up mounds for burial purposes. Such mounds are Mound- especially abundant between the Alleghany Mountains and the Mississippi River. More than 2,000 mounds have been opened, and nearly 40,000 ancient relics have been gathered from them ; such as stone arrow-heads and spades, axes and hammers, mortars and pestles, tools for spinning and weaving, water jugs, kettles, sepulchral urns, tobacco pipes, and articles made of coarse cloth. It used to be supposed that the mounds were built by some mysterious race of civilized men who have vanished from the earth. It was afterward sup- posed that the " Mound - Builders " were half-civilized Indians, like those of Mexico, who once inhabited the Mississippi valley, but were driven southwestward by the 14 INTRODUCTORY. Ch. 1 barbarous Indians. But since the thousands of relics have been more carefully examined, this notion of a race of Mound - Builders has been steadily losing favor. The people who built the mounds seem to have been not half-civilized but barbarous Indians, and they may have been the ancestors of those who were dwelling in the country when the white men came. We have next to see how and when the white men happened to come. TOPICS AND QUESTIONS. To the Teacher. When the subdivisions of a topic are not in the question form, they may be readily changed to that form by those who prefer it. It is a good plan to have copied at the blackboard in anticipation of each lesson the topics and subdivisions that belong to it. This reduces the memory burden for the pupil, while it em- phasizes the points he should think of. The teacher should frequently study a topic with his pupils. Let the text be read thoughtfully, the teacher directing the class to note the leading points. He should show why certain things are of greater moment than other things, and why it is the grasping of these main points rather than the reciting of the text that is the essence of right study. Then the teacher may frame questions to test the pupils' apprehension of these points. Such questions wiU be substantially in accordance with the divisions of the topic as presented in the book. These questions answered, the pupil may then, without further help, tell what he can about the subject studied. The guiding principle of these suggestions to the teacher is that his pressure upon the pupil should take the direction of stimulating his thought rather than of directly training his memory, not forget- ting, however, that whatever helps the former will incidentally aid the latter. I. The People of the United States. 1. The ancestors of most of us. 2. Our history, language, and institutions. 3. What America at first was thought to be. 4. Why the red men were called Indians. 5. How long the Indians have lived in America. Ch. I. ANCIENT AMERICA. 1 5 2. The Savage Indians. 1. Where they lived. 2. How they lived. 3. The Barbarous Indians. 1. Where they lived. 2. Their agriculture and manufactures. 3. Their villages and houses. 4. The difference between «the Seneca long-house and the Man- dan round-house. 4. The Clan and the Tribe. 1. The families of the clan. 2. The property of the clan. 3. The name of the clan. 4. The rulers of, the clan. 5. The make-up of the tribe. 6. The rulers of the tribes 5. More about the Barbarous Indians. 1. What they worshiped. 2. Their lack of domestic animals. 3. What they thought of fighting. 4. Their cruelty in war. 6. Barbarous Tribes of the United States. 1. The Maskoki. 2. The Iroquois. 3. The Algonquins. 4. The tribe nearest savagery. 5. The tribes most advanced. 6. Confederacie^s. 7. The Half-Civiuzed Indians. 1. Their country. 2. Their houses. 3. The word pueblo. 4. Pueblo Indians. 5. Their dread of the Apaches. 6. Their cliff-houses. 8. Interesting Pueblo Indians. 1. The Moquis and Zunis. 2. The Aztec Confederacy. 3. The Indian city of Mexico. 4. The people of Central America. l6 INTRODUCTORY. Ch. I. 5. How the Pueblo Indians compare with the barbarous Indians {a) in government, {b) in the arts, {c) in writing, and (d) in treating prisoners. 9. Half-Civilized Indians at their Best. 1. The Peruvian tribe of Incas. 2. Their achievements in the arts and sciences. 10. Ancient Indians East of the Rocky Mountains. 1. Relics of the Mound-Builders. 2. The first supposition about them. 3. The next supposition about them. 4. The present drift of thought about them. suggestive questions and directions. The object of these questions and directions is to stimulate read- ing, thinking, and, in a modest way, investigating. Young minds cannot be expected to engage in difficult research. Still they should be trained, even while they are in the grammar schools, to look up simple matters for themselves. Every school should have a small working library for the study of American history. Investigation may begin in such a library. It may extend to the public library, and, in favored families, to the books at home. Some of the ques- tions here asked may be answered from the text, some from a large dictionary or an encyclopaedia, some by intelligent persons whom the pupils may consult, and some out of one's sound sense. Do not try to have any one answer them all. Assign single topics to different pupils to report on at a subsequent time. Resei-ve some for class development under the teacher's guidance. It is not necessary to settle all the questions that come up. The point to be gained is not so much the accumulation of facts as the production of an inquiring turn of mind. 1. What is a native? What is a foreigner? What is a citizen? (See the Constitution of the United States, 14th amendment.) What is an alien? Can one be a native and a foreigner at the same time ? A citizen and a foreigner ? An alien and a citizen ? 2. Imagine an Indian passing from a savage to a civilized state. When does he cease to be savage ? To be barbarous ? To be half-civilized ? Ch. I. ANCIENT AMERICA. 17 3. Tell about any Indians that may be living in your State. Tell about any Jndians you may have seen. 4. What makes it more and more difficult for Indians to lead a savage life in the United States ? Is there any game where you live ? Was it right for the Indian to kill game anywhere ? Would it be right for you to do so ? What makes the differ- ence .' 5. What signs of Indians might one expect to find where they have long ceased to live ? What signs of them would natu- rally disappear in time ? 6. Visit a collection of Indian relics, if practicable, and report on what you see. 7. Are the Indians that Cooper tells about in his Leather-Stocking Tales ( The Deerslayer, The Last of the Mohicans, and others) true and real ones, or rather better ? Why do you think so ? 8. What genuine Indian customs are described in Longfellow's Hiawatha f (Speak of pipe-making, picture-writing, canoe- building, etc.) 9. Is it a picture of savage or of barbarous life that Longfellow gives us in "Blessing the Cornfields"? (Hiawatha, xiii.) Why? 10. Compare a modern apartment house with a Seneca long-house. What resemblances and differences occur to you ? 11. Suppose one is called upon, as an artist, to paint three Indian groups, — one under savage conditions, the second under barbarous conditions, and the third under half-civilized con- ditions ; mention some things from the text that he ought to put into each picture and some things that he ought to keep out. Are the pictures in the text true to the kinds of life they are meant to show ? 12. Who owned this country before the white men took possession of it ? Was it right for them to take it by force ? Ought they to- have bought it? Did they take possession of it for them- selves as individuals ? If to-day we hold land that was un- justly taken from the Indians centuries ago, is our title to it good ? May not the Indians themselves have seized by force the land that the white men subsequently took from them ? 13. Does the fact that one nation or race can use land to better ad- vantage than another make it right for the former to take such land by force ? INTRODUCTORY. Ch. I. TOPICS FOR COLLATERAL READING. In selecting topics for collateral reading, it has been thought wise to limit them to a list of books so small and inexpensive that the humblest school may easily obtain them ; and to make them so definite, both in subjects and in the places where they are to be looked for, that there can be no excuse for ignoring them. They are selected for their interest, their picturesqueness, and the light they shed on the text ; and it is believed that if pupils can be led to read them, many, perhaps the most of them, may become con- scious of a pleasure strong enough to lead them to more extensive reading in other parts of the same books, or in the books of a more generous list. The subjects of Ancient America and The Discovery of Amer- ica are treated fully in Fiske's The Discovery of Artierica, two vol- umes, Houghton, MifHin & Co., Boston. The following topics are particularly helpful to the teacher and to his maturer pupils : 1. Signs of the ancient occupation of America {a) in the shell mounds on the seacoast, (b) in the stone implements of cer- tain gravel beds, and {c) in an occasional skull, 4-11. 2. The Eskimos and the Cave men, 16-18. 3. Signs of savagery, 24, 25. 4. Three stages of savage life, 26. 5. Three stages of barbarism, 27-32. 6. The Iroquois tribes, 44-47. 7. The barbarism of the great body of aborigines as shown in their villages, weapons, horticulture, warfare, cruelty, morality, and religion, 48-52. 8. The Iroquois long-houses, 64-70. 9. The Mandan round-houses, 79-82. 10. The ruined cities of Central America, 131 -139. 11. The mysterious Mound-Builders, 140-146. CHAPTER II. THE DISCOVERY OF AMERICA. 11. The Voyages of the Northmen. The time when people from the civilized countries of the Old World first visited the shores of America is not positively known. Vague stories have been current of voyages to North America made long ago by Arabs or Irishmen, or others, across the Atlantic, or by Chinese junks by way of the Aleutian Islands a thousand years before Columbus. We cannot say positively that such things might not have happened, but there is no evidence to warrant us in believing that they ever did happen. The first really historical account of Europeans visit- ing America is found in three Icelandic manuscripts written from one to two centuries before the time of Columbus. These manuscripts give accounts of the founding of a colony in Greenland by a Norwegian named Eric the Red, in the year 986. The inhabitants of Norway, Sweden, and Denmark, usually known as the Northmen, were at that time the most skillful xheNorth- and daring sailors in the world. In their long "un- ships — like long boats propelled with oars and sails — they made their way to such distant places as Constantinople, and even through arctic waters to the White Sea and to Baffin's Bay. In 874 they settled Iceland, and in 986 they founded on the southwestern coast of Greenland, near Cape Farewell, a colony which lasted until the fif- teenth century, and has left behind it the interesting ruins 20 INTRODUCTORY. Ch. II. of several stone-built villages and churches. Seamen sailing to this colony from Iceland were driven out of their way, and caught glimpses of the coast of Labrador. In the year looo Lcif, son of Erie the Red, sailed from Greenland with one ship and a crew of thirty-five men, to see what he could find on this coast. He stopped and landed at several points, the last of which he called Vin- land (Vine-land ) because he found quantities of wild grapes there. This place was probably somewhere on the coast of Massachusetts Bay. During ^"inlalld. N("llt.SE sHirs.i the next twelve years several voyages were made to Vin- land, chiefly for timber, of which there was a scarcit)- in Greenland. One of the explorers, Thorfinn Karlsefni, went with three ships, one hundred and sixt)- men, and a number of cattle, intending to found a colony in Vinland. 1 ]''ioni a drawing by M. J. Burns. §§", 12. THE DISCOVERY OF AMERICA. 21 But the Indians slew several of his people, and made so much trouble for him that after three years he gave up his enterprise and went away. Our Icelandic chronicles,^ which are clearly based on the reports of eye-witnesses, give vivid and accurate accounts of the Indians and their peculiar methods of trading and fighting, besides men- tioning many of the animals, plants, and fish charac- teristic of this coast. They do not mention any further attempts to found a colony, though occasional voyages seem to have been made to Vinland for timber. Al- though the Northmen probably made a few flying visits to the coast of Massachusetts, there is no reason for be- lieving that they ever made a settlement south of Davis Strait. It is indeed very common, almost anywhere upon the New England coast, for somebody to point to some queer old heap of stones or the remnant of some forgotten barn-cellar, and ask if it is not a " relic of the Northmen." But no such relic has yet been found.^ 12. Trade between Europe and Asia. These Vin- land voyages attracted no notice in Europe, and were soon forgotten even in Iceland. People were too igno- rant to feel much interest in remote seas and lands, wherever they might be. But the next four hundred years saw a slow but steady change. People began to feel a great and growing interest in Asia. From the earliest times there had been more or less ^ See No. 31 of the Old South Leaflets for extracts from the saga, or story, of Eric the Red, one of the Icelandic chronicles referred to in the text. The teacher should read Fiske's The Discovery of America, i. 194-226. [F. A. H.] 2 The most famous of the supposed relics of the Northmen were, (i) a curious stone tower at Newport, R. I., now known to be the ruin of a stone windmill built about 1675 ^1 Benedict Arnold, governor of Rhode Island ; (2) an inscription in picture-writing "upon Dighton Rock, near Taunton, Mass., now known to have been the work of Algonquin Indians. 22 INTRODUCTORY. Ch. II. trade between Europe and Asia by ship and caravan, by way of Egypt and the Red Sea, or across Syria to the Persian Gulf, or by way of the Black and Caspian seas. After the Crusades' (a. d. 1096-1291) had brought the peoples of the north and west of Europe into somewhat closer knowledge of the Oriental world, this trade in- creased rapidly. During the thirteenth and fourteenth EUROPE J^ENICE GENOA SI ..,,. SOUTHERN ROUTE "*"^ "*"'"*"*"*" Monopolized by Venice OLD ROUTES OF TRADE BETWEEN EUROPE AND ASIA. centuries the blue Mediterranean was covered with ships carrying European metals, wood, and pitch to Alexan- dria and- other eastern seaports, and returning to the 1 The Crusades were great military expeditions organized by the Chris- tians of Europe to defend the rights of pilgrimage to Jerusalem and other places hallowed by events in the Saviour's life, and ultimately to recover the Holy Land from the control of the Mahometans. These expedi- tions began with intense enthusiasm, engaged vast numbers of men, led to terrible hardships and loss of life, and usually ended in disaster. The soldiers were called crusaders because they wore the sign of the cross. [F. A. H.] §§ 12, 13. THE DISCOVERY OF AMERICA. 23 Italian coasts with silks and cottons, pearls and spices. On such trade Genoa, Pisa, and Venice waxed rich and powerful. But as the barbarous Turks ex- old routes tended their sway over the Eastern Empire, "^by'tiie"* until in 1453 they completed their conquest of Turks. it, these avenues of trade were gradually closed, and the Mediterranean became more and more an unsafe place for Christian vessels. At about the same time the western nations of Europe were becoming more united within themselves, stronger, richer, and more enterprising. There was, less private war than formerly, respect for law had somewhat in- creased, capital was somewhat safer, and there was a growing demand for comforts and luxuries. It was, therefore, just as the volume of trade with Asia was rapidly swelling that the routes into Asia were cut off by the piratical Turks. It became necessary to Necessity find other routes than those hitherto traversed, °^ finding an ocean and naturally the first attempt was to see what route to could be done by sailing down the west coast of Africa. Work in this direction was begun in 141 8 by Prince Henry of Portugal, celebrated as Henry the Navigator; but it was slow work. Ocean navigation in those days was clothed with all sorts of imaginary terrors, and, moreover, people were not wonted to equip- ping and victualing ships for long voyages. One Portu- guese captain would venture a few hundred miles farther than his predecessor and then turn back. It was not. until 1 47 1 that the equator was reached and crossed, and still there seemed to be no end to Africa ! 13. Two Famous Geographers. Very little was really known in those days about the world outside of Europe. Two books on geography, both written many centuries before, were considered great authorities on all disputed 24 INTRODUCTORY. Ch. II. points. One of these books was written in Greek about Ancient A. D. 150, by Claudius Ptolemy, a native of vafidell'of Egypt ; the other was written in Latin still geography, earlier, about A. d. 50, by Pomponius Mela, a native of Spain. A glance at the two maps here in- serted ^ will show how both these geographers believed in the existence of a great unvisited continent south of the equator ; only, Ptolemy believed this imaginary continent to be joined to Africa and to Asia, while Mela believed it to be separated by an ocean intervening. According to Ptolemy, it would be impossible to sail from Spain around Africa into the Indian Ocean. According to Mela, such a voyage could be made without even cross- ing the equator. Therefore, when, in 1471, Portuguese sailors crossed the equator without finding an end to the African coast, the prospect was discouraging. Ptolemy A. D. 150. might turn out to be right ; and at any rate a voyage to Asia in this direction was going to be a very long voyage. Some inquiring minds began to ask if there could possi- bly be any shorter route. Among these inquiring spirits 1 Both are greatly simplified by the omission of details. 13. H- THE DISCOVERY OF AMERICA. 25 was Christopher Columbus,^ a native of Genoa, who came to Lisbon about 1470 and took part in some of the ex- ploring voyages on the African coast. The solution of the question was very startling. MELA'S IDEA OF THE WORLD, A. D. 50. 14. The Earth a Round Ball. Three centuries before the Christian era, Aristotle ^ had proved that the earth is a round ball, and nearly all learned ancient writers after him adopted this view. Ptolemy held that the circum- ference of the earth at the equator is about 21,600 miles. In the time of Columbus nearly all learned men were clergymen, and for the most part they believed as they were taught by Aristotle and Ptolemy ; but the general public, including many ignorant clergymen, believed that the earth was a flat plane surface. But whether the earth 1 In Italian the name is Cristoforo Colombo ; in Spanish it is Cristo- val Colon. 2 A famous Greek philosopher, the most learned man of his times, and one of the greatest thinkers that ever lived. His writings covered nearly the entire range of human knowledge. 26 INTRODUCTORY. Ch. II. was round or flat, the idea of sailing to the west in order Sailing ^° S^^ to the east was very startling when it west in .^^^s proposed to put it into practice. It is one get to the thing to maintain a theory with your lips or your pen, and it is quite another thing to risk your life in proving that it is practically true. If the earth is really a globe, then it ought to be possible to sail west- ward across the Atlantic Ocean to the eastern shores of Asia. Soon after 1471 this idea occurred to several persons, one of whom was Columbus ; and Columbus soon made up his mind to try the experiment. The whole point of the enterprise lay in the distance to be traversed. The desired goal was the remote parts of Asia, whence came silks and pearls and of coVm- spices, — what we know as China, and Japan, iSng would and the East Indies. Was the shortest route the__ voyage ^q this goal wcstward or southward ? The Por- tuguese were sailing southward in the hope of passing around Africa to Hindustan ; would it be shorter to sail westward in the hope of getting straight to Japan .■" Columbus asked advice from the famous astronomer Toscanelli,^ who assured him that it would be shorter. So little was really known about the length of Asia that Toscanelli imagined that continent to extend eastward very near to where we now know Lower California to be. As for Japan, people had heard of such an island kingdom about a thousand miles east of China. The name was usually pronounced Chipango, and was often written Cipango. Toscanelli thought it must be about where we now know the Gulf of Mexico to be. He made a map to illustrate his view of the case, and sent it to Columbus, who prized it highly, and carried it with him 1 Toscanelli was born in Florence in 1397. The map in the text has been simplified so that its essential features may be more easily grasped. §§ 14, 15- THE DISCOVERY OF AMERICA. 2/ on his first voyage of discovery. He intended from the first to make the Canary Islands his point of departure, TOSCANELLI'S MAP (1474) USED BY COLUMBUS ON HIS FIRST VOYAGE. and we can now see that if Japan had been where he supposed it was, his whole plan was right ; for the voy- age from the Canaries into the Gulf of Mexico is much shorter than the voyage around the Cape of Good Hope to India. 15. The Great Voyage of Columbus. Such was the origin of Columbus's plan ; he thought that the shortest route to Asia would be found by sailing westward across the Atlantic Ocean. In those days the help of some government was necessary for such a costly enterprise, and it was a long time before Columbus was able to get such help. He tried Portugal first, and then Spain, and sent his brother to seek aid first from England and then from France. At length he succeeded in making an arrangement with the Spanish sovereigns, Fer- pj^.^^ ^^^^ dinand and Isabella, and three small ships were ^^^^1^°' fitted out for him and manned with ninety men. across the On the 3d of August, 1492, Columbus sailed from the little port of Falos for the Canaries. After some delay there, he set sail on the 6th of September 28 INTRODUCTORY. Ch. II. with his prows turned westward into the unknown ocean. It was the most daring thing that had ever been done. Other brave mariners had sailed many a league along strange coasts, and won deserved renown ; but Colum- "I bus was the first to bid good-by to the land and steer straight into the trackless ocean in reliance upon a scien- tific theory. This fact is of itself enough to make him one of the most sublime figures in histor\'. After a voyage of thirty-five days land was discovered at two o'clock in the morning of October 12,^ 1402. It was one of the Bahama Islands, but which one is not known. Before returning to Spain Columbus sailed along the shores of Cuba and Hayti, landing here and there and sending parties inland to examine the countr\'. He was astonished at not finding s]")lendid cities such as he had expected to find in Asia. But he had no doubt that he had rc'ached Japan or some part of Asia. 1 In old slylc, ( )cl()l)cr 12 ; in new style, (October 2r. .^ef AppLMulix II. 1 6. THE DISCOVERY OF AMERICA. 29 16. The Second and Third Voyages of Columbus. His return home with this news aroused great excite- ment in Spain and Portugal, and is: intellitrent mariners in England and elsewhere. On his j^j^ second second voyage, in September, 1493, it was diffi- ^'"yagc- cult to restrain people from embarking with him. Every- body expected to get rich in a moment. A colony was founded upon the island of Hayti, but no silks or spices or precious stones were found, nor any gold as yet. On COLUMBUS. 1 the other hand, hard labor had to be endured, as well as hunger and sickness, and the disappointed colonists laid all the blame upon the "foreign upstart," Columbus. As his enterprise, moreover, did not bring money into 1 After a painting in the Ministry of Marine at Madrid. 30 INTRODUCTORY. Ch. IL the treasury, but entailed new expenses, he soon lost favor at court, and his troubles were many. He cruised His third among the islands of the Caribbean Sea, and on voyage. his third voyage, in 1498, saw land which we now know to have been the coast of South America from the mouth of the Orinoco westward for a short distance. He never doubted that all this was Asia, but wondered why he did not find Asia's riches. 17. Other Memorable Voyages. Meanwhile other ;navigators had been crossing the Atlantic. John Cabot, Voyages of ^ native of Genoa, in the service of Henry VH., theCabots. j^jng of England, sailed from Bristol in May, 1497, in one ship with eighteen men. On the 24th of June he came upon the coast of North America at some point difficult to determine. Some think it was at Cape Breton IslancJ, others would have it on the coast of Lab- rador. John Cabot's son, Sebastian, may have been with him on this voyage. In April, 1498, the father and son set out with five or six ships upon a second voyage, and explored some part of the North American coast. In September, one of these ships put into an Irish port, much the worse for wear ; when the others returned we do not know ; Sebastian Cabot lived for sixty years after this, but we hear no more of his father. Recent researches have made it nearly certain that an expedition sailed from Cadiz May 10, 1497, and returned , to that port October 1 5, 1498, under command of Voyages of . Pinzon and Vinceut Plnzou, who had commanded one of the espucms. gj^jp^ j^^ Columbus's first voyage. A Florentine merchant, skilled in astronomy and navigation, named Amerigo Vespucci, but better known by his Latinized name as Americus Vespucius, accompanied Pinzon, and has left, in a letter to one ©f his friends, an account of such parts of the voyage as he thought would interest the friend. § i;. THE DISCOVERY OF AMERICA. 3 I They first saw land near Cape Honduras late in June ; they skirted part of the Gulf of Mexico, passed between Cuba and Florida, and came up the Atlantic coast as far, perhaps, as Chesapeake Bay, whence they returned to Spain after touching at one of the Bermuda Islands and capturing a cargo of slaves there. There is much obscurity about these voyages of Pinzon and the Cabots, because they were not followed up until people had time to forget about them. No rich cities, no pearls or gold were discovered on these strange coasts ; this " Asia " was very different from what had been ex- pected ! Just at- this time news was brought to Lisbon that turned all men's eyes to the south. Vasco voyage of da Gama started from that port in 1497, sailed '^^™*- around the Cape of Good Hope to the coast of Hindu- stan, and returned in the summer of 1499, with his ships loaded with pepper and spices, rubies and emeralds, silks and satins, ivory and bronzes. There was no doubt as to where he had been. Portugal had reached the goal after all, and not Spain ! Navigators stopped hunting in the Atlantic Ocean for Japan and the seaports of China. Columbus was now more than ever discredited, and tried to redeem his reputation by finding a strait leading into the Indian Ocean from the Caribbean Sea, for he im- agined Malacca as somewhere near the place where we know Panama to be. On his fourth and last pourtj, voyage (i 502-1 504), he explored the coasts of ^^^^^e^"^^ Honduras and Veragua in the hope of finding such a strait. Of course he found none, and after terri- ble hardships returned to Spain, to die, poor and broken- hearted, at Valladolid, May 20, 1506. In spite of his failure to find the riches of Asia, he died in the belief that he had found the shortest route thither. If he could have been told that he had only discovered a continent 32 INTRODUCTORY. Ch. II, hitherto unknown, it would doubtless have added fresh bitterness to death. 18. The Seoond and Third Voyages of Vespuoius. There was nobody who could have given such information to Columbus in 1 506, but many navigators were carrying Second °^ ^^^ work of discovcry. The most famous of voyage of these was Americus Vespucius. In 1400, he Vespucuis, ^ -fyy went as one of the pilots on a voyage upon the northern coast of South America. The coast Indians not uncommonly built their wooden villages on piles over the water, with bridges from house to house. Such a village in the Gulf of Maracaibo reminded the Spanish sailors of Venice, and they called it Venezuela (" little Venice "), a name which has since been extended to cover a vast country. The next year Pinzon struck the Brazilian coast near Pernambuco, and sailing northward discovered the Amazon. At that time Americus passed into the service of Portugal, and it is worth our while to notice the way in which this came about. The discovery of land in the western ocean in 1492 made it necessary to adopt some rule by which Spain and Portugal might be prevented from quarreling over such coasts as their mariners might discover. The rule finally adopted in 1494 was sanctioned by Pope Alexander VI. A meridian was selected 370 leagues west of the ^, , . , Cape Verde Islands, and was called " the Line The Line of .\_ Demarca- of Demarcation. All heathen coasts that had been discovered, or that might be discov- ered, to the east of that line were to be at the disposal of Portugal ; all to the west of it were to belong to Spain. Well, we have seen how Gama came back from Hindu- Voyageof Stan in 1499, loaded with treasures. Within a Cabrai. fg^ months, a fleet of thirteen Portuguese ships, commanded by Cabrai, started for Hindustan. Instead §i8. THE DISCOVERY OF AMERICA. 33 of hugging the African coast, Cabral liept out to sea perhaps further than he realized, and on April 22, 1500, he came upon land to starboard. It was the Brazilian coast near Porto Seguro, and Cabral was right in believ- AMERICUS VESPUCIUSA ing that it lay east of the Line of Demarcation. That was the way in which Brazil came to be a Portuguese country, while all the rest of the New World fell to the share of Spain as far as she was able to occupy it. Cabral sent one of his ships back to Lisbon with the news. The king contrived to secure the services of Vespucius as a pilot already familiar with the western waters. Three ships sailed in May, 1501, with Americus 1 From a very old print reproduced i]i Atlgenn-inc geogyaphisclu- Ephe- meriden, Weimar, 1S07, vol. xxiii. 34 INTRODUCTORY. Ch. II. for chief pilot. They found the Brazilian coast at Third vo - Cape San Roque, and explored it very thor- ageofVes- oughly as far as the mouth of the river La ?"<='"=• Plata. They were now too far west to find anything for Portugal, so Vespucius headed southeasterly and kept on without finding land until he reached the island of South Georgia, about 1,200 miles east of Cape Horn. There the Antarctic cold and floating ice drove them back, and they returned to Lisbon. No mariners had ever been nearly so far south before. 19. The Origin of the Name America. This voyage made a great sensation in Europe. It proved the exist- ence of an inhabited continent, hitherto unvisited by civilized man, in the southern hemisphere. What could it be > If you look back at the Mela map on page 25, you will see how it was regarded. Mela believed there was a great southern continent, which he. called " Oppo- site World." Geographers often called it the "Fourth Part ; " Europe, Asia, Africa were three parts of the earth, and Mela's southern continent was the fourth. Nobody had ever visited this Fourth Part, and many people doubted its existence. Now Americus was sup- posed to have proved its existence. It was thought that Columbus and Cabot had reached Asia, and that Ameri- cus had coasted along a great continent south of Asia. The coast of Brazil was naturally supposed to be the coast of the Fourth Part. In 1507, a German professor, named Martin Waldseemiiller, in a little treatise on geography, observed that he did not see why the Fourth Part should not be called America after its discoverer, Americus. At that time Columbus was not supposed to have discovered a new part of the world, but only a new route to Asia. Waldseemiiller did not intend any injus- tice to Columbus. In consequence of his suggestion, the §§ 19, 20' THE DISCOVERY OF AMERICA. 35 name "America" came to be applied to the coast of Brazil south of the equator. After some years it was put upon maps. At first it was equivalent to Brazil ; but it came to be equivalent to South America, and was finally applied to the northern continent also. 20. The Work of Discovery Completed. Vespucius made three more voyages. He returned to the ser- vice of Spain, was advanced to the highest position in the Spanish ma- rine, and died in February, 1 5 12. Five years after his death a Euro- pean ship for the first time sailed through the Indian Ocean and on to the east- ern shores of China. It was a Portuguese ship. Thus, in 1 5 1 7, it was proved to be a long way from China to the coasts visited by Columbus and Vespucius. In 15 13, Balboa had looked down from a lofty peak in Darien upon what we now know as the Paciiic Ocean. In 15 19, Ferdinand Magellan, a Portuguese captain in command of five Spanish ships, sailed from Spain to find a passage through the Vespucius continent, 1 From Navarrete's Coleccion de Viages, torn. iv. ^^^'f ' MAGELLAN.! How the Pacific Ocean was discovered and crossed. 36 INTRODUCTORY. Ch. II. and a westward route to the Indian Ocean. He passed through the strait that bears his name, and in spite of mutiny, scurvy, and starvation, crossed the vast Pacific, in the most astonishing voyage that ever was made. He was killed by savages in the Philippine Islands, but one of his ships arrived in Spain in 1522, after completing the first circumnavigation of the earth. In spite of this voyage of Magellan the idea of a con- siow com- nection between America and Asia was slow in ^he'workrf disappearing. Within forty years from the discovery, death of Columbus the shape of South America was quite well known, but the knowledge of North America advanced much more slowly^ Many who be- lieved it to be distinct from Asia regarded it as merely a thin barrier of land through which a strait into the ROUTES OP THE FOUR GREATEST VOYAGES. Pacific Ocean might be found. It took long inland journeys to reveal the enormous width of the northern continent ; and it took voyages in the northern Pacific to show its true relations to Asia. It was not until 1728 Ch. II. THE DISCOVERY OF AMERICA. 37 that Vitus Bering, a Danish navigator in the service of Russia, discovered the strait that bears his name. TOPICS AND QUESTIONS. 11. The Voyages of the Northmen. 1 . The first historical accounts of voyages to America. 2. Wlio were the Northmen? 3. Their settlement of Iceland and Greenland. 4. Give an account of the voyage of Leif. 5. Where was Vinland, and why was it so named ? 6. Tell about Karlsefni's colony and its fate. 7. Why are the Icelandic chronicles thought to be true ? 8. Was New England really settled by the Northmen ? 12. Trade Between Europe and Asia. 1 . Why did the Vinland voyages interest Europe so little ? 2. What trade had Europe carried on from ancient times .' 3. What effect had the Crusades on this trade .'' 4. Why did it become important to find a new route to Asia ? 5. How did the Portuguese try to get there ? 13. Two Famous Geographers. 1. Ptolemy and his idea of the world. 2. Mela and his idea of the world. 3. Ptolemy's belief about sailing from Spain around Africa. 4. Mela's belief about sailing from Spain around Africa. 5. How did the question of a shorter route arise ? 14. The Earth a Round Ball. 1. What Aristotle and Ptolemy thought about the earth's shape. 2. What learned people thought about it in Columbus's time. 3. What ignorant people thought about it. 4. How did the scheme of reaching the east, by sailing west, strike people ? 5. How did Toscanelli locate Asia and Japan ? 15. The Great Voyage of Columbus. 1. Royal help at last. 2. The fleet and the crew. 3. The departure. 4. Wherein Columbus surpassed others. 5. The discovery of land. 6. What perplexed Columbus. 38 INTRODUCTORY. Ch. II 16. The Second and Third Voyages of Columbus. 1 . The pressure to embark with Columbus. 2. How Columbus lost favor with the colonists. 3. What he discovered on his third voyage. 4. His continued belief and wonder. 17. Other Memorable Voyages. I. Those of the Cabots. a. In whose service? b. The coasts explored. 3. That of Pinzon. a. The coasts visited. b. His famous companion. 3. That of Gama. a. The countries visited. b. The route taken. c. The treasures brought back. d. The effect on men's thoughts. 4. The last by Columbus. a. His failing reputation. b. His aim in this voyage. c. His hardships and death. d. His dying belief. 18. The Second and Third Voyages of Vespucius. 1. The story of his first voyage reviewed (1497-1498 ; 30.) 2. The coasts visited on his second voyage (1499-1500). 3. The " Line of Demarcation." 4. The purpose of Cabral's voyage in 1500. 5. How Brazil came to belong to Portugal. 6. The purpose of Vespucius's third voyage. 7. Show how this purpose shaped the voyage. 19. The Origin of the Name America. 1. Why Europe was excited over Vespucius's third voyage. 2. The " Opposite World " or " Fourth Part." 3. What Vespucius was supposed to have discovered. 4. The name given to this Fourth Part. 5. The gradual extension of the name. 20. The Work of Discovery Completed. 1. The first proof that it is a long way west to China. 2. The discovery of the Pacific Ocean. 3. The first voyage around the world. Ch. II. THE DISCOVERY OF AMERICA. 39 4. The growth of knowledge about South and North America. 5. The final proof of their separation from Asia. SUGGESTIVE QUESTIONS AND DIRECTIONS. 1. Mention some facts in geography not known in 1492. 2. Make out a table of the discoveries described in the text: LAND DISCOVERED. BY WHOM. WHEN. FOR WHOM. 3. Trace each voyage on the map. 4. How may a country already inhabited be said to be discovered? 5. Did Vespucius himself in any way wrong Columbus ? 6. Are the days of discovery in geography gone by ? If not, tell in what directions discoveries are still looked for. 7. What is the favorite modern scheme of a short route to Asia ? TOPICS FOR COLLATERAL READING. From Fiske's The Discovery of America : 1. Voyages of the Northmen to Vinland, i. 164-172. 2. The ships of the Vikings, i. 172-175. 3. The Northmen and the Skraelings, i. 185-192. 4. Obstacles to navigation in the fifteenth century, i. 309-316. 5. The first voyage of Columbus, i. 419-445. 6. The last voyage of Columbus, i. 505-513. 7. Vespucius and the " New World," ii. 96-108. For those teachers who would like to encourage something hke original work on the part of their abler pupils, the following Oid South Leaflets on the discovery of America furnish admirable ma- terial. They are prepared by Mr. Edwin D. Mead of Boston, and may be obtained of Messrs. D. C. Heath & Co. of Boston, at five cents a copy, or three dollars per hundred. No. 29, The Discovery of America, from the Life of Columbus, by his son, Ferdinand Columbus; No. 30, Strabo's Introduction to Geography j No. 31, The Voyages to Vinland, from the Saga of Eric the Red; No. 32, Marco Polo's Account of Japan and Java; No. 33, Columbus's Letter to Gabriel Sanchez, describing the First Voyage and Discov- ery ; No. 34, Americus Vespucius's Account of his First Voyage. COLONIZATION OP NORTH AMERICA. 1493-1763. CHAPTER III. THE SPANIARDS. 1493-1565. 21. The Spanish Conquest of the Half-Civilized In- dians. Like Saul, who went forth to seek his father's stray asses and found a kingdom, the great mariners of the fifteenth century achieved something' "veryl different from what they were dreaming of." They set out to find new routes for trade with China and India, and without Aims and knowing it they discovered a New World in the'span'ish which to plant European civilization. Com- discoverers. mercial and religious motives — the desire to make money and to save souls — governed the earliest adventurers upon American soil. The Spaniards, who were first in the field, sought diligently for the rich cities of eastern Asia of which they had heard. In 1517-19, they made their way into Yucatan and Mexico, where they found the strange-looking fortified towns of the half- civilized Indians and mistook them for Asiatic cities. In the course of a few years the Spaniards discovered and conquered the whole region inhabited by semi-civilized Indians, from Mexico down to Chili, except at the two extreme ends. In southern Chili they encountered a race of Indians who could not be conquered. These Indians, the Araucanians, are to-day quite civilized, and form a part of the republic of Chili, retaining their own §§21,22. THE SPANIARDS. 4 1 self-government. As for the northern end of the semi- civilized region, we shall presently see what happened there. In Mexico and Peru the Spaniards found great quanti- ties of gold and silver. They settled in these countries in small numbers as conquerors ruling over a large native population. They converted the Indians to Christianity and introduced Spanish laws and settlements customs to some extent. The chief interest of the Spanish government in its American possessions was their gold and silver. Some of the richest mines were at Potosi, in the Bolivian Andes. To prevent other nations from approaching these mines from the Atlantic coast by way of the river La Plata, the Spaniards founded colonies upon that river and near its mouth, which afterward developed into the states of Paraguay, Uruguay, and Buenos Ayres. They also made settlements upon the coast of Venezuela because it abounds in rich pearl-fish- eries. Except for these places, and the West India islands where they made their first settlements, and except for Florida about to be mentioned, the Territory territory occupied by the Spaniards in the New th^lp^!"^ World was exactly the territory occupied by '^'^'^=- the half-civilized Indians. The Spaniards simply took possession of those Indian countries and turned over a large part of their revenues to the government at Madrid. The Spanish colonies were, therefore, very different from the English colonies, which introduced a purely European society into the New World. 22. The Spaniards on the North Atlantic Coast. In invading the region of the barbarous Indians in North America, the Spaniards did not achieve great success. The first of their ventures upon the soil of wha,t is now the United States was made by Juan Ponce de Leon, a 42 COLONIZATION OF NORTH AMERICA. Ch. III. brave knight who had come out with Columbus in his T^g second voyage. There was a story of a won- "Fountain derful fountain somewhere in eastern Asia, by of Youth." f , . , . ,, drinking of which one might perpetually renew one's youth. From something said by the Indians in Cuba, the Spaniards got the idea that this fountain was situated a little to the north of that island, and Juan Ponce went in search of it. On Easter Sunday, 1513,^ he came within sight of a coast which he called " Land of Easter," or in Spanish, "Terra de Pascua Florida;" and it has ever since been known as Florida. In 1521, he tried to make a settlement on this coast, but was defeated and mortally wounded by the Indians. After the return of Magellan's expedition, in 1522, a good many people's eyes began to open to the fact that these strange shores were not a part of Asia, but a bar- rier in the way to Asia, and some mariners began trying to find some new channel through this barrier. The strait of Magellan was so far to the south that people desired some shorter route, and it was hoped The search. ^^^^ ^°'"^^ Strait or channel might be found to ^°North- *^^ north of Florida. So little was yet known west Pas- of what wc Call North America that maiiy people ^^^' expected to find, onlyjgroups of. islands where we know that there is the coast of a very broad continent. Thus began the famous search for a "Northwest Pas- sage " to Asia. The Northwest Passage was finally discovered in 1854, by Sir Robert McClure, who sailed from Bering Strait through the islands of the Arctic Ocean to Davis Strait, and so out into the Atlantic. The search was begun 330 years earlier by Vasquez d'Ayllon, who came up from Hayti in 1524, and tried the James River and Chesapeake Bay in the hope of find- 1 This date is often given incorrectly as 1512. §§22,23. THE SPANIARDS. 43 ing a passage there. Disappointed in this, he came two years later, with six hundred people, and began to build a town on the James River, very near where the Eng- lish afterward founded Jamestown. Ayllon's town was called San Miguel. He employed negro slave's in build- ing it ; and this seems to have been the first instance of negro slave labor within the territory since covered by the United States. Starvation, disease, and Indian toma- hawks soon destroyed Ayllon and his little colony. While these things were going on, in 1525, Spanish ships, commanded by Estevan Gomez, followed our coasts from Labrador to Florida, taking notice of Cape Cod, Narragansett Bay, and the mouths of the Connecticut, Hudson, and Delaware rivers. As he found neither gold nor a northwest passage, his ex- pedition was considered a failure. 23. Spanish Adventures to the Westward. Voy- agers upon the western Florida coast had ascended Mo- bile Bay and found the Indians wearing gold ornaments. It was accordingly thought that there might be; another Mexico in that direction, and, in 1528, Panfilo de Narvaez started with four ships and four hundred men to explore these coasts. The expedition got scattered, Narvaez and many of his men were drowned at the mouth of the Mis- sissippi River ; others got ashore and were captured by the Indians. Four of these captives — thetreas- Adven- urer, Cabeza de Vaca, with two Spanish sailors cablzade- and one negro — had wonderful adventures. '^^'=*- These Indians had never seen white men or black men, and they regarded their captives as supernatural beings or great wizards ; so they did not kill them, but carried them about in their wanderings. In the course of eight years Vaca and his comrades traveled over 2,000 miles, keeping westward until they reached the Gulf of Call- 44 COLONIZATION OF NORTH AMERICA. Cii. III. fornia, where they found Spanish friends from Mexico. In the course of their wanderings they heard stories about Zuni and other pueblos far to the northward. In 1539, the Spanish viceroy of Mexico sent a monk named WOLPI.l Coronado. Marcos de Nizza to inquire into the truth of these stories, and this monk reached a hill from which he could see the Zuiii pueblos. The next )'ear Francisco de Coronado started northwartl with 300 Span- iards and 800 Mexican Indians ; he discovered the Grand Canon of the Colorado River, visited the Moqui and Zuiii 1 Wolpi is one of the fortified piicl)los of tlie Moquis of iiorllicasteni Arizona. Situated on tlie summit of a steep liill, it is very dilticuU for an enemy to approacli it. The illustration shows the way in whieh cattle and sheep are i)cnned. The gardens are down in the irrigated fields below, and all the water has to be carried up the hill in jars ; this is regularly done by the women. The buildings are entered at the top by ladders, and the interior of a room is represented in the illustration on page 9. ■ 23. 24- THE SPANIARDS. 45 pueblos, and went as far, perhaps, as some point on the south fork of the Platte River, or possibly somewhat fur- ther to the east. He returned to Mexico in 1542, dis- gusted at not having found gold or wealthy kingdoms. 24. Further Attempts at Conquest and. Colonization. While Coronado was making these long marches, another Spanish knight was engaged in the same kind of search in the eastern part of the continent. Fernando pemando de Soto, governor of Cuba, started in 1539, with ^e Soto. nine ships, carrying 570 men and 223 horses. From Florida he advanced very slowly northward and west- ward, encountering desperate opposition from the Creek Indians. In the spring of 1 542, the party crossed the Mississippi River, and went up the western bank as far jDcr- haps as New Mad- rid. They found dreadful hard- ships, but no rich treasures. Soto died of fever and was buried in the great river ; the remnant of his men built boats in which they sailed down stream and out to sea, and after much suffer- ing reached the Mexican coasts. In 1 546-49, the Spaniards made an attempt to found a colony in Florida, but all the settlers were massacred by SPANISH GATEWAY AT ST. AUGUSTINE. 46 COLONIZATION OF NORTH AMERICA. Ch. IIL the Indians. Further unsuccessful attempts were made , from time to time until i i;6s, when St. Augus- Settlement j . j' o of St. tine, the oldest city in the United States, was ugus me. £Qyjj(jg(j ^y Menendez. On this occasion the Spaniards came into conflict with the French. For the first time we find Spaniards meeting with European rivals in the New World, and we have next to see how this came about. topics and questions. 21. The Spanish Conquest of the Half-Civilized Indians. 1. The aims and motives of the Spanish discoverers. 2. The extent and limits of their conquests. 3. The Spaniards' chief interest in their American possessions. 4. How they guarded the Potosi mines, and what came of it. ; 5. How the Spanish colonies differed from the English {a) in respect to the kind of Indians dealt with, and {b) in respect to the general mode of handling them. 22. The Spaniards, on the North Atlantic Coast. 1. The " Fountain of Youth." 2. Ponce de Leon and his search for the fountain. 3. How Florida came to be so named. 4. New views about Florida and the regions to the north. 5. Why mariners were led to search for the " Northwest Pas- sage." 6. The beginning of the search. 7. The site, building, and fate of San Miguel. 8. The final discovery of the passage. 23. Spanish Adventures to the Westward. 1. The search for a new Mexico, and how it ended. 2. How the Indians regarded Vaca and his fellow captives. 3. The wanderings of Vaca. 24. Further Attempts at Conquest and Colonization. 1. The expedition of Fernando de Soto. 2. Its disasters and ruin. 3. The settlement of St. Augustine. 4. The first European rivals of the Spaniards. suggestive questions and directions. I. Why do intelligent people nowadays refuse to believe in a Ch. III. THE SPANIARDS. 47 fountain of youth? Mention some other belief as fascinat- ing and absurd as this in a fountain of youth. Show how a strong belief, whether well grounded or not, may affect the course of history. 2. With what half-civlKzed Indians did the Spaniard contend? With what barbarous Indians ? Why did the Spaniards succeed with the former and fail with the latter ? What is the difference between half-civilized people and barbarous people ? 3. Trace a passage from the Atlantic to the Pacific by way of the Arctic Ocean, telling through what bodies of water, straits, etc., the way lies. Is this passage of service to commerce ? Reasons for your answer. 4. Was America discovered at once ? Is it all discovered now ? Is enough discovered to make a map of its entire general shape ? Does Greenland belong to America ? 5. It is said on page 71 that negro slavery in the United States began at Jamestown in 161 9. Reconcile this statement with what is said about Ayllon's slaves, page 43, and Hawkins's slaves, pages 59, 60. 6. What were probably some of the reasons urged by good men in favor of slavery ? What is the great objection to slavery ? Does any enlightened nation to-day tolerate slavery ? Is slavery everywhere abolished ? 7. Of what use is it to know when and by whom a country was discovered? Since one cannot know when and by whom all countries were discovered, what discoveries should one consider first of all ? What may one be pardoned for not knowing ? 8. Granted that most of what one reads about Soto is destined to be forgotten, what things about him had one better try to save from such forgetfulness ? 9. The teacher should try to cultivate in his pupils the historical imagination, — the power to utilize such material as they may have in creating pictures of the past. Let him, for example, ask them to describe the burial of Soto, the pic- ture to be of their own making. They may be readily led to see that the picture should show a river, a company of Spaniards in a boat or boats, a priest probably, some signs of a burial service, and a general look of sadness. If they cannot go further, the teacher may lead them to tell what 48 COLONIZATION OF NORTH AMERICA. Ch. IIL they would like to know to complete the picture, as, for in- stance, whether the burial was by day or by night, what kind of boats or vessels were used, how the Spaniards were dressed, what moment of the service was best fitted for the artist, whether in such a picture the expression of faces should be brought out, what the effect of midnight might be on its details, etc. Young people cannot be expected to do a high order of work in this direction, but the beginnings, at least, of a valuable training may be made here, and the foun- dations laid for making such inquiries as these : a. Are pictures of historical events or scenes strictly true of all the details of such events or scenes ? b. What sort of truth should these pictures present ? What things in the real may be changed or omitted in the picture ? c. Is a map true to all the details of the region it shows ? Would its value be increased by increasing the number of its facts? Is its value ever increased by reducing its details ? d. Mention some things that are never attempted in pictures. e. Select illustrations in this book, and inquire how far they may be trusted, and how far not. f. What is the object of a picture in this book ? g. Select events or scenes in this history that would make striking subjects for pictures. Work in this vein cannot be carried far without making it clear that no one can put into a picture what he has not already in mental possession, and that all attempts to see with the mind's eye the vanished past involve, first, adding to one's store ma- terial that belongs to that past, and, secondly, using one's re- sources, old and hew, in bringing back that past by an effort of the imagination. Fill out from the text a table somewhat like the following; : DATES. SPANISH RXPLORORS. RnClONS VISITED. SETTLEMENTS MADE. Ch. III. THE SPANIARDS. 49 TOPICS FOR COLLATERAL READING. From Fiske's The Discovery of America, vol. ii. : 1. The ancient city of Mexico, 262-274. 2. The conquest of Mexico by Cortez, 274-290. 3. Slaves in ancient times, 427-429. 4. Negro slaves, 429-432. 5. Indian slaves, 443-447. 6. The strong and noble life of Las Casas : a. The man himself, 437-441. b. His Indian slaves set free, 450, 451. c. His connection with African slavery, 454-457. d. His preaching of the gospel of peace, 464-465. e. His triumph over Spanish slavery, 474-476. f. His deathless fame, 482. 7. The search for the Northwest Passage, 489, 490. 8. The Seven Cities of Cibola, 502-507. 9. The final proof that America is separate from Asia, 544-552. 10. Spain and the New World : a. Why her colonizing spirit was limited to 1492-1570, SS4, 'ilS- b. How fighting the Moors moulded the Spanish character, 556, i'!,!. c. How the Spaniards crushed out independence of thought and action, 561-565. d. The effect of this ofi the Spanish character, 566, 567. e. How England gave free play to the human mind, 567, 568. f. The effect of this on the English character, 568. g. The stamp of Spain and of England on the New World to-day, 569. CHAPTER IV. FRENCH PIONEERS. 1504-1635. 25. The Fisheries and the French. The first sailors to come from France to the New World were Breton and Norman fishermen. The abundance of codfish on the banks of Newfoundland had been noticed ^, „ The New- and reported by John Cabot in 1497, and fish- foundiand , J. . ^ . J. , fisheries. mg vessels from various countries soon found their way thither. The oldest French name in America, that of Cape Breton, is probably as old as 1504; and ships from Normandy and Brittany have kept up their fishing in those waters from that day to this. Ships from Portugal and from Biscay came also, but at first not many from England, for the English were used to catch- ing their codfish in the waters about Iceland. Gradu- ally, however, the English came more and more to Newfoundland, and by the end of the sixteenth century the fisheries were practically monopolized by French and English. During that century the fisheries were almost the only link between France and the coast of North America. In 1518, Baron de Lery tried to found a colony on Sable Island, but was glad to get away before starving to death. Francis I., who became king of France in 1515, laughed at the kings of Spain and Portugal for presuming to monopolize between themselves all new discoveries east and west. Had Father Adam made them his sole heirs .' If so, they had better publish the will! In 1521, war §§ 25, 26. FRENCH PIONEERS. 5 1 broke out between France and Spain, and French cruisers began hovering about the western parts of the Atlantic, to capture Spanish gold on its way from the New World. In 1523, one of these cruisers, a Floren- tine, named Verrazano, captured an immense quantity of treasure on its way from Mexico. The next venazano. year Verrazano skirted the coast from Cape ■'■^^*' Fear, in North Carolina, as far probably as the Piscata- qua River in New Hampshire ; he seems to have entered the Hudson River and to have landed upon Rhode Island. The fortune of war went against King Francis, and nothing more was done for ten years. Then came Jacques Cartier, who sailed up the St. Lawrence cartier. as far as an Iroquois village situated on an eminence which he called Montreal. In 1540-43, an unsuccessful attempt was made by the Sieur de Rober- val, aided by Cartier, to establish a French colony in Canada. Then the French became so much occupied with their wars of religion as to give but little thought to America for the next half-century. 26. The Huguenots in Florida. During this period, however, there was one memorable attempt at coloniza- tion which grew directly out of the wars of religion. The illustrious Protestant leader, Coligny, conceived the plan of founding a Huguenot state in America, The Hu- and, in 1562-65, such a settlement was begun RoSda.'" under the lead of Jean Ribault ; but in the 1562-65. autumn of the latter year it was wiped out in blood by Pedro Menendez. That Spanish captain landed in Flor- ida and built the fortress which was the beginning of the town of St. Augustine. Then he attacked the French colony, overcame it by surprise combined with treachery, and butchered everybody, men, women, and children, some seven hundred in all ; a very few escaped to the 52 COLONIZATION OF NORTH AMERICA. Ch. IV. woods, and after strange adventures made their way back to France. According to the Spanish government, which laid claim to the whole of North America as lying west of the Line of Demarcation, these Frenchmen were tres- passers or invaders, and deserved their fate. The govern- ment of France at that moment was too subservient to Spain to call her to account ; but a- private gentleman, Theven- named Dominique de Gourgues, took it upon Gour^ues. himsclf to avcugc his slaughtered countrymen. 1568. Having fitted out a secret expedition at his own expense, he sailed for Florida, surprised the Spaniards, slew them every one, and returned to France, leaving Florida to its na- tive red men. This was early in 1568. Menendez was at that time in Spain, but he returned two years later, and the Spaniards kept pos- session of Florida. 27. The Settle- ment of Canada. It was not until the religious wars had been brought to an end by Henry IV., in 1598, that the French succeeded in planting a colony in America. They began to be interested in the north- FRENCI-I UlSCOVKKIES AND SETTLEMENTS. §27- FRENCH PIONEERS. 53 western fur trade as well as in the Newfoundland fish- eries ; and, in 1603, the Sieur de Monts obtained permis- sion to colonize a vast tract of land extending from New York harbor to Cape Breton, and known as Acadia, a name afterward restricted to the northeastern part of this region. A monopoly of the fur trade within these limits was granted by Henry IV. to a company of which Monts was the head. So far as Monts was concerned, the enter- prise was a failure ; but one of his companions, Poutrin- court, succeeded, in 1607, in making the first permanent French settlement in America at Port Royal ^. ■' First settle- in Nova Scotia. Another of the party, Samuel ment of de Champlain, made a settlement at Quebec in the following year, and became the founder of Canada. Champlain was one of the most remarkable Frenchmen of his time, — a beautiful character, devout and high-minded, brave and tender. He was an excellent natu- ralist, and has left some of the best descriptions we have of the Indians as they appeared when first seen by white men. Champlain explored our irortheast coast very minutely, and gave to many places the names by which they are still known.^ He was the first white man to sail on the beautiful lake which now bears his name, and he pushed his explorations as far into CHAMPLAIN. 1 1 From the Hamel portrait engraved in Shea's Charlevoix, vol.ii. 2 As for example, Moimt Desert, which has retained its traditional French pronunciation as far as to keep the accent on the final syllable. 54 COLONIZATION OF NORTH AMERICA. Ch. IV. the interior as to discover Lakes Ontario and Huron. He governed Canada until his death in 1635, by which time the new colony had come to be quite flourishing. In 1611, Jesuit missionaries came over and labored with remarkable zeal and success in converting the among the Indians. Missions were established as far in- land as the Huron country, and the good priests often distinguished themselves as brave and intelligent explorers. The fur trade began to assume large dimen- sions, and French rovers formed alliances with the In- dian tribes in the neighborhood of the Great Lakes. The French usually got on well with the Indians ; they knew how to treat them so as to secure their friendship ; they intermarried with them, and adopted some of their habits. 28. The French and the Iroquois. Nevertheless, in one quarter the French offended the Indians, and raised up for themselves a formidable enemy who had much to do with their failure to establish their power on a perma- nent basis in America. We have seen that Cartier, in 1535, found an Iroquois village on the site of Montreal. There was no such village when Champlain arrived ; the Algonquin tribes of the neighborhood had either de- stroyed these Iroquois or driven them back upon their brethren of the Mohawk valley. Between Algonquins and Iroquois there was unquenchable hatred. It was natural that Champlain should court the friendship of the Algonquin tribes on the St. Lawrence, for they were his Enmity be- nearest neighbors. He undertook to aid them ^een the against their hereditary foes. In 1609, he ac- theiro- companied them in an expedition against the quois. formidable Mohawks, the easternmost of the tribes composing the Iroquois Confederacy known as the Five Nations. A battle was fought near the site of Ticonderoga, and Champlain won an easy victory over §28. FRENCH PIONEERS. J 5 the astonished Mohawks, who had never before seen a white man or heard the sound of a musket. Battle of But this victory, as we shall see by and by, J^gT'^^ was a fatal one for the French. It made the 1609. Iroquois their deadly enemies. From that ' time forth, the warriors of the Five Nations hated the French with unappeasable hatred, and were ready to make alliances with any white men who were hostile to the French. This should be remembered as one of the most impor- tant facts in early American history, and the date of this first Ticonderoga battle should not be forgotten. It will hereafter be shown how this hostility of the Iroquois kept the French away from the Hudson River and prevented them from getting control of New York, TOPICS AND QUESTIONS. 2j. The Fisheries and the French. 1. What brought French sailors to the New World ? 2. Why were there so few Englishmen at first on the New- foundland banks ? 3. What did the King of France think of Spanish and Portu- guese claims to all new lands ? 4. How did France harass Spain in America ? 5. Describe Verrazano's career. 6. What unsuccessful attempts were made to found French colonies during the sixteenth century ? 26. The Huguenots in Florida. 1. The settlement of Ribault. 2. Its destruction by Menendez. 3. The Spanish reason for its overthrow. 4. The vengeance of Gourgues. 5. The nation in final possession. 27. The Settlement of Canada. 1. What led the French to renew their efforts to plant colonies ? 2. Give an account of Acadia. 3. What rights did Monts receive from Henry IV. ? 4. What two settlements grew out of the enterprise of Monts? 5. Describe Champlain as a man. 56 COLONIZATION OF NORTH AMERICA. Ch. IV. 6. How does he figure in geography and history ? 7. Tell about the work of the Jesuit missionaries. 8. How did the French treat the Indians? 28. The French and the Iroquois. 1. What Indian friendship did Champlain court? Why? 2. How did Champlain favor his Indian friends ? 3. TeU the story of the battle of Ticonderoga under the follow- ing heads : a. The opposing parties. ' b. The date, and a reason for remembering it. c. One cause of Champlain's easy victory. d. Far-reaching consequences of the Mohawk defeat. SUGGESTIVE QUESTIONS AND DIRECTIONS. 1. Where are the banks of Newfoundland? What fish are caught there ? Why should fish be so abundant there ? How exten- sive are the banks ? From what countries do fishermen go there ? Who own these banks ? Do fish in the ocean belong to any person or any country in particular ? Do fish in har- bors, rivers, brooks, and inland waters belong to people in such a way as to make it wrong for other people to catch them ? Have the banks of Newfoundland had anything to do with history? If so, tell in what way. Find on some map the places from which the fishermen mentioned in the text used to come to the banks. 2. Where did the Spaniards get their gold in the New World ? Why is gold prized so highly ? What gives it its value ? If it were as abundant as gravel, would it retain its value? What would continue to be true of it in spite of such abun- dance ? What would cease to be true of it because of such abundance ? Would one be rich if he had plenty of gold, but could not exchange it for other things ? 3. Where, when, why, and by whom was the Line of Demarcation established ? What history hinges on this line (that is, tell something that has happened because such a line was fixed) ? (See pages 32, 33.) 4. What is meant by a monopoly of the fur trade ? Mention some monopoly that exists to-day. Why do the owners of a mo- nopoly like it ? Why do others frequently dislike it ? If one invents something, is he entitled to exclusive control of it? If others seek to appropriate it, what is there to hinder? Ch. IV. FRENCH PIONEERS. 57 How is the monopoly of an invention unlike the monopoly of a fur trade ? 5. What animals furnished fur for the fur trade? What sort of trouble was likely to arise about a valuable fur trade in the wilderness of America ? What different peoples were deeply interested in this trade ? Has this trade been the means of affecting American history in any way? If so, tell how. What recent trouble has there been over an Alaskan fur trade ? 6. Obtain No. 17 of the Old South Leaflets, entitled Verrazand's Voyage. It is a translation of Verrazano's own account of his voyage, and the earliest known description of the shores of the United States. His account is one of the original documents on which historians rely. It will help young people to get an inkhng of what real investigation is, if they will try to answer from the leaflet such questions as these : a. What did Verrazano say the object of his expedition was? b. What facts did he observe about people along the coast ? c. Mention some differences between the northern Indians and the southern as he saw them. d. Tell some sound views about the earth that Verrazano held ; also some views of his that have since proved to be unsound. Let the teacher ask other questions to set his pupils " for- aging " in this interesting letter. 7. Where did the Indians first face firearms ? What was the effect upon them ? How did these firearms differ from modern ones? Find occasions when the Indians in their fighting relied on spears, bows, arrows, and such weapons. 8. Fill out from the text a table of French explorers in accordance with the following plan : DATES. FRENCH EXPLORERS. REGIONS VISITED. SETTLEMENTS MADE. 58 COLONIZATION OF NORTH AMERICA. Ch. IV. TOPICS FOR COLLATERAL READING. From Parkman's Pioneers of France in the New World : 1. America a region of wonder and mystery, 9, 10. 2. Dreams of treasures in Florida, 12, 13. 3. The adventures of Fernando de Soto, 13-17. 4. The Indians of Florida in 1565, 36, 42, 50-58. 5. The bold undertaking of Menendez, 99-104. 6. The fate of Fort Caroline, 114-130. 7. The massacre of the French settlers, 131-144. 8. The vengeance of the French, 162-174. 9. The fisheries of Newfoundland, 188-190. 10. The Isle of Demons, 190-192. 11. Cartier and the Indians of the St. Lawrence, 202-215. 12. Incidents in the career of Samuel de Champlain : a. His curious journal, 238. b. Baffled by the St. Lawrence, 242. c. On the coast of New England, 253-256. d. The founding of Quebec, 329-331. e. A hard winter at Quebec, 333-336. f. On the war-path with Indians, 339-347. g. Fighting the Iroquois on Lake Champlain, 348-352. h. Fighting the Iroquois on the St. Lawrence, 354-360. i. His trip up the Ottawa, 368-382. j. Fighting the Iroquois in their homes, 339-406. k. The fall of Quebec, 434-440, 448-450. /. The summing up of his life, 452-454. CHAPTER V. THE ENGLISH IN VIRGINIA. 1584-1676. 29. The Coming of the English. The French were not the only rivals who came to dispute the claims of Spain to the possession of North America. The English were rather slow in coming upon the scene, but when they came it was to stay. It has been mentioned that John Cabot and his son visited portions of the xhe North American coast in 1497-98. They sup- Jabots, posed it to be an Asiatic coast, but as they found no gold and no evidences of civilization and wealth, their discovery was not regarded as important, and for many years the English made no attempts to follow it up. Afterward, however, when the English began to make settlements upon this coast, they claimed possession of it by virtue of Cabot's discovery. The attention of the English began to be turned toward America soon after 1560, early in the reign of Queen Elizabeth. About that time the famous sailor. Sir John Hawkins, began kidna;ping negroes sir John on the coast of Guinea and bringing them to Hawkins, the West Indies to sell them to the Spanish colonists for slaves. Very few people in those days could see any- thing wrong in slavery ; it seemed as proper to keep slaves as to keep cattle and horses. When Hawkins was made a knight, he took as part of his coat-of-arms the picture of a captive negro bound with, a cord. Hawkins was an honest and pious man, but he actually 60 COLONIZATION OF NORTH AMERICA. Cu. V. felt proud of his share in opening up the slave trade, as a proiitable trade for England. In our time nobody but a ruffian would have anything to do with such a wicked and horrible business. Changes of this sort make us believe that the world is growing to be better than it used to be. But the improvement is very slow. The slave trade, of which Hawkins was one of the principal founders, continued to be carried on after the English had made settlements in North America, and slaves were brought here from Africa until the year 1808. 30. The Decline of Spanish Power in America. About the time that Hawkins appeared upon the scene, Spanish activity in North America was drawing to a close. All the energy of Spain was becoming absorbed in European wars. Since 15 16, the Netherlands had been subject to the Spanish crown; in 1567, their revolt against Spain began. It led to a terrible war which lasted more than forty years, until the Dutch provinces won their independence. Questions of religion as well as of politics were involved in this war, and as the Dutch were Protestants, Queen Elizabeth sent an army to help them, and thus entered into the war against Spain. The grand crisis of the war was in 1588, when Philip II., king of Spain, sent against England a fleet so great The "In- and powerful that it was called the Invincible Armada." Armada. There were 132 ships carrying 1588. more than 3,000 cannon. With the aid of this fleet, it was intended to convey across the Channel into England a Spanish army from the Netherlands. Many people believed that England would now be conquered and English liberty destroyed, But the English gath- ered together a fleet under Lord Howard of Effingham ; the vice-admiral was Sir Francis Drake, one of the greatest seamen that ever lived, and among the rear §30. THE ENGLISH IN VIRGINIA. 6i admirals was Hawkins. The Spaniards had no com- manders, equal to these for skill in handling ships. As the Invincible Armada entered the Channel, the English ships gathered to the west of it, cutting off its retreat and wearing out its strength in a long running fight. When the defeated Spaniards were driven through the Strait of Dover into the North Sea, their doom was sealed. Their only means of getting home was to sail away to the north and around the extremity of Scotland into the Atlantic Ocean, and in this long voyage they encountered _ storms that wrecked nearly all the ships. Never in the world has there been a more crushing over- throw than that of the Invincible Ar- mada. At the time when this great bat- tle was fought, two children had already been born in Lin- colnshire, who were destined to play an important part in carrying English civilization into the New World. John Smith, founder of Virginia, was a lad of nine years ; John Winthrop, founder of Massachusetts, was a babe of six months. Spain never recovered from the terrible blows that England dealt her in the course of this long war. The 1 Facsimile of sketch in Les Marins du XV. et du XVI.Siicles. SPANISH GALLEON.l 62 COLONIZATION OF NORTH AMERICA. Ch. V. principal sources from which Spain got the money for her war expenses were the mines of Mexico and Peru. Spanish Ships laden with gold and silver were fre- ships"nd qucntly starting from the American coasts for their fate. Spain, and, after 1570, English cruisers began to lie in wait for these ships, and to capture them with their treasure. For boldness and vigilance Queen Eliza- beth's sea-captains have never been surpassed. Some- times they would sail into Spanish harbors and sink the war-ships and burn the merchant vessels in full sight of the people ; this dangerous pastime was called " singe- ing the King of Spain's beard." After this sort of thing had gone on for some years, England began to feel her- self stronger and more at home upon the ocean than Spain. 31. Sir Walter Ra- leigh. These great English cruisers were also great explorers- Drake and Cavendish carried Queen Eliza- beth's flag into the Pacific, visited the coast of California, and circumnavigated the earth. P^robisher, in quest of a north- western passage to India, entered the Arctic Ocean and ex- ]ilored a part of it. But the tliouglits of Sir Walter Raleigh were busy with grander scliemes than these. Raleigh was one of the 1 Knim .Slallici's cntjiavliig piihlishL'd in London in 1S12. SIR WALTER RAI.KJCH.l §31- THE ENGLISH IN VIRGINIA. 63 most accomplished men of his time ; he was something of a philosopher, poet, historian, and statesman, as well as a brilliant captain. In 1569, when he was seventeen years old, he served in the religious wars in France under the great Coligny, who was probably the first person to conceive the idea of planting in America a state that should be entirely Protestant. We have seen how the colony in Florida, which Coligny tried to found, was de- stroyed by the Spaniards; but the idea lived on in the mind of Raleigh, who aspired to " plant an English nation in America." In 1584, he obtained from the queen per- mission to make a settlement upon any territory „ , . , , not already occupied by any Christian power ; attempt to and forthwith he devoted himself to the work colony. of starting such a settlement upon the coast of ^5s*-87. North America. He sent several expeditions under able captains, though arduous duties at home prevented his going in person. A little colony was begun upon Roanoke Island, on the coast of what we now call North Carolina ; but in those days the general name in English for all that coast was Virginia, a name given to it by the virgin Queen Elizabeth in honor of herself. The name was also given in baptism to the first American child of English parents, Virginia Dare, born on Roanoke Island, August 18, 1587. For a moment Raleigh seemed likely to succeed with his little colony; but the Invincible Armada absorbed too much attention. The colony was inadequately supported, and perished miserably. After some further attempts, in which he lost an amount of money that in our times would be equivalent to more than a million dollars, Raleigh gave up the enterprise of found- ing colonies, as too difificult for a single individual, and he assigned all his interests in Virginia to a joint-stock company of merchants and adventurers. 64 COLONIZATION OF NORTH AMERICA. Ch. V. ELIZABETH'S AUTOGRAPH.l For a few years nothing more was accomplished, but Raleigh had done enough to turn the minds of English- men steadily toward colonizing North America ; so that when we mention the names of the great men who have founded the United States, it is right to begin with him. In 1 792, the state of North Carolina very properly commemorated him by giving his name to her capital city. 32. How Raleigh Fared with King James I. When Queen Elizabeth died, in 1603, the King of Scots came King to be also King of England, as James I. He James I. ^^s a droll loolcing man, without much sense, but puffed up with the idea that he knew enough to teach all the learned men in both kingdoms. Well meaning in many respects, he was tyrannical in disposition, and thoroughly false and cowardly. He wished to keep on good terms with Spain. There was no man whom the Spanish government hated like Raleigh ; and presently King James arrested him on a false charge of treason, and kept him shut up for twelve years in the Tower of London, where he improved his time by writing a de- lightful " History of the World." In 1616, the king let ' From Winsor's America, iii. 106. §§32.33- THE ENGLISH IN VIRGINIA. 6$ Raleigh out in order to go and find gold in Guiana. This was encroaching upon Spanish ground, but James I. wanted money, and did not care how he got it. If any- thing were to go wrong, he could throw the blame on Raleigh. That gallant commander got into a fight with the Spaniards in Guiana, but returned to England with- out any gold. Then the king revived the old charge of treason against Raleigh, and had him beheaded. 33. The London and Plymouth Companies. But Raleigh had lived long enough to see " an English nation planted in America." In 1606, some people, interested in his schemes, organized a great double-headed com- pany for making settlements on the Atlantic coast of the New World. One branch of it was composed chiefly of London merchants, and the other branch of persons in Plymouth and other southwestern parts, and the two were known as the London and Plymouth companies. In spite of his unwillingness to offend the Spaniards, King James was induced to grant a charter to these companies. There was much distress in England on account of peo- ple being turned out of employment. In the Nether- lands there had been a great increase in the weaving of woolen cloths, and England is one of the best of coun- tries for raising sheep. So English land owners had for some time been turning their farms into sheep pastures, in order to raise wool to sell to the Dutch. Sheep-rais- ing does not require nearly so many men to the square mile as the cultivation of wheat and barley ; and so, as the small farms were broken up, many men found them- selves out of work. In this emergency preachers began to declare in their pulpits that " Virginia was a door which God had opened for England." King James thought there might be gold mines there. The charter was granted as follows : — 66 COLONIZATION OF NORTH AMERICA. Ch. V. To the London Company the king granted the coast of North America about from Cape Fear to the mouth Land of the Potomac ; to the Plymouth Company he fhese^com-i- granted the coast about from Long Island to panies. Nova Scotia. These grants were to go in straight strips, or zones, across the continent from the Atlantic Ocean to the Pacific ; for so little was known about North American geography that a good many people believed the continent up here to be no wider than in Mexico. As for the middle strip, starting from the coast between the Potomac and the Hudson, it was open to the two companies, with the understand- ing that neither was to plant a colony within lOO miles of any settle- ment already begun by the other. This meant practically that it was likely to be controlled by whichever company should first come into the field with a flour- ishing colony. This made it worth while to act promptly. . The charter provided, GRANTS TO LONDON AND PLYMOUTH ^"^^^g ^thcr thiugS, (l) COMPANIES, 1606. that the settlers were §§33. 34- THE ENGLISH IN VIRGINIA. 67 to enjoy all the political and civil rights and privileges that belonged to free Englishmen at home ; (2) that each colony should be governed by a council appointed by the king ; (3) that the king should have, as his share, one fifth part of any precious metals that might be found. 34. The Founding of Jamestown. Both companies made haste and sent out parties of settlers in 1607, the one to the James River, the other to the Kennebec. To the second of these enterprises we shall return by and by ; it ended in disastrous failure. The first barely escaped destruction, and laid at Jamestown the founda- tions of the first permanent English colony in America. There were three ships manned by 39 sailors, and be- sides these, there were 105 persons, of whom 52 were classed as "gentlemen," the rest as tradesmen and me- chanics. As for the farmers in search of work, we do not hear of them in this first expedition ; nor were there any women. The party were more intent upon finding gold than upon making new homes in the wilderness. Their food gave out, the Indians were unfriendly, and soon the settlers were attacked by fever. Within four months half of them had died ; but there was one man in the company whose energy saved it from utter ruin. That man was John Smith. He had been through many surprising adventures, if we are to take his own word for them. He had been captured by Bar- j^j^^ bary pirates, left for dead on a battlefield in Smith. Hungary, and sold into slavery in Turkey, before he had made his way home to England in time to come out to Virginia. Here his strange fortunes seemed to follow him. He was captured by the Indians, and they were on the point of knocking him on the head, when a young squaw named Pocahontas, daughter of the head war- 68 COLONIZATION OF NORTH AMERICA. Ch. V. chief, rushed up to him, threw her arms about him, and saved his life. Such, at least, is his own story. It is quite in accordance with Indian usage, and there is nothing at all improbable in it ; but it is doubt- ed by some people. There is no doubt, however, that Smith was a very energetic, quick - witted, and shifty sort of man. He explored the nooks and corners of the coast, sailed up the rivers, and coaxed or bullied the Indians into giving him food for the col- ony. Under his di- rection a few rude houses were put up, and a few bits of ground were scratched with a hoe and planted with corn. Arrival of In this way two years dragged along, until a nfsTs^nd "^w sct of 500 colonists arrivcd. These new- their fate, comcrs did uot improvc matters. The\- were a wretched set, for the most part the refuse of English jails, or ruffians picked up about the streets. The)- came in a small fleet commanded by Sir Thomas Gates and Sir George Somers ; but the ship which carried these two commanders had been " caught in the tail of a hur- ricane" and cast ashore upon one of the Bermuda islands. There were no provisions of food at Jamestown fit for I From the conteniiiorary cngia\'ing published in the early editions of Sniilli's vvriting.s. CAPTAIN JOHN SMITH. 1 §§ 34, 35- THE ENGLISH IN VIRGINIA. 69 supplying so many people. The old tale of mutiny, hun- ger, and disease was repeated. Smith was disabled by an accidental gunshot, and returned to England soon afterward. At length. Gates and Somers, having built a boat with their own hands and escaped from the Ber- mudas, arrived upon the scene, and found of all their men scarcely sixty left alive. They decided to abandon the enterprise and take these few survivors back to Eng- land. On the 8th of June, 1610, they had actually em- barked and sailed a few miles down the James River, when they were met by three well manned ships l^j^ bringing an abundance of supplies. This was Delaware, the squadron of Lord Delaware, the newly appointed governor, who, when he |anded at Jamestown, fell upon his knees upon the sandy beach, and, with uplifted hands, thanked God that he had come in time to save Virginia. Within a few months, however, ill health compelled Lord Delaware to go home to England, and it was left forhis successor, Sir Thomas Dale, in the .course ^. ■ Sir of the next five years, to set the colony firmly Thomas upon its feet. Two things happened during these five years (1611-16) to bring about such a desira- ble result. One was the abolition of communism, the other was the cultivation of tobacco. 35. The Colony on its Feet. Hitherto, the system under which the colonists had lived was one of commun- ism. Land was owned in common, and what- commun- ever food anybody raised, or whatever property i^'"- was got by trading with the red men, was thrown into a common pool, to be divided evenly among the settlers. The result was that the lazy ones would not work be- cause they preferred to throw the labor upon the others ; and the industrious ones were not very willing to work, since they could not keep the fruits of their 70 COLONIZATION OF NORTH AMERICA. Ch. V. labor. Thus the support of the colony had fallen en- tirely upon a few persons of vast energy, like Smith, and when these had reached the end of their ability and (iould do no more, the people starved. The sensible Dale put an end to this state of things. Henceforth, every man was to till his own tract of land, and bring two barrels and a half of corn to the public granary ; that was paying his tax for the support of the government ; whatever he should raise or earn beyond this was to be his own private property. No sooner was this change made than even the lazy people began to think it worth while to work. As for thieves and mutineers, Dale hanged them without mercy, until order and decorum reigned at Jamestown. Just as the people thus began to be set to work in the right way, they found that tobacco would buy whatever they needed. The smoking of tobacco by the natives of America had first been noticed and mentioned by Columbus in 1492. The habit was intro- duced into England in the reign of Elizabeth, and there is an old story that Sir Walter Raleigh's servant, seeing him puff clouds of smoke from a lighted cigar, dashed a mug of beer over him to put out the dangerous fire ! King James did not approve of smoking, and he wrote a pamphlet entitled "Counterblast against Tobacco," in which he declared that " the vile smoke thereof doth most resemble the Stygian fumes of the pit that is bot- tomless." But the English people did not mind King James very well in this or in other matters. They per- sisted in learning to smoke until there came to be a great demand for tobacco. Now the soil of Virginia is the best in the world for growing tobacco. In 161 2, its systematic cultivation was begun by John Rolfe, and it became at once so profitable that by 161 6 the settlers §§35>36. THE ENGLISH IN VIRGINIA. 7 1 were giving nearly all their time to it. With a good crop of this fragrant weed they could buy whatever else they wanted. Now respectable farmers began to come over to Virginia by hundreds, to make their fortunes. In 1619, more than 40,000 pounds of tobacco were shipped to England ; by 1640, the average yearly export had reached 1,500,000 pounds; by 1670, it had reached 1 2,000,000 pounds. 36. The Beginning of Slavery. In order to cultivate great plantations of tobacco many laborers were needed, and cheap labor would do, because the work j^ did not require much intelligence. So the set- ^Uves. tiers, instead of working with their own hands, began to buy slaves. In August, 1619, says Rolfe, there came in "a Dutch manne-of-war that sold us twenty negars." This was the beginning of negro slavery in the United States. At first, however, there were more white than black slaves. When prisons in England became crowded with criminals, they were now and then relieved by send- ing shiploads of these wretches to Virginia to be sold into slavery for a term of years. This became a profita- ble business, and in English seaports there were gangs of kidnapers who used to seize upon gypsies, vagabonds, and orphan children, and pack them off to Virginia. These white slaves were called "indentured servants," because the terms and conditions of their servitude were prescribed by indentures like those that were used for apprentices in England. After a while these indentured servants were set free. Now and then some of the most capable and industrious would acquire small plantations for themselves ; some would lead lazy, thieving lives ; some would go out to the frontier and hunt and fish like the Indians. In course of time a good many of these poor white people moved westward with the frontier 72 COLONIZATION OF NORTH AMERICA. Ch. V. until their descendants became scattered far and wide. Very few of them came to this country after the year 1700. By that time negroes were brought from Africa in numbers sufficient to do all the work on the plan- tations. 37. Self-Government in Virginia. By the summer of i6ig, there were 4,000 white inhabitants in Virginia. They had a governor and a council appointed by the king to manage their affairs, and this arrangement would probably have satisfied Frenchmen, but it did not satisfy Englishmen. From time immemorial Englishmen had been in the habit of governing themselves by Represen- . tative gov- mcans of representative bodies. Each township, or parish, used to elect some of its own men to sit as its representatives in a county court. In the thir- teenth century this system had been applied to the national government in England ; towns and counties chose their representatives to sit in a House of Com- mons ; and the principle was established that no power but the House of Commons could take away the people's money in taxes. Kings sometimes tried to break down this principle, but did not succeed. The England from which the first colonists came to Virginia was a free country, a land of liberty, and the colonists brought with them their freedom to America. In 1619, the 4,000 people of Virginia were living in eleven distinct settle- ments, which were called "boroughs" because it was supposed that they would soon grow into towns. A representative government was adopted by the people. Each borough elected two representatives, or " bur- gesses," to sit in the first representative assembly ever held in America. It met in the choir of the little church at Jamestown on Friday, July 30, 161 9. It was there- after known as the House of Burgesses, and it was in § 37- THE ENGLISH IN VIRGINIA. 73 fact a little House of Commons for Virginia, holding in its hand the power of taxation. Thus was xhe House English self-government transplanted to Vir- °[^f^'^' ginia. One of the burgesses in this first as- leia sembly was named Jefferson, and 157 years later one of his descendants wrote our Declaration of Independence. King James did not relish these proceedings, and he had other reasons for disliking the London Company, under whose management such things were allowed to go on. That company had grown to be a powerful r RUINS OF JAMESTOWN.! corporation with more than a thousand stockholders, including several members of the peerage and some of the richest merchants in England. It was becoming a power in politics on the side opposed to the king, and he made up his mind to overthrow it. So he accused the company of mismanagement and brought suit against it 1 After a sketch made in 1857 by Miss C. C. Hopley. 74 COLONIZATION OF NORTH AMERICA. Ch. V. in the courts. Timid and time-serving judges decided Overthrow ^^^ ^^^^ ^^ ^^^ king's favor, and, in 1624, the of the Lon- company's charter was annulled. Then James don Com- •^,.,,. , , . pany. sct to work With his own hands to write out a ^^^^' code of laws for Virginia ; but while he was about it he died, in March, 1625, and his son, Charles I., succeeded to the throne. 38. King Charles I. and the Virginians. As for King Charles, he was no more inclined than his father to look with favor upon free government in Virginia. But he had made up his mind to govern England with- out parliaments, and was thus obliged to try to raise money in strange and illegal ways, and this got him into such serious trouble at home that it left him very little energy or leisure for interfering with things in America. The House of Burgesses continued to hold the purse and to control the management of public affairs in Virginia. In 1629, King Charles sent over a governor, Sir oir J onn Harvey. John Harvcy, whose conduct soon became very oppressive. He stole money out of the treasury, and tried to sell lands that belonged to individual owners. After six years, the people deposed this dishonest gov- ernor ; and although the king was very angry, and at first tried to reinstate Harvey, yet at length he thought it prudent to yield, and the people carried their point. In 1640, King Charles found it impossible to get on any longer without a parliament, and he summoned one which he was never afterward able to get rid of. Though many strange things happened to this parliament, it did The Long uot finally come to an end until twenty years ^g^„'j^" had elapsed, and it has ever since been known 1640-60. as the Long Parliament. By 1643, civil war had broken out between Charles I. and the Long Parliament. A king who wages war against the representatives of the §§ 38, 39- THE ENGLISH IN VIRGINIA. 75 OLIVER CROMWELL. 1 people may be accused of committing liigh treason, and to tliis end it came with Charles. He was beheaded in 1649, and monarchy was for a few years abolished in England. Government was in the hands of Oliver Cromwell till his death, n 1658 ; and then, after a brief interval, monarchy was restored, in 1660, in the person of the late king's son, Charles II., who turned out to be a man of worth- less character, but never became dangerous to English liberty like his father. 39. Berkeley and the Cavaliers. In 1642, just before the civil war began, Sir William Berkeley came over to be governor of Virginia, and for the next five-and-thirty years was the most conspicuous figure in the history of the colony. Berkeley was an aristo- iiam Berke- crat, every inch of him, a man of velvet and ''^'' gold lace, a brave soldier, an author whose plays were performed on the London stage, a devoted husband, a chivalrous friend, and, withal, a stalwart upholder of king- ship, and (as we shall see) a stern and merciless judge. He did not be- ^^O-o lieve in popular Ax/ ■ ]/(/ government. 't/JWJJV When he heard 11 1 BERKELEY'S AUTOGRAPH.- some one allude to the free schools in New England, he said he thanked God there were no such things in Virginia, nor any printing press, because too much education was apt to . breed a seditious spirit. 1 From a painting by Sir Peter Lely. . . 2 From Winsor's America, iii. 147. "jQ COLONIZATION OF NORTH AMERICA. Ch. V. After the death of Charles I., a good many of his friends, belonging to what was known as the Cavalier party, came over and settled in Virginia, because they did not like the way in which things were going on in England. Among these Cavaliers were the ancestors of George Washington and other famous Virginians who were engaged in the American Revolution. From 1650 to 1670, these men came in such numbers as to give a Cavaliers distinct Cavalicr tone to Virginian society. In in Virginia. England they had been country squires, and they kept up a kind of life somewhat similar in Virginia. They lived apart on their great estates, which were, for the most part, accessible by the rivers with which that country is so deeply penetrated. It was a common thing for a planter to have his own wharf where he shipped his cargo of tobacco in exchange for European merchandise. Accordingly, there were few manufactures in the colony, few merchants, and no large towns. Life was entirely rural. 40. Berkeley's Tyranny as Governor. Cromwell had allowed the House of Burgesses to elect governors of Virginia, and accordingly, in 1652, a new governor had been elected in place of Berkeley ; but when Charles II. came to the throne, the House tried to show its loyalty by electing Berkeley again, and the king confirmed him. Berkeley's rule was oppressive. As the House chosen in 1 66 1 was about what he liked, he contrived to keep it in existence until 1675, simply by adjourhing it from year to year ! For coolness one might suppose this sort The kin 's °^ thing could hardly be surpassed ; but the grant. king wcut far beyond it. In 1673, he gave away the whole country to two of his favorites, Lords Arlington and Culpeper, as coolly as if it were an empty wilderness ! §40. THE ENGLISH IN VIRGINIA. 77 But there were now more than 40,000 white people living in Virginia ; and even with a king to back them, it was not easy for two men to come and take possession of all that landed property. The king's silly grant never came to anything, but it made people very angry. Just at that moment, the Indians began burning down the inland settlements and murdering their inhabitants, and Berkeley had made himself so unpopular that he was afraid to call out the military force of the „ . ■' Bacon's re- colony, lest it should turn against him. So the beiiion. people were obliged to defend themselves in spite of the governor. They raised a small volunteer force, and chose for their captain Nathaniel Bacon, a young man of good birth and education who had lately come over from England. When Bacon marched against the Indians the governor proclaimed him a rebel ; but this raised such a storm among the people that Berkeley was obliged to draw back and issue writs for a general election. Bacon was elected a member of the new House of Burgesses, and took a leading part in drawing up a memorial which was sent to the king, setting forth the grievous wrongs which his faithful subjects in Vir- ginia had suffered at the hands of their governor. Twice after this Bacon started out into the wilderness at the head of his troops in order to punish the Indians, but as soon as he got out of sight Berkeley began behaving so that it was necessary for him to come back and take possession of Jamestown. On the last of these occasions, it was decided to burn the town so that the tyrant might not find a shelter in it. There were not more than a score of houses, and some of the best of these were set afire by their owners ; which shows how bitterly Berkeley had come to be hated. Soon Bacon died of a fever, and Berkeley suppressed the rebellion with great cruelty. 78 COLONIZATION OF NORTH AMERICA. Ch. V. hanging twenty or more of the principal people with little more than the form of a trial. Charles II. thought best to disavow these cruelties, and recalled Berkeley to Berkeley's England. The old governor is said to have died fate. Qf ^ broken heart on being reprimanded by the king ; it would have been much better if he had felt some sense of responsibility toward the people whom he had been sent out to govern. Very little immediate good was accomplished by Ba- con's rebellion, but the memory of it must have sharp- ened the determination of Virginians not to submit to tyranny. We must now turn aside from the history of this colony, to see what had been going on in other parts of the North American coast. topics and questions. 29. The Coming of the English. 1. What the Cabots supposed the coast to be. 2. Why the EngHsh did not follow up their discoveries. 3. The nature of their claim to the coast when they made it. 4. Tell about Hawkins and the slave trade under these heads : a. Hawkins a-s a kidnaper. b. What people thought of slavery in his time. c. Hawkins's coat-of-arms. d. His personal character. e. What people think of slavery to-day. f. The end of the slave trade. 30. The Decline of Spanish Power in America. 1 . The war of the Netherlands. 2. The interest of England in the conflict. 3. The crisis of the struggle. 4. Tell about the Invincible Armada under these heads : a. The greatness of the fleet. b. The thing it aimed to do. c. The English mode of attack. d. The way back to Spain. e. The fate of the Armada. 5. English cruisers and Spanish gold. Ch. V. THE ENGLISH IN VIRGINIA. 79 6. Singeing the King of Spain's beard. 7. The effect of all this on Spain's power and England's feel- ing of strength. 31. Sir Walter Raleigh. 1. Some English explorers, and what they did. 2. Raleigh as a man. 3. Raleigh's grand idea, and where he got it. 4. His first colony. 5. The name Virginia. 6. Raleigh's failure and losses. 7. The chief thing accomplished by him. 32. yow Raleigh Fared with King James I. 1. What kind of a man was the king ? 2. Why did he cast Raleigh into prison ? 3. Why did he let him out ? 4. How did the king dispose of Raleigh at last ? 33. The London and Plymouth Companies. 1. What was the object of these companies? 2. What distress in England turned thoughts to America? 3. What land was granted to the London Company? 4. What land was granted to the Plymouth Company ? 5. What plan was made for the middle strip ? 6. How far were these strips supposed to reach ? 7. What three things did the charter of the companies pro vide for ? 34. The Founding of Jamestown. 1 . What kind of men were the first settlers ? 2. What were they chiefly intent upon ? 3. What misfortunes befell them? 4. What surprising adventures did John Smith have ? 5. What did he do for the colony? 6. Tell about the new arrivals and their fate. 7. How was the colony saved? 35. The Colony on its Feet. 1 . The aboHtion of communism. a. How property was held at first. b. How the system affected the people. c. What Dale did to end it, and the result 2. The cultivation of tobacco. a. The first smokers of tobacco. b. The smoking habit in England. 80 COLONIZATION OF NORTH AMERICA. Ch.V. c. Why the Virginians began to raise tobacco. d. The effect on the growth of the colony. 36. The Beginning of Slavery. 1. Why did the Virginians want slaves.' 2. The first cargo of negro slaves. 3. White slaves from England. 4. What became of the white slaves when set free ? 37. Self-Government in Virginia. 1. TeU how Virginia was governed in 1619. 2. How had Englishmen always governed themselves? 3. How far had they got in self-government in the thirteenth century ? 4. Describe the Virginian borough. 5. Tell about the first representative body in America. 6. How did King James show his dishke for Virginian self- government ? 38. King Charles I. and the Virginians. 1. How did King Charles view free government in Virginia? 2. What kept him from interfering much with Virginia ? 3. What experience did Virginia have with one of his gov- ernors ? 4. What was the result of Charles's fight with Parliament ? 39. Berkeley and the Cavaliers. 1. Berkeley as a man. 2. Berkeley's views of popular government and education. 3. The coming of the Cavaliers. .4. The sort of life they lived. 5. The character they gave to the colony. 40. Berkeley's Tyranny as Governor. 1. The governor and the House of Burgesses. 2. The king's silly grant. 3. How Bacon became a rebel. 4. Fighting the Indians and the governor. 5. The suppression of the rebeUion. 6. Berkeley's fate. SUGGESTIVE QUESTIONS AND DIRECTIONS. 1. What is a coat-of-arms ? What is the use or object of a coat- of-arms? Who are entitled to have one? Describe the coat-of-arms of j'our State ? Explain its meaning ? Do pri- vate American citizens have coats-of-arms ? If so, wliy ? Ch. V. THE ENGLISH IN VIRGINIA. 8 1 2. Is the slave trade carried on anywhere to-day? If so, where? What is the attitude of civilized governments towards such trade ? 3. Why should the overthrow of the Invincible Armada be de- scribed in a history of the United States ? 4. Did English cruisers seize Spanish treasure-ships at any time they pleased, or only in time of war ? During what years was England at war with Spain ? S- What was the early Portuguese route to the East Indies ? How did the Spaniards try to get there? What way did the English try to find ? What is the favorite route from Eu- rope to-day ? What new route may be established in the not distant future ? Give reasons why one route should be preferred to another. 6. Mention some of the reasons that led English people to come to America in the early times. 7. How far west did the grants to the London and Plymouth companies extend ? Who gave them these lands, and by what right? Were English sovereigns in the habit. of giv- ing lands outright, or did they exact something in return for • them ? Cite instances to show their practice. To whom were payments or other returns for such lands regarded as belonging, — to the sovereign personally or to the English people ? 8. What was the first permanent colony within the limits of the present United States ? The second ? The third ? The fourth ? Is a first colony or settlement of any more real consequence than a second or a third ? If so, show why. Mention some first things of any sort that are highly re- garded. 9. Tell the story of Jamestown from the beginning to its destruc- tion. 10. Fill out the second column of a table like the following, get- ting the data from pages 69, 70 : VIRGINIA UNDER A SYSTEM OF COMMUNISM. UNDER dale's PLAN. Land owned in common. Gains put into a common pool. Living charges borne by the community, Idleness encouraged. Misery increased. Land? Gains? Living charges ? Idleness ? Misery ? 82 COLONIZATION OF NORTH AMERICA. Ch. V. Under what plan do people live nowadays ? Under what plan did the Indians live, at least in part ? Which is the better plan ? Does either plan abolish misery ? It. Is it a good thing or bad that people have to work for a living ? If there is work enough for people to do, and they will not do it, and consequently suffer, ought they to be pitied and helped? Is there work enough for all people? If there is work enough, how happens it that people are thrown out of work from time to time ? What people ought to be relieved from the necessity of work? How do you like Dale's views about work ? As a rule, were American colonists good workers ? What exceptions have you noted ? Does a new country call for more and harder work than an old one? Why? 12. What is an apprentice? What are indentures? (See Web- ster's International, or any standard dictionary.) Let two pupils illustrate indentures by signing some simple agree- ment in duplicate and then separating the parts after the original fashion so that each pupil may retain one. Why is the name " indentures " still used when the original reason for the name has ceased to exist ? Think of other names in use, though the reasons for giving them no longer apply, as, for example, " coat-of-arms." 13. Mention some things for which white people are indebted to the American Indians ; also some things for which these In- dians are indebted to white people. 14. Compare the earlier settlers of Virginia with those that came over from 1650 to 1670. From what class did Jefferson de- scend ? Washington ? What is meant by the sajing that " blood tells " ? Does it tell in a sense that forbids one's rising from humble birth to a high place ? Mention some American lives to support your view. 15. What was there so particularly cool in King Charles II.'s gift to Arlington and Culpeper ? Was this gift any cooler than that of King James to the first Virginian colonists ? What distinction, if any, exists between the two cases? 16. Was Berkeley right in calling Bacon a rebel? What consti- tutes a rebel ? Who was nearer the right in Bacon's rebel- lion, Berkeley or Bacon ? What was Berkeley's idea of the best government ? What was Virginia's idea of the best government ? Which idea fares the better under a system Ch. V. THE ENGLISH IN VIRGINIA. 83 of free schools ? Who are the more Hkely to protest against bad government, the educated or the ignorant ? With which class can tyrants more easily deal ? 17. Let each pupil make out a hst of names prominent in early Virginian history, with one or two conspicuous facts about each, following the form here given : NAMES. DATES. ONE OR TWO CONSPICUOUS FACTS. TOPICS FOR COLLATERAL READING. Selected from John Esten Cooke's Virginia, A History of the People. Pubhshed by Houghton, Mifflin & Co., Boston, in the series of "American Commonwealths," edited by Horace E. Scudder. The selections recommended here as well as elsewhere are pur- posely limited to a few matters that are lightly touched in the text. They are designed to show the richness, dramatic interest, and color that belong to events whose treatment in a school history is reduced to the baldest outUnes, and to awaken .a desire to read beyond the modest bounds suggested. 1. The rise and fall of Jamestown, 16-22, 274-283. 2. The ancient Virginians, 27-33. 3. The story of Pocahontas : a. How she saved Captain Smith, 35, 36. b. Her personal appearance, 36. c. How she befriended the colonists, 37, 38. d. Her marriage, 95-97- e. Her life in England, 100-103. 4. Incidents in the hfe of Captain John Smith : a. The terrible summer of 1607, 22-26. b. His voyage toward the South Sea, 33, 34. c. Not dazzled by fool's gold, 41, 42. d. His voyage to the Chesapeake, 43, 44. e. Another struggle for food, 49-55- / Overthrown at last, 63-67. g. The kind of man he was, 68-76. 84 COLONIZATION OF NORTH AMERICA. Ch. V. 5. The wreck of the Sea Venture (the ship of Gates and Somers mentioned on page 68, whose wreck is believed to have sug- gested to Shakespeare his "Tempest"), 57-61. 6. The maids and the first slaves, 1 19-124. 7. The great rebellion of 1676: a. The causes, 231-235. b. The central figure, 238-240. c. The first act in the drama, 241-243. d. The arrest of Bacon, 244-246. e. The forgiveness of Bacon, 247-249. / The flight of Bacqn, 257, 258. g. Bacon derhands his commission, 259-262. h. Was Bacon a traitor ? 264-274. i. The white aprons at Jamestown, 274-283. j. The death of Bacon, 283-292. k. Berkeley's cruel vengeance, 292-297. CHAPTER VT. NEW ENGLAND. 1602-1692. 41. Unsuccessful Attempts at Settlement. It will be remembered that, in 1606, a great double-headed com- pany was incorporated in England for the purpose of making settlements in North America. We have seen how one branch of it, the London Company (sometimes also called the Virginia Company), succeeded in found- ing the colony of Virginia. The region assigned to the other branch, known as the Plymouth Company, as a field for its enterprise, was the portion of the coast lying between Long Island and Nova Scotia, or from about 41" to 45° north latitude. This region was for some time called North Virginia, and an attempt at founding a colony in it had already been made, j^^^j, in 1602, by Bartholomew Gosnold, who named Virginia •' and the Cape Cod and Martha's Vineyard, and built a Plymouth house on the island of Cuttyhunk, but was '' driven back to England by want of food. Almost every year after 1602 one English captain or another visited some part of this North Virginia coast. We have seen that, in 1607, when the London Company sent its set- tlers tO' Jamestown, the Plymouth Company also sent out an expedition. The persons chiefly interested in it were Sir John Popham, chief justice of England, and Sir F.erdinando Gorges, commander of the garrison at Plymouth. The colony which they tried to found is usually spoken of as the Popham colony. The settlers 86 COLONIZATION OF NORTH AMERICA. Ch. VI. built some huts near the mouth of the Kennebec River, and spent the winter of 1607-8 there, half starved and half frozen. Then they went home and said there was no use in Englishmen trying to live in such a cold country. It will be remembered that Captain John Smith left the Jamestown colony in 1610. Four years afterward he came with two of the Plymouth Company's ships to North Virginia, explored the entire coast between Cape Cod and the mouth of the Penobscot, and made a map of it. He called the country New England, by j^Qjtij which name it has ever since been known. Virginia Qu this map he put the name Charles River, becomes ^ ^ ^ NewEng- in honor of "Baby Charles," afterward King Charles I. Curiously enough, too, he put the name Plymouth just where the town was afterward founded ; and of his other names, Cape Ann still re- mains. Other captains visited the coast after Smith, but it was not till late in the year 1620 that settlers came to stay. We have next to see what brought these settlers. 42. Puritans and Separatists. The Protestant ref- ormation, set on foot in England in the reign of Henry VHL, was iinally secured, in 1588, by the defeat of the Spanish Armada. In some respects it was a very incomplete reformation ; it did not even try to se- cure freedom of thought or freedom of worship. At the present day, in the most civilized countries, a man may hold any opinions that may seem right to him with regard to matters of religion ; he may proclaim his opinions by voice or in print ; he may go to any church he likes or to no church at all ; and he may or may not pay something toward the support of a minister, just as he pleases. In the days of Queen Elizabeth there was §42- NEW ENGLAND. 8/ no country in the world where such liberty was allowed. No such thing had ever been heard of since the world began, and people would have thought it a sure and quick way of bringing the world to an evil end. By the ref- ormation in England, the sovereign was made the head of the church in that country instead mation in of the pope, and there were some changes in °^ *° " doctrines and in ceremonials ; but everybody was re- quired to conform to the church as thus modified, and everybody was taxed to support it. Those who refused to conform were persecuted. Among the Protestant reformers there were a good many who were not at all satisfied with the doctrines and ritual of the English church as arranged in Queen Elizabeth's time. They wished to make further changes, simplifying the government of the church and dropping some of the ceremonies. This they considered purify- ing the church, and thus they came to be called xhe Puri- Puritans. Most of the Puritans had no inten- '^"^• tion of leaving the Church of England ; they wished to stay in it, and change it according to their own notions. But, as early as 1567, a small number of ministers, despairing of accomplishing what they wanted, made up their minds to separate from the church and to hold religious services in private houses. In 1580, a clergy- man named Robert Brown went about advocating this policy of separation, and those who adopted it were known as Separatists or Brownists. They did jhe Sepa- not believe in having bishops to rule over '^*"*'^- them. Some of them denied that the queen was the head of the church, and this was very dangerous talk ; it was liable to be called treason. The Separatists were accused of sedition, many were thrown into jail, some were hanged, and Brown fled from the kingdom. This 88 COLONIZATION OF NORTH AMERICA. Ch. VI. The Pil- grims in Holland. sort of thing went on from time to time for the next thirty years. • 43. The Pilgrims in New England. At Scrooby, a hamlet in Nottinghamshire near the edge of Lincoln, there was a congregation of Separatists who listened to the eloquent preaching of John Robinson. In 1608, in order to escape persecution, they fled in a body to Holland, where there was much more religious liberty than in England or any other country in the world. They settled at Leyden, and were joined by other refugees from England until there were more than a thousand of them. They were well treated in Holland, but they knew that if they stayed in that coun- try their children and grandchildren would gradually lose their English speech and nationality and be- come Dutchmen. Ac- cordingly, some of them decided that it would be better to go, like " pil- grims," to America, and found a little state there for themselves. They made up their minds to try the coast of New Jersey, and got permission from the London Company to settle there. Some English mer- chants furnished them with money on pretty hard terms, because it was a risky enterprise. King James refused to grant them a charter, but made no objection to their going. So in July, 1620, a little band of Pilgrims sailed in the ship Speedwell from Delftshaven in Holland to HOMES OF THE PILGRIMS. § 43- NEW ENGLAND. 89 Southampton in England, where the Mayflower was waiting for them with friends. Both ships started to cross the ocean, but the Speedwell leaked so badly that they were twice obliged to put back. At length, on the 1 6th of September, the Mayflower started alone from Plymouth in Devonshire, with just one hun- ,, J J 1 , -1 1 Voyage of dred passengers, men, women, and children. theMay- The weather was bad, and they did not come to anchor on the American coast till the 21st of November. They had gone so far out of their way that instead of New Jersey it was the northern shore of Cape Cod where they found themselves. But they concluded to stay there and get permission from the Plymouth Com- pany, which would be easy to do because that corpora- tion was anxious to have settlers. So the Pilgrims held a meeting in the cabin of the Mayflower, and drew up a compact in which they announced their intention of mak- ing such laws as should be needed for the general good of the colony, and all agreed to be bound by poinding such laws and to obey them. They chose John of «« ^ -' Plymouth Carver to be their governor. After spendmg colony. some time in exploring the coast, they landed at length, on the 21st of December, on the spot marked on Smith's map as Plymouth. There they put up a large rude cabin to shelter them from the winter's cold, but their sufferings were intense. More than half their number, including Governor Carver, died that winter, but instead of going home in the spring, the survivors set about building houses for themselves. William Bradford was chosen governor, and from that time until his death, in 1657, he was reelected every year except five; and those five were years when he declined to serve. The other chief leaders of the Pilgrims were William Brewster and the stout soldier, Miles Standish. go COLONIZATION OF NORTH AMERICA. Ch. VI. PILGRIM RELICS. 1 In the spring of 1621, they made a treaty with Massa- soit, chief of the Wampanoag Indians, who lived be- tween Cape Cod and Narragansett Bay, and l\'l3.SS3.S0lt and Canon- this treaty was not broken till 1675. Over to the west of Narragansett Bay dwelt the powerful tribe of Narragansetts, and their chief, Canon- iciis. He sent a messenger to Governor Bradford with a bundle of arrows tied up with a snake's skin. The messenger threw this bundle into the little Ph'mouth village, and ran away as fast as his legs could carry him. Bradford understood this to be a declaration of war, so he stuffed the snake's skin full of powder and bul- lets, and sent it back to Canonicus. The Indians then knew just enough about firearms to be superstitious about them ; they believed that white men wielded thunder and lightning, and, on the whole, Canonicus J From Winsor's Aiiicriia, iii. 279. i belonged to Governor Carver; 2 belonged to Dr. S;umrel Fuller, the physician of the Pilgrims ; 3 belonged to Miles Slandish. §§43; 44- NEW ENGLAND. 9 1 concluded that he had better keep quiet and leave the Plymouth people alone. By dint of hard work, the Pilgrims paid up the mer- chants who had advanced money for their enterprise. At first their colony grew very slowly. In 1630, it con- tained only three hundred persons ; but after that time they began to profit by the great emigration Growth of set on foot by the Company of Massachusetts "^^ colony. Bay, and their numbers increased much faster. In 1640, the population of the Plymouth colony had reached nearly 3,000; by 1670, it had reached 8,000, distributed among twenty towns. 44. The Puritans in New England. When Charles I. came to the throne, in 1625, the Puritan party in England was very powerful, and comprised many men of wealth, culture, and high social position. King Charles's reign began very badly ; as we have already observed, he was determined to get along without par- liaments, if possible, and to rule just as he pleased. In March, 1629, he turned his parliament out of doors, and did not summon another one until 1640. Meanwhile, some small bodies of Puritans, encouraged by • the example of the Pilgrims, had begun to make settle- ments upon the shores of Massachusetts Bay. In 1628, John Endicott, of Dorchester, took command of a place which the Indians called Naumkeag ; he called the little colony which was beginning to be planted there by the Bible name of Salem, or "Peace." A number of lead- ing Puritans in England bought from the Plymouth Company a large tract of land including all the coun- try between the Charles and Merrimack rivers, The Com- and stretching inland indefinitely. Then they Eadiu- got a charter from Charles I. incorporating ^etts Bay. them as the Company of Massachusetts Bay. The 92 COLONIZATION OF NORTH AMERICA. Ch. VI. affairs of this company were to be managed by a governor, deputy governor, and council of eighteen assistants, to be elected annually by the members of the company. They could make any laws they liked for their settlers, only these laws must not conflict with the laws of England. The place where the com- pany was to hold its meetings was not mentioned in the charter. Accordingly, in 1629, having become JOHN \\'INTHROP.l thoroughly disgusted and somewhat alarmed at the king's conduct, the company decided to take its charter over to New England and found a self-governing com- munity there. No attempt was made to interfere with them, and it ma)' be .supposed tliat tlie king was not 1 Ficjiii a]):uiUinn in llic Statu lluusc at l!u.stuii, attributed to ^'andyke. §44- NEW ENGLAND. 93 unwilling to have a large body of eminent Puritans leave England and get out of his way. In 1630, John Winthrop, of Groton,- came over to Salem with eleven ships, bringing nearly i,ooo persons, with quite a stock of horses and cattle. John Winthrop, one of the wisest and noblest men of his time, ^. ,. ' Founding was the real founder of the Massachusetts Bay of the Mas- 1 T ', f' , T-^ ■ 1 sachusetts colony, and its first governor. Durmg the year colony. 1630, settlements were made at Dorchester, ^^^^' Roxbury, Charlestown, and Watertown. Governor Win- throp moved his headquarters first to Charlestown, and then to a small hilly peninsula whereon the highest hill was crowned with three summits. The Indians called the place Shawraut, but the English called it Trimountain, or Tremont, in allusion to its triple hill; the name was soon changed to Boston, after the ven- erable town of that name in Lincolnshire, from which some of the leading settlers had come. The Puritan followers of Winthrop had not been Separatists, like the settlers of Plymouth, but soon after landing in America they separated themselves com- pletely from the Church of England. The Episcopal service was much simplified, and the greater . part of it discarded, There were no bishops service or dioceses. in Massachusetts, but just simply parishes, each with its minister elected by the parish- ioners. It soon appeared that no kind of Episcopal church would be allowed in the colony, for two gen- tlemen at Salem, who favored the Episcopal form of worship, were put on board ship and sent back to England. When the first Massachusetts towns were settled, each had but one church ; there was one for Watertown, one for Dorchester, and so on. Thus, the inhabitants of the 94 COLONIZATION OF NORTH AMERICA. Ch. VI. town and the congregation of the church were the same persons. When they met for church business, as to choose a minister or to admit new members, it was a parish meeting ; when they met for civil business, as to appropriate money for making a road or building a schoolhouse, it was a town meeting. In either case, it was a meeting of free people who governed themselves. In England the small patch of country which furnished members to a single church was usually called a, parish, but it was still often called by the much older name of township. When settlers came over from England to Massachusetts, they usually came in congregations led „ . , by their ministers, and settled together in Parishes •' . '. . ° . and town- parishes. Or townships. In this way, the soil ^ '^^' of Massachusetts gradually became covered with little self-governing republics, called townships, or towns, each about six or eight miles square, with a village street for its centre, surrounded by spreading farms. The church in the village was used not only for religious services, but also for transacting public business, and was always called the meeting-house. At a later time it was used only as a church, and another building, called the townhouse or townhall, was used for public business. The meeting-house and town- house usually stood beside a large open graz4ng-ground, or common, and in early times this village centre was apt to be placed upon high ground in order that the approach of hostile parties of red men might England more easily be detected. On or near the ^' '^^^' common, there was, in many villages, a fort, or blockhouse, built of heavy timbers, where the people could take refuge in case of sudden attack. Some of the best dwellings in the village, though built of wood, were apt to be made so strong for defensive purposes S44- NEW ENGLAND. 95 that they have survived down to the present day, some- times in very good condition. By the year 1634, nearly 4,000 settlers had arrived, and about twenty villages, or parishes, with an average population of two hundred each, had been founded. MINOT HOUSE IN DORCHESTER, MASS. (1633-1640).! The building of houses, fences, roads, and bridges was going on briskly. Lumber, furs, and salted fish were sent to England in exchange for clothes, tools, and books, or whatever articles were needed ; thousands of cattle were already grazing in the pastures, while pigs rooted in the clearings, and helped to make ready the land for the plowman. Wheat and rye and other European grains were soon made to grow here, but the settlers were greatly benefited by the native maize, or Indian corn, which they found cultivated by the red men. Amid the hurry of pioneer work the interests of edu- cation were not forgotten. In order to keep their government safely under their own control, the settlers 1 One of the oldest wooden houses in North America. 96 COLONIZATION OF NORTH AMERICA. Ch. VI. allowed nobody but members of their own Congrega- tional churches to vote at elections or to hold office. In order to fit growing children for membership in the Congregational churches, it was necessary that they should know how to read the Bible, and common schools were founded for this purpose. So many of the leading settlers were university graduates, mostly from Cambridge, that a college seemed necessary for the colony. In 1636, it was voted to establish such a '^rif/^cm '^c'/u (om^/id. ' college at Newtown, three miles west of Boston. Two FnundinK years later, a young clergyman, John Harward, College!''"' f'yi"S childless, bequeathed his iDooks and half 1636. hjg estate to the new college, which was forth- with called by his name; while in honor of the mother ' l'"ioni the oldcsl known print of Ilaivard College, engraved in 1726; and rcpresentinp; the college as it appeared when ninety years old. It is now in the University Library. The building on the right, Massachusetts II all, is still in use. y §§45i46. NE.W ENGLAND. 97 university, the name of the towiPwas changed to Cam- ^>ri^ge^* 45. Enemies of the New Colony. In all these things the settlers of Massachusetts were going ahead and doing just as they pleased. King Charles did not like to see such liberties taken with affairs of church and state. Besides, the new colony had some bitter enemies in England, among others. Sir Ferdinando Gorges and Captain John Mason, who had intended to colonize the New England coast with settlers of their own and for their own benefit. In 1636, the king enter- chariesi. tained a scheme for annulling the Massachu- ^'fa mTs^ setts charter and dividing up the land of the sachusetts. settlers among these hostile and rival parties. When the people in Massachusetts 'heard of this plot they prepared to defend themselves. Forts were built in and about Boston harbor, with cannon to sink intrud- ing vessels, every village put its militia band in training, and a beacon was set up on the highest summit of the triple hill to alarm the neighboring country in case of need. Ever since then the hill has been ^nown as Beacon Hill. But the danger was postponed by events in the Old World. War broke out in Scotland, and gave King Charles so much to think about that he forgot Massachusetts. But in later years, fresh Mason and trouble arose with Mason and Gorges and '^'"'s^- their friends. Some of Mason's people made settle- ments near the mouth of the Piscataqua River, and this was the beginning of what was afterward called New Hampshire. A few settlements along the coast of Maine were made by Gorges. 46. Dissatisfied Settlers. Among the settlers who came to Massachusetts, there were some who did not like the way in which things were managed there. Of 98 COLONIZATION OF NORTH AMERICA. Ch. VI. Founding of Rhode Island, 1636-43 ; Roger Wil- liams. these dissenters the most famous was Roger Williams, who became pastor of a church at Salem, in 1633. He was one of the noblest men of his time. Some of his opinions were such as very few people then held. He advocated the entire separation of church from state, declared that no man should be obliged to pay taxes to support a minister, that magistrates had no right to punish Sabbath-breaking or blasphemy, and that a man is re- sponsible for his »/',i opinions only to God and his own conscience. He also declared that the king of Eng- land could not rightfully give land in America to English set- tlers, because this land belonged not to the king of England but to the Indians. The magistrates and clerg\- of Massa- chusetts could not endure such opinions, and Williams was ordered to return to England. But he escaped into the wilderness, and made his way to the Narragansett Indians, whose language he learned to speak fluently. He entered into very friendly relations with that tribe of red men, and procured from them a tract of land 1 This building is still standing, just back of the Essex Institute. ROCLR \MLLI \MS s CHL re H IN s \Lr-VI I I( § 46- NEW ENGLAND. 99 upon which, in 1636, he began to build a town. Thus far had God's mercy provided for him ; so he called the town Providence. He also named his next born son Providence, and his next daughter Mercy. In that same year, 1636, in which the town of Provi- dence was founded, there was a violent theological dispute in Boston, occasioned by the teachings of Mrs. Anne Hutchinson, a very bright and well-edu- cated lady from Lincolnshire. She held pecul- Hutchin- iar opinions about "grace" and "good works," ^™' and such a bitter controversy arose on these matters as to endanger the existence of the colony. Some men refused to serve in the militia because they did not agree with what the minister said in his Sunday ser- mon. So Mrs. Hutchinson was banished from Massa- chusetts. With some of her friends and adherents she bought the island of Aquidneck from the Indians for forty fathoms of white wampum, twenty hoes, and ten coats. The island soon came to be called Rhode Island, and at the upper end of it Mrs. Hutchinson and her friends founded the town of Portsmouth. Soon after- ward, William Coddington and others built the „ , ,. ° Codding- town of Newport at the southern end of the ton ; Gor- island. In 1643, a man of queer ideas, named Samuel Gorton, who had been driven from one settle- ment after another, founded the town of Warwick. After a while these various settlements coalesced under one government, forming a colony known as Rhode Island and Providence Plantations. All Mrs. Hutchinson's friends who were driven from Boston did not go with her to Narragansett ^^^ ^.^ Bay ; some went in the opposite direction and cataqua settled Exeter, not far from the towns of Dover and Portsmouth, which Mason's men had already 100 COLONIZATION OF NORTH AMERICA. Ch. VI. founded. Mason died about this time, leaving no one to push his claims vigorously, and people from Massa- chusetts founded the town of Hampton. In 1641, these four towns were added by their own consent to the do- main of Massachusetts, and so the matter stood until 1679, when King Charles II. marked them off, with the wild country behind them, as the royal province of New Hampshire. / 47. The Beginnings of Connecticut. In the course of the year 1636, the beginnings of Connecticut were made. The Dutch, as we shall presently see, had already founded the colony which afterward became New York, and they laid claim to all the territory as far east as the Connecticut River. In the summer of 1633, the Dutch built a fort about where Hartford now stands, Dutch and ^^^ ^^ ^^^^ Same summcr, some Pilgrims from Pilgrims on Plymouth went up the river in a small ship, tlieCon- /, , ^ F , , , , necticut With the frame of a wooden house on board. '™'^* As they approached the fort at Hartford the Dutch told them to turn back or they would be fired upon ; but the Pilgrims kept on their way and the Dutch concluded not to fire. The Pilgrims set up their house on the site of Windsor and began trading with the Indians. The fur trade was the chief object for which English and Dutch wished to possess this region. Each wished to monopolize such a gainful trade. The younger John Winthrop, son of the founder of Boston, and one of the most accomplished men of his time, saw the im- portance of the situation. In 1635, he estab- Brooke lishcd at the mouth of the river a fort which shut out the Dutch and made it impossible for them to keep hold of their position at Hartford. Two of Winthrop's principal patrons were the well-known § 47- NEW ENGLAND. lOI Puritan noblemen, Lord Say and Lord Brooke, and after them the fort was called Say-Brooke. In the course of this year, twenty vessels came from England to Massachusetts, bringing 3,000 settlers. There was plenty of room for all near Boston if they had been able to agree on questions of government. But many people thought the clergy were getting too much power, and disapproved the policy of allowing none but church members to vote. These feelings were especially strong in Dorchester, Watertown, and Cambridge (then still called Newtown). The pastor at Cambridge was Thomas Hooker, one of the Thomas most learned and eloquent of the Puritan lead- looker, ers. He believed that the whole people ought to be governed by the whole people, or as nearly so as pos- sible. In other words, he believed that all the people ought to take part, directly or indirectly, in the work of governing ; that those who do not themselves hold office at least ought to vote. On the other hand. Gov- ernor Winthrop believed that a large part of the people are always unfit to take part in governing. He believed that the whole people ought to be governed by a part of the people, supposed to consist of the best and wisest persons. Thus we see that Winthrop's idea of govern- ment was aristocratic, while Hooker's idea was demo- cratic. One hundred and -sixty years later (1790-1800), there was the same kind of opposition be- ^^j^j^^, tween two other great men, Alexander Hamil- cracy w. , ,„, T ^.- rx^i i • democracy. ton and Thomas Jefferson. The question as to just what is the best kind of government is a difficult question, and probably the last word on the subject has not yet been said. We do not hear of any bitter quarrel between the people who thought like Winthrop and those who 102 COLONIZATION OF NORTH AMERICA. Ch. VI. thought like Hooker. What happened was that, in 1636, a great part of the congregations of Cambridge, Watertown, and Dorchester journeyed to the Connecti- cut valley, of which they had heard that it contained Settlement much fine meadow land well fitted for farming. ttc^t°°°^'^ The Cambridge people, led by Hooker, founded 1636. Hartford, the Dorchester people settled Wind- sor,' and those from Watertown settled- Wethersfi-eld. About the same time, William Pynchon led a party from Roxbury to the meadows above Windsor, and founded the town of Springfield. All these four river towns at first allowed themselves to remain part of Massachusetts, and Springfield has always remained so. But early in 1639, the people of the other three towns met at Hartford and agreed to govern themselves according to a written constitution drawn up by Hooker and others. By this constitution the three ^, ^ towns, Windsor, Hartford, and Wethersfield, The Con- ... , , . necticut wcrc United into a republic, which came to be founded by Called Connecticut. This seems to have been constitu- the first time in the history of the world that 1639 ^ ^^^^^ ^^^ created by a written constitution. In the colony thus founded there was no re- striction of suffrage to church members. 48. The Overthrow of the Pequots. Before the memorable meeting at Hartford, the settlers had their first taste of Indian war. All the tribes in New Eng- land belonged to the Algonquin family. Among them we have already had occasion to mention the Wam- indian panoags in the Plymouth colony, and the Nar- tribes in ragansetts on the bay of that name. To the southern i- i -i NewEng- west of the latter, in the valley of the river since called Thames, dwelt the Pequots ; west and northwest of these, between the Thames and Con- §48- NEW ENGLAND. IO3 necticut valleys, lived the Mohegans. The Pequots bullied the neighboring tribes with impunity, and were considered invincible. Several murders of white men, for which the Pequots were at least partly to blame, determined the govern- ment at Boston to call that tribe to account. In the summer of 1636, John Endicott attacked them and sought to bring them to terms, but this attack, ^ , , " 1 • 1 J- , Ml , 1 Troubles in which a few were killed, only served to en- with the rage them. They tried to induce the Narra- ^'i"°'^- gansetts to join them in warfare upon the English, but the influence of Roger Williams over the Narragansett tribe prevented this, and the Pequots went into the war without allies. The -new settlements in the Connecticut valley were dangerously exposed, and there the savages began their bloody work. They made no general attack, but skulked about near the settlement, waylaid a few persons at a time, and put them to death, often with frightful tortures. Some of the victims were burned alive, others were hacked to pieces with stone knives. In the spring of 1637, the English made up their minds to put an end to this sort of thing. The Con- necticut towns sent out ninety men under Captain Mason, and these were joined by twenty from Massa- chusetts, commanded by Captain Underbill, as well as by seventy Mohegans who were glad of such a chance for vengeance upon their old tyrants, the Pequots. The greater part of the Pequot warriors were col- The Pe- lected in a circular stockaded fort by the gJS°ted!""'' Mystic River, near the site of Stonington. i637. The Indians made a mistake in cooping themselves up in a fort ; they would have been much safer if scattered about in the woods. The little English party surprised the fort an hour before dawn. A barking dog aroused 104 COLONIZATION OF NORTH AMERICA. Ch. VI. the sleeping Indians, and the cry "Owanux, lOwanux!" (Englishmen !) was heard, but it was too late. Mason already held one of the entrances, and Underhill the Other ; firebrands were hurled among the wigwams, and in a few moments the whole inclosure was in a light blaze. The few Indians who escaped the flames were at once shot down. Of more than four hundred in the fort, only five got away ; all the rest were killed. This terrible blow completely crushed the spirit of the Pe- quots. The remainder of the tribe started to fly to the Hudson River, but they were pursued by the white men and were nearly all slain. The last of their sachems was captured at a point on the shore of what is now Guilford ; his head was cut off and set upon a pole, and the place has ever since been called Sa- chem's Head. Thus the Pequot tribe, so long deemed invincible, was wiped out of existence, and all the other tribes were so terrified that not an Indian dared to molest a white man again for nearly forty years. 49. The New Haven Colony. While this war was going on, a large company, including many wealthy persons, arrived from England, under the lead of their principal pastor, John Davenport. They wished to PLAN OF PEQUOT FORT.l 1 From Palfrey's New England, i. 466. original drawing by Captain Underhill. A reduced facsimile from the §§ 49) 50- NEW ENGLAND. lOS form a little state by themselves, with no law except that which could be found in the Bible ; for example, they would not have trial by jury because the laws of Moses did not have it. The Pequot war drew the atten- tion of the English to the country along the northern shore of Long Island Sound. So these new-comers, in the spring of 1638, sailed to a pleasant harbor, where they founded the town of New Haven. The next year Milford and Guilford were founded, and, in „ ,. ' ' Founding 1 64 1, Stamford; and these little towns joined of the New themselves together in a kind of federal union ony. known as the New Haven colony. This was ■'^®^*^^- the last separate colony founded in New England. In 1644, the little settlement at Saybrook joined itself to Connecticut. 50. The Story in Brief of the Five New England Colonies. Taken all together, the colonization of New England was a rather complicated affair ; and now that we have told the story, it is worth while to sum up the situation briefly for the sake of greater clearness. First, then, there were, by the middle of the seventeenth cen- tury, five New England colonies. By far the most, populous was Massachusetts, or, as it was called for a hundred and fifty years, Massachusetts Bay. In 1650, this population was mostly confined to Boston and about thirty other villages in the three neighboring counties. Everywhere else was the wild forest. Northeast of Massachusetts was the little group of New Hampshire villages already mentioned; and the scattered settle- ments on the Maine coast, but "as yet these had not grown into distinct colonies so as to be ranked in our group of five. South of Massachusetts was Plymouth, the second of our five colonies, but first in age and often called the Old Colony ; it extended southward as far as I06 COLONIZATION OF NORTH AMERICA. Ch. VL Yarmouth and westward as far as Taunton. The third colony, called Rhode Island and Providence Plantations, has already been described. The fourth colony was Connecticut. The fifth was New Haven. In 1643, the Great Rebellion against Charles I. broke Condition out in England, and the migration of Puritans olies^in'^"^ to New England came to an end. Some peo- 1643. pie even went back to England to help their brethren against the tyrannical king. By this time there were about 26,000 people in New England, of whom more than 5,000 had been born there ; all the rest came from England. Away from the coast all - the people were farmers ; on the coast all were farmers and fishermen. As a rule, every man owned the house in which he lived and the land which he tilled. Already the houses were well built and comfortable, and the condition of the people was very far above that of Euro- pean peasants. The ministers were mostly men of great learning and high character. Education was general. The first printing press north of Mexico was set up in Cambridge, in 1639, ^^'-^ the first volume printed on it was the celebrated Bay Psalm Book, in 1640. As for the governments of these five colonies, we have already seen that the Company of Massachusetts Bay was chartered by Charles I., and that after it had come to New England the king repented of what he had done and meant to take away the charter, but was pre- vented by troubles at home. The governments of the other four colonies were made by the people without Popular consulting thfe king in any way. In the writ- ment"' ten constitution of Connecticut, there was no inS"of''^ mention of a king or any other authority what- them. ever except that of the people themselves. In all the five colonies there was a legislature, usually called o o ■ O 3 - O < : < O UJ UJ I (fl E Q ■^ §§ 51, 52. NEW ENGLAND. IO7 the General Court, consisting of representatives from each of the towns. The people also elected their gov- ernors ; and we have seen how they managed their church affairs without the slightest regard to the opi^i- _jon-s or wishes of the king and the bishops in England. 51. The New England Confederation. In 1643, the four colonies of Massachusetts, Plymouth, Connecticut, and New Haven formed a confederation for purposes of defense in case of attacks or depredations by the Dutch on the Hudson River, or the Indians. The name of the confederation was "The United Colonies of New England." Its affairs were managed by a board of eight commissioners, two from each colony. This board undertook to call out troops in case of ^j^^ ^^^ need, and to settle disputes between the colo- England '■ , . , 1 Confeder- nies. It did not mterfere in any way with the acy. independent internal government of each col- ony. Rhode Island was not admitted into the confed- eration, because there was so much ill feeling toward the followers of Roger Williams and Mrs. Hutchinson. The people of New England did not ask anybody's per- mission when they formed this confederation, but for the present there was nobody in England liable to dis- turb them. The party which overthrew the king, and beheaded him, in 1649, was in sympathy with the men of New England. The mighty Oliver Cromwell was their friend. So there were twenty years of remarkable peace and prosperity, until after Charles II. had been restored to his father's throne. 52. The Persecution of the Quakers. At the time when that event occurred, in 1660, there was fierce ex- citement in Boston. We have seen how the magistrates and clergy in that little town used to drive away such men as Roger Williams and others whose opinions they I08 COLONIZATION OF NORTH AMERICA. Ch. VI. disapproved. But at length some people who held very unpopular opinions came to Boston, and would not go away when they were told to go. These resolute people ■v^ere Quakers. Belonging to one of the noblest and purest of Christian sects, they were, nevertheless, re- garded with horror by the Puritans of New England, and all the colonies except Rhode Island made laws against them. But as the Quakers came over from England not so much to escape persecution as to preach their doctrines, they were not satisfied with staying in Rhode Island where nobody molested them. They in- sisted on coming into Massachusetts. Those who came Persecu- wcrc banishcd under penalty of death ; but Quakers they returned, and at length, in 1659, two were 1659-61. hanged on a gallows erected on Boston Com- mon. The next year, Mrs. Dyer, a Quaker lady of good family, was hanged at the same place, and, in 1661, there was one more victim. This excess of severity defeated its own purpose. A majority of the people in Boston disapproved of the executions, and at the last one the magistrates feared an insurrection and a rescue. The tragedy ended, in 1661, with the victory of the Quakers, when one of their number, the brave Wenlock Christi- son, strode into the court room and with uplifted finger threatened the judges. " I am come here to warn you," said he, " that ye shed no more innocent blood." He was seized and condemned to the gallows, but the magis- trates did not dare to execute the sentence. After that time Quakers were now and then imprisoned or whipped, but they had proved that if they chose they could come to Boston and stay there. This putting Quakers to death was a great assump- tion of authority on the part of the Massachusetts gov- ernment. Charles II. denied that the government had §§ 52, 53- NEW ENGLAND.' IO9 any such authority, and, in 1661, he issued an order in council forbidding the General Court of Mas- Action of sachusetts to inflict bodily punishment upon fegardfng' Quakers, and directing it to send them to Eng- Quakers, land for trial. This order was never obeyed in Massa- chusetts. 53. The King's Quarrel with New England. There were, however, plenty of malcontents in England who had been sent back there because the Puritans of the New World did not like their society. Such persons poured their grievances into the royal ear. They said that the people of New England were all rebels at heart ; and it was not strange if King Charles was inclined to believe such stories. The colony of New Haven had especially aroused his anger. Two of the regicide judges, who had sat in the court that condemned his father, had escaped to New England, and of- xheregi- ficers were sent across the ocean in pursuit '^'^^^• of them. If the judges had been caught and taken to London, they would have been disemboweled and quartered, and their severed heads would have been set up on Temple Bar. These two judges, whose names were Goffe and Whalley, had been generals in Crom- well's army. They found refuge in New Haven, where the bold minister, Davenport, openly aided and com- forted them. They were never caught, but lived the rest of their days in New England. Some of their es- capes were romantic enough ; it is said that once, when hotly chased, they came to a small river, and crawled under the wooden bridge, where they lurked while the pursuers galloped overhead and away on a fruitless search. King Charles contrived to punish New Haven in such a way as to snub and irritate Massachusetts. The no COLONIZATION OF NORTH AMERICA. Ch. VI. latter colony agreed with New Haven in allowing none but members of the Congregational church to vote or hold office, and both colonies disapproved of Connecti- cut's more liberal policy. So the king, in 1665, sup- New Ha- pressed the New Haven colony and annexed it nexeTto to Connecticut. At the same time, he granted Connecti- ^q Connecticut a very liberal charter which in 1665. substance confirmed the constitution of 1639. Rhode Island also received a similar charter. As for Massachusetts, she was ordered, among other things, to permit the Episcopal form of worship, but she paid no heed to the order. For a moment she seemed in danger of losing her charter, but presently affairs in England occupied the king's attention so that Massachusetts was for several years more allowed to go on in her own way. 54. King Philip's War. During this interval. New England was afflicted by ,a terrible Indian war. As a rule, the settlers treated the natives with justice and kindness. The learned John Eliot translated the Bible into their language, and converted many by his preach- ing. In 1674, there were 4,000 Indians in New England „ , . who professed to be Christians. Schools were Relations '■ with the In- introduced among them, and many learned to read and write. The English always paid for the land which they occupied. But the Indians hated them none the less for that. They felt that the white men were there as masters ; they dreaded them, and keenly watched for a chance to destroy them. Besides, the English could not wholly keep clear of the quarrels between the different tribes. The Mohegans were always their friends, but this very fact made the Narragansetts their enemies. In 1643, a war between these two tribes resulted in the capture of the famous Narragansett sachem, Miantonomo, who was put to § 54- NEW ENGLAND. Ill death by the Mohegans with the full consent and ap- proval of the English. This made the Narragansetts thirst for revenge, but they remembered the fate of the Pequots, and it was long before they dared to move. By 1670, the red men had acquired a good many fire- arms and become expert in the use of them, so that they were not so unequal a match for the white men as formerly. About this time, there seems to have been some kind of an understanding on the part of three tribes that at the first opportunity the English should be attacked. The three tribes were the Narragansetts, the Wampanoags, and the Nipmucks who roamed in the highlands of what is now Worcester County. The first attack was made by the Wampanoags under their sachem called Philip, a son of ip's War. Massasoit ; and the war has always been known as King Philip's War, although the Narragansett Canon- chet, son of Mian- tonomo, played a ^^,/^'^^J^J3 O'^cti^^^^f^CLCQj^Si, more extensive part / A \S ^ m it. In June, ^'f»"«r< 167s, the Wampa- king philip's mark.i noags burned the village of Swanzey and three other villages in the Plymouth colony, and murdered many of the inhabit- ants. Some of the victims were burned alive. The Wampanoags were soon put down, but Philip escaped to the Nipmucks, and these savages carried on the war for a year, burning and slaughtering all the way from the Connecticut River, which was then the western frontier, even to within a dozen miles of Boston. In December, the Narragansetts were about to begin, but the English detected their schemes and were before- ^ From The Memorial History of Boston, i. 325. 112 COLONIZATION OF NORTH AMERICA. Ch. VI. hand. Canonchet had collected more than 3,000 of his Indians in a palisaded fortress in the middle of a great swamp in South Kingston, Rhode Island. A force of 1,000 white men took this place by storm and de- stroyed it, slaughtering more than 1,006 Indians, By midsummer of 1676, the three tribes concerned in the war were annihilated. Nearly all the warriors, includ- Extermi- ing Canonchct and Philip, were killed ; those "he'incuL "^'^o wevQ left wcrc sold as slaves in the West tribes. Indies and elsewhere. The Tarratines, along the Maine coast, took up the fight and carried it on till 1678, when they too were finally suppressed. Scarcely any Indians were left within the New England colonies except the friendly Mohegans. But this was not accom- plished until terrible havoc had been wrought among the English, chiefly in Massachusetts and Plymouth. Of ninety towns, twelve had been utterly destroyed, while more than forty others had been the scene of fire and massacre. More than a thousand men had been killed, and a great many women and children. There was a great war debt, which it took several years to pay. 55. The Vioeroyalty of Andres. Soon after the close of King Philip's War, King Charles found his hands free to take up his old quarrel with Massachu- setts. Part of this quarrel related to the claims made by that colony to rule over the eastern settlements made by Mason and Gorges. The king's judges decided these claims against Massachusetts. Then Massachu- setts bought Maine of the heirs of Gorges, paying ;£i,200 for it. This made the king very angry ; he can- celed the transaction and told Massachusetts to keep her hands off from Maine. As for the Mason territory, the king now (1679) iiiade it a royal province, and called it New Hampshire. §55 NEW ENGLAND. I'3 These things created much ill feeling in Massachu- setts, but still more serious trouble was caused by navigation laws passed by Parliament interfering with the trade of the colonies. These laws were generally disobeyed, and the king thought it high time to enforce them. But the most grievous offense of Massachusetts, in his eyes, was the re- fusal to allow Epis- copal churches in the colony, or to let anybody but Congre- gationalist church members vote or hold office. Now by this time a majority of the grown men in the colony were not church members, and they did not like to be governed by a minority. So there grew up a small party opposed to the clergy and inclined to side with the king. This was the beginning of the Tory party in New England, and Joseph Dudley may be con- sidered its founder. The quarrel went on, growing more and more bitter, until 1684, when the king succeeded in annulling the charter of Mas- sachusetts. This destroyed the government which had begun in 1629. Before Charles II. had 'completed his arrangements for a new govern- ment he died, early in 1685, and was succeeded by his 1 After an engraving in Aitdros Traits, vol. i., made from a plrotograpii of a portrait painted from life. SIR EDMUND ANDROS.l The annull- ing of the charter of Massachu- setts. 114 COLONIZATION OF NORTH AMERICA. Ch. VI. James II. sends An- dres to gov- ern the northern colonies. 1685-89. brother, James II. The new king sent over one of his favorite officers, Sir Edmund Andros, to govern, all New England as a viceroy. As we shall see hereafter, the French in Canada were getting to be dangerous neighbors, and the British government, wished to ^unite all its northern colonies under a single ruler, so that it might be easier to put forth all their military force quickly. So not only all of New England, but New York and New Jersey, like- wise, were put under the abso- lute rule of An- dros. He was directed to seize the charters of Connecticut and Rhode Island, but failed to do so. When he visited Hartford, in 1687, he could not find the charter ; it is said that Captain Wadsworth had hidden it in the hollow trunk of a mighty oak-tree, which was always afterward called the Charter Oak. Andros had his headquarters in Boston. He began building an Episcopal church there, still known as the King's Chapel ; and until it was done he had Episco- pal service performed in the Old South Meeting-house. THE DOMINION OF NEW ENGLAND UNDER SIR EDMUND ANDROS, 1688. §§55,56. NEW ENGLAND. II5 The people did not like this, but they had to submit to things which they liked still less. Their legislature was abolished, arbitrary taxes were levied, men were Tyranny of arrested and sent to jail, and estates and goods ^^'^°^- were confiscated without due process of law. Dudley was appointed censor of the press, and nothing was allowed to be printed without his permission. Thus, as there was no security for person or property, and no way for people to express their opinions, the gov- ernment of Andros was a despotism. It was like the government which his royal master was trying to set up in England and Scotland. If it had continued, there would certainly have been a rebellion in New England. But James II. had reigned less than four years when he was dethroned, and fled from the kingdom, and his nephew, William III., Prince of Orange, was made king of England. No sooner was the news of this j„su„ec- known in Boston than the people rose in in- tionin Bos- surrection, April i8 and 19, 1689 ; Andros and overthrow Dudley were thrown into prison, and the old government was restored. This revolution extended through New England and into ^ew York. 56. King William's Arrangements in 1692. But King William, when he arranged things in 1692, only partly sanctioned these proceedings. He let Connecti- cut and Rhode Island keep their old and beloved char- ters. But as for Plymouth, he annexed it to Massachu- setts, of which it has ever since remained a part. He kept New Hampshire a separate province, but ^^^ ^^ he annexed to Massachusetts not only Maine ^^_^°|g^^"^1{f but even Nova Scotia, which had lately been Uam in. 1692 taken from the French. He allowed Massa- chusetts to keep her free government, with her town nleetings and elected legislature ; but henceforth Epis- I l6 COLONIZATION OF NORTH AMERICA. Ch. VI. copalians and others beside Congregationalists were to vote, and to hold office, and to have their own churches. Many people approved of these liberal provisions, and in course of tim^ all would have done so. But there was one thina in this new charter of 1692 that people did not approve. Henceforth, the governor was not to be elected by the people, but appointed by the crown. The small Tory party liked this well enough, but nobody else did." The royal governors, as they were called, were almost always unpopular, even when they were able and good men. Soon after 1692, they entered upon a s#ries of quarrels with the legislature, and these quarrels continued until the bloodshed on Lexington green, in 1775, ushered in the War for Independence. The events just related tended to bring Massachusetts and Virginia into sympathy with each other. In con- tending against their royal governors, the people in each of these colonies had a sore grievance to remember. Virginia did not forget the tyranny of Berkeley, nor did Massachusetts forget the tyranny of Andros. topics and questions. 41. Unsuccessful Attempts at Settlement. 1. The country of North Virginia. 2. Gosnold's colony. 3. The Popham colony. 4. Captain John Smith and North Virginia. 5. Smith's map of the country. 42. Puritans and Separatists. 1 . What religious liberty exists to-day ? 2. Tell about such liberty in Queen Elizabeth's time. 3. What changes were brought about in England by the refor- mation ? 4. What requirements of people were still made there ? . J. What did the Puritans wish to accomplish ? 6. Why were the Separatists so called ? 7. Why were they persecuted ? Ch. VI. NEW ENGLAND. II/' 43. The Pilgrims in New England. 1. Why did the Separatists go to Leyden? 2. Why were they not content to stay in Holland? 3. What plans for going to the new world did they make? 4. Describe the voyage. 5. Tell about their first winter at Plymouth. 6. How did the Pilgrims deal with the Wampanoags ? 7. How did they deal with the Narragansetts ? 8. Tell about the growth of Plymouth colony. 44. The Puritans in New England. 1. The colony of Massachusetts Bay. a. The Puritan party in the'times of Charles I. b. The settlement of Salem. c. The land bought from the Plymouth Company. d. The management of the Company of Massachusetts Bay. e. The transfer of its charter. 2. The great settlement. a. John Winthrop's expedition. b. Various settlements made in 1630. c. The founding of Boston. 3. The Puritans as Separatists. a. Were they Separatists in the mother country ? b. How far did they modify the Episcopal service ? c. How did they finally treat loyal Episcopahans ? 4. Parishes and townships. a. The settlement and its single church. b. The town meeting and the parish meeting. c. The first settlers came over as what bodies? d. The Massachusetts township. e. The meeting-house and the townhouse. f. The common. g. Homes for defense. J. Prosperous beginnings. a. The extent of the settlements in 1634. b. The .kinds of business carried on. c. Indian corn. 6, Education. a. The first voters. b. The object of the first schools. c. The founding of Harvard College. Il8 COLONIZATION OF NORTH AMERICA. Ch. VI. 45. Enemies of the New Colony. 1. The king's displeasure. 2. The hostihty of Mason and Gorges. 3. What scheme grew out of these feeUngs? 4. How the people made ready to defend themselves. 5. The beginnings of New Hampshire. 46. Dissatisfied Settlers. 1. Roger Williams. a. Some of 4iis opinions. b. The consequence of holding them. c. The founding of Providence. 2. Anne Hutchinson and her friends. a. The reason for her banishment. b. The settlement of Rhode Island. c. The colony of Rhode Island and Providence Planta- tions. d. The Piscataqua towns. e. The royal province of New Hampshire. 47. The Beginnings of Connecticut. 1. The Dutch and the English. a. The Dutch claim. b. The Pilgrims and the Dutch fort. c. Why possession of the region was sought. d. The " Say-Brooke " fort. 2. Thomas Hooker. a. The flocking of settlers to Boston. b. Differences about the method of government. c. Hooker's views on thesubject. d. Winthrop's views on the subject. e. The two ideas briefly expressed. f. The same ideas nearly two centuries later. g. The migration to Connecticut. 3. The four river towns. a. Their names. b. Their allegiance at first. c. The Hartford agreement. d. An interesting fact about this agreement. e. The management of the suffrage. 48. The Overthrow of the Pequots. 1 . Locate four of the Algonquin tribes. 2. How did the Pequots treat their neighbors? Ch.VI. new ENGLAND. 119 3. Why did the English seek to punish the Pequots? 4. How was Captain Mason's expedition made up? 5. How did the Pequots plan to defend themselves? 6. Tell about the fight. 7. What was the effect of the terrible lesson given the Pequots ? 49. The New Haven Colony. 1. What kind of a state did John Davenport's company wish to form ? 2. Where did the new-comers settle ? 3. What was the colony made up of? 50. The Story in Brief of the Five New England Colonies. 1. Name the five colonies. 2. When did the Puritans stop coming over, and why? 3. Tell about {a) Jthe population of New England in 1643, {b) the occupations of the people, (c) their homes, {d) their love of education, and {e) their first printing. 4. Compare Massachusetts with each of the other colonies in respect to government. 5. In what respect did the five governments agree? 51. The New England Confederation. 1. Why was it formed? 2. By whom was it managed ? 3. What did the commissioners undertake to do ? 4. What did they refrain from doing ? 5. Why was Rhode Island left out? 6. Why did England fail to oppose this scheme ? 52. The Persecution of the Quakers. 1. How did the Puritans regard the Quakers? 2. What penalties did they inflict on^he Quakers? 3. What was the effect of this severity? 4. What action did Charles II. take about the matter? 53. The King's Quarrel with New England; 1. The stories told him about the New England people. 2. How New Haven especially excited his anger. 3. The pursuits of the regicides. 4. Points of agreement between New Haven and Massachu- setts. 5. How the king punished them both. 54. King Philip's War. 1. The general treatment of the Indians by the settlers. 2. The secret of the Indians' hatred of the white man. I20 COLONIZATION OF NORTH AMERICA. Ch. VI. 3. How the English angered the Narragansetts. 4. The Indian situation in 1670. 5. How the war got its name. 6. How the war was carried on. 7. Canonchet's overthrow. 8. The result of the war to the Indians. 9. The havoc wrought among the English. 55. The Viceroyalty of Andros. 1. Massachusetts and her rule of the eastern settlements. 2. Massachusetts and the navigation laws. 3. Massachusetts and the Episcopal church. 4. The beginning of the Tory party. 5. The annulling of the charter in 1684. 6. James II. and Andros. 7. The reason for uniting the colonies. 8. The extent of Andros's rule. 9. Two charters saved. 10. Andros and his church. 11. The tyranny of Andros. 12. The overthrow of Andros. 56. King William's Arrangements in 1692. 1. What he did {a) with Connecticut and Rhode Island, (b) with Plymouth, (1^) with New Hampshire, (d) with Maine, and {e) with Massachusetts. 2. A feature of her charter that Massachusetts did not like. 3. Quarrels with the royal governors. 4. The upshot of these quarrels. 5. How Massachusetts and Virginia were brought into mutual sympathy. SUGGESTIVE QUESTIONS AND DIRECTIONS. 1. What was the difference between the Pilgrims and the other Puritans? In answering this question, consider {a) their differences in religious belief, {b) the reasons why they came over, if) who were the more tolerant, and {d) who left, on the whole, the stronger impress on New England history. 2. What is meant by a tolerant spirit? Are there any opinions that ought not to be tolerated ? If so, of what character are they ? Is there any conduct that ought not to be tolerated ? If so, of what character is it? Should all things that ought not to be tolerated be forbidden by law ? Does a tolerant Ch. VI. NEW ENGLAND. 121 spirit require one to accept or indorse an opinion toward which he is tolerant? Mention some things the Puritans would not and could not endure, but which people cheerfully permit to-day. Mention any instance of intolerance you have noted among your acquaintances or in yourself. Who are the- more tolerant, the ignorant or the educated.? In Fiske's The Beginnings of New England, find what John Cotton, John Winthrop, and Roger Williams each thought of toleration. 3. What instances of suffering for food are recorded in the history of American colonists? Why should there have been any suffering on this account ? What forethought needs to be exercised to-day that people may not starve when winter comes? Is there any country where the inhabitants use no forethought, and yet have enough to eat? If so, describe the country, and tell what sort of people it supports. 4. Mention {a) some American names derived from European per- sonages, {b) some from European places, (c) some from Indian sources, and {d) some from other sources. Give the origin and meaning of the names of your state, county, and city or town. The teacher may show how history lurks in names as originally used, though it is generally unheeded in their subsequent applications. Thus, in England, Norfolk, or the north folk, is north of Suffolk, or the south folk, as history requires, while in Massachusetts Norfolk is south of Suffolk in defiance of history and the meaning of the names. J. Were the Indians more cruel than the whites in New England warfare? Had they a just cause in King Philip's War? Had the colonists a just cause ? In what sense may both parties have been in the right ? 6. Make out a table of the five New England colonies as they existed in 1650, following the model here given: NAMES OF THE COLONIES. FIRST SETTLEMENTS. DATES. BY WHOM. 7. Tell something about the Great Rebellion in England, and how it affected New England. 8. Tell something about Oliver Cromwell. 122 COLONIZATION OF NORTH AMERICA. Ch. VI, 9. Who were the regicides ? Give some idea of their number. What reasons did they have for that action which made them regicides? Who approved their action and who de- nounced it ? What is meant by the divine right of kings ? Do Englishmen admit such a right to-day ? 10. Why were the Puritans so bitter against the Quakers ? To what excesses of conduct did extreme persons among the Quakers go ? How did Roger Williams treat the Quakers ? Show how the Quakers triumphed at last. (For answers see Flske's The Beginnings of New England.) 11. Fill out the following table to cover New England history from 1620 to 1692 : ENGLISH SOVEREIGNS. YEARS OF REIGN. ONE OR TWO NEW ENGLAND EVENTS IN EACH REIGN. 12. Why did .King Charles II. annul the charter of Massachusetts? What rights was Massachusetts deprived of by this act? 13. What was the reason for annexing the New Haven colony to Connecticut? The Plymouth colony to Massachusetts? 14. Rhode Island has two capitals, and Connecticut had two down to 1873. Account for these capitals. Why did not Massa- chusetts have two capitals after 1692? 15. What was the object of the navigation laws? Why were they disobeyed? Was it right for New Englanders to disobey them? What is the proper attitude of the good citizen toward a foolish or unwise law? Is general disobedience of law and authority ever justifiable ? Was the overthrow of Andros justifiable ? 16. What was the leading or characteristic belief of the English Tory ; that is, with what party did he side ? Was he con- servative or progressive ? What is conservatism in politics ? What is liberalism ? Would a Tory to-day agree necessarily with a Tory of the time of Charles II.? Mention a few American Tories. Why in early American politics did the word Tory become a word of reproach ? 17. The two original charters of Massachusetts are hung in frames in the office of the secretary of the Commonwealth, and may be seen by any visitor. What charters are these ? 18. Did hiding the Connecticut chaiter from Andros save the rights Ch. VI. NEW ENGLAND. 1 33 guaranteed the Connecticut people by this charter? Did Andros rule Connecticut? Could he have done it legally under Connecticut's charter? How came Connecticut to have a charter when she began without one ? 19. Does the story of the New Englanders thus far show that they were hard to govern or easy? What kind of government was resisted by them ? What kind was acquiesced in ? Did they improve with experience in managing their affairs? If so, in what respects ? Mention a few humble beginnings in New England history that have since become great. TOPICS FOR COLLATERAL READING. Selected from Fiske's The Beginnings of New England: 1. Three methods of nation-making. a. The Oriental, 9-1 1. b. The Roman, 12-20. c. The English, 20-32. 2. The Separatists, 66-68. 3. King James's vow to make them conform, 68-71. 4. The church at Scrooby, 71-73. 5. Why the Pilgrims did not stay in Holland, 74, 75. 6. The voyage of the Mayflower, 80-82. 7. The Pilgrims and the Indians, 83-86. 8. The founding of Massachusetts, 103, 104. 9. How a stray pig shaped the course of government, 105-108. 10. The threefold danger of 1636. a. From King Charles I., 111-113. b. From Roger Williams and Anne Hutchinson, 1 14-120. c. From the Pequot War, 121, 122. n. The history of the Pequot War, 128-134. 12. The Connecticut pioneers, 1 25-128. 13. Troubles with the Quakers, 179-191. 14. The regicides, 192-194. 15. King Philip's War. a. Puritan treatment of the Indians, 199-206. b. Immediate causes of the war, 206-214. c. The beginning of hostilities, 214-221. d. The overthrow of the Narragansetts, 222-229. e. Hostilities still kept up, 230-236. / Results of the war, 237-241. 16. The tyranny of Andros, 267-272. CHAPTER VII. THE MIDDLE ZONE. 1609-1702. 57. The Pounding of Maryland. It will be remem- bered that in the English plan of 1606 for colonizing North America, three parallel strips, or zones, were designated, beginning upon the Atlantic seacoast and extending westward nobody knew how far. We have seen how the great colony of Virginia was planted in the southern zone, and how the group of colonies called New England was planted in the northern zone. We The three have followed the story of Virginia down to zones. 1677, after the end of Bacon's rebellion ; and we have followed the story of New England down to the new charter of Massachusetts, in 1692. We have now to see what was going on meanwhile in the middle zone, which comprised the country between the Poto- mac and Hudson rivers. We will begin with Mary- land, because it was founded in a different way from Virginia or Massachusetts, and it is now time for us to explain this new way of founding a colony. It will be remembered that the first English attempt at colonizing North America was made by a private individual, Sir Walter Raleigh, and it was too difficult and costly a task for him even with his great wealth. ,„, . . , The work was next undertaken by those twin The joint- . . . ■ ,, stock com- joint-stock partnerships called the London and panies. Plymouth companies. We have seen how the London Company, after founding Virginia,, was sup- i^57- THE MIDDLE ZONE. 125 pressed, in 1624, by James I., because he was jealous of its growing power and wealth. On the other hand, the Plymouth Company languished till it died a natural death, in 1635 ; but the Company of Massachusetts Bay, founded in 1629, at once transferred itself to New Eng- land, and soon became a republic aggressive and annoy- ing to the English kings. Now, after Virginia had become known as a thriving community, the work of planting colonies came to be more popular than in the days of Raleigh's unfortunate ventures, and private individuals again took hold of it. It was easy for the king to reward the services of some favorite officer or courtier with a grant of land in Amer- ica ; such grants cost the king nothing. The first per- son who obtained one was George Calvert, a Yorkshire gentleman whom James I. raised to the peerage as Lord Baltimore. After the fall of the London Company, of which he had been a mem- ber. Lord Baltimore wished to found a col- ony for himself. He was a Roman Catho- lic, and wished to se- cure for members of his church a place in America where they might be unmolested, for in England they were not well treated. First he tried Newfoundland, but the climate was too severe. Then, in 1629, he explored the country just 1 After a portrait once in possession of Lord Bacon, now in tiie Earl of Verulam's gallery at Glastonbury. FIRST LORD BALTIMORE. 1 126 COLONIZATION OF NORTH AMERICA. Ch. VII. north of the Potomac, and found it very attractive. He New way obtained a grant of it from Charles I., and in fcoiony'- compliment to the queen, Henrietta Maria, it Maryland, yff^g called Maryland. This was a new kind of grant. Lord Baltimore was made "Lord Proprietary" of Maryland, and received privileges the most exten- sive ever conferred upon a British subject. He was required to pay to the king two Indian arrows yearly in token of homage, to- gether with a fifth part of whatever gold or silver might be mined in Mary- land ; but as no precious metals were produced in the colony, this rent amounted to nothing. At such an easy cost was Lord Baltimore made an • almost independent sover- eign. He could coin money, and grant titles of nobility. He could create courts, and appoint the judges, and pardon criminals. He could summon an assembly of representatives, and such laws as it might pass did not need to be approved by the king, but were in force as soon as signed by Lord Balti- more. Finally, his office was hereditary in his family, so that the lord proprietary of Maryland was very much like a king. Just before this charter was issued, George Calvert died, so that it was issued in the name of his son, Cecilius Calvert, second Lord Baltimore. Under his rule, the first settlement was made at St. Mary's, in 1634. SETTLEMENT OF THE MIDDLE COLO' NIES, 1614-64. § 57, SS- THE MIDDLE ZONE, 127 In order to secure toleration for Catholics without offending the British government, it was neces- sary to pursue a policy of general toleration, so Semenfrf Maryland. to M ary- SECOND LORD BALTIMORE. 1 that people of all creeds were drawn land, and the colony grew rapidly in population and wealth. 58. Religious Quar- rels in Maryland. The people of Virginia were not pleased at seeing a region so near them granted to Lord Balti- more for the site of a rival colony. One Vir- ginia gentleman, Wil- liam Claiborne, who had settled on Kent Island, in Chesapeake Bay, resisted the Mary- land settlers with armed force. He was defeated and driven from Kent Island, in 1634, but he nursed his wrath. By 1645, a good many Puritans had come to Maryland, and wished to undermine the proprie- -' ^ ^ Puritans tary government and to molest the Catholics, and Catho- Supported by the Puritans, Claiborne invaded Maryland, and for a moment overthrew the government ; but the loyal supporters of Lord Baltimore soon rallied and drove him out. Once more, in 1654, the Puritans and Claiborne tried their game, and were victorious in a battle fought near the site of Annapolis ; but Oliver Cromwell, after a patient examination of the case, de- cided that the Calverts were entitled to govern Mary- land, and, in 1658, their government was restored. ' After an engraving made in 1657, now in possession of the Maryland Historical Society. 128 COLONIZATION OF NORTH AMERICA. Ch. VII. After this, the times were peaceful in Maryland till after 1676, when religious quarrels again became promi- nent. This time it was the Episcopal clergy who tried to oppress Catholics and Quakers. But they Episcopa- '■ '■ ^ -' lians and had not much success until after the accession of William and Mary, when new laws enacted by Parliament against Catholics annulled the charter of the Calverts, and their government suddenly fell to the ground. From 1692 to 1714, Maryland was ruled by governors appointed by the crown. The seat of govern- ment was transferred from St. Mary's to Annapolis. Taxes were levied for the support of the Church of England, of which only a small part of the population were members. Catholics were forbidden to come to Maryland, and the public celebration of the mass was strictly prohibited. Such measures caused much dis- content, and created a strong party hostile to the British government. At length, in 1 7 14, the fourth Lord Balti- more turned Protestant, and his proprietary rights were revived. Maryland remained a sort of hereditary monarchy until 1776, when the rule of the sixth Lord Baltimore was ended by the Declara- tion of Independence. The method of creating a new colony by a grant to a lord proprietary was first adopted by the crown in the case of Maryland. A similar method was followed in all the colonies afterward founded south of New Eng- SETTLEMENT OF MARYLAND. ' 58, 59. THE MIDDLE ZONE. 129 land, though there were variations in detail, and no other rulers came quite so near kingship as the Calverts. At first, the settlers of Maryland supported themselves, just like the settlers of Virginia, by raising tobacco on large plantations ; and in regard to negro slaves, mean whites, fewness- of roads, and absence of towns and schools, the two colonies were almost exactly alike. But in the eighteenth century, the wheat crop came ., . , ° ■' ^ Life in the to be very large ; great quantities of wheat and Maryland flour were exported, and the city of Baltimore, ™ °"^' founded in 1729, soon became one of the most thriving Atlantic seaports. With the lapse of time, Maryland became more and more a commercial state, and her inter- ests, while partly like those of Virginia, were also partly like those of Pennsylvania and New York. 59. The Settlement of New Netherland by the Dutch. Before the Calverts had made their first settle- MANHATTAN ISLAND IN THE SIXTEENTH CENTURY.l ments on the Potomac, before the Mayflower had landed her Pilgrims at Plymouth, bold navigators and enterprise 1 From The Memorial History of the City of New York, i. 33. 130 COLONIZATION OF NORTH AMERICA. Ch. VIL on the Hudson River. ing merchants from Holland had taken possession of Manhattan Island, where the city of New York now stands. In the summer of 1609, the English sailor, Henry Hudson, then in the service of the Dutch East India Company, sailed along our coasts in his little ship, the Half Moon, entered the beau- tiful river that bears his name, and ascended it as far as the head of tide- water, at the site of Albany. A good many people believed that the conti- nent in that latitude was not much The Dutch wider than Central America, and Hudson was looking for some strait through which he might sail into the Pacific Ocean. What he found was the river which gave most direct and ready access to the fur trade of the interior. The Indians had plenty of valuable furs which they were glad to trade for steel hatchets, jackknives, and cheap trin- kets. Dutch traders were, accordingly, soon drawn to Hudson's River, and made fortunes quickly out of the traffic in peltries. By 1614, they had made a settlement on Manhattan Island, and the New Netherland Company was or- ganized. By 1623, the Dutch had es- tablished posts as far north as Albany, and as far south as Fort Nassau, near where Philadelphia now stands. They called the Hudson the North River, and the Delaware the South River, and the Bead of ^ Tulewater I FOBT\gRANGE^, CAlbanyjN ViK'is Wi /NEW AMSTERDAM miiQyr Vorac ity) ^^^ -^ HENRY HUDSON'S RIVER. §59- THE MIDDLE ZONE. 131 country between the two was known as New Netherland. In 1626, Peter Minuit, the governor of New Netherland, bought Manhattan Island from the Indians for about twenty-four dollars' worth of beads and ribbons. The city beginning to grow up there was called New New Am- Amsterdam, and, by 1664, it had a population ^t^'^'^*™- of 1,500 souls. It was situated entirely south of Wall Street, along which there ran a wooden palisaded wall. All creeds were tolerated, and people came from all parts of Europe ; it is said that as many as eighteen lan- guages were spoken in New Amsterdam. At first, it was the fur trade that interested everybody, and little attention was paid to farming. Accordingly, the New Netherland Company offered a prize to any member who should bring fifty permanent settlers into the col- ony. The prize was an estate of sixteen miles frontage on the Hudson River, and of depth undetermined. Between New York and Albany there would be room for about ten such manorial estates on each side of the river. The proprietors could hold little courts of their own, and had some other privileges like those of lords in Europe in the old times. The"pa- These proprietors were called " patroons," and *"°"^-" played a very important part in the history of the colony. The Dutch in Holland were in many respects as free a people as the English, and in some respects more enlightened, but the colony of New Netherland had no 1 From The Memorial History of the City of New York, i. 248, PALISADES ON WALL STREET.l 132 COLONIZATION OF NORTH AMERICA. Ch. VII. representative assembly. The governor had a small council of from eight to twelve men to advise him, but there was no real check upon his authority, except that people could complain of him to the government in Hol- land, and beg to have him removed. The two governors who succeeded Minuit were men of weak head and bad character. The colony was grossly misgoverned, and, in 1643-45, '^vs-S nearly ruined in a murderous war with the Algonquin tribes of the neighborhood. Fortunately, the Dutch secured the firm friendship of the Iroquois, who soon found that rich peltries would buy muskets and powder and ball to be used against other red men and against the French in Canada. The famous Peter Stuyvesant, who was sent, in 1645, Peter stuy- to govcrn Ncw Ncthcrland, was an arbitrary vesant. ruler, but honest and much more sensible than his predecessors. Under his rule, the wealth and population of the colony were more than doubled. Stuyvesant had rival colonizers to contend with. In 1637, a small jjarty of Swedes had taken possession of the mouth of the Dela- ware Ri\'er and made a settlement there which they called New Swe- den ; it was the begin- ning of the little state of Delaware. The Dutch looked upon these Swedes as intruders, and, in 1655, Stuy- vesant overcame them, and annexed their territory west 1 From 'J'hc iMciiH'i'ial Jlisli'ry of the City of New ]'