^3 ^'T.T* /\ ^^ > « o ' ^«,^ ■p '^ ^^^■^'/-'^■^ /°% ■•:^l'- J^^-. • %.^^ -'^fe"" \-/ •*^'- •■ ' » \0 -7* <'. 'bV" v-<;^ 4 o .q:?^ o - o '* ^^^ ,v v<<,* "<- / 9 ... . l-.-- ■ ^^.;„ . .''.: ^:,h Iffi; O 3 !'■ < CO c c o ! / 1'/ - X^'J i / ' W ■!■ <■ Class __E_tli_ Book Q_:i- Gopyriglit]^" '" 1 ^-^.^^i ■;•., Vc. . V. ^,^ ^-'^^l. V^o,^ \ .V' ii*'-'^ ^ ^ ■ >\ -^^/v • ^-^ 4 '~M^ >^^ <^' *' ol^^QO^.mw?^f^^J^^^"^^'^» ar; twelve' in. nuxt^b, . of tv.UQO square nulcs. They were discovered. by fhc S - nlirc -lly independent of each oth' ^i united by the chief Kane. i.Vr^'y' Vaoa ^®^ "^^^^ ^^ ^^^'^^ ^^'^ ciioice made < t#4^, ■/w \^ ? * -t 1^3 « /< S^ !^ (J IT I "o /?^ iSif./i'^ H^J X ■■^ ^5:2^ J^-'v.^O^'. t/i i\ '^cfvj^^ffij;^ II ;^; ^> r^^ \' :^ :v Wi- «!'S^S^j. 7»^ffl ALASKA was discovered by a Russian expedition under Bering, in 1741. It belonged to Russia until 1867, when it was purchased by the United States for $7,200,000. It is valued chiefly for its fur, fisheries, and gold, the last being discovered in large quantities in the Yukon region. WASmNTOTtlN, IKOM IIIK PORIKAII UY OILHERT STfART A SCHOOL HISTORY OF THE United States OF AMERICA INCLUDING NUMEROUS SKETCH-MAPS SHOWING TERRITORIAL GROWTH AND PROGRESS OF THE AMERICAN ARMIES IN DIFFERENT WARS AND CAMPAIGNS AND ALSO INCLUDING SUGGESTIONS FOR PARALLEL READINGS BY JOHN W. GIBSON AN i;X-UNION SOLDIER AND FOR MANY VKARS A SUFIiRINTENUEN T IN THE PUBLIC SCHOOLS OF ILLINOIS ILLUSTRATED A. FLANAGAN COMPANY CHICAGO ,/ COPYRIGHTED BY JOHN W. GIBSON 1897 AND 1899 Revised Edition Copyright, 1913 BY A. FLANAGAN COMPANY Oci,A35800(i PREFACE. United States Histor}-, by coininon consent, finds a place in our schools. Not all, however, are agreed as to its utility or its educational value. The citizen places emphasis on its ability to produce a safer, broader, and more intelligent citizenship. " Of what value is this study to the state?" is his test of utility. The parents' test takes this form: "How much will this study do for the individual ? Will he be happier, better, wisei and more prosperous in his life-struggle?" These are proper questions, and should be correctly answered in the school-room. The teacher will, however, add to these a third, and to him, the principal reason for pursuing this study. He knows that .school-life is not a time of harvest, but of planting and of growth; that maturity is not reached in the school-room. Much of the value of the study lies, therefore, in the move- ment toward a broader culture, and in the stimulating influences toward further reading. If young 'people leave the study with a distaste for it, and with no desire for further reading in the line of history, it is quite evident that a most valuable part of the work has been lost. How much of value still remains is not easily determined. The remedy, if a remedy be possible, lies in better methods of presenting the subject, either by text-book or teacher, or by both. For several years I have felt that a more helpful text-book might be arranged. The strong desire to aid in obtaining better results finally brought forth this book. The difficulty may reside in the subject of history itself; j'et, even if that be true, it may still be possible to aid the student to better methods of study. The process by which this is attempted in this text is explained under the heading ''Suggestions to Teachers. ' ' I have given more space to the Civil War than is usual in ordinary school histories. By this it is not intended to place undue emphasis on wars in general, nor on the Civil War in par- ticular. " War is cruelty and you cannot refine it," yet he who would know history must learn about wars. Progress has always been compelled to push its way up through the smoke and shock of battle. We are a nation, and a united people to-day as the result of two great wars. Our national memorial days, without a proper knowledge of our military histor}^ are void of meaning. The plan of this book seeks to harmonize two conflicting con- ditions : First, only a due proportion of time can properly be given to the study of the Civil War. Second, per contra, the war was so extended in territory, so vast in its plans, so numerous in its incidents, so desperate in its many battles, and so stupendous in its results, that, by the ordinary methods, but little can be accomplished towards comprehending it in the short time usually allotted to its study. By the aid of charts and maps, by avoid- ing all detailed descriptions of battles, and by a careful selection of matter bearing directly on the issues of the war, I seek to solve the pedagogical problem stated above. J. W. Gibson. Publisher's Note.— In the revision of this book the main facts of United vStates History have been carried down to date. n The Author's Acknowledgement. I am under many obligations to the following persons: To W. F. Mozicr, A. M., Professor of History and Literature in Ot- tawa, 111., Township High School for proof-reading and for sug- gestions about parallel readings; to Dr. J. L. Pickard, former President of the State University of Iowa, and to L. F. Parker, Professor of History in the same university, for special favors and for valuable suggestions; to Supt. S. B. Hursh, of Sterling, 111., Public Schools, to Dr. Kdwin C. Hewett, former President of the Illinois State Normal Univ^ersity, to Edwin D. Mead, Old South Meeting House, Boston, Mass., to Miss Alice M. Holden of the Aurora, 111., Public Schools, for valuable suggestions in collateral readings; to Mrs. Alice Blair Gibson of the author's home, for invaluable aid in the work of preparing the book. All these favors are gratefully remembered by The Author. Table of Contents. Introduction SUGOESTIONS TO TKACHKRS EPOCH I. -1492-1692— TWO HUNDRED YEARS. CHAPTER I. PAGE. The Period of Great Discoveries, 1492 — 1522 4-20 lufluences that lead to the discovery of America — Exercise on Map of old route to India — Exercise on Map of Mediter- ranean Sea — The Middle Ages — Other Influences at Work- Prince Henry and the Portuguese Discoveries — Christopher Columbus — ^John and Sebastian Cabot — Vasca da Gama — The name America — Line of Demarcation — Exercise on Map of the World in 1490 and in 1500 — The Pacific Ocean — Flor- ida — The Close of the Period of Great Discoveries. CHAPTER II. Our Ancestors From the North 21-26 The Northmen — The Normans — The Norsemen in America — Exercise on Map of Norsemen — Synopsis of Discoveries. CHAPTER III. Spanish Discoveries, Explorations and Conquests . . . 27-33 The Semi-Civilized Indians — Mexico; Cortez — Peru; Pizarro — De Vaca; Coranado — Hernando De Soto — Exercise on Map of Spanish Voyages and Explorations. CHAPTER IV. French Discoveries, Explorations and Settlements . . 34-39 The Fisheries of Newfoundland — The French in the North — The French in Florida — Champlain — The Jesuits and the Fur Traders. CHAPTER V. English Explorations and Attempts at Settlements . . 40-45 Conditions in Europe during the i6th Century — English Attempt at Settlement — British Attempts to reach India — The Invincible Armada — Synopsis of Discoveries and Explor- ations. vii CHAPTER VI. The American Indian 46-52 Origin— The Indian Language— Indian Character— Physical Characteristics— Government and Warfare— Home Life— The Habitations and Food of the Indians— Indian Tribes- Exercise on Map of Indian Tribes — The Mound Builders. CHAPTER VII. The Settlement of Virginia - 53-69 Conditions in Europe and America — Influences at Work in England — Two Companies — ^Jamestown Colony — Exercise on Map of Virginia and Maryland — Captain John Smith — The New Charter— Star\-ing Time — Beginning of Slavery in America — Indian Massacres — Some English History — Puri- tanism in England — The Civil War in England — The Old Dominion — Sir William Berkeley — A Period of Adversity. CHAPTER VIII. The Planting of the New England Colonies 69 - 8» The Pilgrims go to Holland — The Pilgrims go to America — ■ The Landing of the Pilgrims — The Indians around Plymouth — The Growth of the Plymouth Colony — Massachusetts Bay Colony — Settlement of Boston — Connecticut — New Haven Colony — Rhode Island — New Hampshire and Maine. CHAPTER IX. The Coloniai, Confederacy of New England . . . • . 83 94 Colonial Governments — Local Self-Government — The Indi- ans of New England — The Pequot War — King Philip's War — Exercise on Map of New England — Trouble with the Quakers — The Witchcraft Delusion — Charles II. and New England — Governor Andros in America. CHAPTER X. The New Netherland 95-105 Henry Hudson — Holland— The New Netherland — The Pa- troons — The Swedes on the Delaware — The Government and People — End of the Dutch Rule in America — The Govern- ment of New York — Exercise on Map of New Netherland — New Jersey — Delaware. CHAPTER XI. Maryland, Pennsylvania, The Carolinas, and Georgia . 106-117 Maryland— The First Settlement— The Toleration Act- Pennsylvania— William Penn — Delaware — Philadelphia — North and South Carolina— Charleston— The Grand Model— The People who Settled the South— The two Colonies Sepa- rate—Exercise on Map of South Atlantic States — Georgia. CHAPTER XII. The Great Northwest 118-125 Our Focal Date— Joliet and Marquette — Fort Frontenac — The Griffin— La Salle in Illinois— La Salle down the Mississ- ippi—Exercise on Map of French Explorations of the West — Synopsis of Period of Settlements. EPOCH II.— 1689-1789. 125 A Century of Struggle for Supremacy in North America. CHAPTER XIII. Spanish, French and Engush Claims in North America. 127 - 136 The First Two Centuries in America — Claims to North Amer- ica — Spanish Claims to North America — The French- Claims — English Claims — Exercise on Map of British, French and Spanish Possessions in 1713 — About the Indians — King Wil- liam's War — Schenectady — Acadia and Quebec — Queen Anne's War — The Story of Deerfield — Port Royal and Can- ada — Close of the War — King George's War — Louisburg and Close of the War — Summary of Chapter XIII. CHAPTER XIV. The French and Indian War 137 - 155 Plans of the French — Fort Duquesne — Braddock's Defeat — Capture of Duquesne^Exercise on Map of French and In- dian War — Sir William Johnson — William Pitt — British Plans for 1758 — Conditions at the North at Close of 1757 — Exercise on Map of French and Indian War, Northeast Division — Expedition against Louisburg — Ticonderoga — The Three Plans of the English for 1759 — Fort Niagara — Ticon- deroga and Quebec — In the Champlain Valley — Exercise on Map No. 16 — Quebec — Exercises on Maps Nos. 17 and 18 — Results of the War — Pontiac's Plot — Old Colonial Days. CHAPTER XV. The American Revolution: Its Causes 156 - 165 Causes Classified — Character of the American People — King George III. and his Government — The English People — Re- strictions on Trade and Manufactures — The Taxing Power — Forms of Taxation — The Stamp Act — Effects of the Stamp Act — A new Tariff Law passed — Boston Tea Party — Boston Port Bill— A Second Congress Called — Synopsis of Causes of American Revolution. CHAPTER XVI. The Revolutionary War: Events North of Virginia . . 167-202 Conditions when the war came — Exercise on Map of Bo.ston — Battle of Lexington — Battle of Bunker Hill — Washington takes Command — Ticonderoga — Second Colonial Congress — Plans of the British Government — The Invasion of Canada — Sj^nopsis of 1775 — Leading to Independence — Exercise on Map No. 20 — British Plans — Charleston, South Carolina — New York — Battle of Long Island — The Retreat of the Amer- icans — Battle of Trenton — Exercise on Map of New Jersey — Battle of Princeton — Results of year, 1776 — Summary of 1776 — The Year of Double Campaigns, 1777 — Plans of the British — Burgoyne's Invasion of the North — Siege of Fort Schuyler — The Second Failure — The two Battles — Exercise on Map of Burgoyne's Invasion — Campaign in the South^Battle of Brandywine — Forts on the Delaware — Exercise on Map No. 24 — Results of Burgoyne's Surrender — Influence of Bur- goyne's Surrender in Europe — Financial Difficulties of the United States. Europeans who came to our aid — The Amer- ican Flag— Sunnnary of 1777 — Monmouth— Treachery of General Charles Lee — The Indians during the Revolution — Wvoniing— Cherry Valley — Indians Punished— Colonel Clark and the Northwest — Exercise on Map of Clark's Expedition — Sunnnary of 1 778. CHAPTER XVII. The Revolution: Operations in the South; The Close of THE War. 1779-1781 203-218 Operations in the South — Savannah and Georgia — Charleston and South Carolina — Cruel Treatment of the Southern People — Aid from the North — King's Mountain — General Greene in the South — The Battle of the Cowpens— Guilford Courthouse — Exercise on Map of Southern Campaigns — Summary at the South — Events at the North — Paul Jones — Capture of Stou}- Point — A Gloomy Time — Treason of Benedict Arnold — The Closing Year — Yorktown — Effects of the Surrender in Europe — The Western Territory gained by treaty — Peace — Exercise on Map No. 27 — Summary of the North, 1779-1783 — Exercise on Maps Nos. 28 and 29. CHAPTER XVIII. The Period of Transition, and the Adoption of the Con- stitution. 1783-1789 219-228 The Articles of Confederation — The Three Departments of Government — Weakness of the Articles of Confederation — Comparison between 1777 and 1863 — The famous Ordinance of 1 787 — The Constitution adopted. The Difficulties in the way — Some noted men of the Convention — Difficulties to be surmounted — The Three Compromises. Summary of Period of Constitution-making. THE THIRD EPOCH.— 124 YEARS. — 1789-1913. 230 Under the Constitution. CHAPTER XIX. Washington, John Adams, Thos. Jefferson— 1789-1809—20 Years 231-264 Government organized — Revenue Measures — Coinage Laws —Judicial Department — Whiskey Insurrection— Indian Diffi- culties—Troubles with England and France — The close of Washington's Administration and the beginning of Parties- Adams' Administration— The Death of Washington— The Alien and Sedition Laws— Theory of Nullification— Jefferson elected President The New Capital— Louisiana Purchase- Political Parties— Expedition of Lewis and Clarke — War with Tripoli— Trouble with England and France— The Ches- apeake and the Leopard— The Embargo Act —Foreign Slave Trade. CHAPTER XX. Madi.son's Administration, 1809-1817, 8 years. The Second War with England 247 - 259 James Madison— The affair of the ' ' President " and " Little Belt "—The Battle of Tippecanoe— War declared— The Sur- render of Detroit — Battle of Lake Erie and Recapture of De- troit — Battleof the Thames — Exercise on Map No. 30 — The Army of the Center — Queenstown Heights — The Capture of York — Battles of Chippewa and Lundy's Lane— Operations in the North — War on the Ocean — The Constitution, alias " Old Ironsides " — Other Ocean Combats — Along the Atlan- tic Coast — The Capture of Washington — Defense of Balti- more — Indian Troubles in the Southwest — Battle of New Orleans — Peace — Hartford Convention — War with the Bar- bary States — The Federal Party Disappears from History. CHAPTER XXI. The Administrations of James Monroe and John Quincy Adams— 1817-1829, 12 years. Inventions and Growth of Territory 260 - 275 James Monroe, President — Florida — The Monroe Doctrine — Visit of Lafayette — ^John Quinc}- Adams — Death of John Adams and Thomas Jefferson— The Cottou-Gin — Steam Power — Steamboats — ' ' Walk-in-the-water ' ' and the ' 'Savan- nah " — Erie Canal — Railroads — Territorial Growth of the United States — Land Surveys — The Township System — Ex- ercise on Map No. 32 and chart of Township — Admission of New States — From the old Northwest — From the Territory South of the Ohio. CHAPTER XXII. The Administrations of J.\ckson, Van Buren, Harrison, Tyler, Polk and Taylor— 1829-1850, 21 Years . . 276-291 The Political Parties — Internal Improvements — The United States Bank — The Sub-Treasury Act — Protective Tariff — Indian Wars— The first Seminole War —The second Seminole War — Administration of Harrison and Tyler — Dorr's Rebel- lion — About Texas — The Oregon Country — Whitman's Ride — Polk's Administration — The Mexican War — Mexico In- vaded by Taylor — General Scott in Mexico — Treaty of Peace and territory gained — Exercise on Map of Mexico— Di.scov- ery of gold in California — Taylor's Administration — Compro- mise Act of 1850. CHAPTER XXIII. General Progress of the Nation— i 840-1 860, 20 Years. Administrations of Fillmore, Pierce and Bu- chanan — 1850-1861, II Years 292- 316 Growth of Territory — Admission of states west of the Miss- issippi River — Exercise on INIap of Territorial Growth — In- ventions — Electric Telegraph — Sub-Marine Cables— The Tel- ephone — The Phonograph — Thos. Edison — Invention an Evolution — Modern Farming — Domestic Machinery — Anaes- thetics — ^John Ericsson — American Literature — Historians of America — Growth of Anti-Slavery Sentiment — Under-Ground Railroad — The Kansas-Nebraska Bill - Kansas Troubles — The Political Contest of i860 — Synopsis of Events from Washington to Lincoln. CHAPTER XXIV. I^iNcoLN's Administration: The Civil War— Its Causes . . 319 - 327 Abraham Lincoln— Civil War— Remote Causes— Secondary Causes — Exercise on Historical Monument — Direct Causes — About the Constitution — Fort Sumter. CHAPTER XXV. The Civil War: Events of i 861 328-336 How the army was organized — Difl5culties in supplying an army— Home life of a soldier— Preparations for War— Why the South was better prepared— Strength of the North— Hopes of the South— Military Events of 1861— West Virginia— Bull Run— Missouri— Events along the Atlantic Coast— Kentucky Exercise on Map No. 38— The Trent Affair— Summary of 1861. CHAPTER XXVI. The Civil War: Events in the West, 1862 and 1863 . . , . 337 - 362 Events in the West— Exercise on Map No. 39— Mill Springs, Forts Henry and Donelson— Battle of Pittsburg Landing, or Shiloh— Siege of Corinth— Exercise on Map No. 40— Fa'rra- gut's operations on the lower Mississippi— Confederates take the offensive— Perryville^Iuka and Corinth— Stone River- Review of 1862 in the West— Exercise on Map No. 41— Preparations— North— South— Congress — Vicksburg —Chat- tanooga Campaign— Chattanooga and Chickamauga— Battle of Chattanooga— A View from Lookout Mountain— Armies of the West— Synopsis of the West, 1863— Exercise on Map No. 48. CHAPTER XXVII. The Civil War: Events in the East, 1862 and 1863 ^6^ - ^70 A study of Virginia- The Merrimac and Monitor— Exercise on Map No 42— The Peninsular Campaign— Exercise on Map Wo. 43— Lee's first Invasion of the North— Exercise on Map No. 44— Synopsis of the Year 1862, in the East— Fredericks- burg and Chancellorsville— Lee's second Invasion of the North— Gettysburg— Outline of Events in the East. 186:!— General results for 1863. CHAPTER XXVIII. ThbCivil War: Events in THE West, 1864 . . .go ?q2 Changes made— Condition of aflFairs at the beginning of "1864 -Sherman s task-The Atlanta Campaign-Exercist on Ma J ?; r.^TJ^" ^ Atlanta Campaign— Farragut at Mobile Bay-- Hood s Movements North-Sherman's March to the Sea- Pranklin and Nashville— Exercise on Map No. si— Review 01 the West for 1864. CHAPTER XXIX. The Civil War: Events in the East, 1864. and Close . . . 393 - 410 OvcH.LPr^ ""^ Carnpaign- Exercise on Map of Grant's ^ ^ Overland Campaign-Grant moves south of the Tames River -Operations in the Valley-Review of 1864 in the East- zii General results at the close of 1864 — Exercise on Map No. 53. Movement of Western Armies — Pontoons — Sherman moves North — Review of Sherman's March — Wilson's raid — Review of the Army of the Potomac — Commanders — Commanders of the Confederate Annies — Confederate Armies surrendered to Union forces — Exercise on Map No. 54 — Petersburg and Five Forks — Lee Surrenders — The Close. CHAPTER XXX. The Reconstruction Period. Johnson and Grant, 1865-1876. 411 - 427 Johnson's Administration — The Grand Review — The Neces- sity for Reconstruction — The Two Problems — The Freedmen —The XlVth and XVth Amendments— The so-called "Carpet Bag" Government — Impeachment of President Johnson — Mexico— Purchase of Alaska — Presidential Election of 1868 — Grant's Administration — The Pacific Railroad — Santo Domingo — The Chicago Fire — The Geneva Award — The Greeley Campaign — The Stock Exchange — Greenbacks and Gold— Black Friday -The Panic of 1873— Indian Troubles— The Centennial Exposition — The Jetties — The East River Bridge — The Signal Service — Hayes and Tilden — Electoral Commission. CHAPTER XXXI. Administrations of Hayes, Garfield, Arthur, Cleveland, Harrison, Cleveland, McKinley, Roosevelt, Taft, Wilson 428-465 Hayes' Administration — Resumption of Specie Payments — The Political Contest of 1880— Garfield and Arthur— Assassi- nation of President Garfield — Civil Service Reform — Railroad Strikes — Labor Troubles — Who is my Neighbor — Political Contest of 1884— Cleveland's First Term— The New South- General Progress — Harrison's Administration — The World's Columbian Exposition — Exercise on Political Chart— The Drainage and Hennepin Canals — The Silver Question — The PoHtical Contest of 1896— The Spanish-American War- Political Contest of 1900— Death of President McKinley— Political Contest of 1904 — Roosevelt's Two Administrations — Panama Canal begun — Fighting the Trusts — Wireless Te- legraphy and Flying Machines — ^Political Contest of 1908 — Taft Administration — Payne-Aldrich Tariff Bill — Postal Banks, Parcel Post, and Income Tax — Political Contest of 1912 — Early Days of Wilson's Administration Summary of the Post-War Period 466-468 General Review Topics 469-476 Tracing Lessons in United States History 477-479 United States Constitution and Amendments 480-499 Pronouncing Vocabulary 500-503 Index 504-516 List of Maps or Charts. PAGE. Map No. I , The Old Routes to India .9 Map No. 2, Mediterranean Sea lo Map No. 3, The Known World in 1490 17 Map No. 4, The Known World in 1500 18 Map No. 5, Scene of Action of Norsemen, S25-1025 . . . .24 Map No. 6, Spanish Voyages and Explorations 32 Map No. 7, Indian Tribes 50 Map No. 8, Virginia and Maryland (Settlements) .... 56 Map No. 9, New England (Settlements) . 89 Map No. 10, New Netherland and Vicinity 103 Map No. II, South Atlantic States (Settlements) 115 Map No. 12, French Explorations in the West 122 Map No. 13, British, French and Spanish Possessions (1713) . . . 130 Map No. 14, French and Indian War (S. W. Div.) .... 140 Map No. 15, French and Indian War (N. W. Div.) 143 Map No. 16, French and Indian War (North-Central Division) . . 147 Map No. 17, North America before the French and Indian War (1713-1763) Mdp No. 18, After the French and Indian War . Map No. 19, Boston and Vicinity Map No. 20, Invasion of Canada (i 775-1 776) Map No. 2r, Atlantic Coast at beginning of Revolution . Map No. 22, New York and Vicinity (1776) .... Map No. 23, Hudson River and Lake Champlain Map No. 24, New Jersey and New York (i 776-1 778) Map No. 25, Clark's Expedition (177S-1779) Map No. 26, Southern Campaign (1779-1781) ... Map No. 27, The Two Companies Map No. 28, British Possessions before the Revolution (i 763-1 783) Map No. 29, Boundaries made by Treaty of Paris, 1783 .... Map No. 30, Lake Erie and Vicinity (1812-1814) .... Map No. 31, Lake Champlain (1814) Map No. 32, Territorial Claims and Cessions ..... Chart No. 33, Territorial History of United States East of the Missis- sippi River 150 151 169 176 179 185 191 193 201 209 54 216 217 251 253 270 274 Map No. 34, The War in Mexico ('846-1847) 288 Map No. 35, Territorial Growth of United States 295 Chart No. 36, Territorial History of United States West of the Missis- sippi River 297 Chart No. 37, Political Monument 324 Map No. 38, Field of Operations in the West — Civil War . 339 Map No. 39, Confederate Line of Defense in the West (1862) . . . 341 Map No. 40, Confederate Line of Defense in the West, April i, 1862 . 343 Map No. 41, Confederate Line of Defense in the West at the close of 1862 350 Map No. 42, Virginia and Vicinity (Civil War) ..... 366 Map No. 43, Peninsular Campaign 368 Map No. 44, Lee's First Invasion (1862) 370 Map No. 45, Virginia and Vicinity (1862-1864) Four Maps . . 377 Map No. 46, Vicksburg Campaign (1863) 352 Map No. 47, Chattanooga and Vicinity 358 Map No. 48, In the West--i863 360 Map No. 49, Lee's Second Invasion 376 Map No. 50, Atlanta Campaign 386 Map No. 51, Sherman's March through Georgia 391 Map No. 52, Grant's Overland Campaign 394 Map No. 53, Virginia at Close of 1864 398 Map No. 54, Sherman's Movements 402 Map No. 55, Centers of Population 442 Chart No. 56, Political River ....... 446-447 Map No. 57, Results in the West ( 1862-1863) - .... 362 Chart No. 58, Battle Chart of the Civil War 407 xvt List of Illustrations PAGE Washington, from the portrait by Gilbert Stuart . Frontispiece The Santa Maria 9 Columbus 12 Queen Isabella .... o ....... 13 King Ferdinand . 14 Sebastian Cabot 15 Norseman Ship and of the Middle Ages ...... 22 Old Norse Sea- King 25 Pueblo 29 Burial of De Soto -31 Fort San Marco, Florida „ , . 36 A Scene on Lake George , . , 39 Sir Walter Raleigh . 41 Home of the Cliff-Dwellers , 45 A Scene from Indian Life , 46 Sioux Indians , . = 47 Indian Snow-Shoes , . 52 Captain John Smith 58 Pocahontas ............ 59 Charles I ....,, , 62 Cromwell 64 Washington's Home „ ^ ......... 65 Canopy and Cole's Hill .......... 70 Maj'flower in Plymouth Harbor ........ 74 Full Page — Noted Men of New England , 79 Indian Birch Canoe ... . , , . . . . . .82 Elder Brewster's Chair 94 Scene on the Hudson . = ........ 96 Governor Peter Stuyvesant ..,.,.... 100 Cecil Calvert — Second Lord Baltimore ....... 107 William Penn 110 Penn's Wampum Belt . . 117 De La Salle 121 An Old Fashioned Fireplace 136 William Pitt, General Wolfe, and General Montcalm .... 146 Quebec and Vicinity 149 Faneuil Hall, Boston 166 Full Page — British Officers of the Revolution 171 Signing the Declaration of Independence 177 Full Page — American Officers of the Revolution 181 Washington Crossing the Delaware 186 Full Page — P^uropeans who Aided the Americans in the Revolution . 196 Bust of Lafayette 198 Independence Hall — Philadelphia, Pa 202 xvii Full Page— American Officers of the Revolution ..... 20b Monticello, Jeflerson's Home 210 Full Page— American Statesmen of the Revolution .... 221 Busts of Franklin, Madison and Hamilton 228 Constitutional Chart 230 Continental Money 233 Full Page — Washington, Adams, Jefferson, Jay an 1 Madison . . 245 Fulton's First Steamboat 246 One of the First Railroad Trains 259 Bunker Hill Monument 262 Full Page — Famous American Statesmen and Inventors . . 265 Plan of Surveys of the West 272 Full Page— American Presidenls 282 Circleof Ratios of Territorial Growth 293 Full Page — American Authors 303 Full Page- American Poets . 3(t5 Longfellow's Home 306 Whittier's Home 307 Full Page — Famous Americans 310 Full Page — Lincoln, St. Gaudens' Statue of 318 Harriet Eeecher Stowe 321 Harper's I-'erry ............ 333 Scene from Pittsburg Landing 344 Full Page--Union Commanders in the West (1861-1862) . , .346 Commanders of Army of Cumberland — Rosecrans and Thorns.". . . 348 National Cemetery, Vicksburg 351 Lookout Mountain ....... ... 354 A View from Lookout Mountain ...,,... 356 First Reading of Emancipation Proclamation ..... 373 Gettysburg Battlefield and Park ........ 375 Conmianders of the Army of the Potomac ...... 378 Commanders of Confederate Armies ........ 390 Commanders of the Army of the Tennessee ...... 399 Famous Union and Confederate Generals 405 President Andrew Johnson , . . . 416 Hon. James G. Blaine 418 Hon. Horace Greeley . . • 420 Main Building, Centennial Exposition , 424 Samuel J. Tilden 427 President R. B. Hayes 429 President James A. Garfield ...... . ' 431 President Chester A. Arthur 432 Miss Frances E. Willard 433 President Grover Cleveland 438 President Benjamin Harrison 441 Fnll Page — Our New Navy 443 World's Columbian Exposition 445 President William McKinley . , . . . . . .451 Miss Clara Barton 453 Officers in the Spanish-American War 455 Battleship Oregon .....,.,., 457 Prcsificnt Theodore Roosevelt 459 President William H. Taft 464 President Woodrow Wilson ... , . 466 SUGGESTIONS TO TEACHERS. All teachers xvho are to use this text-book should consider carefully the folloiving suggestions. Some of these apply to any United States history, but most of them have special reference to this book. It is important that teacher and text be in harmony. Plan of the Book. We read with comparative indifference the death-list from a railroad accident until our eyes rest upon the name of a friend. Our attention is at once fixed and interest awakened. Back of that name lies the face of a dead friend. Words are the medium of thought. Language is an open window looking out upon a world of fact or of fancy. Imagina- tion is the artist that paints the landscape. If we would appre- hend the thought and see the beauty we must look through the window and not at it. This book is arranged with the view of leading the student away from the stupefying habit of merely studying the printed page. This is done by — I. The topical arrangement of matter, II. A large use of maps or charts, III. Historic parallel readings, IV. Associating pure literature bearing upon subjects kindred to that under consideration, V. Historic Geography, and VI. Elementary Civics. I, The arrangement of the subject to be studied, as far as we have been able to make it so, is topical. That is, the chain of events, logically and geographically associated, has been followed to a conclusion, regardless of contemporary events in other places. The time element is used only when it is necessary to keep in mind the order of events. Our effort has been to keep chronology from dissecting the story. So far as possible, the causes, unity, and results of a line of related events have been kept together. II. As matters of historic interest occur on the earth, locality becomes necessary to the study of history. The series of "Exercises on the Map" are introduced for the purpose of leading the pupil into the habit of associating the place with the event, thus reducing pure verbal memory to a minimum. The logical sequence of events and geographical position are emphasized in this text. III. The mind demands more than a bare statement of facts. It is compelled by its very nature to dwell for a time with new ideas if it would become thoroughly acquainted with them. With this in mind we have suggested the parallel readings in order to hold the student longer to each topic under discussion. IV. History and literature may be made to supplement each other. The study of history means much more to one whose mind is a gallery of pictured historic and literary images than to one who sees nothing but the printed pages of the text-book. V. The abstract study of the earth's surface is a waste of time and energy. But the study of the earth as the home of man in all his activities and relations to its teeming life, becomes of infinite value and pleasure. The study of certain localities at the time they are of special interest through their historic associa- tions, has therefore been suggested. VI. History and civics are logically and chronologically associated. They sprung from the same fountain and must ever flow onward together. It would seem, therefore, that the most appropriate time to study the ethics, principles, and forms of government, is while the student's attention is directed to them through the study of history. The Course in History. We suggest that the study of history from this text-book should occupy a period of two school years. The two or three years immediately preceding the logical study of history proper should be in part occupied in the reading and .study of biography, and pioneer stories. About the Parallel Readings. No special library or list of authors is intended to be made the basis of the parallel readings; though special books are named, they are understood to be merely suggestive. Most books of value have an index at the close, and a table of contents in the first pages of the book. Having an important word as a "pointer," a reference to the index will locate the discussion of the subject. By the aid of these index refer- ences, subjects of pressing interest may be read, without per- using the whole work. School life is too short to enable a student to read the complete works of our standard authors. In the study of a specific subject, the skillful use of the index may be made very helpful. The parallel readings should not be given as tasks in the learn- ing of lessons. The will must not intrude itself upon the atten- tion of the other faculties, as much of the value and pleasure in reading is lost by any conscious effort of the memory. To be carefully read before begin?iing the study of history. To THE Student. At the beginning of each chapter of this book you will find suggestions as to '^Parallel Rcadiugs and Cor related Work." Notice carefully the suggestions under "Historic Fiction" and "Biography." Should there be a library from which you can obtain the required books, you are urged to read as many as you can. It is not expected that any one pupil will read all the books mentioned, though that is not impossible under favorable conditions. Books of historic fiction and biographical sketches should not be read with the idea of reproducing in class. Do not try to remember what you read from these outside books; the trying does more harm than good. Read as a hungry boy eats his dinner — to enjoy it. These additional readings aid the memory in the study of the lesson from the text-book. They are the sugar and spice of history. Also, you will find in this book many sketch maps. These are given to make clear the events of history. Use them — use them verj^ much — use them all the time while studying discoveries, explorations, movements of armies in the different wars, and any other matter where a knowledge of place is necessary to the understanding of the subject. The maps are usually near to, but a little in advance of, the matter under discussion. II. To THE Teacher. In all national progress there is an undercurrent of causes; the.se causes flow into results; these results, like a river checked in its course, accumulate new energy, which again moves on in the form of new causes. It is not easy for young people, unassisted, to see these half hidden influences. But without some understanding of these living, moving forces, the study of history is of little educational value. Our effort has been to teach history as a chain of related facts, and to avoid, as far as possible, making it a mere succes.sion of paragraph-pebbles. We believe this has been made reason- ably clear to teachers and to the more advanced students; but the younger pupils need assistance. We suggest the following as one method of giving this necessary aid: Read and discuss in cla.ss, the meaning and trend of a given chapter, or part of chapter, before assigning it or any part of it as a definite lesson. Sufficient time should be taken, and proper explanation given, to enable young people to get the drift of thought and meaning of everything under discussion. A certain amount of collateral reading may also be done at this time. After this preparatory work the class is read}- to receive its regular, formal lesson from the text-book. You will note the numerous references under the general heading of "Parallei. Reading and Correlated Work. "The suggestions are made to meet the conditions of all kinds of libraries, and of schools having no library. In rural schools and in the smaller graded .schools, the lack of libraries may make much of this outside reading impossible. If necessary, any part, or all, of these readings may be omitted, as this text-book is complete in itself, so far as a book of this nature can be. But we urge that many of the most interesting and valuable readings may be obtained at very small cost. All the historic poems, a number of the "Old South Leaflets," historic addresses of noted orators, biographical sketches of great Americans, together with the books named under ''Supplementary Reading," are all published in cheap form by many of our school publishing houses. The market is full of these gems of historic literature. About Maps. In study and recitation the student should have access to a suitable map. The less complicated the map the better, provided it presents the essential facts. In many cases the map confuses the eye (hence the mind), by presenting too many details; clear- ness may also be sacrificed for artistic effect. In the absence of proper outline wall maps, our sketch maps may be reproduced on the blackboard by the teacher or some skillful pupil; each map to remain for reference until that particular subject be completed. If blackboard room be insufficient, large drawings on paper may be used. These maps, if neatly and accurately drawn, are more effective than many of the complicated printed maps in common use. All map exercises here given should be with open book. They are intended to aid in the understanding of the subject under consideration. They are supposed to accomplish the same purpose as do figures in the demonstration of a proposition in geometry. The questions are merel)' suggestive; they may be extended indefinitely. A CAUTION should here be given. The use of the so-called topical method based on chronology is out of harmony with this text and may in part defeat its plan and purpose. THE FIRST EPOCH=200 YEARS, 1492-1692. I. Discoveries. II. Explorations. III. Settlements. IV. Growth of Free Government. CHAPTER I THE PERIOD OF GREAT DISCOVERIES, I492-1522. PARALLEt Readixc.s .vni) Cokk:,lateu Work. History: — Specific readings from Irving's Life of Columbus. Index titles; Marco Polo and his book of travels; Henry, Prince of Portugal; Ancient trade monopolized by the Lombards; Henry I., King of Portugal, and Columbus; Isabella, Queen of Castile, favors Columbus; Salamanca, Columbus before the Council of; Granada, Conquest of Ijy Spain; Voyage, first of Columbus; Discovery of America, sight of land; Pinzon, Martin AIouzo, and Columbus; Barcelona, reception of Columbus at; Papal Bull of Partition of the non-Christian world; Columbus in Chains; Death and Burial of Columbus. Other readings: Old South Leaflets. No. 30. — Strabo's Introduction to Geography. No. 32. — Marco Polo's account of Japan and Java. No. 29. — The Discovery of America, from the Life of Columbus, by his son, Ferdinand Columbus. No. 33. — Columbus's letter to Gabriel Sanchez, describing the first voyage and discoveries. No. 37. — Early notes of the voyages of the Cabots. Fiske's Discovery 0/ America. Mandeville's Ttavels. For Supplementary RQaA'ing:^ Ellis's Stories from American History> to p. 46. Also Cor))ett and Content's Stories of the Three Americas, pp. 9- 56. Baillie's poem "First Voyage of Columbus." Readings in Literature:— Irving's Alhambra: I. To and including the Court of the Lions. II. The legends associated with the Alhambra. Historic Fiction: — Columbian Historical Novels, Vol. I. Geographical Studies: — The oceans and the grand divisions of land; The old and the new routes to India; Physical Features of Asia; The pro- ductions of India, farther India and China; The physical and political geog- raphy of the region adjacent to the Mediterranean Sea. 8 A SCHOOL HISTORY OF THE UNITED STATES. 1, — Influences that Led to the Discovery of America. — Marco Polo. Two hundred years before the time of Christopher Cohunbus (1295) Marco Polo, a citizen of Venice, visited Cathay and Cipango, supposed to be China and Japan (see maps 3 and 4). On his return to Italy he wrote a book giving an account of his travels. This book gave to the people of Europe some idea of the countries to the far East. But the people-' s knowledge of southern Asia was much greater than it was ot China and Japan. The Italians and Their Trade with India. — The Europeans had, for many centuries, been using the products of the Indies. Genoa, Venice, and other cities of northern Italy, controlled this trade. These people brought rich products of the Indies and the spice islands and sold them to all parts of Europe. These products included silks and cotton, gums and perfumes, precious gems, spices and other luxuries. These Itahan cities became, through this trade, centers of immense wealth and power. But all these valuable products must pass through many hands, and be subject to the dangers and expense of long jour- neys by sea and caravan. For many generations the Indo- European commerce followed three general lines of travel. The northern route was by way of the Indus and the Oxus Rivers, thence across the Caspian and Black Seas, through the city of Constantinople to Italy. The second was by way of the Indian Ocean, Persian Gulf, up the Euphrates valley, to the Mediter- ranean Sea, to Italy. The third, and most direct and less expen- sive route was by way of the Indian Ocean, Red Sea, Egypt, through Alexandria to Italy. From Italy these products were distributed to all parts of Europe. By the long and dangerous lines of travel the cost of every article of commerce was greatly increased. 2. — The Mediterranean Sea.— From the dawn of history civilized nations have gathered around the Mediterranean Sea. This great sea made commerce possible to the people near its borders, and aided much in the growth of civilization itself. PERIOD OF DISCOVERIES. 9 Exercise on the Map of Old Routes to India. Trace the most northern route. What part of it is by caravan and what by water? Which is the most expensive part of the route, by water or by land? Trace the southern route. Trace the middle route. Which, in your opinion, was the cheapest route? Which the most expensive? Genoa had control of the most northern route. The Turks took possession of Constanti- MAP OF THE OLD ROUTES TO INDIA. nople in 1453. What effect would that have on the trade of Genoa? Why? Venice controlled the most southern route. Would the capture of Constantinople affect this trade? Bj' their piracy, the Mediterranean Sea became more and more unsafe to all commerce carried on by Christian nations. What effect would this have on the commerce between India and Europe? But the Europeans longed for the luxuries from Asia in exchange for their own products. What effect would these conditions have on the desire to find a new route to India? Why were Venice and 10 A SCHOOL HISTORY OF THE UNITED STATES. Genoa great cities? When the new routes to India were found these cities fell into decay. Why? Are New York and Chicago great cities through the same causes that made these Italian cities great? Why? Map No. 2 MAP OF MEDITERRANEAN SEA. Exercise on Map of Mediterranean Sea. Notice the position of Constantinople. Why is its position important? Alexandria, Jerusalem, Tyre, Constantinople, Athens, Rome and Carthage were for centuries capitals of great empires. Locate each of these places. The unshaded part of the map represents the countries once ruled by Rome. Name the countries to the west and northwest of Italy. 3. — Influences at Work. — During the half century from 1450 to 1500 many important events occurred to stir the European mind. The Printhig Press first came into general use during this half century. With its use came, as a result, new intellectual life. Gunpowder and Feudalism. — The ancient feudal castles began at this time to crumble by the use of gunpowder. PERIOD OF DISCOVERIES. 11 Constantinople was captured by the Turkish Mohammedans in 1453- This Turkish conquest stopped trade with the East, and the people of Europe began to look anxiously for new lines of commerce. All these things coming about the same time, gave a new intellectual vigor to the old world. SANTA MARIA. 4. — Prince Henry and the Portuguese Discoveries, — The course of modern discovery began about the year 1470. Prince Henry of Portugal made the first efforts to look into the secrets of the Atlantic Ocean. The Italian cities had been made powerful and prosperous through their control of the commerce of the Mediterranean Sea; but this Portuguese prince deter- mined to make his own country great by sailing into the Atlantic. 12 A SCHOOL HISTORY OF THE UNITED STATES. He was satisfied that Africa had been circumnavigated nearly 2,000 years before his time by the ancient sailors; he beHeved that by rounding the southern point of this continent, India could be reached bj^ an all-water route, and he could thus turn its commerce "into a golden tide upon his own country." In due time all this came to pass; the commerce of India found its way around the Cape of Good Hope; Portugal became a great commercial nation; the Italian republics lost their power and sank to the condition of ordinary cities. CHRISTOPHER COLUMBUS. 5. — Christopher Columbus. — Columbus was a native of Genoa. From boyhood he had led a sea- faring life and had made many long voyages. About 1470 he went to Portugal, drawn thither by the fame of Prince Henry and by the great progress made by the Portuguese PERIOD OF DISCOVERIES. 13 in navigation and explorations along the coast of Africa and among the different groups of islands to the westward. When he first thought of a western passage to India is not known. i It is easy for us to see that Columbus was correct when he reasoned that, if the earth be a sphere, Asia must be tvestoi Europe as well as east of it. Columbus remained for several 3'ears in Lisbon, making fruit- less efforts to persuade King John of Portugal to fit out an expedi- tion to find the western route to India and China. Finally giving up all hope of aid from Portugal, he sent his brother to seek help from England, while he himself went to Spain. Ferdifiand and /sade//a, joint rulers of Spain, were too much absorbed in a war with the Moors to pay much attention to Columbus with his wild schemes. After waiting man}'^ years, however, aid came to him through the efforts of Queen Isabella. Columbus Sails. — On Friday, August 3rd (O.S.), 1-1.92, Columbus, with three small vessels, sailed from the port of Palos on a voyage that was destined to mark him as one of the great men of the ages, and was to give to humanity a new world, whose smiling valleys, rolling prai- ries and broad table- lands were to be the home of a new nation with a renewed civilization. After stopping for a few days at the Canary Islands, the little fleet boldly sailed directly west into unknown waters. America Discovered. — After a pleasant voyage in the steady blowing north-east trade winds, land was discovered on the 21st of October (October 12, O. S.), 1492. Columbus, supposing he had reached India, named the group of islands which he had discovered, the West Indies; and for the QUEEN ISABELLA. ^,4 A SCHOOL, HISTORY OF THE UNITED STATES. same reason, he called the natives Indians. During this first voyage, these islands, including the larger ones of Cuba and Hayti, were discovered and in part, explored; but no continent was seen. Columbus Returns to Spam. — About the middle of January, 1493, Columbus, to the great joy of his men, set sail for the return to Spain. While homeward bound they were caught in a FERDINAND. terrific storm, and for many days it seemed that all knowledge of the newly found world would be buried in the Atlantic. One of the three vessels had been wrecked near Cuba; the two remain- ing caravels were driven apart by the tempest and each feared the other was lost, but both finally outrode the storm and reached Palos in safety about the same time. Columbus was received with great honors by Ferdinand and Isabella, and by the Spanish people. PERIOD OF DISCOVERIES. 15 He made three other voyages to America, and during the third voyage — 1498 — he discovered the continent of South America, near the mouth of the Orinoco River. 6.— John and Sebastian Cabol.— All the nations of Europe lying along the Atlantic coast were aroused to new life by the success of Columbus. John Cabot, a native of northern Italy, but residing in England, applied to Henry VH. for the privilege of making explorations to the westward. In the summer of 1497 SEBASTIAN CABOT. he sailed under the English flag directly westward from the British Isles. He reached the coast of Labrador without difficulty, thus being the first to discover the North American continent. The next year his son, Sebastian Cabot, made a second voyage, skirting the coast of what is now the United States. On these discoveries of the Cabots Great Britiati laid claim to all of North America. 16 A SCHOOL HISTORY OF THE UNITED STATES. 7. — Vasco da Gama. — During the year 1498 Vasco da Gama, a Portuguese, rounded the Cape of Good Hope, and saiUng through fT OF VIRGINIA. 53 CHAPTER VII THE SETTI^EMENT OF VIRGINIA. Parax,i