Class _ErLS_ Book .L-:^i(^ COPyRIGliT DEPOSfT. A I N S i m^^ o ^BL /•■" o ^Hm ,y ■ s \r -I. &* fddj JSJ88/VJ- ■<; S** ^ JT URES ATES /is in Feet, to flOO 000 to 6,000 0,0(10 to 9,000 9,000 and over. - PHYSICAL F OK TH UNITED Allitiules and Occa IMijI i 1 A J\r (MM;' r CANNOT LEAVE THE LIBRIRY ^ .^ I ^^ ^ Shelf .^i ^ — —^^- P COPYRIGHT DEPOSIT. 5^^ I >2 LIBRARY OF CONGRESS COLONIAL COSTUMES EARLY PURITAN CUSTUME A DIGNITARY IN THE I8'"' CENT A GENTLEMAN A MERCHANT - A GOVERNOR IN THE 17'" CENT, AN OFFICER IN THE REVOLUTION A GENTLEMAN ABOUT THETIME OF THE REVOLUTION A PURITAN DIVINE A GENTLEMAN ABOUT THE TIME OF THE REVOLUTION. A COLONIAL GOVERNOR IN THE 18" CENT 5. A HISTORY OF THE UNITED STATES AND ITS PEOPLE FOR THE USE OF SCHOOLS BY EDWARD EGGLESTON Author of " The Bfgi nnet s of a Nation,' etc. NEW YORK •:• CINCINNATI •:• CHICAGO AMERICAN BOOK COMPANY Copyright, 1888, by D. APPLETON AND COMPANY Copyright, iSgg, nv AMERICAN BOOK COMPANY EGGLHS. SCH. HIST. W. p. II Twooop*ia«i«goeivia, PREFACE. One of our American humorists has said that it is better not The first re- to know so much than to know so many things that are not true. *'"''■*'"*"*• Errors accepted in childhood become articles of faith, and are not easily got rid of. The absence from this book of certain well-worn fables, which have served more than one generation of American school children for historic facts, will be regretted, perhaps, on sentimental grounds. It does not seem worth while, however, to keep current in elementary books statements which every sound historical scholar rejects* No work of history ever yet escaped error, but I have at least tried to make this a genuine history, in harmony with the best historical scholarship of the time. Many laborious years, passed in the critical study of original printed and manuscript authorities for the history of American institutions and American life, have perhaps given the author of this book some right to speak with assurance on questions relating to our early history. Next to correctness the most important feature in a book for Lucidity and the young is clearness. To achieve this one must not treat more »"*^''^s*- subjects than can be handled with sufiflcient fullness for compre- . hension. Attempts to write a little about everything are fatal to lucidity. The writer for the young finds all his skill taxed to be clear and to be interesting, and the two things lie close together. One of the highest benefits that a good text-book in the hands of a good teacher can confer is to leave the pupil with a relish for historical reading. The order in which the various topics are treated has much Arrangement to do both with the clearness and the interest of a history. In ° ^°P'"=*- the strictly chronological history the reader skips from theme to theme, resuming under several dates the broken thread of now this and now that story. The relation of cause and effect is almost entirely lost, and history becomes a succession of events with little logical connection. The understanding is benumbed, the attention is but feebly roused, imagination slumbers, and IV PREFACE. Position of the reviews. The history ot civilization. A teaching book. memory gets small hold on occurrences that are presented like beads unstrung. The rigid grouping of a history by epochs is fatal to a truly logical arrangement. One of the most important of the novel features of the present history is its arrangement. Discoveries, settlements, Indians and Indian wars, colonial life, the French wars, government in colonial time and the rise of the Revolution, and other kindred topics, are severally grouped together, so that, for instance, the pupil learns about the nature of Indian life, the chief Indian wars, and the means of attack and defense used by white men and Indians in successive chap- ters, pursuing this general subject until it is finished. Cause and effect are thus clearly set before his mind, and history be- comes a reasonable science. The reviews are not placed at regular intervals, according to a stiff mechanical rule, but these also follow in the main the same rule of grouping as the chapters. When a chief topic is com- pleted, there is a review, whether the chapters be many or few. " The proper study of mankind is man," and the real importance of history lies in the light that it throws upon humanity. For this reason liberal attention has been here given to the domestic and social life of the people, their dress, their food, their modes of thought and feeling, and their ways of making a livelihood. The succession of events in minor wars would only weary the attention, but the modes of attack and defense and the character of the arms of the various belligerents are essential facts in the history of man in this New World. And the story of the progress of civilization, as marked by the introduction of new inventions and by changes in modes of living, is of primary importance in any history written in the modern spirit. This is from first to last a schoolbook. No other aim has been in view in its preparation than that of making the best possible teaching book of American history. The length and arrangement of the chapters, the questions, topical and geo- graphical studies, and skeleton outlines, as well as the reviews, are all arranged with reference to the needs of teacher and pupil. An effort has here been made to apply to history in a thorough and practical way the great Pestalozzian principle of teaching through the eye. The suggestions for blackboard illustrations. PREFACE. V the diagrams, the abounding illustrations, and the little maps scattered through the pages, are all part of a plan to make the facts of history visible, and by that means to render the study easily comprehensible and therefore delightful. Instead of a few large maps in various colors and confused The maps. with many names, among which the pupil must grope painfully for the places that pertain to the events under consideration, there are in this history more maps than chapters, and every one of the smaller maps is arranged to bear upon one fact, or at most upon two or three in close relation. Only so many names are put upon each map as are necessary to make clear the event under consideration. Not only is the pupil saved from much needless toil by this plan, but maps thus arranged serve the dou- ble purpose of elucidating the narrative and impressing it on the memory at the same time, by giving it form to the eye. Each little map becomes a local diagram of some historical fact, and the form of the map will remain in the memory inseparably asso- ciated with the event to which it belongs — a geographical body to an historical soul. Educational writers have said much about the importance of teaching geography and history together. There is not, perhaps, any better device for teaching the two branches in unison than these simple and perspicuous maps, each imme- diately associated on the page with the single event to which it pertains. Though the illustrations are by some of the best artists and The illustrations engravers of the time, and are many of them of high artistic merit, and though they are far more abundant than is usual in books of this kind, there has been no thought of making this a mere picture book. The illustrations are part and parcel of the teaching apparatus ; their primary use, like that of the maps, dia- grams, and blackboard exercises, is to make the history visible. A very considerable body of historical knowledge of the most im- portant kind might be acquired from these cuts alone. Illustra- tions of costumes, manners, implements, arms, jewels, vehicles, and inventions are valuable in proportion to their truthfulness. Those here given have been made under the author's personal supervision, and they have cost quite as much labor and study as the text itself. Many are founded on rare prints, others are from ancient original drawings not before printed, and a few VI PREFACE. have been carefully drawn from descriptions of contemporary writers. The device of placing many of the smaller cuts in the margin serves to make the page more pleasing to the eye, while it has rendered it possible to illustrate abundantly without unduly increasing the size and cost of the book. The author can not forbear expressing his appreciation of the liberality with which the publishers have availed themselves of so many of the re- sources of the modern art of illustration to enhance the value of this history. The illustrations have been made under the artistic supervision of Mr. John A. Fraser. The study of the It has generally been thought sufificient to print the Con- Constitution. J. 1 t r 1 • 1 stitution as an appendix to a book of this class. I have, how- ever, deemed it better to give in the body of the book an account of the various departments of the government, their . origin, and their operation under the Constitution, from which the pupil will get more, perhaps, than from reading the Con- stitution itself. The laws of some of the States require the insertion of the Constitution in every school history used. That instrument is given in the Appendix, and I have attached side-titles to its various sections, and have sought further to elucidate its provisions by notes appended to difificult passages. It is not easy for a young person to master such a document without help. Treatment of One of the main difficulties the writer of a school history has to meet is in the treatment of recent history, many particulars of which are still matters for difference of opinion. Real historic judgment on these things must be deferred to a generation that had no part in them. Manifestly a schoolbook, since it is fre- quently prescribed by public authority, should be free from par- tisanship. I have tried, however, to state admitted facts frankly, without offensive terms or a premature judgment on disputed points. Marginal titles. By omitting the numbers usually placed at the beginning of paragraphs, the book has been relieved of stiffness ; by printing the subject of each paragraph in the margin, a means of refer- ence far more convenient is provided. This feature is part of the general design of the book, which aims to keep before the minds of teacher and pupils the salient features of the topic under dis- cussion, and thus to discourage mere memoriter study. E. E. controverted points SUGGESTIONS REGARDING THE USE OF THE BOOK. Questions for Study follow each chapter. These are intended, in the Questions for first place, to guide the pupil in mastering his lesson, to make him test study, his understanding of the subject by analyzing and reasoning about his facts, and by associating them with related facts. The teacher will also find these questions helpful to him in preparing and hearing a recitation. The Study by Topics which follows the questions is meant chiefly to Study by topics, aid the teacher in conducting a recitation.or, at least, a review of a recita- tion. The topical method of recitation develops the pupil's power of grasping and holding each branch of a subject in its entirety. But it can not be used to the exclusion of the use of questions and answers without dangerof its degenerating, ontheonehand.intoan inadequate statement, or, on the other, into a mere repetition of the words of the text-book. Some teachers will use now one and now the other method, testing Questions and the pupil's understanding of the subject at one recitation by questions, topics. at the next developing his power of synthesis and his mastery of language by giving him a division of the subject to be stated in his own way and with his own words, and then, when he has completed his statement, pointing out his omissions or misapprehensions. ^ Other teachers will prefer to combine the two plans in the same recita- tion. This may be done — i. By a thorough examination of the subject by questions, followed by a topical review of the whole chapter, each division of the subject being assigned to a pupil in his turn. 2. Another mode of combining the two is by following the recitation of each topic by questions meant to bring out from the class points forgotten or obscured in the pupil's account of that branch of the subject. No recitation can fully accomplish its purpose without the use of questions at some stage. The Skeleton Summary appended to many of the chapters will sug- skeleton sum. gest its proper use. It may be copied on papers or on slates and filled rnary. in by each pupil, or the teacher may have it written on the blackboard and then have the blanks filled by suggestions from the class. The geographical facts connected with each event should be brought Geographical out distinctly. When larger or fuller maps than those in this book are ^^"'^y- needed, the atlas or the school wall map can be easily referred to. The small maps accompanying the text maybe sketched on the blackboard, as further described, or they may be used from the page. Vlll SUGGESTIONS REGARDING THE USE OF THE BOOK. Blackboard. In general, the blackboard should be used wherever possible. In particular : 1. The Study by Topics may be written on the blackboard with advantage in almost every recitation. The subject under consideration is thus displayed in a natural order. This may be done before the recita- tion begins, or each topic may be added as the recitation ])roceeds, thus constructing a visible table of the subject before the eyes of the class. 2. When diagrams are given in the book, they may be put on the board, to give a visible illustration to some proportion of size or number. 3. Word diagrams are often useful. See, for example, pages 13 and 121. In these the location of the words or phrases helps the mind to group and the memory to hold important facts. 4. It is an excellent plan to sketch the small map on the blackboard. This should not be done elaborately or with too much attention to detail. The most useful maps of all are mere diagrams of location sketched by a pupil rudely but readily, as he might do in explaining a fact in con- versation. Pictures. The cuts, especially those illustrating life and manners, are a part of the history, and the teacher should, by remark or question, draw attention to the facts illustrated by them. Reviews. The Reviews which close each group of chapters may be treated as a briefer topical recitation, developing rapidly the salient points of the chapters reviewed. The review may also be put upon the blackboard, in sections, if not as a whole. The school his- In the prevailing movement to lighten the labors of the pupil in tory as a class sd^ool, liistorv is Sometimes taught by using the text-book for a reader. reading-book. ^ a j a In such cases, there should be a line of comment or question maintained by the teacher sufficient to make sure that the chapter read is fully understood, and sufficient to impress what has been read on the mem- ory. ]>y writing the Study by Topics on the blackboard, a habit of thoughtful reading will be promoted. The abundant illustrations of cus- toms and the little special maps in this book will prove of the greatest advantage to teachers using this as a reading-book. School compo- Topics for school composition are now and then suggested from the subjects treated in the current chapter. There is a double advantage in these: Tiie puzzled pujiil is helped to a topic for writing, while the best results of historical study are secured by giving him occasion to exercise his thoughts upon the subjects studied. The teacher will easily sug- gest other topics; particularly may the ])upil write upon the several actors in our history, in those schools where access can be had to works of biogr.iphy or bouks ol lefert-nce. sitions. CONTENTS. I. — How Columbus discovered America II. — Other Discoveries in America .... III. — Sir Walter Ralegh tries to settle a Colony in America IV. — How Jamestown was Settled .... V. — The Starving Time, and what followed VI. — The Great Cliarter of Virginia, and the First Massacre by the Indians . .^ . . . . VII. — The Coming of the Pilgrims ..... VIII. — The Coming of the Puritans ..... IX. — The Coming of the Dutch ..... X. — The Settlement of Maryland and the Carolinas XI. — The Coming of the Quakers and Others to the Jersey; and Pennsylvania ...... XII. — The Settlement of Georgia, and the Coming of the Ger mans, Irish, and French XIII. — How the Indians Lived . XIV. — Early Indian Wars XV. — Traits of War with the Indians XVI. — Life in the Colonial Time XVII. — Farming and Shipping in the Colonies . XVIII. — Bond Servants and Slaves in the Colonies XIX. — Laws and Usages in the Colonies .... XX. — The Spanish in Florida and the French in Canada XXI. — Colonial Wars with France and Spain . XXII. — Braddock's Defeat and the Expulsion of the Acadians XXIII.— The Fall of Canada XXIV. — Characteristics of the Colonial Wars with the French XXV. — How the Colonies were Governed .... XXVI.— Early Struggles for Liberty in the Colonies . XXVII. — The Causes of the Revolution .... XXVIII. — The Outbreak of the Revolution and Declaration o Independence ....... XXIX. — The Battle of Trenton and the Capture of Burgoyne's Army ..... XXX. — The Dark Period of the Revolution XXXI. — The Closing Years of the Revolution PAGE I 7 13 19 24 29 34 39 45 50 57 62 71 79 85 91 98 104 109 116 1 22 128 135 142 •51 156 161 175 181 186 X CONTENTS. CHAPTER PAGE XXXII. — Traits and Incidents of the Revolutionary War . . 192 XXXIII. — The Adoption of the Constitution .... 197 XXXIV. — The New Republic and its People .... 203 XXXV. — Home and Society in Washington's Time . . . 209 XXXVI. — Washington's Presidency, from 1789 to 1797 . 213 XXXVII. — Troubles with England and France. — Presidency of John Adams ....... 220 XXXVIII. — Election of Jefferson. — War with Tripoli . . . 224 XXXIX.— The Settlement of the Great Valley . . . .231 XL. — Beginning of the Second War with England . . 240 XLI. — The Navy in the War of 1812 245 XLII. — The Army in the War of 1812 250 XLIII. — The Expansion of the Union ..... 257 XLIV. — From Monroe to Van Buren. — Rise of Whigs and Democrats ........ 264 XLV. — The Steamboat, the Railroad, and the Telegraph . 271 XLVI. — Annexation of Texas. — Beginningof the Mexican War 276 XLVII. — The Close of the Mexican War, and the Annexation of New Territory 283 XLVIII. — The Question of Slavery in Politics .... 292 XLIX.— Break-up of Old Parties. — Approach of the Civil War 298 L. — How the Great Civil War began ..... 304 LI. — Confederate Victory at Bull Run. — The First Western Campaign . . . . . . . .310 LII. — The War at the East. — Froni Bull Run to Gettysburg 317 324 330 LIII. — Various Operations in 1862 and 1863 . LIV. — The Campaign between Nashville and Atlanta . LV. — From the Wilderness to Petersburg. — The War in the Valley LVI.— The Close of the Civil War LVII. — Traits and Results of the War. — Death of Lincoln LVIII. — Political Events since the Civil War . LIX. — Later Developments of the Country LX. — Population, Wealth, and Modes of Living . LXI. — Literature and Art in the United States Constitution of the United States Index 345 350 359 368 374 379 387 403 CHAPTER I. How Columbus discovered America. It is now about four hundred years since Columbus Trade with India . . r, r 1 • 1 • T- in the time of Co- discovered America. iJeiore triat time people in Europe lumbus. knew nothing of any lands on the western side of the Atlantic. Trade with India was carried on by caravans, and travelers who had gone to China and Japan brought back wonderful stories of the riches of their cities, and of the curious people who lived in those far-away countries. In order to reach these lands of wonder and to open a trade with India by sea, the Portuguese had been for a long time pushing their discoveries down the western coast of Africa. But the seamen of that time sailed mostly in the Mediterranean, and they were timid in the Atlantic Ocean. The Portuguese sent out expedition after expedition, for seventy years, before they succeeded asailorof that time in discovering the Cape of Good Hope, and they had not yet got around that cape when Columbus offered to find a new and shorter way to India. As learned men already believed the world to be coiumbus pro- round, Columbus asked : China by going round ^,., T 1- poses a new way Why try to get to India and to India. Africa? Wh\' not HOW COLUMBUS DISCOVERED AMERICA. False notions :n the way. sail straight to the west round the world to Asia? He did not know that America was in the way, and he thought that the world was smaller than it is, and he believed that he could reach the rich lands of gold and spices in Asia by sailing only two or three thousand miles to the westward. So that Co- lumbus discovered America in consequence of two mistakes. He first offered to make this discovery for the city of Genoa, in which he was born. Then he offered his plan to the King of Portugal. But a voyage on the great Atlantic Ocean seemed a dreadful thing in those days. It was called the " Sea of Darkness," be- ■^il'- cause no one knew anything about it, and people STERN OF ANCIENT WAR SHIP. Christopher Columbus was born in Genoa, in Italy. The date of his birth is uncertain. His father was a humble wool-comber, but Columbus received a fair education. He knew Latin, wrote a good hand, and drew maps exceedingly well. He sometimes supported himself by making maps and charts. He was well informed in geography as it was then understood. At fourteen he went to sea, and before he sailed on his great voyage he had been almost all over the known world. He had gone some dis- tance down the newly discovered coast of Africa, with the Portuguese, and north as far as Iceland. Columbus married the daughter of a Portuguese navigator, and came into possession of his charts. He was a man of great perseverance, and he held to his idea of sailing to the west through many long years of discourage- ment. He made four voyages to Amer- ica, setting out on the first in 1492, the second in 1493, the third in 1498, and the fourth in 1502. Though a great navigator, he was not a wise governor of the colonies he planted, and he had many enemies. In 1500 he was cruelly sent home to Spain in chains. But Ferdinand and Isabella, as well as the people, were shocked at this degradation, and he was at once set free. His last voyage was unfortunate, and when he returned to Spain, in November, 1504, the monarchs paid little attention to him. Queen Isa- bella died soon after his return, while Columbus lay sick, and when the great navigator came to court the king was deaf to his petitions. Worn out with fatigue, exposure, and anxiety, the great admiral died on the 20th of May, 1506. HOW COLUMBUS DISCOVERED AMERICA. O believed that it was inhabited by hideous monsters. As the world was round, some thought that, if a ship sailed down the sides of it, it would find it impossible to get back up again. They said that people could not live on the other side of the world because they would be upside down. The King of Portugal was an enlightened man, a ship sent out secretly. and the ideas of Columbus made an impression on him after a while. But he did not like to grant the great re- wards demanded by the navigator if he should find land ; so he secretly sent out a ship under another commander to sail to the westward and see if there was any land there. The sailors on this ship were easily discouraged, and they returned laughing at Columbus i^^k nim^^ ^"^ ^^^^ notions. When Jr^l'^wBk PfF^Nl Columbus found that Coiumbus goes to Spain. he had jJK^LgJSt. ^iJ|f> Iw^l " been cheated, he left Portugal ^'Hfw^CZm^ ^^\%tmM^ to offer his idea to the King and ^frf^- ^iMT-»ii 1 Company. England as James I. In 1606, while Ralegh was shut up in the Tower of London, a company of merchants and others undertook to send a new colony to Amer- ica. Some of the men who had been Ralegh's part- ners in his last colony were members of this new " Vir- ginia Company." It was in the stormy December of 1606 that the little Departure of the colony. colony set out. There were, of course, no steamships then ; and the vessels they had were clumsy, small, and slow. The largest of the three ships that carried out the handful of people which began the settlement of the United States was named " Susan Constant." She was of a hundred tons burden. Not many ships so small cross the ocean to-day. But the " God-speed " which went along with her was not half so big, and the smallest of the three was a little pinnace of only twenty tons, called " Discovery." A MERCHANT OF THE VIRGINIA COMPANY. 20 HOW JAMESTOWN WAS SETTLED. PRESENT APPEARA OF JAMESTOWN The voyage, Oil accouiit of storms tlicsc feeble ships were not able and the arrival in Virginia. to gct out of siglit of tlic English coast for six weeks. People in that time were afraid to sail straight across the unknown Atlantic Ocean ; they went away south by the Canary Islands and the West Indies, and so made the distance twice as great as it ought to have been. It took the new colony about four months to get from Lon- don to Virginia. They intended to land on Ro- anoke Island, where Ra- legh's unfortunate colo- nies had been settled, but a storm drove them into a large river, which they called " James River," in honor of the king. They arrived in Virginia in the month of April, when the banks of the river were covered with flowers. Great lite dogwood blossoms and mass- es of bright-colored redbud were in bloom all along the James River. The newcomers said that heaven and earth had agreed to- gether to make this a country to live in. After sailing up and down the river they selected a place to live upon, ^\•hich the)' called Jamestown. They had now pretty well eaten up their supply of food, and they had been so slow in settling themselves that it was too late to plant even if they had cleared ground. One small ladleful of pottage made of worm-eaten barley or Settlement at Jamestown. Misery of the colonists. HOW JAMESTOWN WAS SETTLED. 21 wheat was all that was given to a man for a meal. The settlers were attacked by the Indians, who wounded seventeen men and killed one boy in the fight. Each man in James- town had to take his turn every third night in watching against the Indians, lying on the cold, bare ground all night. The only water to drink was that from the river, which was bad. The people were soon nearly all of them sick; there were not five able-bodied men to defend the place had it been attacked. Sometimes as many as three or four died in a single night, and some- times the living were hardly able to bury those who had died. There were about a hundred colonists landed at Jamestown, and one half of these died in the first few months. All this time the men in Jamestown were living in wretched tents and poor little hovels cov- ered with earth, and some of them even in holes dug into the ground. As the sickness passed away, those who remained built themselves better cabins, and thatched the roofs with straw. One of the most industrious men in the colony at this ^ time was Captain John Smith, a young man who had had many adventures, of which he was fond of boasting. He took the little pinnace ' Discovery " and sailed up and down the rivers and bays of Virginia, ex- ploring the country, getting acquainted with many tribes of Indians, and exchanging beads, bells, and other trink- 3 A SOLDIER WITH MATCHLOCK GUN AND LIGHTED FUSE. 22 HOW JAMESTOWN WAS SETTLED. CAPTAIN JOHN SMITH. Captain John Smith was born in England in 1579. While yet little more than a boy, he went into the wars in the Netherlands. He was afterward shipwrecked, robbed at sea, and suf- fered great want in France. He fought against the Turks and slew three of them in single combat. He was at length made prisoner by the 'lurks and reduced to slavery. By killing his master he got free, escaping into Russia, after si.xteen days of wandering. He got back to England and soon departed with the first company to Jamestown. After leaving Virginia he was the first to examine care- fully the coast of New England, and he received the title of " Admiral of New England." He was a bold and able ex- plorer and a brave man, with much prac- tical wisdom. His chief faults were his vanity and boastfulness, which led him to exaggerate his romantic adventures. But without him the Jamestown colony would probably have perished. Like many other worthy men, he died poor and neglected. Captain John ets for com, witli wliicli he Smith. kept the Jamestown people from starving. In one of these trips two of his men were killed, and he was made captive, and led from tribe to tribe a prisoner. But he managed so well that Powhatan [pow-at-tan'], the head chief of about thirty tribes, set him free and sent him back to Jamestown. It was in this captivity that he made the acquaintance of Pocahontas [po-ka-hun'-tas], a daughter of Powhatan. She was then about ten years old, and Captain Smith greatly admired her. Many years afterward he told a pretty story about her put- ting her arms about his neck and saving his life when Pow^hatan wished to put him to death. John Smith explored Chesapeake Bay in two voy- ages, enduring many hardships with cheerfulness. He and his men would move their fire two or three times in a cold night, that they might have the warm ground to lie upon. He managed the Indians well, put down Smith leaves the colony. HOW JAMESTOWN WAS SETTLED. 2Q mutinies at Jamestown, and rendered many other serv- ices to the colony. He was the leading man in the new settlement, and came at length to be governor. But when many hundreds of new settlers were brought out under men who were his enemies, and Smith had been injured by an explosion of gunpowder, he gave up the government and went back to England. After Ralegh's failure, how long was it before another colony was Questions for tried ? When Ralegh sent his colonies, Queen Elizabeth was reigning ^^^'^y- over England : who had taken her place by the time the new colony was sent ? Where was Ralegh when this new company was formed to send another colony to Virginia } In Ralegh's last colony he had had some partners : what part did these take in the company ? In what year did this company send out its colony ? How many ships were sent ? What can you tell about the size of these vessels ^ How long did it take the ships to get out of sight of England ? Did they sail straight for America ? By what route did they go ? How long did it take them to get to Virginia from the time they left London ? (How long does it take to cross the ocean in our time ?) Did the new colony settle in the same place as Ralegh's colony? Why not .'' What did they call the river into which they sailed ? (What is it called to-day ? Where is it ? What city is on its banks ?) How did the country look when they saw it? What did they think about it ? When they had chosen a place for their town, what did they call it ? Why did they call the river James River, and their town Jamestown ? What kind of food did they have ? How much did each man get for a meal ? What did the Indians do at this time ? How often did each man have to stand watch at night ? What kind of water did they have ? What is said of their sickness ? How many died in the first few months ? What sort of houses did they have during the time of their sickness ? What kind of houses did they build as they grew better ? Who was very industrious at this time ? Where did Captain Smith sail in the little pinnace "Discovery"? What did he buy from the Indians? With what did he pay for the corn ? What happened to him on one of these trips ? After he had been led from village to village, he was brought to a head chief: what was the name of this chief? He was at the head of how many tribes ? What did Powhatan do with Captain Smith? What is said of Powhatan's daughter ? What great bay did Smith explore ? How did it happen that he went back to England ? 24 HOW JAMESTOWN WAS SETTLED. Study by topics. Skeleton sum- mary. Voluntary work. Geography. Books. What do you know about — I. The voyage, and the arrival in Virginia ? Food ) Houses V at Jamestown ? Sickness ) 3. John Sniith and what he did in Virginia ? The colonists came from . They settled on the River, in the year — 07. They called their town . Tlie most active man was . Scholars who wish to know more than the lesson gives them, may find out what they can of the life of Captain John Smith. Let the scholar take the map made for the previous chapter, and extend it so as to include the Chesapeake Bay and James River. Mark 1607 at the site of Jamestown. Write John Smith, 1608, in Chesapeake Bay. Then, in order to get relations with modern times, mark the present site of Richmond with R., of Washington with W., of Baltimore with B. " Life of John Smith," by Charles Dudley Warner. " Life of Pocahontas," by E. Eggleston and Mrs. Seelye. Bancroft's " United States." The starving time. CHAPTER V. The Starving Time, and what Followed. When Captain John Smith went back to England, in 1609, there were nearly five hundred white people in Virginia. But the settlers soon got into trouble with the Indians, who lay in the woods and killed every one that ventured out. There was no longer any chance to buy corn, and the food was soon exhausted. The starving people ate the hogs, the dogs, and the horses, even to their skins. Then they ate rats, mice, snakes, toad- stools, and whatever they could get that might stop their THE STARVING TIME, AND WHAT FOLLOWED. ^5 hunger. A dead Indian was presently eaten, and, as their hunger grew more extreme, they were forced to consume their own dead. ' Starving men wandered off into the woods and died there ; their companions, find- ing them, devoured them as hungry wild beasts might have done. This was always afterward remembered as ** the starving time." Along with the people who came at the close of John sir Thomas Gates i^ . , , . , 111 1 1-1, ,- wrecked on the bmith s time, there had been sent another shipload of Bermuda islands, people, with Sir Thomas Gates, a new governor for the colony. This vessel had been shipwrecked, but Gates and his people had got ashore on the Bermuda Islands. These islands had no inhabitants at that time. Here these shipwrecked people lived well on wild hogs. When spring came they built two little vessels of the ce- dar-trees which grew on the island. These they rigged with sails taken from their wrecked ships, and getting their people aboard they made their w ay to James- ^ , ^ town. When they got there they found alive but sixty of the four hundred and ninety people left in Virginia in the autumn before, and these sixty would all have died had Gates Gates reache 1 11- T-" /• 1 /^ Jamestown. been ten days later in coming. The food that Gates brought would barely last them sixteen days. So he 26 THE STARVING TIME, AND WHAT FOLLOWED. Arrival of Lord De la Warr. De la Warr's time. Sir Thomas Dale's govern- ment. put the Jamestown people aboard his Httle cedar ships, intending to sail to Newfoundland, in hope of there falling in with some English fishing vessels. He set sai4 down the river, leaving not one English settler on the whole continent of America. But before Gates and his people got out of the James River they met a long boat rowing up toward them. Lord De la Warr had been appointed governor of Vir- ginia, and sent out from England. From some men at the mouth of the river he had learned that Gates and all the people were coming down. He sent his long boat to turn them back again. On a Sun- da}' morning De la Warr landed in Jamestown and knelt on the ground a while in prayer. Then he went to the little church, where he took pos- session of the government, and rebuked the people for the idleness that had brought them into such suffering. During this summer of 1610 a hundred and fifty of the settlers died, and Lord De la Warr, finding himself very ill, left the colony. The next year Sir Thomas Dale took charge, and Virginia was under his government and that of Sir Thomas Gates for five years afterward. Dale was a soldier, and ruled with extreme severity. He forced the idle settlers to labor, he drove away some of the Indians, settled some new towns, and he built fortifications. But he was so harsh that the people hated him. He punished men by flogging and by setting them THE STARVING TIME, AND WHAT FOLLOWED. ^7 to work in irons for years. Those who rebelled or ran away were put to death in cruel ways ; some were burned alive, others were broken on the wheel, and one man, for merely stealing food, was starved to death. Powhatan, the head chief of the neighboring tribes. The capture of hontas. marriage. 1 1 /• I 1 1 • 1 /- Pocahontas gave the colony a great deal ot trouble durmg the nrst Her part of Dale's time. His daugh- ter, Pocahontas, who, as a child, had often played with the boys within the palisades of Jamestown, and had shown herself friendly to Captain Smith and others in their trips among the Indians, was now a woman grown. While she was visiting a chief named Japazaws, an English captain named Argall hired that chief with a copper kettle to betray her into his hands. Argall took her a captive to Jamestown. Here a white man by the name of John Rolfe married her, after she had received Chris- tian baptism. This marriage brought about a peace between Powhatan and the English settlers in Virginia. When Dale went back to England in i6i6 he took Pocahontas in England. With him some of the Indians. Pocahontas, who was now called " the Lady Rebecca," and her husband went to England with Dale. Pocahontas was called a " prin- RTRAIT OF POCAHONTAS. 28 THE STARVING TIME, AND WHAT FOLLOWED. Tobacco first raised in Vir- ginia. Questions for study. cess " in England, and received much attention. But she died when about to start back to the colony, leaving a little son. The same John Rolfe who married Pocahontas was the first Englishman to raise tobacco in Virginia. This he did in 1612. Tobacco brought a large price in that day, and, as it furnished a means by which people in Vir- ginia could make a living, it helped to make the colony successful. But in 1616 there were only three hundred and fifty English people in all North America. GETTING READY TO GO TO VIRGINIA ; SHOWING THE DRESS OF PEOPLE IN THAT TIME. How many people were left in the colony in 1609, when John Smith went back to England ? How did the settlers get on with the Indians at this time ? Why could they not get corn ? Mention some of the things eaten by the people in their hunger. What was this time called ? What had become of the ship in which Sir Thomas Gates had sailed the year before ? What did Gates and his people find to eat on the Ber- muda Islands? How did they get away from Bermuda ? What state did they find the Jamestown colony in when they came to Virginia ? How many days' supply of food for all tiie people did Sir Tiiomas Gates have ? THE STARVING TIME, AND WHAT FOLLOWED. 2Q What did he conclude to do ? What happened to Gates before he got out of the river ? Who had sent this long boat ? What did Lord De la Warr do first when he landed at Jamestown ? What took place at tlie church ? How many of the people died in the sickness of thissummer? Why did Lord De la Warr leave Virginia? What was Dale's profession ? What kind of a person was he ? What good effect came from his government ? But the people hated him : why ? Mention some of the punishments used by him. How did Pow- hatan and the Indians behave during the early part of Dale's time ? What was the name of Powhatan's daughter who had often come to Jamestown ? Where was she staying ? How did Argall get her on board his ship ? Where did he take her ? To whom was she married ? What effect did this have ? When Pocahontas went to England, how was she treated ? What happened to her when she was about to sail to America ? Who first raised tobacco in Virginia ? What effect did this have on the colony ? How many people were there in Virginia in 1616? The colony first reached Virginia in 1607 : how long had it been settled when Dale left in 1616 ? Subtract 1607 from 1616. Tell about — Study by topics. 1. The starving time. 2. Sir Thomas Gates's shipwreck. 3. Gates's arrival at Jamestown and the departure of the colony. 4. Coming of Lord De la Warr. Also — cz. Dale's government. 1^. Pocahontas. £■. Tobaccoin Virginia. CHAPTER VL The Great Charter of Virginia, and the First Massacre by the Indians. During all the early years of the Virginia colony the Living and work- 1 r 1 1 1 1 1 <• 1 /- ing in common. people were ted and clothed out of a common stock of provisions. They were also obliged to work for this stock. No division was made of the land, nor could the industrious man get any profit by his hard work. The laziest man was as well off as the one who worked hardest, and under this arrangement men neglected their work, and the colony was always poor. The men had been 30 THE GREAT CHARTER OF VIRGINIA. The Great Char- ter of 1618. promised that after five years they should have land of their own and be free, but this promise was not kept. In 1614 Sir Thomas Dale gave to some who had been long- est in Virginia three acres of ground apiece, and allowed them one month in the year to work on their little patches. For this they must support themselves and give the rest of their work to the common stock. This arrangement made them more industrious. But the cruel military laws put in force by the governor made Virginia very unpopular. Argall, who came after Dale, governed very badly, and the colony was almost ruined. In 161 8 many new emigrants were sent, and Lord De la Warr was again sent as governor, but he died on the way. The " Vir- ginia Company," of London, which had the government of the colony in November, 161 8, granted to Virginia a " Great Charter," under which the people of the colony were allowed a voice in making their own laws. This was the beginning of free government in America. Under this charter the government of Virginia was put into the hands of a governor, a "council of estate," and a " general assembly." The other American colonies after- ward took pattern from this threefold government. Features of the Xhc government of the United States by a president, charter govern- ment that remain, a senate, and a house of representatives shows that the ideas put into the Great Charter have left their mark on the constitution of our country. The governments of all our States also show traces of the same idea. Each State has a governor, a senate, and a house of representatives. So that the plan arranged in 161 8 for a few hundred peo- • pie in Virginia was a tiny stream that has spread out into a PTeat river. THE GREAT CHARTER OF VIRGINIA. 31 COUNTRYWOMAN OF THE TIME. The Great Charter also gave the people of Virginia Division of land in Virginia. the right to divide the land into farms, and to own and work ground each for himself. When the new governor, Sir George Yeardley, got to Virginia in the spring of 1619, bringing this good news that the settlers were to live under laws of their own making, and were to enjoy the fruits of their own labors, they thought themselves the happiest people in the world. About this time it was thought that the colony would be more firmly planted if the colonists had wives. Young women were therefore sent out to be married to the settlers. But, before any man could marry one of these, he was obliged to gain her consent, and to pay the cost of her passage, which was about a hundred and fifty pounds of tobacco. This venture proved very satis- sending of wives r 1 ir- • • 1 1 r ^° Virginia. factory to the Virginians, and women were therefore sent for wives from time to time for years afterward. When the colonists had land of their own, they felt themselves at home in America, and no longer thought , of going back to England. Before this there had been a good many small wars and troubles of one kind or other with the Indians. But, as the Indians had few firearms, the white men could easily defend themselves. After 1619 many efforts w^ere made to civilize and convert the savages. Money was given to educate their children, and a college was planned for them. One ambitious In- dian brave, whom the white people called " Jack of the Feather," and who was believed to be proof against bullets, was suspected of wishing war. At length he killed a white man, and "Jack of the Feather." 32 THE GREAT CHARTER OF VIRGINIA. The first massacre by the Indians The Virginia Company dis- solved. the white man's servants, in trying to take him to the governor, shot him. The Indians did not show any resentment at his death at first, and O-pe-chan'-ka-no, who had become head chief at the death of Powha- tan, said that the sky might fall sooner tlian he would break the peace. But on the 22d of March, 1622, while the men of the col- ony were in the fields, the In- dians suddenly fell on the set- tlements, killing the white peo- ple mostly with their own axes, hatchets, and hoes. Three hun- dred and forty-seven men, wom- en, and children were killed in a single day. One Indian lad, living in a white man's house, had given warning during the night be- fore, and some of the settlements had time to prepare themselves for defense. From this time on there was almost continual war with the In- dians for many years. In 1624 the Virginia Compan}-, of London, was dis- solved, and the colony was put under the government of the king. But the king, James I, when he put down the company, promised to the colony all the lib- erties which they then enjoyed. This promise was not well kept by his successors in after years ; the Vir- ginians were often oi)pressed by the governors sent to them, but the right to pass laws in the General Assembly was never taken away. THE GREAT CHARTER OF VIRGINIA. 33 How were the settlers in Virginia clothed and fed during tlie early Questions for years of the colony ? What was done with the proceeds of their work ? ^'^"'^y- How was the land held at first ? What was the result of this system ? What encouragement would a man have to work industriously? Do you think such a system fair ? What promise had been made to the colonists? How was it kept ? What arrangement did Sir Thomas Dale make in 1614 ? What effect did this have on the industry of the colonists ? What made Virginia unpopular at this time ? What kind of laws did the colony have ? What kind of a governor was Argall ? Who was sent for governor in 1618 ? What happened to him ? What was the beginning of free government in America ? Who granted the Great Charter of 1618 ? It established three branches of the government in Virginia : what were they ? What three lawmaking powers in the government of the United States to-day correspond somewhat to the governor, the council of estate, and the General Assembly of Virginia under the Great Charter? How do the governments of our States resemble this first government ? What other rights did the char- ter of 1618 give to Virginia? When Sir George Yeardley, the new governor, got to Virginia with the Great Charter, how did the people feel about it ? In what year did Yeardley reach Virginia ? What measures were taken in 1619 to supply the Virginians with wives? What did a man have to pay for his wife ? Had there been any Indian wars before this time? What advantage did the white man have over the Indians? What was done for the Indians after 1619? What is said of " Jack of the Feather " ? Why and how was he killed ? Who was chief in place of Powhatan ? What did Opechankano say about the peace ? What took place on the 22d of March, 1622 ? How were the white people killed ? Who gave warning the night before ? How m.any of the colonists were killed ? What was the rela- tion between tt.p white people and the Indians after this ? What change took place in the government of Virginia in 1624? What did the king promise to the colonists when he made this change ? Who was king of England at this time ? How was his promise, that the Virginians should have all their liberties, kept by his successors ? What right was never taken away ? Tell what you know of — Study by topics. 1. Common land and common living in Virginia. 2. The division of the land. 3. The Great Charter and the three branches of government. Also tell what you can — 1. Of the sending of wives to Virginia. 2. Of the Indian massacre. 34 THE GREAT CHARTER OF VIRGINIA. Blackboard illus- tration. -a LAND Undivided. Separately owned. LABOR For a common stock. Each for himself. LIVING 2 I From a common store. From one's own purse. , HISTORY TEACHES. Note. — In this and the preceding- chapters some statements are made which will be unfamiliar even to those well acquainted with the history of the settlement of Virginia. These are founded, however, on a careful study of the oldest existing manuscript authorities, preserved in the Library of Congress, in the British Museum, and in the British Public Record Office. The Separatists. The Pilgrims in Holland. CHAPTER VII. The Coming of the Pilgrims. In the seventeenth century (that is, between the year 1601 and the S^E year 1700) there was much rehgious persecution. In some countries the Cathohcs persecuted the Protestants, in other countries the Protestants perse- cuted the Cathohcs, and sometimes one kind of Protest- ants persecuted another. There were people in England who did not like the ceremonies of the Church of Eng- land, as established by law. These were called Puritans. Some of these went so far as to separate themselves from the Established Church, and thus got the name of Sepa- ratists. They were persecuted in England, and many of them fled to Holland. Among these were the members of a little Separat- ist congregation in Scrooby, in the north of England. Their pastor's name was John Robinson. In 1607, the 34-B THE COMING OF THE PILGRIMS. 35 PURITAN OF THE MIDDLE CLASS. year in which Jamestown was settled, these persecuted people left England and settled in Holland, where they lived about thirteen years, most of the time in the city of Leyden [li'-den]. Then they thought they would like to plant a colony in America, where they could be re- ligious in their own way. These are the people that we call " The Pilgrims," on account of their wanderings for the sake of their religion. About half of them were to go first. The rest went down to the sea to say farewell to those who were going. It was a sad parting, as they all knelt down on the shore and prayed together. The Pilgrims came to America in The voyage to America in the a ship called the Mayflower. There were about a hun- Mayflower, dred of them, and they had a stormy and wretched pas- sage. They intended to go to the Hudson River, but their captain took them to Cape Cod. After exploring the coast north of that cape for some distance, they se- lected as a place to land a harbor which had been called Plymouth on the map prepared by Captain John Smith, who had sailed along this coast in an open boat in 1614. All the Indians who had lived at this place had died The :anding of the Pilgrims. a few years before of a pestilence, and the Pilgrims found the Indian fields unoccupied. They first landed at this place on the iith day of December, 1620, as the days were then counted. This is the same as the 21st of De- cember now, the mode of counting having changed since that time. (Through a mistake, the 22d of December is generally kept in New England as " Forefathers' Day.") Before landing, the Pilgrims drew up an agreement by which they promised to be governed. The bad voyage, the poor food with which they were provided, and a lack of good shelter in a climate colder 4 PURITAN OF THE MIDDLE CLASS. 36 THE COMING OF THE PILGRIMS. Half of the Pil- grims die. First acquaint ance with the Indians. Myles Standish and the Indians. than that from which they came, had their natural effect. Like the first settlers at Jamestown, they were soon nearly all sick. Forty-four out of the hundred Pilgrims died before the winter was ended, and by the time the first year was over half of them were- dead. The Pil- grims were afraid of the Indians, some of whom had attacked the first exploring party that had landed. To prevent the savages from finding out how much the party had been weakened by disease, they leveled all the graves, and planted Indian corn over the place in which the dead were buried. One day, after the winter was over, an Indian 1^^ walked into the village and said in English, " Welcome, Englishmen." He was a chief named Sam-o'-set, who had learned a little English from the fish- ermen on the coast of Maine. Samoset afterward brought WMth him an Indian named Squanto, who had been carried away \jM ^ •'\ to England by a cruel captain many years before, and then brought back. Squanto remained with the Pilgrims, and taught them how to plant their corn as the Indians did, by putting one or two fish into every hill for manure. He taught them many other things, and acted as their interpreter in their trading with the Indians. He told the Indians that they must keep peace with the white men, who had tlie pes- tilence stored in their cellar along with the gunpowder! The neighboring chief, Mas-sa-so'-it, was also a good friend to the Pilgrims as long as he lived. Captain Myles Standish was the military commander at Plymouth. He dealt severely with any Indians sup- THE COMING OF THE PILGRIMS, 37 Pilgrims at Home. — The Pilgrims held their meetings in a square house on top of a hill at Plymouth. On the flat roof of this house were six small cannon The people were called to church by the beating of a drum. The men carried loaded firearms with them when they went to meeting on Sunday, and put them where they could reach them easily. The town was surrounded by a stockade and had three gates. Elder Brewster was the religious teacher of the Pilgrims at Plymouth ; their minister, John Robinson, having stayed with those who waited in Holland, and died there. It is said that Brewster, when he had nothing but shellfi.-h and water for dinner, would cheerfully give thanks that they were " permitted to suck of the abundance of the seas and of the treasures hid in the sand." posed to be hostile. Find- ing that certain of the Massachusetts Indians were planning to kill all the whites, he and some of his men seized the plotters sud- denly and killed them with the knives ,^ -A which the In- ^^ ^* dians wore suspended from their own necks. "^M The people of Plymouth suffered much from scarcity of food for several years. They had often nothing but oysters or clams to eat for a long time together, and no drink but water. Like the Jamestown people (see page 29), they tried a plan of living out of a common stock, but with no better success. In 1624 each family received a small allot ment of land for its own, and from that time there was always plenty to eat in Plymouth. Others of the Pilgrims came to them from Holland, as well as a few emi- grants from England. Plymouth Colony was, ne.xt to Virginia, the oldest colony of all. PILGRrMS ESCORTING THE GOVERNOR, ELDER BREWSTER, AND MYLE8 STANDI8H TO MEETING 38 THE COMING OF THE PILGRIMS. Plymouth united \^^^l jt clid iiot grow vcry fast, and in 1692, by a charter with Massachu- setts in 1692. from King William III, it was united with Massachu- setts, of which ks territory still forms a part. Questions for study. When we say "the seventeenth century," what years do we mean ? What is said of persecution in the seventeenth century ? What cere- monies did the Puritans disiii 1 • ' 1 1 T 1 ^y ^^^ second Lord Baltimore s son, the second Lord Lord Baltimore. Baltimore. He was given all the pow- ers of a monarch. The first settlers were sent out in 1633, and reached Maryland in 1634. This company was composed of twenty gentlemen and three hundred laboring men, and the first governor was Leonard Calvert, the second Lord Baltimore's brother. Roman Catholic priests were with SECOND LORD BALTIMORE. 52 SETTLEMENT OF MARYLAND AND THE CAROLINAS. \ Early years of Maryland. them, and at their land- '^'"' ing they set up a cross. But there were also a good many Prot- estants in the party, and Balti- more had resolved from the beginning that there should be no persecution of any Christians on account of re- ligion in his new province. In almost every country in the world at that time the established religion, of what- ever sort it might be, was enforced by law. The colonists came in two ships called the Ark and the Dove ; they settled first at a place which they called St. Marys, on the St. Marys River, not far from the Potomac. They bought from the Indians living on the place their village and corn ground, and for the rest of that season they lived in half of the village with the Indians. The colony had many troubles and several SETTLEMENT OF MARYLAND AND THE CAROLINAS. 53 little civil wars in its first years. These mostly grew out of the religious differences of the people. But after a while Maryland prospered and grew rich by raising to- bacco. After the settlement of New England by Puritans, No new colonies i-n/r 111/^11- 1 -iri ^°'' thirty years. and Maryland by Catholics, there was a period oi about thirty years in which no new colonies were planted. In this period occurred the Great Rebellion in England, in which Charles I was beheaded, and his son Charles II was kept out of England by the Puritans under Oliver Cromwell. But, after Cromwell's death, Charles II was brought back to the throne of England. This is known as the Restoration. It took place in i66o. After the Restoration there was a new interest in Carolina granted 1 • TVT -tr 1 1 r 1 -r^ 1 , t° eight proprie- colonies. JNew York was taken from the Dutch, and tors, new colonies were planned. King Charles II was a very thoughtless, self-indulgent monarch, who freely granted great tracts of land in America to several of his favorites. To some of his courtiers he gave, in 1663, a large territory cut off from Virginia on the south, which had been known before this time as Carolana, but was now called Carolina, from Carolus, the Latin form of King Charles's name. This territory included what we call North and South Carolina. Those to whom this territory was granted were called " The Lords Proprietors of Caro- lina." There were eight of them. In the northeastern corner of this territory, on the Beginning of set. . tlements in North Chowan River, a settlement had been made by people Carolina in 1653. from Virginia, under the lead of a minister named Roger Green, in 1653. This was ten years before the country was granted to these lords proprietors, and the land CHARLES 11. 54 SETTLEMENT OF MARYLAND AND THE CAROLINAS. huguenot merchant's wife. Failure of the con- stitution prepared for Carolina. Growth of South Carolina, and its change of govern- ment. belonged to Virginia when they settled there. A settle- ment was made at Port Royal, in South Carolina, in 1670, but the people afterward moved to where the city of Charleston now stands. The foundation of this city was laid in 1680. A large number of Huguenots, or French Protestants, settled in South Carolina about this time. The lords proprietors tried to force on the little settlements in the woods a constitution which they had prepared. This constitution provided for three orders of nobility, to be called palatines [pal-a-teens'], land- graves, and caciques [cas-seeks']. But this system of government worked so badly that it was, after a while, given up. The Carolina colonies grew slowly. But after the in- troduction of rice culture, in 1696, South Carolina became prosperous. The proprietors, living in England, con- ducted the government of the colonies in a selfish spirit, and. the people disliked their management. In 1719 the South Carolina people rose in rebellion and threw off the yoke of the lords proprietors. In 1729 the king bought out the interest of the proprietors, and after that the governors were appointed by the king. They had al- '^^ ready an Assembly elected by the people to pass laws. HUGUENOT MERCHANT. Questions for study. How large was the territory of Virginia at first ? What part of this territory wa^ taken by the Dutch ? How was the territory of Vir- ginia next cut clown ? Who was George Calvert .? Where did he plant his first colony ? What did he call it ? What was George Calvert called after he had been made a lord ? What made Lord Baltimore give up the colony of Avalon in Newfoundland ? In what year did he go to Virginia ? What did he write to the king before he went there ? What was Lord Baltimore's religion ? How were Catholics treated in England at that time? Were they allowed to live in the colonies ? Whatoathdid the Virginians ask Baltimore to take ? Why could he not SETTLEMENT OF MARYLAND AND THE CAROLINAS. ss take it ? When he refused, what did they do ? When Lord Bal- timore got back to England what did he get from the king ? What name did the king give to Baltimore's new province ? In whose honor was it named ? What payment did Lord Baltimore have to make to the king for Maryland ? What happened to the first Lord Baltimore ? To whom did the province go then ? What powers were given to Lord Bal- timore and his successors ? In what year did the first colony reach Maryland ? Of what sort of men was it composed ? (Who are most important in settling a new colony, gentlemen or laboring men ?) Who was governor of the first colony ? What ministers of religion were with them ? What did they set up at their first landing ? Were all the people who came Catholics ? What plan did Lord Baltimore have about persecution for religion ? Was religious liberty common at that time ? Do you remember the names of the two ships that brought over the Maryland people ? (Can you think why they were so named ?) Where did the Maryland people settle ? How did they get their land ? What was the cause of most of the disturbances in the early years of the Maryland colony ? What crop did the Maryland colo- nists raise ? After the beginning of New England by the Puri- tans, and of Maryland by the Catholics, there was a period in which no new colonies were planted : how long was this period ? What took place in England during this time ? What king was beheaded ? Who was the leader of the Puritans in this rebellion ? What king was kept out of England while Cromwell lived ? In what year was Charles II brought back ? What was this bringing back of the king called ? After the Restoration what plans about the colonies were set on foot ? What kind of a king was Charles II ? What tract of land did he give to certain courtiers ? What had this southern territory been called before this time ? What was it now called ? Which two of our States were included in this Carolina grant ? What were those to whom this grant was made called ? How many lords proprietors of Carolina were there ? Were there any people living in Carolina when this gift was made? Where werethey settled ? In what year did they ^- ^ settle on the Chowan River? Who was their "" ,. leader ? Where was a settlement made in 1670? Where did these people afterward remove to ? In what year was Charleston begun ? Who tried to arrange a constitution for the Carolina settlements ? How many orders of no- bility did this provide for ? What were to be their titles ? Why was this consti- tution given up ? Did the Caro- lina settlements grow rapidly at first ? What grain was introduced in 1696 ? \4 \ >!i^^ Xlbekarle Sound ' J^ROANOKE li C.Hatteras Charleston, 1680, *ort Royal, 1670. 56 SETTLEMENT OF MARYLAND AND THE CAROLINAS. What was the effect of rice culture in South Carolina ? In what spirit did the proprietors conduct their government ? In what year did South Caro- lina overthrow the government of the proprietors ? What took place in 1729 ? How were the Carolina colonies governed after that period ? <^ St.Maryi >Q ■ ^ // Jair>estqWn/l607. Study by topics. Skeleton sum- mary of Part I. Skeleton sum- mary of Part II. Geography. Part I : Maryland. Tell about — 1. The first Lord Baltimore and his colony in Newfoundland. 2. The second Lord Baltimore and his grant. 3. The coming of the colony. Also : a. What king made the grant .'' d. What was the religion of the Balti- mores ? c. What laws did they make al)out religion .-• d. Why was the colony called Maryland ? Part II : The Carolinas. Tell about — 1. The lords proprietors. 2. The first settlement of North Carolina. 3. The first settlement of South Carolina. 4. The constitution. 5. The change of government. Also : a. What king granted Carolina ? i>. Why was it called Carolina ? c. What three orders of nobility were established ? George Calvert, afterward Lord , planted his first colony, called Avalon, in . Finding the climate too cold, he went to , in 1629. He got the king to give him a part of , north of the river. In the year he sent a colony to this province, which he called , in honor of the . In religion Lord Baltimore was a — — . The king gave Carolina to proprietors in . But a settle- ment had been made in North Carolina, in , under the lead of . Another settlement was made at , in South Carolina, in 1670, but these people afterward removed and settled the city of , in South Carolina. This city was begun in . The cultivation of , which was introduced in , made South Carolina prosperous. The sketch-map prepared for the chapters on the settlement of Virginia may be used. Extend the coast lines, if not previously drawn, to include JLirjland. Enter the date 1634 at St. Marys. Then put the initial A where Annapolis now stands, and B where Baltimore is, in order to fix relative positions. Draw a new sketch-map of the coast of North and South Carolina and Georgia. At Chowan River, in Albe- marle Sound, enter the date 1653. At Port Royal, S. C, 1670. At Charleston, 1680. Then draw a line through the figures 1670, at Port Royal, to show that this settle- ment was given up. These maps may be made on the blackboard. SCOTCH WOMAN. Conquest of New Jersey, and its division. QUAKERS IN THE JERSEYS AND PENNSYLVANIA. TT CHAPTER XI. The Coming of the Quakers and Others to the Jer- seys and Pennsylvania. Before the Dutch colony of New Netherland was conquered by the English, in 1664, it was given by Charles II to his brother, the Duke of York, who after- ward became King of England as James II. James kept that portion of it that is now called New York to himself. What we call New Jersey he gave to Lord John Berkeley and Sir George Carteret, who, after a few years, sold their interest to others. The colony already contained several settlements of Dutch and Swedes. In 1674 New Jersey was divided into East Jersey and West Jersey. It was a time of religious persecution. Many peo- Persecuted peo- ,.,,,.., 1 pie from Scot-" pie emigrated to the colonies in order to get a chance i^^^ j-ome tc to be religious in their own way, and the proprietors ^^^ Jersey, of the New Jersey colonies promised to all who came liberty to worship in their own way. The people of Scotland, who were Presbyterians, suffered horribly from persecutions after the restoration of Charles II, and East Jersey received many Scotch emigrants, driven out of their own country by the cruelty of the gov- ernment. Some people from New England also moved into East Jersey. The religious sect most severely persecuted in Eng- land after the restoration of the king was the Soci- ety of Friends, whose members are sometimes called Quakers. Some of these came to East Jersey. West Jersey was bought by certain leading Friends, and a Scotchman. 58 QUAKERS IN THE JERSEYS AND PENNSYLVANIA. West Jersey. Quakers come great many members of that society flocked to this to Kast and province, where they established a popular form of gov- ernment. Just across the Delaware River from West Jersey was a territory not then occupied except by a few Swedes, who had come over long before to the old colony of New Sweden. Among those who had to do with the management of the West Jersey colony was a famous Quaker minister named William Penn. His father had been a great sea commander, and William Penn had a claim against the King of England for a considerable sum of money due to his father. The king was in debt, and found it hard to pay what he owed. William Penn therefore persuaded Charles II to settle the debt by grant- ing him a territory on the west side of the river Dela- Pennsylvania granted to William Penn. WILLIAM PENN. William Penn was born in Lon- don in 1644, so that he was thirty-seven years old when Pennsylvania was set- tled. He was the son of Admiral Will- iam Penn, who was celebrated (or the part he took in the wars between the English and Dutch. Penn first came under the influence of the Friends or Quakers while he was a student at O.x- ford, and he was expelled from the uni- versity, with others, for the resistance they made to certain religious ceremo- nies introduced at that time. His father sent him to Paris, and he became an accomplished man of the world. He afterward became a Friend, which so mortified his father that the admiral turned him out of his house, but later he became reconciled to him. Penn was repeatedly imprisoned, and he boldly as- serted in the English courts the great principle of religious liberty. He trav- eled into Wales, Ireland, Holland, and (lermany, in his preaching journeys, and many of his acquaintances in those coun- tries afterward came to Pennsylvania. Though Penn would never take off his hat in the presence of the king, he had considerable influence at court, which he used to lessen the sufferings of the Quak- ers and others. Penn died in 171S. QUAKERS IN THE JERSEYS AND PENNSYLVANIA. TQ ware. This the king called Pennsylvania, which means something like Penn's Forest. The name was given in honor of Penn's father, the admiral. What is now the State of Delaware was also put Delaware deliv- ered to Penn. under Penn's government by the Duke of York. Every- thing was done with ceremony in those days. When Penn got to New Castle, in Delaware, its government was transferred to him in the following way : The key to the fort at New Castle was delivered to him. With this he locked himself into the fort and then let himself out in sign that the government was his. To show that the land with the trees on it belonged to him, a piece of sod with a twig in it was given to him. Then a porringer filled with water from the river was given to him, that he might be lord of the rivers as well as of the land. Penn sent his first emigrants to Pennsylvania in 1681. Penn settles „,.,,,,. , 1111 r 1 Pennsylvania. Philadelphia, where they landed, was yet a lorest, and \he people had to dig holes in the river banks to live in through the winter. Nearly thirty vessels came to the new colony during the first year. Although Pennsylvania was the last colony settled ex- Rapid growth of ^^ . . , , , , Pennsylvania. cept Georgia, it soon became one 01 the most populous and one of the richest. Before the Revolution, Philadel- phia had become the largest town in the thirteen colo- nies. This was chiefly owing to the very free govern- ment that William Penn founded in his colony. Not only English, but Welsh and Irish people, and many thousands of industrious Germans, came to Pennsylvania. People were also attracted by the care that Penn took to main- tain friendly relations with the Indians, and to satisfy them for their lands. Another thing which drew peo- ple both to Pennsylvania and New Jersey was the fact 6o QUAKERS IN THE JERSEYS AND PENNSYLVANIA. The two Jerseys united. that the land was not taken up in large bodies, as it was in New York and Virginia, for instance. In Penn- sylvania and New Jersey the poor man could get a farm of his own. By the sale and division of shares, the proprietaries of both East and West Jersey became too numerous to manage their governments well, and at length disorders arose which they were not able to suppress. In 1702 the government of both provinces was transferred to Queen Anne, and East and West Jersey were again united into the one province of New Jersey. But even to this day, in common speech, one sometimes hears the State of New Jersey spoken of as "The Jerseys" by people who do not know that two hundred years ago there were two colonies of that name. Pennsylvania remained in the hands of the Penn family, who appointed its governors till the American Revolution. Questions for study. TREATY-BELT GIVEN BY THE INDIANS TO PENN. To whom was the Dutch colony of New Netherland given before it was conquered by the English ? In what year was it conquered ? How- was the Duke of York related to King Charles II ? What part of New Netherland did the Duke of York keep for himself.' Having retained New York, what part of his province did he give to Berkeley and Car- teret ? Were there any settlements in New Jersey at this time ? How did the Dutch and Swedes come to be there before the English ? What did Berkeley and Carteret do with their interest in New Jersey ? In what year was New Jersey divided ? When it was divided in 1674, what were the two parts called ? What caused many people to come to the colonies at this time? What i)romise did the proprietors of East and West Jersey make to those who should settle in their colonies ? What took place in Scotland after the Restoration ? In which of the Jersey QUAKERS IN THE JERSEYS AND PENNSYLVANIA. 61 colonies did many of the persecuted Scotch settle ? From what part of America did settlers emigrate to East Jersey ? What religious sect was most severely persecuted at this time ? Where did some of these come to ? Who bought West Jersey ? When West Jersey had come into the control of some leading members of the Society of Friends, what took place ? What kind of a government did the Quakers establish in West Jersey? What is said of the country on the other side of the Delaware River from West Jersey ? When had the few Swedes come to this place ? W^iat famous member of the Society of Friends had a hand in the management of West Jersey ? Whose son was Will- iam Penn ? What claim did Penn have against the king? What did Charles II give to William Penn instead of the money due to him ? In what year was tiiis territory west of the Delaware given to Penn ? What did the king name the new province ? What does Pennsylvania mean? In whose honor was it named ? Who put the country which we now call Delaware under Penn's government ? Tell by what ceremony Delaware was delivered to Penn. In what year did William Penn send out his first settlers ? In what kind of houses did the settlers of Philadelphia live at first ? How many vessels came to the colony the first year ? What is said of the growth of Pennsylvania ? What was the largest town in the thirteen colonies some years before the Revolution ? What was there about the government of Pennsylvania that attracted people? What people besides English came to Penn- sylvania ? What was there in the relations of Pennsylvania with the Indians that made people like to live there ? What about the way the land was taken up in Pennsylvania and New Jersey ? How did East and West Jersey come to be managed by many proprie- tors ? What happened from this ? When the disorders became so great that the proprietors could not put them down, what did they do ? In what year was New Jersey transferred to the queen ? Who was Queen of England in 1702 ? Did East and West Jersey remain apart ? What phrase do we sometimes hear now that reminds us of the existence of two Jerseys two hundred years ago ? Until what period did the Penn family govern Pennsylvania ? Tell about — 1. The conquest of New Jersey and its division. 2. The settlement of East Jersey by Scotch, New-Englanders, and Friends. 3. The coming of Friends to West Jersey. 4. William Penn and his colony. 5. The reunion of New Jersey. Study by topics. 62 QUAKERS IN THE JERSEYS AND PENNSYLVANIA. Skeleton sum- New Netherland was taken from the in 1664. The part of it now "^^^y- called was given by the Duke of to Lord John and Sir George . Berkeley and Carteret afterward sold theirsharestoothers, and New Jersey was divided into two colonies, called . Many perse- cuted Presbyterians from settled in East Jersey. West Jersey was settled mostly by members of the Society of — , often called . Among those who managed West Jersey was , the son of Admiral Penn. To him the king gave a province called . This province was mostly settled by . Besides English settlers, there were , and , and . Its chief city, called , was first settled in . Geography. On the sketch-map of the middle colonies let a line be drawn, as in the sub- joined map, to mark the division between East and West Jersey. Mark the site of New Castle, in Delaware. Mark the site of Philadelphia, and put in the date, 1681. Georgia pro- jected. CHAPTER XII. The Settlement of Georgia, and the Coming of the Germans, Irish, and French. Penn's settlement at Philadelphia was made, as we have seen, in 1681. This was seventy-four years after the settlement of Jamestown, In seventy-four years, which is less than a long lifetime, all the colonies were begun ex- cept one. But after the settlement of Pennsylvania there passed fifty-one years inore before another colony was begun. As the borders of Carolina were supposed to reach to the Spanish territory in Flor- ida, and as New England touched the h^-ench territory in Canada, there appeared to be no room for any more colonies, until it was suggested to General Oglethorpe that a slice might be taken off the south side of South Carolina, and a new colony be wedged in between Carolina and the Spanish colony in Florida. THE SETTLEMENT OF GEORGIA. 63 General Oglethorpe was a very benevolent man, but General ogie- . . . . thorpe's plans much given to impossible projects of different sorts. He for Georgia, did not propose that the new colony of Georgia should be a source of profit to anybody. He put on its seal a motto in Latin, which meant " Not for ourselves, but for others," "M, mMM' with a device of silkworms spinning. He wanted to provide a home for ruined debtors, and a place of refuge for persecuted Protestants -■-»».•■..-- from other countries. He also expected to make Geor- gia a military barrier against the encroachments of the Spaniards from Florida, who laid claim to all of South Carolina. Besides this, he proposed to raise silkworms in Georgia, so that the English would not need to pay money to the Italians for their silk. He also resolved to keep out all slaves, and to forbid the bringing in of rum, that the people might not be idle or intemperate. Many A GEORGIA ROAD. 64 THE SETTLEMENT OF GEORGIA. First settlement of Georgia at Savannah. James Edward Oglethorpe was born in London in 1688. He was in the war of the Austrians against the Turks in 1716, and held a command under Prince Eugene in the brilliant and des- perate campaign of 1717, which ended in the surrender of Belgrade. He re- turned to England in 1722, and served in Parliament for thirty-two years after- ward. He was opposed to imprisonment for debt, and did much to improve the condition of poor debtors. He was also interested in the efforts then made to convert the black slaves in the colonies. In planting Georgia, his view-s were most benevolent, but the broken-down debtors that he took over at first were not the kind of men to begin a new state with. Oglethorpe was over ninety-si.\ years old when he died. PIPER TO A HIGHLAND REGIMENT. Oglethorpe's plans cause dis- satisfaction. The government transferred to the king. thousands of pounds were given by benevolent people to help on this good work. Parliament also voted a do- nation to Georgia. In 1732 Oglethorpe took out his first company of a hundred and sixteen peo- ple, with whom he began he town of Savannah in 1733. Others were add- ed, among whom were a regiment of Scotch Highlanders, some Hebrews, and some persecuted Germans. Oglethorpe bore hardship with the rest, and by brilliant management defeated the Spaniards when they attacked his colony. But the people, after a while, became dissatisfied. They were not allowed any hand in making their own laws. No man, unless he brought white servants, wars permitted to own more than fifty acres of land, and this land he could not sell or rent or divide among his chil- dren. His oldest son took it at his death ; if he had no son, it went back to the trustees of the colony. It was thought that by this means the evils of wealth and pov- erty would be prevented. But, like all such attempts, this proved a failure, because the people felt that such laws interfered with their just liberties, and took away all inducements to the improvement of their property. The complaints of the settlers became very bitter, and many of them left the colony. In 1752, twenty years after the beginning of the settlement, the trustees sur- THE SETTLEMENT OF GEORGIA. 6j rendered the government to the king. After that, Geor- gia was not different from the other colonies. One might own as much land as one could get, and sell or lease it at one's pleasure. Rum also came in, which cer- tainl}- was no advantage. Slaves were bought, and rice and indigo plantations, like those of South Carolina, were established. The Germans that came to Georgia were not by any The coming of . ~ . . . . . i-iT^i-i ^^^ Germans. means the hrst ot these mdustnous people ni the Jt^nglish colonies in America. There were many little sects in Germany at that time, and these suffered much persecu- tion, from Vv'hich they were glad to flee. The laws of Pennsylvania promised them freedom. Some of these sects were opposed to war, and their members emigrated to Penn's colony, where military service was not re- quired, because the Society of Friends was also opposed to war. The tide of German emigration became greater and greater after this ; thousands of Germans coming to Pennsylvania to escape the miseries brought on them by persecution and the wars which desolated their country. In three years, during the reign of Queen Anne, there The arrival of the Palatine came to England thirteen thousand poor people from Germans, that part of Germany called the Palatinate. These peo- ple were called Palatines ; they were seeking to be sent to America. Some of these were dispatched to Virginia, some to the Carolinas, and some to Maryland. About four thousand were sent to New York to make tar and pitch. So wretchedly were they cared for that seventeen hundred of the four thousand died at sea or soon after landing. The rest were settled on the Hudson River, where the descendants of some of them are to-day. Some went to the wilderness farther west. They were GERMAN COUNTRYMAN OF THAT TIME. GERMAN COUNTRYWOMAN OF THAT TIME- 66 THE GERMANS, IRISH, AND FRENCH. IRISHMAN OF THAT TIME. Irish immigrants to the colonies. The migration to the southward. IRISHWOMAN OF THAT TIME. The coming of the Huguenots. badly treated in New York, and only allowed ten acres of land apiece. Three hundred of them, hearing that (^\ Germans were well received in Pennsylvania, made a bold push through the backwoods of New York, down the rivers that flowed into Pennsylvania. From that time Germans avoided New York, and thronged more than ever into Pennsylvania. The Irish that came before the Revolution were mostly Presbyterians in belief. They had been perse- cuted in order to force them into the Church of Eng- and. Some of them came to New England about 1718, introducing there the spinning of flax and the planting of potatoes. There was not a colony to which they did not go, but the greatest tide of Irish immigration poured into Pennsylvania. Five thousand Irish immi- grants arrived in the city of Philadelphia in the year 1729. Many of them were bold and enterprising pio- neers, opening the way into unknown regions, and show- ing great courage in fighting with the Indians. Pennsylvania filled up with great rapidity, and, when the later Indian wars laid waste its frontiers, many of the German and Irish settlers moved southward into the mountain valleys of Virginia. Then, following the lines of open prairies and Indian trails, this stream of people went onward into the Carolinas. The Irish, indeed, and their children born in America, pushed southward until they had filled whole counties in North and South Caro- lina. They also pushed over the Alleghanies into the Western country. The Huguenots, or French Protestants, rendered un- happy by the civil wars and persecutions of the time, came to the colonies in large numbers. They settled in THE SETTLEMENT OF GEORGIA. 67 FRENCH COUNTRYMAN OF THAT DAY. almost every colony, but more largely in South Carolina than elsewhere. Notwithstanding the multitudes of Germans, Irish, "^^^ English the most numerous. French, and Scotch that came to the colonies, those who came from England formed much the largest part of every colony. From the beginning of the first colony at Jamestown in 1607 to tlie settlement of Pennsylvania in 1681 was how many years ? [Subtract 1607 from 1681.] Was Pennsylvania the last colony ? From the beginning of Pennsylvania — the next to the last colony — to the beginning of Georgia, the last colony, was how many years ? [Subtract 1681 from 1733.] What nation had a colony in Florida ? What nation had a colony in Canada ? Did the English colonies, as marked out, occupy all the space between ? Where did General Oglethorpe think of putting in a new colony ? What kind of a man was Oglethorpe? Did he propose to make a profit out of the new colony of Georgia? What motto did he put on the seal of the colony ? What device? What two classes of people did Ogle- thorpe expect to benefit by founding this colony ? What military purpose Questions for was the colony to serve ? What did he propose to accomplish with silk- study, worms in Georgia ? What did he resolve concerning slaves ? What do- nations did the new colony receive? In what year did General Oglethorpe take out his first company ? How many people were there in it? Where did he settle these people? Among others who came afterward, what kind of people are mentioned ? What is said of Ogle- thorpe's endurance of hardships? With what result did he fight with the Spaniards ? Were the people contented ? What share did they have in making their own laws ? How much land was each man allowed to own ? What could he not do with this land ? What be- came of the fifty acres when the man died ? What became of it if he had no son ? What did Oglethorpe and the other trustees hope to do by tying the land up in this way ? How did the peopl«e feel about it ? What resulted from the dissatisfaction of the settlers ? What dispo- sition did the trustees make of the colony of Georgia in 1752 ? What is said of the land system after that? What of rum ? What of slaves ? Were the Germans that came to Georgia the first of their people to settle in America ? What is said of the numerous sects in Germany at this time ? What did the laws of Pennsylvania promise to these perse- cuted people ? . What is said about those sects that "disliked war? What miseries did thousands of Germans flee from ? What people were those that came to England in the reign of Queen Anne ? Why were FRFNCH COUNTRYWOMAN OF THAT DAY. 68 THE SETTLEMENT OF GEORGIA. they called Palatines? What were they seeking for ? To what colonies were they sent ? How many were sent to New York ? How were they treated in New York Colony ? Where did some of them go to ? How did these three hundred get to Pennsylvania ? What effect did tliishave on Germans coming afterward ? What was the religion of most of the Irish who came before the Revolution ? Why did they leave Ire- land ? In what year did the Irish come into New England ? What did they introduce to New England in 1718 ? To how many of the colonies did they go ? To which colony did the greatest tide of Irish immigration go? How many arrived at Philadelphia in 1729 ? What was their char- acter ? Where did the Germans and Irish go from Pennsylvania when the Indian wars broke out ? How did the Irish settlers get through the wilderness into North and South Carolina ? What mountains did they cross into the Western country ? Who were the people called Huguenots? What made them leave France ? In what colonies did they settle ? What colony had the largest number of these settlers? From what country did the largest number of settlers in every colony come ? (What language do we speak in the United States ? Why do we speak English ?) Study by topics. Geography. Tell about- Part I. I. Part II. Oglethorpe. Georgia — its location and settlement. Georgia — the objects for which it was settled. Georgia — its peculiar laws at first. The Germans — why they came. 2. The Germans — those called Palatines. 3. The Irish in New England. 4. The Irish in Pennsylvania. 5. The Southern migration of Irish and Germans. 6. The Hug-uenots. Let the pupil trace the coast line of Georjjia and mark the site of Sa- vannah, putting down the date, 1733. Either on the sketch-map or some other, the relative position of Pennsylvania, Marj'land, Virginia, North Carolina, and South Carolina should be pointed out, to illus- trate the migration south- ward from Pennsylvania. harleston, I680, oyal, 1670. Savannah, 1732. '^Port R REVIEW OF DISCOVERY AND SETTLEMENT. 69 FIRST REVIEW— DISCOVERY AND SETTLE {May be used on the blackboard.') Discovery by Columbus. Other Discov- eries. Ralegh's Ex- peditions. Beginnings of Virginia. Pilgrims and Puritans. The Dutch and Swedes. What was he looking for ? Objections offered to his plan. Hisfirstvoyageand return. 1492. His other voyages. North America by Cabot. 1497. To India by Good Hope, by Gama South America byColumbus. 1498. Pacific Ocean by Balboa. 1513. Round the world by Magellan. 1520. Under Amidas and Barlowe. 1584. Under Grenville and Lane. 1585. Under John White. 1587. Arrival and sickness. 1607. John Smith and his adventures. The starving time. Shipwreck of Gates and his arrivaL Arrival of De la Warr. Dale's government. Pocahontas. The great charter. 1618. Division of land. Sending of wives. Indian massacre. 1622. Pilgrims in England and Holland. The Voyage in the Mayflower. 1620. The Pilgrims at Plymouth. New Hampshire and Maine. 1623. Coming of first Puritans to Salem. 1628. The bringing of the charter. 1630. Settlement of Connecticut and New Haven. Settlement of Rhode Island. Hudson's voyage. 1609. Dutch settlement! 1623. Swedish settlement. 1638. Conquest of New Sweden by the Dutch. 1655. Conquest of New Netherland by the English. 1664. 70 REVIEW OF DISCOVERY AND SETTLEMENT. Settlement of Maryland. The Carolinas settled. Settlement of New Jersey. Settlement of Pennsylvania. Settlement Georgia. of Race Elements. Lord Baltimore and his colony in Newfoundland. Maryland granted. Colony begun at St. Marys. 1634. North Carolina settled as part of Virginia. 1653. Charter to eight proprietors. 1663. Beginning of settlements in South Carolina. 1670. Change of government. 1719 and 1729. Its conquest from the Dutch. 1664. The Jerseys divided. 1674. The Scotch come to East Jersey. New-Englanders and Friends in East Jersey. The coming of Quakers to West Jersey. The Jerseys united again. 1702. William Penn and the king. William Penn's colony. 1681. General Oglethorpe's colony. 1733. What Oglethorpe proposed to do. Dissatisfaction of the people. Change of government. r The Germans — why they came, how, and where. The Irish — why and where. Southward movement of Irish and Germans. French Huguenots. English the most numerous. Diagram Pilgrims or | Separatists ) Puritans Dissenting ) Puritans f Roman Catholics Huguenots Presbyterians Lutherans and [ other sects i of Emigrations on account of Persecution. {For tlie blackboard.) England l^y way ( of Holland irom from England from Massachusetts from England from France Scotland and k1 c \ Scotland fi-om { ( Irelan j Germany and i ( ^•"^"^ ( Switzerland S '° ( Plymouth Colony. Massachusetts. Rhode Island. Maryland. New York, South Caro- lina, and othercolonies. New Jersey, Pennsylva- nia, the Southern colo- nies, and elsewhere. Pennsylvania, and thence southward. HOW THE INDIANS LIVED. 71 CHAPTER XIII. How the Indians Lived. Before the white people settled The Indians. America it was inhabited by many tribes of the people we call Indians. They were called Indians because the first discoverers believed America to be a part of India. The Indian is of a brown or copper color, with black eyes and straight hair. In what is now the United States the clothing of the The dress of the Indians was mostly made of deerskin. A whole deerskin was thrown about the shoulders, of the same material was hung ab loins, and the leggins worn in were also of deerskin. Some of the Southern Indians wore man- tles woven from the fiber of a plant in gardens un- der the name of " Spanish bayonet," but which in that day was called " silk-grass." The women wore deerskin aprons. Women of the Northern tribes wore mantles of bea- verskins. Shoes, or moccasins, were of deerskin, some- times embroidered with porcupine quills or shell beads. INDIAN CHILDREN PLAYING THE GAME Of DEER AND WOLF. 72 HOW THE INDIANS LIVED. STRINGS OF WAMPUM. The Indian warriors were fond of staining their faces in stripes, spots, and splashes of red, yellow, and blue. S^ome of the Virginia Indians wore bears' or hawks' claws, and even living snakes, dangling from their ears ; and sometimes, also, the savage Indian war- rior would wear the dried hand of his dead enemy in the same way. The use of such ugly adornment was to make the savages seem as fierce and terrible as possible. Both men and women decorated themselves with beads, which they made from seashells. These were called " wampum," and were worn in strings, or wrought into belts, necklaces, and bracelets. Wampum was also used among them as money, and as presents in makin"" treaties ZUNI INDIAN WOMAN MAKING POTTERY. Indian houses. Indian houses, or wigwamS; were mere tents of bark or of mats, supported by poles. Among the Indians of the Western prairies, skins of animals were used to cover the Indian houses. Indian wigwams were not divided into rooms. The inmates slept on the ground, or sometimes HOW THE INDIANS LIVED. 73 INDIAN BOTTLE OF POTTERY FROM ARKANSAS. MANNER OF BOILING IN AN EARTHEN POT. on raised platforms. The fire was built in the middle of the wigwam, and the smoke found its way out through ^ _^ an opening at the top. In t ' some tribes long arbor -like %. houses were built of bark. In i; these there were fires at reg- ular intervals. Two families lived by each fire. The Indians had very little Furniture of wig- warns, and modes furniture. There were a few of cookery. mats and skins for bedding. Some tribes had for house- hold use wooden vessels, which they made by burning and scraping out blocks of wood, little by little, with no other tools than shells or sharp stones. These Indians cooked their food by putting water into their wooden kettles and then throwing in heated stones. When the stones had made the water hot, they put in it whatever they wished to cook. Other tribes knew how to make pots of earthenware ; and yet others cut them out , -^ of soapstone. Vessels I of pottery and soapstone could be set over the fire. Often fish and meat were broiled on sticks laid across above the fire ; green corn was roasted under the ashes, as were also squashes, and vari- ous roots. Indian corn, INDIAN MANNER OF BROIUNG IN 1685. 74 HOW THE INDIANS LIVED. put into a mortar and pounded into meal, was mixed with water and baked in the ashes, or boiled in a pot. Some- times the meal was parched and carried in a little bag, to be eaten on a journey. A few tribes near to salt springs had salt, the rest used leaves of several sorts for seasoning. For tilling the ground STONE AX. the Indians had rude tools ; their hoe was made by at- taching to a stick a piece Indian agricuit- of decr's hom, or the shoul- der-blade bone of an ani- mal, or the shell of a turtle, a bit of wood, or a flat stone. They raised Indian corn, beans, squashes, and tobacco. They prepared the ground by girdling the trees so as to kill them ; sometimes they burned the trees down. Some tribes had rude axes for cutting small trees ; these were made of stone. The handle of the stone ax was formed by tying a stick to it, or by twisting a green ^^ withe about it. Sometimes an Indian would INDIAN GIRL WITH BASKETS. I'he coming of the white people made great changes in the Indian hfe. The furs and skins, which the Indians did not value except for necessary clothing, were articles of luxury and ornament of great value in Europe. Many a half-starved Indian was clothed in furs that a Euro- pean prince would have prized. The savage readily exchanged his beautiful beaver coat for a bright-colored blanket and thought he had made a good bar- gain, though his furs were worth to the white man the price of many blankets. The cheap glass beads and tiny bells, such as the people of old time hung about the necks of the hawks with which they hunted birds, were greatly prized by sav- ages. Jews-harps were also much liked by them, and were sometimes used in paying them for land. The Indian who could possess himself of a copper kettle was a rich man in his tribe. The cheap iron hatchets of the trader drove out the stone axes, and knives were eagerly bought, but guns were more sought after than anything else ; and, though there were many laws against Eelling firearms to the India.is, there were always men who were glad to enrich themselves by this lawless trade. The passion of the savage for intoxicating drinks was so great that evil men among the traders were often able to strip them of all their goods by selling them strong liquors. The white settlers generally bought the land they occupied from the Indians. As land was not worth much, the price paid was trifling. Manhattan Island, on which New York now stands, was sold to the Dutch, by the Indians, for about twenty - four dollars. The land sales made trouble, for the lines were not well defined, and were often matters of dis- pute. The Indians did not understand business, and they sometimes had to be paid over and over again for a piece of land. HOW THE INDIANS LIVED. 75 INDIAN KINDLING FIRE. split open a growing young cutting tools, tree and put the ax into the cleft ; when the tree had grown fast around the ax he would cut it down and shorten it to the prop- er length for a handle. The Indians had no iron. For knives they had pieces of bone, sharp stones, and shells. The Indian procured fire Making fire by twirling the end of a stick against another piece of wood. To give this twirling stick a quick motion, he wrapped a bow- string about it, and then drew the bow swiftly to and fro. The most remarkable product of Indian skill was the canoe ; this was made in some tribes by burning out a log, little by little, and scraping the charred parts with shells, until the " dugout " canoe was suf^ciently deep and rightly shaped. Many canoes made in this way, without any other tools than shells and sharp stones, would carry from twenty to forty men. The North- ern tribes constructed a ^ more beautiful canoe, of white birch bark, stretched PIUTE INDIAN GifiLS WITH WATER JARS. 76 HOW THE INDIANS LIVED. on slender wooden ribs, and sewed together with roots and fibers. Such canoes were made water-tight by the use of eums. One Indian is seen scraping out the charred wood, another is fanning the fire, while a third is burning down a rree to begin a new canoe. MAKING A CANOE. Division of labor. Wars between the tribes. Among the Indians, the hardest work fell to the women. Hunting, gambling, and making war, were the occupations of the men. The male Indian was from childhood trained to war and the chase. Game and fish, with such fruits, nuts, and roots as grew wild in the woods and swamps, were the principal dependence of the Indians for food. As they suffered much from hunger and misery, the population of the country was always thin. Moreover, the continual wars waged between the various tribes, in which women and children as well as men were slain, kept the red men from increasing in numbers. Large tracts of country were left un- inhabited, because tribes at war dared not li\'c near to one another, for fear of surprise. In all the coun- try east of the Mississippi River there were but a few hundred thousand people ; hardly more than there are in one of our smallest States, and not enough, if they had all been brought together, to make a large city. HOW THE INDIANS LIVED, 77 What were the people called who lived in America before white Questions fo men came ? Why were they called Indians ? (Are there any of them study, remaining yet ?) What is the color of their skin ? What kind of eyes have they ? What sort of hair ? What material was mostly in use among them for clothing ? What garments did they wear ? Of what ])Iant did the Southern Indians make mantles ? What sort of man- tles were used by women in the Northern tribes ? How were their shoes made ? With what were their shoes embroidered ? How did the Indian " braves," or warriors, stain their faces ? What did they some- times wear hanging to their ears ? What kind of beads did the Indians wear ? For what other purpose was wampum used ? What was the Indian house, or wigwam, made of? How did the Indians sleep ? Where was the fire made ? How did the smoke get out ? Some tribes built long houses : what is said of _^_=,._____ these? What did the In- t ^k>^- \^-^ ^ "^"^-t dians have for beddmg- ? What POTTERY FROM MISSOURI. INDIAN WIGWAMS OF BARK. kinds of vessels for household use ? How did they hollow out their wooden vessels ? How did those tribes that had only wooden vessels cook food in them ? How did those that had pottery and soapstone ket- tles use them for cooking ? How were fish and meat sometimes broiled ? How were green corn and other vegetables roasted ? How was corn made into meal ? How was bread baked ? What did the Indians do for salt ? What can you tell about the va- rious sorts of hoes made by the Indians? What plants did they cultivate ? How did they clear the. ground ? Some tribes had axes : what were these made of? How did they put handles to them ? Had the In- NAVAJO INDIAN WOMAN WEAVING A BELT. 78 HOW THE INDIANS LIVED. Study - by topics. Blackboard illustration. te^.^ dians any iron'? Hovv did they commonly make knives? How did they produce fire ? What was the most remarkable product of Indian industry ? How was the dugout canoe made without metal tools? How many men would the larger of these carry ? Of what did the Northern tribes make their canoes ? How did they sew them ? How did they make them tight ? What was the difference between the work of the women and the occupations of the men ? What is said of the education of Indian boys? On what did the Indians mainly depend for food ? What effect did their pov- erty have on the population ? What other cause kept the Indians from increasing in numbers ? What is said of the Indian population east of the Mississippi River ? Tell what you know about — I. The appearance of the Indian. 1. Complexion, hair, eyes. 2. Articles of dress. 3. Things worn for ornament. II. Tlie Indians' mode of living. 1. Houses : their construction. 2. Houses : their inside arrangements. 3. Furniture. 4. Cookery. III. The Indian at work. 1. Tools. 2. Plants cultivated. 3. Canoes. I\'. Men's and women's work. V. Effect of poverty and war on the Indian po]v ulaiion. Divide the board horizontally into three parts. Then write, from suggestions made by the pupils, .^ in the topmostdivision, the various items of dress and ornaments belonging to an Indian's head ; in the second, those worn on the body ; in the third, those used on the feet. MEDICINE MAN, WITH A MANTLE OF SILK-GRASS. DRAWN IN 1686. Composition. Let the pupil suppose himself to be a settler in America in the early colonial times. Let him write a letter to a supposed friend in England, telling in his own words what is told in this and the two following chap- ters, especially about Indian customs and the trade between them and the white people. Major Powell's Reports of the Ethnological Bureau. Century Magazine, May Books. J883, " The Aborigines cind the Colonists." EARLY INDIAN WARS. 79 Early Indian massacres in Virginia. CHAPTER XIV. Early Indian Wars. There were, between the two races, occasions Dishonest traders I I- ,. T-v ■ 1 , 1 •, ^""^ ^^2 Indians. enough tor quarrehng. Dishonest white men were sure to cheat the ignorant Indians, and the violent among the Indians were as sure to revenge themselves. If an Indian suffered wrong from one white man, he thought he had a right to take vengeance on any man, woman, or child of the white race when he found opportunity. We have seen how suddenly the In- dians massacred the Virginians in 1622 (page 32). This led to a long war, with many treacheries and cruel sur- prises on both sides. After some years the Indians were sub- — dued by the Virginians, un- der the lead of William Clai- borne. But in 1644 the old chief Opechankano, who had led in the first massacre, planned a second. He was so old that he could not walk without assist- ance, and could not see, except when his eyelids were held open. He was carried to the scene of bloodshed. The Indians had by this time secured guns. By a sudden SUr- Florida warrior, 1665. 8o EARLY INDIAN WARS. INDIAN MASK. The Pequot war in 1637. Indian wars in New York, Mary- land, and Vir- ginia. prise they killed about five hundred white people in a single day. But they paid dearly for their victory, for the colony had grown strong enough to defeat and pun- ish them. They were driven awa}' from their villages. Opechankano was taken prisoner, and, while a captive, was suddenly killed by an infuriated soldier. The Pe'-quot war in Connecticut grew out of the differences between the Dutch and the English settlers. The English brought back the Indians whom the Pequot tribe had just driven away. The Pequots began the war by killing some English traders. The attempts of the English colonists to conquer the Pequots were at first of no avail. The Indians were light of foot, and got away from men in armor. They continued to seize and torture to death such English as they could catch. In 1637, John Mason, a trained soldier, at the head of a company of Connecticut men, with some from Massachusetts, marched into the Pequot country. At Mystic, Con- necticut, just before daybreak, the Connecticut men surrounded the palisaded village of Sassacus, the dread- ed Pequot chief. In the first onset Mason set the vil- lage on fire. A horrible slaughter followed. Indian men, women, and children, to the number of five or six hundred, were shot down or burned in the village, or in tr)'ing to escape. In the war which followed this attack, the whole Pequot tribe was broken up, and the other Indians were so terrified that New England had peace for many years after. About the same time cruel Indian wars raged be- tween the Dutch of New Netherland (now New York) and the Indians in their neighborhood. At one time the Dutch colony was almost overthrowm. There was EARLY INDIAN WARS. 81 Many of the white people sincerely desired to do the Indians good. Schools for the education of Indian children were set up in Virginia and in New England. Catholic missionaries labored among the Indians of Maryland. John Eliot, of Massachusetts, preached to thousands of Indians, and translated the whole Bible into their language. He is called the " Apostle to the Indians." But, even in trying to do the Indians good, the white men offended them. The chiefs and "medicine men" of the Indians did not like to see their ancient customs treated with contempt, and their own influence destroyed by the new religion. also a war between the Marylanders and the Sus-que- han'-nah tribe. In 1656 the Virginians suffered a bitter defeat in a battle with the Indians at the place where Richmond now stands. The brook at this place got the name of Bloody Run. In 1675 there broke out in New England the terrible Indian war known ever since as King Philip's War. Philip was the son of Massasoit, the Indian chief who had long been a friend to the Plymouth settlers. Philip was a proud man, and thought that he was not treated with enough re- spect by the rulers of Plymouth Colony, who act- belt of wAMPu^ ed with imprudent bold- , . ... . , King Philip's ness in their dealings Avith war. 1675. him. He was also irritated because large numbers of his people were converted to the Christian religion, through the labors of John Eliot. These converted people, or " praying Indians," formed themselves into villages, and lived under the government of the Massa- chusetts colony. Philip won some successes at first, and Indians of The "Swamp Fight" at the Other tribes came to his assistance. Many New Eng- Narragansett land towns were laid in ashes, and hundreds of peo- ple were killed or carried away into captivity. The powerful tribe of Narragansetts gave Philip secret aid, and in the winter the white men boldly attacked their stronghold. This was always known as the " Swamp Fight." Hundreds of Indians were slain, and their MASK MADE BY IROQUOIS INDIANS. 82 EARLY INDIAN WARS. Captain Church and the death of Philip. Bacon's war with the Virginia Indians. 1676. The ^A/estoes and Tuscaroras defeated. village burned. The colo- nists also lost two hundred men in this battle, and the Narragansetts took a ter- rible revenge by burning houses and killing people in every direction. But after a while the white men learned how to fight the Indians. By de- grees Philip's power was broken, as his men were most of them killed or capt- ured. Captain Benjamin Church was the most fa- mous fighter against the In- dians in this war. Church's men surrounded Philip in a swamp and killed him. The rest of the Indians were soon subdued. Most of the captive Indians were cruelly sold into slavery in Barbadoes. About the time of Philip's war the Doegs and Sus- quehannahs were ravaging the Virginia frontier, while the governor of that colony refused to allow any one to march against them. But Nathaniel Bacon, a young man of great spirit, was chosen by the people to lead them, which he did in opposition to the governor's orders. This disobedience led to " Bacon's Rebellion," as it is called, the story of which is told in Chapter XXVI. All the colonies suffered from Indian wars. The in- fant settlement in South Carolina was almost ruined by Benjamin Church was one of the first of the Indian fighters. He knew how to manage men, and had great influ- ence over them. He would even persuade captive Indians to join his band and lead him to the haunts of their friends. It was one of these Indians who shot Philip. Church let him take Philip's scarred hand for a trophy. This he carried about the country, making money by showing it. Captain Church was tireless, fearless, and full of expedients. He first taught the Englishmen to practice the arts of the Indian in war. When Philip was dead, only old Annawon, Philip's headman remained in the field with a party. When Church at last found him, he was shel- tered under some cliffs. Church had but half a dozen men with him ; Annawon ten times that number of resolute braves. But by creeping down the cliffs, while an Indian woman was making a noise by pounding corn in a mortar. Church suc- ceeded in capturing the guns of the In- dians, which were stacked at Annawon's feet. Seeing his boldness, the Indians thought that Church had surrounded them with a great many men, and they therefore surrendered. Church also per- formed many famous exploits in the war with the Indians of Maine. EARLY INDIAN WARS. «3 a war with the Indians called Wes'-toes, ten years after the arrival of the first white men, and in the very year that Charleston was settled; that is, in 1680. In 1711 the warlike Tuscaroras [tus-ca-ro'-rahs] ravaged the scattered settlements of North Carolina, putting people to death by horrible tortures. It was only by the help of the Virginians and South Caro- linians, and the Yam-as-see' In- dians, that the settlers, after two years, finally defeated the Tuscaroras, capturing and send- ing many hundreds of them to be sold as slaves in the West India Islands. But in 1 71 5, two years after the close of this war, the Yam- assees, who had helped the white people to put down the Tuscaroras, joined with the Spaniards in Florida, and with all the other Indians from Flor- ida to Cape Fear, in an attempt to destroy the colony of South Carolina. There were six or seven thousand Indian warriors in this league, while South Carolina * could only muster fifteen hundred white men and two hundred trusty negroes. Governor Craven knew that a single defeat would ruin the colony, so he marched with the utmost caution until he brought on a great battle, and overthrew the Indians. The war lasted about three years. NORTH CAROLINA WARRIOR IN 1685. The Yamassee war in South Carolina. 1715 84 EARLY INDIAN WARS. Questions for study. CALUMET, OR PEACE PIPE. What followed the Indian massacre in Virginia in 1622 ? What was the nature of that war ? Who led the settlers when the Indians were at length subdued? What Indian chief conducted the massacre in 1644? What was the condition of Opechankano in 1644? What kind of arms did the Indians have by this time ? How many white people did they kill in the first attack ? What was the result of the war to the Indians.? What happened to the old chief Opechankano ? What was the cause of the Fequot war in Connecticut .'' How did the Pequots begin it ? How did the colonists succeed in their first attempts to subdue tlie Pequots ? Why did they not succeed ? What did the Pequots continue to do ? Wlio was put in command of the Connecticut trooi)s in 1637 ? Where did he lead his men ? At what point did he attack the Indians ? Whose village did he surround ? What kind of a village was this ? (What is a palisaded village ? Answer: A village surrounded with up- right posts or palisades for defense.) How was the village destroyed? What became of the people in it ? What do you think of this way of carrying on war ? What is said of the wars of that day ? What became of the Pequots ? What other Indian wars were waged at this time ? Where did the Virginians suffer defeat in 1656 ? What is the brook called where the battle was fought ? What war broke out T'-^S^ in New England in 1675 ? Who was Philip ? What feelmgs inclined him to make war ? What is said of the converted, or praying, Indians ? What effect did Philip's successes have on other Indians ? What took place in the attack on the Narragansetts ? What did the white men learn ? Who was especially famous in this war with the Indians ? How did Philip lose his life ? What became of the remainder of King Philip's Indians ? What colony was ravaged by the Doegs and Susque- hannahs ? What did the governor of the colony do ? Who was chosen to lead the people ? By whom was he chosen ? To what did this lead ? How long after the arrival of settlers in South Carolina was it when the war with the Westoes broke out ? What effect did this first war have on the feeble settlements ? In what year did the Tuscarora war break out in North Carolina? What did the Tuscaroras tlo with the people they captured ? What colonies helped to put down the Tuscaroras ? What Indians helped to conquer them ? How long did the Tuscarora war last ? What was done with the captured Indians ? Did the Yamasseeskeeptheirpeace with South Carolina ? With whom did they join ? How many Indians were against South Carolina ? How many white soldiers were there ? What would have been the result of a single defeat? What was the result of Governor Craven's fight with the Indians ? How lone did the Yamassee war last ? ^^ MATCHLOCK GUN. EARLY INDIAN WARS. 85 Tell about — l. The principal Indian war in'Virginia. 2. The Pequot and Philip's war in New England. 3. The Indian wars in South and North Carolina. Study by topics. The three topics above may be set down and the brief mention of Blackboard illus- particulars, as drawn from the answers of the pupils, added. For t^ation. • example : " Pequot war : English brought back the expelled tribe. Pequucs killed traders. English failed at first. Cap- tain Mason, Attacked Sassacus's fort. Palisaded. Set fire. Six hundred men, women, and children killed." Let the other prominent wars be treated in the same way. CHAPTER XV. Traits of War with tiie Indians. The most important weapon of the Indian, when the Indian weapons, white men came, was the bow and arrow. The arrow was headed with a sharpened flint or a bit of horn. Sometimes the spur of a wild turkey or the claw of an eagle was used to point the arrow. Next to the bow and arrow the Indian warrior depended on a war club, which had a handle at one end and a heavy knob at the other, or upon a tomahawk, made by fastening a wooden handle to a round stone, or a stone ax. But all their rude weapons were given up as soon as the Indians could get knives, hatchets, and guns from the white men. In some cases, it is said, they were so eager for gunpowder that they sowed what they got at first, sup- posing it to be the seed of a plant. The Pequots com- manded two white girls, whom they had captured, to make some gunpowder, supposing that all white people knew how to make it. At the first arrival of white men, they protected themselves by wearing armor, and the Indian arrows matchlock gun. 86 TRAITS OF WAR WITH THE INDIANS. Armor and arms coLild not do them much hurt. But as soldiers could of the white men, ^ . , i • i i not get about very fast in heavy armor and with clumsy guns, they could not do much hurt to the Indians. ,;• Some of the guns used were matchlocks. In .-;.-"' order to shoot, the soldier had to place in / front of him a " rest " — a kind of forked stick U or staff — and lay his heavy gun across it. In firing, the powder on the lock of his gun was set off with a lighted fuse or match ; and the soldier had to carry a burning fuse in his hand. If he let ^ his fuse go out, he could not use his gun until he got fire again, for friction matches were unknown. But the Indians would not stand still while the white men got ready to shoot. This awkward match- lock gun was sometimes used as late as 1675, the time of Philip's war. The snaphance, or flintlock, was already coming into use when the colonies were settled. The flintlock was set off by the striking of the flint against a piece of steel, when the trigger was pulled. (Guns with percussion caps are a much later invention.) Some of the white men at first were armed with pikes or spears ; but it was found to be a very dangerous business to poke an Indian out of the brush with a pike. During Philip's war the pike began to go out of use in America. When the Indians had procured firearms, the armor which the sol- diers wore, being of little use against bullets, was rather a burden than an advantage. Long after the first set- p,^„,,^^ of that time. The Indians get firearms. White men change their mode of fighting. TRAITS OF WAR WITH THE INDIANS. 87 SNOWSHOES. tlements were made, white men ceased by degrees to wear the head, and breast, and back pieces of metal, and they laid aside also the heavy buff coats, which were made of leather and stuffed, to resist bullets. The colonists also learned to march in scattering parties, as the Indians did, in order to avoid surprise, and to lie in ambush, and to load their guns while lying down. For a long time the savages made attacks on the Northern settlements in the winter, when the snow was so deep that the soldiers could not move about ; but, after stupidly suffering this for many years, the Northern colonies at length put their soldiers on snowshoes too, and then all was changed. The Indian did not hesitate to resort to treachery to Indian strata- gems, entrap his foes. He would profess friendship in order to disarm an enemy. He gloried in ingenious tricks, such as the wearing of snowshoes with the hind part before, so as to make an enemy believe that he had gone in an opposite direction. He would sometimes imitate the cry of the wild turkey, and so tempt a white hunter into the woods, that he might destroy him. An Indian scout would dress himself up with twigs, so as to look like a bush. Many of these things the white people learned to practice also. The Indians were very cruel ; it was part of their Treatment of prisoners by the plan to strike terror by their severity. This is why Indians, they tortured their prisoners to death and disfigured the dead, and why they slew women and children as well as men. They not only put their prisoners to death in the most cruel way their ingenuity could de- vise, but, in some tribes, they even devoured them after- ward. Sometimes, however, a prisoner was adopted into an Indian family, and kindly treated. Many hundreds 88 TRAITS OF WAR WITH THE INDIANS. Defense of the settlements. BLOCKHOUSE. of white children were thus adopted, and forgot their own language. Sonne of them afterward engaged in war against their own people. One boy, named Thomas Rice, was carried off from Massachusetts in childhood, and became a chief of the tribe which had captured him. The settlers learned after a while many ways of de- fending themselves. They built blockhouses in every exposed settlement, for refuge in case of attack. When Indians were discovered lurking about in the night, a messenger would be sent from the blockhouse to warn the sleeping settlers. This messenger would creep up to a window and tap on it, whispering, " Indians ! " Then the family within would get up, and, without speaking or making a light, gather the most neces- sary things and hurry away along dark paths through the woods to the block- house. In some of the more exposed regions the dogs were even trained not to bark unless command- ed to. In some, if not all, of the colonies, the firing of three shots in succession was the sign of danger. Every man who heard it was re- quired to pass the alarm to those farther away, by firing three times, and then to go in the direction in which the shots had been heard. In Stories of Defense. — A town in Maine was attacked and almost destroyed by Indians, when one man sent his fami- ly bv boat out of the back door of his fortified house, remaining there alone. By frequently changing his hat and coat, and then appearing without a hat and then without a coat, and by giving orders in a loud voice, he made the Indians be- lieve that his house was too full of men for them to attack it. Some Swedish women, near where Philadelphia now stands, saw Indians coming, and took ref- u.i;e in their fortified church, carrying with them a kettle of hot soap. They defended themselves, until their husbands came, by throwing a ladleful of the boil- ing soap at every Indian who approached the church. A maidservant in Massa- chusetts, left alone with little children, drove away an Indian, who tried to enter the house, by firing a musket at him and throwing a shovelful of live coals on his head. A young girl in Maine held a door shut until thirteen women and children had time to escape by a back door into a blockhouse. The Indians, when they got in, knocked the girl down, but did not kill her. TRAITS OF WAR WITH THE INDIANS. 89 many places large dogs were kept and trained to hunt for Indians, as highway robbers were hunted down in that day in England. In all ex- posed places, a part or all of the men took their arms to church with them. The people became very brave, and were fierce and even cruel during these long-continued Indian wars. A wounded soldier would beg to have a loaded gun put into his hands that he Escape of Prisoners. — A young girl in New England, after three weeks of captivity, made a bridle out of bark, caught a horse running in the woods, and, by riding all night, reached the set- tlement. Two little lads named Bradley got away, but they were tracked by the Indian dogs, who came up with them while they were hidden in a hollow log. They fed the dogs part of their provisions to make them friendly. After traveling nine days the elder fell down with ex- haustion, but the younger, who was the more resolute, dragged himself starving into a settlement in Maine, and sent help to his brother. Hannah Dustin, Mary Neff, and a boy were carried off from Haverhill, Massachusetts. At midnight, while encamped on an island, they got hatchets and killed ten In- dians, and then escaped in a canoe down the river. This bold escape soon be- came famous in the colonies, and the Governor of Maryland, hearing of it, sent to the returned captives a present for their courage. might, before he died, kill one more Indian. Captives often escaped from the Indians by ingenious devices, and sometimes suffered dreadful hardships in getting back to the settlements. Courage of the people. What was the Indians' chief weapon when the white men came to Questions for America? How was the head or point of the arrow made .-' What kind study, of a war club was used ? What sort of a weapon was the tomahawl< } Why were these weapons abandoned ? What stories are told of the Indians' eagerness to get gunpowder ? How were the white sol- diers protected from the Indian arrows at first ? Why could not the white men in armor do much harm to the Indians ? What kind ofguns were some of those in use ? How did the soldier arrange his gun in order to shoot ? How did he fire his gun ? If his fuse went out, what 90 TRAITS OF WAR WITH THE INDIANS. Study by topics. was the result ? How late was the matchlock gun used ? What newer gun was coming into use when the colonies were settled ? How was the flintlock fired off? How are guns made to go off in our time ? How were some of the white men armed at the time of the settlement of the colonies ? Was the pike good for Indian war ? When did it go out of use in America ? When the Indians had procured guns, what difference did this make in the value of the armor that the soldiers wore ? What pieces of the armor used in this country were of metal ? What sort of a coat was worn for defense ? What did the colonists learn from the Indians about marching ? What about ambush and the method of loading their guns ? What change took place in the mode of making war in winter ? What is a snowshoe .'' What is said of Indian treachery ? Tell some of the ingenious tricks to which Indians re- sorted. Why were the Indians cruel to their prisoners, and given to disfiguring the dead ? Why did they kill women and children ? What did some tribes do with prisoners after they had put them to death ? When they spared a prisoner's life, what did they do with him ? What is said of white children adopted by the Indians ? What kind of buildings were constructed for the defense of the settlements ? How were the people warned that Indians were about? W^iat precautions were taken against discovery by the Indians ? What was a com- mon mode of giving alarm in some of the colonies ? What must a man do who heard three shots ? What were dogs trained to do ? What pre- cautions against surprise at church were taken ? What effect did the Indian wars have on the peoi)le ? What is said of wounded soldiers ? What is said of the escape of captives ? 2. The change to Their I. Indian weapons, i. Their first weapons those of the white men. II. Arms of the white men. i. Their defensive armor, firearms, a. Matchlocks, d. Flintloclcs. 3. Pikes. III. Change of armor and tactics. I. Defensive armor abandoned. 2. Indian tactics adopted. IV. Character of Indian war. i. Indian strategy. 2. Cruelty of Indian war. 3. Treatment of prisoners by the Indians. V. Defense of the settlements. I. Blockhouses. 2. Alarms. 3. Keeping dogs and carrying arms. VI. Courage of the people. Blackboard ilius- Indians change from tration. White men change from bow and arrow stone war club ( heavy armor ) ■I matchlock guns /• ( pikes to to firearms. hatchet. no defensive armor. flintlocks. no pikes. LIFE IN THE COLONIAL TIME. 91 CHAPTER XVI. Life in the Colonial Time. When people first came to this country, they had to First houses of . 1 ■,! 11 .1 11 T TT. the colonists. take up with such houses as they could get. In Vir- ginia and New England, as in New York and Philadel- phia, holes were dug in the ground for dwelling places by some of the first settlers. In some places bark wig- wams were made, like those of the Indians. Sometimes a rude cabin was built of round logs, and without a floor. As time advanced, better houses were built. Some of these were of hewed logs, some of planks, split, or sawed out by hand. The richer peo- ple built good houses soon after they came. Most of these had in the middle a large room, called " the hall." The chimneys were generally very large, with wide chimneys and fireplaces. Sometimes there were seats inside the fire- '^'"'^°^^- place, and children, sitting on these seats in the evening, amused themselves by watching the stars through the top of the chimney. In the early houses most of the windows had paper instead of glass. This paper was oiled, so as to let light come through. Except in the houses of rich people the furniture Furniture and was scant and rough. Benches, stools, and tables were '^'^''"' homemade. Beds were often filled with mistletoe, the CABIN OF ROUND LOGS. 92 LIFE IN THE COLONIAL TIME. down from cattail flags, or the feathers of wild pigeons. People who were not rich brought their food to the table in wooden trenchers, or tra)'s, and ate off wooden plates. Some used square blocks of wood instead of plates. Neither rich nor poor, in England or America, had forks when the first colonies were settled. Meat was cut with a knife and eaten with the fingers. On the tables of well-to-do people pewter dishes were much used, and a row of shining pewter in an open cupboard, called a dresser, was a sign of good housekeeping. The richest people had silverware for use on great occasions. They also had stately furniture brought from England. But carpets were hardly ever seen. The floor of the best room was strewed with sand, which was marked off in ornamental figures. There was no wall paper until long after 1700, but rich cloths and tapestry hung on the walls of the finest houses. How the coio- Cookiug was donc in front of fireplaces in skillets their food. ^'""^ o'"* griddlcs that stood upon legs, so that coals could be put under them, and in pots and kettles that hung over the fire on a swinging crane, so that they could be drawn out or pushed back. Sometimes there was an oven, for baking, built in the side of the chimney. Meat was roasted on a spit in front of the fire. The spit was an iron rod thrust through the piece to be roasted, and turned by a crank. A whole pig or fowl was some- times hung up before the fire and turned about while it roasted. Often pieces of meat were broiled by throw- ing them on the live coals. What they ate. A mug of homc-brewcd beer, with bread and cheese, or a porridge of peas or beans, boiled with a little meat, constituted the breakfast of the early colonists. Neither LIFE IN THE COLONIAL TIME. 93 tea nor coffee was known in England or this country until long after the first colonies were settled. When tea came in, it became a fashionable drink, and was A WEDDING IN NEW AMSTERDAM. served to company from pretty little china cups, set on lacqi ^red tables. Mush, made of Indian-corn meal, was eaten for supper. In proportion to the population, more wine and what they drank. spirits were consumed at that time than now. The very strong Madeira wine was drunk at genteel tables. 94 LIFE IN THE COLONIAL TIME. What they wore. How they trav- eled. BIRCH CANOES. Rum, which from its destructive effects was known everywhere by the nickname of "kill-devil," was much used then. At every social gathering rum was pro- vided. Hard cider was a common drink. There was much shameful drunkenness. Peach brandy was used in the Middle and Southern colonies, and was very ruin- ous to health and morals. People of wealth made great display in their dress. Much lace and many silver buckles and buttons were worn. Workingmen of all sorts wore leather, deer- skin, or coarse canvas breeches. The stockings worn by men were long, the breeches were short, and buckled, or otherwise fastened, at the knees. Our forefathers traveled about in canoes and little sailing boats called shallops. Most of the canoes would hold about six men, but some were large enough to hold forty or more. For a long time there were no roads except Indian trails and ^bridle paths, which could T' ': -,'#^ LIFE IN THE COLONIAL TIME. 95 only be traveled on foot or on horseback. Goods were carried on pack horses. When roads were made, wagons came into use. In a life so hard and busy as that of the early set- Their education tiers, there was little time for education. The schools were few and generally poor. Boys, when taught at all, learned to read, write, and " cast accounts." Girls were taught even less. Many of the children born when the colonies were new grew up unable to write their names. There were few books at first, and no newspapers until after 1700. There was little to oc- cupy the mind except the Sunday sermon. In all the colonies people were very fond of dancing Their amuse- . . ments. parties. Weddmgs were times of great excitement and often of much drinking. In some of the colonies wed- ding festivities were continued for several days. Even funerals were occasions of feasting, and some- times of excessive drinking. In the Middle and Southern colonies the people were fond of horse racing, cockfighting, and many other rude sports brought from England. New England people made their militia-trainings the occasions for feasting and amusement, fighting sham battles, and playing many rough, old-fashioned games. Coasting on the snow, skating, and sleighing were first brought into ^^^ America from Holland by the Dutch settlers in 17-1 T 1 • DUTCH WOMAN OF THE TIME, New York. In all the colonies there was a great skating. deal of hunting and fishing. The woods were full of deer and wild turkeys. Flocks of pigeons often darkened the sky, and the rivers were alive with water- fowl and fish. 96 LIFE IN THE COLONIAL TIME. Questions for study. Mention some ofthe houses, or other shelters, used when people first came to this country. How were planks for houses made in the early- times ? What kind of houses did the richer people build ? What sort of chimneys did they have in that time ? What is said of the seats in the fireplace ? How did the windows of the early settlers differ from ours ? What sort of furniture was there in the houses ? What is said of benches, stools, and tallies ? How were beds often filled .' In what kind of dishes was meat served ? From what kind of plates did they eat ? What about forks ? How PACK HORSES. did they eat meat in that day ? What kind of dishes were on the tables of people better off? How was the pewter kept? What kind of ware did the richest people have? What kind of furniture ? What is said of carpels ? How was the floor of the best room ornamented?. What was used in fine houses in place of our wall- paper? How was the cooking done ? Where was there some- times an oven ? What was it used for ? How was meat roasted ? What was a spit ? How were pigs and fowls roasted ? How was meat sometimes broiled ? What kind of a breakfast was eaten by the early colonists ? What is said of tea and coffee ? How was tea served? What was much used for supper? What is said of the use of wine and spirits then, as compared with the use of those drinks now ? What kind of wine was drunk ? What is said of the use of rum then ? What of hard cider ? What of drunkenness ? What LIFE IN THE COLONIAL TIME. 97 kind of brandy was used ? With what results ? How did rich people dress ? What sort of breeches did workingmen wear ? What sort of stockings? How were the breeches fastened at the knees? How did our forefathers travel about ? How large were the largest canoes? What was the common size of the canoe? What kind of roads did they have at first ? How did they travel overland ? How were goods carried ? What change took place when roads were made? Why was there not much education given to children born in the colonies at first? WHiat kind of scliools did they have ? What were boys taught ? How were girls taught ? Did all the children get some education ? What is said of books and newspapers ? What was there to occupy the mind ? ^f what kind of parties were people fond in all the colonies ? What is said of weddings ? Of funerals ? What amusements were people fond of in the Middle and Southern colonies ? What was made a time for amusement in New England ? What kind of games were played on training days ? From what country were coasting, skating, and sleighing brought to America ? What is said of hunting and fishing ? What of the abundance of game and fish ? 1. Houses. a. Various kinds of dwellings, b. Chimneys, c. Windows. 2. Furniture. a. Seats, tables, and beds. b. Tableware, c. Floor and wall coverings. 3. Food. a. How cooked, b. Kinds of food. c. Drinks. 4. Dress. 5. Travel. 6. Education. 7. Amusements. Study by topics. A SCHOOL SCENE IN W40. THE MASTER AND HIS ASSISTANT WEAR HATS. 98 FARMING AND SHIPPING IN THE COLONIES. Early experi- ments in silk raising, vine growing, etc. Tobacco grow- ing in Virginia and Maryland. Rice produced in South Carolina. CHAPTER XVII. Farming and Shipping in thie Colonies. We have seen how the people who came first to North America expected to find either a way to India, or mines Hke those discovered farther southward. But when they found that they could not secure either the spices of India or the gold and silver of Peru, they turned their attention to the soil, to see what could be got by farming. But at first their plans for farming in America were as wild as their plans for getting to India. They spent much time in trying to produce silk and wine, two things which can be raised with profit only in old and well-settled countries. They also tried to raise madder, coffee, tea, olives, and the cacaonut, from which chocolate is made. John Rolfe, the husband of Pocahontas, in 1612 took a lesson from the Indian fields about him, and succeeded in growing tobacco for the English market. Before this time, English smokers and snuff takers got their tobacco from the Spaniards. The plant was well suited to the Virginia climate, and it was easy to ship tobacco from the farms, which were all on the banks of the rivers. Gold and silver coins were scarce in those days, and, in half a dozen years after John Rolfe planted the first to- bacco, it had become the only money of Virginia. Al- most everything bought and sold in Virginia and Mary- land, before the Revolution, was paid for in tobacco. The colony of South Carolina maintained itself in a rather poor way, during the first twenty-six years of its existence, chiefly by shipping lumber to the West FARMING AND SHIPPING IN THE COLONIES. 99 Eliza Lucas in- troduces indigo culture. Indies, and by making tar and pitch. But there was living in Charleston, in 1696, a gentleman named Thomas Smith, who had seen rice cultivated in Madagascar. One day when a sea captain, an old friend of Smith's, sailed into Charleston Harbor from Madagascar, Thomas Smith got from him a bag of seed rice. This was care- fully sown in a wet place in Smith's garden in Charles- ton. It grew, and soon Carolina was changed into a land of great rice plantations. The raising of rice spread into Georgia when that colony was settled. In 1 741 an energetic young lady, Miss Eliza Lucas, began to try experiments in growing the indigo plant in South Carolina. A frost destroyed the first crop that she planted, and a worm cut down the next. The indigo-maker brought from the West Indies tried to de- ceive her afterward, but by 1745 this persevering young lady had proved that indigo could be grown in South Carolina, and in two years more two hundred thousand pounds of it were exported. It was a leading crop for about fifty years, but, when the growing of cotton was made profitable by the invention of the cotton gin, that crop took the place of indigo. (See Chapter LX.) Indian corn the settlers got from the Indians. It was Indian com, 1 • r^ T-> • 11 CI wheat, and unknown in Europe, l^rom it was made the most of the potatoes, bread eaten by Americans before the Revolution. It was also shipped to the West Indies from Virginia and North Carolina. New York, New Jersey, and Penn- sylvania formed the great wheat region of the colo- nial time. These colonies sent wheat, flour, and " hard-tack " bread in large quantities to the West Indies and the countries on the Mediterranean Sea. Many thousands of great country wagons were em- 8 FLAG OF NEW YORK MERCHANT 8HIPS lOO FARMING AND SHIPPING IN THE COLONIES, Cattle, hogs, and horses. COLONIAL PLOW. ployed in bringing grain to Philadelphia. Potatoes had been brouglit to Europe probably from South America ; but they- were unknown to the Indians in what is now the United States. They were taken to Virginia at the first settlement of Jamestown. Potatoes were not plant- ed in New England fields until 1718. Cattle and hogs were brought from England very early, and were raised by thousands in the colonies. For the most part they ran in the woods, having marks on them to show to whom they belonged. Many cattle grew up without marks of ownership, and were hunted as wild. There were " cow-pens " established for raising cattle in the wilderness, something like the " ranches " in the Western country to-day. The horses of that day were small and hardy. When not in use they ran at large in the woods, and some of them quite escaped from their owners, so that after a while there came to be a race of wild horses. It was accounted rare sport to ride after a wild horse until he was tired out, and so to capture him. The English plow of that time was very heavy, and drawn by six horses or as many oxen. Efforts were made to introduce this to the colonies, but it was not suited to a new country. The plow- ..— most used in the colo- ^ nies was a clumsy thing, with thin plates of iron nailed over the rude wooden plowshares. There were many stumps and few plows. All the tools were heavy and awkward. The middle colonies raised wheat, the colonies on Chesapeake Bay tobacco, and the Southern colonies rice '^ FARMING AND SHIPPING IN THE COLONIES. IQl and indigo ; but the soil and climate of New England were not suited to any agricultural staple of great value; So the New-Englanders were driven to follow the sea They built immense numbers of ships, some of which they sold to English merchants ; others ( l^ they used in fishing for codfish and mackerel. These fisheries became very profitable to them. ENSIGN CARRIED BY When the Long-Islanders discovered the art of new England ships. taking whales along the coast, the New England people learned it, and be- came the most prosperous The Pirates.— Captain William Kidd, of New York, was sent out in 1695 to put down the pirates that infested the Indian Ocean. The expense of his outfit was borne by certain gentlemen in Amer- ica and England, who were to share his spoils. Not falling in with any pirates, he took to piratical ways himself. When he came back to America he was arrested by Lord Bellemont, Governor of New York and New England, and sent to London for trial and execution. In 1717, Steed Bonnet and Richard Worley, two pirates with their crews, had taken pos- session of the mouth of Cape Fear River in North Carolina, whence they commit- ted great depredations on the commerce of South Carolina. Colonel Rhett, of South Carolina, pursued Bonnet into Cape Fear River, and, after a fight, cap- tured him and thirty of his men. They were tried and hanged at Charleston. Governor Johnson, of South Carolina, took another vessel and attacked Richard Worley and his pirates, who fought until all were dead but Worley and one man, and these were desperately wounded, taken, and hanged. Blackbeard, whose real name was Teach, had his refuge also in the shallow waters of the North Carolina coast. A little more than a year after the overthrow of Bonnet, Lieutenant May- nard sailed from Virginia and fought Blackbeard in Ocracoke Inlet. After a hand-to-hand battle all the pirates were killed or wounded, and IMaynard sailed back with Blackbeard's head hanging at his bowsprit. So many of the pirates were captured in the next half-dozen years that they gave little trouble afterward. Fishing, whal- whalers in the world. The '"s- a"'^ s^^- going in New products of their fisheries England, were sent to many coun- tries, and New England ships were seen almost all over the world. Boston and Newport were the chief New England seaports. The people of New York Trade of New . 1-1 York and Phila- also built many ships which deiphia. were remarkable for their great size and the long voy- ages they made. But before the Revolution New York was not so large a town as Boston. Philadelphia, which was started later than the other leading cities, grew fast and became the greatest of all the cities in the colo- 102 FARMING AND SHIPPING IN THE COLONIES. Pirates. PIRATE BLACKBEARD, AS SHOWN IN A PICTURE OF THE TIME. Questions for study. nies. But Philadelphia contained only about thirty- thousand people when the Revolution broke out. There were many pirates on the coast, who sometimes grew so numerous and bold as to interrupt trade. Some of them were caught and hanged. Captain Kidd, of New York, who was sent to put down pirates, became a pirate himself, and was taken to London and there hanged. The most noted of the pirates was a cruel desperado called Blackbeard, who was killed after a bloody fight in Ocracoke Inlet in North Carolina. Steed Bonnet, another famous pirate, was captured about the same time and executed at Charleston, What did those who came first to North America expect to find ? When they failed to find a way to India, or gold mines, to what did they look for profit ? What was the character of their first plans for farming ? In what kind of countries is the raising of wine and silk profitable ? What mistake did the colonists make about these things .'' Mention some of the things which they tried to cultivate. What is the name of the man who first raised tobacco in Virginia to send to England ? What was the name of Rolfe's wife ? What advantages did Virginia have for raising and shipping this plant ? What was the principal money of the Virginians and Marylanders .'' How did the colony of South Caro- lina maintain itself at first ? Where had Thomas Smith seen rice growing ? How did he get his seed rice ? Where did he sow it first ? What was the result ? Who first introduced the indigo plant into South Carolina? What discouragements did she meet with? What had she proven by 1745 ? What was the result ? What at last drove indigo out of cultivation ? What was the chief bread of the colonists ? Where did the colonists get the Indian-corn plant .'* Had it been known in Europe ? From what colonies was Indian corn sent to the West Indies? What three colonies constituted the great wheat region ? Where were wheat and flour sent to at that time ? From what part of the world were potatoes taken to Europe ? Were they known to the natives in what is now the United States ? How early were potatoes first planted in Virginia ? In what year were they first planted in New England ? Where were the first cattle and hogs in this country brought from ? How were they raised ? Were they FARMING AND SHIPPING IN THE COLONIES. 103 numerous ? What is said of wild cattle ? How were cattle sometimes raisedaway from settlements in the wilderness ? What were these ranches called at that time ? What was the character of the horses of the time ? What kind of plow was used in England when America was first settled ? What kind of plow was commonly used in America ? What was the general character of the tools used ? What drove the New England people to follow the sea for a living ? What did they do with the great numbers of ships built in New England ? What kinds of fish did they catch ? Who in America first learned to take whales ? What is said of the whale fisheries of New England ? What of the trade of New England ? Which were the chief seaports of New England ? What is said of the trade of New York in colonial times ? What of Philadelphia ? How many people were therein Philadelphia before the Revolution ? What is said of pirates before the Revolution? Where was Captain Kidd executed ? Where was Blackbeard killed ? Where was the pirate Steed Bonnet executed ? Tell about — Study by topics. 1. Products. a. The attempts to raise silk, wine, etc. b. Tobacco, c. Rice. d. Indigo, e. Indian corn. f. Wheat, g. Potatoes. 2. Animals. a. Cattle and hogs. b. Horses. 3. Implements. a. Plows, b. Other tools. 4. Commerce. a. New England fisheries and commerce, b. Trade of New York and Philadelphia, c. The pirates. ( New York. Blackboard Chief wheat region. •<, New Jersey. illustration. ( Pennsylvania. Maryland. Chief tobacco region. \ Virginia. Northern part of North Carolina. South Carolina. Southern part of North Carolina. Rice and indisfo. Shipbuilding, fisheries, ) ^t t- 1 1 1 ■ , , > New England colonies, and trade. Point out on a map the location of Madagascar and Ocracoke Inlet. Point Geography, out the chief wheat region in colonial times. The chief tobacco region. The land of rice and indigo. 104 BOND SERVANTS AND SLAVES IN THE COLONIES. CHAPTER XVIII. Bond Servants and Slaves in the Colonies. Tenants. When the English people came to this country they brought English \va)'s with them. In England at that time the lands of rich men were cultivated by tenants, who not only paid rent, but owed much respect and service to their "lord," as they called the owner of their lands. If these tenants did not pay their rent faithfulh', they could be punished. Many of the peo- ple sent to Virginia at first were tenants, who were expected to work on other people's land in a sort of subjection. They were to pay half of all they produced to the landowner, and they were bound to stay on the land for seven years. Tenants were also sent to Mary- land, and the Dutch established the same system in New York. Besides tenants, there were sent to Virginia people of a poorer class, who were called " indentured serv^ants." Those sent at first were poor boys and girls, bound to serve until they were of age. After a while there were sent to Virginia and to New England adult servants, bound to serve for seven or ten years, but afterward they were only required to serve four years to pay their passage. This way of getting laborers became very common, and many thousands were sent over in this temporary bondage. During the time of their bondage they could be bought and sold like slaves. They were often whipped and otherwise cruelly treat- ''"^vENTrEN^H"""'' ^^' ^^'^1^^" they chanced to fall into the hands of hard- CENTURY. » , 1 hearted masters. Bond servants. BOND SERVANTS AND SLAVES IN THE COLONIES. 105 There were people in England at that time called "Spirits" and ,, "crimps." " spirits and " crimps. By many false stories they per- suaded poor men to go to the colonies as servants. Sometimes the crimps entrapped a man aboard ship, where he was detained and carried off to the colonies KIDNAPPING A MAN FOR THE COLONIES. against his will. This was called " trapanning " a man. Sometimes they kidnapped or " spirited " away children, and sold them into service in the colonies. Sometimes people who wished to inherit an estate sent away the true heir and had him sold in America. One lad, who io6 BOND SERVANTS AND SLAVES IN THE COLONIES. Convict servants. w^ould have been Lord Annesley, was entrapped on ship- board by his uncle and sold into Pennsylvania. He was twelve years in bondage, after which he returned to England and proved his right to the lordship, though he died before he came into possession of it. Great number of Bond scrvants wcrc iu somc places called " redemp- bond servants or "redemptioners," tioncrs." About 1670 fifteen hundred of them were sold in Virginia every year. In Pennsylvania the men who took droves of redemptioners about the country and peddled them to the farmers were called " soul drivers." Many of the bond servants, when their time was out, got land and grew rich. But the lot of the poor man was much harder in that time than in our day. The English laws in old times were very severe against small crimes. A man could be hanged for steal- ing bread to satisfy his hunger. Many people sentenced to death for small offenses were pardoned on condition of their going to the colonies. In America convicts were sold for seven years. The Americans complained bit- terly that such bad people were forced on them. In 1619, the year that the Great Charter reached Vir- ginia, there came a Dutch ship into James River, which sold nineteen negroes to the planters. They were the first slaves in America. In that day it was thought right to make slaves of negroes because they were heathens ; but for a long time the number of slaves that came into the colonies was small. White bond servants did the most of the work in Maryland and Virginia until about the close of the seventeenth century, when the high price of tobacco caused a great many negroes to be brought. About tlie same time the introduction of rice into South Carolina created a great demand for slaves. Introduction of slaves. BOND SERVANTS AND SLAVES IN THE COLONIES. There were slaves in all the colonies. 107 SIR JOHN HAWKINS, THE FIRST ENGLISH SLAVE TRADER But in the Distribution of slaves. colonies far to the north there was no crop that would make their labor profitable. Negroes in New Eng- land were mostly kept for house servants. In New York city and in Philadelphia there were a great many, but not many in the country regions about these cities, where wheat was the chief crop, for wheat did not require much hard labor. The larger number of negroes were taken to the colo- nies which raised tobacco, rice, and indigo. Ne- groes were especially fitted to endure a hot and malarial climate. After the Revolution, slavery was abolished in the colonies that had few ne- groes. But, where almost all the labor was done by slaves, it was much harder to get rid of slavery. This led to the difference between free and slave States, and at last to our Civil War. The slaves at first did not speak English, and they character of •1 1 A r • c 1 ^^^ slaves. In- practiced many wild African customs. Some of them surrections. were fierce, and the white people were afraid of them. Much severity was used to subdue them. The negroes often made bloody insurrections, which were put down with great harshness. One of these was in New York city in 1712. Twenty-four negroes were put to death on this occasion, some of them in the cruel ways used in that time. In 1740 there was an uprising of slaves in South Carolina, and a battle between them and the white peo- ple, in which the negroes were routed. In 1741, on a bare alarm of intended insurrection, thirty-three slaves were executed in New York, thirteen of them by fire. Like severity was shown in other colonies, for people were more cruel in that day than in later times. 108 BOND SERVANTS AND SLAVES IN THE COLONIES. Questions for What English system of cultivating land was brought to Virginia at study. ^)^g j^^gj p What could be done with a tenant if he did not pay his rent ? What share of the produce of the land did the tenant pay to his lord ? How long was the tenant bound to stay on the land ? To what other English colony were tenants sent ? Where did the Dutch establish the same system ? What other class besides tenants were sent to Virginia? What were most of these at first? What other servants were after a while sent to Virginia and New England ? (What is the meaning of " adult " ?) How long were these adult servants bound to serve? Were there many or few of this sort ? In what respect were these servants like slaves ? How were they often treated ? What was the business of the people called " spirits " or " crimps " ? How did they sometimes send men against their will ? What was this called ? How did they procure children to sell to the colonists ? How were the heirs to estates treated in some cases ? Tell what happened to little Lord Annesley. What were w-hite bond servants called ? How many of these were yearly sold into Virginia about 1670 ? What were the men called who took droves of redemptioners through Pennsylvania to sell ? What happened to many of these servants ? What was the character of the English laws againstsmall crimes atthis time ? What was done with some of the people who were sentenced to death for petty offenses? How long a time w-ere the convicts sold for? What did the Americans think of this plan of sending convicts to this country ? In what year were negroes first brought to Virginia ? By what kind of a ship ? What other notable event happened in Virginia in this year ? Why was it thought right to make slaves of negroes ? Were many negroes brought at first ? Who did most of the labor? What caused a great many negroes to be brought to Virginia and Maryland about the close of the seventeenth century ? What caused many slaves to be brought to South Carolina near the same time ? Why were there fewer slaves in the Northern colonies than in those farther south ? For what were slaves mostly kept in New England ? In what two cities of the middle colonies were there a great many negro slaves ? Were there many slaves in the country regions of New York and Pennsylvania? Why not ? To what colonies were the larger number of negroes taken ? Why was it easier to abolish slavery in the Northern colonies than the Southern ? What caused the difference between free and slave States ? What war grew out of this difference ? What peculiarities had the negroes when they first came ? What was the character of some of them? What took place among the negroes in New York in 1712 ? How many negroes were put to death ? What happened in South Caro- lina in 1740? What took place in New York in 1741 ? How many were put to death ? How were some of these executed ? In what way did the people of that time differ from people in our day ? BOND SERVANTS AND SLAVES IN THE COLONIES. 109 I. White tenants and servants. 1. Tenants. 2. Indentured servants. 3. Trapanning and kidnapping. 4. Redemptioners and soul drivers. 5. Convict servants. II. Negro slaves. 1. The first slaves in 1619. 2. Increase of slaves after 1700. 3. I<"egro slaves at the North and at the South. 4. Character of the negroes and their treatment. 5. Negro insurrections. Study by topics. CHAPTER XIX. Laws and Usages in the Colonies. Our forefathers brought many curious old customs Laws against T^ T^i f 1 • lying, profanity, and laws from England. The laws of that time were and sabbath very meddlesome. Men were punished for lying, which nowadays we think is only to be cured by good exam- ple and good teaching. A fine was imposed on profane swearing by the laws of nearly all the colonies ; in New England the tongue of the swearer was sometimes pinched in the opening of a split stick. In all the colonies there were laws about keeping the Sabbath ; in many of them there were punishments for not going to church. In New England the Sunday laws were rigorously enforced, and the Sabbath was made to begin at sunset on Saturday evening. The people were at first called to church by beating a drum in the streets. For more than a hundred years after the settlement of Massachusetts, people were not allowed to sit in Boston Common on Sunday, or to walk in the streets except to church, or to take a breath of air on breaking. NEW ENGLAND CALL TO MEETING. no LAWS AND USAGES IN THE COLONIES. a hot Sunday by the seashore directly in front of their own doors. Two young people were arrested in Con- necticut for sitting together on Sunday under a tree in an orchard. If men were punished for swearing, women were fo Laws against scolding and drunkenness, also forbidden to be too free with their tongues. In Virginia and some other colo- nies women, for scolding or slander, were put upon a duck- ing stool and dipped in the water. In ew England they were gagged and et by their own doors, " for all Other curioUv punishments. comers -^-^^ ^^ and go- THE OUCKIUG STOOL. ers to gaze at." Drunkards were sometimes obliged to wear a red letter D about their necks, and other offenses were punished by suspending a letter, or a picture, or a halter about the neck. Standing with the head and hands fast in the pil- lory, to be pelted with eggs by the crowd, and sitting with the feet fast in the stock.s were forms of pun- ishment. In some places there were cages, in which criminals were confined in sight of the people. Pun- LAWS AND USAGES IN THE COLONIES. Ill ishments in the pillory and stocks, or in a cage, were in- flicted on some occasion of public concourse — a lecture day or a market day — to make the shame greater. More severe than stocks or pillory were the customary punishments of whip- ping on the bare back, cropping or boring the ears, and branding the hand with a hot iron. There were also sometimes, for great crimes, crue' pun- THE STOCKS. ishments of burning alive, or hanging alive in chains, but these were very rare. Our forefathers were more superstitious than people charms against witches. are now, and they were very much afraid of witches. This foolish belief in witchcraft prevailed both in Eng- land and America. People sometimes nailed up horse- shoes, or hung up laurel boughs in their houses, to protect themselves from magic charms. When but- ter would not come for churning, red-hot horseshoes were dropped into the milk to " burn the w^itch out." When pigs were sick and thought to be bewitched, their ears and tails were cut off and burned. There were people tried in almost every colony for witch- craft. In England and in many other countries, exe- cutions for witchcraft were more common than in any of the colonies. 112 LAWS AND USAGES IN THE COLONIES. The Salem witch- craft excitement. Religious per- secution in the colonies. Of the many excitements about witchcraft in the colonies, the one that went to the greatest extreme was that in Salem, Massachusetts, in 1692. So great was the agitation that the most serious people lost their self-possession, and some poor people even believed themselves to be witches, and confessed it. In the fright and indignation that prevailed, twenty people were executed, and the jails were crowded with the accused. One fourth of the inhabitants of Salem moved away, afraid either of the witches or of being charged with witchcraft. At length reason returned to the people, the prisoners were released, and there was the deepest grief that the fanati- cism had gone so far. There has never been an ex- ecution for witch- craft in this coun- try from that day to this, though there are still some ignorant people who be- lieve in such things. In most of the colonies there was, at some time, per- secution for religious opinions. In Virginia, only the Church of England form of worship was allowed at first, and Catholics, Puritans, Quakers, Presbyt.;rians, PUNISHMENT OF A DRUNKARD. LAWS AND USAGES IN THE COLONIES. 1 ] Q and Baptists were persecuted. In Massachusetts, for a long time, only the Puritan or Congregational wor- ship, as set up by law, was allowed. Those who advocated other doctrines were punished, and many Quakers were whipped, and some of them even put to death for coming back after they had been ban- ished. Lord Baltimore wished to give toleration in Maryland to all who believed in Christ, but the law- makers of Maryland afterward made laws to annoy those who were of Lord Baltimore's own religion — the Roman Catholic. Roger Williams, who was banished from Massachusetts for his opinions, founded what is now called Rhode Island, on the plan of entire lib- erty in religious matters. He went further than Lord Baltimore, and gave to Hebrews and to unbelievers the same liberty with Christians. In Pennsylvania, where the Friends or Quakers were in the majority, there was toleration ; and persecution ceased in all the colonies before the Revolution. What did our forefathers bring from England ? What difference was Questions for there between their treatment of lying and ours ? How was profane ^^^'^y- swearing treated ? What kind of laws were there in all the colonies about the Sabbath ? And in nearly all about church-going ? At what time did the New England Sabbath begin ? What examples are given of the strictness of the Sabbath law in Boston for more than a hundred years? What example is given of the law in Connecticut ? How were women punished in some of the colonies for scolding and slander ? How were they punished in New England ? How were drunkards pun- ished sometimes ? How was a man punished in the pillory ? In cages ? What punishments are mentioned as more severe than the pil- lory or the cage ? What very cruel punishments were sometimes visited on great crimes? What is said of the superstitiousness of our forefathers ? What did people do in former times to keep off the evil charms of witches ? When they thought that the churning of milk was bewitched, what did they do ? What did they do in the case of bewitched 114 LAWS AND USAGES IN THE COLONIES. pigs? What is said of witchcraft trials in nearly all the colonies ? In England ? Where was the worst of all the witchcraft excitements in America? In what year? Wiiat was the effect of the agitation ? How many people were executed ? Were these all who were accused ? What was the effect on the population of Salem ? When reason returned to the people, what was done ? How did they feel about it? Has there ever been an execution for witchcralt in this country since ? Was relig- ious persecution common in liie colonies? What lorm of religion was established in Virginia ? What denominations were persecuted there ? What was the established religion in Massachusetts? What was done to the advocates of other doctrines ? What happened to Quakers in Massachusetts? What did Lord Baltimore wish to do in the matter of religious toleration ? What did the lawmakers of Maryland afterward do ? From what colony was Roger Williams banished ? What colony did he found ? On what plan did he establish it ? How did he go fur- ther than Lord Baltimore ? Was there persecution in Pennsylvania ? What religious denomination held control there ? How had they l^een treated in the other colonies ? What change took place in the matter of persecution, beiore the Revolution? Study by topics. J. Laws against lying, swearing. Sabbath breaking, scolding, and drunkenness. n. Old-fashioned punishments. in. Superstitions. 1. The fear of witches. 2. The Salem witchcraft delusion. IV. Religious persecution. 1. Persecution in Virginia. 2. Persecution in Massachusetts. 3. Lord Baltimore's plan for Maryland. 4. Roger Williams and Rhode Island. 5. Toleration in. Pennsylvania. SECOND REVIEW.— LIFE IN THE COLONIES. First Division : The Indians and the White People. I. Indian life. (Chapter XIII.) 1. Ap])earance and dress of the Indians. 2. Their houses, furniture, and food. 3. Their occupations and tools. 4. Their trade with white men. REVIEW OF LIFE IN THE COLONIES. 11 T II. Their wars with the white people. (Chapter XIV.) 1. The first massacre and war in Virginia. 2. The Pequot war. 3. King Piiilip's war. 4. Bacon's war in Virginia. 5. Wars in South and North Carolina. m. Methods of early Indian war. (Chapter XV.) 1. The primitive weapons of the Indians. 2. Pilies, matchlock guns, and armor of the white man. 3. Change of arms by Indians and white men. 4. Indian modes of fighting. 5. Captives among the Indians. 6. How settlers detended themselves. Second Division : Life and Labor among the Colonists. L Home life in the colonies. (Chapter XVI.) 1. Various sorts of houses. 2. Furniture. 3. Food and drinks. 4. Dress. 5. Modes of travel and of carrying freight. 6. Education. 7. Amusements. II. Farming and commerce in the colonies. (Chapter XVII.) 1. Silk, wine, and other experiments. 2. Tobacco raising. 3. Rice and indigo. 4. Corn, wheat, and potatoes. 5. Cattle, hogs, horses. 6. Farming utensils. 7. Commerce and fisheries. 8. Pirates. III. Bond servants and slaves. (Chapter XVIII.) 1. Tenants. 2. Bond servants, crimps, etc. 3. Convict servants. 4. Slaves, a. Introduction of them, 1619. b. Distribution of slaves, c. Insurrections and punishments. IV. Laws and customs. (Chapter XIX.) 1. Sabbath laws. 2. Curious punishments. 3. Laws about witchcraft. The Salem excitement. 4. Persecutions for religion. 9 ii6 THE SPANISH IN FLORIDA. The Spanish col- ony in Florida. Founding of Que- bec by Champlain. CHAPTER XX. The Spanish in Florida and the French in Canada. The English were not the only people who had colo- nies in North America. The Spaniards, who claimed the whole continent, had planted a colony at Saint Au'-gus-tine, in Florida, in 1565, forty-two years be- fore the first permanent English colony landed at Jamestown. Saint Augus- tine is thus the oldest city in the United States. But the Spaniards were too busy in Mexico and in Cen- tral and South America to push their settlements far- ther to the north, though they were very jealous of the English colonies, and especially of South Caro- lina and Georgia. The French laid claim also to a large part of North America. They tried to plant a colony Canada in 1549, and afterward made some other attempts that failed. Quebec [kwe- bcc'] was founded by Spanish Discoveries in Florida. — Ponce de Leon [pon'-thay day lay-On ; commonly in English, ponss deh lee'-on], an old Spanish explorer, set sail in 1513 from the island of Porto Rico, to discover a land reported to lie to the northward of Cuba, and which had somehow come to be called Bimini [bee-mee-nee]. It was said to contain a fountain, by bathing in which an old man would be made young again. On Easter Sunday Ponce discov- ered the mainland, which he called Flori- da, from Pascua Florida [pas'-kwah flor- ee'-dah], the Spanish name for Easter Sunday. In 1521 Ponce tried to settle Florida, but his party was attacked and he was mortally wounded by the Indians. Florida was then believed to be an island. After his death, other Spanish adventur- ers explored the coast from Labrador southward, and even tried to find gold mines, and plant colonies in the interior of the country. The most famous of these expeditions was that of Hernando de Soto [aer-nan'-do day so'-to], a Span- ish explorer, who reached Florida in 1539. He marched through Georgia, Alabama, and Mississippi. He was de- termined to find some land yielding gold, like Mexico and Peru. But he treated the Indians cruelly, killing some of them wantonly, and forcing others to serve him as slaves. The savages, in turn, attacked him again and again, until his party was sadly reduced. De Soto tried to descend the Mississippi River to the Gulf of Mex- ico, but at the mouth of the Red River he died of a fever. His body was buried in the Mississippi, to keep the Indians from disfiguring it in revenge. A few of his followers reached the Gulf and got to the Spanish settlements in Mexico. THE FRENCH IN CANADA. 11' a great French explorer, Champlain, in 1608, the very year after the EngHsh settled at Jamestown. At Que- bec the real settlement of Canada was begun, and it was always the capital of the vast establishments of the French in America. The French, like the English, were trying to find the French expiora- . . . tions in the in- Pacific Ocean, and they were much more darmg m their terior. explorations than the English colonists, whose chief business was farming. Joliet [zhol-yay] and Father Marquette [mar-ket'j reached the Mississippi in 1673, and an- other Frenchman, La Salle [lah-sahl], explored the country west of the Alle- ghany Mountains, and discovered the Ohio. After many disasters and fail- ures. La Salle succeeded in reaching the mouth of the Mississippi. Father ^^ salle. Hennepin, a priest, explored the upper Mississippi. The French then laid claim to all the country west of the Alleghanies. Over the region they established posts and mission houses, while the English contented themselves wath multiplying their farming settlements east of the mountains. When La Salle reached the mouth of the Mississippi Founding of Louisiana and he took possession of the country in the name of Louis of French posts XIV, and called it Louisiana, in honor of that king. ^ians. The settlement of Louisiana was begun in 1699. The French held the St. Lawrence and the Mississippi, the two great water ways of North America, and they con- trolled most of the Indian tribes by means of mission- aries and traders. They endeavored to connect Canada and Louisiana by a chain of fortified posts, and so to ii8 THE FRENCH IN CANADA. Weakness and strength of the French in America. FRENCH GENTLEMAN OF THE TIME. The French in- fluence over the Indians. A MISSIONARY PRIEST, hold for France an empire, in the heart of America, larger than France itself. But the weakness of the French in America lay in the fewness of their people. Canada, the oldest of their colo- nies, was in a country too cold to be a prosperous farm- ing country in that day. Besides, its growth A\'as checked by the system of lordships with tenants, which some of the English colonies had also tried. But in- ferior as the French were in numbers, they were strong in their military character; they were almost all soldiers. The English were divided into colo- nies, and could never be made to act together ; but the French, from Canada to the Mississippi, were ab- solutely subjected to their governors. The French were also rendered terrible to the English colonies by their skill in controlling the Indians. The great business of the French in Canada was the fur trade, and this was pushed with an energy that quite left the English traders behind. The French drew furs from the shores of Lake Superior and from be}'ond the Missis- sippi. The French traders gained great influence over the Indians. The English treated the Indians as infe- riors, the French lived among them on terms of equality. The French also gained control of the Indian tribes by means of missionary priests, who risked their li\-cs and spent their days in the dirty cabins of the savages to teach them religion. The powerful Iroquois confederacy, known as the " Five Nations," and afterward as the " Six Nations," sided with the English, and hated and killed the French. They lived in what is now the State of New York. But the most of the tribes were managed by the French, who sent missionaries to convert them, ambassa- THE FRENCH IN CANADA. 119 dors to flatter them, gunsmiths to mend their arms, and mihtary men to teach them to fortify, and to direct their attacks against the settlements of the Enghsh. The wars between the French colony in Canada and the English colonies in what is now the United States were caused partly by wars between France and England in Europe. But there were also causes enough for enmi- ty in the state of affairs on this side of the ocean. First, there was always a quarrel about territory. The French claimed that part of what is now the State of Maine which lies east of the Kennebec River, while the English claimed to the St. Croix. The French also claimed all the country west of the Alleghanies With a population not more than one twentieth of that of one of the English colonies, they spread their claim over all the country watered by the lakes and the tributaries of the Mississippi, including more than half of the present United States. Second, both France and England wished to control the fisheries of the eastern coast. Third, both the French and the English endeavored to get the entire control of the fur trade. To do this the French tried to win the Iroquois Confederacy to their interest, while the English sought to take the trade of the Western tribes away from the French. Fourth, the French were Catholics and the English mostly Protestants. In that age men were very bigoted about religion, and hated and feared those who differed from them. Subjects of dis- pute between the French and Eng- lish in America. COUREUR DES BOIS, OR WANDERING FUK TRADER, OF CANADA. LONG-HOUSE OF THE IROQUOIS. 120 THE FRENCH IN CANADA. Questions for study. FRENCH CLAIM IN THE PRESENT STATE OF MAINE. When did the Spaniards plant a colony in Florida ? Whereabouts in Florida did the Spaniards first settle ? Which is the oldest city in the United States ? How long before the settlement at Jamestown was St. Augustine settled ? [Subtract 1565 from 1607.] Why did the Spaniards not push their settlements farther to the north .'' What feelings did they have about South Carolina and Georgia ? How much of North America did Spain claim ? Where was the beginning of permanent French settlements in America made ? By whom was Quebec founded ? In what year ? How long was this after English settlement at Jamestown ? What was the capital and center of the French establishments in America.'' What were the French trying to find ? How did their explorations compare with those of the English ? What was the chief business of the people in the English colonies ? Who discovered the Mississippi in 1673 ? Who first explored the Ohio River? Who descended the Mis- sissippi to its mouth ? (What large city is now situated near the mouth of the Mississippi ?) What is the name of the priest who first explored the upper Mississippi ? To what part of this country did the French lay claim ? What did they establish there ? What were the English colo- nists doing at this time ? What did La Salle call the country at the mouth of the Mississippi ? In honor of what king did he thus call it ? When was the settlement of Louisiana begun ? What two great water ways did the French control at this time? How did they propose to con- nect Canada and Louisiana ? What would they thus hold for France ? What was the weakness of the French power in America ? Why was Canada not a prosperous farming country ? What held its growth in check? How were the French strong ? Which were the most united, the English or the French, in America ? What besides this rendered the French terrible to the English ? What was the chief business of the French in Can- ada ? From how far to the west did they get furs ? What difference was there in the French and the English way of treat- ing the Indians ? What is said of the mis- sionary priests ? What powerful Indian nation held to the English ? How did the French control most of the other tribes ? How were many of the wars between the French and the English in America caused ? But, besides these quarrels between the two countries in Europe, there were causes of strife in America: what is the first one named? What part of Maine did the French claim ? (Look on the map and say about what proportion of the State lies east of the Kennebec THE FRENCH IN CANADA. 121 River.) What other territory did they claim in what is now the United States ? In what way were the fisheries a source of enmity .'' How was the fur trade a matter of conflict .'' How did the French try to get entire control of it ? How did the English seek to get It ? What religious ground for opposition between the two was there ? What was the char- acter of religious differences in that day ? 1. The Spanish colony at St. Augustine. 1565. Study by topics. 2. The French colony at Quebec. 1608. 3. The French explore the Mississippi. 4. Louisiana settled. 1699. 5. Weakness and strength of the French in Amerioa. 6. French influence over the Indians. 7. Causes of war between the French and the English in America. St. Augustine in was planted by the in 1565, years be- Skeleton sum- fore Jamestown was settled. The oldest city in the United States is . mary (of the The beginning of permanent French settlement in America was made at "f ""^^'^^ P^""*^ ° ° ' , of the chapter) in , one year alter Jamestown was settled. Quebec was founded by . Tlie Ohio was discovered by . The Mississippi was ex- plored to its mouth by , who called the country after Louis XIV, king of France. Louisiana was settled in . The French controlled at this tmie two great water ways from the sea to the heart of the conti- nent — the river and the river . lapter). St. Augustine Jamestown Quebec 1' Florida ( Spaniards, 1565. ii-iorma 1 f bpaniards, 151 Virginia V founded by -| English, 1607 Canada ) ( French, 1608. Blackboard illus tration. PRESENT TERRI- TORY OF THE UNITED STATES, SHOWING BY WHO^ IT WAS Claimed BEFORE 1763. 122 THE FRENCH IN CANADA. Geography. Let the pupil, on a map of the United States, point out the St. Lawrence and the Mississippi, as two roads leading to the heart of America. Let him show how the French and Spanish territorj' quite surrounded the English colonies on all but their ocean side, and stopped their growth to the westward. Point out Florida and St. Augustine. Point out Quebec. Point out the mouth of the Mississippi. Books. Parkman's " Pioneers of France in America." CHAPTER XXI. Colonial Wars with France and Spain. "King William's There wcrc four wars with the French during the War" begun. colonial time. The first was called " King William's War," from William III, King of England, It lasted from 1689 to 1697. In this war the first severe blow fell on the settlements of Maine, where the Indians in the French interest attacked the settlers in June, 1689, paying old grudges by torturing their victims. But the French did not escape. The Iroquois Indians were in alliance with the English, and had, besides, their own reasons for taking revenge on the French. In this same summer of 1689 they attacked the settlements about Montreal at daybreak, and killed, in their horrible way, two hundred people, and carried as many more into captivity. French and The Frcuch replied, not by assailing the Indians, Indians attack Schenectady and but by Carrying fire and massacre into the province of other places. ^ New York. In the bitter weather of January, 1690, a party of one hundred and ten, French and Indians, hav- ing traveled through frozen forests for many days, entered Schenectady [sken-ec'-ta-dy] at midnight and massacred sixty of its people. Those who escaped fled half naked through the snow to Albany, sixteen mile? COLONIAL WARS WITH FRANCE AND SPAIN. 123 away. Another party, from Canada, fell on the settle- ment at Salmon Falls, N. H., and a third carried the like horrors to Casco Bay, in Maine. All the people on the frontier of the Northern colonies were now in terror. To meet the danger, some sort of united action First united ... . I- action of the among the colonies was necessary. A congress of com- colonies, missioners from several colonies met in New York, in 1690, and planned an invasion of Canada. In accord- ance with this plan, Sir William Phips took Port Royal, in Nova Scotia. Two expeditions were sent against Quebec : the one from New York and Connecticut went by Lakes George and Champlain ; the other, from Bos- ton, under Sir William Phips, was sent in a fleet of thirty-four ships. The land expedition was a failure, and never even reached Canada. The fleet reached Quebec, but failed to capture it. But Peter Schuyler, of Albany, a man much be- loved by the Iroquois, who called him " Quider," led an expedition, in 1696, into the French settlements. He did what he could to pre- vent Indian cruelties. But the war was made up of barbari- ties and miseries without result, until peace between France and England, in 1697, brought a little welcome repose to the colonists of both nations, after eight years of war. Colonel Schuy- ler's expedition against the French. 124 COLONIAL WARS WITH FRANCE AND SPAIN. QUEEN "Queen Anne's 111 1 702 began the War known as "Queen Anne's War." War." In this war England fought against Spain as well as France. South Carolina was involved in a war with the Spaniards and Indians of Florida, while the Northern colonies were struggling against Canada. The Governor of South Caro- lina made successful inroads upon the Florida Indians, but he could not capture St. Augus- tine. Port Royal, in Nova Scotia, was again taken from the French in 1710, but the at- tempts made to take Quebec were once more a ANNE. ^n^^>* failure. The war was chiefly notable for the hor- %^''. rible onslaughts of the Canada Indians on some of the towns of the Northern frontier. Deerfield, in western Massachusetts, was destroyed in 1704, and more than a hundred of its people carried into captivity. The war lasted about eleven years. A treaty was made in 1713, and there was a long peace between France and England. But the intrigues of both powers with the savages continued, and New England had many bloody engagements with the Indians of Maine, who were under the influence of the French. Oglethorpe and In 1 740, during a war with Spain, General Ogle- the Spanish in , ^ , ' ^ ^ . . , „, Florida. thorpc, the founder ot Georgia, tried to conquer Flor- ida, but the fortifications of St. Augustine were too strong for him. Two years later the Spaniards invaded Georgia, but Oglethorpe maneuvered his little force with so much skill as to lead the Spanish into ambuscades and defeat them at every point. "King George's J,-, lyAA the War bctwccn England and France, War" and the ' ^^ '^ first capture of kuowu as " King Gcorgc's War," began. At that time Louisbourg. many French privateers were sent out to plunder New COLONIAL WARS WITH FRANCE AND SPAIN. 12C England ships. —7' - These privateers came out of Louisbourg [loo-ee-boorg], a French stronghold on Cape Breton Island. Governor Shirley, of Massachu- setts, sent against this place four thousand untrained New England militia. They were commanded by a merchant, and their officers did not know even the meaning of military terms. But they made up in courage and enthusiasm for their inexperience. The 126 COLONIAL WARS WITH FRANCE AND SPAIN. Americans had few cannon, but their favorite amuse- ment had always been target-shooting, and the deadly skill with which they used their muskets made it almost impossible for the French to work their guns. The excitement over this contest put a stop to almost all kinds of business in the Eastern colonies, and when at length the powerful fortress surrendered to a little army of farmers and mechanics, there was no end of joy in New England. This was the chief victory of the war, and it gave the American troops confidence in themselves. At the close of the war, in 1748, England returned the place again to the French, in exchange for advantages elsewhere. This was a bit- ter disappointment to the New-Englanders, who called the day of its surrender a " black day, to be forever blot- ted out of New England calendars." Questions for study. How many wars were there with the French during the colonial time.'' What was the first of these called ? In what year did it begin ?^ In what year did it end } (Subtract 1689 from 1697 : about how many years did it continue ?) Where was the first severe blow felt ? Who at- tacked the settlements of Maine ? How did the Indians of Maine pay old grudges against the settlers 1 Who struck the first blow against the French ? How many |)eople did the Iroquois kill about Montreal ? How many did they take prisoners .'' How did the French reply to this blow? What town did they attack in New York .>' What became of the people of Schei.ectady .f* What place was aitacked by another party from Canada ? Where did a third party strike ? What were the feel- ingsof people in the frontier towns at this time? What was necessary to meet the danger? Where did the commissioners from the various colonies meet? In what year did the first united action take place ? What did the commissioners |)lan ? What place was taken from the French by Sir William Phips ? How many expeditions were sent against Quebec ? I5y what route did the troops from New York and Connecticut try to go? How was the Massachusetts expedition sent? What was the result of the expedition sent by the lakes ? What did the fieet do ? Who led an expedition into the French settle- COLONIAL WARS WITH FRANCE AND SPAIN. 127 nients in 1696 ? Where did Schuyler live ? How was he regarded by the Iroquois ? What did the Indians call him ? What did he do with reference to Indian cruelties ? But what was the character of the war? In what year did France and England make peace? In what year did Queen Anne's War break out ? What other coun- try besides France did England have war with at this time ? What colony was involved in a struggle with the Spaniards ? What did the Governor of South Carolina do ? What town in Nova Scotia was taken ? What was the result of a new attempt to take Quebec ? For what was the war chiefly notable ? What happened at the destruction of Deer field in 1704 ? How long did the war last ? In what year was peace made ? Was this OLD HOUSE AT DEERFIELD. a long or short peace? But what disturt)ed the re- pose of the colonies during this peace ? What did General Oglethorpe do in 1740 ? What happened when the Spaniards attacked Georgia two years later ? In what year did King George's War begin ? From what port were French pri- vateers sent out to destroy New England ships ? Where was Louis- bourg? (Where is Cape Breton Island ?) How many men did Gov- 128 COLONIAL WARS WITH FRANCE AND SPAIN. Study by topics. GEORGIA AND FLORIDA AS THEY WERE IN OGLETHORPE'S TIME. ernor Shirley, of Massachusetts, send against this place ? What kind of men were they ? What kind of officers did they have ? How did these soldiers make up for their inexperience ? What had been their favorite amusement ? What was the eff'ect of their marksmanship ? When the place surrendered, what was the feeling in New England ? What pro- portion of the New England men lost their lives ? What was the effect of the victory on the American troops ? What was the feeling in New England when Louisbourg was returned to the French in 1748 ? I. King William's War. 1689 to 1697. 1. The first blows. 2. The attacks on Schenectady and other places. 3. The attempt to take Quebec. II. Queen Anne's War. 1. Florida attacked from South Carolina. 2. Attacks on Canada. 3. Massacres on the Northern frontier. III. Oglethorpe's attack on Florida. IV. The third French war, or King George's W^ar. 1744 to 1748. 1. The taking of Louisbourg. 2. Its return to the French. Geography. The geographical points to be fixed in the pupil's mind by reference to maps are — I. The French claim in Maine. (Is the region east of the Kennebec about two thirds or about three fourths of Maine ?) 2. The French claim to the Mississippi Valley. (Let the pupil, after examining a map of the United States, decide whether the portion of our country drained by rivers flowing into the Mississippi is lessor more than one half.) 3. The position of Cape Breton and Louisbourg. 4. By what course would fleets sailing from Boston have to go to reach Quebec ? 5. Let the pu- pil point out on a map the route to Canada and Quebec by the way of Lakes George and Champlain. 6. The relative position of Georgia and Florida. CHAPTER XXII. Braddock's Defeat and the Expulsion of the Acadians. Washington sent TnE Frciicli made use of the years that intervened to protest against the French forts, between the peace of 1748 and the outbreak of hos- tilities in 1754 to draw a line of posts along the Ohio BRADDOCK S DEFEAT, 129 Washington's Embassy. — The French officers were very much impressed by Washington, and showed him many courtesies, though they tried to persuade his Indians to leave him. On his return a French Indian tried to kill him by firing at him, and then pretending that his gun had gone off accidentally. Ihe Indian was caught, and Washington's compan- ion. Gist, would have killed him, but Washington let him go. But he and Gist were obliged to travel on foot all night and all the next day to avoid pursuit. They found the Alleghany River filled with floating ice. They tried to cross on a raft, but the ice caught the pole with which Washington was pushing and threw him into the river. He caught hold of the raft and drew himself out. They were obliged to pass the night on an island, and Gist was badly frost-bitten. Wash- ington got back to Williamsburg, the capital of Virginia, in January, and the story of his adventures and of the French encroachments agitated the Virginians. and near to the Allegha- ny Mountains, intending to confine the English to the country east of the Alle- ghanies, and to secure to themselves the whole of the great interior valley. This was especially exas- perating to Virginia, which claimed the western coun- try. George Washington, then a young man of twen- ty-one, who had already spent much time on the frontier as a surveyor, was sent into the wilderness by the Governor of Virginia as an ambassador to urge the French to depart peaceably. This errand the athletic and cool-headed young man accomplished, in spite of great hardships and dangers. In the next year — 1754 — Washington was sent as a Washington . , . . 1 • 1 1 1 tries to expe major at the head 01 some troops to dislodge the t^e French. French, who had built a post at the head of the Ohio, where Pittsburg now stands. This they called Fort Duquesne [du-ken]. Washington found the French too strong for his force, but, by surprising and defeating a skulking party of them, he brought on the war, which the French wished to postpone. Washington was him- self afterward attacked by a superior force, and com- pelled to capitulate and retire from the disputed ground. In 1755 General Braddock, an English officer, Braddock's marched from Virginia in command of an army of Eng- ^^^ 130 BRADDOCK S DEFEAT. Braddock attacked. lish regulars and colonial militia, to drive the French from Fort Duquesne. Braddock was brave and honest, but harsh and brutal in manners. He could not under- stand the nature of a war in the woods. Like other English ofBcers of the time, he despised the American militia and their half-Indian way of fighting. When only eight miles from Fort Duquesne, the French and Indians attacked Braddock's army. The scarlet coats and solid ranks were a L;ood target, and the soldiers were mowed down by the deadly fire that came from trees and gullies where no enemy was to be seen. The British soldiers, # r YOUNG WASHINGTON RALLYING BRADDOCK'S TROOPS. though brave enough, were unused to such war- fare, and unable to do anything to repel the unseen foe. After standing huddled together for three hours, they broke and f^ed. The Virginians, whom Braddock had BRADDOCK S DEFEAT. 131 despised, had stood their ground for a while, fighting behind trees Hke the Indians; but Braddock, esteem- ing this cowardly, ordered them to " come out in the open field like Englishmen," and even struck some of them with the back of his sword. General Braddock exposed himself fearlessly. He Braddock defeat- ed and killed. had four horses killed under him, and was on the fifth when he was mortally wounded. George Washington, who was the only ofificer on Braddock's staff not killed or wounded, behaved with admirable courage. He had two horses shot under him, and four bullets pierced his clothes. Nearly all the officers of Braddock's army were killed or wounded, and the soldiers who escaped the slaughter fled back to Fort Cumberland in a wild panic. In the same summer with Braddock's defeat came the The expulsion of removal of the Acadians. Acadia was the name of the region now included in the provinces of Nova Scotia and New Brunswick. It had been settled by the French about one hundred years when the English conquered it in 1710, during Queen Anne's War. The people were a very ignorant peasantry, who continued to speak French and to take sides secretly with their own nation in every struggle between the two countries, though they had lived forty-five years under English rule. In this war the hard resolution was taken to scatter the Acadians through the various English colonies. They were seized and put on board vessels and sent away; their houses and barns were burned, and their lands confiscated. Some of them got to Louisiana, some to Canada, and some, after great hardships, made their way back to Acadia; others were scattered in various places, and their 'sufferings have excited pity even to our own times, and 132 THE EXPULSION OF THE ACADIANS SIR WILLIAM JOHNSON. have been made the subject of Longfellow's poem of " Evangeline." Almost the whole of this year's operations of the British and colonial troops ended in failure. Sir William Johnson was sent to capture Crown Point, a French fort on Lake Champlain. His raw forces succeeded in beating oH the French in the battle of Lake George, but Johnson, who was no soldier, did not even attempt to go far- ther, and Crown Point was not attacked. Gen- Battie of Lake eral Shirley set out to capture the French fort at Niag- of Johnson's and ara, but he was outgeneraled by the French, and did Shirley's expedi- , , •, tions. not reach it. The statesmen who governed in England at this time Bad management Were vcry incompetent. The colonies were divided by of the war. . .... , , -a factions and jealousies, and the war m America was car- ried on with half-heartedness and stupidity. Capture of Fort Lord Loudou [low'-dcn] was sent, in 1756, to com- William Henry, tt i • i • t ■ and massacre of maud the troops in America. He laid siege to Louis- ?Uon.° ^ ^ ^^'^' bourg in 1757, but failed to take it. For this movement he drew away many of the troops that had protected the New York frontier. Aware of this, the French, under Montcalm [mont-cahm], besieged and captured Fort William Henry, at the south end of Lake George. By the terms of capitulation the colonial troops were to be allowed to return home, but after they had surrendered the fort the Indian allies of the P^-ench fell on them and killed a great many. Others they seized and car- ried off. LORD LOUDON. BRADDOCK S DEFEAT. 133 How did the Questions for French make use of ^^^'^y- the years of peace that followed King- George's War ? What did they wish to secure ? What colony claimed the country west of the Alleghany Mountains ? Who was sent into the wilderness by the Governor of Vir- ginia ? What was he sent for ? The following year Washington was again sent into the wilderness : in what ca- pacity ? What was he expected to do ? Where had the French built a fort ? What did they call it ? Why did not Washington succeed in dislodging the French ? What did he do to a skulking party ? What was the effect of this ? Did the French wish for war at this time ? When the French attacked Washington, what was the result ? Who com- manded an expedition against Fort Duquesne in 1755 ? What kind of a man was General Braddock ? What kind of a war was it that he could not understand ? How did he regard the American militia ? How did he have them drilled ? How far was he from Fort Duquesne when he was attacked ? By whom was he attacked ? What made Braddock's men good targets ? What did the British soldiers do ? What did the Virginians do ? Why would not General Braddock let them fight from behind trees ? How did Braddock behave ? What was his fate ? How did Washington behave ? What was the fate of nearly all the officers ? What became of the remainder of the army ? What region of country was called Acadia ? How long had the French been settled 134 BRADDOCK S DEFEAT. Study by topics. there when the English conquered it ? In what war was it taken from the English ? What sort of people were the Acadians ? Which side did they take secretly in the wars between the two countries ? How long did they live under Eng- lish rule in Acadia ? What hard resolution was taken ? What was done with them ? What was done with their houses ? What dispo- sition was made of their lands ? (What is the meaning of the word confiscated ?) What became of the Aca- dians ? What poem treats of their sorrows ? What French post did Sir William John- son try to capture ? On what lake is Crown Point ? In what battle did Johnson's troops beat the French ? Did Johnson attack Crown Point ? What fort did General Shirley try to capture ? Did he succeed ? What kind of statesmen were those in power in England at this time ? What was the state of the colonies ? How was the American war carried on ? Who was sent to take command in 1756? What French stronghold did he l)esiege ? (Who had taken Louisbourg from the French before ? When had it been given back ? See Chapter XXI.) What advantage did the French take of the weakening of the forces on the New York frontier? Who command- ed the French when they took Fort William Henry ? What were the colonial troops to be allowed to do ? But what happened after the surrender ? What can you tell about — 1. The beginning of the war. 2. Braddock's defeat. The removal of the Acadians. The failure to take Crown Point and Niagara. The surrender of Fort William Henry, and the treachery that followed. THE DOTTED LINE SHOWS BRADDOCK'S MARCH FROM FORT CUMBERLAND, ON THE POTOMAC, TOWARD FORT DUQUESNE. BRADDOCK S DEFEAT. 135 A young man named was sent to protest against the occupation Skeleton sum- of the country west of the Alleghanies by the . Washington was '"^''y- afterward sent to drive the French from Fort , at the forks of the R-jver , where the city of now stands, but was forced to retire. In 1755 General marched against Fort Duquesne. He was attacl3« THE FALL OF CANADA. GEN. WOLFE. Quebec is on a high, steep bluff, overlooking the St. Lawrence where that river is narrow, and the natural strength of the fortress is very great. All through July and August of 1759, Wolfe's army and the English fleet tried in vain to find a weak spot in the de- fenses of the Canadian stronghold, but the fortress frowned on them from its inaccessible heights. In several attacks, made at various points, the Eng- lish were repulsed. As the season of storms was coming on, and the fleet must soon leave, even Wolfe began to despond. But, in spite of sickness and pain, this heroic man roused his army to make one more attempt. Meantime Montcalm, who commanded the French . forces, was extremely vigilant. He kept his horses saddled day and night to ride to any point that might be assailed, and he did not take off his clothes for nearly three months. Wolfe scales Wolfe put his men in boats and dropped down, in the Heights of Abraham. the night, from the fleet above the town to a little bay, now known as Wolfe's Cove. Twenty-four vol- unteers climbed the steep precipice by a rough path and drove off the guard at the top. When firing was heard, the whole force landed and clambered up the rocky steep, hold- ing by bushes. When morning came, the British soldiers were in line of battle on the " Plains of Abraham," less than a mile from Quebec, where the French must fight or have their supplies cut off. Montcalm attacked imftaediately, but his ranks were broken by the steady English fire, and Wolfe led a GEN. MONTCAL ,THE FALL OF CANADA. V39 charge in per- son. Though twice wound- ed by bullets, Wolfe kept on until a shot entered his breast, in- flicting a mortal wound When told that the enem)- were fleeing everywhere, he said, " Now, God be praised, I die in peace ! " Mont- calm, who was also mor- tally wounded, said, " I am happy that I shall not live to see the surrender of Quebec." Quebec soon capitulated, and the fate of Canada was sealed. The French attempt- ed to retake the city in vain. The taking of Mont- real, in 1760, completed the conquest of Canada [ by the English. By the Treaty between Eng land and France, made in 1763, all the French pos sessions in Amer- ica east of the ^ Defeat of the French on the " Plains of Abraham." Death of Wolfe and Montcalm. 140 THE FALL OF CANADA.. Rejoicing in the colonies. Mississippi, except a district around New Orleans, were ceded to England. The joy in the colonies knew no bounds. The peo- ple had seen their shipping cut off by privateers, their property wasted by taxation, their paper money depre- ciated, and their young men destroyed by almost con- tinual war. The frontiers had been desolated by the Indians, under French influence, for three quarters of a century. Now they looked forward to peace, and the expansion of the English settlements in America into a vast empire. Questions for study. OLD VIEW OF QUEBEC. What was the name of the new Prime Minister of England who made great clianges in the V conduct of the war in America ? What was he resolved to do ? How did he choose his commanders ? How did the colonists feel after he came to power? In what year did the English again lay siege to Louisboiirg ? Under what general ? By what troops had it been once taken ? How did it come back into French hands? (Seepage 126.) How long did the siege of Louisbourg under Amherst continue ? What was the result ? THE FALL OF CANADA. 141 What French fort controlled Lake Ontario? What Canadian town is now situated where Fort Frontenac stood ? What happened to Fort Frontenac in September, 1758? What general had a road cut throutrh the forests on the Pennsylvania mountains ? Why was Gen- eral Forbes car- ried on a litter ? What did he force the French to do? What city now stands on the site of old Fort Duquesne ? In whose honor was Pittsburgnamed? Why was Pitt honored in Amer- ica ? Where did the English suffer defeat in 1758 ? What English general sailed down Lake George ? What fort did he at- tack ? What French general commanded at Ticonderoga ? How did the English try to carry the French works ? What was the re- sult ? To what place did the English retreat ? What was the effect on Canada of the English successes in 1758 ? What was the effect of the loss of Louisbourg ? How had the routes from Canada to Louisiana been cut off? What was the effect on the fur trade? Why were the Indians of the interior no longer wn'lling to come to the support of Canada ? How had General Wolfe attracted at- tention ? What was he sent to do ? How is Quebec situ- ated ? What is its natural strength? What did Wolfe's armyand the English fleettry to find ? What was the re- sult of several attacks made by the English at different points ? How did Wolfe feel ? What did he rouse his army to do ? How did the Eng- lish get up to the top of the cliff? Where did ACADIA, PORT ROYAL, AND LOUISBOURG, AND THE ROUTE BY SEA BETWEEN BOSTON AND QUEBEC. 142 THE FALL OF CANADA. Study by topics. Geography. Books. they form a line of battle ? How far were they from Quebec ? Why were the French obliged to fight ? What was the result of Montcalm's attack.'' Who led the English charge ? How many bullets struck Wolfe before he fell ? What did he say when he heard that the enemy were fleeing? What was Montcalm's fate ? What did he say ? What happened to Quebec ? What surrender in 1760 completed the downfall of the French in Canada? What territory did the French cede to the English in 1763? What is said of the joy in the colo- nies ? What calamities had come on the colonists by the continual war with France ? For how long a time had the desolation of the frontiers been going on ? To what did they now look forward ? Tell about — i. Influence of Pitt. 2. Capture of Louisbourg. 3. Fall of Frontenac. 4. Driving of the French from Duquesne and founding of Pittsburg. 5. Defeat of the English at Ticonderoga. 6. Fall of Quebec. 7. Fall of Canada. Let the pupil point out or describe the location of Louisbourg. Of Fort Fronte- nac (Kingston). Of Fort Duquesne (Pittsburg). Of Fort Ticonderoga. Of Quebec. Of Montreal. Parkman's " Montcalm and Wolfe," besides the general histories of Bancroft and Winsor, mentioned in earlier chapters. The regular soldiers. A FfiENCH REGULAR. CHAPTER XXIV. Characteristics of the Colonial Wars with the French. The Engli.sh and French regulars wore neat uniform.s. The French were remark- able a long way off for the white, the Eng- lish for the red, which predominated in their dress. The drill of regular soldiers was careful, and their discipline severe. They fought with great steadiness, standing up and facing the enemy, and they and their of- COLONIAL WARS WITH THE FRENCH. H3 The American troops. ficers held in contempt the skulking way of fighting which prevailed among the colonial troops on both sides. The Americans, in both the French and English colo- nies, had learned to fight in the woods. They loaded their guns lying on the ground, and they fired from be- hind trees and stumps, now running forward and now re- treating and charging again. The regular troops took no definite aim, but fired at the enemy's line, while the colonists were the best marksmen in the world, and the man whom one of them covered with his gun was generally doomed. In the first siege of Louisbourg their deadly aim at last rendered it impossible for the French to load or fire a cannon. Though without experience, they had plenty of courage. At the battle of Lake George it was said that the American provincials fought in the morning like good boys, about noon like men, and in the afternoon like demons. The British ofificers were generally incapable of get- British officers 11 • ! 1 A • 1 !• T^i ^"'^ colonial ting on well with the American soldiers. 1 hey looked soldiers, with contempt on men who wore little or no uniform, and sometimes carried ia the same company guns of the varior.s sorts they had used in hunting. The Americans made a bad shovv- on parade, and refused to fight standing up in close ranks. By the side of A FLINTLOCK. thc ncatly-kcpt, red-coated British troops, the American militia looked shabby enough. The British offlcers holding the king's commission as- sumed to command American officers of higher rank, and this caused a dislike of the English to spread A CANADIAN SOLDIER. A FRENCH OFFICER. A FLINTLOCK GUN. 144 COLONIAL WARS WITH THE FRENCH. £nglish troops in the woods, and Lord Howe's reforms. INDIAN MOCCASINS. Rewards for scalps. through the colonies. Pitt ordered that the American officers should take equal rank with the British. The English troops were rather unfit for the work of fighting in the woods. " Our clothes, our arms, our accouterments, even our shoes and stockings, are all improper for this country," wrote General Wolfe from America. Lord Howe, who was one of the noblest of men and best of generals, changed the dress of his men to fit them for marching in the woods. Hair was worn lonj in that day, and Lord Howe cut off his own fine head of hair to per- suade the men to sacrifice theirs. He reduced the officers' baggage, and dis- missed the great company of wash- erwomen, setting a good example by washing his own linen in the brook cultivated the friendship of the American officers, and treated the soldiers with great respect. He was sec- ond in command to Abercromby, and was killed in a skirmish just before the attack on Ticonderoga. The defeat of Abercromby in the battle which fol- lowed is attributed to the loss of Lord Howe, who was the real soul of the army. (See the preceding chapter.) It was impossible to keep troops enough in the field to protect the long frontier. No one could tell where the Indians would strike, and when they had massacred a family they escaped too swiftly for pursuit. The colonies were driven to offer rewards for the scalps of In- dians as they were accustomed to pay for wolves' heads. One can see how barbarous their feelings were, however. LOPO HOWE. Lord Howe COLONIAL WARS WITH THE FRENCH. 145 in the offer of smaller rewards for the scalps of Indian women and children. In many ways the French wars tended to corrupt Evii influences . of the French the people of the colonies. A race of traders secretly wars. sold arms to the Indians that were butchering their own people. Another set of men, some of whom were con- nected with the government, sold provisions to the French. Very many embarked in privateering — that is, they fitted out ships to capture and plunder the merchant ships of France. This was only a kind of law- ful piracy. Many of the sbldiers who returned from the war had learned habits of idleness and dissipation. The sorrows inflicted on both the French and Sorrows of the frontier. English colonists were more than can be imagined. The frontier people lived in con- tinual fear of sudden death by the toma- hawk, or slow death by torture. Yet tlicir courage grew with their danger. In 1689 captives taken in Maine were carried to Can- ada and *old there. From that time forward innumerable peo- ple captured on the frontier by the Indians were sold into Canada, en- during horrible suffer- ings in their forced jour- neys through the woods. Many of illH|llM||IIMi| I III ^°«° "°-^ these were -"■ illliliill(«illl li ■ S^^*^ washing h,s unen. 146 COLONIAL WARS WITH THE FRENCH. Captivity in Canada among the Indians, ransomed by their friends. Husbands made dangerous and sorrowful journeys to redeem their wives, and parents went in search of their children. Great com- passion was excited in New England for the captives, and collections were fre- ?- iv^"' WHITE CAPTIVES DRIVEN INTO CANADA eV INDIANS. quently made for their re- demption. Sometimes cap- tive children were reclaimed who had been educated in French, and had quite for- gotten the language and the religion of their parents. The Canadians were gen- erally kind to the captives, and some of the prisoners Captives in the French Wars. — One of the first of the many thousands of captives carried to Canada was a little girl named Sarah Gerrish. An Indian girl once tried to drown her by pushing her off a precipice into the river, but she saved herself by catching hold of the bushes. Once she was so weary that she overslept, and awoke to find herself alone in the woods and covered with snow. She followed the tracks of the Indians until she overtook them. Again, the In- dians built a great fire, and told her that she was to be burned, but she threw her arms around her Indian master's neck and begged him to save her. She was sold to the French in Can- ada, and kindly treated by them until she was re- turned. In the tail of 1677 two men, Waite and Jennings, set out from the Con- necticut River for Canada, to re- deem their wives and children car- ried off by In- dians. Without " guides they paddled throuijh Lake Champlain and reached Canadft. Aftersevcn months' absence the> brought back about twenty captives in all. The people sent horses to meet them at .Albany and bring them into Hatfield, where they were re- ceived with the greatest joy. One woman, when she got her children together, after captivity, found one of her sons, a lad of eleven, an Indian in habits, and not able to speak any but the Indian language ; while a daughterof fifteen, who had been educated in a Canadian convent, spoke nothing but French. One Pennsylvanian got home just as the sale of his property at auction had been completed, his neigh- bors having supposed him dead. James Smith, having endured six years of cap- tivity among the Indians, came home a few days after his sweetheart had mar- ried another man. COLONIAL WARS WITH THE FRENCH. MT were very sorry to return. Many of the captives re- mained among the savages ; one Indian village con- tained a hundred white people carried away in child- hood. These had forgotten how to speak English. Some of the Indian tribes doubled their numbers in the last French war by adopting white children. Three thousand, men, women, and children, were carried into captivity from Pennsylvania and the provinces south of it in the year 1756. The colonies did not immediately have peace. The Pontiac's war Indians of the Western country hated the English, and the occupation of the old French forts by small English gar- risons excited their jealousy. Under the lead of Pontiac, an Ottawa chief, a great conspiracy was formed in 1763, the year of the peace. The garrisons of many of the smaller forts were massacred. Detroit and Pittsburg were attacked, and the families on the frontier suffered horrible inroads from the savages. It became necessary to march forces into the Indian country. General Bou- quet, with five hundred men, defeated a large force of Indians in a desperate two days' battle at Bushy Run, in Pennsylvania, in 1763. " Pontiac's War," as it was called, was brought to a close in 1764, and the fron- tiers had a brief rest. But already there were seen the beginnings of that great quarrel of the Americans with the mother country which brought on the bitter struggle of the Revolutionary War. How were the English and French regulars dressed ? What color Questions fosf was conspicuous in the dress of the French ? What in that of the Eng- study, lish ? What was the nature of the drill and discipline of the regulars ? How did they fight ? What did they think of the nnode of fighting which prevailed among the colonial troops ? How had the Americans II J48 COLONIAL WARS WITH THE FRENCH. learned to fight ? How did they load ? How did they fire ? What difference was there between their firing and that of the regular troops ? What was the effect of tiieir fire at Louisbourg ? What did the French commander at the battle ol Lake George say about tlieir fighting ? How did the British officers get on witli the colonial troo|)s ? Why did they hold them in conienipt ? What difficulty was there about the rank of American officers ? What effect did this have on liie feelings of the Americans toward the English ? What order did Pitt make about the rank of the American officers ? What is said of the fitness of English troops for fighting in the woods ? What did General Wolfe write on this sui)ject ? What kind of a man was Lord Howe ? Wiiat did he do about the dress of his men ? What about their hair? What about baggage and the washing of clothes ? How did he treat the American officers and soldiers ? When was Lord Howe killed ? What defeat is attributed to his death ? What difficulty was there in protecting the frontier ? What measures were taken to reward the In- dian fighters of the frontier ? What sign of barbarous feeling do we see in the way in which rewards were offered for scalps ? What are some of the ways in which the French wars tended to make the Ameri- cans barbarous ? What kind of a secret trade was there with the In- dians ? What kind of a secret trade with the French ? What kind of a business was privateering? Was it mucli carried on at that time? What effect did the war have on the soldiers engaged in it ? What were the sorrows inflicted on the French and English colo- nists ? What fear was continually in the minds of people on the front- ier ? What is one of the most sorrowful chapters of the war? In what year were the first captives carried to Canada ? Where were they taken from? How were many of these ransomed ? What change had sometimes taken place in children carried to Canada ? How did some of them feel about returning? Were all the captives sold to Canada ? How many white people were found in one Indian village ? Were the Indian tribes increased by the adoption of white children ? How many people were carried into captivity from Pennsylvania and the provinces south of it in 1756 ? Did the peace with France bring a lasting |)eace with the Indians ? In what year was a great conspiracy of the Indians formed ? What was the name of the chief who was the leader in this war ? In what battle did Colonel Bouquet defeat the In- dians ? In what year was Pontiac's War brought to a close ? What struggle was already beginning ? Study by topics. Tell about — L The different kinds of soldiers. I. The English and French regulars. a. Their appearance, b. Their mode of fighting. COLONIAL WARS WITH THE FRENCH. 149 2. The American militia. a. Their appearance, b. Their mode of fighting. 3. The lack of agreement between English and Americans. a. The question of rank. /> Lord Howe's reform in the dress ot the British soldiers. II. The frontier. 1. The reward for scalps. 2. Captivity. a. In Canada, b. Among the Indians. III. Pontiac's War. Five kinds of soldiers in the French wars: French regulars, | , t- , ■ , „ ,. ... . (-on the French side. Canadian mnitia, 1 English regulars, Colonial militia, Indians, on both sides. Blackboard illustration. on the English side. Where is Pittsburg ? Where is Detroit ? Geography. The French in America. (XX.) THIRD REVIEW— COLONIAL WARS. Chapters XX to XXIV. The Spaniards in Florida. (XX.) Settlement of St. Augustine. Review by Planting of Quebec in 1608. ^°P'"- Joliet reaches the Mississippi. La Salle discovers the Ohio. La Salle reaches the mouth of the Mississippi. Hennepin explores the upper Mississippi. Louisiana founded. ^ Attempt to possess the whole interior. Fewness of the French in numbers. Their union and military character. Their influence with the Indians. The superiority of the English in numbers. Their lack of union. Their lack of influence with many of the Indians- Disputed territory. Fisheries. (XX.) ) Fur trade. Religious prejudices. French and English. (XX.) Causes of quarrel. 150 COLONIAL WARS WITH THE FRENCH. " King- William's War," 1689-1697. (XXI.) "Queen Anne's War," 1704-1713. (XXI.) 1 War with the Spaniards j in Florida. (XXI.) \ " King George's War," J 1744-1748. (XXI.) 1 Last French war begun in 1754. English re- * verses. (XXII. English conquer Canada War concluded, 1763. < (XXIII.) Traits o*"the French wars. (XXIV.) Indians attack in Maine. Iroquois attack Montreal. Massacres at Schenectady, Salmon Falls, and Casco Bay. Congress of the colonies, 1690. Two expeditions against Quebec. Peter Schuyler against the French. The war against the Spaniards in Florida. Attempts to take Quebec. Massacres at Deerfield and elsewhere. Oglethorpe invades Florida, 1740. The Spanish invade Georgia, 1742. The taking of Louisbourg by New-Eng- landers. Louisbourg returned to the French. Washington begins the war, 1754. Braddock's defeat, 1755. The Acadians removed. Failure of English expeditions. a. Against Crown Point, d. Against Fort Niagara. c. Against Louisbourg. The French capture Fort William Henry Pitt governs England. Second capture of Louisbourg. Capture of Fort Frontenac. General Forbes takes Fort Duquesne. Defeat of Abercromby at Ticonderoga. Wolfe takes Quebec. Fall of the French power in Canada. Regular soldiers and militia. Sorrows of Indian warfare. " Pontiac's War." HOW THE COLONIES WERE GOVERNED. ICi CHAPTER XXV. How the Colonies were Governed. The close of the French war made way for the Three <"orms of government in Revolution. But, before we consider the events which the colonies. led to the separation of the colonies from England, it will be best to ask, How were the colonies governed at the close of the French wars ? There were three forms of government in America — " royal," " charter," and " proprietary." The oldest colony, Virginia, was under what was colonies under ... royal govern- called a royal government, because the kmg appointed ments. the governor, and approved or disapproved of the laws that were passed. " Royal " means belonging to the king. New York had been granted to the Duke of York as a proprietary government, but when that duke became king, as James II, it became a royal, or king's prov- ince. New Jersey became a royal colony after the king bought the right of the proprietors. The two Caro- linas were proprietary governments at first, but in 1729 the king bought out the proprietary rights, and they became royal governments. Georgia was first settled under a body of twenty-one trustees, but in 1752 these trustees surrendered the government to the king. In 1679 New Hampshire was separated from Massachusetts, and became a royal colony. So that, after 1752, there were seven colonies under royal governments, namely, Virginia, New York, New Jersey, North and South Carolina, Georgia, and New Hampshire. Three colonies — Massachusetts, Connecticut, and Colonies under charter govern- Rhode Island — were under charter governments; that ments. »52 HOW THE COLONIES WERE GOVERNED. is, they were for the most part governed by their own people, according to charters granted by the king. Massachusetts, after it lost its first charter, had a gov- ernor appointed by the king, but the power remained mostly in the hands of the Legislature. Maine was at- tached to Massachusetts. Colonies under Maryland had been given to Lord Baltimore, Penn- proprietary gov- ernments. sylvauia to William Penn. Baltimore and Penn were called " proprietors," or " proprietaries." The heirs of these first proprietors exercised in these two colonies power somewhat similar to those of the king in the royal colonies. These were called proprietary govern- ments. Delaware had been ceded to Penn by the Duke of York, and, though it had a separate Legislature, it was under the same governor as Pennsylvania. There were, therefore, at the close of the French wars, three pro- prietary governments — Maryland, Pennsylvania, and Delaware. Colonial Legis- Each of the thirteen colonies had a legislative body. latures. ° ■' These were divided into two houses. There was a lower house, or Assembly, elected by the people. The mem- bers of the upper house, or Council, were generally ap- pointed by the king in the royal colonies, and by the proprietary in the proprietary colonies. In the charter colonies governors and members of the Council were elected by the Assembly. How laws were In order to pass a law both houses of the Legis- passed in the colonies. laturc iTiust votc for it and the governor must agree to it. We have kept the same rule. Our State and national laws are made in this way now. The body we call the Senate takes the place occupied by the governor's Council in the colonies. But in our time HOW THE COLONIES WERE GOVERNED. '53 the people elect the governors and both houses of the Legislature. In nearly all of the colonies the people had no voice in choosing the governor or the upper house of the Legislature. The people could not, there- fore, make laws which were not agreeable to the king or the proprietary. There was, consequently, almost a continual quarrel between the governors, acting under instructions from England, and the representatives of the people. All laws regulating the trade between the colonies commercial laws made by the and With other countries were made by the English English Pariia- Parliament. The colonies were obliged, often much '"'^ ' against their will, to admit negro slaves, brought in by English merchants. They were forced to send nearly all their lead- ing products to England for sale. They were not allowed to buy any European goods, except in England, and no foreign ships were allowed to enter a port in this country. Laws were made to discourage peo- ple in the colonies from making and trading in such things as were made in England. There were Eng- lish laws against the manufacture of ironware and woolen goods by the Americans. The colonists had many furs, and could make hats very cheaply, but no hatter was allowed to send hats from one colony to another. Customhouses were established by law in all the customhouses 1 f 1 1 • 11- 1 r ^^'^ smuggling. principal ports of the colonies, and duties collected for ItA HOW THE COLONIES WERE GOVERNED. the king. But the colonists evaded these unjust laws in every way they could, and there was a great deal of smuggling all along the coast. Questions for What did the close of the French war make way for ? How many study. kinds of governments were there in the colonies ? What were they called? Which form of government was Virginia under ? Why was this form called " royal " ? What does the word " royal " mean ? To whom had New York been granted .-' ( When ? See pages 47, 48.) When did it become a royal province .'' How did New Jersey, which once be- longed to proprietors, become a royal colony ? What kind of govern- ments did the two Carolinas have at first ? In what year did the king buy out the proprietors ? What kind of governments did the Carolinas have after 1729 ? Under what kind of a body had Georgia been settled ? What did the trustees of Georgia do in 1752 ? From what colony was New Hampshire separated in 1679 ^ What sort of a colony did it then become ? How many colonies were there under royal governments .'' What were their names ? (There were thirteen colonies in all : were the royal colonies more or less than half of them ?) How many colonies were under charter governments ? Whatthreewere they? How were the charter colonies governed ? After Massachusetts had lost its first charter, who appointed its governor ? In whose hands did the power mostly remain ? Which one of our present States was at that time attached to the government of Massachusetts ? To whom had Maryland been given ? To whom had Pennsylvania been given ? What were Baltimore and Penn therefore called ? What powers did their heirs exercise in their colonies ? What were their governments called ? What colony had been ceded to Penn by the Duke of York ? What is said of the government of Delaware ? How many proprietary governments were there ? Name them. What did each of the thirteen colonies have? How many " houses " were there in each Legislature ? How were the members of the Assembly chosen ? Who appointed the members of the Council, or upper house, in a royal colony ? Who appointed them in a proprietary colony ? How were they generally chosen in a charter colony ? What was necessary in order to pass a law in one of the colonies ? How do our ways of making laws at the present time resem- ble this ? But what is the difference ? Who elects the governor now ? What part of the State Legislature is elected by the people now ? Did the people of the colonies choose their own governors ? Did they choose the upper house of the Legislature ? What kind of laws could they not make ? What was the result of this arrangement ? What kind of laws were made for the colonies by the English Parliament ? What were HOW THE COLONIES WERE GOVERNED. ^5S they obliged to receive against their will ? Where were they forced to send all their leading products ? Where must they buy all European goods? What kind of ships were forbidden to come to this country? What l