Class __^L2J^ Book l __ Gopght N° COPYRIGHT DEPOSIT. ROBERT E. LEE SCHOOL HISTORY OF VIRGINIA EDGAR SYDENSTRICKER AND AMMEN L. BURGER l)i LANEY-BOATWRIGH1 COMPANY, PUBLISHER! LYNCHBURG, VIRr;i\l \ MCM XIV s COPYKK.HT. 19] I >ulaney-Boatwright Company. Publishers Lynchburg, Virginia J 1914 ©CI.A371445 NOTE TO TEACHERS The authors' purpose in the School History of Vir- ginia is to supply the pupils in the public schools with a history of the Virginia people from the beginning of Jamestown until the present time. In abandoning the old idea of considering the history of this State as merely a story of the Virginia Colony and accounts of the Revo- lutionary and Civil Wars with a few generalities on the last century, and in giving a proportioned treatment of the story of over three centuries of the life of the Vir- ginia people, it has been necessary to secure a considera- ble amount of new material. Tn this volume, therefore, the space ordinarily allotted to the Colonial. Revolutionary and Civil War periods has been cut down without sacrificing important facts and graphic details, and greater space has been devoted to the periods between the Revolution and the Civil War and since the Civil War. Not only have a number of events hitherto unknown to the child been added to those ordinarily included, but considerable emphasis has been given to such important phases of the life of the Virginia people as education, internal improvements, slavery, sectionalism between the eastern and western parts of the state, the Read.juster days, the growth of farming and industry, and the customs and ways of living. Politics has been so treated as to be stated in terms of concrete aims and events rather than in terms of theory. The aim of the authors has been to employ simple, but no1 childish, language and to bring out, as vi. NOTE TO TEACHERS far as it is advisable, the idea that the history of Vir- ginians has been a development rather than a mass of disconnected events and facts. A very practical difficulty in the preparation of a text book on history exists in the fact that the length of the school session varies so widely in different locali- ties. To meet, as far as it is possible to do. the demands of the school with a fall nine months session, as well as the school with a six months session, with a single book, the School History lias been so arranged that sections can be omitted without destroying the story as a whole, it is unnecessary to say that omissions should not be made nnless necessary, but in view of actual difficulties, the text can be shortened to suit the individual school. In this text the authors have not sought to exploit any theories of their own as to methods of teaching history; rather they have adopted methods from every possible source which they and others have found to be practi- cable and best in actual experience. The aim has been to provide a book which is teachable in the greatest possible number of schools, and the only new thing about the School History of Virginia is that it is a text similar in method, proportions and scope to the best texts on United States history and on state histories in several other states. E. S. A. L. B. Lynchburg, Va., 1914. CONTENTS [NTRODUCTORY Discoveries 13 Early Accounts — A New Route to Asia — Christopher Columbus — Preparation for the Voyage — Columbus Sails — Three Other Voyages — Discoveries of the Oabots — The Name America. Colonization 17 Early Settlements — Spanish and French Attempts — First English Attempts — Sir Waller Raleigh — Raleigh's Fi2 In the West and Sputh, 177S-17S0: Operations on the Frontier — Credit Due Virginia — Operations in the South — A Gloomv Period — The Outlook Brightens 107 In Yon'miu. 1780-1781: Operations in Virginia — Arnold Invades Virginia — Arnold Reinforced — Cornwallis in Virginia — Richmond Evacuated — British Raids — Cornwallis Moves to Yorktown — Siege of Yorktown — Cornwallis Surrenders — The End of the War — Governor Nelson 170 VIRGINIA UNDER THE CONFEDERATION 1781-1789 Tut; Confederation Formed 179 The Confederation of Thirteen States Virginia Cedes Her North- west Territory. Settlement ofthe Western Counties 1*1 Settlement of the Western Part of Virginia — Roads to the Val ley — Roads to the West — Kentucky Becomes a Separate State - Washington Points Out the Need for Internal Improvements • Tames Ruinsey and His Experiments — Rumsey and the First Steamboat — Other Successful Trials Made Questions of Religion and Slavery 189 Son..- tiller Matters in Which Virginia Was Interested — The Dissenters in Virginia— The Disestablishment of the Episcopal Church- — Protests Against Slavery. Virginia's Share in Forming the Union 194 Tin N.-ed of a New Central Government -Opinion Divided in Virginia on the Kind of Union Needed The States in Conven lion -"The Virginia Plan"— Virginia Ratifies the Constitution. VIRGINIA IX THE UNION 1789-1861 i . i : \ i ■ i \ i . Events 2112 "The Virginia Dynasty" Jefferson, Madison ami Monroe Two Other Virginia Presidents — Trial of Aaron Burr, 1.S07— The Richmond Theatre Disaster. 1813 — The War with (ileal Britain I Causes. 1793-1512 — The War with Great Britain, 1812-18J.4 — The Old Capitol Burned — Edmund Ruffin and Better Farming Virginians and (he Mexican War. 1846-1848— The Gold Mining "Fever." 1849 — The Yellow Fever Epidemic— Literature Before the War. x. CONTENTS PAGE ('(ixFi.ii T Between East and West 216 The Old Antipathy Grows — The Constitutional Convention of 1829-1830 — Western Virginians Threaten to Form a New State — The Constitutional Convention of 1350-1851 — The Real Differ- ences Never Settled. 1 NDUSTRIAL CHANGES 222 Two changes Between 1790 and 1860. The First Change, 1790-1830: Conditions in 1790 — Conditions in 1830 — What Was Said of Eastern Virginia in 1830 — Causes of the First Change — "Moss-Grown and Slipshod'' 223 The. Second Change, 1S31-1860 : The Virginia People — The Farms — McCormiek's Invention of the Reaper — Tobacco — Manu- factures — Causes of the Second Change 227 Internal Improvements 233 The New Transportation Routes. River Improvements : Washington's Suggestion — The Improvement of the James River — New Plans for Navigating the -lames River — The James River and Kanawha Company — Packet Boats — Other Waterway Improvements 234 Highways and Railroads: Highways and Bridges — Railroads — ■ Railroads in Eastern Virginia — Railroads in Central Virginia — Railroads in Western Virginia — Other Railroads Built After 1850 — Where the Money Came from to Build Railroads 241 si, wkry in Virginia 246 • The Feeling Against Slavery — Three Ways of Settling the Ques tion — Slave Insurrections — The Southampton Insurrection, 1831 — The Slavery Question Again Discussed — How Slaves Were Treated. Education 2."):! Jefferson's Ideas About Education — Charity or "Public" Schools — Western Virginians Demand Schools — The Founding of the Uni- versity of Virginia — Opposition to the University — The Universitj Grows — Other Schools — State Institutions — Other Colleges — Hos- pitals nnd Special Schools. VIRGINIA AND THE CIVIL WAE 1861-1865 'liii-: Forming of the Confederacy 265 Causes of the War — Events that Brought on the War — John Brown's Raid, 1859 — The Presidential Election of 1860— Sees sion Begins, 1860-1861 — The Confederate States of America. 1861. The Beginning of the Civil. War 270 The United States Refuses to Surrender Fort Sumter — Virginia and other States Secede — Virginia Invaded and the War Begun — Robert E. Lee Resigns from the United States Army — Richmond is Made the Confederate Capital. I'n e First Year of the War 27 1 The Confederate States on the Defensive — The War in Virginia in 1861 — All Lines of Defense Unbroken in 1861. 'In f Second Year of the War 278 The Four Lines of Defense in 1862 — The Virginia's Fight with tin- Monitor — McClellan's Campaign Against Richmond — Jackson in the Valley — McClellan Comes Up York Peninsula — McClellan is Driven Back by Lee and Jackson — Pope's Campaign Against Richmond — Burnside's Campaign Against Richmond. The Third Year of the War 286 The Four Lines of Defense in 1863 — The Battle of Chancellors- ville — Denth of Jackson — Lee's Invasion of the North. CONTENTS xi. PAGI The Poukth Year op th e Wak 290 Only Two Lines of Defense Left — Tn Winter Quarters in North ern Virginia — Grant Tries to Capture Richmond from the North— "Bottling Up" Butler — Grant's Attack on Richmond from the Southeast — Hunter's Campaign in the Valley — Early Invades Maryland. in i; End of the War, 1865 299 The Confederacy's Last Defense — The Confederate Line Broken- Lee's Army Surrounded — The Surrender at Appomattox — The Confederacy at an End — Virginia's Part in the War. PERIOD OF RECONSTRUCTION 1865-1868 Separation of West Virginia — The "Restored Government of Vir- ginia" — "Reconstruction" — The Preedman's Bureau — The l'i League — The Conservatives Become Active — The Constitutional Convention of 1867-1868 — Gilbert C. Walker Elected Governor. 306 VIRGINIA SINCE THE CIVIL WAE 1868 Conditions After the Wak 313 Reasons for Discouragement — The Amount of Losses in Virginia — General Lee's Example. some Leading Events 319 Hr/iair and Iii:\tortitioii : The First Assembly Cnder the New Con- stitution, 1870 — The Capitol Disaster, 1870 — The Railroads After the War — Repairing and Reorganizing the Railroads — New Rail- roads Built — Tames River and Kanawha ('anal Abandoned — Commodore Maury's "Survey" 319 Progress and Development: State Hoard of Health Created, 1872 — Virginia Polytechnic Institute Established, 1872 — First State Department of Agriculture, 1877 — Centennial at Yorktown — Virginia Experiment Station, 1888 — First Electric Street Cars, 1888 — "Boom Times," and the "Panic" of 1893 — Virginians and the War with Spain, 1898 — The Constitutional Convention of 1900-1901 — The Jamestown Exposition, 1907 325 The Internal Improvement Debt Virginia's Debt of $45,000,000 in 1870 — West Virginia's SI of the Debt — Funders and Readjustees — Moderates and Radi- cals — The Radical lieadjusters in Rower— The Settlement of the Debt. Political Parties i\ Virginia 340 Sectional Feeling Ended — The Democrats Come Into Control in 1885 — "Free Silver" in 1893 and 1897 — Primary Elections Elections, 1905 to 1910 — Governor Stuart's Election. The Public School System :; m Its Establishment : Jefferson's Ideas Realized — The Establishment of a Public School System, 1870 — Ruffner. the first State Superin tendent, 1870-1882 — A Period of Poor Schools. 1882 1902 .344 Kill/rational Awakening: The Revival of Education — J. D. Eg ton Elected Superintendent, 1905 — Some Results of the Educa tional Awakening — Normal Schools for Teachers Virginia in Recent Years The Making of History — Virginia in Recent Years — Better Farming — The Good Roads Movement — Fighting Disease — Growth of Cities — Virginians in National Affairs — Literature and Science — Recent Matters of Interest — A New Spirit in < » I < i Virginia. A PPENDIX RECOMMENDED FOR USE OF TEACHERS Introductory: Fiske, Discovery of America; Grosse, Raleigh. Virginia as a Colony: Fiske, Old Virginia and Her Neighbors; Bruce, Economic His- tory of Virginia in the Seventeenth Century; Institutional History of Virginia in tin Seventeenth Century; Social Life in Virginia in the Seventeenth Century; Cooke, tfisfory of Virginia; Wise, the Early History of the Eastern Shore of Virginia; Long, Virginia t/ounty Nanus; Brown, The Genesis of tin United States; The First Republic in America; English Politics in Earh/ Virginia History ; Chandler, Makers of Vir- ginia History. Virginia \\i> the Revolution: Fiske, The American devolution ; Henry, Patrick Henry; I'arton, Thomas Jefferson; Rowland, Life and Correspondence of George Mason; Lodge, George Washington; White, His- tory of the United Slates; Wilson, History of the American People. Virginia in the Union: Ambler, Sectionalism in Virginia; Thomas Ritchie, A Study in Virginia Politics; McMaster, History of the People of the railed Stales; Wise, Life of Henri/ A. Wise; Ballagli, Slarern in Virginia; Wayland, Political Opinions of Thomas Jeffer- son; The German Element in tin Shenandoah Valley; Chand- ler, Representation in Virginia; Suffrage in Virginia; Mini- ford, Virginians Attitude Toxoard Slavery and Secession. Virginia and the Civil War: Davis, Rise and Fall of the Confederal, Government; White, Robert E. Lee; Henderson, Stbnewall Jackson; Cordon, Reminiscences of the Civil War. Period op Reconstruction: Kckonrude, Political History of the Reconstruction in Vir- ginia; Dunning, Essays on the Civil War and Reconstruction. Virginia Since the Civil War: Andrews, A Histpry of tin Last Quarter Century; Btfagruder, Recent Administration in Virginia; Bruce, J\'isc of the New Smith; O'Ferrall, Forty fears of Active Service. SCHOOL HISTORY OF VIRGINIA INTRODUCTORY. DISCOVERIES. Early Accounts. — Our story begins with the first known visit by Europeans to the shores of North America. This. according to some old manuscripts, was in the year 986. The people of Norway, Sweden and Denmark, known as the Northmen, were at that time Hie most daring sailors in the world. They went on many long and dangerous voyages, and on one of these voyages, in 874. they dis- covered and settled the island of Iceland. In 986, Erie the Red, sailing from Iceland, planted a colony in what is now Greenland. Fourteen years later, in the year 1000, Leif (iiif), the son of Erie, set out from Green- land and explored the coast of what we know as New England. He called the country Vinland (Vine-land) because he found many irrapes growing there. During the next few years several expeditions were made to Vinland for timber, of which there \v;is xt'ry little in ' ireenland. A New Route to Asia. — The discoveries of the North- men attracted little attention in Europe. People were too ignorant at that early time to feel much interest in new and distant lands, and the voyages of Eric ;ind Leif were soon forgotten. Europe. Asia and northern Africa contained the only countries about which anything was ]4 SCHOOL HISTORY OF VIRGINIA known. Sailors had never seen the Pacific Ocean and "had not been far out on the Atlantic, which they called the ' ' Sea of Darkness. ' ' The Mediterranean Sea was the only large body of water with which they were familiar, and it was over this that the trade between Europe and Asia was carried on. But about four hundred years after the discoveries of Eric and Leif, the Turks, who were the enemies of the Europeans, got possession of the eastern end of the Mediterranean, and vessels were no longer able to travel that route in safety. The sailors were not willing to risk capture at the hands of the cruel Turks. The rich trade in spices, silks and pearls had begun to suffer, and it became necessary to look for another route to Asia. Christopher Columbus. — The first attempts to find a new route were made by sailing down the west coast of Africa. In 1470, a young Italian sailor named Christopher Columbus began to take part in these voyages. It was generally believed at that time that the earth was flat. But Columbus and a few educated men held tin- theory that the earth, instead of being flat, was round like a ball. Columbus was soon convinced that the route around Africa, if ever discovered, would be .1 very long one. His knowledge of the earth, gained from the study of. geography and from his experience as a sailor, led him to propose that a better and shorter way of reaching Eastern Asia could be found by sailing westward across the Atlantic Ocean. Preparation for the Voyage. — Columbus was fully aware of the dangers and difficulties of a long voyage on the unexplored Atlantic, and his friends sought to persuade him that the undertaking would be foolish. But "he was anxious to prove to those who disagreed with him that his theory was correct, and determined SCHOOL HISTORY OF VIRGINIA 15 to make the voyage. Being poor, he could not set out at once. It was necessary to have ships, supplies and men, and these he could not provide without assistance. He spent nearly twenty years in Portugal, Spain, France and England in the effort to persuade the rulers of these countries to aid him in fitting out an expedition. The idea of trying to reach Asia by sailing westward seemed absurd, however, and his visits everywhere met with failure. Columbus was discouraged, and was about to give up the undertaking, when Ferdinand and Isabella, king and queen of Spain, at last consented to furnish the necessary ships. Columbus Sails. — On the morning of Friday, August •"). 1492, Columbus set out from Palos, Spain. He had three small ships and one hundred and twenty men. There was not one on board who even thought that they were going to discover a new country. The one idea of Columbus was to reach Asia, and when, on the 12th of October., he reached San Salvador, and later Cuba and Haiti, he believed that he had come to the East Indies. At Haiti he left twenty of his men for a garrison and returned to Spain to report the success of his voyage. He carried on his return many new and wonderful things, including six of the natives from the islands he had visited. Three Other Voyages. — In 1493, Columbus made a second voyage, discovering the island of Jamaica. On a third voyage, in 1498, he reached South America, which he supposed to be the continent of Asia. His fourth and last voyage was made in 1502, when he discovered Central America. As far as is known. Columbus never saw the shores of what is now the United Slates. His last years were spent in poverty and sickness. lie died in 1506. 16 SCHOOL HISTORY OF VIRGINIA not knowing that he had discovered a new country, but firmly believing that he had succeeded in reaching Asia. Discoveries of the Cabots. — The news of the discov- eries of Columbus spread rapidly in Europe. John Cabot, a native of Genoa, then living in England, applied to King Henry VII. of England for permission to search for a route to Asia shorter than that taken by Columbus. Pitting out a ship at Bristol, England, he sailed in May, 1497, with eighteen men, and after six weeks reached Labrador, where he took possession of the country in the name of the king. Accompanied by his son. Sebas- tian Cabot, he made two later voyages, exploring the coast of Labrador and New England. It is probable that on one of these voyages the Cabots came as far south as the mouth of the Chesapeake Bay. They were the first Europeans, of whom there is any record, that visited the shores of North America after the time of Eric and Leif. The Name America. — The new country, for it was soon found that a new country had been discovered, was first called America in honor of an Italian explorer, Americus Vespucius, who visited the coast of Brazil in 1501 and made a map of that part of South America. The name was suggested by a Herman geographer in the year 1507. QUESTIONS. Who were the Northmen? Tell about the discoveries of Eric ;uk1 Leif. Why did the people of Europe wish to find a new route to Asia? Who was Christopher Columbus? How did lie think he could besl rea-h Asia ? Why .' Tell about his difficulties in getting ships and supplies. Hive an account of the first voyage of Columbus. What other voyages did he make? Who were the Cabots? What discoveries did they make? How did America get its name? SCHOOL HISTORY OF VIRGIN 1. 1 17 COLONIZATION. Early Settlements. — When it became known that ships conld safely cross the Atlantic, expeditions were fitted out in every maratime country of Europe to visit the country discovered by Columbus and the Cabots. Many of these early explorers were looking for a route to Asi;i ; some were interested only in searching for treasure, and a few came to examine the shores and wonders of the New World. Soon after the year 1500, however, the Portugese. Spaniards and French began to establish colonies. The Portugese and Spaniards were attracted to South America and what is now Mexico, while the French succeeded in making settlements along the St. Lawrence River and around the Great Lakes. Spanish and French Attempts. — The first attempt to plant a colony in what is now the United States was made by the Spaniards in 1521, when Ponce de Leon (Pon'-tha-daJa-on') undertook to make a settlement in Florida. In 1526. another Spaniard, named d'Ayllon (d'il-yon'), tried to establish a colony of six hundred people on tlie -l;inies River, in Virginia, not far from where the English afterwards buill Jamestown, hut this was very soon destroyed by sickness and hunger. Some French Huguenots, under Jean Ribault (Zhan Ri-bo'), in 1562, attempted a settlemenl at Port Royal, in the present state of South Carolina. Many of these colonists died, and those who survived returned to France. Another party of Huguenots built a fort near the mouth of St. John's River, in Florida, in 1564. The Spaniards already claimed Florida, however, and in 1565, Menendez (Ma-nen'-deth) drove out the French and buill the town 18 SCHOOL HISTORY OF VIRGINIA of St. Augustine. This became a permanent Spanish settlement, and St. Augustine is still standing, being to-day the oldest city in the United States. First English Attempts. — England was slow to take advantage of the discoveries of the Cabots, and it was not until 1578 that an effort was made to establish an English settlement in America. In that year Sir Hum- phrey Gilbert fitted out an expedition consisting of seven well-armed ships, one of which was commanded by his half-brother. Sir Walter Raleigh, and sailed to plant a colony in North America, but the undertaking was unsuccessful. Gilbert came again in 1583 with three vessels to make a settlement in Newfoundland. His largest vessel was wrecked on the rocks, and the other two were turned homeward. On the way hack his own vessel sank in a storm and Gilbert was drowned. Sir Walter Raleigh.— Tn 1584, Sir Walter Raleigh was given permission to establish a colony in North America. Raleigh was an accomplished nobleman and a great favorite with Queen Elizabeth. He was anxious for England to have a share in the New World, in which Spain and Prance were then very busy making settle- ments, and proposed that a colony should be planted in the territory between Florida and Canada. Two sea captains, Philip Amidas and Arthur Barlow, were sent to look for a good site for a settlement. They landed on the coast of what is now North Carolina and visited Roanoke Island, where they found the natives friendly, saw much game, and admired the beautiful forests of cedar and pine. The report which these sailors carried hack to England was so favorable in its description of the new country, that the queen decided to call the region Virginia in honor of herself. Thus we see that all SCHOOL HISTORY OF VIRGINIA 19 of North America between Florida and Canada was at first called Virginia. Raleigh's First Colony. — In 1585, Raleigh sent over one hundred and eight colonists to build a town on Roanoke Island. The expedition consisted of seven ships under the command of Sir Richard Grenville, and Ralph Lane was appointed governor. They landed, probably late in June, and began to build a fort and some houses. Summer was just beginning and the settlers were much pleased with the beautiful country in which they had come to make their homes. The natives were disposed to he friendly, and frequently visited the colony, bringing presents of fish, game, vegetables and tobacco, in return for which the Englishmen gave them such things as beads, hats, pieces of tin, and trinkets of various kinds. These things, while of little value to the white men. greatly pleased the Indians, to whom they were new. But among the presents brought by the natives were some things that were equally new to the colonists. These were tobacco, potatoes, Indian corn Mini turkeys, none of which had ever been seen in Eng- land. This friendly relationship was not permitted to coii1 i nut' very long, however, for, in retaliation for the stealing of a silver cup by an Indian, Grenville set fire to a field of standing corn belonging to the natives. This unkind and unnecessary act enraged the Indians; their visits to the settlement ceased and they became hostile. The Colonists Rescued. — Grenville soon returned to England for more supplies, leaving Lane in charge. In- stead of setting to work planting crops and preparing for the winter. Lane and many of the men spent their time searching for gold and other treasures. The supply of provisions was rapidly used up. and before the end of a year there came to be much suffering and hunger 20 SCHOOL HISTORY OF VIRGINIA ill thf colony. The situation had become so bad that, when, in July, 1586, Sir Francis Drake touched at the Island with bis fleet from' the AVest Indies, the starving colonists begged to be carried back to England. Drake, seeing their pitiable condition, consented to take them on board, and the colony was abandoned. Shortly after this Grenville arrived with a fresh lot of provisions, and not knowing of the coming of Drake's ships in his absence, was surprised at finding the' fort deserted. Be- lieving the settlers to be somewhere in the adjacent country, he left fifteen men for a guard with ample supplies and sailed away. Raleigh's Second Colony. — Sir Walter Raleigh was too intent upon the colonization of Virginia to be dis- couraged by the failure of the colony under Lane, and in 1587 be sent a' second expedition of three ships, one hundred and' forty-five men and seventeen women under John White as governor. It had been decided, however, to select a new site for the colony, and White was instructed to stop at Roanoke Island only long enough to get the men left there by Grenville. after which the colonists were to proceed to some suitable point on the shores of the Chesapeake Ray. and there build a town to be called Raleigh. But, for some unex- plained reason, when they arrived at Roanoke Island the colonists were put ashore and two of the ships re- turned to England. Thus deserted, with only one small ship, they were compelled to remain there. It was found that the guard left by Grenville had been massacred, and the Indians were very unfriendly. Under these gloomy circumstances the people began to build homes and make preparations for the winter. The Colony Destroyed. — One of the women in the colony was Governor White's daughter Eleanor, the SCHOOL HISTORY OF VIRGINIA 21 wife of Ananias Dare, and on August 18, 1587, very soon after they reached Roanoke Island, Virginia Dare was born. This was the first child born of English parents in America, and the little girl was named Virginia in honor of the country in which her parents expected to make their home. When his granddaughter was barely ten days old, White sailed back to England for a fresh supply of provisions. Nothing is known of what took place in the colony during his absence. The war then going on in Europe between England and Spain pre- vented his return to Roanoke Island for nearly four years, and when he came again, in 1591, not one of those whom he had left could be found. Grass was growing in The deserted fort, while under some trees nearby five chests, that had evidently been buried there by the colo- nists, had been dug up and robbed. Some books and pic- tures lay scattered about, and in the bark of a large tree was cut the word Croatan, the name of another island. White was anxious to visit this island to see if the colo- nists might not have gone there, for he wanted to see again his friends and little grandchild. But the ship was overtaken by a storm on the way. and after being tossed about for several days the captain insisted on going back to England. White was compelled fo give up the search for his loved ones, and the colonists were neve!' heard of again. What became of them will prob- ably forever remain a mystery. Last Days of Raleigh. — Raleigh was much distressed at learning of the sad fate of his second colony, and sent several expeditions in the hope of getting news of the colonists, but he was unable to send oul another colony. The two attempts at planting a settlemenl in Virginia had already cosl him heavily, and the queen, to whom he applied for assistance, was unwilling to 22 SCHOOL HISTOFT OF VIRGINIA furnish any money. Queen Elizabeth died in 1603, and her successor, King James I, not liking Raleigh, had him cast into prison on a false charge of treason. For twelve years he was kept a prisoner in the Tower of London, and in 1618 he was put to death. QUESTIONS. Where did the Portugese make settlements? The Spaniards? The French? Tell abotrt some Spanish and French attempts that failed. Who first tried to make a settlement in what is now Virginia? Who was the first Englishman that tried to make a settlement in North America? When? Why did Sir Walter Raleigh wish to establish an English Colony? Give an account of the first colony on Roanoke Island. Why did these colonists return to England! Tell about Raleigh 's second colony. Who was Virginia Dare? What did Governor White find when he returned to Roanoke Island? Tell about the last days of Raleigh. THE NATIVES. The Indians. — The native inhabitants of North and South America were first called Indians by Columbus, because he thought that he had reached either India or the East Indies. From what country these people came, how they got here, or how long they had been here when America was discovered, is not known. Having no written language, they kept no record of 'their ancestors, and their traditions are not reliable. Some people believe that they at one time lived in Asia, and that when they first came to America, probably thousands of years before the coming of Columbus, they were civilized. This belief is supported by the fact that from Indian mounds found in several parts of the country have been SCHOOL HISTORY OF VIRGINIA 23 dug vases, bricks and other articles that were not in use among the natives at the time of discovery. Divisions, Tribes, Clans. — The Indians were all of one raee, but some were much more civilized than others. They were of three classes, savage, barbarous and half- civilized. Those living between the Rocky Mountains and the Atlantic Ocean were of the barbarous class, and consisted of three large divisions, Maskokis, Algonquins and Iroquois. Each of these divisions was composed of several tribes, and each tribe was made up of a number of clans. The clan consisted of those who were related to one another, and the members, if there were not too many, lived together in one house; otherwise they occu- pied several houses grouped together. Indians in Virginia. — The Fndians who lived in what is now Virginia were Algonquins, there being about ten thousand within a radius of one hundred miles of the present site of Richmond when the English first began 1o settle here.* They were divided into nearly fifty clans, of which more than thirty belonged to one power- ful tribe called the Powhatans. The Powhatans occupied the country east of Richmond, and it was with this tribe that the early settlers came into contact. The other clans were members of several smaller tribes dwelling in the country to the west and south of Richmond. Appearance and Dress. — These Indians had skins nearly the color of cinnamon, high cheek bones, piercing black tyes, straight, coarse black hair, and little or no beard. The women wore their hair long, allowing it to hang loose over their shoulders, while the men cut theirs short on one side. On the top of their heads they kept a lock or ridge of hair which was known as the scalp- \i the present time the Indian population of Virginia is about 500. These arc descendants of the Pamunkey clan and live on a small reser- vation not far from Richmond. SCHOOL HISTORY OF VIRGINIA lock. The men were usually tall, straight and well-proportioned, with a graceful carriage and dignified bearing t h a t gave them a manly, hand- some appearance. Their clothing consisted • for the most part of the skins of wild animals. Some wore mantles dec- orated with beads and turkey feathers, which were dyed red or blue, and all were fond of or- naments and gay colors. The women tattooed their bodies with pic- tures of beasts a n d snakes, while both men and women painted their wore various kinds of ear ornaments, their headdress consisted of feathers birds. Occupations and Weapons. — The men considered it undignified to engage in any sort of work. They spent their time hunting, fishing, trapping and fighting, the work being done by women. The women, called squaws, not only took care of the children and did the cooking, but they attended to planting and gathering the crops, provided wood for the fires, did the moving, made baskets, tanned the skins of wild animals, and even cleared the ground for their little patches of corn and vegetables. The weapons of the Indians, used in both XDIAX DKKSS faces and shoulders red and Instead of hats, or the wings of SCHOOL HISTORY OF VIRGINIA 25 fighting and hunting, were the bow and arrow, tomahawk, club, stone knife and wooden spear. Their boats, called canoes, were sometimes made of bark, but more fre- quently of the trunks of long, straight trees, which were hollowed out and otherwise gotten into the proper shape by slow burning and such cutting as could be done with their crude knives and hatchets. These canoes, which were used a great deal by the Indians in Virginia. were often long enough to accommodate thirty or forty men. Houses and Agriculture. — The Indians lived in vil- lages, which were usually situated near the banks of some stream where fishing and hunting were good. The houses, called wigwams, were little more than rough cabins consisting of poles driven into the ground and bound together at the top by means of bent branches of trees. They were covered with reeds, bark or skins, small openings being left in the roof for the escape of smoke. Some of the houses were nearly one hundred feel long, and these would be divided into rooms with a passageway running through the center and connecting with a door at each end. Four families could occupy one room, and as many as fifty families would sometimes be accommodated in one house. Near each village there would be a piece of "round on which the trees had been killed by burning to destroy the shade, and this would be used for the cultivation of such crops as Indian corn, pumpkins, tobacco, potatoes, beans and sunflowers. The Indians had dogs, hut knew nothing of such animals as horses, cows, sheep, goats and hogs. For money, they used a string of heads or sea- shells, called wampum. Hunting and Warfare. — As we have seen, the men spent mos1 of their time fishing, hunting and fighting. 26 SCHOOL HISTORY OF VIRGINIA They knew how to spear fish through the ice, and could use the bow and arrow with great skill. The arrows were winged with turkey feathers and tipped with a piece of hard, sharp stone, called flint. Their meat consisted entirely of fish and the flesh of wild animals. The forests abounded in deer, wild turkeys and other game, and these could be killed with little difficulty. Fighting was their chief business, however, for the different tribes were nearly always at warfare. A young man was not considered fit to associate with the warriors, or braves, as they were sometimes called, until he had shown his ability to kill and scalp his enemies, it being the pride of every warrior to have as many scalps as possible hanging at his belt. The club, tomahawk and spear were used in fighting at close range. The Indians never fought in open battle, but would use all sorts of strategy in attacking their enemies, always trying to get as close to their victims as possible before letting it be known that they were going to make an attack. Their prisoners were usually tortured by slow burning or by being made to run the gantlet, before being put to death. Sometimes, if a prisoner showed unusual bravery and self-control under torture, he would be allowed to return to his people or be adopted into the tribe. The Indians were brave, daring and self-controlled, and admired these qualities in their enemies. Education and Character. — The Indians allowed nothh ing to escape their notice. Life in the forest taught them many things about the habits of the birds and wild animals, and about the signs of the weather. They knew nothing of books, however, and had no written language. They kept count of the years by winters. Besides baskets, they knew how to make mats and maple- sugar. Trained from infancy in out-of-door life and SCHOOL HISTORY OF VIRGINIA 27 endurance, the men could stand fatigue, hunger and cold far better than the white man. Their mode of liv- ing and constant warfare in which they were engaged rendered them cruel and revengeful, and they were extremely treacherous, but they would remember a kindness. Religion and Government. — Like all other peoples, whether civilized or barbarous, the Indians had some idea of religion. They worshipped their dead ancestors, as well as the Sun, Winds and Lightning. They believed in a great Good Spirit, but thought that all of their troubles were sent by another great evil spirit, and it was this evil spirit that they sought to appease in their worship. Tt was thought that the Good Spirit would not do them harm, and. therefore, that it was unnecessary to pray to him. The Indians had little or no government. There were no social distinctions among them. The houses and food belonged to the clan, and only weapons and ornaments were regarded as private property. Each clan elected two rulers, called sachems, one for peace, the other for war, and these could be removed from office for cowardice or bad conduct at any time. The tribe had its own head war-chief, and was governed by a council of the sachems of the elans of which it was composed. Every important matter was decided by this council. QUESTIONS. 1. Why were the natives called Indians? 2. What division of Indians lived in what is now Virginia .' What tribe? How many? 3. Tell about the appearance and dross of the Indians. 1. What wore the occupations, (a) of the men, (l>) of the women? What were their weapons .' 5. Describe their houses. What crops did they raise.' 6. Describe the Indian mode of fighting. How did they treat their prisoners? 7. Tell something about their character. 8. What were their ideas about religion .' SCHOOL HISTORY OF VIRGINIA VIRGINIA AS A COLONY. 1607-1776. UNDER THE LONDON COMPANY. RULER IN ENGLAND: GOVERNOR OF VIRGINIA: Kiny James I. (1603-1624). Thomas West, Lord Delaware (1609-1619).* president op council: Thomas Dale (High Marshal, Edward Wing-field (1607). 1611-1616). John Ratcliffe (1607-1608). George Yeardlev (Lieutenant- John Smith (1608-1609). Governor, 1616-1617). George Percy (1609). Samuel Argall (Lieutenant- Governor, 1617-1619). George Yeardley (1619-1621). Francis Wvatt (1621-1626). THE FOUNDING OP JAMESTOWN. The London Company. — We have seen why Sir Walter Raleigh did not continue his efforts to establish a colony in Virginia, while the war with Spain prevented others from taking an interest in the matter. When this war was at an end, however, the people of England began to turn their attention to Virginia again. As early as 1603, Bartholomew Gilbert, son of Sir Humphrey Gilbert, visited the shores of the Chesapeake Bay, where he and several of his companions were slain by the Indians. Oilier daring explorers undertook voyages to the new country, maps and stories describing the wonders of America were published and read in England, and con- ditions soon came to be more favorable than ever before for sending out an expedition. ■Lord Delaware resided in England from 1611 to 1619, being repre- sented in Virginia by Dale. Yeardley and Argall. SCHOOL HISTORY OF VIRGINIA 29 King James was anxious for the establishment of an English colony before the Spaniards and French should begin to claim Virginia, and, in 1606, two companies were formed in England with this in view. One was called the London Company, the other the Plymouth Company ; and it was decided to divide Virginia between them. To the London Company, thai in which we are most in- terested, the king gave all the territory between the southern border of the present state of North Carolina and the mouth of the Potomac River. This company was made up of merchants and other wealthy and influential men living in or near London, who believed that a colony in Virginia would prove a good business in- vestment. The Charter. — The paper containing the names of iliose interested in the company, saying what the bounda- ries of the territory should be and how the colonists were to be governed, was called a charter. The First Charter provided that the government of the colony .should be in the hands of a council of thirteen men appointed by the king. This council, whose members resided in England, was to appoint another council of thirteen men belonging to the colony, which in turn should elect every year one of its number as president. The names of Ihose composing the second council were put in a sealed box by King .lames, and this box was delivered to the captain of one of the ships, with instruc- tions that it was not to be opened until the colonists reached Virginia. The Colonists Sail. — The London Company had little trouble in getting men to go to Virginia, especially anions' those who had no regular employment at home. There were many in England eager to see the new country, while the Company not only offered \'rct' trans- 30 SCHOOL HISTORY OF VIRGINIA portation, but promised one hundred acres of land to all who would remain in the colony five years. By Decem- ber 19, 1606, everything was in readiness, and the ex- pedition was placed in command of Captain Christopher Newport, one of the most distinguished officers of the English navy. Besides Newport's ship, the Susan Con- stant, there were two smaller vessels called the Godspeed and Discover}/, and these carried in all one hundred and five colonists, of whom forty-five were classed as "gentle- men," the others being laborers mechanics and adven- turers. They Reach Virginia. — The expedition had rough weather crossing the Atlantic, and Captain Newport was at one time almost persuaded to turn back. The long delay in reaching land reduced the supply of provisions, and there began to be much suffering and complaint in the party. Many of the men were homesick and some believed that they had seen their friends and loved ones for the last time. But the little vessels held out bravely against storm and wave, and on April 26, 1607, four months after leaving London, the expedition came to the entrance of the Chesapeake Bay. Their supply of water having about given out, some thirty men went ashore at the first convenient landing place to refill the casks and examine the country, and here they had their first encounter with the Indians. These discharged a shower of arrows into the party, wounding two and driving all back to their ships, and it was decided to seek a more hospitable place before making a settlement. To the sandy point at which they landed, the colonists gave the name of Cape Henry, while that on the north- ern shore opposite was later called Cape Charles, both in honor of the king's sons, Henry and Charles. Naming the next point at which they touched Point Comfort, SCHOOL HISTORY OF VIRGINIA 31 they proceeded up the broad and beautiful river, called by the Indians the Powhatan, which the colonists called the James. The month of May was now beginning, the most beautiful season of the year in this part of Vir- ginia, and the banks of the James could not have been more attractive and inviting than as first seen by these tired and sea-tossed people. As they sailed up this great river, they forgot the dangers, sufferings and hardships of the voyage. Beginning- of Jamestown. — On May 13, 1607. the colonists came to a small peninsula on the northern bank of the river, about thirty-five miles from its mouth, and here they decided to land and build a town. This was the beginning of Jamestown, at first called Fort James, the first permanent English settlement in America and the real beginning of the present state of Virginia. The fort, begun on the day after they landed, was built in the shape of a triangle, and a cannon was mounted a1 eaeli corner. The first houses were only rude sheds or cabins built of logs and covered with a thatch of marsh grass, but they gave a welcome shelter to the colonists after their long voyage and many trying experiences. A storehouse was also built for housing the provisions and arms, and ;i place for religious services was pro- vided by nailing a board between two trees for a read- ing-desk and stretching above it an awning of canvas. Rev. Robert Hunt, a minister of the Episcopal Church, which the king had said in the charter was to be the only church in Virginia, conducted service every day and preached two sermons each Sunday, The men were required to work for the London Company; everything was held in common, and all were fed and clothed out of the general storehouse. The peninsula, which has since become an island, being connected with the main- 32 SCHOOL IIISTORY OF VIRGINIA land by a narrow neck of bare sand, was easily fortified. Tt contained about five thousand acres. The eastern side being- low and marshy, the town was built' on the west- ern side. First Council and President. — The box containing the names of the councillors is said to have been opened about the time the colonists left Cape Henry. The members were found to be John Martin, George Kendall, Bartholomew Gosnold, Christopher Newport. John Smith, Edward Wingfield and John Ratcliffe. Wingfield was chosen president. On the voyage from England trouble developed between Wingfield and Smith, and accusing him of trying to stir up a mutiny among the sailors, the president had Smith arrested and kept him a prisoner until they reached Jamestown. Thus it happened that lie was at first not given a place in the Council, though he was no longer held a prisoner. Smith and Newport Explore. — Indians were to be seen almost every day in the forests around Jamestown, but the settlers were at first not disturbed by them. Consequently they were able to work on their fort and houses, clear some land and plant their crops of wheat, melons, potatoes and pumpkins without danger. Leav- ing the colonists to finish the houses and fort. Newport and Smith, taking a party of twenty-three men. started on an exploring expedition up the river. They fre- quently passed Indian villages as they went along, and after several days came to the Falls, near the present site of Richmond, where they met Powhatan, chief of the great tribe of Virginia Indians. Paying a visit to Powhatan at one of his villages near the Falls, the ex- plorers were received kindly by the Indians and given the best entertainment the chief and his warriors could provide. But it was plainly to be seen that the Indians SCHOOL HISTORY OF VIRGINIA 33 did not like the coming of the English to Virginia, because they knew that they would have to give much of their hunting grounds. Powhatan. — As we have seen, many of the Indian elans in Virginia belonged to one tribe, called the Powha- tans, and it was of this tribe that Powhatan was chief when the colonists came. He was at this time about sixty years old, at the height of his power and greatly feared by his enemies. He is said to have been brave, energetic and much respected and honored by his fol- lowers. His principal village was situated at Werowo- coraoco, on the York River, about fifteen miles north of Jamestown, and there the colonists in after years had many dealings with him. Indians Attack Jamestown. — Newport and his party, briiiij' unable to get their boat over the Falls, returned to Jamestown early in June. Here they learned that a party of two hundred Indians had attacked the settle- ment, killing one man and wounding several others be- fore they were driven off. For several weeks the colo- nists continued to be annoyed from this source, until they were told by sonic friendly Powhatans that these were not members of their tribe, but hostile [ndians against whom they would be willing to enter into an alliance with the English. This alliance broughl tem- porary security to the settlement. Newport now returned to England for a new supply of colonists, taking with him the three ships in which the settlers had come, and the inhabitants of Jamestown were left with one small boat. Another matter of in- terest about this time was the trial and acquittal of Smith, who had demanded that he should be given a hearing on the charges made agains! him by President 34 SCHOOL HISTORY OF VIRGINIA Wingfield on the way to Virginia. Following his acquit- tal, he was allowed to take his scat in the Council, and was soon to render valuable service to the colony. Sickness and Famine. — Far worse, however, than the Indian attack of which we have just spoken, was the epidemic of malarial fever that broke out at Jamestown in July, due to the swampy condition of much of the little peninsula ; to which was added much distress and suffering from the scarcity of provisions. Not only was there vory little food in the colony, but what was left had become stale and unfit to be eaten ; the weather was extremely hot. and the men were not accustomed to the sort of work required of them. These things, with the fever, rendered their condition almost unbearable. Men were dying every day, and the crops and all work had to he neglected. It was very fortunate that the Indians gave no trouble, for there were not enough well men in the colony to defend the fort, had there been an attack. By the middle of Septemher more than half of the original one hundred and five, including Captain Cfosnold. were dead. Referring to their experiences, one of the survivors afterwards wrote: "There were never Phiglishmen left in a foreign country in such misery as we were in this newly-discovered Virginia." But with the coming of frost the fever began to die out; many deer and wild fowl were shot; oysters became plentiful ; and Smith, by trading with the Indians, obtained a supply of corn and other provisions, with the result that the situation was sufficiently improved for the people to take up their regular occupations. Wingfield Removed. — No sooner had the fever and famine disappeared, however, than the unfriendly feel- ing between Wingfield and Smith broke out again. Both had friends in the colonv. and these were always SCHOOL HISTORY OF VIRGINIA 35 ready to take sides in the controversy. For one thing, it was charged that Wingfield had kept back for him- self and some of his friends the best of the provisions during the famine. In addition to this, it was found thai he had planned to load the only boat remaining at Jamestown with everything of value that he could get hold of. and. taking with him those men that were willing to engage in such rascality, abandon the colony. In these and other ways he had shown himself unfit to he president; so that the Council removed him. electing John Ratcliffe in his place. During the early part of Ratcliffe 's term as president, George Kendall, a member of the council, was convicted of a scheme of mutiny and put to death. QUESTIONS. 1. Who became King of England in 1603? _. What kept the English from taking much interest in Vir- ginia before 160?)? What was the London Company? .'!. What territory was granted to this company? What sort of government was provided for in the First Charter? 4. Tell about the Expedition under Captain Newport. •"». Where did the colonists first land.' When did they reach Jamestown ? (>. Give account of the beginning of Jamestown. Locate .lames- town on the map. 7. Who were the members of the first Council? Who was made president f 8. Tell about the visit of Smith and Newport to Powhatan. 9. Who was Powhatan .' in. What happened at Jamestown while Smith and Newport were away .' 11. Describe conditions at Jamestown during the summer of 1607. 1 — - Why was Wingfield removed? Who succeeded him.' 36 SCHOOL HISTORY OF VIRGINIA CAPTAIN JOHN SMITH. Smith's Early Life. — One of the things which the colonists were told to do when they reached Virginia was to try to find the "South Sea," or Pacific Ocean. This led to several exploring expeditions, in which Captain John Smith* was always the leader, and on which the explorers had many exciting and often dangerous experiences. Being fond of adventure, nothing could have pleased Smith better than to engage in this kind of work. As a young man, before coming to Jamestown, he had traveled through Europe, and in his history of his life he tells us many interesting things about his daring deeds and narrow escapes. Born in Lincolnshire, England, in 1579, he ran away from home when fifteen years old and fought with the Dutch against the Spaniards in Flanders. A few years later he enlisted with the Germans against the Turks, and on one accasion slew three Turks in a tournament. In a later battle, being wounded, he was captured by the Turks and sold as a slave at Constantinople. For a time he was treated kindly; but falling into the hands of a very cruel master, lie was made to wear an iron collar around his neck, was given hardly any elothes, and was often beaten. And so, one day, when he had been set to threshing wheat with a flail, his master coming in and beginning to abuse him, Smith knocked him down and beat out his brains with his threshing stick. Then quickly putting on the dead man's clothes, he made his escape into Russia. For several weeks he wandered from place to place, finally reaching his friends in Germany. From Germany he went to France, then to Spain,, and later to Morocco, returning to England *See Appendix A. SCHOOL HISTORY OF VIRGINIA 37 only a short time before the expedition set out to Vir- ginia. He had heard much of the New World, and gladly took advantage of the opportunity to become a member of Newport's expedition. Smith Explores. — It was generally believed by the Eng- lish at this time that the continent of North America was not more than one or two hun- dred miles wide, and that the Pacific ( >cean could easily be reached by sail- ing up one of the rivers. IT a v i n g found it impossible to proceed beyond the Palls of the James. Smith now took a small party of men. including two Indian guides, and started up the ( Ihiekahominy Riv- er, a small stream emptying into the James a few miles above Jamestown. it was found necessary to canoe, the river being in ( M'TAIX JOHN SMITH He had not gone far. however, when leave the boal and use a lany places obstructed by fallen trees and undergrowth. Leaving his companions to guard the boat, he set oul in a canoe with two Eng- lishmen and the two Indians. ;i •■< i had gone as Far as 38 SCHOOL HISTORY OF VIRGINIA While Oak Swamp, when lie was suddenly attacked by several hundred Indians under Opechancanougli. the brother of Powhatan. The two Englishmen were slain, and after a brave resistance in which he killed several Indians with his 'pistol and was driven into a swamp up to Ins neck in water, he was captured. Made a Prisoner. — Being now powerless to escape, the idea occurred to Smith that lie might win the favor of the Tndians by showing them his pocket compass. They were much interested in the wonderful little instrument witli tlie needle that always pointed in the same direction, and the glass through which they could see the needle without touching it. puzzled them greatly, for they knew nothing of glass. Smith also told them many interesting things about the stars, and this, too, interested them; so that there was a difference of opinion among them as to what should be done with him, and he was led away to Opechancanougli \s village. Here a great feast was pre- pared and the Indians engaged in their war-dance, making a great frolic of the occasion. He Is Taken Before Powhatan. — After this they carried their prisoner about the country, exhibiting him in several villages, and finally brought him before their great chief. Powhatan, who whs at tin's time at Werowo- comoco. Here the old chief, seated on a bench in front of the tire received Smith in his wigwam, a house nearly one hundred feet long. A number of young squaws, wearing beads about their necks and with their faces and shoulders painted red, stood around the walls, while in front of them, in full war paint, stood many warriors. A consultation was soon held and it was decided that the prisoner should be put to death. Two large stones being brought and placed in front of Powhatan, a number of warriors seized Smith and placed lis head SCHOOL HISTORY OF VIRGINIA 39 on the stones, while two other warriors stood ready to heat out his brains with clubs. Rescued by Pocahontas. — But before these had time to strike, Pocahontas,* the favorite daughter of Powhatan, a young girl only thirteen years old, being moved with pity for the condemned man, rushed up and laid her head upon his to shield it from the clubs of the execu- tioners. She then begged her father to release Smith, declaring that she would sacrifice her life, if necessary, to save him, and her pleadings so influenced the old chief that he decided to let him go. This resulted in Smith's adoption into the tribe, and for two days he was treated with great honor and ceremony, he being now regarded as a friend instead of an enemy. And so, promising to send Powhatan two cannon and a grind- stone, he was permitted to return to Jamestown. First Supply of Colonists. — When Smith reached Jamestown the population had dwindled to only thirty- eight, but early in January Captain Newport arrived with fifty colonists from England, and two weeks later Francis Nelson brought seventy more, together with a good supply of provisions. There being not enough food to last so many people very long, however. Smith took Captain Newport and paid a visit to Powhatan for the purpose of getting some corn. They were received with great rejoicing by the Indians, who now called Smith brother, because he had been adopted into the t rilie by the chief, and a big feast, games of various kinds. dancing, and other forms of entertainment were pro- vided for the visitors. Powhatan acted with great dignity in his dealings with the white men. but by shrewd trading. Smith persuaded the chief to sell him seven hundred bushels of corn in exchange for about two pounds of blue glass beads. *Spe Appendix A. 40 SCHOOL HISTORY OF VIRGINIA Fire at Jamestown. — This supply of corn should have lasted the colonists through the winter, had not, very soon after Smith and Newport returned to Jamestown, a fire broken out that destroyed, not only a large part of the corn, but many of the cabins, some arms, bedding, and other articles. This resulted in much suffering from cold and hunger, for, instead of taking Smith's advice and rebuilding their houses at once, many of the men spent their time searching for gold in some yellow dirt found near the settlement, and neglected their regular occupations. It was some time before they were con- vinced that the dirt was worthless, and not until then could they be persuaded to return to their work. James- town was then rebuilt on a larger scale and better than before; more land was cleared, and crops were planted for the summer. Smith Explores Chesapeake Bay. — Newport and Nelson being now ready to return to England, one of the ships was loaded with the yellow dirt supposed to contain gold and another with valuable cedar timber. Taking Avith them former president Wingfield, they were accompanied as far as Cape Henry by Smith and a party of fourteen men in two open boats. This was the begin- ning of Smith's third and longest exploring expedition, on which he was absent from the colony from June until September and traveled nearly three thousand miles. First visiting the Eastern Shore in the neighborhood of Cape Charles, where they discovered an island, since known as Smith's Island, and had some dealings with the Indians, the party continued up the coast of the present counties of Northampton and Accomac to the north of the Poeomoke River. Here they were overtaken by a severe storm, and the boats were driven across the Chesapeake Bay to a point near the mouth of the Potomac River. SCHOOL HISTORY OF VIRGINIA 41 There now began to be much complaint among his men, many of whom were sick, and they begged to be taken back to Jamestown. So Smith agreed, and, return- ing to the colony, took on a new crew and continued his expedition. Following this time the western shore, he explored the Potomac River and continued to the mouth of the Susquehanna River, near the head of the bay, meeting with many new and strange Indian tribes and having some interesting and valuable experiences. By giving them beads and other trinkets of little value to the Englishmen, Smith seldom failed to win the friend- ship of these Indians and had little trouble in getting from them all the provisions he needed. He afterwards made a map of the country he had visited. This was not only the first map of Virginia ever published, but a very good one. considering the difficulties under which Smith made his explorations. Smith Succeeds Ratcliffe. — During his absence there had been bad management at Jamestown, Ratcliffe being removed from the presidency, and two days after his return the Council met and elected Smith president. This was a public acknowledgement of his ability and valuable services to the colony. Not being the sort of man who could live in idleness and see things around him neglected, the new president at once set to work to improve conditions in the settlement. He repaired the church and storehouse: built a new fort; secured from the Indians, who had harvested bio- crops, a supply of corn for the winter, and made some regulations for the management of the affairs of the town; so that the people were soon better provided for than they had been since their arrival in Virginia. Second Supply of Colonists. — As fall was setting in, Captain Newport again came from England, bring- 4ii SCHOOL HISTORY OF VIRGINIA ing with him this time seventy colonists, including' two women, Mrs. Forest and her maid, Anne Burrus, who were the first women to come to Jamestown. The popu- lation was thus increased to about two hundred, some of the men in the colony having died during the sum- mer. Newport also brought a new lot of supplies and many presents for Powhatan, among the latter being a crown, a scarlet cloak, a bedstead, and other furniture. Tie had been told when he left England that he was not to return until he had done one of three things — find the way to the Pacific Ocean, locate one of the lost colonists of Roanoke Island, or discover a lump of gold. And so. having rashly promised to do one of tins.' things, he concluded that it would be best to try to get the lump of gold, for he believed that the Indians knew where plenty of this metal could lie found, and that his undertaking would be easy if he could only persuad s Powhatan to assist him; this is why he took the trouble to bring so many valuable presents to the old chief. QUESTIONS. 1. Tell :il)Out the early life of Captain John Smith. 2. Tell about Smith's expedition up the Chickahominy. Describe his capture. •'!. !(<>» did he try to win the favor of Opechancanough ? 4. Give an account of his experience after being taken before i'ow hatan. 5. Wild saved his life? What took place after this.' 6. How was Smith received on his next visit to Powhatan? 7. What happened at Jamestown about this time.' 8. Give an account of Smith's exploration of the Chesapeake Bay. 9. What did Smith do to improve conditions in the colony after he became president of the Council? lo. What was the population of Jamestown after the coming of the second supply of colonists? Why did Newport bring I resents to Powhatan .' SCHOOL HISTORY OF VIRGINIA 43 RELATIONS WITH THE INDIANS. Reasons for Keeping the Indians Friendly. — As the colonists began to build better houses and strengthen their fort, and as Newport had twice brought more colonists without taking' many away, the Indians came to realize that the Englishmen intended to stay in Vir- ginia. At first they were in doubt about this, for Smith, on his first visit to Werowocomoco, not thinking it safe to tell Powhatan the real intention of the settlers, had led the chief to believe that when Newport nexl came to Jamestown he would take all of them back. Now. the men in the colony were not good farmers, the majority of them being unaccustomed, and therefore unwilling, to work with their hands, while the others were mechanics, carpenters, and idlers. They had come to Virginia for adventure or to look for gold, not to work: and the result was that the crops raised in the colony amounted to very little. The supplies sent from England nol being sufficient to last from one expedition to another. Smith found it necessary to depend largely upon the Indians for corn, meat and vegetables, and 11 was for this reason, first of all. that he wanted to keep on good terms with them. He was not so much afraid of an attack on Jamestown as he was that Powhatan. refusing to sell them corn, would try to destroy the colony by starvation, lie had little faith in the promises of the chief, although at his adoption into the tribe it had been declared by the Indians thai he would always he t reated as a friend and brother. More Dealings with Powhatan. — During the early part of the winter of 1608 Pocahontas often came to Jamestown, bringing presents of corn, venison, and other supplies. But toward Christmas a change came over the Indians: the vis ; ts of Pocahontas ceased, and 44 SCHOOL HISTORY OF VIRGINIA when asked for corn they refused to furnish it, de- clining in trade even the blue beads of which they bad been so fond before. Smith knew that they had plenty of corn, for they had raised big crops the summer before, and he was determined to make them trade if they would not trade of their own accord. The store- houses at Jamestown were almost empty and the situation was serious, the colonists having for food only a little corn bread and water each day. As it happened, Powhatan had sent to Smith for some men to aid him in building a house at Werowocomoco. and hoping to make good use of this opportunity to get provisions, he let him have fourteen of his best work- men, including four Germans recently brought by New- port. With another party of twenty-seven men in two boats. Smith followed, going by Old Point, where he was told by some friendly Indians that Powhatan was plan- ning treachery. As they approached the York River, it was found that the Indians were less friendly. At Werowocomoco, it being January and very cold, the river was frozen nearly half a mile from the shore ; so that the men had to land by ramming the ice with one of the boats until a point w T as reached where it was thick enough for them to walk on it. On reaching the shore, they took possession of the nearest wigwams, and sent to Powhatan for food. The following day the old chief came to see Smith : he was unfriendly, and wanted to know why the Englishmen had come without being invited. He at first denied that lie had any corn, later admitting, however, that he could gel forty baskets, which he would trade for a sword a basket, reminding Smith that Newport had given him swords, clothes, copper and furniture. The beads, for which the Englishmen had formerly been able to get all SCHOOL HISTORY OF VIRGINIA 45 the corn they needed, were ignored by the chief, who now wanted swords and more costly articles in trade After much argument, however, Powhatan agreed that if the Englishmen would leave their arms on the boats, lie would let them have, after two days, all the corn they could carry away. But Smith objected to this arrangement, believing that a trap was being laid for him and his men, and knowing that it would not do to let the Indians think that their corn was absolutely necessary to the colonists, he pretended that if they would not trade fairly and as friends, he would do without the corn. This had a good effect, and the corn was soon brought and loaded on the boats, the English- men standing with their guns ready in case there should be a sudden attack by the Indians. Smith Warned by Pocahontas. — While the loading was going on the tide was running out. so that the boats were stranded and could not be moved until the next high tide. It was now late in the afternoon, and Smith decided to spend the night in the wigwams where they were already quartered. These wigwams being some distance from the main village, he sent to Powhatan for some supper. Learning that the party had not gone, the Indians at once began to plot to murder the while men. Rut Pocahontas, ever the friend of Smith, overhearing the plans of her father and his warriors, came and told the Englishmen of their danger, and advised them to get away as soon as possible. When ten warriors came with their supper, therefore, Smith gave them to under- stand that if Powhatan was planning trouble he would find him prepared to receive him, and as soon as the tide began to rise, hearing nothing more from the Indians, the Englishmen boarded their vessels and sailed away. This was the last time that Smith saw Powhatan. 46 SCHOOL HISTORY OF FIEGIN1A A Visit to Opechancanough. — From Werowocomoco, Smith continued up the York River to the village of Powhatan's brother, Opechancanough, from whom he intended to get more corn. He was received with what seemed at the time to indicate friendship, but it soon became apparent that here, too, treachery was being planned, for the Englishmen found themselves sur- rounded by several hundred armed warriors. Unwilling to take any chances, but not wishing to fire upon the Indians if it could be avoided, which he thought might do more harm than good, Smith decided upon a very unusual method of bringing Opechancanough to terms. Accompanied by several of his men, he rushed into the chief's wigwam, and, seizing him by the scalp-lock, dragged him before his warriors. Opechancanough Brought to Terms. — This unex- pected boldness on the part of Smith so astonished the chief and his men, that they began to think the daring Englishman must be some supernatural being. They not only put aside their bows and arrows, but soon brought large quantities of corn and venison, and the expedition returned to Jamestown. The provisions gotten on this expedition were, however, of less value to the colony .than was the impression made upon the Indians by Captain Smith. His masterful way of deal- ing with them filled the natives with great fear and respect for the bold Englishman, and made it easy for him to trade with them as long as he remained at James- town. Fortunately, also, he had avoided bloodshed either at Werowocomoco or in his dealings with Opechan- canough, so that the Indians had no occasion for wish- ins: revenge. Conditions at Jamestown. — With the storehouse well filled and the Indians on friendly terms again and SCHOOL HISTORY OF VIRGINIA .47 willing to trade. Smith now turned his attention to matters at Jamestown. As we have seen, everything was held in common by the colonists, they being fed, clothed, and otherwise provided for by the London Com- pany, at whose expense they were brought to Virginia. Each man's earnings went into the common stock, while all were fed from the general supply. Thus it happened that the idle lived at the expense of the industrious, and less than forty were supporting the whole colony. Unwilling for such a state of affairs to continue. Smith made the rule that any man who did not perform his share of the work should have nothing to eat, The enforcement of this rule worked a great change in a very short time, and by the end of April, 1609, their were twenty good houses in the town, a well had been dug. thirty acres of crops had been planted, and nets had been arranged in the river for fishing. Smith also put some of the men to making tar, soap and glass, while others were engaged in preparing timber and sassafras for shipment to England. The outlook for the summer was good, when it was discovered that a number of rats brought over in New- port's ship had collected in the storehouse and made such waste of the corn that scarcely any was left. The men had now to leave their work to look for provisions again. The Indians were liberal with what com they had left from the winter, but this was not sufficient. In their search for food, therefore, the colonists became widely scattered, some Living with the Indians, others fishing at different points along the river, while a few. it being mid-summer, lived by picking berries in the woods. Argall Arrives. — While affairs at Jamestown were in this condition. Captain Samuel Argall, arriving from 48 SCHOOL HISTORY OF VIRGINIA England, brought letters in which members of the Lon- don Company complained that such things as had been sent home from the colony were of little value; that Smith had been accused of dealing too severely with the Indians ; that a new T charter had been granted the London Company ; that Smith had been removed from the presidency, and that a great expedition, commanded by Lord Delaware, was preparing to sail for Virginia. This news, which evidently meant that there were soon to be some important changes at Jamestown, came as a surprise to the colonists, who now anxiously awaited the arrival of the new expedition. At this point it is worth while that we should see what had been going on in London that caused this new charter to be granted, and Smith to be removed. QUESTIONS. Why was it important that the Indians should lie kept on friendly terms? Describe Smith's journey to Werowocomoeo. Tell about his efforts to get. Powhatan to trade for corn. Give an account of what took place after the com was put on tlie ship. Where did Smith go after leaving Werowocomoeo and for what purpose? Tell how he brought Opechancanough to terms. What good effect did this visit have upon the Indians? What rule did Smith make at Jamestown about working? What were some of the effects of this rule? What soon caused the colonists to be again without sufficient food? Tell what news was brought by Argall from England.' Who did he say was preparing to sail for Virginia? CHANGES IN THE LONDON COMPANY. Why Smith Was Removed. — Having never hem to Virginia, the members of the London Company, living in comfort and luxury at home, knew little of the dangers and difficulties with which the colonists were SCHOOL HISTORY OF VIRGINIA 49 surrounded in far-off Jamestown, except what was told them by Newport, Wingfield, Ratcliffe and others re- turning from the colony. Smith had written in answer to some complaints brought by Newport when he came with the second supply of settlers, but he had been removed before this letter readied London. Captain Newport seems to have been honest and fair in what he told about conditions at Jamestown, but we may be sure that AVingfield and Ratcliffe and their friends did not fail to put all the blame they could on Smith. The London Company was made to believe that he was responsible for the quarrels and jealousies ; that, instead of trying to teach the Indians Christianity, lie spent more time than necessary in trading with them, and above all, that he had not done what he could and should have done to build up trade between Jamestown and London. Tl was decided, therefore, to get rid of not only Smith, but. if possible, all of the old settlers, who were believed to he a lazy, worthless lot of adventurers. But, however true may have been the opinion as to the majority of the settlers, we know that no man in the colony had done more to build up Jamestown, to pro- vide the men with good food, or to protect them from the Indians, than had Smith, without whose valuable ser vices it is probable that the colony would have been destroyed long before. London Company Reorganized. — The London Com pany, having given up its first charter, was now re- organized in order to obtain more money and a new form of government for the colony in Virginia, and on May 23, 1609, a new charter was granted by King James I. By this charter the Company was made a corporation with more than six hundred stockholders, among whom were men from every class, profession and 50 SCHOOL HISTORY OF VIRGINIA trade in London. Those who were able to do so paid for their shares, but there were many who became stock- holders by agreeing to go to Virginia as colonists, which entitled each such person to one share of stock. For seven years the colonists were to be fed and clothed at the Company's expense, their earnings going into the com- mon fund, at the end of which period each stockholder was to receive a grant of land in the new country in proportion to the number of shares owned. The Second Charter. — The new charter made impor- tant changes in the boundaries and government of Vir- ginia. The boundaries were extended to include a strip of country four hundred miles wide, two hundred north and two hundred south of Old Point, and extending from the Atlantic to the Pacific Ocean. But the most important change was in the method by which the colony was to be governed. Instead of two councils, as under the First Charter, there was now to be only one, the mem- bers of which were appointed by the king, vacancies thereafter being filled by vote of the stockholders in the London Company. This council, holding its meetings in London, was given the power to make all laws for the government of Virginia, to appoint all colonial officers, and to collect certain customs duties. The officers provided for were a governor, a lieutenant-governor and an admiral, and all authority and power in the colony was to be in the hands of the governor, who should be responsible for his acts to the council in London. Arrival of Third Supply. — The council now elected Lord Delaware* governor of Virginia for life, and under his direction a new expedition, known as the Third Supply, was soon fitted out. On June 1, 1609. *See Appendix A. SCHOOL HISTORY OF VIRGINIA 51 nine ships carrying- five hundred colonists sailed from London in command of Captain Newport. ' It being necessary for Lord Delaware to remain for some time in England, the new government was entrusted to Sir Thomas Gates, lieutenant-governor, and Sir George Somers, admiral, and these men, with the charter and all important papers, were taken aboard Newport's ship, the Sea Venture. All went well with the expedition until within a few days of the American coast, when the fleet was caught in a storm. One small vessel was sunk, while the Sea Venture, having become separated from the other ships, was driven on the rocks and wrecked in the Bermuda Islands with one hundred and fifty people on board. The remaining seven ships, having weathered the storm, arrived at Jamestown in August. Smith Continues in Charge. — Smith had already been removed by the council in London in favor of the new governor. Lord Delaware, but in the absence of the Sea Venturt there was no one in the colony with authority to succeed Smith, and it was decided that he should continue in charge until the missing ship could be heard from. He was not permitted to retain the presidency without opposition, however, for his old enemy, Ratcliffe, a member of the recent expedition, having got together some of his friends, wished himself to be made president. Smith had the support of the old settlers and many of the new. and the trouble was at last ended by the arrest of Ratcliffe as a disturber of the peace. The new colonists were found to be even less indus- trious than those brought on former expeditions, reek less and more difficult to manage and inclined to find fault with their crude accommodations, which, together with the lack of sufficient houses for so large a number, produced much confusion and disorder at Jamestown. 52 SCHOOL HISrOBY OF VIRGINIA Tliis led Smith, who had always favored a better site for the colony than the low, marshy peninsula, the source of so much sickness, to plan two new settlements. His Last Adventure in Virginia. — Sending a small party in charge of John Martin to establish a settlement near the mouth of the Nansemond River. Smith went with another party, under Fram-is West, up the -lames to a point near the present site of Richmond, where he bought a tract of land from the Indians. Martin's settlement soon failed as the result of trouble with the natives, and the colonists returned to Jamestown. The party under AVest was more successful, however, having the advantage of Smith's presence and advice in dealing with Indians. As soon as the settlement had been gotten in good condition, Smith started back to Jamestown. On the way a bag of powder in his boat exploded, wounding and burning him so severely that, in his agony and to get relief, he jumped into the river and was almost drowned before being rescued. Smith Leaves Virginia. — Suffering and disabled, he arrived only to find disorder and confusion again pre- vailing at Jamestown as the result of Ratcliffe's mischief in trying to stir up a mutiny among the unruly colo- nists. Ratcliffe had prepared a letter containing numer- ous false charges against Smith's management of affairs in Virginia, which he was sending by the ships now about to return to England. Being in need of medical attention and unable to undertake the task of getting the colony under control again, Smith decided to take advantage of the opportunity to return to London and answer Ratcliffe's charges before the London Com- pany. So. leaving George Percy in charge of James- town, and bidding farewell to his friends and the scenes SCHOOL HISTORY OF VIRGINIA 53 of so much labor, hardship and adventure spent in the effort to make the colony a success, he left Virginia never to revisit the colony.* QUESTIONS. Why did the London Company remove Smith from the presi- dency .' Tel] something about the changes that were made in the London Company. What kind of government was provided for Virginia in the Second Charter? What were to be the boundaries of the colony? Who was appointed the first governor of Virginia? Give an account of the experiences of the expedition sent out by Lord Delaware. Why was the loss of the Sea Venture specially unfortunate.' Why did Smith continue in charge at .Jamestown? With whom did he l>eyin to have trouble soon after the arrival of the third supply of colonists.' (Jive an account of his last adventure in Virginia. Why did Smith decide to return to England? When did he leave Virginia? Find on the map (a) Richmond, (b) the Nansemond River. Give your impressions of the value of Smith's services to Virginia. HARD TIMES AT .JAMESTOWN. Famine and Distress at Jamestown. — Smith's depar- ture was followed by what is known as the "Starving Time" at Jamestown. In the few weeks between the arrival of the colonists and the accident that resulted in his return to England, it had been impossible for him to provide enough houses for all the settlers or to obtain sufficient provisions to last the colony through the winter, though witli proper management his successor might have attended to both of these matters in time to have prevent- ed the suffering that was to follow. Kill President Percy, besides being in poor health and unable to look after the *Five years later, in 161 t. Smith explored the coast of what is imw New England. 54 SCHOOL BISTORT OF VIRGINIA work to be done, did not know how to manage the kind of men with whom he had to deal. The Indians, too, having learned of the absence of Smith, not only refused to sell corn to the settlers, but became hostile, slaying the Englishmen and their stock whenever opportunity offered. Ratcliffe and a party of thirty men, who had gone to trade with Powhatan for corn, were attacked, and, with the exception of one boy, all were slain. The boy, Henry Spilman, was made a prisoner and after- wards lived with the Indians. This state of affairs so intimidated the inhabitants of Jamestown that they hardly dared be seen outside the fort for fear of being scalped. Thus the harvest was not gathered, firewood could not be provided for the winter, and work on the new houses ceased for lack of material. When cold weather and snow came, there being not enough shelter for all, many died from exposure, and after a while there came to be more houses than occu- pants. As soon as a house became empty it was pulled down and used for firewood, while many of the timbers of the fort were used for the same purpose. As the winter advanced the stock of food failed, and those that had survived the cold and exposure began to die of starvation. When the last bit of corn was gone, boiled roots and herbs were eaten, and on one occasion the body of an Indian killed just outside the fort was dragged in. boiled and used for food. At last the people resorted to eating their own dead friends and neighbors, and one poor starving wretch is said to have killed and salted his wife, for which, having been discovered with the partially-consumed body hidden away in his cabin, he was burned alive by the others. As conditions became worse in the town, there being only two small boats in the colony and escape back 1o England impossible. SCHOOL HISTORY OF VIRGINIA 55 the Indians daily lurked nearer the town, shooting poisoned arrows into the settlement. Knowing that the settlers were too few and too weak from suffering to offer resistance, the natives were content to await the slow destruction of the settlement. Arrival of Gates, Somers and Newport. — After ten months spent in the Bermudas, the passengers of the ill-fated Sea Venture succeeded in huilding, out of tim- ber cut in the islands and such beams and fastenings as could be recovered from the wrecked ship, two small vessels, which they christened Patience and Deliverance. Having laid in a store of provisions and other supplies, Gates. Somers and Newport, with nearly one hundred and fifty people aboard, set out for Virginia, and on May 10th, 1610. arrived at Jamestown. But instead of finding the prosperous and happy com- munity which they hoped to find, they were met at the landing by a mere handful of weak, sick, half- starved creatures begging for food, for of the five hun- dred people left in the colony by Captain Smith, only sixty remained, the others ha vino- died in the short spare of six months. All around were newly-made graves ; most of the cabins had been torn down for firewood; the fort had been pulled to pieces, and on every side there was ruin and disorder. They Abandon Jamestown. — The provisions broughl by Newport's ships, though relieving for the time the famished settlers, could last scarcely a month, and there being no longer any possibility of procuring corn from the natives, it became necessary to choose between re turning to England, now that there were ships enough. and remaining at Jamestown in the hope of receiving fresh supplies from Lord Delaware during the summer. 56 SCHOOL HISTORY OF VIRGINIA A consultation was held, and the prospect of relief from England seeming too uncertain to be relied upon, it was decided to abandon Jamestown. And so, on Thursday. -June 7. 1610, the drums beat for the people to assemble, such little things as could be carried away were loaded on the ships, the guns and ammunition, to prevent their falling into the hands of the Indians, were buried inside the fort, and the entire party went aboard the vessels at the landing and started down the river. Met by Lord Delaware. — But there was relief near at hand. On his arrival in London, Smith told Lord Dela- ware of the loss of the Sea Vail tire and the condition of affairs at Jamestown when he left there, and the latter at once set out for the colony with one hundred and fifty men and a big supply of provisions. Having sailed from London early in April, he Avas just about due in Virginia. On Friday, the day after their depar- ture from Jamestown, as the little fleet came to the broad mouth of the river, a black speck was seen far out on the waters of Hampton Roads. At first this was thought to be an Indian canoe and little notice was taken of it, but very soon all eyes were fixed on the approach- ing object, for a long boat could be distinguished. Lord Delaware's own vessel was in advance of the others, coming to meet them with a message. His ships had reached Old Point Comfort and the governor himself was in the party. And now, the feeling of despair and gloom giving away to rejoicing and hope, a great shout went up from the grateful settlers. The colony was saved and Virginia would never again be abandoned. Return to Jamestown. — The ships were turned up stream, and on Sunday, June 10, they came to James- town. Before the provisions were unloaded, however, or even before the old settlers were permitted to tell of SCHOOL HISTOBY OF VIRGINIA 57 their sufferings and recent trying experiences, the peo- ple were drawn up in line before the deserted ruins while Lord Delaware kneeled and thanked God that he had come in time to save Virginia. Later they assembled to listen to a sermon, after which Lord Delaware made a speech in which he told the colonists how their idleness and disobedience had been the cause of their misfortunes in the past, warning them that as their future governor he would expect the strictest obedience in all matters having to do with the good of the colony. Why the Colony Nearly Failed. — Before studying what took place after the speech of Lord Delaware, we should see what had been responsible for so much trouble and suffering in the colony. We know that good manage- men1 at Jamestown and fair dealing with the Indians would probably have prevented the "Starving Time," and we may believe that Smith would have saved the colony if he had remained in Virginia. He had left in the storehouse sufficient provisions for three months, and there were about six hundred hogs, besides sheep, goats, and horses. Much of the live stock had been destroyed by the Indians, while the provisions had been used up without anything being provided to take their place. At the bottom of all there were three Ihings responsi hie tor the near failure of the colony: (1 ) the lack of a good government, (2) the idle, reckless, unruly eharae ter of the settlers, and (3) the system under which the settlers were employed, known as the communistic sys- tem. We have seen how the members of the first council were always quarrelling with one another, and thai there hail been i'our presidents in less than four years. We have also seen that the colonists were constantly getting into trouble at Jamestown, especially when Smith happened to be away: that they were either unaccustomed 58 SCHOOL HISTORY OF VIRGINIA or too lazy to work, a few industrious persons having to support both themselves and the others, and that Smith had finally to make the rule that only those who worked should be allowed to eat. But what the colony needed most of all was a strong government and a man at the head who would command obedience, for in this way the most unruly could be made to behave and to do their share of the work under any system. And this was the kind of government which Lord Delaware in his speech proposed to give the people, promising that idleness and disobedience would be pun- ished and every man given justice. QUESTIONS, Whom did Smith leave in charge at Jamestown 7 How did the- colony fare after Smith's departure? Describe the ' ' Starving Time ' ' at Jamestown. Tell about the experiences of Gates, Somers and Newport in the Bermudas. What conditions did they find upon their arrival at James- town ? Why was it decided to abandon Jamestown? When did this take place? Whom did they meet near the mouth of the James Eiver? Tell about the return to Jamestown. What did Lord Dela- ware do as soon as people came ashore? Name three things that were responsible for the near fa dure of the colony. IMPROVED CONDITIONS. Lord Delaware's Administration. — The government provided for in the Second Charter went into effect with the beginning of Lord Delaware's administration, and he was the first man to bear the title of Governor of Virginia. The Second Charter, as we have seen, did aw T ay with the council in the colony and placed all authority in the hands of the governor, who was to be responsible SCHOOL HISTOEY OF VIRGINIA 59 for his acts to the council in London. Delaware proposed to govern fairly and kindly, but firmly, and in this way ho removed one of the three principal causes of the fail- ure of the colony under the First Charter. Colonists Set to Work. — On the day following their re- turn to Jamestown he set the colonists to work. Regular hours of lahor were established, and idlers, the cause of so much mischief before, were not tolerated. Each man was required to work six hours a daj^, from six o'clock to ten in the morning, and from two to four in the afternoon. A new fort was built, the houses were re- paired, more land was cleared, and in a short time the colonists found themselves better provided for than ever before in Virginia. The church received its share of attention also. Cedar pews, a walnut altar, a high pulpit and a baptismal font were put in, and a bell was installed, which, besides being used to call the people to worship, was rung to let the men know when to begin and quit work. The governor was very fond of flowers, and at every service would have the church decorated with some of the bright wild bowers from the neighbor- ing woods. Accompanied by a guard of yeomen, and richly dressed in lace and velvet, he attended all ser- vices. Somers and Argall. — It was not long, however, before the colony was confronted with the old difficulty of getting provisions. The unfriendliness of the Indians made it impossible to trade with them for corn as had been the custom in Smith's time, and Delaware .it once set about to find another source of supply. Somers and Argall were sent with two ships to the Bermudas to n being informed of her captor's 64 SCHOOL HISTORY OF VIRGINIA plan to bring her father to friendly terms with the colonists, she at first objected, and burst into tears when told that she would never see Powhatan again unless she made peace between her people and the white men. Finally, however, she yielded to Argall's arguments and returned with him to Jamestown, being accompanied by Henry Spilman, the English boy who, since the capture of Ratcliffe's expedition, had made his home with the Indians, and who had formerly aided Argall in obtain- ing corn. Powhatan Delays — Powhatan at this time held a number of the settlers prisoners at Werowocomoco, and besides, had in his possession many stolen swords, guns and pistols. He was told, therefore, that in order to procure the release of his daughter he would not only have to make peace with the colonists, but must also return the prisoners and arms. These terms worried the old chief greatly, for, while he loved his daughter devot- edly and wished her return at once, he was unwilling to agree to the demands of the Englishmen if it could be avoided. The result was that Powhatan did his best to cheat the colonists out of their captive by means of all sorts of false promises, so that two years passed in this way while Pocahontas remained at Jamestown. The treachery of the old chief was too well known to the settlers for them to place any confidence in his promises, and Dale, growing tired of the delay and trifling on the part of Powhatan, was about to send a force to compel him to make peace, when the affair took a very different turn. Marriage of Pocahontas. — There was living at James- town at this time a widower named John Rolfe. who, shortly after meeting Pocahontas, fell in love with her and proposed marriage. Having come to love Rolfe in SCHOOL HISTORY OF VIRGINIA 65 return, the Indian girl, now about nineteen years old, accepted liis proposal, and word was sent to her father asking his consent to the marriage. This the old chief readily gave, and sent his brother and two of his sons to attend the wedding. In the meantime, Pocahontas, hav- ing been instructed in the Bible by her lover, accepted the Christian religion and was baptized, being given the name of Rebecca. She was the first Indian to become a member of the Christian church. The marriage took place in April, 1614, in the little church at Jamestown, before an assembly of both Indians and Englishmen. Following the ceremony, Powhatan's representatives entered into a treaty of peace with the colonists, and thus friendship was established with the Indians in a way very different from that planned by Argall. QUESTIONS. I low did Lord Delaware propose to govern the colonists? Describe some of the changes ami improvements made by the new governor. Why was it decided to send Somers and Argall to the Bermudas for provisions? What became of Somers? Tell of AryaH's experiences? When did Delaware return to England? Why.' Who suc- ceeded him .' What kind of a man was Sir Thomas Dale.' What kind of people came over with him .' What were some of the laws pul into effect by Dale.' Tell about the kinds of punishment 1 sed in Virginia during Dale 's administration. When was the Third charter granted to the London Com- pany? What provision did it contain for the government of Virginia .' What new settlement was established by Dale.' What other settlements were there at this time.' Why iiid Irgall wish to capture Pocahontas? Give an account of her capture. What message was senl to 1'owhatan.' Why was he un- willing to yield to the demands of the English? Whom did Pocahontas meet at Jamestown.' Tell about her marriage. What effect did this have on Powhatan? 66 SCHOOL HISTORY OF VIRGINIA THE COLONY GROWS. Communism Abolished. — We have seen that one of the causes of the failure of the early colony was removed by Lord Delaware when he began to give Virginia a strong government, and now another of these causes, the communistic system, was to be done away with. Finding that about one-fifth of the population were supporting not only themselves but the others, and that this system resulted chiefly in idleness and dissatisfac- tion. Dale decided, in 1616, to abolish communism. He believed that by giving each man the means of earning something for himself, it would not be necessary to resort so often to punishment to keep the settlers out of mischief. He therefore had the land in each settlement laid out into three-acre lots, and to each of the colonists was given one of these lots for life, on condition that every year the owner should pay six bushels of corn into the storehouse to supply those who were employed by the London Company. This was the beginning of individual ownership of land and the first taxation of which there is any account in Virginia. The change was undoubtedly a wise one, for the colony soon began to prosper as never before. Crimes of all kinds were fewer, the people became more contented, and the colony was done with famine forever. Dale Leaves Virginia. — In 1616, after an administra- tion lasting five years, Dale had to return to England on account of private business. Governor Delaware was still unable to come to Virginia, and George Yeardley, who was already a member of the colony, was appointed lieutenant-governor to succeed Dale. When Yeardley took charge, the colony was in fine condition, and he continued to govern in the same stern manner as had his predecessor, for the results of Dale's administration SCHOOL HISTORY OF VIRGINIA 67 were sufficient evidence of the wisdom of his policy, lie had ruled with a heavy hand, it is true, but he had ruled successfully, and this was the most important thing at that time. In maintaining strict order, establishing peace with the Indians, abolishing communism, and in- troducing the cultivation of tobacco, Dale had laid so firmly the foundation for prosperity, safety and con- tentment that the success of Virginia was no longer uncertain. Virginia in 1616. — At the beginning of Yeardley's administration there were six settlements in Virginia besides Jamestown. The total population was about three hundred and fifty, including a few women and children, while Jamestown, with one hundred and fifty inhabitants, was the largest settlement. Dale's Gift, on the Eastern Shore, consisted of fifteen or twenty men. who were stationed there to catch fish and make salt. The other settlements were scattered along the James River from Kecoughton, near Old Point, to Henrico ( 'ity, at Dutch Gap. The population consisted of officers, laborers and farmers. Among the laborers were black- smiths, carpenters, shoemakers, tanners, tailors, and fishermen. Some of these had their own shops, while others were employed by the London Company, being fed out of the common storehouse. The officers were overseers in charge of the laborers who worked for the ( lompany. Cultivation of Corn and Tobacco. — The colonists had begun to raise both corn and tobacco in considerable quantities. Tobacco, one of the new things discovered by Raleigh's colonists on Roanoke Island, and first in- troduced by them into England, had come to be used a great deal in Europe. Smoking and the taking of snuff were two of the most popular practices among gentlemen OS SCHOOL HISTORY OF VIRGINIA at the time of Dale. Though the Indians raised small patches for their own use, John Rolfe was the first Englishman to attempt its cultivation in Virginia. Rolfe 's experiments, which were made in 1612. showed that the Virginia soil was well adapted to the raising of tobacco, and Dale and his successor. Yeardley, en- couraged the people to plant large crops of it. Finding tobacco more profitable than corn, the colonists were disposed to plant less corn and more tobacco. But Dale knew that corn was a necessity, and to insure the rais- ing of a sufficient quantity to supply the colony, he made the rule that every farmer must plant at least tAvo acres of corn before he would be allowed to plant any tobacco. Those who disobeyed this rule forfeited their tobacco to the colony. The result was that more corn was raised than the colonists could use, and as early as 1615 the Indians had begun to buy corn from the Englishmen. It is said that some Indian sachems mortgaged their land to obtain five hundred bushels of corn. Pocahontas Visits England. — In 1616. Rolfe and Pocahontas visited England, going in the same ship with Dale. Landing at Plymouth, they later went to London, where Lady Pocahontas, for so she was called by the English, was shown many attentions. She was presented at court by Lady Delaware, was entertained at recep- tions and banquets, and everywhere welcomed. The story of her valuable services to the Virginia colony was known, and this, together with the fact that an Indian was a new and strange sight in London, caused the people to regard her with much curiosity. At the theatre and other public gatherings she was always the center of attention. Smith Calls on Her. — Captain John Smith, on learn- ing that his friend was in London, hastened to call on SCHOOL HISTORY OF VIRGINIA her. Pocahontas was surprised to see Smith, though she had not forgotten him, for, she explained, "They did always tell us you were dead, and 1 did not know other- wise until I came to Plymouth." Smith addressed her as Lady Pocahon- tas, the title given her in his country, which seemed to offend her; turn- ing her face away, she commenced to wee]), and remind- ed him that lie had always called her 1 1 is child in Vir- ginia, while she had call e d him father. As they talked over old times in the wilder- ness, she g r e w happy again, how- ever, and her tears pocahontas dried and her face brightened at the recollection of her childhood at Werowocomoco and among her own people. Death of Pocahontas. — Smith did not see her again. As she was about to sail for Virginia, in March, 1617. she was taken sick, dying at (Jravesend just outside of London. Here she was given a Christian burial and her remains were laid in the parish church. She Left one son. Thomas Rolfe, who after receiving his education in England, came to Virginia to live. Through him from Pocahontas are descended some of the most prominent families in Virginia to-day. 70 SCHOOL HISTORY OF VIRGINIA Argall Made Governor. — Following the administra- tion of Yeardley, which lasted only one year and was without incident, Captain Samuel Argall was made lieutenant-governor. Surprising as it may seem after what we have seen of his services in obtaining pro- visions for the colony and in seeking to establish peace with the Indians. Argall was a very dishonest man. He ruled Virginia in the same stern way as had Dale and Yeardley. hut instead of trying to help the people and make conditions better, he used his power to enrich him- self. While sending to England reports that affairs were satisfactory in the colony, he was busy stealing from the people and the London Company. He sold cattle belonging to the colony, used the Company's ships and men to trade with the Indians for his own profit, robbed the settlers of their possessions, doing, in fact, everything that an unscrupulous man might do to add to his per- sonal wealth. His conduct finally became so high-handed that the people could no longer put up with it. Com- plaints were sent to England, and Lord Delaware was ordered by the London Company to take personal charge in Virginia. Yeardley Made Governor. — Hearing orders for the arrest of Argall and the confiscation of his property. Lord Delaware set out with two hundred emigrants in the spring of 1618. But Delaware fell sick on the way and died before his ship could reach Virginia, and when the expedition finally arrived at Jamestown, the papers containing the orders relating to Argall came into the latter 's possession. The knowledge of what Delaware had been instructed to do so enraged Argall that for a lime he behaved worse than ever, and again complaints of his conduct were made to the London Company. In the meantime, Sir George Yeardley. recently knighted SCHOOL HISTORY OF VIRGINIA 71 by the king, had been appointed to succeed Lord Dela- ware, and when it was learned thai conditions had grown worse in Virginia, he was at once dispatched with in- structions to send Argall home for trial. As it hap- pened, however. Argall had a friend in London, Lord Rich, afterwards Earl of Warwick, who had obtained Ids appointment as lieutenant-governor. This Lord Rich had been sharing in the governor's dishonest gains, and when he heard of the orders for the latter 's arrest, to save his own reputation as well as that of his friend, sent a vessel to Jamestown ahead of Yeardley's expedi- tion, which enabled Argall to make his escape before the new governor could carry out his orders. Results of Argall's Administration. — Argall's had rule, short though it was. resulted in great injury to the colony. When Yeardley arrived, in April, 1619. the population was barely four hundred. Though the culti- vation of tobacco, begun under Dale and encouraged by yeardley while lieutenant-governor, continued in a small way, there was discontent; prosperity had ceased, and settlers no longer came. The knowledge in England of the way mi which the colonists were treated by the governors made it difficult for the London Company to find emigrants who were willing to go to Virginia. An English criminal, being given his choice between hanging and settling in Virginia at this time, is said to have chosen hanging. This stale of affairs aroused the Company to the necessity of doing something to remedy conditions in the colony, without which all hope of ever making the venture a success financially would have to be given up. Sandys and a New Policy. — For several years there had been a division among the members of the London Company relating to the management of the colony. 72 SCHOOL HISTOEY OF VIRGINIA One faction, of which Sir Thomas Smith, treasurer of the company since 1609, was the leader, favored the continuation of the old methods, and this faction had been responsible for the appointment of Argall. Another faction, headed by Sir Edwin Sandys, believed that a change ought to be made in the management of affairs in Virginia. Early in 1619 Smith's followers were de- feated and Sandys became treasurer. The treasurership was the most important office in the company, and Sandys, who was progressive in his views and liberal in his ideas of government, immediately undertook to improve matters in the colony. This distinguished and patriotic gentleman believed that before there could be either prosperity or contentment in Virginia it would be necessary to provide a better form of government. He also favored the establishment of permanent homes by the colonists and sought to encourage the cultivation of the soil, which he considered the real source of wealth in the new country. Through his influence, Yeardley was appointed governor, and now mechanics, merchants, farmers, lawyers, physicians and well-to-do English landowners were induced to settle in the colony. These were for the most part men of intelligence and good character, and from this time on a better class of colonists began to come over. The "Great Charter." — As the first step in carrying out his ideas, Sandys had the London Company issue to the colony what is known as the "Great Charter of Com- missions of Privileges, Orders and Lawes." This docu- ment provided for two things especially that were soon to prove of great benefit, (1) a change in the method of government, and (2) full title to land. The power of the governor was limited and a legislative, or law-mak- ing, body was created. The governor, a deputy-governor SCHOOL HISTORY OF VIRGINIA 73 and the governor's council were to be appointed by the council sitting in London, while the members of the law-making body were to be elected by the colonists. The provision relating to land titles gave to each per- son emigrating to Virginia at his own expense, fifty acres for himself and as much for each member of his family. This applied also to settlers who were living in the colony as early as 1616. A fee simple title was given on condition of the payment of a tax called "quit rent," and that the owner should reside on the land for three years. The land could be sold or transferred, and the oldest land titles in Virginia date back to this time. QUESTIONS. 1. Ilnw did Dale propose to do away with the need of so much punishment? How had the people lived before this time? What was the first tax levied in Virginia? In what vcm was this ' 2. When did Dale leave Virginia? How long had he been in charge? Who succeeded him? 3. What was the condition and extent of Virginia in 1616? 4. Who was the first Englishman to try to raise tobacco in the colony.' When.' W'hai rule did Dale make about raising com. Why was such a rule necessary? 5. Tell about the visit of Pocahontas to England? What title was given her by the English people? 6. Give an account of her meeting with Smith. 7. When did she die? Where is she buried.' 8. Tell something about Argall's administration. How was his administration different from that of Dale? 9. Tell the circumstances under which Yeardley was sent over to succeed Argall. Mow did Argall make his escape? in. What bad effect did . Kigali's administration have on the growth of Virginia. 11. Who was Sir Edwin Sandys.' What changes did he wish to bring about in Virginia? Why were such changes necessary? 12. What was the "Greal Charter"? What important things diil it provide for in Virginia .' SCHOOL HISTORY OF VIRGINIA THE FIRST LEGISLATURE. Yeardley Calls an Election. — Governor Yeardley was instructed to put into effect the provisions of the Great Charter as soon as he should arrive in Virginia, and early in the spring of 1619 he issued a call for the diction of representatives in the new law-making body SHDWIXI, SKTTI.KMKXTS IX 1619. to meet at Jamestown on the 30th of July. With the promise of better government in Virginia, colonists were already coming in large numbers; several new settle- ments had been established, and the population, number- ing less than four hundred at the close of Argall's administration, had grown to more than one thousand. The settlements were widely scattered over a strip of country seventy miles long and from ten to twelve miles wide, extending on both sides of the James River from its mouth to Dutch Gap. This territory was divided SCHOOL HISTORY OF VIRGINIA into eleven districts, or boroughs*, and each borough was allowed to choose two representatives, called bur- gesses. The First Legislative Assembly. — Late in July the burgesses began to arrive at .Jamestown, coming for tlit- most part in small boats: for as yet there were few horses in the colony and travel was chiefly by water. The little wooden church was selected as the most con- venient place of meeting, and on July 30, 1619, the first legislative assembly ever held in America was called together by Governor Yeardley. There were present, besides the governor, twenty-two burgesses and the coun- cil, and the meeting was opened with prayer by the Jamestown minister. Mr. Bucke. The governor and council occupied the choir seats, while facing them in the body (if the eliureh sat tin 1 burgesses. The secretary of the council was made speaker, a secretary and ser- geant-at-arms were appointed, and each member was required to take the oath of office before the business of making laws was taken up. The session lasted five days, the meetings beginning one hour after sunrise, and a fine was imposed upon any member who arrived late or was absent. Some of the Laws Passed. — The assembly, which soon came to be known as the House of Burgesses, passed a number of laws for the government of the colony. One of ils first ads was that making tin 1 Church of England the Church of Virginia, and levying a tax for the support of ils ministers. A petition was addressed to the London Company asking that each man might be allowed to own the land which he cultivated, and that steps mighl be *The eleven boroughs were James City. Charles City. Henrico Martin Brandon. Martin's Hundred, Lawne's Plantation, Ward's Planta tion. Argall's Gift, Flowerdieu Hundred, Smith's Hundred and Kei ton. Smith's Hundred afterwards became Southampton Hundred, and Kfcoughton was changed in Hampton 76 SCHOOL HISTORY OF VIRGINIA taken to establish a college in Virginia. Every person was required to attend church on Sunday ; drunkenness, gambling and idleness were to be punished ; tobacco was made the money of the colony, and the people were for- bidden to wear expensive clothing. The burgesses and all ministers were to be paid in tobacco, and the price of such articles as were bought and sold was to be expressed in pounds of tobacco. White Servants in Virginia. — After the Virginians began to have self-government the population increased rapidly. More than twelve hundred colonists came dur- ing the year 1619, of whom the majority were of a very different type from the early settlers, such as Captain John Smith and Sir Thomas Dale had to deal with. The cultivation of tobacco was fast becoming a profitable industry in the colony, and these new colonists, instead of making their homes in the settlements already exist- ing, acquired large tracts of land along the James River. The forests were cleared away and extensive fields of tobacco, wheat, corn and barley were planted in the fertile soil. The larger farms, called plantations, re- quired many hands for the cultivation of these crops, so that there was a demand for laborers. This resulted in the employment of a class of white men known as "indentured" servants, because the paper containing the terms under which they were to serve was called an indenture. The period of service for which these men were bound varied from three to ten years, and during this time they could lie bought and sold by their masters. First Negro Slaves. — The practice of trading in negro slaves was common at this time, and for many years European vessels had engaged in stealing the Africans from their homes and selling them to the sugar planters in the West Indies. The demand for laborers on the SCHOOL HISTORY OF VIRGINIA 77 Virginia tobacco plantations became known to these traders, and in August, 1619, a Dutch man-of-war visited Jamestown with a cargo of negroes and sold twenty as slaves to the colonists. Governor Yeardley sought to encourage the introduction of slavery, and is said to have bought eight of the negroes for his own use on his plantation at Bermuda Hundred. The people saw noth- ing wrong in owning slaves, believing that it was no more a sin to buy these negroes than to buy cattle or horses. This was the beginning of negro slavery in Virginia, a system that was to continue for more than two hundred and fifty years. At first, however, the negro population of Virginia did not increase rapidly, the people preferring white servants. Wives for the Colonists. — Up to this time few per- manent homes had been built in Virginia. The popula- tion consisted for the most part of unmarried men, there being few women and children in the colony. In the absence of any sort of social life or family ties, the men still looked upon England as home, and many of them would soon become dissatisfied and go back. Sir Edwin Sandys, realizing that the colony could not grow and prosper as it should under these conditions, in 1619 caused ninety young women to be sent over and offered as wives to the colonists. These were soon happily mar- ried to the planters, and it was not long before sixty more were sent to seek husbands, while others came from time to time for a number of years. Each man was free to select his own wife and she her husband, but before they could marry he was required to pay to the London Company one hundred and twenty pounds of tobacco, the cost of his bride's transportation to Virginia. Yeardley Retires. — In 1621, after serving the colony two years, Yeardley decided to retire to his plantation 78 SCHOOL HISTORY OF VIRGINIA at Bermuda Hundred, and Sir Francis Wyatt was ap- pointed to the governorship. Yeardley's administration, though brief, had accomplished much for the colony, which was now in a far more thriving condition than ever before. His term was notable for four things, (1) the establishment of representative government, (2) the SHOWING SETTLEMENTS IN 1622. introduction of negro slavery, (3) the beginning of per- manent homes, and (4) the growth of tobacco culture. Tobacco raising had become the principle industry and the chief source of wealth of the colonists, and large quantities of this product were being sold every year in England. 20,000 pounds were shipped in 1619, 40,000 pounds in 1620. and 60,000 in 1622. Corn, wheat and 1 tailcv were raised in considerable quantities, sufficient for the use of the people, though not as extensively as tobacco. Substantial houses had begun to take the place SCHOOL HISTORY OF VIRGINIA 79 of the crude shacks of earlier days, and many of these were provided with furniture brought from England. By 1622 there were four thousand people in 'the colony. Settlements had been built as far up the James as the present site of Richmond, while eighty families were living along the sbores of the Chesapeake Bay. Great Indian Massacre. — This long, narrow colony was exposed to the Indians living along the York and Pamunkey rivers, but the Indians had been friendly since the marriage of Pocahontas, and the colonists had ceased to expect an attack. It was not an unusual thing to see tlie natives moving about the settlements, where their presence bad become so familiar as to attract little notice, and many of them visited the settlers at their homes. Pocahontas and Powhatan were both dead, how- ever, and < tpechancanough, the brother of Powhatan, had been chief since 1618. He had not forgotten his treat- ment a1 the hands of Captain John Smith, and probably longed for vengeance on the white men. Viewing with alarm the spread of the English settlements, this treach- erous old chief began to plot the destruction of the colonists, while all the lime he pretended friendship. He declared that the stars would fall before he should violate the treaty with the Englishman, and continued to send presents to the settlers. But he only awaited a favorable opportunity for making an attack. This happened in 1622, when an Indian, called Jack the Feather, was slain in retaliation for Ids having killed an Englishman. A few days later, at noon on March 22. the Indians attacked the colony from one end to the oilier. There was not a settlement that escaped, and in the short space of three hours three hundred and forty seven of the English had 1 n massacred. Jamestown ami several of the nearby settlements suffered less than so SCHOOL HISTORY OF VIRGINIA the rest, for a friendly Indian living with a Mr. Pace at •Jamestown, having learned that his people were planning to destroy the colonists, told his master in time to warn the inhabitants. But there was not a settlement in which men, women and children had not heen scalped. This terrible disaster, however, did not have the effect that such a calamity would have had a few years earlier. Instead of being cowered by the frightful slaughter, the enraged colonists turned out and hunted the Indians without mercy. Sixteen hundred Englishmen pushed into the forests, burning the villages and killing the natives wherever they were found. The Indians were driven far into the interior, and a peace was established that lasted twenty-two years. Overthrow of the London Company. — In 1624. King James, who was unpopular with many of his subjects, was having trouble with Parliament, the English law- making body. There were at this time two strong political parties in England, the Royalists and the Pa- triots. The former took sides with the king, while the latter supported Parliament. Many of the mem- bers of the London Company were also members of Parliament, while nearly all of them belonged to the Patriot party. This caused bitter feeling between the king and the London Company, and James decided that it would be a good idea to get rid of opposition from this source by dissolving the Company. Taking advantage of certain reports that had come to England of bad management in Virginia, he sent a party of men, called commissioners, to examine more fully into conditions in the colony. The commissioners, of whom one was Samuel Argall, returned to England with the report that they had found the condition of affairs in Virginia very unsatisfactory. This was just what the king SCHOOL HISTORY OF VIRGINIA SI wished to hear, for it gave him an excuse for bringing charges against the London Company, and on June 16, 1624, the charter of the Company was annulled and Virginia made a royal colony. Thus, after eighteen years, all connection of the London Company with the colony of Virginia came to an end. It had spent what to-day would be nearly live hundred thousand dollars and had sent over nine thousand people in the effort to found a successful English state in America. The First School in Virginia. — It will be remembered that the House of Burgesses, at its first sesion in 1619, petitioned the London Company that steps might be taken for the erection of a school in Virginia. Accord- ingly, in 1621. the Company decided that a free school should be established for the education of white children and as a means of instructing the Indians in Christian- ity. Rev. Patrick Copeland, a former missionary in the East Indies, was put in charge of the matter, and such a school was soon opened in what is now Charles City I 'oiinty. There was much interest in the undertaking, and this led to the proposal that a university should also be built, to be located at Henrico City. Ten thousand acres of land were appropriated, subscriptions amount- ing to more than two thousand pounds sterling were made towards an endowment, and George Thorpe was sent over to be rector of the new university. Cope- land's school, known as the East India School, was to he preparatory to the university. Hut just as the Easl India School was getting well started and Thorpe had about completed his plans for the school at Henrico, the Indian massacre came. Thorpe was one of those slain by the Indians, and Copeland's school was com- pletely destroyed. The London Company did not in- 82 SCHOOL HISTORY OF VIRGINIA tend to abandon the undertaking, however, and, in 1624. Copeland was about to be sent to restore the free school and to carry out Thorpe's plans for a university, when tbe overthrow of the Company put an end to the matter. There was nothing further done towards the founding of a college or university in Virginia for nearly seventy years. QUESTIONS. What was the population of Virginia in 1610? What was the extent of the settlements? What had been the character of the settlers before this time? What kind of people now began to come from England? When did the first. Legislative Assembly meet? Where? What was it called? Give the names of some of the boroughs represented. YVIial act was passed in regard to religion? What were some of the other acts passed? Who were known as indentured servants? How did there happen to be such servants in Virginia? When was negro slavery introduced into Virginia? How did the people at that time look upon slavery? What caused the London Company to send women to the colony? On what conditions were the colonists allowed to marry these women? When did Yeardley retire from the governorship? Who succeeded him? For what things was his administration notable? What was the extent and population of Virginia at this time? Give an account of the great Indian massacre of 1622. How long had there been peace with the Indians? What led to the overthrow of the London Company? When was its charter revoked? fiow long had this company been in existence? How much had it spent and how many people had it sent out in the effort to build up the Virginia colony.' Give an account of the first attempt to found a school in Virginia? What were the plans for a university? What prevented its establishment? SCHOOL HISTORY OF VIRGINIA 83 UNDER THE CROWN. RULER IN ENGLAND: Francis West (1627-1628). King James I. (1603-1625). Jol,n Potts (1628-1629). King Charles T. (1625-1649). John Harvey (1629-1635). John West (1635). GOVERNOR of Virginia: John Harvey (1635-1639). Frauds Wyatt (1621-1626). Francis Wyatt (1639-1641). George Yeardley (1626-1627). William Berkeley (1641-1652). Virginia as a Royal Colony. — As a royal colony, Vir- ginia continued to be governed just as it had been under the London Company, though the management of its affairs now passed into the hands of the king. He was to appoint the governor and members of the council, while the colonists were to choose the burgesses, as they had done since 1619. James I. intended to have a con- stitution prepared for the colony, in which, it is said, he planned some changes in the government, but he died, in 1625, before this document could be completed. Fear- ing that the new king, Charles 1, might carry out Irs father's ideas for Virginia, the Council sent Sir George Yeardley to assure Charles thai the colonists were satis- fied with their government and hoped that it would not he changed. Change of Governors. — In 1626. Wyatt resigned from the governorship on account of bus : ness thai made it necessary for him to return to his home in Ireland, and Yeardley, then still in England, was sent to succeed him. This appointment of Yeardley was understood by the colonists to mean that the king would respect their wishes, and they ceased to be uneasy in regard to any fhana'es in the government of Virginia. After an ad- ministration lasting only a year and a half, Yeardley died, being buried at Jamestown. Sir John Harvey. who was named as the next governor-, could not come to the colony at once, and Francis West, a member of the 84 SCHOOL HISTORY OF VIRGINIA Council and brother of Lord Delaware, occupied the office temporarily. West was followed by Dr. John Pott. The latter, though a man of considerable education and culture and the best physician in the colony, was both dishonest and dissipated. Tlis conduct while governor was anything but becoming in one occupying such a responsible office. When Harvey at last arrived, in 1629, to assume the governorship, Pott was arrested and convicted on the charge of stealing cattle from the settlers. He was not sent to jail, but was made to re- main in Ins own house until instructions could be re- ceived from the king as to what should be done with him. On the recommendation of Governor Harvey, he was finally pardoned, and continued to reside in A T irginia. Lord Baltimore Arrives. — In 1629, Lord Baltimore, a prominent English gentleman and a Catholic, with his family and some followers, arrived at Jamestown. He wished to establish somewhere in Virginia, a settle- ment for Catholics, and came for the purpose of decid- ing upon a suitable location for such a settlement. Though he intended to obtain from the king a grant of land for his people and proposed to live peaceably with the Virginians, he did not meet with a very cordial welcome in the colony. The colonists, who were for the most part members of the Established Church, did not favor the idea of a Catholic settlement in their midst. They told Lord Baltimore, therefore, that he might re- main in Virginia only on condition that he would take an oath acknowledging the king as the head of the church. But like all true Catholics. Baltimore recog- nized the Pope as the supreme authority in all religious matters, and refused to take the oath proposed by the Virginians. SCHOOL HISTORY OF VIRGINIA 85 Having learned that few settlements had been made south of the .Tames River, he returned to England with a view to getting from Charles I. a charter to territory in that section. The Council sent William Claiborne,* then secretary of state for the colony, to England to look after Virginia's interests in the matter. Claiborne succeeded in preventing Baltimore's obtaining a grant south of the James, but could not keep the Catholics out of the colony entirely. The country north of the Potomac River, which was also claimed by Virginia, being then unoccupied, Charles I. gave Baltimore per- mission to establish a settlement in that territory. Before he could send an expedition over, however. Lord Balti- more died, and his son, Cecilius Calvert, second Lord Baltimore, founded the colony of Maryland in 1634.t Dispute Over Kent Island. — The Virginians based their claims to the country north of the Potomac on the charter of 1609. which said that Virginia should ex- tend two hundred miles north and two hundred miles south of Old Point. King -lames, when he annulled the charter of the London Company, promised that the boundaries of the colony as already defined, should not be changed. The Virginians objected to giving up Mary land, hot they could not keep the Catholics out because the latter had the king's permission to settle there. A settlement already existed on Kent island, however, where Claiborne had taken up land and established one hundred men as early as 1631. Kent Island, though far up in the Chesapeake Bay, near the mouth of the Pa- tapsco River, was considered a part of Virginia, since the Maryland grant was for unoccupied territory only. But Lord Baltimore's settlers claimed that it belonged See Appendix A. tin this year the first counties, or shires, were laid out in Virginia. These were Charles City, Elizabeth City, Henrico. Tsle of Wight, .lames City. Northampton, Warwick anil York eight in all. SO SCHOOL EISTOEY OF VIRGINIA to Maryland because it was within the boundaries of their grant. This led to a dispute and later to serious trouble between Claiborne and the Marylanders, which continued for twenty-four years. In spite of Claiborne's appeal to Charles I. for pro- tection of his interests in Kent Island, the settlement was finally captured by an armed force from the new colony. Those living there were made prisoners, and all of Claiborne's property was confiscated. The Virginia council supported Claiborne in an effort to recover the island, but, in 1657, the quarrel was decided against Claiborne, and he had to give up all claim to Maryland. Harvey Arrested. — Governor Harvey was very un- popular with the colonists. He made himself disliked by taking sides with Maryland in the Kent Island dis- pute. Besides being proud and overbearing in Ms manner and abusing the members of the Council, he tried to take matters in his own hands in the colony. He had no respect for the authority and duties of the House of Burgesses. The Burgesses, in 1624, had declared that no governor should levy taxes without their consent, hut Harvey both levied taxes and made laws without con- sulting the House of Burgesses. He increased fines with- out just cause; refused to tell how he spent the money received from taxes, and granted to new settlers land that belonged to others. The people soon grew tired of this oppression, and, in 1635, the governor was arrested and sent back to England in charge of Dr. Pott. Com- missioners, appointed by the Council, were instructed to lay their complaints before the king as soon as they should arrive in England. But Charles I. was at first angry with the Virginians, and refused to see the com- missioners, declaring that Harvey should return at once to the colony. Two years passed, during which the de- SCHOOL HISTORY OF VIRGINIA 87 posed governor remained in England, -John West oc- cupying the governorship temporarily. The king allowed Harvey to return to Virginia in 1637, but two years later recalled him, appointing Sir Francis Wyatt as his successor. The affair with Harvey should be remembered as the first open resistance to oppression and tyranny in America. Sir William Berkeley. — Wyatt's second administra- tion was without incident in the history of the colony. In 1641, Sir William Berkeley was appointed to the governorship, retaining the office, as we shall see, for thirty-five years. Berkeley was well educated, being a graduate of Oxford University: was a man of unusual culture, and had traveled extensively on the continent of Europe. While in Virginia, be resided at Green Spring, about eight miles from Jamestown, where he lived in all of the dignity and luxury that might become a king. The dwelling was a six-room brick building, with a large hall, two passageways, spacious closets and attic, and Mas one of the few brick houses in the colony at thai time.* Another Indian Massacre. — Opechancanough, now old and feeble, was still chief of the Powhatan Indians. He had a trouble with his eyes that caused the lids to droop, making it impossible for him to see without raising them with his hands. In spite of this affliction, his hatred of the Englishmen was as hitter as ever. Peace had reigned between the settlers and the natives now for twenty-two years, hut Opechancanough was de- termined to make one more attempt to drive the white ^Berkeley seems to have been the first governor to introduce oi' lu-iik for general building purposes. In L639 the old wooden church at Jamestown hud been replaced by a brick structure, tin- tower of which is still standing. This was built of brick brought from England. Ber- keley's mansion at Green Spring, however, was made of brick made in the colony. In l<>4'2 he had thirty-two brick houses erected in town at public expense, and had the graveyard enclosed with a brick wall. SS SCHOOL HISTORY OF VIRGINIA men out of Virginia. At this time there had come to be many settlements on the York and Pamunkey rivers. and the exposed condition of these outlying settlements offered the old chief a templing opportunity for a last attack. As had been the case in 1622, the settlers were not expecting trouble. In 1644. when the Indians sud- denly came upon them with tomahawk, hatchet and scalping knife, the white men were wholly unprotected. Nearly five hundred men, women and children were butchered before the Englishmen could gather in suffi- cient numbers to offer resistance. But the outrage was not allowed to go unpunished ; the savages were pur- sued on foot and on horseback until they were driven further than ever into the wilderness. Opechancanough was captured and taken to .Jamestown, where he was held as a prisoner. While in captivity he was kindly treated, but his hatred of the English continued un- diminished. His death was finally caused by one of his guards cowardly shooting him in the back. QUESTIONS. When did Virginia become a royal colony? Why was it called a n.val colony? Of what did the government consist.' Tell something about the governors between 1626 and 1629. Why was Dr. Pott arrested? What kind of settlement did Lord Baltimore wish to establish in Virginia? Why did the Virginians not welcome him? Tell about the settlement of Maryland. Who was William Claiborne? Why did he claim Kent Island for Virginia? How long did the dispute between Mankind and Virginia last? How was it finally settled? Why was Governor Harvey unpopular with the Virginians? Why should the arrest of Harvey be remembered.' When did Sir William Berkeley become governor? Tell what you know about his early life? Where did he make his home in Virginia? Give an account of the Indian massacre in 1644. Who was at this time chief of the Powhatan Indians? SCHOOL HISTOEY OF VIRGINIA UNDER THE COMMONWEALTH. RULER IX ENGLAND: GOVERNORS IN VIRGINIA: Oliver Cromwell, Protector William Berkeley (1641-1652). (1649-1658). Richard Bennett (1652-1656). Richard Cromwell. Protector Edward Diggs ( 1656-1 65s |. (1658-1660), Samuel Matthews (1658-1660). Charles I. Put to Death. — The trouble between the king and Parliament, which brought about the overthrow of the London Company, continued and increased, until, in 1642, civil war broke out in England. The people were divided into two parties, the Cavaliers and the Puritans/- The Cavaliers supported the king and the Established Church, f The Puritans took sides with Parliament, and were known as Parliamentarians, or "Roundheads." Virginia, being so far separated from the mother country, could take no part in the war, and remained quiet and prosperous. The Virginians, who were for the most part members of the Established Church, sympathized with the king. They were much grieved when, in 1640, they learned that Charles I. had been taken prisoner and put to death. The Commonwealth. — After the execution of the king. Oliver Cromwell, the leader of the Puritans, made him- self ruler of England with the title of Lord Protector. He called his government the Commonwealth. The Vir- ginians, however, refused to recognize Cromwell's govern- Manj of the Cavaliers were courtiers and men of noble blood. Thej led a gay, reckless, daring life, and cared very little for the doctrines of religion. The Pixritans were first so called because they wished to purify the Established Church. The name Roundheads was given the d account of the way in which some of them shaved their he ids. Thej wove plain clothes and did no1 approve of the carelessness of the Cavaliers in religious matters. While composed mainly of men from the untitled (dasses. this party included some of the nobility. Their lead Cromwell, was a plain country squire. tThe Episcopal Churoh was made the Established Church of England in L534. no SCHOOL HISTORY OF riEGINIA ment. The House of Burgesses met in 3649, and, as their first act, passed resolutions expressing respect for the late king and extending their sympathy to Charles II., whom thev wished to see on the throne. AMBLER HOUSE \T .7 A M KSTOWN, SITE OF HOUSE OF BURGESSES. Cavaliers Welcomed in Virginia. — At this period, many of the Cavaliers,* finding it unpleasant as well as unsafe to remain in England hecause of the bitter feel- ing between the two parties, came to live in Virginia. Here they were welcomed by the colonists. Many of them had owned large estates before the war began, which had either been destroyed or taken from them. Thus the colony received a big addition in population and ;i most desirable class of settlers, for these immigrants were men of education and culture. Between 1650 and 1670 the population of Virginia increased twenty-five thou- sand. The Cavaliers, telling of their misfortunes and the terrible war that had been waged against their un- fortunate king, aroused the sympathy of the Virgin- ians for Charles IT., and he was invited to take refuge Vmong these Cavaliers are found the names of Randolph. Washing- ton, Monroe, Madison. Mason, Tyler, Pendleton, Marshall, Cary, Parke, Ludwell, Robinson, and many others that have become prominent. SCHOOL HISTORY OF VIRGINIA 91 in the colony. He did not accept their invitation, but for three years they continued to regard him as their sov- ereign. Cromwell and Virginia. — During the first three years of the Commwealth, Parliament was too busy at home to find time to deal with rebellions colonies. In 1652. how- ever, the royalists having been entirely overcome in Eng- land, a small fleet was sent to force the Virginians to obey Cromwell. This fleet, on reaching Virginia, found that Governor Berkeley had prepared for defense and did not make an attack. Instead, negotiations, were opened for a peaceable settlement of the matter. The Virgin- ians agreed to acknowledge the authority of the Com- monwealth, provided their submission should be re garded as voluntary; their country was not to be treated as if il had been conquered, flic people were to have all the liberties of free-born Englishmen, and were not to be taxed without the consent of the House of Burgesses. So, upon these terms a treaty was made between the House of Burgesses and the commissioners representing the Commonwealth. When this was done Berkeley, who was a strong royalist, resigned the governorship, and went to live at Green Spring. Richard Bennet, one of the eommissioners and a Puritan, was elected governor. Virginia Prospers. — During the period of the Com monwealth, from "1640 to 1660, Virginia grew and pros- pered. The Cavaliers liked the new country, and the greater number of them were contenl to remain in Virginia after the restoration of Charles II. They took up large tracts of land along the rivers, which they called plantations, and devoted their time to the improvement of their new homes. The soil was fertile, almost any crop would grow, fish and game were plentiful and the 92 SCHOOL HISTORY OF V1BG1N1A climate was mild, so that Virginia came to have the reputation of being a good place in which to live. Berkeley Made Governor Again. — In 1658 Oliver Cromwell died and was succeeded by his son, Richard Cromwell. Richard Cromwell possessed little ability as a ruler, and it was believed that the Commonwealth would soon fall. In 1660, therefore, the House of Bur- gesses resolved that, since there was then in England no ruler generally recognized, the supreme power in Vir- ginia must be regarded as belonging to the "Grand Assembly of Virginia." Having passed this resolu- tion, they showed their loyal disposition by electing Sir William Berkeley governor. At the same time they said that he must call an assembly at least once in two years, and that he must not dissolve it without the consent of a majority of the members. Berkeley ac- cepted office on these terms. QUESTIONS. Who were the Puritans? Why did the Virginians sympathize with King Charles 1.? Who was ruler of England from 1649 to 1658? What did lie call his government? What title did he use? Why were the Cavaliers welcomed in Virginia .' Why did many of them leave England? What changes were made in the government of Virginia din- ing this period? Give an account of the growth of Virginia from 1649 to 1660. Who succeeded Oliver Cromwell? What resolution was passed by the House of Burgesses? On what terms did Berkeley accept the governorship? SCHOOL HISTORY OF VIRGINIA 93 UNDER THE CROWN. RULER IN ENGLAND: King Charles II. (1660-1685). Kino- James II. (1685-1689). King William and Queen Mary (1689-1694). King William III. (1694- 1702). Queen Anne (1702-1714). King George I. (1714-1727). King George II. (1727-1760). King George III. ( 1760-1820). GOVERNOR OK VIRGINIA* : William Berkeley (10611-1677). Herbert Jeffries (1677). Henrv Chicheley (1677-1678). Lord Culpeper (1678-1684). Lord Howard (1684-1690). Francis Nicholson (1690-1692). Edmund Andros ( 1692-1698 l. Francis Nicholson! 1698 L704 i. Earl of Orkney (1704-1749). Lord Albemarle ( 1749-1758 i Francis Fauquier 1758-1768). Lord Botetourt (1768-1772). Lord Dunmore (1772-1776). BERKELEY S SECOND ADMINISTRATION. The End of the Commonwealth. — The Cavaliers soon succeeded in regaining power in England. The old form of government was restored, and Charles II., who had been living in Holland, returned and was crowned king in May, lfi(i(). This event caused much joy in Virginia, where so many of llie followers of Charles I. had come to live. The new king recognized Virginia as one of the five dominions over which he ruled, and. because the colonists had remained loyal to him during the Com monwealth when the other four fought against him, she was often called the "Old Dominion." This name is still in use. The first act of Charles [I., in regard to colonial affairs, was to confirm the appointment of Berkeley as governor. Tims we have the beginning of Berkeley's *Several of the governors named here were represented in Vii by a deputy, or lieutenant-governor. Those lieutenant-govern nrs were; Herbert Jeffries (before he was made governor); Henrj Chichele; 1684) ; Nathaniel Bacon, the elder, (1689) ; Edward Nott (1705) ; Ed Jennings (1706-1710); Robert Hunter (1710); Alexander Spotswood (1710-1722); Hugh Drysdale M722l72i;i: Uoberl Carter (1726); Wil- liam Gooch (1727-1749); John Robinson, Sr, (1749); Louis Burwell (1750-1752); Robert Dinwiddie (1752-1758); John Blair (1758) William X. Ison ( 177n-177'J). !I4 SCHOOL HISTORY OF VIRGINIA second administration, as it is usually called. He was perhaps the strongest royalist in Virginia, and during his first administration, had been very popular with the people. From the beginning of his second administration, however, we shall see that he acted very differently to- ward the colonists, and did many things that displeased them. He seemed to have forgotten the conditions upon which he accepted office from the House of Burgesses. Confidence in Charles II. — The Virginians liked self- government. They were proud of their assembly, and opposed any act of the king or governor that might interfere with its powers. We recall how governor Har- vey was treated several years before this, when he wanted to levy taxes without the consent of the Bur- gesses. And so, we may ask the question: Why did the Virginians remain loyal to the king when they might have taken sides with Cromwell against Charles I.? Why did they not take this opportunity for breaking away from England and English rule? There were two rea- sons. The first was, that they had been treated kindly by Charles I., being allowed to make their own laws, and were almost independent in all but name. They naturally supposed that Charles IT. would treat them as well. A second reason was, that, as has been pointed out. the population was at this time made up largely of the ( Javalier element, many of whom had fought for the king in England. The few Puritans who had come to Vir- ginia, had been driven out by the governor in 1649. The Navigation Laws. — Parliament, in 1660, at its first session after the Restoration, passed laws, called Navigation Laws, to give England complete control of colonial trade. They required, (1) that all tobacco ex- ported from Virginia should be sent to England in English ships, manned by English sailors, and, (2) that SCHOOL HISTORY OF VIRGINIA 95 all foreign goods imported should be brought to Vir- ginia in English vessels. This requirement put an end to the trade which the colonists had carried on with Holland and other countries of Europe, and caused great dissatisfaction in Virginia. It gave a few English merchants control of the trade in tobacco, which was the only crop raised in Virginia for export. The profit, which had before gone to the planters, now went to these merchants. Not only did the price of tobacco go down, due to the absence of competition, but the freight charges were made higher than they had ever been before. Thus very little, if anything, was left for the planter after the crop reached England. On the other hand. the price of all goods brought into the colony went up ; and. as tobacco was used almost entirely in the place of money in Virginia, there was much distress. It soon happened, too, that much of the tobacco could not be sold at all, because more was rasied than could be used in England alone. The result of all this was, that the people began to feel very bitter against the king and Parliament. Many of them went so far as to refuse to pay taxes, while the small planters, who suffered most, even talked of open rebellion.* This was the effect of tlie first of a number of acts, which, more than one hundred years later, resulted in the American Revo- lution. Oppressive Laws Passed by the Burgesses. — During tlie next fifteen years, Berkeley's popularity with the Virginians diminished rapidly. Through his influence, the House of Burgesses passed a law against all Quakers ; n the colony. Those already in Virginia were to be sent In 1667 tlie price of tobacco fell to a ha'penny a pound, and a prominent Virginian at that time declared Hint there were but three influences tint kept the small landowners from rising in open rebellion, namely, "faith in the mercy of God, loyalty to the king, and affection for tin- government." 96 SCHOOL HISTORY OF VIRGINIA away, while any vessel bringing them to the colony, or any person entertaining them, was to be fined. Another act was to secure the election of a House of Burgesses in favor of reducing the liberties of the people. Two burgesses were chosen from each of the twenty counties and one from Jamestown. Although it had been the custom to elect burgesses each year, Berkeley did not allow another election to be held for sixteen years fear- ing that some of his friends might be put out of office. Tn addition to this, those in office were paid extravagant salaries, and the people were taxed to pay them. Taxes were also levied to provide arms, ammunition and cannon, and to build forts for protection against the Indians. But the people could see that their money was not al- ways used for these purposes, while Berkeley and his friends grew rich rapidly. All of these things caused discontent, and Berkeley soon came to be regarded as a dishonest tyrant. Complaint Sent to England. — The Virginians now declared that the Burgesses no longer represented them, since they made such unjust laws, and called for a new election. But Berkeley refused to allow another elec- tion. He claimed that new representatives, without ex- perience, would not be as valuable as those already in office, which was only his excuse for retaining the men who were willing to do as he wished. He knew that they were not liked by the people and would not he re-elected. Complaints were then sent to England against the governor, but Charles II. paid no attention to them. And so, having left no way in which they might recover their rights, the patience of the colonists was exhausted. Many who had always been loyal to the king now became his enemies and were ready to rebel against his government in Virginia. SCHOOL HISTORY OF VIRGINIA 97 The Arlington-Culpeper Grant. — In 1663, Charles II. did a thing which, perhaps, caused more dissatis- faction and complaint than either the Navigation Laws or the tyranny of Berkeley. While in Holland, soon after the execution of his father. Charles I., he had given to several of his friends the country between the Rappahannock and York rivers, known as the Nothern Neck, much of winch was already owned by private families. This was had enough. Hut now he committed an act many time worse ; to two of his favorites, Lords Arlington and Culpeper, he gave "all that entire tract, territory, and dominion of land and water called Vir- ginia, together with the territory of Accomack", for a period of thirty-one years. By tin 1 terms of this gift. Arlington and Culpeper were to have all rents and es- cheats,* could make grants of unoccupied lands, and were allowed to manage the affairs of the country as they might wish. Bitter Feeling Toward the King. — When this act of the king became known in Virginia, the people could hardly believe it. They arose at once in protest, and the House of Burgesses sent envoys to England to de- mand a change in the terms of the grant. Although the people then in possession of the land were not to be disturbed, the fact that the proprietors were in control of the territory, and could appoint all public officers, was distasteful. The king bad not asked their permission in making the gift, nor had he consulted them in any way aboul it. Yet he seemed surprised when the en- voys arrived, to hear that the colonists would pay any attention to what be had done. After listening to their complaint, be promised to do what he could to satisfy *When a man dies without leaving a will, if ho has no heirs to inherit his property, the land that he may have owned goes to the government. Such a return of land to the government is Called an "escheat." 98 SCHOOL HISTORY OF VIRGINIA them, but, before the matter was settled, other troubles of greater importance broke out. QUESTIONS. 1. Who became king of England in 16(50? What was his first act in regard to Virginia? 2. What were the Navigation Laws? Why did the Virginians object to these laws .' 3. What oppressive acts were passed by the House of Burgesses about this time? 4. What complaint was sent to England? How was it received? 5. What was the Arlington-Culpeper grant? Why was it unjust.' 6. How had the Virginians by this time come to regard Charles [I.? BACON S REBELLION. The Situation in 1675. — At this time the envoys who had gone to England to protest against the terms of the Arlington-Culpeper grant had not returned. They had been absent nearly two years without having obtained from the king anything more than the promise of a new charter for "the confirmation and settlement of all things." He had ordered this charter to be prepared; but there was so much delay that before it was com- pleted a new cause of complaint and discontent arose in Virginia. For the first time since 1644. when Opechan- canough was captured, the Indians were at war with the colonists. Governor Berkeley, when asked for troops to help the settlers in driving back the savages, refused to call out the militia. Such neglect of their safety, added to what the people had already suffered at the hands of Berkeley and Charles It., was more than they could endure SCHOOL HISTORY OF VIRGINIA 99 Growth of Virginia from 1624 to 1675. — Before going further, we shall see something of the growth of Vir- ginia during the years that had passed since it became a royal colony. There had been no Indian massacres for thirty years. The Indians had been gradually forced back, until at this time there were not more than eight hundred in the neighborhood of the colony. Four hun- dred of these were scattered along the Appomattox and Pamunkey rivers, and two hundred lived between the York and Potomac. On the other hand, the number of colonists had greatly increased. In 1649, there were 15,000 white people and 300 negro slaves living in Vir- ginia, and by 1670, the population had grown to 40.(HM». of whom 2,000 were negro slaves. So we see that about 25.000 people had come to live in Virginia between 1649 and 1670. Some of these new settlers had taken up land on the Eastern Shore, in the counties of Accomac and Northampton, while many more built homes over all that part of Virginia east of the present site of Richmond, and twenty counties had been formed. James- town, which was still the capital, was only a small village, containing in all, besides the state house and church, not more than a dozen houses. The few people dwelling there made a living by boarding the burgesses and colonial officers while the legislature was in session. The largest plantations were to be seen along the rivers and on the shores of the Chesapeake Bay. The frontier, the boundary between the settlements and the unex- plored regions to the west, extended on a line from the present site of Alexandria through Richmond and Petersburg.* \ pamphlet published in London in in mi gives the following facts about Virginia ;it that time: Population, 15,000 whites and 300 negro -i.ivrs: mule, about 20,000; horses and mules. 250; sheep and goats, There were '-'0 churches, and ;i minister's salary was about $500 a year. A man Q! 1 Benjamin Symes had given 200 acres of land t'2 SCHOOL HISTORY OF VIRGINIA their term to three years; (3) reducing the sheriff's term to one year; (4) forbidding any person to hold two offices at the same time; (5) imposing punishment for delay of the colony's business and the charging of ex- cessive fees; (6) forbidding that councillors should be exempt from taxation, and, (7) providing for an army of 1,000 men to resist the Indians. Bacon Suddenly Disappears. — Suddenly, one morn- ing, it was reported that Bacon had disappeared. For the time being, business was neglected, and search made for him, but'he could not be found. Some feared that he had been murdered by his enemies. This, however, was a mistake. Bacon had gone to his home at Curl's Wharf, where he raised an army of 600 men, and soon returned to Jamestown. This was in June. As he ap- proached the state house, he was met by the angry governor, who. throwing open his shirt-front, exclaimed, "Here I am! Shoot me! 'Fore God, a fair mark, a fair mark — Shoot!" Bacon replied that he had not come to harm the governor, but for a commission to fight the Indians, and that he would not leave until he got it. The assembly then drew up a letter to the king, tell- ing of the troubles of the colony, and also made out a commission for Bacon, both of which Berkeley signed the next da v. The assembly then adjourned. 7<), the right to vote was limited to those owning a certain amount of property. And there was yel another matter that caused much dissatisfaction. The counties were divided into parishes, some contain- 108 SCHOOL HISTORY OF VIRGINIA ing only one, others two and some three such parishes. Each parish was ruled by twelve men, called a vestry. At first the vestrymen were elected by the people. In 1662, however, a law was passed requiring that when any vestryman died, his place should be filled by a man appointed by the minister and the other vestrymen. Such a vestry was called a "closed vestry." Now, the vestry levied taxes, counted tobacco, and controlled the record and fixing of land titles, while all the local gov- ernment not in the hands of the vestry was in the hands of eight justices appointed by the governor. So it is seen that nothing was left for the people except to vote Cor burgesses, and that they had not been allowed to use this right for sixteen years. Thus the control of the affairs of the colony had passed almost entirely into the hands of a few wealthy and influential men. Bacon's Followers.— It is clear, therefore, why many of the prominent families in Virginia did nor sympa- thize with Bacon. Though a few of the most influential men supported him, his cause was, in a large measure, a contention of the poor against the rich. There had been hard times in the colony for several years, and the poorer classes were discouraged by heavy taxation in which they had no voice and from which they got no return. QUESTIONS. Why did Berkeley leave Jamestown? Where ^iM T^y^r — & H SHOWING SETTLEMENTS IN 1702 own. So it was decided to resist the government. For the two years preceding, the crop had been very large and a great deal was left over, so that the price fell to almost nothing. The people, therefore, asked the Bur- gesses to order that no tobacco be planted the next year. This was refused. Whereupon the people began so desroy young plants, going from one plantation to another until ten thousand hogheads had been thus destroyed, and in Gloucester County, two hundred plan- L12 SCHOOL HISTORY OF VIRGINIA tations had been laid waste. This outbreak, known as the "Tobacco Insurrection," was finally put down by the militia. Lord Culpeper, the governor, ordered sev- eral of the leaders to be hanged, and pardoned the rest, one man receiving his pardon, it is said, on condition that he build a bridge. Changes in England. — In 1685, Charles II. died, and his brother, the Duke of York, became King of England as James II. James, who ruled but four years, was even more cruel and selfish than Charles had been. ana. in 1688, war broke out, He was driven from the tin-one and the crown was given to William and Mary of Orange. This change in England resulted for the better in Vir- ginia as well as at home. The governors began to show less selfishness, took more interest in the affairs of the colony and approved such laws as w T ere good for the people. Lord Howard, who was made governor alter Lord Culpeper, in 1690, decided to make his home in England and sent Francis Nicholson to Virginia ;is lieutenant-governor. Nicholson, seeing that it would be wise to do so, because of the dissatisfaction in the colony witli the bad government, adopted a mild policy, and conditions soon became much better. He established the first post offices in Virginia, a central office being located at Williamsburg, and a branch office in each county. The Capital Removed to Williamsburg. — Jamestown had been rebuilt by Lord Culpeper soon after he came to Virginia, but the town was again destroyed by fire. As the location was not considered healthful on account of malaria, it was not rebuilt a second time, and, in 1699, the seat of government was removed to Williamsburg.* Nothing now remains of Jamestown lint the ruins of the old church tower, a few crumbling foundations, and some moss-covered tombstones. *Williamsburg continued the capital of Virginia until 1780, when the seat of government was removed to Richmond, where it has since remained without change. SCHOOL HISTORY OF VIRGINIA Alexander Spotswood Arrives. — Tn 1704, the Earl of Orkney was appointed governor of Virginia, but, though holding office for forty years, he never came to the colony. His most prominent representative in Virginia was Alexander Spotswood,* who became lieutenant-gov- ernor in 1710. Spotswood, at this time a inan of mid- dle age, was active, enterprising and courteous, and received a most cordial welcome upon his arrival at Williamsburg. He took a sincere in- teresl in the wel- fare of tile colony, and at once set about to develop its resources. He assisted in raising money to rebuild William and Mary < Jollege, which had been b u r n e d in 170"). and obtained for the college one thousand pounds sterling from the House of Burgesses. His interest in education Led him to establish at Fori Christanna, in what is now Southampton County, a school for Indians. About 1714, at Germanna, in what ALEXANDER SPOTSWOOD Set- Appendix A. 114 SCHOOL HISTORY OF VIRGINIA soon became Spottsylvania County, he built the first iron furnace in America, bringing over from Europe, to carry on the work, several German families. The Region West of the Mountains Unexplored. — When Spotswood came to Virginia there were about 75,000 people living in the colony, but the country west of the Falls of the James was very thinly settled. This region was for the most part an unexplored wilderness, only a few of the most hardy pioneers having pushed as far as the foot of the Blue Ridge Mountains, while, as far as is known, no white man had crossed tnese moun- tains into the Valley of Virginia. Spotswood Crosses the Blue Ridge. — Spotswood. who was fond of adventure, in 1716, with a party of chosen men, started out from Williamsburg to explore the Val- ley. They traveled as far as Germanna by coach, and from there on horseback along the Rappahannock River. In five weeks they had reached Swift Run Gap. Descend- ing the mountains on the western side, they crossed the Shenandoah River, and took possession of the country in the name of King George 1. The party then returned to Williamsburg, having been gone in all eight weeks, and having traveled four hundred and forty miles. All Of the Valley, including the country west of Fredericks- burg, was at first made a part of Essex County. Four years later, in 1720, Essex County was divided, the west ern portion being organized into Spottsylvania County. The good report of the country brought back by Spots- wood and his men attracted much attention, and in a few years settlements were being made in the Valley.* On their return to Williamsburg, Spotswood gave to each of ■Joyst Hite. who came to Virginia from Pennsylvania in 1632. and settled near the present site of Winchester, is believed to have been the first white man to settle in the Valley. SCHOOL HISTORY OF VIRGINIA 115 his companions a small golden horseshoe to commemorate the expedition, and from this incident sprang the order of the 'Knights of the Golden Horseshoe." Spotswood Removed from the Governorship. — In 1722. Spotswood was removed from office, from which time he made his home at Germanna. He had made a good governor, and, in spite of the fact that he could not get along smoothly with the House of Burgesses, had done much for the colony. Besides taking an active interest in education and industrial development, he drove the pirates out of the Chesapeake Bay, and sent an expedition against the notorious pirate, Blackbeard, who. with many of his followers, was killed. Spotswood also confirmed in Virginia the right of Habeas Corpus, the object of which is to prevent unjust imprisonment. Boundary Dispute with North Carolina. — The admin- istrations of the next two representatives of the Earl of Orkney were without any important event. During the administraton of Carter's successor, William Gooch. a dispute arose between Virginia and North Carolina as to the boundary line between the two colonies, each claim- ing a strip of land which neither was willing to give to the other. This had caused the people living in the dis- puted territory much trouble in the matter of taxes, which were frequently paid to one colony when the other claimed them. The question was finally settled by a board of commissioners representing the two colonies. the dividing line being surveyed by William Byrd* in 1727. Richmond and Petersburg. — In 17.'!.'!. through the in- fluence of William Byrd, the towns of Richmond and Petersburg were laid out, the sites being selected because of their being at the head of navigation on the James Se< Appendix A. SCHOOL HISTOBX OF VIRGINIA and Appomattox rivers. Richmond, named for the town of Richmond in England, was first chartered in 1742. The Virginia Gazette, 1 li e first n e w s - naper published in Virginia, establish- ed in 1736 at Wil- liamsburg, contain- ed in one of its first issues an adver- tisement by Byrd offering lots for sale in Richmond. The lots were of- fered at a very reasonable p r ice, provided a house of a certain size should be built within three years from the date of sale. Neither Rich- mond nor Peters- burg, h o w ever, WILLIAM BYRD g ,. ,, ^ rapidly ., , first, Richmond for the next seventy-five years being a place of less than ten thousand inhabitants. QUESTIONS. Tel] about the events following Bacon's Rebellio What was the genera] character of the governor! period .' Give an account of the Tobacco Rebellion. What important ehange took place in England in 1689? Hi