m LIBRARY OF CONGRESS DD0D3E7D74T -o<^' °^ "•-» A,° '<^ "■' ■-. P, ,-*r LINCOLN AND HIS SON TAD Founders and Builders OF Our Nation BY HELEN MEHARD DAVIDSON SCOTT, FORESMAN AND COMPANY CHICAGO NEW YORK •Copyright, 1920 Scott, Fobesman and Company ©CLA601671 m 26 IS20 'VV* / FOREWORD "History is a continued story, each chapter of which tells the story of some man's work for his country." The twenty- six stories of great Americans which make up FOUNDERS AND BUILDERS OF OUR NATION are thus the continued story of our country, and are intended to serve as an introduc- tion to American History. The Report of the Committee of Eight says : "In Grades IV and V the biographical element should receive emphasis. Leaders, heroes, and patriots should be identified with great movements and important situations. But in every case the share of the leader should be made the strong feature; for in that way historic truth makes its strongest appeal to the young." That the men and women whose stories are told here are the outstanding leaders is ensured by the method of their selection. The list of names was compiled by ascertaining the choice of a large number of educators, each naming the Americans he considered had done most for their country. While the arrangement is in the main chronological, these great Americans have been grouped according to the nature of their contribution to the nation. For example, Jefferson is not placed among the leaders of the Revolution, but with Clark and Jackson, in order to emphasize his part in enlarging the territory. The Introductions to these groups are planned to interpret the arrangement and to connect these divisions. The teacher should go over these with the class before assign- ing them as lessons. The Topics for Review and Search given after each story are planned to make the pupils think over what they have already learned, and usually to do some simple research work. The list of books in the Suggested Supplementary Reading iii iv FOREWORD is large. Some of these will be in any school library; others may be available only- when a good public library is at hand. They have been selected with reference to their suitability and interest for pupils of these grades; and it is hoped that they may lead the children to the knowledge that history is the most fascinating of all stories. A List of Theme Topics is appended for the teacher who wishes to correlate this history with English. Many more topics will be available from the pupils' supplementary read- ing. The pronunciation of difficult proper names and a few explanatory definitions are given in the Index. Grateful acknowledgment is made to the International Har- vester Company who kindly furnished four illustrations for the story of C. H. McCormick. There is no more powerful incentive to good citizenship than a great example; and it is hoped that the lives of these Americans may inspire every child with something of their vision, of their perseverance, and of their success. H. M. D. CONTENTS PAGE The New Home of Liberty 1 > Christopher Columbus 6 William Penn 22 Laying the Foundation 33 Benjamin Franklin .'. 35 Patrick Henry 46 Gteorge Washington 56 Robert Morris 74 •^ John Paul Jones 83 Alexander Hamilton 91 Enlarging the Territory 98 George Rogers Clark 101 Thomas Jefferson 109 Andrew Jackson 117 America at Work 128 Robert Fulton ; 130 Eli Whitney 137 " Cyrus H. McCormick 145 James J. Hill 152 Thomas A. Edison 160 Songs of Home and Work 169 Henry Wadsworth Longfellow. 171 A Closer Union 179 Daniel Webster 181 Robert E. Lee 188 Ulysses S. Grant 196 • Abraham Lincoln 204 V vi CONTENTS PAGE Women Builders 214 Mary Lyon 216 Clara Barton 222 Frances E. Willard 230 Jane Addams 236 A Great American 243 Theodore Roosevelt 245 Theme Subjects 255 Index and Glossary 257 LIST OF ILLUSTRATIONS PAGE Lincoln and His Son Tad Frontispiece Buffaloes J The Mayflower ^ The Boy Columbus • • • • ^ Sea Monsters As the Old Sailors Imagined Them / Map of the Two Principal Trade Routes to India y La Rabida ,• • v; ••, To Columbus Overhears the Threats of the Sailors 1^ The Nina, Santa Maria, and Pinta 14 Map Showing Columbus's First Voyage .••••• }^ Columbus Before the Spanish Court After His First Voyage 17 Queen Isabella i^ William Penn ^^ Quakers Wampum Belt Given by the Indians to Penn 28 Penn's Home in Philadelphia 29 Penn's Treaty with the Indians ^^ Franklin's Birthplace ^» Franklin's Arrival in Philadelphia o j Benjamin Franklin 41 Franklin at the French Court 44 Patrick Henry 4o Patrick Henry Delivering His Famous Speech 51 Washington and Henry o3 Mount Vernon °Y Martha Washington 61 George Washington ^o Washington Crossing the Delaware 6b Washington in Winter Quarters at Valley Forge 67 Lafayette and Washington 69 Washington Taking the Oath as President 71 Robert Morris ^^ Continental Currency ^^ First Money Coined by the United States 78 John Paul Jones °4 Ships of Jones's Time 86 A Sea Fight of the Period 8° Medal Presented by Congress to John Paul Jones 89 Alexander Hamilton ^3 Federal Hall 94 The Capitol at Washington 96 Statue of George Rogers Clark 101 A Western Home of Clark's Time 102 Capture of the English Commander 104 vii viii ILLUSTRATIONS PAGE The March to Vincennes 106 Thomas Jefferson 109 Monticello, Jefferson's Home 110 Signing of the Declaration of Independence 112 Emigrant Wagon 117 Andrew Jackson 120 Robert Fulton 130 The Clermont 134 Eli Whitney 137 Eli Whitney's Cotton Gin 140 The McCormick Home 145 Cradle Formerly Used for Cutting Wheat 147 McCormick's First Reaper 148 Cyrus H. McCormick 149 A Modern Reaper 150 James Jerome Hill 154 Model of an Early Railroad Train 155 Thomas A. Edison in His Laboratory 161 The Phonograph 164 Edison Driving His First Electric Locomotive 166 Craigie House 173 Longfellow's Armchair 175 Hiawatha 176 Longfellow in His Study 177 House in Which Webster Was Born 181 Daniel Webster 182 Bunker Hill Monument 183 Marshfield 185 Arlington 190 Robert E. Lee 192 Lee on "Traveler" 193 Grant's Birthplace 197 General U. S. Grant 199 Grant's Tomb 202 The Cabin in Which Lincoln Lived When a Boy 205 Lincoln's Home in Springfield 208 Statue of Lincoln 210 Mary Lyon 217 Mount Holyoke in 1837 219 Mary Lyon Chapel and Administration Hall 220 Clara Barton 223 Red Cross Workers on a Battlefield 226 Feeding Victims of a Great Disaster 227 Forest Home 230 The Harlem School 232 Frances Willard 234 Jane Addams 238 A Corner in the Boys' Library at Hull House 240 Theodore Roosevelt 246 Mirafiores Locks, Panama Canal 250 FOUNDERS AND BUILDERS OF OUR NATION THE NEW HOME OF LIBERTY The beginning and growth of a nation are like the begin- ning and growth of a business. Suppose a man is going to found a business, such as a factory. He must first find a location and buy the land. Then before work can be begun, plans must be made. When these are ready, the foundations can be laid; and after that, the work of building goes on rapidly. When the factory is finished, the founder needs workers to start his business. Then if he succeeds, his small factory is enlarged, more and more workers are added, grocers and druggists and bankers come to serve the people. Professional men, such as doctors, lawyers, and teachers, are needed. Houses and oflices, schools and churches, are built; railways connect the workers' homes with the outside world. Thus in time what was a small business occupying a single building becomes the heart of the life of many thousands of people. Meantime, the founder has been succeeded by others. These are assisted by scores of managers and officers as well as by all good workmen who care for the interest of the busi- ness and their town. The purpose of all this working to- gether, whether directly connected with the organization and management of the manufacturing plant or not, is the health, welfare, and happiness of the members of the community. So it is with a nation. A nation is a community organized for the purpose of securing for its citizens the greatest safety and happiness. The national community is composed of many groups or small communities, each made up of numerous 1 2 FOUNDERS AND BUILDERS workers, like the town which grew up around the factory. The success of the nation, like the success of the town, de- pends upon the kind of leaders it has and the kind of workers. The leaders must be men of vision, men who can look far ahead and plan for the future. The workers must be indus- trious, intelligent, unselfish, not only willing to work, but eager to cooperate, that is, to work together for the common good. In this book you are to read about some of the builders of this greatest of all undertakings, the United States: those who first discovered the land on which the nation was to be built; those who brought the first workers and laid the foun- dations for the building; those who enlarged this territory, so that more and more workers could find places; those who made living conditions easier for the workers; those who helped to bring about a stronger sense of unity or sang songs about the life of the workers; and women who helped to make the community safer and more wholesome. Just as in every industry there are slackers as well as true workers, so in the whole nation there are people who think only of their own pleasure, or who refuse to contribute to the com- mon welfare. But the best members of the community that we call the United States are like the best workers in busi- ness undertakings, men and women and children who feel a common interest in the welfare of the whole and who are workers and not drones. When you look at a physical map of North America in your school geography, you see mountains and plains, rivers and lakes. These made up our continent five hundred years ago as they do today. But only bands of roving Indians lived here, and they did not know how to make use of all the wonderful resources of this country. The wealth of the land was all here. Some of the mountain ranges held gold and silver, which could be mined and made into coins. Others were filled with iron, which was to make possible our railways and steamships. In some places beds of coal lay just below the surface, and these held the power for electricity and manufacturing. In many parts of the country there was clay for bricks, and stone which could be cut into THE NEW HOME OF LIBERTY 3 blocks and used for building. In the forests grew giant trees which would furnish tall masts and huge beams. Between mountain and forest stretched wide fertile plains. These were covered with waving grass and bright flowers. Herds of wild buffaloes wandered over them. In these plains lay much of the country's wealth. Thousands of cattle and horses and sheep could be pastured here. The rich soil was ready, when tilled, to grow the cotton and the corn with which America is today clothing and feeding the world. The rivers and lakes were waiting to carry ships laden with ore and ''t Vii^M}* y^a-v.w,:! BUFFALOES clothing and food to the ocean where they could sail all over the globe. But the ores could not be mined, the trees cut, the cattle raised, or the grain harvested until people came to live and work here. At this time all the civilized people lived in Europe and a part of Asia. Three thousand miles of ocean lie between America and the shores of Europe. The Europeans did not even know there was such a place as this great continent. Before our country could be of use to the world, some one had to sail across the wide ocean and carry back the news of this land. America had to be discovered before it could become the home of a great nation. FOUNDERS AND BUILDERS Not only did it have to be discovered, but it had to be settled. Men and w^omen had to be brought together, trans- ported across the dangerous seas, and enabled to set up new homes in a wilderness peopled by strange men and beasts. The first efforts to colonize the new America, made by Eng- lishmen, were directed by Sir Walter Raleigh, who tried to found in America a large number of colonies as great as those already started by Spain. About twenty years later Virginia was established, under the leadership of Captain John Smith, who preached the gospel of work and tried to show the idle seekers for treasure that the best members of the new business organization were "carpenters, husbandmen, gardeners, fishermen, blacksmiths, masons, and diggers of trees' roots." And in 1620 a ship named the Mayfloiver brought to the cold New England shore a group of earnest people who had been forced to leave their old homes in order to find a place where they might worship God in their own way. So in different parts of the lands that came into the knowledge of men through the daring of the great explorers there sprang up the small communities from which our nation was to grow. Of all the stories of these founders, one of the most interesting is that of William Penn. But, first, we shall read about the great man whose vision and pluck enabled him, though held back by many difficulties, to show the people of Europe, suffering from poverty and oppression, the way to a new home across the seas. Topics for Review and Search 1. On which continents were there living civilized people in the century America was discovered? 2. Where in the United States is gold found? Silver? Iron? Coal? 8. In which states were the forests that gave us our timber? THE MAYFLOWER THE NEW HOME OF LIBERTY 5 4. Where are the great plains? What did they furnish that helped to win the World War of 1914-1919? 5. How long did it take the Mayflower to cross the Atlantic? How long does it take a ship nowadays? How long does it take an airplane? 6. Find out what the passengers on the Mayflower were called, and what country they came from. 7. What is a nation? 8. Are the people of America all of one race, as are the Nor- wegians or the Chinese? Suggested Supplementary Reading The Pilot of the Mayflower, Hezekiah Butterworth. How New England Was Made, Frances A. Humphrey. Story of Sir Walter Raleigh, M. D. Kelly. Pilgrims and Puritans, Mrs. N. M. Tiffany. The Princess Pocahontas, Virginia Watson. CHRISTOPHER COLUMBUS (1436-1506) If we could have been in Genoa, Italy, around the year 1440 we might have seen a dreamy boy sitting on the docks and looking out to sea. He would watch the sailors starting on their voyages, and plan for a time when he too should sail away into un- known seas. And when the sailors returned from far- away India and Arabia, what stories they had to tell of the wonders and riches of Asia ! The boy Columbus longed to be a sailor and to explore the great mysterious ocean. In those days people knew little of this vast body of water we call the sea, and no one had the courage to sail far from land. They thought the ocean was filled with terrible whirlpools and immense and dreadful monsters ready to swallow any ship that dared venture upon it! Most men believed that the earth was a flat plain, and that if a ship went too far, it would fall off the edge. A few scholars argued that the world is round, but this could not be proved until someone had sailed around it. The father of Christopher Columbus prepared wool for the spinners. Although he had to work hard to support his family, he sent his son to school and to the University of Pavia. There the youth studied geography, geometry, astronomy, and navigation. These were the subjects a sailor needed to understand, and a sailor Columbus had determined to be. CHRISTOPHER COLUMBUS 7 THE WORLD COLUMBUS KNEW — TRADE WITH THE EAST All that was known of the world at this time was a part of Europe, a part of Asia, and the coast of Africa. The people of Europe, and particularly the inhabitants of Genoa and Venice — two great Italian cities — traded with the Asi- -i _ ^ ^ SEA MONSTERS AS THE OLD SAILORS IMAGINED THEM atic countries of Arabia, Persia, and India. The name India included not only what we call India today, but Cath- ay (our China), Cipango (now Japan), and the islands of the East Indies. To these countries Europe sent grain, copper, iron, hides, and wool. After many months the merchant ves- sels came sailing back with fine silks, beautiful rugs and carpets, precious jewels, rare drugs and perfumes, and spices. These things were then distributed all over Europe. 8 FOUNDERS OF OUR NATION - All these products of the Indies, as they were called, were in great demand, and the spices most of all. Cloves, cinnamon, nutmeg, and pepper were used to flavor many foods. The use of ice was unknown, and when foods had begun to lose their freshness, a little of the choice spice from India was needed to give a pleasant flavor. At table the seat of honor, which was given to the favored guest, was the chair nearest the spice box. At this time few Europeans had actually reached India. The inhabitants of Asia were unwilling to have strangers in their countries and so arranged a trading place at the eastern end of the Black Sea. The merchants of India went overland, and their journey often took more than a year. The goods were loaded on the backs of camels, and the merchants traveled in large parties called cara- vans. Across high mountains and wide rivers, through far-stretching deserts of sand, among great forests, they journeyed, often attacked by robbers and murderers. The merchants from Genoa had an easier journey. They went by boat through the Mediterranean Sea, passed through the Hellespont, the strait between Europe and Asia, and crossed the Black Sea. (See map on page 9.) Their boats were small, and therefore they kept close to land. There was always danger from storms, and still greater peril from the pirates or sea-robbers who were ready to seize a ship, take its cargo, and kill the sailors. There was a longer way by sea, which the Venetians used. This was by the Mediterranean, the Isthmus of Suez, the Red Sea, and the Indian Ocean. When they went this way they had to cross a narrow strip of land and use boats on both sides. When Columbus was about seventeen, two things hap- CHRISTOPHER COLUMBUS 9 pened which greatly lessened this trade. In 1453 the Asiatic Turks captured Constantinople, and thereafter re- fused to allow the Genoese to pass through the Hellespont. This refusal blocked the former route to the East. At about the same time the Egyptians imposed such heavy dues on the Venetian traders that their business was no longer profitable. MAP OF THE TWO PRINCIPAL TRADE ROUTES TO INDIA In these circumstances, the eyes of all Europe were turned toward finding a new route to the silks, jewels, and spices of India. Such a route was of the greatest inter- est to the Genoese and Venetians, for these cities had become poor since they had lost their trade with the East. Rival countries had long been seeking a short passage to India. Prince Henry of Portugal had encouraged navi- gation with this hope in view. He built a fine naval col- lege and soon Portuguese sailors were making voyages. These men tried to sail around Africa, but Columbus had a bolder plan. Believing that the world is round, he 10 FOUNDERS OF OUR NATION proposed to sail west until he reached India. With this plan he went to Portugal, but found that Henry was dead. The reigning King, John, asked for Columbus's maps and charts. Secretly this King sent ships to the westward with copies of these maps, but the frightened captains soon returned with reports that there was no land to the west. When Columbus learned how he had been de- ceived, he resolved to go to Spain. COLUMBUS IN SPAIN Columbus spent seven years in Spain — seven years of anxiety and discouragement. At the time of his arrival Spain was in the midst of a great war against the Moors. All the money, men, and interest of the country were needed to drive out these swarthy invaders from Africa, who had settled in Spain. Many months passed before Columbus gained an audi- ence with Ferdinand, King of Spain. When he had heard Columbus's plans, he called together his geographers, astronomers, and other learned men to hear Columbus explain why he believed the world was round. Some of these men took up the new ideas eagerly ; others made fun of such a thing as a round earth. "People would fall off," said one ; "Ships cannot sail up-hill," said another ; "If the world is round, then the people on the other side must walk with their heads hanging down," was a third view. The King put Columbus off, and he made maps for sale. These brought him little money, and at last he actu- ally begged at the door of La Rabida, a convent. Here he was kindly received, and the friar in charge became interested in Columbus's theories. This friar had been at court and knew Isabella, the Spanish Queen, person- ally. He therefore went to the Queen and asked her inter- CHRISTOPHER COLUMBUS 11 est in behalf of Columbus. He argued that if Columbus were given ships, not only might he find a trade-route to the East, but he might discover new islands. These would then become the property of Spain, and it would be possible to convert their inhabitants to Christianity. The monarchs of Spain at this time were zealous Chris- tians, and the idea of making new converts appealed LA RABIDA strongly to the Queen. She sent money to Columbus and bade him appear at court. He arrived at a time of the greatest rejoicing, for the war in which Spain had been engaged was over, and the Moors, after a struggle of hundreds of years, had been conquered. The people were happy over this victory, and the court was overjoyed by this proof of Spain's power. Columbus thus came at a favorable time, and the King was ready to supply a fleet and sailors. But Columbus asked to be made admiral of the fleet, to rule as governor over whatever lands he should discover, and to receive 12 FOUNDERS OF OUR NATION one-tenth of all the wealth produced. These requests the King thought too great, and he dismissed Columbus. Columbus had been patient and persevering for many- years, but this disappointment was hard to bear. He resolved to return to Portugal and try his chances once more with King John. But Queen Isabella recalled him, pledging her own jewels in order to raise the necessary funds. Everything was soon arranged to the entire sat- isfaction of Columbus, and preparations for the expedition were begun. THE FIRST VOYAGE On the third of August, 1492, the little fleet of three ships, the Santa Maria, the Pinta, and the Nina, set sail upon their memorable voyage, with Columbus in com- mand. How glad Columbus must have been! After years of waiting, he had the opportunity he had longed for all his life. But the sailors were too fearful to be glad. Only a few really wanted to go ; some had been per- suaded in spite of their fears; others were forced to go in order to make up the number required to manage the boats. Once out of sight of land, the sailors were overcome with fear. They begged Columbus to permit them to turn back — they even threatened his life if he refused their plea. But he talked to them of the wonderful coun- tries they would see and quieted their fears. With their small ships they could make but slow prog- ress. In a storm the rudder of the Pinta was broken, and they were obliged to land on one of the Canary Islands and repair it. Again they set sail for the West. The farther they went, the more the fears of the sailors in- creased. One day their hopes were raised by seeing a CHRISTOPHER COLUMBUS 13 COLUMBUS OVERHEARS THE THREATS OF THE SAILORS 14 FOUNDERS OF OUR NATION bird fly overhead. But when they sailed on without find- ing land, the sailors mutinied and threatened to throw their commander overboard. Again Columbus persuaded the sailors to go on. He had, of course, no idea of the real size of the world, and he thought the distance from Europe to India would be much less than is the real dis- SANTA MARIA tance from Europe to America. So when he had sailed west for weeks and still had seen no sign of land, he was himself troubled. He constantly studied the map, think- ing that possibly he might have taken a wrong course. Finally, when for more than six weeks Columbus and his men had sailed over unknown seas in their little ships, they saw a floating branch with green leaves upon it, and then a carved stick. These signs of land raised Columbus's hopes to the highest pitch. He himself took the position of watchman on the deck of the Santa Maria, and during the night following he saw a moving light. When morning dawned, a distant shore line was visible. CHRISTOPHER COLUMBUS 15 THE FIRST COLONY IN THE NEW WORLD On October 12, after seven weeks aboard ship, Colum- bus and his men landed upon a small island in what we call the West Indies. He never doubted that he had succeeded in carrying out his plan of finding a water route to India, and hence believed this island to be one of the Indies. He named it San Salvador (which means Holy Savior) and took possession of it in the name of the King and Queen of Spain. Sailed Aug. 3 MAP SHOWING ROUTE OF COLUAIBUS'S FIRST VOYAGE The men who had come with him were now as happy as they had formerly been discouraged. They were ready to fall at their leader's feet and hail him as the greatest of admirals. Strange brown people with long black hair watched the sailors from a distance. At first they were afraid to ap- proach, because they thought the white-sailed ships were great birds, and that these men with white faces, gayly- colored clothing, and bright armor, were beings from the skies. Columbus naturally called these brown men In- dians, since he believed he had reached India. After a few days Columbus sailed on, in search of the mainland of Asia. He found other islands of the same group (the Bahamas) and reached Cuba, which he thought 16 FOUNDERS OF OUR NATION was a part of Japan. Here the natives lived in villages, wore some clothing, and had gold ornahients. The Span- iards were overjoyed at sight of the gold, and at the report of the natives that the land farther to the south was filled with the precious metal. On one of these islands Columbus built a fort and under- took to establish a colony. The Spaniards built homes and learned some of the Indians' ways of living. In spite of Columbus's orders, the sailors were cruel to the Indians, who in turn attacked the Spaniards and killed some of them. Several months passed in establishing the colo- nists and in making cruises among the islands. The admiral's flag-ship, the Santa Maria, had been wrecked, and the Pinta had treacherously sailed away. In the small Nina he set sail for Spain to report his discoveries to the King and Queen. The voyage home was long and stormy, with a rough sea and high winds. At times it seemed as though all on board would perish. Columbus, fearing this, had written an account of his discovery. He made two copies of this, enclosed them in wax, and set one adrift. The other he kept on the deck of the vessel, so that if the ship should sink, the roll would float and have a chance of reaching land. Fortunately, the Nina weathered all the storms, and Columbus and his crew arrived safely in Spain. Later the Pinta also reached home. He was received with joy and given a royal reception by the King and court. He had brought back with him a few natives, some birds and plants, and some gold ornaments. SECOND VOYAGE Columbus was now honored not only in Spain, but throughout Europe. However, he cared little for this. He was eager to set out again for these new lands in the CHRISTOPHER COLUMBUS 17 West, for he hoped to reach the mainland of India itself. Preparations were at once begun for colonizing the islands he had found and for converting the natives to Christian- ity. So great was the popularity of Columbus that court and people were alike eager to help fit out the new expe- dition. Ships were not lacking, nor money, nor enthu- siasm. Young men from the noblest families in Spain, COLUMBUS BEFORE THE SPANISH COURT AFTER HIS FIRST VOYAGE eager to obtain the wealth of the Indies, begged to go. Many, afraid there would be no room for them, boarded the vessels secretly. When the second fleet sailed, it consisted of seventeen fine ships and fifteen hundred men. Among the pas- sengers were carpenters, mechanics, miners, and doctors, for a permanent colony was to be established. When Columbus reached the island on which he had left the colony of forty, he found not a man alive. Even the fortress had been destroyed by unfriendly natives. 18 FOUNDERS OF OUR NATION With the aid of the men who had come with him he founded a new and much larger colony. But the young nobles were soon dissatisfied because they did not find the gold they had hoped for. Columbus encouraged them to be patient, for he was still certain that he could not be far from the wealth of the East. What would he have thought could he have known that the real India he sought was over ten thousand miles away, and that to reach it would require a voyage more than three times as long as the one he had made? For more than two years he remained in the new world, ruling over his colony and making voyages among the islands. He was continually puzzled because he did not find any of the great cities which he had heard existed in India. In 1496 he returned to Spain to ask for more men, provisions, and funds to aid him in his further work of exploration and discovery. TW^O LATER VOYAGES On his return to Spain he did not receive so enthusiastic a welcome as before, since he had for the second time come back with none of the rich products of the Indies. The good Queen had, however, become greatly interested in helping the natives, and making Christians of them; and so she gave him help and encouragement in his plans for a third voyage. In 1498 he set out once more, this time with six vessels. On this voyage the admiral steered farther to the south than before. He touched upon the shores of the continent of South America, and discovered the mouth of the Ori- noco River. He then returned to his colony on the island which is now known as Hayti. In the two years of Columbus's absence the hopeful spirit of the little band of colonists CHRISTOPHER COLUMBUS 19 had changed to one of complaint and fault-finding. They had expected to find in this new land, wealth, ease, and comfort, instead of the hardships of pioneer life. They blamed Columbus for all their trials. Some of the colo- nists plotted against him, and sent false reports about him to Spain. While affairs in the colony were thus growing worse, the King and Queen sent an agent to investigate the charges which had been made against Columbus. If this man found the tales to be true, he was to take Columbus's place as governor. Without in- vestigating the truth or falsity of the re- ports he took Colum- bus's place and sent the admiral back to Spain in chains. On his arrival in Spain, Columbus sought justice at the hands of the King and Queen, whom he had faithfully and loyally served. Queen Isabella had always been his friend, and she now induced the King to release Columbus from his disgraceful chains. She promised, too, that his wrongs should be righted and that he should be again honored. King Ferdinand, however, was chiefly interested in re- ceiving wealth from the new lands, and since Columbus had not brought back wealth, the King did not restore him to his position as governor of the colony. Meanwhile QUEEN ISABELLA 20 FOUNDERS OF OUR NATION Vasco de Gama, a Portuguese, had reached India by sailing around Africa and returned to Europe in 1499 with a ship- load of the products of the East. Now that Columbus had had the courage and perseverance to sail westward until he reached land, many captains and explorers were ready to make the voyage. Several expeditions set out from Spain, and on one of them sailed Americus Ves- pucius. He wrote an account of reaching the mainland of North America, and set forth the idea that Columbus had found a new continent and not a route to Asia. Be- cause of this his name was given to our country, but Columbia remains as a poetic name. Although Columbus was now an old man and disgraced, he was not disheartened, and with the help of the Queen he began making preparations for a fourth voyage. He set out in 1502, and this time he sailed along the eastern coast of Central America. He still failed to solve the puzzle of why he did not find the lands and people and riches of India. He returned to Spain in 1504, still believing that he had found a new, shorter, and all-water route to the riches of India. His friend the Queen was dead and he spent the remain- ing two years of his life alone and in poverty. His death occurred May 20, 1506. COLUMBUS THE FIRST FOUNDER OF AMERICA If Columbus could have known that he had discovered a new continent and could have foreseen how great a nation would dwell upon it, he would have been repaid for the many years of hardship and waiting. He was the first founder of our country because he discovered this land. He is great, not because he happened to reach America while seeking a new passage to the Indies, but because he CHRISTOPHER COLUMBUS 21 had faith to believe that the earth is round when nearly everyone scoffed at the idea; courage to set out on un- charted seas; perseverance to spend a lifetime seeking for the thing he beheved in. What would have been his feelings could he have known that instead of opening a way for the merchants of Europe to procure more riches he had found a vast, beautiful, and productive land to which the poor and troubled men, women, and children of crowded Europe could come for all time, and find hap- piness? Topics for Review and Search 1. Why was trade with the East so important in the fifteenth century? 2. Do people still travel in caravans? If so, where? 8. Why did Columbus believe the world is round? 4. What were Queen Isabella's reasons for helping Columbus? 5. On a map in your geography locate the discoveries Columbus made. 6. Why was Columbus so greatly disappointed? 7. Was the discovery he made more or less important than the one he set out to make? Why? 8. Tell several ways in which Columbus has been honored in our country. Suggested Supplementary Reading The True Story of Christopher Columbus, Elbridge S. Brooks. The Story of Christopher Columbus, Charles Washington Moores. The Story of Columbus, Elizabeth Eggleston Seelye. WILLIAM PENN (1644-1718) THE QUAKERS It would seem strange to us now in our free land if the government should announce that it had adopted a cer- tain religious behef and that if we refused to accept it we should be imprisoned. But this is what happened in Europe when rulers tried to decide the religion of their countries. A new form of belief often came in with a new king or queen. When people were determined to keep a certain religion or to adopt a different one instead of that estabhshed by law, and when they under- stood that to hold a certain be- lief meant imprisonment or death, there was but one thing for them to do. This was to try to find a place where they would be free to worship God as they desired. And this place for thousands of persecuted Euro- peans was the wide land of America which Columbus had discovered. About the year 1645, George Fox, a young Englishman, be- came convinced that the "state church," as it was called, needed many changes — that its laws should be based strictly upon the teachings of the Bible. By his eloquent preaching the young man soon won many followers, and 22 WILLIAM PENN WILLIAM PENN 23 a society was organized called "Friends." At one time while Fox was being tried in court for preaching on the streets he told the judge that he "ought to quake (tremble) before the Lord." From this the Friends were known as "Quakers." The Friends had strict rules. In those days the words "thou," "thee," and "ye" were used in addressing God, in com- mon speech among one's equals, and in talking to inferiors. The pronoun "you" was reserved for persons of a higher rank than the one speaking. The friends began addressing everyone as "thou" and "thee," even the King. Hats at that time were raised only to those of a superior social position. A member of the new Quakers society would not remove his hat in the presence of anyone. They refused to take any oaths in the law courts bind- ing them to tell the truth, for they said one should always tell the truth. Nor would they even take the oath prom- ising loyalty to the King. Not being able to find anything in the Bible permitting the wearing of elegant clothing, they adopted the simplest kind of dress. They believed firmly that women should have equal rights with men. In their services no parson preached, and there was no arranged order of exercises. If anyone in the silent audience felt moved by the spirit, he would arise and speak. 24 FOUNDERS OF OUR NATION It is a pity that these simple, honest people, whose greatest desire was that all men should live in peace to- gether as equals, could not have been allowed to lead their lives as they desired; but such ideas as the Quakers had were too dangerous for the King and those high in power, and strong measures were taken to suppress the society. Meetings were broken up and leaders and listeners arrested, thrown into prison, and kept there sometimes many months. Several hundred were hanged in the space of a few years. THE YOUTH OF PENN In 1644 there was born in England a boy who was to be- come the strongest support of these people. In his youth William Penn had no knowledge of the society of "Friends," for his father, a rich admiral in the English navy and a favorite of the King, was a stanch supporter of the state church, and looked with scorn upon the humble Quakers. At this time England was in the midst of a civil war. Charles I, the King, was finally dethroned, and Oliver Cromwell, a man of the people, took command of the gov- ernment. Admiral Penn was in sympathy with the King and offered him ships and soldiers to help him escape. Although the King refused this offer, it led to a firm friendship between the Penn family and the House of Stuart, to which Charles belonged. This friendship lasted after the restoration of the Stuarts on the throne, in 1660, and led to the founding of the colony which became the state of Pennsylvania. When William Penn was sixteen years of age his father sent him to the University of Oxford. In this college WILLIAM PENN 25 the students were required to wear certain dress and to attend the state church. During Penn's second year at Oxford he heard a Quaker preaching in the streets. The earnest young student was at once won over to the new faith. From then on Penn refused to attend the University church services or to dress in the manner ordered. For breaking these rules he was expelled. We can imagine how angry the rich and proud admiral was when his son came home with the startling news that he had been expelled from college because he had agreed with the poor, despised Quakers. The father threatened to banish the young man from home, and only the plead- ing of the mother prevented this. To get his son away from Quaker influence, Admiral Penn sent him at once to the gay city of Paris. The next two years young Penn spent in the different countries of Europe enjoying himself and studying various lan- guages. He returned to England an educated and polished young man, having forgotten, seemingly, his desire of two years before to enter the Quaker Society. Rejoiced at this, the father now sent his son to manage the Penn estate in Ireland. Shortly after his arrival William heard that a Quaker was to speak in the neigh- borhood. He went to hear him, and a second time he listened eagerly to every word of a Quaker preacher. An officer who tried to break up the meeting was resisted by Penn. The result was that the young man was ar- rested and rushed away to prison. His release was soon procured through the influence of his father, who ordered him to come home at once. On his arrival he was told by the angry admiral that he could take his choice of giving up his belief or leaving home. Penn chose the latter. His mind was now firmly made up 26 FOUNDERS OF OUR NATION to be a Quaker for all time, whatever hardships he might have to suffer. From this time on he went about preaching, and writing articles in defense of his adopted religion. Many times he was arrested while speaking on the streets, and it was in prison that much of his best writing was done. Perhaps the father secretly admired his son's deter- mination to abide by his conscience in spite of the many hardships he had to endure, for it was not long before he asked the young Quaker to come home. The proud admiral heard himself called "thee" and "thou" and did his best to endure it. Knowing that others would not be lenient with customs which seemed peculiar, Admiral Penn, on his deathbed a few years later, requested his friends, the King and the Duke of York, to befriend the young man. This they promised to do. The King, Charles II, called the "Merry Monarch" be- cause of his fondness for fun and gayety, was often amused by the serious young Quaker. At one time, chancing to meet the King, Penn stood with his hat on, according to the custom of the Friends. The King at once removed his gaily plumed bonnet and held it in his hand. "And why, friend Charles, dost thou remove thy hat?" asked Penn. "Because," replied the much amused "Merry Monarch," "where I am, it is the custom for only one to remain covered." PENNSYLVANIA At the death of Admiral Penn his son inherited a great estate. With the loyalty and generosity which marked WILLIAM PENN 27 his whole life the young man now spent large sums of money in attempting to relieve the sad condition of his Society. But money, even with the friendship of a King, could not do everything, and many of the Quakers con- tinued to be imprisoned and put to death. When Admiral Penn died, England's "Merry Monarch" owed him the large sum of $80,000. There was little chance that the Penn family would ever receive any of this, for the King was far too busy spending money to take the time to think of saving any to pay his debts. But he con- tinued to be very friendly to young Penn, thinking per- haps that this would make up for the loss of the money. In 1680, when Penn was thirty-six years old, he went to the King and asked him for a tract of land in the new world in payment of the $80,000. Charles was delighted to pay his debt in this easy way. He did not at all mind giving away any amount of land in a country he knew and cared nothing about. The territory the King gave Penn, and over which he was to rule as governor, lay east of the Delaware River and north of Maryland. The western boundary was not defined, for no one knew anything about the country in that direction or how far it extended. When Penn heard that his tract of land was thickly wooded he called it Sylvania, which means "wooded re- gion." The King at once changed the name to Pennsyl- vania. "Nay, friend Charles," said Penn when he heard this, " 'twould not be seemly in me to use my name, and I beg thee to leave it as it was." "I am not naming it for thee, friend William," laughed the King, "but for thy esteemed father. Pennsylvania it shall remain." 28 FOUNDERS OF OUR NATION Penn wanted this land to found a colony for the Friends who desired a home in the new world where they could worship as they pleased without fear of imprisonment or death. More than three thousand Quakers sailed for Pennsyl- vania in 1681, the very year in which Penn received the grant from the King. The colony was founded for the Friends especially, but the broad-minded Penn directed that anyone of good character, what- WAMPUM^BELT ^GjvEN^ BY THE gver hls rellglon, was to be cordially received. A year later, when Penn had arranged his affairs in Eng- land, he too sailed for the new world. On his arrival he set about to make the colony happy and prosperous. The King had granted William Penn the right of ruling with supreme power, but this just man did not believe that any people could be happy if they had no voice in making the laws they were to obey. Every man in Pennsylvania was therefore permitted a share in the government. In 1682 Penn chose a beautiful site at the junction of the Delaware and Schuylkill rivers and laid out a city which he named Philadelphia, from the Greek words meaning "brotherly love." He left a large public square in the center of the city. There were two wide streets, one facing the Delaware River on the east, the other facing the Schuylkill on the west. A third avenue, called High Street (now Market) , ran from river to river, while a fourth, called Broad Street, crossed it at right angles, running north and south. Twenty streets ran parallel to Broad Street and were WILLIAM PENN 29 called First Street, Second Street, and so on. Eight streets ran parallel to High, to be called after the names of trees, as Spruce, Chestnut, and Pine. No houses were to be built along the river banks, so that these might be kept for beautiful drives. The homes were surrounded by large lawns, with gardens and orchards. The forest trees were carefully guarded. The central part of Philadelphia still shows this plan. No other settlement or city in the new world had been planned with so much thought for the good and happiness of everyone, and the result was that the colony of the "holy experiment," as Penn called it, and the "city of brotherly love" soon surpassed all the other colonies and cities of America in growth and pros- perity. PENN'S HOME IN PHILADELPHIA PENN AND THE INDIANS One of the things that William Penn is honored for is his justice and great kindness to the Indians. Although the King had claimed the land as his own property and as such had given it away, Penn felt that the natives were the rightful Qwners and should be paid for it. Under a great elm tree on the banks of the Delaware the red men of the new world assembled at the invitation of Penn to meet the white men from the old world in order to arrange the sale of the land. The treaty they made is said to be the only treaty between Indians and Chris- tians at which no oath was required and which was never broken. Friendly greetings were exchanged at the end 30 FOUNDERS OF OUR NATION of the meeting, in which the Indians and the Quakers agreed to Hve together in peace and harmony. This agree- ment was always kept, and the Indians learned to love and trust their friend William Penn. The Quakers, unlike most colonists in America, found no need for weapons of defense against the natives. The Indians so loved Penn that the Quaker dress was enough PENN'S TREATY WITH THE INDIANS to secure protection. When the red man of Pennsylvania wished to pay anyone a great compliment he would say "You are like William Penn." In 1685, when Philadelphia was a happy and flourishing town of twenty-five hundred people, Penn heard that the Quakers in England were being cruelly persecuted, and he returned to his native land. It was fifteen years before he was able to go back to Pennsylvania. WILLIAM PENN 31 Many changes had taken place in Philadelphia in his long absence. The city had grown rapidly — there were four hundred more houses, also new stores, churches, and schools. Penn would have preferred to remain in his colony the rest of his life, but in a short time business again called him to England. His hope of coming back to America to live was never realized, for he died in England in 1706. In losing him the Quakers lost a true and noble sup- porter of their religious faith. They drew up a resolution in order to show their gratitude for his character and faithful services. There came also a curious token of remembrance from the Indians in far-off America, to whom he had been a teacher and a friend. This message was not written in words as we know them, but in signs and symbols express- ing the deep sorrow they felt in the loss of their Great Chief. With this expression of grief were sent some beau- tiful skins, which they intended to be made into a cloak "to protect his wife while passing through the thorny wilderness without her guide." PENN'S PART IN FOUNDING AMERICA William Penn founded his colony to give the Quakers an opportunity to worship God in their own way, but he was willing to grant the same freedom to people of any other behef. Such fairness was a rare thing in those times. In most of the colonies an attempt was made to force all the inhabitants into the same church. But Penn asked only that people should be Christians. He was will- ing that each church should have its own forms and ceremonies. 32 FOUNDERS OF OUR NATION Pennsylvania was a democracy from the beginning, for when Penn drew up the plan of government, he gave the right to vote to every man who paid taxes. His broad ideas of religious freedom and his just laws paved the way for the Declaration of Independence, which, nearly a hundred years later, marked the beginning of the United States as one country. Topics for Review and Search 1. How did the Quakers differ from other religious sects at that time? 2. What traits of character did Penn show in becoming a Quaker and remaining one? 3. Why did Penn have so great an influence on America? 4. Find out how the Indians were treated in the other colonies. 5. Name the thirteen original colonies. 6. How large is Philadelphia now? How does it rank among the cities of the United States? Suggested Supplementary Reading The Wampum Belt; William Penn's Treaty with the Indians, Hezekiah Butterworth. American Pioneers, W. A. Mowry and Blanche S. Mowry (page 68). American Hero Stories, Eva M, Tappan (page 108). LAYING THE FOUNDATION For many years the colonies in America were dependent on England, as a branch of the older country. All the settle- ments were along the Atlantic Coast, and they formed thirteen groups, each banded together under its own plan of govern- ment. Each colony considered itself a part of England rather than of a new country. Few thought that the time would ever come when these colonies would demand their independence. But as time went on, it became clear that a new manner of living was to be set up in America. This would give all the workers a share in their undertaking. Every man would have a vote in the government; and any man could be elected to office, even the highest office. There were far-sighted men who wished to unite these various colonies which had been growing for more than a century. By this union they planned to establish the hap- piness and security of America forever. Among these men were orators who could set the people aflame with patriotism; men of affairs who could work out the business organization; statesmen who could map out the plan of government; mili- tary leaders who could train men and lead them to victory. These men were the founders of the new government. First it was necessary to rouse all the people and interest them in uniting. They had to work together to establish the new enterprise, just as men have to work together to start a new business. The colonies were widely separated, and did not know much about each other. It took longer and was much harder at that time to go from Massachusetts to Virginia than to make the trip from Maine to California now. There were no newspapers so that the people in one colony could read what those in the others were doing. There were no railroads, and travel was by coach, on horseback, or on foot. The few letters were carried in the same way, so it took many 33 34 FOUNDERS OF OUR NATION days and sometimes several weeks for a letter to travel from New York to one of the southern colonies. Next, it was necessary to force the British government to acknowledge the rights of these colonies. Many of the wise men in England saw that unless these rights were acknowl- edged and some privileges granted, the American patriots might even withdraw from the English government and form a country of their own. But the English King was not willing to grant the colonies any representatives in his Parliament, and he insisted on taxing them unjustly. The sturdy Ameri- can colonists began a struggle for their rights. This lasted eight years and ended in the colonies withdrawing from the British government and setting up a new nation of their own. During this time the cause of the Americans would have been lost had it not been for the faith and wisdom of the leaders. After the common danger had been removed and the thirteen states were free, there was still the greatest need for union. It was necessary to find out a plan by which the states still might work together and yet not lose the personal inde- pendence which they had fought so long to win. Our stories then fall into three classes : stories of men who awoke America ; stories of men who guided the people through the struggle for liberty; and stories of men who showed them how to form a union of states that would insure them against the failure that lack of cooperation always brings. Topics for Review and Search 1. Why were the colonies in America dependent on England? 2. Which colonies were settled by people from countries other than England? 3. Find out how long it took to go from New York to Boston in Revolutionary times? How long does it take now? 4. Who was Edmund Burke, and what did he do for the colonies? Suggested Supplementary Reading Watch Fires of '76, S. A. Drake. Story of the Thirteen Colonies, H. M. A. Guerber. Colonial Children, A. B. Hart and Blanche E. Hazard. The Coming of the White Man, Mrs. M. H. B. Wade. BENJAMIN FRANKLIN (1706-1790) Benjamin Franklin, the youngest son in a family of seventeen, was born on Milk Street in Boston, January 6, 1706. At an early age he showed a great liking for read- ing, and his father decided to make him a minister. At seven years of age he was sent to the grammar school, but since times were hard and there were many other children to support, he was forced to become one of his father's helpers when only ten years old. His father made soap and candles ; the sign which hung in front of his shop was a blue ball, representing a cake of soap. Franklin's work consisted of cut- ting candle wicks, filling molds, franklins birthplace running errands, and often attending to the shop. He did not like this work, and longed to do something else. Often as he watched the big boats come into the harbor he wished that he could be a sailor. His father frequently took him for long walks where he could watch all the dif- ferent workmen at their trades. He hoped in this way to find something that would interest his son. But young Benjamin was no better pleased with any of the other trades than with candle making. 35 36 FOUNDERS OF OUR NATION FRANKLIN THE PRINTER As he grew older he became even more fond of reading, and finally his father decided to make a printer of him. His older brother James published a newspaper in Boston and it was decided that he should take Benjamin as an apprentice. Benjamin was to work until he was twenty- one without any pay except his board and lodging. The boy liked his new occupation, for it gave him time to read and to talk with the learned men who came into the office. Whenever he was not busy he studied grammar, arith- metic, and geometry. Since he was earning no money, he asked his brother to give him half the cost of his board, instead of meals. To this James willingly agreed. The young student then lived on part of what his brother gave him and spent the rest of the money on books. When Franklin was only fifteen years old he began to write articles for his brother's newspaper. These he slipped under the door in the evening so that no one, not even his brother, would know who the author was. The articles were so cleverly written that James usually pub- lished them, and many believed them to be the work of some one of the most learned men of the day. When his brother found out that the young Benjamin had written the articles, a quarrel followed and Franklin ran away from the office. He was now seventeen, and he determined to find work in New York. When he arrived there he found all the positions in the printing houses full. One of the printers told him that he would be more likely to find work in Philadelphia, and he decided to go there. Today Franklin could go from New York to Philadelphia in about two hours, but it was very different in those BENJAMIN FRANKLIN 37 days when there were neither railroads nor steamboats. He took passage on a small boat for Amboy, New Jersey. Because of rough weather the trip took over thirty hours, and as there was neither food nor water on board, most of the passengers, including Franklin, were sick when the New Jersey port was reached. In spite of his sickness, however, Benjamin started the same day to walk to Bur- lington, fifty miles away. There he expected to find a boat for Philadelphia. He walked for three days to reach Burlington, much of the time through the rain. The boat for Philadelphia traveled at night, and a weary trip it was. There was no wind and the passengers had to as- sist in the rowing. Midnight came and they had not reached the city. Many thought they had passed beyond Phila- delphia and refused to row farther. Fin- ally they pulled ashore to wait until daylight. They built a fire from some fence rails and huddled around it until daylight, when they found they were just outside of Phil- adelphia. An hour later they reached the city. FRANKLIN IN PHILADELPHIA Franklin felt wretched indeed as he walked for the first time up the streets of Philadelphia. He was dirty from FRANKLIN'S ARRIVAL IN PHILADELPHIA 38 FOUNDERS OF OUR NATION his long journey, tired from the rowing of the night be- fore, hungry and cold. Before he had walked far he met a boy coming down the street with a loaf of bread. Frank- lin asked the boy where he could buy bread, and was sent to a baker's on Second Street, where he bought three large puffy rolls. He walked off with one under each arm, while he munched the third. To his great embarrassment he saw a young woman standing in a doorway laughing at him. He little dreamed that this same young woman would later become his wife. In a few days Franklin found work with Mr. Keimer, one of the two printers of the city. He lodged at the home of Mr. Bradford, the other printer, who had taken a fancy to Franklin but had no position open for him. Mr. Keimer did not like to have Franklin live at the home of the other printer. This was a fortunate objec- tion for Franklin, for it resulted in his changing his lodg- ing to the home of Mr. Read, the father of Deborah Read, who had laughed at the strange lad with the rolls under his arms. Through his acquaintance with Miss Read, he met many of the fine young people of Philadelphia. A group of these formed a literary club, with the purpose of composing poems and essays of their own. The club prospered, Franklin's friendships grew, his work was suc- cessful, and he was very happy. One day, while he was working at his trade, two dis- tinguished persons called at the office. One of them was WiUiam Keith, the Governor of Pennsylvania, who asked to see young Franklin, and greeted him with the warmest welcome. The Governor expressed a wish to become acquainted with the young printer, and invited him to dinner. Franklin was greatly astonished at this. But it was afterward explained in this way: Frankhn's BENJAMIN FRANKLIN 39 brother-in-law was Captain Holmes of the sloop that ran between Boston and Delaware. The Governor of Penn- sylvania had gone on one of its trips, and had struck up a friendship with the Captain. Holmes had just re- ceived a well-written letter from Franklin which he showed the Governor. Franklin's literary ability im- pressed Governor Keith. He at once became interested in the young printer, and accordingly paid him this un- expected call. The Governor realized the need of a good printer in Philadelphia and offered his services to assist Franklin in establishing a business of his own. Desiring that the equipment of the printing office should be of the very best, Governor Keith decided to send Franklin to Eng- land to select his own materials. He promised to have on board the boat on which Franklin was to sail letters of introduction and credit, by means of which the young man could easily make friends and buy his materials in London. FRANKLIN IN ENGLAND Joyfully Franklin set sail for England. Imagine his feelings, however, when he discovered that no letters from the Governor were on board. When he reached the great city of London he was just as poor and friendless as when he had arrived in Philadelphia, but he did not allow him- self to become discouraged. He resolved to secure a posi- tion as soon as possible, save his money, and buy the materials he wished to take back with him to Philadelphia. He was not long in finding work, and for nearly two years he worked diligently. In London he made many friends, some of whom were prominent people of the day. He also continued reading and writing during his spare time. At the end of the second year he returned to Philadelphia. 40 FOUNDERS OF OUR NATION SERVICE AS A CITIZEN For a time he worked with his old employer, Mr. Keimer. But he was eager to start a newspaper of his own. Not only did he start one, but he soon made it the best in the colony. One reason for his success is told by a friend, who said, "The industry of that Franklin is superior to anything I ever saw of the kind ; I see him still at work when I go home from the club and he is at work again before his neighbors are out of bed." In the midst of all his work, however, he found time to encourage good reading among his friends and to found a debating club called "The Junto." Many of Franklin's own articles were published at different times. About four years after his return from England he mar- ried Deborah Read. His wife was most helpful to him, being thrifty and industrious. Franklin's business pros- pered, and through constant study he grew in wisdom. It was not long before he became the leading man of Philadelphia. At his suggestion a militia force was or- ganized for the purpose of protecting the city from hostile attack, and Franklin was chosen the colonel of the regi- ment. He organized a fire company and he himself be- came one of the firemen. He encouraged paving the streets and proposed a new plan for keeping them clean. He greatly improved the method of street lighting. Franklin was also an inventor. The Franklin stove was used in most of the homes of the colonists. This stove was far better than any other then in use, for it used less fuel and at the same time kept the room warmer. He would not even take out a patent on his stove, for he said, "As we enjoy great advantages from the inventions of others, we should be glad of an opportunity to serve BENJAMIN FRANKLIN 41 others by inventions of ours ; and this we should do freely and generously." He was always interested in education and founded an academy where the young people of his city could be edu- cated. This after- ward became the Uni- versity of Pennsyl- vania, which is today one of the great universities of our country. Franklin was ever willing to be of serv- ice in whatever way he could. He founded a society for the pur- pose of spreading useful knowledge throughout his state. The members of this kept themselves in- formed upon sub- jects of every possible description. Franklin, himself, was the secretary, and the society existed for many years. His was the difficult task of bringing about a treaty of peace with the Indians. He was appointed Postmaster General and did much to improve the PostofRce depart- ment. He visited every Postoffice in the country, sug- gesting easier and better methods for carrying on the business. So valuable did his suggestions prove that in many instances they are still followed. He 1 P ■ H ^M B ^V1 H ^^B IL '"'ijrlk ' ^^^H ^^^^^^1 ^Bj^^t^*' ^^^fw^^^k KgH^^^H ^^H ^^"^L ^^^1 1 m il BENJAMIN FRANKLIN 42 FOUNDERS OF OUR NATION proposed a union of the colonies and did all that he could to bring about this union. He was sent to take charge of the northwestern frontier and to protect it from the hos- tile attacks of the Indians — for which purpose a large fort was built. "HE DREW THE LIGHTNING FROM HEAVEN" For many thousands of years the mystery of one of the most wonderful forces of Nature had remained unsolved. It remained for Franklin, with his scientific and inventive mind, to prove his theory of this great force known as electricity. He made a kite by fastening a large silk handkerchief on the top of a stick to which was attached a piece of iron wire. When he saw that a thunder storm was approach- ing, Franklin and his son quietly left his house and went in the city park. When the storm came with its fierce thunder and lightning, the kite was raised in time for the flash. At the end of a hempen string was fastened a common key; in a neighboring shed stood a glass bottle, ready to collect the electricity from the air. Franklin and his son must have presented a strange appearance to an onlooker, trying to fly a kite in a thunder storm. But the experiment succeeded; suddenly the fibers of the string began to rise and Franklin drew one spark after another from the key in his hand. Both father and son received a severe electric shock, but it was a thrill that made them happy, for it meant the discovery of a great truth. The news of Franklin's wonderful discovery spread quickly to the Old World and Franklin was honored by the leading scientists of Europe. His papers on electricity were translated into French, Italian, German, and Latin, and his theory accepted as correct. The King of France, BENJAMIN FRANKLIN 43 Louis the Fifteenth, ordered a series of Franklin's experi- ments to be performed in the royal presence. Many let- ters of congratulation and praise were sent to Franklin, who had made Philadelphia a city of importance in the world. POOR RICHARD'S ALMANAC Perhaps nothing that Franklin ever did has left a more lasting influence than his witty, short sayings. These are as true today as they were when Franklin first wrote them. The book in which they were printed, known as Poor Richard's Almanac, was very popular and became a part of the very speech of the people. Many of the sayings are familiar to us. Early to bed, and early to rise, Makes a man healthy, wealthy, and wise. God helps them that help themselves. A small leak will sink a great ship. It is easier to suppress the first desire than to satisfy all that follow it. Vessels large may venture more, But little boats should keep near shore. For age and want save while you may; No morning sun lasts a whole day. FRANKLIN AS A DIPLOMAT When Franklin was about seventy years old, trouble between England and her American colonies broke out. Although Franklin was an old man, he was sent to Eng- land for the purpose of bringing about peaceful relations between that country and America. He knew more about the needs and desires of the American people than any other man. If anyone could have prevented the war, he was the one person, but it was impossible. When Franklin came back to America all hope of a 44 FOUNDERS OF OUR NATION peaceful settlement was at an end. America declared her freedom, and Franklin was among the great men of the colonies who signed the Declaration of Independence. After war was actually in progress, Franklin was sent to France to ask its aid in the struggle. He was a typical American and no one could have better fulfilled this mis- sion. The French people showed him high respect and, FRANKLIN AT THE FRENCH COURT besides making an agreement to help the colonies against England, did all they could to honor him. They loved him for his simplicity, his wisdom, and his goodness. His pic- tures were posted in almost every window ; he became as popular in France as in America. France not only loaned the colonies a large sum of money, but sent over many fine soldiers. For ten years Franklin remained in France, until it became a second home to him. He loved it and the French very much. BENJAMIN FRANKLIN 45 His home-coming was hailed with delight by all Ameri- cans. They were glad to have this great citizen spend his last days in the country of his birth. He had still another task to perform for his country. When he was eighty-one years of age he was appointed one of the men to draw up the Constitution of the United States. His last years were quiet and peaceful. He spent them in his own home among his books and experiments, until his death at the age of eighty-four. His many friends delighted to be the honored guests at the home of this philosopher. A FOUNDER OF AMERICA Franklin's long years of industry, temperance, and self- control had prepared him for the difficult duties of his later life. By representing the United States in both Eng- land and France, he was of the greatest help to America during the stormy period of the Revolution. By signing the Declaration of Independence and helping to frame the Constitution of our country, he became one of the great founders of free, democratic America. Topics for Review and Search 1. In what ways was the boy Franklin unusual ? 2. Tell several ways in which he served his country. Which do you consider most important? 3. How was Franklin regarded and treated in Europe? 4. Repeat some of his wise sayings. Are they just as true now as when he wrote them? 5. Find out when printing by movable type was invented, and by whom. Suggested Supplementary Reading The True Story of Benjamin Franklin, Elbridge S. Brooks. The Autobiography of Benjamin Franklin. Young Benjamin Franklin, H. Mayhew. PATRICK HENRY (1736-1799) Patrick Henry's father was a man of ability and was highly respected by the colonists. He came from Scot- land and settled in Virginia, where Patrick was born in 1736. From his mother's side of the family the boy inherited a liking for art and good reading. But he loved the beauties of the great world of out-of-doors as well as music and painting and literature. But young Patrick did not take kindly to studying. He was thought to be a lazy, shiftless boy, who would never amount to anything. He left school at the age of ten but his schooling was continued at home by his father and his uncle, the Rev. Patrick Henry. It was from this learned man that the boy acquired a knowledge of Latin, Greek, and mathematics. His private instruction con- tinued until he was fifteen, at which age he went into business. BUSINESS VENTURES His first business venture was in a country store, in partnership with an elder brother. This enterprise soon failed, as neither of the boys was a good business man- ager. Patrick's happy days were those when he could wander off with his gun or his fishing rod over his shoulder, or could stroll about looking for a new kind of bird or flower. Thinking, because of these tastes, that 46 PATRICK HENRY 47 his son might have a liking for farming, the father bought some land and started Patrick at work. But the results were no better than before, and in a short time he was back at storekeeping. During these years of seeming failure Patrick had de- veloped a taste for reading and in his leisure time read and reread all the histories he could lay his hands on. Especially was he fascinated by the accounts of the set- tling and growth of his own country. He loved to read of the day, more than a hundred years before he was born, when England made her first set- tlement in the great new country that Columbus had discovered. And this first settlement had been in Virginia — his own birthplace. He read with pride how his colony had grown and pros- pered and how well she managed her own affairs in her Assemblies. And he was proud, too, of England, the great mother country, which owned the Virginia colony. Perhaps the young Henry was not so deeply interested in the story of the other twelve English colonies that had sprung up after Virginia, all on the Atlantic Coast, and extending from Maine to Georgia. You see in those days when Patrick was a boy the colonies were not joined by any special bond as the states are today. Their chief tie was that they all belonged to England. HE BECOMES A LAWYER It may have been his interest in the affairs of his colony that caused him, to the great surprise of his friends and relatives, to study law. His ability was shown when, after only a few weeks' preparation, he successfully passed the examinations. He was then a young man of 48 FOUNDERS OF OUR NATION twenty-four, a lover of all that was true, honorable, and just, and a Virginia patriot, to the very heart. During the first years of his practice he was only mod- erately successful. But one day at the end of his fourth year he sprang into sudden fame. Occasionally England and one of her colonies would disagree over a matter relating only to the Americans. At these times the mother country would often attempt to decide the matter without consulting the colony. Now, al- though the colonies belonged to England, each of them had its own 1 a w-m a k i n g body, and objected to the English King or Parliament interfer- ing. In one of these cases, in which Eng- land had changed a decision made by Vir- ginia, Henry was chosen to represent the colony. It is said that when the awkward, stoop-shouldered young lawyer rose to speak, a feeling of disappointment passed through the audience, and that his father turned away his face in shame. Suddenly a change came over the speaker. He straight- ened to his full height, flung back his head, and in a burst of clear, ringing eloquence, transformed the half- PATRICK HENRY PATRICK HENRY 49 asleep audience into one spellbound by the magic of his power. The substance of his speech was that England had no right whatever to change a decision made in the law courts of Virginia. So powerfully did he make his plea that when the session was over he was hailed as the de- fender of Virginia's rights, raised on the shoulders of his new-found admirers, and carried out amid wild bursts of cheering. He had become the "man of the people." Patrick Henry had found his work, because to him there was nothing so great in the world as the welfare of his beloved colony — ^Virginia. An orator was then looked upon in Virginia as the man best fitted to hold pubUc office. Now that Patrick Henry had made the greatest speech ever listened to by the people in the colony, he was elected a member of the legis- lative body in Virginia (1765). GEORGE III AND THE COLONIES At this time George HI was King of England. He was a German by birth and training, and he had married a Ger- man wife. He was a proud, conceited man who car- ried things with a high hand. By favoritism and other unfair means he kept a majority of the members of Par- liament on his side. He took to himself as much power as possible, seizing many rights which former kings had not had. He appointed as Ministers only men who would do his will, and if at any time they opposed him, he demanded their resignations and put in their places men who would humbly do anything he wished. The colonists in America had carried with them to their new home the love of hberty, which the Englishman has ever held as his inheritance. The pioneer life which com- 50 FOUNDERS OF OUR NATION pelled them to organize their own government had devel- oped this instinct for freedom. Three thousand miles of ocean separated them from England ; an even wider gulf yawned between the tyranny of George III and the ideas of liberty held by the colonists. Their love of liberty, their passion for justice, had grown beyond the feelings of most of the Englishmen who remained in the home- land. British statesmen there were, indeed, who spoke warmly and appealingly in behalf of the colonies. But the self-willed King gave them no heed ; he was resolved to force "the American rebels" to submit. He began by unjustly imposing a tax upon his Amer- ican colonies to help pay the war debt brought on by the mother country's struggle to drive the French out of America. This tax was in the form of a stamp which must be placed on all papers to make them legal. The colonists protested against the passage of this bill, but in spite of their objections the Stamp Act became a law. It must not be supposed that the Americans protested because they did not want to pay their just share of the debt. Their reason for opposing the Stamp Act was the old reason that Henry had given — they claimed the right of imposing their own taxes in their own assemblies. The Virginia Assembly (legislature) was in session at this time. At one of the meetings a heated discussion of the hated act took place. One after another the older members of the assembly spoke against the injustice of England's attitude. Suddenly, Henry was seen scribbling something. A few minutes later he sprang to his feet and in a passionate speech declared that England had no right whatever to lay taxes on her American colonies and that for the Americans to submit would be the same as acknowledging themselves slaves. He then proposed that PATRICK HENRY 51 the members sign their names to a series of resolutions he had prepared. These took the stand, not of protest, but of absolute refusal to obey the King of England in the matter. The audience sat dumb. Such a bold attitude was new. The orator finished his speech with the words which are familiar to all Americans : "Caesar had his Brutus; Charles the First his Crom- PATRICK HENRY DELIVERING HIS FAMOUS SPEECH well ; and George the Third " Here cries of "Treason ! Treason!" were heard all over the house. The young orator looked around calmly, then added firmly, "and George the Third may profit by their example. If that be treason, make the most of it," and quietly took his seat. After several days of debate, five out of seven of Henry's Resolutions were adopted by the Assembly. This placed Virginia in the lead in this great struggle for lib- 52 FOUNDERS OF OUR NATION erty, and Henry was now the most prominent figure in Virginia. One year later the Stamp Act was repealed but the King of England had not yet learned his lesson. In 1768 he again attempted to impose taxes, this time on such things as tea, paper, and glass. Thereupon the Ameri- cans determined to purchase no English goods which were taxed. At length the King yielded to the advice of his ministers and the tax on everything but tea was dropped. Still the people threw three shiploads of tea into the ocean rather than buy it. The King was enraged and ordered his troops in America to enforce obedience from his unruly colonies. THE CONTINENTAL CONGRESS As continued quarrels with England brought war with England nearer and nearer, the disputes among the col- onies disappeared and all united to meet the common dan- ger. A famous gathering called the Continental Congress was held in Philadelphia in 1774. It consisted of repre- sentatives from the different colonies. These men met to discuss the serious trouble between America and the mother country, and to send to England a petition, stat- ing colonial rights. This was the first time the colonies had ever met together to talk over matters relating to all of them. Patrick Henry was elected as the representative from his colony, and he now showed himself the champion, not of Virginia alone, but of the United Colonies, as is shown by these words from one of his speeches : "The distinctions between Virginians, Pennsylvanians, New Yorkers, and New Englanders are no more. I am not a Virginian, but an American." PATRICK HENRY 53 At this meeting, a petition was made out and sent to the King of England, stating what the colonies considered their rights and requesting him to consider them. But the petition did no good. The King continued to afflict the colonists in one way or another to show his authority, and the people became more and more bitter WASHINGTON AND HENRY (On their way to the Continental Congress) toward him. When British soldiers, stationed in Boston, fired on citizens, Patrick Henry was convinced that war must come. In a patriotic meeting in Virginia in 1775 he made the most notable of all his speeches. THE REVOLUTIONARY WAR If this had been his only service in the war of the Revo- lution, which followed, this alone would have made his 54 FOUNDERS OF OUR NATION name a noted one in history, for the ringing patriotism of this oration could never be forgotten. This is the most famous part: Three million of people armed in the holy cause of liberty and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. There is no retreat but in sub- mission and slavery. Our chains are forged. Their clanking may be heard on the plains of Boston. The war is inevitable. And let it come! I repeat it, sir, let it come! . . . Is life so dear or peace so sweet as to be purchased at the price of chains and slavery? Forbid it. Almighty God! I know not what course others may take, but as for me, give me liberty or give me death! If Henry had stirred his audience in the Assembly of Virginia, he did much more now. In this speech he is said to have struck the keynote of the Revolution. He carried his audience with him until, when he closed, they would have done anything he bade. War came, years of war in which the little colonies struggled against the unjust rule of George III. Pat- rick Henry was at once made commander-in-chief of the Virginia forces and soon after governor of Virginia. When the war was over — the war that made the thirteen Eng- lish colonies the United States of America — Patrick Henry stood among those who had done most to win the long and difficult struggle. Through the whole period of the war Henry worked with never failing energy. He could not have been of more aid to Washington had he been a great general in the field. henry's SERVICE TO AMERICA Patrick Henry saw that among the colonists the idea of liberty had grown more rapidly than it had in England. PATRICK HENRY 55 He realized very early that these new Americans could not be content under the rule of a tyrant like George III and that a separation from England must come. His wonderful power as an orator was not even suspected ■ — perhaps he himself did not know he could speak — until he was stirred by patriotism to defend his country. Throughout the remainder of his life, his voice was raised whenever his country needed it. His oratory, with the keen thought and devoted patriotism which lay back of it, was a great help in the War of the Revolution and in the times that immediately followed. And so he became one of the notable Founders of America. Topics for Review and Search 1. Why did Henry fail in his attempts at farming and business? Can you work better when you are interested in what you are doing? 2. When Henry made his first speech, were there many people in America who felt the same way he did? What did he mean by "Caesar had his Brutus," etc.? (See page 51.) 3. Did the English people side with their King, or with the colonists? 4. What is the meaning of the word Congress? What is the Congress of the United States? How are you represented there? 5. Did Henry do more by his speaking or by his fighting? Why? 6. How do we regard an orator today? 7. Name some famous orators of the present time. Suggested Supplementary Reading Four American Patriots, Alma Holman Burton (page 9). Heroes of Progress in America, Charles Morris (p. 44). Patrick Henry, Moses Coit Tyler. GEORGE WASHINGTON (1732-1799) George Washington was born on the twenty-second of February, 1732. That was nearly two hundred years ago, but his great name and his services to his country are still MOUNT VERNON celebrated every year in all the schools of the United States. The Washington family emigrated from England in 1658 and settled in the colony of Virginia. The beautiful estate on the Potomac River, known later as Mt. Vernon, was a gift to Lawrence Washington (George's grand- father) from the English King. 56 GEORGE WASHINGTON 57 The boy was fond of outdoor sports and spent most of his playtime in the open air, growing strong of body and quick of action. In running, jumping, or throwing he could surpass any of his playmates. George loved to ride horseback and became a splendid horseman. A boyhood incident proves his youthful ability in this respect as well as his truthfulness. His mother had a beautiful horse of which she was very fond, but which no one had ever been able to break for horseback riding. The boy determined to ride the animal. After getting some companions to assist him in putting on the bridle he mounted the horse, which began immediately to circle about and rear. George held on for dear life. The angry animal finally gave one great leap, burst a blood vessel, and fell to the ground dead. Shortly after, Mrs. Wash- ington came to the barn to see her favorite. Though he may have been tempted to deny all knowledge of the affair, George truthfully told the entire story. In the little country school which George attended he was eager to learn, and stood at the head of his class. His teacher knew something of land surveying, and of this subject the boy became very fond. In and out of school he learned all he could of it, and some years later it proved valuable knowledge to him. We may say that his early knowledge of surveying changed the entire course of his life. The young boy used to watch the ships that came up the Potomac River loaded with articles from the distant countries of the world. Boylike he longed to go to sea so that he too might learn all about the far-off lands from which these ships had come. Mrs. Washington, however, could not consent to such a roaming life for her son and begged George to give up this ambition. To please his 58 FOUNDERS OF OUR NATION mother and to make her happy were the desires uppermost in his mind and he gave up the idea of the sea. The beautiful devotion and thoughtfulness of George Wash- ington, both as a boy and a man, toward his mother were two of his great qualities. WASHINGTON THE SURVEYOR When Washington was but sixteen years of age he was offered a position as surveyor by Lord Fairfax, a learned and friendly neighbor. When Fairfax came to America he had become the owner of a great tract of land in Vir- ginia, of which he knew but little. Most of the country in those days, outside the cities, towns, and small farms, was nothing but a wilderness filled with savage Indians and wild animals. A man might know the number of miles his property extended without ever having traveled to its boundaries. George Washington, the lad of sixteen, and Lord Fair- fax, the man of sixty, became firm friends and the com- panionship proved a liberal education to the young Vir- ginian. He read the books in Lord Fairfax's library and profited at all times by his instruction. The surveying which Fairfax asked Washington to do was not easy, but he courageously undertook it. For three years he suffered every hardship known to rough frontier life. He was in skirmishes with Indians and often had to fight off the wild animals of the dense forests. Many times he was forced to sleep out in the cold without even a tent to shelter him. He had to depend upon the nuts of the forest and wild game for food. But all this hard work and outdoor life made Wash- ington strong and hardy and taught him much about this new country. One of the most valuable things he learned GEORGE WASHINGTON 59 was to know the Indian — how he lived, how he fought, and how his friendship could be won. It is said that Wash- ington so perfectly learned the peculiar walk of the Indian that he could deceive the natives themselves. So well did the young surveyor do his work that he received the high praise of his employer, who secured an appointment for him as a public surveyor in Virginia when he was but nineteen years of age. George's father had died in 1743, leaving the home to his oldest son, Lawrence. On the death of Lawrence in 1752, the young surveyor of twenty-one was left heir to the Mt. Vernon estate. Scarcely had he settled down to the management of his plantation, an occupation in which he took the greatest interest and pleasure, when Ke was called to a new task. WASHINGTON THE SOLDIER We must remember that in those days the United States of America as it is known today did not exist, and but a small part of our great country was inhabited. This por- tion, which extended from Maine to Georgia and from the Atlantic ocean to about two hundred miles inland, con- sisted of thirteen colonies owned by England. These colonies, unlike our states, were practically independent of each other. France claimed the land lying between the English colonies and the Mississippi River and had already built some forts there. England claimed this land also. Spain owned Florida and everything west of the Missis- sippi River. About 1753 the French, determined to show the English who it was that owned the disputed territory, began the building of more forts in the beautiful valley of the Ohio River. This territory was considered by the Vir- 60 FOUNDERS OF OUR NATION ginians as a part of their colony, so the Governor deter- mined to send someone to order the French to withdraw. George Washington was the messenger chosen and no choice could have been better, for it was necessary to have someone who was courageous, intelligent, and wise, who could endure the severest of hardships, and who under- stood life in the wilderness. With a few companions Washington made this perilous journey of one hundred and fifty miles through the dens- est of forests, across mountains and swamps, and over frozen rivers. At any minute they expected attacks from Indians or wild beasts. At length they reached the French fort, near the site of the present city of Pittsburgh, and delivered the message to the commander. He bade them take back the answer that the French would remain where they were. On the homeward trip the little party was attacked by Indians, but managed to escape. For many days they marched through the wilderness which had no paths except occasional Indian trails. On their way west they had "blazed a trail," that is, cut a piece of bark off a tree every rod or so. By these marks they found their way back. When they reached the Allegheny River it was filled with floating cakes of ice. They built a raft and attempted to pole it across. It upset, and Washington and his companions were thrown into the icy water. They barely escaped with their lives. When the end of the journey came and Washington pro- duced the diary he had kept, he was the hero of Virginia. The trip which can now be made in a few hours had taken two months and a half. The French answer started a seven years' war between the English and the French to decide which was to possess GEORGE WASHINGTON 61 the disputed territory. Trained armies were sent over from the two countries and these were assisted by the French and English colo'nists in America. George Wash- ington was made a colonel and his services proved very valuable even to the well- trained English troops. The Indians had joined with the French and no one under- stood better than the young surveyor how to meet Indian methods of warfare. Be- cause of the number of In- dians who took part in this struggle it -was callefl the French and Indian War. The French were finally defeated and England was left in full control from the Atlantic to the Mississippi. At the close of the war Washington had become renowned for bravery, wisdom, and the brilliance of his fighting methods, and was recog- nized as the most distinguished colonial soldier. In spite of his success Washington's heart was not in the world of warfare and he was very happy when he could return to his peaceful life at Mt. Vernon. WASHINGTON THE PLANTER From the painting by Stuart MARTHA WASHINGTON Some months after the war was over Washington mar- ried beautiful Martha Custis, with whom he lived happily for the rest of his hfe. The adding of her estate to that of Mt. Vernon brought a very large plantation under 62 FOUNDERS OF OUR NATION Washington's care. But there was never work that he loved more, or in which he had greater success. Mr. and Mrs. Washington were both fond of company, and many distinguished guests found their way to Mt. Vernon. With them Washington discussed the welfare of his colony and worked out plans for its growth and prosperity. Aside from his busy life on the plantation Washington found time to hold positions in connection with the gov- ernment of Virginia, and he became famed for his judg- ment and clear thinking. Knowing that men must have recreation some of the time if they are to be able to do their work well. Colonel Washington devoted a part of his time to amusements, especially hunting. He owned many beautiful horses and fine dogs, and the Mt. Vernon woods resounded with the barking of dogs and the tap of horses' hoofs. The beautiful Potomac abounded in fish, and from boyhood Washington had been an expert fisherman. For sixteen years Washington lived the peaceful life of a Virginia planter. And then a second time he was called from the quiet happiness of Mt. Vernon to the bat- tlefield. THE REVOLUTIONARY WAR After the French and Indian war England found her- self heavily in debt. Thereupon her King demanded that the American colonies pay a share of this money and also support in America an army which would be sent from England. At once taxes were laid on various articles, which means that to their regular price a certain amount was added, which went to the mother country. To this method of raising money the colonists said : We are perfectly willing to pay our just share of the expense GEORGE WASHINGTON 63 of the late war, but we insist that we be allowed to lay the taxes on ourselves in our own assemblies. We have no representative in the British government in England, and Enghshmen, as you know, have always said, "Taxa- tion without representation is tyranny." So much trouble arose that the King, George III, finally removed all the taxes except the one on tea. This he kept merely to show his power. He even made the price of the tea in America with the addition of the tax cheaper than it was being sold in England without any tax. But it was not cheapness the Americans were thinking of. It was the fact that if they allowed England to impose even one small tax they would be no better than slaves. In November, 1773, three large English ships laden with tea arrived in Boston harbor. Before the tea could be landed a band of young men disguised as Indians boarded the vessels in the dead of night and threw the entire cargo of tea into the water. This daring act, nick- named at once the "Boston Tea Party," proved that the Americans were not going to give in. But neither was George III going to give in. Enraged at the "tea party" act he gave orders to the army which he had sent over that it was to enforce obedience at any cost. Realizing the dangers threatening them some brave Americans began preparations for defense. Volunteers were called for, hastily drilled, and told to be ready for action at a minute's notice. From this they were called "minute-men." They were ready none too soon in Massa- chusetts, for the skirmish at Lexington was followed by the battle of Bunker Hill, June 17, 1776. Now the Americans began preparations on a large scale for war. The first thing to be done was to choose an able 64 FOUNDERS OF OUR NATION commander-in-chief of the colonial forces. A meeting of representatives from the different colonies was called and George Washington, by a unanimous vote, was appointed to the office. Underneath a great elm tree at Cambridge, Massa- chusetts, on July 3, 1775, Washington took command of the colonial troops. He realized the almost impossible task that confronted him — the preparing of raw, untrained men to defeat one of the best armies of Europe. But the strongest principle of his life — his devotion to duty — gave him in this most difficult work the same steadfast courage that had characterized his other undertakings. Washington was at this time a man of forty-three, tall, well-built, and distinguished-looking. He possessed an unusual number of the noblest qualities. From his boy- hood days he had been a lover of truth and honesty. Always he had been found on the side of justice and honor. He was wise, courageous, kind, even-tempered, and deeply religious. During the summer and fall of 1775 the army of George III was inactive, and this gave Washington the much needed opportunity to get some of his troops ready for the long and fearful struggle ahead. From the outset of the war the British army had held Boston. Washington determined now to drive it out. On the night of March 4, 1776, he fortified Dorchester Heights outside the city. The soldiers dug up the earth and made a wall of it. To prevent the English from hear- ing the noise he had his soldiers keep up a continuous cannon-fire during the night. When the morning of March 5 arrived the English were amazed at the sight which met their eyes. Washington now could not only resist all attacks from behind his strongly fortified hill, but could GEORGE WASHINGTON 65 destroy the English ships lying in the harbor. There was nothing left for the British to do but to embark and sail away. This clever outwitting of the enemy showed the qualities of generalship which caused Washington's suc- cess in the years which fol- lowed. But General Washington did not always meet with success in the long, bitter period of warfare. The ex- pulsion of the enemy from Boston was followed by half a year of defeats and disas- ters. These months were known as the "dark days" of the Revolution. The blame did not lie with Washington, however. His soldiers did not receive their pay from Congress and were much of the time without sufficient food or clothing. Hence, many refused to re-enlist when their terms had expired. Some of the officers under Washington proved incompetent, others disloyal or dis- obedient. But in spite of everything the colonies remained determined, and to prove this, on July 4, 1776, at a great meeting in Philadelphia, they declared themselves free and independent states. The set of resolutions which they signed was called the Declaration of Independence. In the fall and winter of 1776 the campaign of the Americans in New York ended in a forced retreat down through New Jersey to the Delaware River. Here Wash- ington stopped the pursuers by sending his men across Fium the painting by Stuart GEORGE WASHINGTON 66 FOUNDERS OF OUR NATION in every boat he could find. The British had to settle down in Trenton until they could get more boats, or until the river should freeze over. This was but a few days before Christmas. Washington now planned a daring and brilliant stroke. Feeling certain that the British army, overjoyed at their successful rout of the Americans, would settle down to WASHINGTON CROSSING THE DELAWARE Christmas merrymaking, the General determined to re- cross the Delaware and capture Trenton. It was a bit- terly cold night, the current of the river was rapid, and the stream was filled with floating cakes of ice, but the little band of twenty-four hundred men boldly started out about six o'clock on Christmas night. It was four o'clock in the morning before the east bank of the Delaware was reached. Two of the men had frozen to death, and others were ill from the dreadful exposure. Arriving in New Jersey the brave little army had a march of nine miles over bad roads and through a terrific storm of rain and hail. GEORGE WASHINGTON 67 The British were completely taken by surprise and were utterly unprepared for the attack. The commander him- self was asleep, while the soldiers were enjoying a holiday dinner. The battle which followed the surprise attack lasted scarcely half an hour, and when it was over the Americans were in possession of much needed ammuni- tion and other supplies, and had captured a thousand prisoners. One of the ablest of the English commanders in America was Lord Cornwallis. At this time he was in New York making preparations to sail for England, because he thought the war was practically over. Now in dismay he started a hasty march into New Jersey with a strong force. Arriving at Trenton late one afternoon, he de- termined to let his weary army rest until morning. All night long the British watched the camp fires of their enemy and listened without anxiety to the noise of forti- fying the city. They felt very sure that when morning came their superior force could retake Trenton in a few hours, and have their hearts' desire — Washington and his troops as prisoners. Again Washington had outwitted an experienced army. The glowing fires and the noise of fortifying had been kept up by a few men to deceive the enemy while the army had slipped quietly away in the dead of night to Princeton. Near this town Washington met an army of British on their way to assist Cornwallis. The result of the bat- tle that followed was complete success for Washington.. The joyous news flew through the colonies and soon reached Europe. In less than three weeks, with a small, poorly-trained, and discouraged army, Washington had won two brilliant victories. He was pronounced the great- est military genius of the age. 68 FOUNDERS OF OUR NATION The winter of 1777-1778 proved the most wretched period of the war. The American army had been com- pelled to go into winter quarters at Valley Forge in Penn- sylvania. The weather was very cold; the huts were utterly without warmth or comfort ; and the men were in rags, many of them even without shoes. Had it not been WASHINGTON IN WINTER QUARTERS AT VALLEY FORGE for the wonderful courage and sympathy of the great com- mander, who bore every hardship with them, the band of patriots could never have endured their bitter trials. LAFAYETTE But with spring help came to Washington from abroad. France acknowledged the independence of the United States of America. The French had already shown their 85mipathy for the patriot cause by lending the Americans much-needed money. The greatest help France gave the colonies was in the person of one man. The rich and bril- liant nobleman of nineteen, Lafayette, had left a young GEORGE WASHINGTON 69 wife and a beautiful home in France and come to America. He said, "The moment I heard of America, I loved her ; the moment I knew she was fighting for freedom, I burnt with a desire of bleeding for her; and the moment I shall be able to serve her, at any time or in any part of the world, will be the happiest one of my life." When he reached Philadelphia, Congress made him a LAFAYETTE AXD WASHINGTON major-general. He refused any pay, and became one of Washington's most valued assistants. He fought through the entire war and was wounded, but returned safe to France and his wife when the war was over. No other foreigner has been of such great service to our country as was Lafayette, and America has felt herself in debt to him and to France for these one hundred and forty years. When in 1918 the American soldiers, in their khaki, marched into Paris, we were glad to feel we could 70 FOUNDERS OF OUR NATION repay. And when General Pershing laid a wreath on the great Frenchman's tomb with the words, "Lafayette, we are here," he expressed America's love and gratitude for the timely aid which France had given so long ago. Year after year the war dragged on until October, 1781. Lord Cornwallis determined now to strike a blow at Vir- ginia. Lafayette was sent to hinder his march, and well he knew how to do it, having had his training under Wash- ington. One of the great General's master strokes in deal- ing with the enemy was to tire out with a small number of men a superior force. He would annoy the army of the enemy at unexpected times, but at the same time keep safely out of its way, interfere with its progress, forcing it, in hopes of an attack, to march for days in a round- about course. In this way Lafayette held back Cornwallis until re-enforcements came to him. When the English general said of Lafayette, "The boy cannot escape me now," he forgot that the "boy" had been training under Washington for four years. In August Cornwallis was permitted to move down York River to Yorktown. Washington, who was in New York, decided to attempt the capture of the English com- mander. He hurried south and by another of his brilliant schemes the British army was completely hemmed in. Their only chance for escape was by the sea, but the Americans disabled some vessels coming to Cornwallis's assistance and took away this hope. On October 6 the bombarding of Yorktown began, and on October 17 the white flag was raised over the city. Two days later Cornwallis surrendered to Washington, and the great War of Independence v/as over. The thirteen colonies were an independent nation — soon to be known as the United States of America. George Washington, who GEORGE WASHINGTON 71 had brought about this great change in history, was the most distinguished man of his time. OUR FIRST PRESIDENT As an independent nation it was necessary to form a better government than the one hurriedly constructed at the outbreak of the war, and to choose someone to be at WASHINGTON TAKING THE OATH AS PRESIDENT the head of the new government. All eyes turned to Wash- ington. The man who had been "first in war" was now to become "first in peace." An able body of men composed the Constitution of the "United States," and in January, 1789, Washington was unanimously elected President of the United States to carry out the laws of the new nation. It was with a sad heart that the great man for the third time left the quiet of his beloved Mt. Vernon, where he had hoped to spend the remaining years of his life. But 72 FOUNDERS OF OUR NATION if his heart was sad, his courage in the undertaking and his determination to do his duty were as strong as ever before. On his way to New York, then the capital of our coun- try, to be made President, all the people in every city and town turned out to see him. His path was strewn with flowers and the bells of the city were rung. He did not go in a fine train as we do now, for our modern ways of travel were unknown to Washington. He rode the entire way on horseback, surrounded by many fine horse- men. He passed beneath many a triumphal arch, while people shouted his praises. At Trenton, where you re- member he had won the great victory after crossing the Delaware, he walked upon a path of flowers, while'the young girls sang songs of praise and gratitude. How different was this day from that on which he marched for nine miles against the sleet and wind ! For eight years the best loved man in America guided with a wise hand the new nation and saw it safely on its path to future happiness and prosperity. The people would have re-elected Washington for a third term but the great man refused. Following this example no rpan has ever served as president for more than two terms. During Washington's years in office a third loving title was added to the two others his country had conferred on him. He had now become "first in the hearts of his countrymen." After Washington's presidential terms were over he returned to the quiet of his lovely Mt. Vernon home. But he did not live long to enjoy the desired peace. He had shortened his life through his hard work and devotion to his country. The entire nation was thrown into sorrow at his death, which came on December 14, 1799, less than GEORGE WASHINGTON 73 three years after he retired from public life, in which he had been such a prominent figure for forty years. The name of George Washington shall always be held dear, for as Abraham Lincoln said .... "That name is the mightiest name of the earth, — long since mightiest m the cause of civic liberty ; still mightiest in moral reforma- tion. On that name no eulogy is expected. It cannot be. To add brightness to the sun, or glory to the name of Washington is alike impossible. Let none attempt it. In solemn awe pronounce the name, and in its naked, deathless splendor leave it shining on." A FOUNDER OF THE NATION No other man in the entire history of our country has done so much for it as Washington. Without his general- ship the Revolutionary War could not have been won, and the colonies united in a nation. When the war was over, he was the one man who was trusted by all and to whom all looked for guidance. Because they loved him and be- lieved in him he was able to get men of widely differing views to work together. And when his presidency was over he had the new government safely started and under way. Topics for Review and Search 1. Why would Washington have approved of the Boy Scouts? 2. Tell the stories you like best of Washington the soldier. 3. Find out all you can about Lafayette. 4. What do you think the greatest thing Washington ever did? 5. Is or is not Washington still considered our greatest Amer- ican? Why? Suggested Supplementary Reading The True Story of George Washington, Elbridge S. Brooks. Young Folks' Life of Washington, E. E. Brown. George Washington, Horace E. Scudder. ROBERT MORRIS (1734-1806) As a child Robert Morris lived in Liverpool, a large seaport of England. His father came to America when Robert was a little boy, leaving him in the care of his grandfather and grandmother. The grandfather was a sailor, who made voyages along the English coast. Rob- ert learned to love the big ships as they came into the harbor. Here, too, he dreamed great dreams of taking long trips on these vessels and perhaps some day owning a ship of his own. In America the father soon made a success of his busi- ness as a tobacco merchant. In 1747 he sent for his thirteen-year-old son and upon his arrival placed him as an apprentice in a large merchant firm in Philadelphia. The boy's services proved so valuable and his ability for business so remarkable that he was made a member of the firm when only twenty years of age. The new firm under the name of "Willing and Morris" became one of the most prosperous in Philadelphia. The merchants owned large ships which they sent to and from Europe and the West Indies. Morris's boyhood dream of the sea was realized. The merchant Robert Morris soon became a prominent citizen of Philadelphia and tried hard to increase the growth and development of his adopted home. Through- out the city he was known for his honesty, his love of what was right, and his marvelous industry. He little dreamed, 74 EGBERT MORRIS 75 however, what a great part he was to play later in the affairs, not of Philadelphia alone, but of the entire thirteen colonies. THE BEGINNING OF THE REVOLUTION When Robert Morris was about forty years old, trouble broke out between England and her American colonies. Morris hoped the difficulties could be settled peaceably. "Our people," he said after the struggle had started, "knew not the hard- ships and calamities of war when they so boldly dared Britain to arms." It is said that in 1775 about one hun- dred of the leading citizens of Philadel- phia, of whom Mr. Morris was the head, had met to express their wishes for peace. During the meeting a messenger arrived, bringing the news of T • __L i.1- x: X ROBERT MORRIS Lexmgton, the first battle of the Revolution, whereupon most of the citizens rushed out to take the part of England. Morris was left alone, facing an empty house. At that instant he deter- mined to take his stand with the American colonies against the tyranny of King George. A Committee on Public Safety was appointed, of which Benjamin Franklin was chosen President and Morris 76 FOUNDERS OF OUR NATION Vice-President. It was the duty of this committee to fortify the city, organize the militia, and provide guns and ammunition. In 1775 Morris was elected a member of Congress and served on many committees. He was an important member of the navy committee and looked after the receiving of guns and powder from foreign countries. His advice upon money matters was everywhere accepted. Morris willingly gave his services wherever they were needed. He said, "It is the duty of every individual to act his part in whatever station his country may call him to in hours of difficulty, danger, and distress. A good citizen will follow if he cannot lead." RAISING MONEY FOR THE ARMY All wars require large sums of money. To Morris was assigned the difficult task of raising the necessary money for the American army. It was a patriotic duty, as neces- sary as that of commanding the troops. If the soldiers were not fed, clothed, and equipped with arms, they could not fight, and these things could not be done without money. Finance is another word for money, and a finan- cier is, therefore, one who knows about money. Robert Morris was the great financier of our American Revolu- tion who did much to help the country through the most difficult period of its history. He was often requested to supply money at a moment's notice. One day a messenger came from General Wash- ington, asking that a large sum of money be sent him without delay. In such esteem was Morris held that he was able by going in person to the homes of private indi- viduals to raise the entire amount. The next day he sent the money with this note to his commander-in-chief : "I was honored with your favor of yesterday late last night ROBERT MORRIS 77 and ever solicitous to comply with your request, I am up very early this morning to dispatch a supply of $50,000 to your Excellency." In spite of the fact that Morris was busy with public affairs, his remarkable industry enabled him to carry on for some time his private business. Because of this many accused him of using his knowledge of the government CONTINENTAL CURRENCY affairs to increase his own fortune. The attacks upon him were bitter and unjust^ but Morris realized, as every pub- lic man has to realize, that he could not please everyone. In order to prove his honesty he insisted that his accounts be examined by Congress, which pronounced him innocent. Since the colonies had now set up their own govern- ment, they wanted to have money of their own, instead of using the English money as they had done before. 78 FOUNDERS OF OUR NATION Since there was very little silver and gold in the country, paper notes, or bills, of many denominations were issued. These were soon worth less than the value printed on them, because the government was still weak. THE FIRST NATIONAL BANK When the Revolutionary War broke out the one thing that was necessary above all others in America was to bring about a strong feeling of unity among the colonies, which heretofore had been entirely independent of each other. Morris believed that one way to bring about this FIRST MONET COINED BY THE UNITED STATES unity was by the establishment of a National Bank. The first thing necessary was to have a considerable sum of money to start the bank. Since the American government was too poor to furnish any funds, an agent was sent to France for the purpose of borrowing money. Because of the war with England this was a most dangerous under- taking, as the English might at any time attempt to cap- ture the ship with this money as a prize of war. The ship containing the valuable loan was driven by a storm so that it landed at Boston, and the money had to be taken to Philadelphia by land. Morris gave careful instruc- tions for the protection of the money. It was put in double ROBERT MORRIS 79 casks, which were loaded on carts drawn by oxen. Guards were stationed all along the way. After two months it arrived safely in Philadelphia and Morris's National Bank was then established- Within two years the bank was able to lend $100,000 to the United States— fulfilMng a prophecy of Morris that it would one day support our government. Another great act of Morris's was the establishing of a United States mint. America needed not only a bank in which to keep her money, but also a mint in which to coin money. Congress approved of Morris's plan, and the first mint was established at Philadelphia. Today there are five mints in the United States. FURTHER PATRIOTIC SERVICES After the war there remained the difficult task of pay- ing the American soldiers for their faithful services. This Morris succeeded in doing in such a way as to give satisfaction to all. He was also responsible for paying back the large sums of money which the United States had borrowed from foreign countries and private per- sons to carry on the war. He then presented a final re- port of his work, during his long term of office, and made a farewell address to the people of the United States. But his services to his country were not at an end. You must remember that we had just gained our independence and, as a young republic, there was the important task of framing a government under which we were to live. Rob- ert Morris had always been interested in questions of gov- ernment and when the time came to draw up a Constitu- tion for the new republic, he was sent as a delegate to the Convention. The Constitution of the United States, under which we are now living, is the great and lasting memor- 80 FOUNDERS OF OUR NATION ial of this Convention. Then Robert Morris was made a Senator from the State of Pennsylvania, and immediately took up his public duties at New York, which was at that time the capital of the United States. His six years of labor as Senator from Pennsylvania added more glory to an already glorious past in the service of his country. LATER LIFE Morris was at one time considered the wealthiest man in America. His ships brought him the great treasures of China and the East. His beautiful country home, over- looking the Schuylkill River, known as "The Hills," was the scene of much social life and gayety. Here he brought his many friends to enjoy the delightful life of the country. The grounds were laid out in artistic gar- dens and parks. There were marvelous fruit trees and tropical plants to please the taste and to delight the eye. The whole place breathed an air of hospitality. Among the many friends of Robert Morris who visited him there was President George Washington. This beautiful home was destroyed during the war, when the British entered Philadelphia. The family then moved to an attractive city home in Philadelphia where they lived next door to President Washington. Robert Morris, however, was not satisfied with this house, and purchasing a large amount of land, he engaged the best architect to build for him a marble palace. This home was to be the most beautiful in America and money was not to be considered in its construction. Ships from abroad brought its furniture and decorations. This mag- nificent home was the one great mistake in Morris's life. He was unable to pay the huge bills which such an under- ROBERT MORRIS 81 taking brought. After four years, the house was still un- finished and there was no more money with which to con- tinue the work. Morris was rich in land, but land could not easily be changed into the money he so desired. He had bought millions of acres in the middle west, hoping to settle this land with emigrants from across the sea, but these settlers had not yet come and he was unable to sell it. He who had supplied the great army of the Revolution with money and had never failed to meet the demands made upon him could not now pay his own debts. The bank which he had established refused to accept his bills. The people to whom he owed money were constantly de- manding that they be paid. The beautiful home in which he had hoped to live was never finished. The rain leaked in through the frame roof, discoloring the marble walls. The workmen refused to continue their work on mere promises instead of money. Even the furniture was given in place of money to pay his debts. The people whom Morris owed cruelly demanded that he be placed in prison — the fate of all debtors in those early days. His friends could not save him from this bitter humiliation. He was placed in a small, over- crowded room, filled wit|i numerous other prisoners. His family came often to brighten his long weary hours and stayed with him most of the day. George Washington remained Morris's loyal friend throughout his great mis- fortune. Upon one occasion, Washington dined with Morris in his prison. He remained a prisoner for over three years, when he was released by the passage of a new law by Congress. He was then sixty-eight years of age. The great financier of our American Revolution lived 82 FOUNDERS OF OUR NATION only five years more. It is sad to think he could not have known, during his lifetime, how high he was to stand in the history of his country. morris's service to AMERICA Among the patriots of this time, Morris's name stands nearly as high as Washington's. By raising the money which paid the expenses of the Revolution, he performed a great service for his country. If it had not been for this help it is doubtful whether the colonies could have won the war. He was the noblest type of patriot. No man ever responded more quickly to his country's call, or worked with greater faithfulness for its good. Topics for Review and Search 1. What is an apprentice? Do we have apprentices now in America ? If so, in what trades ? 2. How was money raised in the United States to carry on the World War? 3. Did governments lend each other money in the World War? If so, how were the loans managed? 4. Why do we need banks? Suggested Supplementary Reading Historic Americans, E. S. Brooks (p. 130). Makers of Our History, J. T. Faris (p. 37). Heroes of Progress in America, Charles Morris (p. 66). JOHN PAUL JONES (1747-1792) We come now to a hero whose career reads like an excit- ing chapter from some tale of the imagination. This man is John Paul, or John Paul Jones, as we call him today, and his name is known throughout the world because of his patriotic deeds of bravery and daring. The parents of John Paul were simple peasant folk, hon- est and hardworking. The father was a gardener and lived on the southwestern coast of Scotland. John Paul at an early age had to help in the support of the simple little home. At twelve years he was un- usually strong and well developed, often passing for a boy of sixteen. The opportunities for education were few, so the sea became his textbook and he learned his nature lessons well. He was not satisfied, however, with watch- ing the ships as they passed his home, or fishing a short distance from the shore ; he longed to sail away to other lands. HIS FIRST VOYAGE Whitehaven, the principal seaport of that section of the country, was not far distant. From here ships set out on long ocean voyages. One day John's father was at White- haven, talking with one of the ship owners. As the two men sat looking out upon the water, a sudden storm arose. Far out in the water they could see a small fishing boat, well controlled by a boy. Mr. Younger, the merchant, became alarmed at the grave danger to the boy, but Mr. 83 84 FOUNDERS OF OUR NATION Paul calmly remarked, "That is my boy, John, conning the boat. He will fetch her in. This isn't much of a squall for him." Now it happened that Mr. Younger had a fine new ship fitted out for a voyage to Virginia and the West Indies, and was looking for capable young sailors. He quickly secured the consent of the father, sent for the boy, and offered to make a sailor of him. And so it was that John Paul started upon his first ocean voyage, arriving after thirty-two days off the coast of Virginia. He advanced rapidly in the service of Mr. Younger, and remained with him four years. For the next four years John Paul was mate on a ship, and then captain of a new merchant ship which sailed for the West Indies and Amer- ica. He commanded this vessel upon three voyages ; then he gave up the seafaring life and became a farmer in North Carolina. JOHN PAUL JONES JOHN PAUL JONES, CAPTAIN Then came the declaration of war from the colonies and the appointment of George Washington as com- mander-in-chief of the American forces. John Paul at once offered his services to the government, and when at length a small fleet of warships had been fitted out by the colonies, he was made First Lieutenant of the Alfred. JOHN PAUL JONES 85 From now on John Paul was known as John Paul Jones. The story is that he took this name out of gratitude to a Mr. Jones who had befriended him in North Carolina. England had a large merchant navy cruising in Ameri- can waters, and it was the capture of these vessels that the government desired. The cruise of the Alfred lasted from February until April of the year 1776, without accomplishing anything worthy of note. As a result, the captain was dismissed for incapable service and John Paul Jones made captain of the Providence, another warship. The cruises undertaken by Captain Jones were remark- able for their great success. In six weeks he had captured sixteen ships, all larger and better equipped than the little American frigate. These captures were valuable, as the enemy's vessels contained ammunition and army sup- plies, which became the property of the Americans, who needed just these things. THE RANGER In the fall of 1777 France decided to help the Ameri- cans. Thereupon Captain Jones was commissioned to sail for France in the warship Ranger, and ask that coun- try to fit him out with a well-equipped and swift frigate in order that he might make raids on the English coast. The voyage of the Ranger should never be forgotten, for on the masthead of this vessel floated the new flag, the "Stars and Stripes," the first time it ever appeared on any American warship. When Captain Jones arrived in France the government was not prepared to construct a new boat at once, so the order was given that the Ranger should be remodeled and used for a time. When this was done, Jones started 86 FOUNDERS OF OUR NATION for the English Coast, intending to burn the ships and ship yards there. This, he hoped, would teach the British warships to stop destroying and carrying away property along the American coast. He set fire to one large ship and frightened the people so that an English warship, the Drake, was sent out to capture the Ranger. After a battle of little more than an hour the larger and better equipped vessel, with its crew of skilled seamen, was r-tj . compelled to surrender. r^^^^^ Great was the rejoicing in IlJ^ ^ jK\ France when Captain Jones Mf^^^^^^^^^^i^ sailed into port, towing after t^^mil^^^k& ^^^^ him his famous prize. It was -=^"^^^^^^^^^5=- now proved to the world that an American sailor, John Paul SHIPS OF JONES'S TIME Jones, in spite of inferior vessels, could conquer those who "had conquered the sea." But one cannot live upon victory alone, which fact Cap- tain Jones soon learned by bitter experience. There were his seamen to feed and many heavy expenses to meet, which then made it necessary for him to sell his prize frigate, the Drake. Finally, however, the French King promised him a better ship to command. Jones, there- upon, allowed the Ranger to return to America under a new captain. And now began for John Paul Jones weary months of waiting. It looked as though the King had forgotten his promise. Many of the French officers, jealous of Captain Jones's success, did their best to prevent his receiving a new ship to command. As none but the nobility were given positions of authority in the French navy, the out- JOHN PAUL JONES 87 look was most discouraging for this son of a Scotch peasant. Jones determined at length to appeal to the King in per- son. This was the wisest thing he could have done, for so pleased was the monarch with the personality of the young American officer that he gave him one of the French war- ships, which Jones named the Bon Homme Richard, or "Poor Richard." He had just been reading the Almanac of Benjamin Franklin, who signed himself "Poor Rich- ard," and so much did he admire the author that he named his ship for him. The King later gave him command of three other smaller vessels. With this famous little fleet Jones set out on his cruise off the British Isles in August of the year 1779. One who knew him well has written the following : He was the captain of captains. He always knew every officer or man in his crew as one friend knows another. Those big black eyes of his would look right through a new man at first sight and maybe see something behind him. I have seen him one hour teach- ing the French language to his midshipmen and the next hour showing an apprentice how to knot a Turk's-head. He was in everybody's watch and everybody's mess all the time. The men used to go crazy about him when he was with them and talking to them. If you heard peals of laughter from the forecastle, it was likely that he was there, spinning funny yarns for Jack off watch. If you heard a roar of merriment at the cabin table, it was likely that his never failing wit overwhelmed the officers' mess. His FAMOUS BATTLE . The first English ship attacked was the Serapis, com- manded by the brave Captain Pearson. The Serapis was a fine new English warship, manned by skilled officers, while the Bon Homme Richard was old, and many of its 88 FOUNDERS OF OUR NATION crew inexperienced. When Captain Pearson recognized Jones in command of the Bon Homme Richard, he said to his crew, "There is work ahead !" Each captain knew the naval skill of his opponent. Shortly after the fighting commenced two cannon balls pierced the rotten wood of the Richard and she began to leak badly. Captain Pearson A SEA FIGHT OF THE PERIOD seeing this, called out "Has your ship struck?" Back came Jones's answer that still resounds through the world, "I have not yet begun to fight !" This was a bold statement from a captain who knew he was in a desperate situation. But a daring plan had come into his mind. He determined to get close enough to the Serapis to board the vessel and defeat the crew in a hand-to-hand combat. He boldly ran the Richard close alongside the Serapis and at once the spars and rigging of the vessels became entangled. The fighting started madly. Suddenly a sailor on the Richard shouted that the ship was sinking. But the gallant cap- tain disdained all thought of surrender. Commanding his JOHN PAUL JONES 89 men to take their places at the guns, he brought order out of confusion, and began a steady and terrific firing. It was Jones's wonderful calmness, his clear instructions, and his absolute refusal to consider such a thing as defeat that brought victory to the Richard. After hours of des- perate fighting Captain Pearson surrendered. A few hours after the Serapis had been boarded the Richard sank. Like wildfire the news of this remarkable victory spread through Europe. Jones was the hero of the day, and America now stood among the naval powers of the world. When the great sea captain died he was buried in Paris, which had been a second home to him. In time the exact location of his grave was forgotten. But when Americans realized this, they set to work and, in 1905, through the efforts of the American minister to France, the grave was found, and the remains brought to America. The body of our first great naval hero now rests in the new chapel of the Naval Academy at Annapolis. MEDAL PRESENTED BY CONGRESS TO JOHN PAUL JONES WHAT JOHN PAUL JONES DID FOR AMERICA At the beginning of the Revolution the colonies had no navy, while England had the greatest fleet on the seas. Before the war was over Jones had defeated some of her largest ships. His famous victory over the Serapis put new heart into the Americans, while it discouraged the British. By this and his other successes on the sea he was 90 FOUNDERS OF OUR NATION of the greatest help in winning the war and making the American colonies a free and united nation. Topics for Review and Search 1. Do you think John Paul had a happy youth? 2. What kind of sea captain was he? What kind of fighter? 3. How did the men under Jones regard him? 4. What did he do toward winning the Revolution? 5. Find out who was the American naval hero in the Spanish- American War. Suggested Supplementary Reading Life of Paul Jones, John S. C. Abbott. Commodore Paul Jones, Cyrus Townsend Brady. Paul Jones, Molly Eliot Seawell. ALEXANDER HAMILTON (1757-1804) In 1757, when Washington was already a man of twenty-five, a boy was born in the West Indies who was to become a great American patriot — by name, Alexander Hamilton. He spent his youth on the island of Nevis, which was a most beautiful place, with the luxuriant foliage and the bright-feathered birds of the tropics. Alexander lived in a great house on a plantation where there were many natives to wait on him. His mother was a woman of strong character and had a well-trained mind. She taught him at home, and he spoke French as well as he spoke English. His mother died before Alexander was twelve, and dur- ing the next few years he educated himself by reading. He was soon at work with a merchant company. Such unusual ability did he have in the management of affairs that by the time he was thirteen he was often left entirely in charge of the business. One day there was a terrible hurricane in the West Indies. For hours Hamilton rode through this storm in order to warn others of its coming. When it was over he wrote such a marvelous account of it that the Governor of the island persuaded his relatives to send him away to school. He was fifteen when he left the West Indies for the American colonies, which at this time belonged to Eng- land. At Elizabethtown, New Jersey, he entered a gram- mar school, where he worked faithfully. At the close of the year he was ready for college. He entered King's Col- 91 92 FOUNDERS OF OUR NATION lege, now Columbia University, in New York, where he made an excellent record. He showed an active interest in questions of government, politics, and finance, and had his own well-worked out ideas on these subjects. After school hours he would often walk out among the trees, thinking deeply and talking to himself. Great things were prophesied for his future. Just at this time serious trouble was beginning between England and her American colonies. Excitement was growing, and everywhere people were meeting to discuss separation from the mother country. The New York Assembly was under the control of friends of England, and did not sympathize with the colonists. A meeting, at which Hamilton was present, was held July 6, 1774, for the purpose of winning New York for the American cause. After listening awhile to the half-hearted speakers, the twenty-year-old youth leaped to the platform and deliv- ered an inspiring and eloquent address in support of the colonies. His reputation was made, and from that time he took an active part in the great war. HAMILTON'S PART IN THE REVOLUTION When war was declared Hamilton was made Captain of the artillery, where his fine powers of discipline soon at- tracted the attention of General Greene, who introduced him to Washington. This kindness Hamilton never for- got, as it put him in line for higher promotion. He proved himself worthy of the admiration of Greene, when his ability was soon after tested. In the battle of Long Island Hamilton saved the day by his coolness and courage. He then marched his forces through New Jersey and took an active part in the battles of Trenton and Princeton. ALEXANDER HAMILTON 93 Washington rewarded him by promotion to the rank of Lieutenant Colonel. This new position brought him into close touch with the great personality of Washington, and a friendship sprang up between the young officer and the great com- mander, which lasted all their lives. One of Hamilton's duties was the care of Washington's very large correspondence. In the way he an- swered important let- ters and messages, and in his management of reports we see his masterly ability to handle the most diffi- cult situations. Hamilton won his military reputation at the battle of York- town, where he com- manded an important attacking column. With youthful daring he rushed upon the British stronghold, which he succeeded in taking in ten minutes. He served through the long years of the Revolutionary struggle and laid down his sword only to take up a new work in behalf of the country he had fought for so valiantly. THE CONSTITUTION At the close of the Revolution the American Colonies had become an independent nation. But the country was ALEXANDER HAMILTON 94 FOUNDERS OF OUR NATION in a pitiable condition. The soldiers had come home with health broken by the hardships of the war. Many of them had not been paid because there was no money. The navy consisted of old worn-out ships and there was little commerce. The states were quarreling among them- selves. Hamilton saw the dangers which threatened the new nation, and realized 5 that it would succeed only S by union. He was one of the men sent to Philadelphia to draw up a new Constitu- tion or plan of govern- ment. The best minds of the country were there, and the document those men wrote is the same we have today with a few changes. Most of the dele- gates were keenly anxious about their own states and feared that some other state might gain the ad- vantage. Not so Hamilton. Though he lived in New York, Hamilton asked no favors for it. His mind was large enough to look to the good of all the states. He believed that it was for the best inter- ests of all to give much power to the central government and little power to the separate states. Many of the dele- gates thought just the opposite, but by persuasion and compromise Hamilton won most of them to his way of thinking. Within a month after the new Constitution was drawn FEDERAL HALL (Where Washington was inaugurated) ALEXANDER HAMILTON 95 up, eight of the thirteen states had adopted it. Two-thirds of all, or nine, had to do so before it could go into effect. New York held back for nearly a month longer, but finally yielded to the urging of Hamilton, who had been con- stantly writing articles which showed the advantages of union. The people of New York City celebrated the adoption of the Constitution by a parade. A magnificent float, made to represent a ship, was drawn by ten white horses. This stood for "The Ship of State" (the government) and the platform which held the ship bore in large letters the name : Alexander Hamilton. He deserved the enthusiastic admiration which the city gave him, for no other man had so much to do with uniting the states. He had helped write the Constitution and secured its adoption ; now he was to help in getting it car- ried out. SECRETARY OF THE TREASURY Washington had been elected the first President and he gathered about him the ablest men for his Cabinet. For Secretary of the Treasury he selected Hamilton. Im- portant as this position is today, it was still more so at that time. The close of the Revolution left the new-formed nation in debt. There were debts to foreign countries, and debts to its own soldiers who had never received their pay. Money was needed, too, for the support of the new gov- ernment. In order to raise money, Hamilton proposed a tax on things made in this country. He wished also to start a national bank, and have all money — whether coin or cur- rency — issued by the government and not by the separate 96 FOUNDERS OF OUR NATION states. In this way the government, or all the people, would stand back of every bill, so it would always be worth the amount printed on it. It was Hamilton who really made Washington the cap- ital of our country. The people of the northern states wanted the capital on the Hudson river. The southerners THE CAPITOL AT WASHINGTON (As It is today) were just as eager to have it in Virginia. Hamilton got all to agree on making a district on the Potomac, so that no state could claim the capital. It is a pity that Hamilton could not have lived to see his country grow and prosper as he had wished. And it is a greater pity that the country he loved could not have had the benefits of his untiring devotion until an old age. His death came in a tragic form when he was only forty-eight years old. He was killed in a duel — for duels were still common affairs in his day — by a political opponent. ALEXANDER HAMILTON 97 HAMILTON'S SERVICE TO OUR COUNTRY Alexander Hamilton did as much as any man toward uniting the colonies. He continually urged his country- men to put the good of the whole nation above the good of any particular state. When he took up the matter of a money system, he insisted that the whole country should be responsible for debts owed by any of the states. It has been said of him that he surpassed all the men of his time in his efforts "to create, recommend, adopt, and defend the Constitution of the United States." Topics for Review and Search 1. Can a man bom out of the United States become a real American patriot? What makes an American? 2. What was Hamilton's greatest service to America ? 3. Do we now consider fighting a duel a brave act? 4. Find out how many capitals our country has had, and what they were. Suggested Supplementary Reading Historic Americans, E. S. Brooks (p. 115). Four American Patriots, Alma Holman Burton (p. 71). Heroes of Progress in America, Charles Morris (p. 76). ENLARGING THE TERRITORY It is with the nation as with the factory: growth follows upon success. Soon the United States filled all the territory between the Atlantic Coast and the Appalachian mountains. Continually men were going West, and settlers had to push into the wilderness to find new homes. Every ship that went back to Europe carried stories of the new country, in which there was fertile land enough for all, and where every man was free to vote as he liked and worship God as he pleased. Every ship that came to America brought more workers across the Atlantic, seeking relief from poverty and oppression in the old countries. But the story of the pioneers is especially the story of Americans. The spirit that led these men to the new land of the West had many causes. Some of the early settlers had a general desire to do better, to own more land, and be prosperous. Great love of discovery and a keen wish to explore led others on. The rich soil and natural wealth of the great prairies and forests of the western lands induced many to cross the mountains. There was, too, always the love of adventure. Think what it must have been for a man to load all his household goods and his family into a big covered wagon, hitch to it the oxen or the horses, and set out on the trail. They had not even a road to follow; only a track which wound around through the passes between the mountains, and ran through the forest where enough trees had been cut to allow the wagon to pass. For days they would drive on in this way, making a campfire at night, not only to cook but to keep away the wild beasts. When they finally decided to stop, they had to chop down trees to build a log cabin, living in the wagon meanwhile. Before they could plant any crops for food they 98 ENLARGING THE TERRITORY 99 had to clear the land of trees and brush and break up the tough sod. The march of these pioneers is one of the most thrilling stories in the history of man. This wave of people constantly pushed farther and farther into the wilderness, building homes, felling the forests, planting cotton and corn, building boats for use on the rivers and roads over the mountains. Along with this slow but never-ceasing march there was the need for providing a way by which this new territory might be made a part of the great organization known as the United States. To our stories of the explorers and the pioneers we must add the stories of the men who remained at Washington, men of vision, who saw that one day there would be many more than thirteen States, that the narrow strip of settled land along the Atlantic would be extended across a great continent. All were makers of our nation : the daring explorer, the humble farmer who sought a better home for his family, the road- builder, the statesman. The power and greatness of America rest not alone on the ones who became famous, but also on the unnamed thousands who took part in the march of the pioneers. We are to read now about a few of these men who secured more land and made it a part of our country. Some of this territory had to be won over from the British who held it. Some was taken from the Indians by the settlers who cleared the land and made their homes in it. Still other sections were bought from foreign countries. Thus in time the thirteen States grew to be forty-eight, and our country now stretches from the Atlantic to the Pacific. Topics for Review and Search 1. From what European countries did most of the early settlers in America come? From what parts of Europe have the immi- grants of the last fifty years been? 2. Name some wild animals the pioneers might have seen. 3. Have you ever seen a log cabin? Find out how log cabins were finished inside. What kept out the rain and snow? 100 FOUNDERS OF OUR NATION 4. Name some states where the settlers had to clear away the forests before they could make a home. Name some that were open prairie. 5. Where did the Indians live? Suggested Supplementary Reading Stories of Pioneer Life, F. Bass. Famous Indian Chiefs I Have Known, O. O. Howard. Story of Captain Meriwether Lewis and Captain William Clark, N. F. Kingsley. GEORGE ROGERS CLARK (1752-1818) After the discovery of America by Columbus, many nations sent out explorers with authority to conquer this new world and take possession of it. The two who were strongest and who held the largest tracts were the English and the French. They both laid claim to the great Northwest Territory, which included what is now Ohio, Indiana, Illinois, Wisconsin, and Michigan. The English, finally victorious, took possession of this vast, unex- plored "Northwest," placed their soldiers in command of the forts which the French had built, and made the inhabitants swear allegiance to the King and England. When the EngUsh colonists sTAirt: determined to break away from the rule of their mother country and become inde- pendent, all this country was held by a few English in scattered forts. A brave young Virginian, George Rogers Clark, was the man who did most to win for the colonies this new territory. Clark was born November 19, 1752, on a farm in Vir- ginia. In school young Clark cared only for mathematics 101 OK ClOoiUiE ROGERS CLARK 102 FOUNDERS OF OUR NATION and surveying. After leaving school he worked on his father's farm until he was nineteen years of age, when he made his first surveying trip to the Northwest Territory. Clark's love of adventure and his interest in surveying caused him to wander far into the interior of this unex- plored country. CLARK AS AN INDIAN FIGHTER About this time a few brave men from various colonies were forcing their way into a beautiful region which had as yet few white settlers. This was what is now Ken- t u c k y, territory which Virginia claimed from a treaty she had made with the Indians. Clark decided to join other pioneers in this wilderness. He A WESTERN HOME OF CLARK'S TIME , j v •■ . was employed by his colony to survey the Kentucky lands and it was his inten- tion as soon as he could to make a home for himself there and help other newcomers to do the same. Clark became the leader of this little frontier settlement and his courageous character and kindly nature made him beloved by all. He insisted that certain laws of order be obeyed, and took command himself of the militia, the only protection against the hostile Indians. Although the land had been sold to the whites by one of the chiefs many of the savages were angry at the loss of their favor- GEORGE ROGERS CLARK 103 ite hunting grounds and continually made raids on the pioneer settlements. Clark realized at length that nothing could be done without plenty of arms and ammunition and the support of the government of Virginia. At a meeting of the pioneers he was elected to represent his settlement in the Virginia Assembly, and the young man at once set out on foot to make this long and dangerous journey back to the capital of Virginia. When the stalwart young backwoodsman at length reached Williamsburg his clothing had been reduced to rags. But he made a call on the governor, Patrick Henry, who was so impressed with the stirring reports from the frontier settlements that he at once promised to help Clark secure the needed ammunition. It was no easy mat- ter to spare supplies at this time, for the Revolutionary war was going on and Virginia was straining every nerve to do her part in the great struggle. However, an effort was made to help the brave frontiersman because, as Clark had said, Kentucky was a part of Virginia and "a country which was not worth defending was not worth claiming." Shortly after, Clark was on his way to Fort Pitt, the present Pittsburgh, where the ammunition was stored. Here he secured his share and started to paddle down the Ohio river with it. It was an exciting trip; the In- dians learned what he was doing and began to chase him, but they were outwitted at every turn and, jubilant, the heroic traveler at length reached the Kentucky settle- ments, with the report that plenty of ammunition was buried on the bank of the Ohio awaiting carriers to bring it to the forts. 104 FOUNDERS OF OUR NATION HIS STRUGGLE TO WIN THE NORTHWEST TERRITORY But no sooner had the frontiersmen with their new supply of ammunition been able to beat back the savages in Kentucky than a new trouble appeared. Indians from the Northwest Territory now began making hostile raids into Kentucky. These Indians themselves had no quarrel with the Kentuckians but were urged on by the English who were in control of the forts in the Northwest Terri- CAPTURK OF THE ENGLISH COMMANDER tory. Clark at once determined on a plan so bold as to be almost unbelievable — the capture of the most important forts, beginning with Kaskaskia. Having secured permission from the Virginia govern- ment, the twenty-six-year-old frontiersman set out with one hundred and eighty brave men on his daring enter- prise. It was a long, difficult, and dangerous trip — a four day's paddle down the Ohio River and then a march of one hundred and twenty miles across prairies, over bridgeless GEORGE ROGERS CLARK 105 rivers tha't had to be forded, and through swamps and trackless forests. The little company arrived on the morning of July 4 within three miles of the British fort at Kaskaskia. They remained all day in hiding and when nightfall came silently crossed the Kaskaskia River, surprised and cap- tured the British commander in bed, and then sauntered into a hall in the village, where the unsuspecting soldiers and townspeople were enjoying an evening of merry- making. Clark in a cool tone told the people to go on with their dance, but to remember that they were now dancing under the flag of Virginia instead of the flag of England. Within a few hours, without the firing of a single gun, fort, sol- diers, and inhabitants had been captured by a little band of untrained volunteers. Clark quickly won the sympathy of the inhabitants, who were French but had become subjects of King (George when the British won the Northwest Territory from the French. The priest of the village. Father Gibault, now offered to go to the other forts and persuade the villagers to submit without resistance. As soon as the Indians knew of Clark's arrival in Kas- kaskia they fled from the fort. When a few days later they heard that an American flag was floating over Forts Cahokia and Vincennes and some smaller forts, they quickly made peace with the young colonel, for whom they came to have a profound admiration. HIS DIFFICULT MARCH But Clark's troubles were not over. He had made conquests, but could these conquests be held? In the midst of the rejoicing over the successes came the news 106 POUNDERS OP OUR NATION that Colonel Henry Hamilton from Fort Detroit had recap- tured Vincennes. This was in January, Clark now felt desperate. More reports came that Hamilton was only waiting for better weather to retake Kaskaskia and Cahokia. "If I don't take Hamilton, he will take me," said the young colonel. "We must start at once for Vincennes." On the fourth of February one hundred and seventy men set out on what proved to be one of the most dreadful ^;jfe«^>'-^S?=^^^^ THE MARCH TO VINCENNES marches in history. Heavy thaws and rains softened the ground so there was no path but one of mud and water. It was almost impossible to find at night a dry spot for camping. But Clark knew he must keep up the spirits of his men, and so the evenings were spent, when it was pos- sible, in feasting and games. In one place, they had to march for five miles across a flooded plain. Sometimes the men were in it up to their shoulders. But their courageous leader's spirits never GEORGE ROGERS CLARK 107 flagged. He laughed and joked until the men caught his gayety and each one merrily encouraged the others. It was this ability to laugh which enabled the men to endure their hardships. In the party were a sergeant six feet two inches tall and a little drummer boy. To cheer his men Clark mounted the drummer on the shoulders of the big sergeant and these two, the little lad beating his drum vigorously, and the giant shouting "Forward," led the procession through the "drowned lands." Through this march of two hundred and thirty miles across what is now Illinois the travelers never found a really dry stretch of land; there was nothing but mud and slush and water day after day. But this was not all. The floods had driven all game away and for a stretch of two days the poor marchers were without food. For seventeen days they marched. When on the twenty- third of February the men arrived within sight of Vin- cennes some were ill from exposure and all were wet, cold, hungry, and miserable, but there was not one who was not loyal and cheerful. An inhabitant of Vincennes who was captured by Clark's men told the newcomers that General Hamilton had just strengthened the fort and that there were six hundred men in the town. Clark at once dispatched a message to the townspeople that Vincennes was going to be taken that night and that all who sided with the Americans were to keep within their homes. After dark the party marched on the quiet village. The inhabitants were dazed at Clark's appearance out of the swamps, but some slipped out to aid the newcomers with ammunition. The soldiers in the fort, never dream- ing of an attack, were holding a feast. Suddenly firing 108 FOUNDERS OF OUR NATION began. The surprise attack was successful, and the fort surrendered. The commander, Colonel Hamilton, was now aprisoner, and the Northwest Territory, out of which five states were made, was won for the Americans by the patriotism, cour- age, and daring of a young man of twenty-six. When the Revolutionary War was over Clark went back to Kentucky. Most of his life was spent in the new country he had won, and he lived amid the hardships of the pio- neers until he was an old man. He died in 1818. CLARK'S SERVICE TO THE NATION Clark began his pioneer work by helping the settlers in what is now Kentucky and Tennessee. They fought off the Indians and made that land safe for the white people. But his great service was the defeat of the British in the Northwest Territory. By his courage and resourcefulness and his own ability to endure hardships, he led his men on that terrible trip and accomplished what to most men would have seemed impossible — the capture of this great stretch of territory. This gave to the new nation prac- tically all the land east of the Mississippi river. Topics for Review and Search 1. What kind of man was Clark ? How do you think he dressed ? Find out what you can about Daniel Boone. 2. Have you read or heard of anything in the World War as hard for the soldiers as Clark's march through the water? 3. What would you call Clark — soldier or pioneer? Give your reasons. Suggested Supplementary Reading Long Knives, the Story of How They Won the West, G. C. Eggleston. Pioneers of the Mississippi Valley, Charles A. McMurry (Chap- ter VIII). Stories of the Great West, Theodore Roosevelt (p. 55). THOMAS JEFFERSON (1743-1826) The Jeffersons were among the first families which settled in the new world, having come in the early part of the seventeenth century. Peter Jefferson, the father of Thomas, owned a large plantation along the Rivianna River in Virginia, called "Shadwell," Here Thomas Jefferson was born April 13, 1743. As a boy he roamed at will among the beautiful Vir- ginia hills, and he named his favorite, Monticello, mean- ing "little mountain." Books were a great delight to him, and at the age of five he had read many of the volumes in his father's library. The boy was also very fond of outdoor sports and spent much of his time in shoot- ing, horseback riding, and swimming. All this exercise made him strong and hardy. He grew fast and at the age of eighteen was over six feet tall. As a boy he was not attractive in appearance, but he grew better looking as a young man and even handsome as he became older. His hair was red, his eyes a hazel gray, his face kind and intelligent. 109 THOMAS JEFFERSON 110 FOUNDERS OF OUR NATION When Jefferson was fourteen years old his father died very suddenly, but the family was left in comfortable cir- cumstances, and Thomas received the best education the schools in those days could give. THE STUDENT At seventeen years of age Jefferson entered William and Mary College. He was a diligent student, often work- / -::5..^^«Jk^,> .ii MONTICELLO, JEFFERSON'S HOME ing fifteen hours a day ; his only exercise was a brisk run of a mile every evening. He went to bed at two in the morning and arose with the dawn. So much did he know that he came to be called the "Walking Encyclopedia." He became well versed in Latin and Greek, as well as French, Italian, and Spanish; he was also excellent in mathematics and history. Jefferson was not a good speaker, but this was made up for in his ability to write simply and powerfully. He graduated from college at the age of nineteen, having finished his course in half the required time. We are told tliat upon one occasion young Jefferson THOMAS JEFFERSON 111 was stopping at a country inn. A stranger, not knowing who he was, entered into conversation with him. He spoke of one subject and then another, but Jefferson was equally intelligent on all of them. "Filled with wonder, he seized the first opportunity to inquire of his landlord who his guest was, saying that when he spoke of the law, he thought he was a lawyer ; then in turning the conversa- tion on medicine, he felt sure he was a physician ; but hav- ing touched on theology, he became convinced that he was a clergyman. *0h,' replied the landlord, *I thought you knew Thomas Jefferson.* " After completing his college course Jefferson took up in Williamsburg the study of law, and worked at this new subject with his characteristic energy. It was in Will- iamsburg that he met Patrick Henry, his elder by seven years, and already practicing law. The two became great friends, for the younger man had a profound admiration for the ideas of Henry. In Jefferson's last year of law study he listened, spell- bound, while his friend delivered his great speech closing with "I know not what course others may take; but as for me, give me liberty or give me death !" From that mo- ment Jefferson was on the side of his colony and all the colonies against England, and he decided to become a political leader in order to help his country. FARMER AND PATRIOT He succeeded rapidly as a lawyer and his name, young though he was, became one of the best known in Virginia. As soon as he could afford to do so he built a beautiful home on the little mountain he had so loved as a child, and named his estate "Monticello." Here during his leisure time he attended to the work 112 FOUNDERS OF OUR NATION of his great plantation. Farming he loved as dearly as did George Washington. "Those who labor in the earth," he said, "are the chosen people of God ; the cultivators of the earth are the most vigorous, the most independent, the most virtuous; and they are tied to their country and wedded to its liberty." THE DECLARATION OF INDEPENDENCE When Jefferson was only twenty-six years of age he was elected to the House of Burgesses, the ruling body in SIGNING OF THE DECLARATION OF INDEPENDENCE the Virginia colony. During this and the years following there was no one who felt more bitterly about the mother country's injustice or spoke more boldly than Jefferson. When things at last grew so bad that the colonies found it necessary to call a meeting at Philadelphia, Thomas Jefferson was one of those chosen from Virginia. Some months later a committee was appointed to prepare a THOMAS JEFFERSON 113 statement to be presented to the world, announcing that the American colonies no longer owed allegiance to the King of England, but were free and independent states. Thomas Jefferson, because of his ability as a writer, was selected to compose this article. No choice could have been better. And when his task was finished and had been passed on by the other members, there was pre- sented to the colonies, to England, to the whole world, in fact, the Declaration of Independence, one of the greatest documents in all history. This was the Fourth of July, 1776; and from that day July 4 has been celebrated all over our country as the birthday of our nation. The second paragraph of the Declaration well shows the young Virginian's love of liberty and equality among all men : "We hold these truths to be self-evident: that all men are created equal ; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness." JEFFERSON IN DIFFERENT OFFICES Jefferson was now the idol of Virginia. His advice was asked upon every important question ; his name was upon every tongue. Upon his return from Philadelphia he was selected a member of the General Assembly of Vir- ginia. And soon after, he became governor of Virginia (1779) . This difficult position — for the war with England was not yet over — he held for two terms. When at last the great struggle was at an end Jefferson hoped, as Washington, too, had hoped, that he might retire to his country home. But his nation could not spare him. In 1784 he was appointed minister to France to take the 114 FOUNDERS OF OUR NATION place of Benjamin Franklin. He became a great favorite with the French and he in return loved France next to America. In 1789 Jefferson returned to America, and Washington chose' him as Secretary of State in his new cabinet. In 1793 Jefferson was able to go back to Monticello, and here he hoped to spend the rest of his life. But again his country needed him and just three years later he was made Vice-President. At the end of his term in this office he was elected President of the United States and held this office for two terms. When Jefferson was inaugurated he rode to the capitol on horseback and in his every-day clothes, hitched his horse to the post, ascended the steps, and quietly took the oath of office. As President he lived simply and dressed plainly. His thoughts were ever with the people and how he might act to benefit them. He did not care for fame, but only for the good of his country. THE LOUISIANA PURCHASE At the end of the Revolutionary War the United States owned all the land east of the Mississippi River except the peninsula of Florida. As settlers came to live in the country which Clark had had so large a part in winning, they made great use of the rivers. There were still no railroads, and there were not even highways over which loads could be hauled. So the furs and skins of the trap- pers and the lumber, pork, and cornmeal of the farmers were loaded on rough boats which were poled along the smaller rivers to the Mississippi and down it to the Gulf of Mexico. Here these products were taken by sailing boats and carried tc; points along the Atlantic Coast. THOMAS JEFFERSON 115 Without the Mississippi, then, these settlers could have found no market for their produce. The eastern bank of the river belonged to the United States, but the western bank and the most of the land ex- tending to the Rocky Mountains were held by Spain. The Spanish officers at New Orleans objected to the constant trade the Americans were carrying on through that port. They had already caused the settlers considerable trouble when in 1803 Spain ceded all this territory to France. This alarmed the traders still more, for France was a strong nation and at the height of her power. If she closed the port of New Orleans, the young country in America might have great difficulty getting back its rights. It was necessary then to make some arrangement at once which would give the United States the right to use the Mississippi as a waterway. President Jefferson sent James Monroe to France to see if the United States could buy New Orleans and a part of Louisiana. France was willing to sell much more. So the United States bought the whole tract from the Missis- sippi to the Rocky Mountains, and from Canada to what is now Texas. This was larger than all the territory east of the Mississippi. The price paid was $15,000,000, or about two cents an acre. AT MONTICELLO At the end of his second term as President, Jefferson retired to private life at his beloved home, Monticello. Now that he was free from public duties, he undertook to carry out his lifelong ambition to found a university in his native state. He succeeded, and the University of Vir- ginia, with its handsome colonial buildings, its beautiful grounds, and its liberal course of study is the result. 116 FOUNDERS OF OUR NATION In the last years of his life Jefferson was called "The Sage of Monticello," in recognition of his wisdom. People of all classes came to see him and to talk with him. His mind remained clear and active to the last day of his life. He died on the Fourth of July, 1826, just fifty years after the publishing of the Declaration of Independence, which he had written. By his own wish, he was buried at Monti- cello. On his tombstone are these words, which he wrote : "Here is buried Thomas Jefferson, author of the Dec- laration of Independence, of the Statutes of Virginia for religious freedom, and Father of the University of Vir- ginia." AMERICA'S DEBT TO JEFFERSON Great as were his other services to our country, perhaps the greatest thing Jefferson did was to buy the vast tract of land called Louisiana. By this purchase — first planned to gain control of the Mississippi river — ^he more than doubled the area of the United States. He not only gained more than a million square miles of the most fertile land, but he made it certain that some day the United States of America would stretch to the Pacific Ocean. Topics for Review and Search 1. Have you ever seen a copy of Thomas Jefferson's signature? Why is his handwriting interesting? 2. How did Washington and Jefferson regard farming? 3. For vi^hat two things will Jefferson always be remembered? 4. What was the first college founded in America? When was it founded ? Suggested Supplementary Reading Historic Americans, Elbridge S. Brooks (p. 73). In the Days of Jefferson, Hezekiah Butterworth. Makers of America, Emma Lilian Dana (p. 95). ANDREW JACKSON (1767-1845) Long after the eastern part of North Carolina had become a flourishing colony, the western part remained a wilderness inhabited by the red man and the wild beasts IMMIGRANT WAGON of the forest. Ti'ees and thick underbrush covered the land where the savages built their rude lodges. But a great change took place, for one day there came a slowly moving train of covered wagons — immigrants from the states along the Atlantic Coast — the new home builders in the Valley of the Tennessee. Soon the sound of the ax was heard as the simple little homes rose be- neath the trees. After a time the meadows were rich with ripening corn and the valleys filled with grazing cattle. 117 118 FOUNDERS OF OUR NATION Among these immigrants was a poor family that had come from Ireland in 1765. To this family belonged the hero of our story, Andrew Jackson, who was born March 15, 1767, in Union County. The life of the pioneer was full of hardships, for it is not an easy task to tame a wilderness. Many of the settlers died from exposure and overwork, and one of these was the father of Andrew Jackson, who lived only two years after building his log cabin in the forest. Jackson said that his father "died like a hero in battle, fighting for his wife and babies; fighting an uphill battle against poverty and adversity such as no one in our time could comprehend." After the death of the father, the mother and her children went to live with her sister, who also had a frontier home. HIS YOUTH Would you expect a little boy born amid such a crude civilization to be a gentle, quiet lad? Or rather would you expect him to be an active fighter, on the defensive against the dangerous attacks of the Indians and ready to take part in the quarrels which were all too frequent among the frontiersmen where as yet there was not much law or order? Our surroundings have much to do in developing our characters. Andrew learned to fight be- cause he saw others fighting. The red-haired, blue-eyed, and freckle-faced lad grew tall and slender, and although not exceptionally strong, was active and wiry. He had a very quick temper and often quarreled with his boy companions. When the quarrels ended in fights, he usu- ally came out victor because of his quickness of move- ment. He had little chance for education. He tells us that his mother taught him to read before he was five years ANDREW JACKSON 119 old. At seven he attended the small log-cabin school, where he studied geography, grammar, and arithmetic, besides improving his reading so much that he was chosen as "public reader" on special occasions. It was a matter of boyish pride that he was selected at the age of ten to read the Philadelphia paper to a group of thirty or forty pioneers. The Revolutionary War began when Jackson was a small boy. One day news came to Tennessee that the Americans had lost two battles. Such an impression did this make on the little frontier boy that he wrote a re- markable composition for one so young, the closing words of which were "the Americans alike in defeat and in vic- tory must be cool and steadfast, keep their powder dry, and, whenever defeated, just pick up their flints and try it again." When Andrew Jackson was thirteen years old he and his brother Robert joined a party of neighbors who set out to capture a body of British troops. This expedition proved a failure and the two boys were taken prisoners. Andrew received a severe blow, the scar of which he car- ried through life, because, on being ordered by an Eng- lish officer to clean his muddy boots he had retorted, "Sir, I'm not your slave, I am your prisoner; and, as such, I refuse to do the work of a slave." While in prison the brothers came down with smallpox. Hearing this their mother begged and secured their re- lease. Robert died within a few days, and before Andrew was fully recovered his mother fell a victim to the disease. The boy was now left absolutely alone in the world. For a short time after his mother's death Jackson lived in the home of a Mr. White, where he learned how to mend and make saddles. His spare moments were spent in 120 FOUNDERS OF OUR NATION reading. He devoted most of his time to a law book, which he tells us he learned by heart. When he was but twenty he passed the legal examinations and began practicing. IN TENNESSEE It happened about this time that a friend of his going as judge to the frontier country of Tennessee persuaded Jackson to go with him. So delighted was the young law- yer with the new land that he determined to stay there. Life in the wilderness was a constant struggle, but Jackson enjoyed it. In a short time the energetic young lawyer became one of the chief men of the community. He was early recognized as a leader and a fighter, and was made commander of the Tennes- see frontier army which was to protect the settle- ment from Indian attacks. In Tennessee Jackson was a judge and then a member of Congress. The people loved him for his sense of justice and honesty, admired his ability as a lawyer, and praised him as an Indian fighter. Besides Indians, Jack- son had to fight the lawless adventurers who always flock to a new country. These men refused to obey any laws, and Jackson was the first Tennessee lawyer who was able to capture and bring them to trial. In court he often had ANDREW JACKSON ANDREW JACKSON 121 to stand with his gun ready for action should they attempt resistance, and once a desperate hand-to-hand fight with one of the ruffians was necessary to make him submit to legal proceedings. Like Washington and Jefferson, Jackson loved farming and as soon as he could afford it he bought a fine planta- tion, "The Hermitage." Here Mr. and Mrs. Jackson lived happily and entertained hosts of visitors, rich and poor alike. Neither money nor position made any difference in Jackson's friendships, and this democratic quality characterized him throughout his lifetime. Jackson's spare moments were spent in reading books upon great campaigns in history, and in studying the mili- tary tactics used. In 1812 he led an army against the Indians, hordes of whom had begun making savage at- tacks on the settlers of Georgia and Tennessee. At this time he was suffering from a recent wound so that he carried his left arm in a sling. But, forgetting his own pain, he accepted the command and became the leader in the Indian war. He risked every danger and worked with untiring energy. Never was a campaign better managed; and. never did soldiers more willingly follow a leader, for all the distresses of war he bore equally with his soldiers. Nor would he give up until the trouble- some Indians had surrendered. "Old Hickory," as he was lovingly called by his men, who declared he was as tough as hickory, was now the hero of the day. THE HERO OF NEW ORLEANS At this time the United States and England were at war. Ever since the Revolution there had been trouble between England and the United States. England was continu- ally interfering with our commerce, and in 1812, after repeated protests, the United States declared war. 122 FOUNDERS OF OUR NATION Because of his success in fighting against the Indians, who were on the -side of the British, Jackson was made major general and given the military command of the Southern part of the United States. Some years before (1803), the territory of Louisiana had been purchased by the United States from the French. Louisiana was one of the several states formed out of this vast stretch of land. In many ways this was a foreign state, with its French, Spanish, and Negro population. It was even doubted whether this mixed population was friendly to the other states of the American union. The inhabitants lived an easy, care- less life of luxury, very different in character from the strenuous life on the frontier. New Orleans was its only city, while to the north, east, and west stretched a vast wilderness. And now in December, 1814, a large British force was making preparations to take the city. Jackson was the first to see the danger. Hastening to New Orleans he said : "But at the worst we must, can, and will defend this city and state to the bitter end." His spirit of enthusiasm spread throughout the army; every soldier and nearly every inhabitant was eager to obey his commands. He ordered the city to be stoutly fortified, and day by day his position grew stronger. It was a gigantic task to defend the city of New Orleans, since it had no less than six ways of approach, all of which had to be guarded, as no one knew from what direction the British would come. On December fifth a number of British vessels were reported to be oif Pensacola Harbor. On December ninth the fleet was actually sighted by an American lieutenant. Excitement was intense. But Gen- eral Jackson was well prepared. He had placed the city of New Orleans under martial law and had the inhabitants ANDREW JACKSON 123 of the city completely under his control. Brass bands paraded the streets inspiring the people to fight for the defense of their homes. On December twenty-fifth the English had safely encamped for the night, planning for a quiet rest. Camp- fires lighted the horizon, for the night was cold. General Jackson stood in readiness waiting for the signal from the ship Carolina — the sign to be three rockets, one red, one white, one blue, fired at intervals of thirty seconds. At the sight of the red, white, and blue, the commander pronounced the words, ''Forward! Steady! Keep touch! Forward!" And the great American line commenced to move. Thus began on Christmas day of 1814 the long, gallant defense of New Orleans. Skirmishes or battles took place every day for two weeks with no decisive vic- tory, but all knew that the great deciding battle was to come, and each side was striving to the utmost in prepa- ration. The English little dreamed of the strength of Jackson's breastworks or army. The day of the eighth of January dawned with a dense fog, concealing the Amer- ican soldiers. Soon afterwards the fog began to lift, drift- ing toward the enemy. Two pistol shots were heard and the long line of British began to march toward New Orleans! On and on they came, until the Americans opened fire, repelling the British as if they had been shaken by an earthquake. It was a fierce battle. In twenty-five minutes it was over, with seven hundred English dead and twice as many wounded. Of the Amer- ican dead and wounded, there were fewer than a hundred. General Jackson forbade his men to cheer after the victory, and ordered his own army physicians to care for the British wounded. He himself visited many of them. It was with the greatest courtesy that he returned the 124 FOUNDERS OF OUR NATION sword to Major-General Keane, of the British army, upon learning that he was wounded and especially wished to keep his sword. Such kindness to the unfortunate and to the suffering characterized Jackson all his life. The hero of New Orleans bade farewell to his faithful soldiers with the following words : "Go, then, my brave companions, to your homes; to those tender connections and those blissful scenes which render life so dear; so full of honor and crowned with laurels that never fade. Continue, fellow soldiers, on your passage to your several destinations, to preserve that sub- ordination, that dignified and manly deportment which has so ennobled your character. Farewell, fellow soldiers." WINNING FLORIDA FOR THE UNITED STATES Jackson was to command in yet another war — an Indian war. Florida still belonged to Spain, and had re- mained a wilderness. It was made up of forests and swamps, which afforded secure hiding places for savages and criminals. Besides the Indians, the inhabitants were chiefly runaway slaves and outlaws. The Indians or bands of these outlaws would cross the border into southern Georgia and Alabama and take cattle or anything they wanted from the settlers. If these fought, the invaders would murder them. Such a terrible state of things could not go on, and in 1818 a force of fifteen hundred men under Jackson was sent to put a stop to these outrages. Jackson defeated the Seminole Indians, who had made the most trouble, and drove them back into Florida. But he was not satisfied with this, for he knew the Indians and the other wicked bands would again harry the set- tlers when the soldiers were gone. He therefore marched ANDREW JACKSON 125 into Florida and defeated the outlaws on their own ground. He captured the principal Spanish cities, and the King of Spain was then glad to sell Florida to the United States. It became a territory and Jackson was made its first governor. THE PEOPLE'S PRESIDENT Jackson was now the chief figure in the nation. More and more the country came to admire him, and in 1828 he was elected President of the United States. On the day of his inauguration crowds followed in a great pro- cession, some in carriages, others in carts, some on horse- back, and others walking. "Countrymen, farmers, gentle- men, mounted and dismounted, boys, women and children, colored and white," marched after him, for he was the people's president, as democratic now as he had been as a poor frontier lawyer in the backwoods of Tennessee. He was re-elected in 1832 and the prosperity of the country increased during his administrations. Jackson wished to be and was one of the people. It has been said of him ; "He was not proud, did not care for style, but only for plenty of what is sound, sturdy, and good." Jackson passed the last years of his life quietly at his home, "The Hermitage." He died June 8, 1845, beloved by his friends and admired even by his enemies. THE MAN Jackson was a fighter through and through, and he carried into the presidency the same methods he had used against the Indians. He rewarded his friends and pun- ished his enemies. If he believed a plan good for the country he carried it out in spite of opposition. Though 126 FOUNDERS OF OUR NATION he made mistakes, every public act of his was done be- cause he believed it was for the welfare of his country. Daniel Webster said of him, "General Jackson is an honest and upright man. He does what he thinks is right, and does it with all his might." To his mother Jackson gave credit for all his success. In his later years, after he had become famous, he said of her : There never was a woman like her. She was as gentle as a dove and as brave as a lioness. Almost her last words to me when she was about to start to Charleston on that errand of mercy which cost her her life were, "Andrew, if I should not see you again, I wish you to remember and treasure up some things I have said to you. In this world you will have to make your own way. To do this you must have friends. You can make friends by being honest, and you can keep them by being steadfast. You must keep in mind that friends worth having will in the long run expect as much from you as they give you. To forget an obligation or to be ungrateful for a kindness is a base crime — not merely a fault or a sin, but an actual crime. Men guilty of it sooner or later must suffer the penalty. In personal conduct be always polite. No one will respect you more than you esteem yourself. Avoid quarrels as long as you can without yielding to imposition, but maintain your manhood always. Never wound the feelings of others. If ever you have to vindicate your feelings or defend your honor, do it calmly. If angry at first, wait until your wrath cools before you proceed." Her last words have been the law of my life. The memory of my mother was the only capital I had to start life with, and on that capital I have made my way. HIS SERVICE TO AMERICA Andrew Jackson was a rough frontiersman, quick of temper and prompt in action. He was always ready for a fight and owed much of his success to his rapid attacks before the enemy could prepare. It was these qualities which made him carry the Indian warfare across into Spanish Florida. The result of this was the willingness ANDREW JACKSON 127 of the King of Spain to sell the peninsula to the United States. This was done and Florida became a part of our country in 1819. Topics for Review and Search 1. What other presidents that you have read about were also generals? 2. How did Jackson differ from Washington and Jefferson? Did he have the same kind of ancestors? Of education? 3. Why did Florida belong to Spain? Were its boundaries just the same as those of the state today? Suggested Supplementary Reading Andrew Jackson, W. G. Brown. The Land Hero of 1812, C. C. Hotchkiss. Heroes of the Army in America, Charles Morris (p. 116). AMERICA AT WORK As a result of the freedom that Americans enjoy they have the chance to live more comfortably and to rise to a higher position. In many countries a man has no hope of getting out of the class in w^hich he is born. A peasant re- mains a peasant, an unskilled laborer is condemned to a life of poverty. In Russia the farmers v^^ho were subjects of the Czar could never be owners of land ; they had no tools — in many villages there was only a single plow; all that they could raise, except the food for their families — and in some cases there was not even enough of that — went to the rich noble who owned the land. In America it has not been so. There has been plenty of land for all, and even yet we have not begun to use the rich soil of America to the fullest extent. New villages were constantly being formed, these rapidly grew into cities, and there was every chance for the worker not only to get work at good pay, but to make a comfortable home. What is more, in a democracy there are no class distinctions — a section hand on a railroad has sometimes grown into the highest position. The laborer, if able and hard-working, may become an employer. A man's place in America depends on his own ability. The spirit of America helps to encourage men to climb to higher positions. America was founded by lovers of adven- ture and men who left Europe because they were tired of the narrow and oppressed lives they had to live there. The same spirit has been handed on to their children, and has been in- creased by the fact that each generation has brought new supplies of ambitious men from Europe. America means progress. As the settlers gradually moved west, there came to be people living in every part of the United States. But we can 128 AMERICA AT WORK 129 scarcely realize how hard living conditions were at first. There were no steamboats on the rivers and lakes, and no trains crossed the wide plains. There was very little ma- chinery of any kind. The farmer walked behind his plow, and cut his hay with a scythe. His wife spun wool and wove cloth. She made the family clothing by hand. Kerosene lamps had not yet taken the place of candles, and gas and electric lights were not even thought of. When the wilderness was conquered and the first hard- ships of pioneer life overcome, men began to find easier and better ways of doing things. Steamships and rail- roads were built, wagon roads were improved. Machinery of all kinds gradually came into use. The cotton gin and machines for spinning and weaving made the manufac- ture of cloth quick and easy. Later the sewing machine shortened greatly the making of all kinds of clothing. Here once more we find how superior men have helped America at work. The saving in time and labor caused by the use of machinery enabled people to have better homes and fur- niture and many comforts which made living easier, life happier and more efficient. You will now read the stories of some of these inventions and of the men who gave them to America. Topics for Review and Search 1. When did the Czar cease to rule Russia? How is it governed now? 2. What do we mean when we call our country a democracy? Does a republic mean the same thing? 3. What invention do you think it would be hardest to do with- out now? Suggested Supplementary Reading Stories of Indiistry, A. Chase and E. Clow. Stories of Invention Told by Inventors, Edward Everett Hale. ROBERT FULTON (1765-1815) When we look around today and notice all our modem means of travel, it is hard to realize that these did not always exist. Can you imagine how strange it would seem if we had no street cars, trains, automobiles, or steamboats? We of the twentieth century feel that we could not do without these things. One hundred years ago most of the travel from place to place was by water. The boats were rude and propelled by hand, but still this mode of travel, where it could be used, was far preferable to journeying overland through the new country. There were no good roads and there was constant danger from Indian attacks. One of the most valuable of all the inventions that helped travel was that of the steamboat. The man who made this great gift to the world was Robert Fulton. He was born in 1765 in Pennsylvania at a town called Little Britain, which is now known as Fulton, in his honor. Robert was only three years old when his father 130 ROBERT FULTON ROBERT FULTON 131 died. His mother taught him to read and write, and when he was eight years old he went to a Quaker school at Lancaster. The schoolmaster thought Robert a dull pupil and often scolded him for not studying his lessons. To this the boy replied that his head was so full of his own thoughts that there was no room for the ideas he had to get out of books, YOUTHFUL INVENTIONS One day he was very late at school and when he was asked the reason he showed a lead pencil which he had just made by pounding a piece of lead into shape. This pencil proved better than any used in school, and before long all the pupils were supplied with Fulton's new pencils. His love for invention was greater than his Uking for books, and he often spent hours in the shops of me- chanics and inventors. On the third of July, 1778, a notice was sent around in Fulton's village, forbidding the people to light the streets on the Fourth of July because of the scarcity of candles. This was the second anniversary of the nation's birth- day, and the young patriot decided that there should be illumination. He sold some candles which he had been saving and bought gunpowder and pasteboard. To the great wonder of the townspeople he made a new kind of light which lit the village at night. These lights were called sky-rockets, and were shot up into the air. Fulton had been told that making such a thing was impossible, but he remarked, "There is nothing impossible." He was a favorite with the older men of the village who often took him on fishing trips. The boats which they used were very crude and were propelled by long poles. This was tiresome work and the boy began to think out 132 BUILDERS OF OUR NATION better means of propelling. He took one of the flat river boats and attached on each side a paddle which was turned by a crank. To his own delight as well as that of the owner of the boat he found that it could thus be moved along with much greater ease than by poles. HIS INTEREST IN ART Fulton had early shown a love for art, and proved very clever with his brush. He took great delight in drawing cartoons of the British soldiers who were stationed near his home during the Revolutionary War. Benjamin West, a famous American artist, lived near Lancaster, and it was through his influence that Fulton decided to be an artist. He went to Philadelphia at seven- teen to study art, and was successful in his work. He painted portraits and landscapes and made drawings of machinery and buildings. During the next few years he earned enough to support himself and to buy a small farm for his mother. When he was twenty-one Fulton went to England to go on with his study of painting. But he had not been there long until he turned his attention from fine art to what we call practical art, or mechanics. THE FIRST SUBMARINE The first boat Fulton built was really a submarine though he called it "a diving boat." He had gained the interest of the French government and they gave him money for his experiments. The Nautilus, as he called the boat, was submerged for four hours and came up safely. Fulton and the three men who went down in it with him were greatly pleased with its success. ROBERT FULTON 133 His next plan was to take a torpedo in the submarine, and to use this torpedo to destroy an enemy ship. He intended his torpedo boats to destroy all warships so that merchant vessels would be safe upon the seas. Other countries took alarm at this invention, and Great Britain tried to buy the idea of the torpedo boat. Fulton replied : "I will never let these inventions go, lest my own country at some time have need of them. Were you to grant mc $100,000 a year I would sacrifice it all to the safety and indepjendenee of my country," THE STEAMBOAT While he was in England Fulton had seen coal barges being towed by horses which walked along the banks of the canals. This was easier for the horses than carrying the coal on their backs, but it was very slow. He saw the steam engines built by Watt, the great English in- ventor, and he formed a plan. He decided to try building a large boat, with a paddle wheel on each side. This was the same idea he had carried out in his little fishing boat. But instead of a boy to turn a crank, he would have a steam engine furnish power for these wheels. From this time on all his attention was given to de- veloping a steamboat. While in Paris he met Robert R. Livingstone, United States Minister to France. The two men became partners, Fulton furnishing the mechanical ideas, and Livingstone the money. In 1803 a boat was built on the Seine River. Fulton had planned to invite his friends to witness its first trip, but the boat sank during the night. The engines had been too heavy for the wooden craft and a severe storm sent it 134 BUILDERS OF OUR NATION to the bottom of the river. For hours Fulton stood in the icy water trying to recover the machinery. This he suc- ceeded in doing, but a new boat -had to be built. He com- pleted it in a few months, and this time his efforts were crowned with success. Fulton then decided to build a similar boat on the Hudson River, and he returned to the United States. THE CLERMONT He worked for a long time, being obliged to borrow money and meeting with opposition on every hand. Even his friends did not believe that a boat could be propelled by a steam engine. They called his boat, which he had named the Cler- mont, Fulton's Fol- ly, because they thought he was wasting his time, work, and money. But in August, 1807, the Clermont steamed out of New York and up the Hudson to Albany. The trip took thirty-two hours. A sailboat had made it in sixteen hours, but regularly it took much longer, and if the winds were un- favorable the sailboat might be a week on the way. After this trip Robert Fulton was considered one of the inven- tive geniuses of the world. The successful voyage of the Clermont proved that a valuable invention had been given to the world. Up to THE CLERMONT ROBERT FULTON 135 that time there was not operating anywhere on the earth any mode of conveyance faster than the running horse. Much time was wasted in slow and tiresome travel by means of the rude boats on the lakes and rivers. It took long weeks and sometimes months to cross the Atlantic Ocean. Journeying was not the pleasure that it is today when one can go from New York to England in five days. The great ocean steamships, some of them one thousand feet in length and able to accommodate thousands of passengers, are an outgrowth of Robert Fulton's Cler- mont. Eight years after Fulton had made his famous voy- age from New York to Albany he died suddenly, at the age of only fifty. His death was regarded as a great loss to the country and he was deeply mourned. AMERICA'S DEBT TO FULTON The steamboats on the Hudson were soon followed by steamers on all the lakes and rivers of the United States. Not only could people travel faster and more com- fortably but all sorts of produce could be quickly and easily transported. To this day, even with all our rail- road facilities, where it is possible to ship freight by water it is cheaper to do so than to send it by land on the train. Like all great inventors Fulton believed in his idea and carried it through to success. He had not only me- chanical genius but also tireless energy and great per- severance. His patriotism was as great as his ability. This is shown by his attitude regarding the submarine and by his building the Clermont on the Hudson instead of on the Seine. To him and to the fast steamboat we owe 136 BUILDERS OF OUR NATION the commerce among the different states of our country, and between the United States and foreign countries. Topics for Review and Search 1. Find out how lead pencils are made now. Do they contain lead? 2. How many years passed between the submerging of the Nautilus and the building of a modern successful submarine? 3. Have you over seen the engines of a modern steamboat? If so, do they look simple or complicated? 4. What does an inventor need besides ideas and imagination? . Suggested Supplementary Reading Life of Robert Fulton and a History of Steam Navigation, T. W. Knox. Four American Inventors, Frances M. Perry (p. 11). Robert Fulton, Alice Crary Sutcliffe. ELI WHITNEY (1765-1825) Eli Whitney was born in Massachusetts, December 8, 1765. His father made chairs and cart wheels for all the neighbors. The boy took great delight in his father's kit of tools. As soon as he could manage the tools, he was continually mak- ing something. After school hours he could be found hammering, saw- ing, or chiseling in his father's shop. Eli was considered a dull pupil in school except in mathematics. He was far more interested in the workshop. Once when Eli was twelve years old his father went away from home and on his return asked how his boys had spent their time. He was strict with his children and believed that all should work. When he was told that Eli had been making a fiddle he was greatly disappointed and scolded the boy. But Eli's little violin was praised by the neighbors and he was asked to repair many a violin. HIS INTEREST IN MACHINERY One day while the family was at church Eli became interested in his father's watch. Curiosity got the better 137 ELI WHITNEY 138 BUILDERS OF OUR NATION of him, and, not thinking of the consequences, he took the watch apart. When he realized what he had done he was frightened, but he made up his mind to put it to- gether again. He was so successful that his father did not discover the act, and listened amazed when Eli told him about it many years later. His step-mother was very proud of some fine knives which she owned. Eli re- marked : "I could make as good ones if I had the tools, and I could make the necessary tools if I had a few tools to make them with !" Later one of the knives was broken, and the boy was able to repair it. While still a boy, Whitney devised a way of making nails by machinery. Nails had heretofore been made by hand and the process was very slow. He also made bon- net pins and walking sticks after he had done a day's work on the farm. With money earned in this way and by teaching, he paid his way at Yale College. There he was most interested in mathematics and mechanics. The college faculty found him a very likable as well as a most useful student. One day a part of the apparatus in the laboratory refused to work. The teacher said: "I fear it must go abroad for repairs." "I think that I can mend it," suggested Whit- ney. And he did, when there was probably no other man in the United States who could have repaired it. HE GOES TO GEORGIA After his graduation from college, Whitney went to Savannah, Georgia, where he planned to teach, and to study law in his spare time. When he arrived in Savannah he learned that the position which had been offered him had been given to some one else. He soon became acquainted with the widow of General ELI WHITNEY 139 Nathaniel Greene, who had been an important commander in the Revolutionary War. She was living on a large plan- tation and she invited Whitney to make his home there. He accepted and began his law studies. But Whitney's genius was mechanical, and he preferred inventing toys for the children and making little house- hold conveniences to studying law. Mrs. Greene was de- lighted when he made her an embroidery frame which was far better than the one she had bought. One day Mrs. Greene had as guests a number of south- ern gentlemen, who were discussing agriculture. They agreed that the land in the south was better adapted to raising cotton than anything else. At the same time, the growers made little money from the cotton because long hours of labor were needed to separate the seeds of the cotton from the fiber, and this had to be done before the cotton could be used. They spoke of the attempts that had been made to build a machine that would do this work. "Let us ask Mr. Whitney about that," suggested Mrs. Greene. "He can make anything." THE COTTON GIN Whitney was interested at once, and the next day he went to work on the problem. He made a workshop and there worked and planned. Many of the tools he needed could not be bought, so he first made them. He decided to use fine wires in his machine, and he had to make this wire because there was none in Savannah. For weeks and months Whitney planned and worked. Sometimes he was much disappointed at the results of his efforts, but he would not give up. He believed a machine could be made which would separate the cotton from its seed, and he wanted to make it. At last he 140 BUILDERS OF OUR NATION finished a rude model which worked. His cotton gin (a shortened form of engine) had a row of wire teeth which tore the cotton from the seed. The fiber was then drawn through a network of fine wires and the seed left un- harmed. Whitney now wished to manufacture the machines in large numbers. In order to have money to start factories he went into partnership with a Mr. Miller. This man was not only wealthy but he was a friend of Whitney and an enthusi- astic believer in his inven- tion. The news that Whitney had actually made a cotton gin which worked spread rapidly. Cotton growers were constantly coming and asking to see it. Whitney realized that if he showed his machine to every one and explained its workings, others would make machines like it and sell them. If he were to give up his plan of being a lawyer and become a manufacturer he must patent his gin so he could make some money out of it. To do this it was neces- sary to send a small machine (called a model) to the patent office in Washington. The government would then give Whitney the sole right to make machines after this model. He therefore refused to show his gin until it was pat- ented, but one night his shop was entered and the machine stolen. Before Whitney could make another model and secure his patent, several machines had been made by others. All these were, of course, copied from Whitney's. ELI WHITNEY'S COTTON GIN ELI WHITNEY 141 HIS LEGAL BATTLES Whitney fought a long battle in the courts of law for his rights. No one denied that he was the inventor of the gin, but dishonest men were eager to make money out of it. As soon as the cotton growers saw what the ma- chine would do they were anxious to get gins and would buy them from anybody. While Whitney was waiting for his patent he went north and began making arrangements to manufacture gins in Connecticut. At this time he received an urgent letter from his partner, Mr. Miller, saying : Do not let a deficiency of money — do not let anything — ^hinder the speedy construction of the gins. The people of the country are almost running mad for them. When the present crop is harvested there will be a real property of at least $50,000— yes, $100,000— lying useless, unless we can enable the holders to bring it to market. Pray remember that we must have from fifty to one hundred cotton- gins between this October, 1794, and next fall if there are any workmen in New England or the middle states to make them. Thus in the midst of legal disputes and under financial difficulties, Whitney took up the manufacture of cotton- gins for the southern market. He had to make many trips back and forth to the South to prove his right to the in- vention. Then came the discouraging news that the Pat- ent Office in Washington had been destroyed by fire and Whitney's original models lost. Many more months were now spent in the courts to prevent competitors from making the machine. At length Whitney was given the exclusive right to manufacture cotton-gins. But this did not end his troubles, for the Gov- ernor of Georgia took up the dispute and it dragged on for many years. While the demand for more machines was becoming greater in the South, Whitney was making but little money from his invention. The worst disaster 142 BUILDERS OF OUR NATION of all came in the destruction by fire of his entire manu- facturing establishment. This grave misfortune not only- reduced the unhappy inventor to poverty but threw him heavily in debt. Pressed on all sides for money, the inventor consented to sell his patent rights to the cotton-gin. It was then the eighth year of his invention and he had received almost nothing from it. Prosperity had increased in the South every year and Whitney had been responsible for the added wealth. It was finally agreed by the states that Whitney should receive $50,000 for his patent, provided he gave up all right to it. Whitney agreed to his part of the contract, but many of the states offered excuses and tried to recall their action. A long and annoying discussion followed, in which Whitney finally won a hard-fought vic- tory, receiving from all the states about $90,000. He said : I was seized and dragged to prison without being allowed to be heard in answer to the charge alleged against me, and, indeed, without the exhibition of any specific charge, in direct violation of the common right of every citizen of a free government. And when I consider that this cruel persecution is inflicted by the very per- sons who are enjoying these great benefits and expressly for the purpose of preventing my ever deriving the least advantage from my own labors, the acuteness of my feelings is altogether inex- pressible. THE UNITED STATES ARMORY After he had given up his right to this invention, he turned his attention to the making of fire-arms for the government. Before he died, in 1825, he had made a for- tune out of this business. His factory was conducted upon a model plan and each workman had definite work to do. Whitney greatly extended his service to his coun- try by making possible a better organized means of na- ELI WHITNEY 143 tional defense. The Secretary of the Treasury, Oliver Wolcott, said : I venture to assure you that the present improved state of our. manufacturers is greatly indebted to his skill and exertions; that though a practical mechanic, he is also a gentleman of liberal education, a man of science, industry, and integrity, and that his inventions and labors have been as useful to this country as those of any other individual. ELI WHITNEY, THE MAN Perseverance, patience, and cheerfulness — these were the qualities which made it possible for Whitney to suc- ceed, in spite of the many difficulties he met from day to day. He inspired confidence in his many friends because of his determination to win. He was never known to start any invention without finishing it. He was loyally de- voted to everything that he did, often working many hours over time to finish the day's duties. Through all his trying law suits, he was never known to lose his patience or to be discourteous to his opponents. OUR NATION'S DEBT TO WHITNEY The invention of the cotton gin affected the trade of the whole world, brought prosperity to the South, gave the planter a definite work, and placed us among the great agricultural nations of the world. The gin made a wonderful difference in preparing the cotton. When the seed was picked out by hand a man could separate only five or six pounds in a day. With Whitney's machine one man could remove the seed from a thousand pounds in the same time. The planters began raising more cotton and increased the yield every year. The price of cotton cloth was soon lower, which was a help to the poor people. At the same 144 BUILDERS OF OUR NATION time the manufacture of cotton goods and the exporting of cotton cloth and bales of cotton increased greatly. The manufactures and commerce of our country were thus directly affected by this invention. Ten years before Whitney's invention, a single bag of cotton was carried to England on an American ship. When the cotton was unloaded, many gathered around the bag, eager to see the cotton, but unable to believe that it had been grown in America. In 1793, when the gin was invented, only ten thousand bales of cotton were raised in the whole South. After one hundred and twenty-five years the cotton crop amounted to more than twelve million bales. Ships carry our cotton and cotton goods to every country on the globe. The wealth of the South depends on the cotton crop. Whether a planter has one acre or a thousand, he can raise cotton and sell it. The prosperity of America is due more to its corn and its cotton than to any of its other crops. Much of this we owe to the ingenuity, patience, and per- severance of one man — Eli Whitney. "Every cotton gar- ment bears the impress of his genius, and the ships that transported it across the waters were the heralds of his fame." Topics for Review and Search 1. Were there factories in Eli Whitney's time? Would it be possible now for each family to make all the different things it needs and uses? 2. Before the invention of the cotton gin w^as cotton used more than wool? 3. Do you think Whitney was an interesting man to know? Why? Suggested Supplementary Reading Historic Americans, Elbridge S. Brooks (p. 218). Heroes of Progress in America, Charles Morris (p. 91). Four American Inventors, Frances M. Perry (p. 73). CYRUS HALL McCORMICK (1809-1884) Upon a prosperous little farm in Rockbridge County, Virginia, Cyrus McCormick was born in February, 1809. The home was humble, but the family all worked hard and prospered. The McCormick homestead was a busy place, for those were the days of home-made articles. A family had to THE McCORMICK HOME invent its own conveniences or go without them. Fac- tories scarcely existed when Cyrus was a little boy. His father had designed and manufactured most of their fur- niture. His mother not only cut and sewed the children's clothes, but she first spun the wool and wove the cloth. Mittens, caps, shoes, and stockings were all made in this 145 146 BUILDERS OF OUR NATION busy household. Candles were molded, carpets were woven, soap was manufactured, hams were cured, and many other things were made which we now buy ready to use. The country schools at this time were poor and Cyrus had little chance for education. He is said to have been deeply interested in his books, especially in geography. One day, when he was about fifteen, he surprised his teacher by bringing to school a map he had made. It showed the two hemispheres side by side. These were carefully drawn with ink on the paper, which was pasted upon cloth, with rollers at the top and bottom. "This is beyond me," said the teacher, and Cyrus's map made him famous in the neighborhood. As soon as he was old enough he helped his father with the farm work. One of the hardest tasks in those days was cutting the wheat. There were no machines to do this work. The men and boys had to go into the fields with scythes and cradles and mow the grain by hand. They then collected it in bundles and tied these with cords. Often some of the grain spoiled, because the cutting process was so slow. THE FIRST REAPER Cyrus's father had tried for many years to invent a ma- chine that would cut the grain and tie it into bundles. As the boy swung his cradle through the long, hot summer days he thought about inventing a reaper himself. Tired as he was at the end of his day's work he would spend his evenings figuring and planning such a machine. If only machinery could be made to do the hard work that was wearing out the farmers — this became the controlhng idea of his young mind. From the time that CYRUS HALL McCORMICK 147 he was a little child he had watched his father trying to make a reaper, and "reaper" was one of the first words Cyrus had learned. Now he studied the machine his father had made to see why it would not do the work. He knew how to use tools, to make the wooden parts. He had often helped his father in the blacksmith shop which stood on their farm, so he knew how to work in iron, too. When he had made his plans carefully, he set to work to make a reaper of his own. By the summer of 1831 he had built a reaper, every part of which he had made himself. One hot July day the youth of twenty-two rode into the harvest field on a queer- looking machine slowly drawn by two horses. All the family followed as the reaper advanced to the yellow grain which stood shining in the sunlight. Click, cHck, click went the knives, and as the machine advanced, it left a row of bundles behind it. McCormick knew now that his invention was a success, but he had to prove it to others. Soon after this he ar- ranged to show his reaper at work in a field near Lexing- ton. When the day came, farmers were gathered from all around. Every fence post was occupied by a boy and every one was eager to see. When the machine came in sight, a crowd was following it. McCormick drove into the field which had been selected. It was very hilly and therefore the machine CRADLE, FORMERLY USED FOR CUTTING WHEAT 148 BUILDERS OF OUR NATION began to shake and jerk and tear the wheat badly. Laugh- ter and shouts of ridicule arose from the crowd. "It's a humbug," "Give me the old scythe yet," were some of the things McCormick heard. The owner of the field rode up and called to him : "Here, this won't do. Stop your horses. You are spoiling my wheat." MCCORMICK'S FIRST REAPER (From an old print) The young man stopped, but his disappointment changed to joy when he was invited by the owner of the next field to try his machine there. The ground was level, and within a few hours the new reaper had cut and bound six acres of wheat. MANUFACTURING REAPERS McCormick at once began to manufacture reapers in a shop on his father's farm. There was little advertising in those days, and it was several years before many farm- ers learned about the harvester, as it was called. When CYRUS HALL McCORMICK 149 orders began to come in, McCormick found another diffi- culty. It was to the west of Virginia, in the wide valley of the Mississippi, that there was the greatest need for reapers. There was no rail- road by which they could be shipped. To send them by water was a long and slow way. They had first to be hauled in wagons overland; they then went by canal to Richmond, from there to New Orleans on the ocean, and finally up the Mississippi and Ohio rivers to Cincinnati. McCormick decided he must manufacture the reapers nearer where they would be used. He went first to Cincinnati, but later decided on Chicago, and built a factory there in 1846. Ever since then McCormick harvesters have been made and they are now shipped all over the world. CYRUS H. McCORMICK THE REAPER ABROAD In a few years the name of Cyrus Hall McCormick was known to many nations. He visited Europe and was everywhere entertained with honor. He was elected a member of the French Academy of Science because, as was said, "He has done more for the cause of agriculture than any other living man." 150 BUILDERS OF OUR NATION In 1898 twenty thousand reapers were shipped to Eng- land in a fleet of twelve ships. Today the reaper is the machine exported in greatest numbers, and more reapers are manufactured in the United States than in any other country in the world. McGORMICK'S SERVICE TO OUR COUNTRY With its final improvements one reaper can do the work of ten men. Thus it has not only lightened the A MODERN REAPER farmer's labor, but made it possible for him to cultivate much larger fields of grain. This has given the farmer better pay for his labor and increased the wealth of our land. Even more important is the additional food which im- proved farm machinery has enabled the farmer to grow. The United States raises wheat not only for its own peo- ple, but exports millions of bushels every year. In the World War and the time immediately following it, our CYRUS HALL McCORMICK 151 country fed the starving nations of Europe. No one can tell how many thousands of lives were saved by bread made from wheat cut by the McCormick reaper. Topics for Review and Search 1. Make a list of articles of everyday use which were made at home a hundred years ago and are now bought. 2. Name some machines which have made the work of the house- hold easier. 3. Do you think McCormick, Jackson, and some of the other men you have read about would have liked more schooling? Suggested Supplementary Reading The Romance of the Reaper, Herbert Casson. Heroes of Progress in America, Charles Morris (p. 166). JAMES JEROME HILL (r838-1916) The cotton gin of Eli Whitney soon caused the amount of cotton raised to increase greatly, and this made clothing cheaper and more plentiful. The reaper invented by Cyrus H. McCormick enabled the farmers to grow a much greater amount of wheat, and so give every one enough white bread. In the East there were some short lines of rail- road, but elsewhere there was still no way to send clothing or machinery or food overland except the slow method of hauling it in wagons drawn by horses. The next man we are to read about built railroads to carry these inventions and products across the country. James J. Hill was born in the province of Ontario in Canada, September 16, 1838. His father was a farmer and James's boyhood was spent in the country and in a small village. At the age of five he started to school, walking two and a half miles, even on the coldest winter mornings. He had a good teacher and he was a faithful pupil. He really preferred reading to play, and he was fortunate in having a few good books. Newspapers and books were rare in that new country, where people had little time for reading, but James's father owned the works of Shakespeare, the poems of Burns, a Bible, and a dictionary. At ten the boy entered the Rockwood Academy, where he studied English literature, Latin, Greek, algebra, and geometry. At thirteen he read a life of Napoleon, which influenced him greatly. He realized the power of perse- 152 JAMES JEROME HILL 153 verance and self-confidence. He made up his mind that success was possible to any one if he had the will to carry his plans through. He was fond of outdoor exercise and sports, especially hunting and fishing. He continued to hunt and fish in the vacations all through his busy life, and he never lost his pleasure in these sports. When James was fourteen the death of his father com- pelled him to leave school and he became a clerk in a vil- lage store. At the end of his first four weeks of work he received his pay. "I never felt so rich," he said ; "I never expect to feel so rich again in my life, as when I looked at those four dollars and when I handed them over to my mother." He worked faithfully and his employer, an elderly Scotchman who was not given to praise, said to him : "If ye keep on ye'll make your way in the world." THE YOUTH GOES WEST At seventeen he left home and started west, intending to go at least as far as the Pacific Coast. He even thought of becoming a sailor and visiting the countries of the Orient. To cross the country in those days was a great undertaking. The only railroads were a few short lines in the East. Where it was not possible to go by boat, men had to ride on horseback or in the covered wagons called prairie schooners. There were no good wagon roads and on such a journey it took weeks to go from New England to the Mississippi. Chicago was only a village, and west of the Mississippi lay an unknown wil- derness. But the youth set out with great hopes and high am- bitions. He had gone only as far as Syracuse, New York, 154 BUILDERS OF OUR NATION when the few dollars he had started with were used up, and he found himself penniless. But this was not a great difficulty to a strong young man who had set out to see the world. He went to work with a will and earned the money for his jour- ney as he went west. Hill reached St. Paul in July, 1856, expecting to join a party of hunters and go with them to the Pacific Coast. To his disappointment he found when he ar- rived that the last party had left and there would not be another expedition west until the follow- ing spring. He went to work in St. Paul, which was not much more than a trading post. But it was an important settlement for several reasons. It was an outpost in the great Northwest, and hither traders from long distances brought their valuable pelts and furs. It was on the Mississippi, and already a line of steamboats was running daily between this town and Galena, 111. New settlers were constantly coming to Minnesota, and this territory hoped soon to be admitted as a state. All this meant progress and was of great interest to the bright young man. He became a clerk in the office of JAMB:S JEROME HILL, JAMES JEROME HILL 155 the steamboat company and throughout the remainder of his life his chief interest was in transportation. His leisure time was spent mostly in reading and he acquired a fund of general information. The story is told that he once offered to sit up at night with a sick friend. He read a book on engineering steadily all night long. When asked if he intended to be an engineer Hill said: MODEL OF AN EARLY RAILROAD TRAIN "I do not know. You see, I am only a young man yet, and a knowledge of engineering may prove useful some day." He not only read a great deal but he remembered what he read, storing in his mind information which would be useful in the future. He understood the machinery of the steamboat; he learned business methods; he studied the materials and uses of different coals; and he informed himself upon the best methods of farming. With all his study he loved fun, and made good friends who liked his jokes and appreciated his kindness and generosity. When the news of the outbreak of the Civil War reached the far Northwest, Hill was iired with patriotism and set to woik to raise a company of cavalry. He also joined the "Pioneer Guards" — a company of volunteers^and hoped to belong to the First Minnesota Regiment. In this 156 BUILDERS OF OUR NATION he was disappointed because he could not pass the physi- cal examination. While still a boy he had lost the sight of one eye in an accident, and now this prevented his en- tering the army. He had to content himself with doing all he could for the soldiers. TRAVEL IN THE NORTHWEST He succeeded as a clerk and advanced in business, al- ways planning for better transportation for the great Northwest. By 1865 he was in business for himself and in 1871 he had established a steamboat line on the Red River as far north as Winnipeg. He made his first trip to Winnipeg overland through the deep snow with a dog team. He took many-such journeys, one of which he wrote about as follows : I remember my first trip out of North Dakota. I had slept at Tongue River in the northern part of the state, and it was a gray, misty morning. I was on horseback and had an Indian guide, and he had a cart and an extra pony. I know that I fell asleep on horseback, and the horse awoke me by snorting. I looked ahead, and in the fog, sitting on a knoll, was a wolf. I thought that wolf was bigger than a horse. He got up, looked over his shoulder at me, walked away, and I haven't seen him since. Down near Georgetown I was crossing on ice which looked as though it might be all right. All of a sudden it gave way, and as I didn't know how deep the water was, I had occasion to think of all the good things and all the bad things I had ever done between the time I started down and when I struck ground, with the water reaching to my vest pockets. It was hard work getting back to the ice again, but at last I got on a small pile of earth, heaped up by a beaver when the water was not so high, and by that help was able to get up again and continue to Georgetown. Hill now owned the only system of freight and passen- ger traflftc between St. Paul and Winnipeg, but the method was slow. For some distance people had to travel by JAMES JEROME HILL 157 big sleds or on horseback, while packages were hauled by ox team. The traffic was fast outgrowing this method of transportation, and two rival railroads were planning to extend their lines clear up into Canada. THE RAILROAD KING Then Hill's opportunity came. With his partners, Kitt- son and Smith, he bought the small railroad known as the St. Paul and Pacific. This purchase took every dollar the firm had, and was a great risk. The other two men were doubtful and would never have consented to the under- taking if Hill had not persuaded them by his enthusiasm. His knowledge of the Red River country, which he had explored years before with his team of dogs, and his ex- perience in transportation, were needed now. He used them so well that in a few months he and his partners were making money out of their railroad. But Hill had an ambition much greater than money- making. He wanted to see a railroad reaching across the United States from coast to coast. He realized what such a railway system would mean to the country. The rail- road was necessary to open up the Northwest to settlers. The gold of California, the fruit of Washington and Ore- gon, the wheat of southern Canada — all these needed a railroad to carry them to the East. After Hill became joint owner in his first railroad he bent his energies to the one thing he wanted to accom- plish. In 1893 the Northern Pacific was completed to the Pacific Coast. This connected with the eastern lines so that the railroad reached from the Atlantic to the Pa- cific. A few years later he held more interest than any- one else in three different railway systems, and was called the railroad king. 158 BUILDERS OF OUR NATION He succeeded because he would not be defeated and be- cause of his knowledge of men, his thorough understand- ing of business, his ability to look ahead, and his fearless- ness. In great things as well as small he was absolutely honest. When he was tempted to do a dishonest thing he replied, "It was not necessary to bribe me to do the fair and respectable thing toward so close a neighbor as the Union Pacific; and, on the other hand, I could not be bribed to do wrong in any way." OUR DEBT TO HILL By building his railroad Hill hastened the settlement of the Northwest and also its development. He added greatly to the wealth and prosperity of our country. He opened the way to the most wonderful scenery in America — that in the Canadian Rockies — and made it possible for people living anywhere in the United States to journey quickly, easily, and comfortably to such beautiful places as Gla- cier National Park. • In five days now one can travel from New York to San Francisco, and letters come and go as quickly. The or- anges and grapes of California and the apples of Wash- ington are sent all over the United States and arrive fresh and delicious. These and many other advantages are ours because of the railroads which now reach everywhere. Hill long ago saw the need for saving or conservation, of which we now hear so much. He wrote : "The armed fleets of an enemy approaching our harbors would be no more alarming than the coming of a day when we shall not have enough food for our people. The farmers must save food in the future just as they built up great stores of it in the past/' JAMES JEROME HILL 159 Topics for Review and Search 1. Find out where the first railroad in the United States was built. 2. How was mail sent before there were railroads? 3. What great invention we have already studied made travel much swifter? 4. Where in the United States today do we travel or ship goods by water, and where by land? Why? 5. For what kinds of transportation are airplanes used? How long have they been used in these ways? Suggested Supplementary Reading Famous Living Amerioans, Mary Griffin Webb (p. 234). THOMAS ALVA EDISON (1847-—) Thomas A. Edison was born in Milan, Ohio, February 11, 1847. When he was seven years old his parents moved to Port Huron, Mich., near the Canadian border. His mother taught him at home and he spent much time read- ing. The books which he read and from which he learned passages were not a boy's story books. They included a history of the world, a small encyclopedia, and books on science. THE NEWSBOY At twelve he began selling papers, books, and candy on the train which ran between Port Huron and Detroit. He made such a success of this business that he earned forty dollars a month. He wanted to sell as many newspapers as he could each day, but he could not afford to buy more than he would sell. He made a friend of one of the newspaper men and persuaded him to show him each day a proof of the news for the following day. In this way the boy could judge how important the news was and order his papers accord- ingly. Ordinarily he sold about two hundred papers a day, but if there was exciting news he might sell three hundred. He was always quick to seize an opportunity. He was in Detroit when the news of the battle of Shiloh came. This was in the second year of the Civil War, and there was great excitement. Edison got the telegraph operator at Detroit to send a message to every town between there 160 THOMAS ALVA EDISON 161 and Port Huron. The station master in each place wrote on his bulletin board the news of a great battle, Grant victorious, and thousands killed. Edison knew there would be a big demand for papers and he had only money enough to buy three hundred. He made his way to the publisher of the paper and got one thousand papers on credit. He sold them at an in- creased price, and made what to him was "an immense sum of money." THE WEEKLY HERALD He received from a newspaper publisher in Detroit, with whom he had made friends, three hundred pounds of old type which the owner of the paper could no longer use. With this type Edison printed a small paper of his own which he called The Weekly Herald. He set up his printing case in the baggage car and worked as the train went along. This was the first newspaper ever published on a moving train. The paper, which was written by its fourteen-year-old proprietor, often contained late news which Edison learned from the telegraph operators. This, with items of local THOMAS A. EDISON IN HIS LABORATORY 162 BUILDERS OF OUR NATION interest, made it a success, and he often sold four hundred copies of an issue. While a very small boy he had begun investigating and experimenting. His first laboratory was in the cellar of his home, and here he had about two hundred bottles of chemicals. With these he tried many experiments, and learned some valuable lessons. It was to get money to buy apparatus and chemicals that he began work as a newsboy. His next laboratory was in a corner of the baggage car, and here he worked when not selling papers. One day as the train was running swiftly over a piece of poorly laid track, there was a sudden jolt. A small explosion among the chemicals followed, and the car caught fire. The baggageman put out the fire, but he was so angry with the boy that he not only put him off the train, with his laboratory and printing press, but also boxed his ears severely. This punishment resulted in Edison's perma- nent deafness. In many ways this has been an advantage to the inventor, since he is not disturbed by the noisy machinery while working in his laboratory. THE TELEGRAPHER While a paper boy he became much interested in teleg- raphy, and determined to become a telegrapher. He and a boy friend built a line between their homes. It was made of common stove wire and bottles set on nails driven into trees, but the boys had great fun sending messages back and forth. One day, when he was fifteen, he was standing near the railroad track. Suddenly he saw a little boy toddle on to the track, right in front of a train. Edison snatched the THOMAS ALVA EDISON 163 child out of the way just in time to save the Httle boy's life. The child's father was the telegraph operator at Port Huron, and as a token of gratitude he taught Edison telegraphy. The eager boy worked eighteen hours a day and soon mastered the art. He then became a night op- erator at twenty-five dollars a month. For the next few years he was a telegrapher in different cities. In 1868 Edison arrived in Boston and through a friend's recommendation secured a position in the office of the Western Union Telegraph Company. He was put to work at once. Edison had passed through a blizzard on his way east; he was tired, cold, and hungry. His clothes were mussed and shabby, and the other employes looked at him with contempt. They decided to have some fun at his expense. He was told to take a message for the Boston Herald. It had been arranged that a skillful operator in New York should send the dispatch so fast that no one could write it down. The New York man did his best, but Edison got every word and wrote it in a clear vertical hand. The joke was on the others. From Boston, Edison went to New York. Here he began making inventions, and he succeeded so well that he soon gave up telegraphy for the larger field of electricity, in which he had always been most interested. THE INVENTOR In the next few years he set up a laboratory of his own, where he employed fifty men to help him in his inventions. In one year he invented thirty-two different articles. Be- tween 1869 and 1910 more than thirteen hundred patents were granted to Edison. To him we owe the mimeograph, a machine with which one can make a thousand copies of a letter or printed sheet. 164 BUILDERS OF OUR NATION THE FIRST PHONOGRAPH THE PHONOGRAPH The phonograph is one of the few productions of Edison which came rather as a result of chance than of a plan. He tells that he had been experimenting with an automatic method of recording telegraph messages on a disk of paper laid on a revolving plate — such as is used in the talking machine to- day. He knew this plate could reproduce sound vi- brations, and it suddenly oc- curred to him that it ought to record the human voice. Edison told his idea to a friend who thought it ab- surd. Nevertheless, Edison held to his belief. After mak- ing a few necessary changes, Edison recited "Mary had a little lamb" into the machine. Both men were surprised beyond words when the machine repeated the words per- fectly. They were so interested that they sat up all night, making changes, and singing and reciting into the machine. The next morning Edison took his new invention to New York and went to the office of the Scientific American, where he demonstrated the machine. At first people did not believe it possible that a machine could reproduce the human voice. They thought there must be some trick about it. The first phonograph, while it could be under- stood, did not bring out clearly the sounds of some letters. Several years later Edison perfected the machine so that it gives forth the exact sounds which it receives. There are many different makes of phonographs today, but all are developed from the one which Edison invented. THOMAS ALVA EDISON 165 THE ELECTRIC LIGHT Perhaps Edison's most important invention and the one of which he is most proud, is the electric light. For months he worked to produce a filament which would not burn out. The filament is what looks like fine wire in the incandescent bulb. For this he tried threads made of cotton and bamboo, sending men all over the world to get different kinds of the latter. In the end he manufactured a substance which makes a filament lasting hundreds of hours before it burns out. THE MOTION PICTURE While Edison did not invent the motion picture, his improvements gave it the form it has today. He thought of the long strip of film which could be unrolled at what- ever speed the operator wished while lights were timed to correspond. He was interested in this because he saw it could be of use in scientific study and in imparting infor- mation, but it has been used much more for entertainment. Edison has also worked out a combination of the mo- tion picture and the phonograph. This enables an audi- ence to hear the speeches of the actors or the songs of the opera while it watches the pictures. In this way a play or opera is completely given. This has not yet been used to any great extent, but will certainly be a means of education as well as of amusement, at a low price. THE ELECTRIC LOCOMOTIVE To this remarkable man we owe also the electric loco- motive. He was not the first who thought of using elec- tric power to pull cars, but it was he who worked out practical means of doing so. He made experiments and 166 BUILDERS OF OUR NATION improvements with electric locomotives and even had a track built on his own grounds. On this he himself ran his engines with great enjoyment. Here he demonstrated to the great railroad men of the country that the electric locomotive could do the same work as the steam locomotive. EDISON DRIVING HIS FIRST ELECTRIC LOCOMOTIVE At the same time he was working out methods of ap- plying electricity to street railways. The street-cars were then pulled by horses or, in some cases, by cable. Now horse-cars and cable-cars are practically unknown; elec- tric cars have taken their places. Electric locomotives, also, have been substituted, in many places, especially in cities, for steam locomotives. They have the advantage of operating without smoke and with very little noise. THOMAS ALVA EDISON 167 One of Edison's recent inventions, of which he is very proud, is a means of making a cement house. By this method a ten-room house can be built in four days. A steel mold is set up, into which liquid concrete is poured. When the mold is removed there stands the whole house — walls, cellar, roof— complete in every detail. This, indeed, seems like magic. EDISON'S HOME At Orange, N. J., Edison built a beautiful home and extensive laboratories. It is in the latter that he spends most of his time. Here is his large library and the famous museum, which is said to contain the most complete as- sortment of chemicals in the world. There are many rooms, each with apparatus for experiments of different kinds. In Edison's own room there is a table on which he can eat a meal which is sent in, and a cot on which he can sleep for a few hours, for he often works here days at a time. EDISON AND AMERICA There is no electrical device of importance that does not owe something to Edison's genius. Without the elec- tric light the work of our great factories could not be carried on. His storage battery gives us such different things as the electric bell and the electric automobile. The phonograph will preserve the voices of our great men and singers for future generations. Edison's inventions have been adopted in all the coun- tries of Europe, and he has everywhere received medals and degrees. He cares little for these things, but we are proud that it is an American who has made all these in- ventions and received so many well-deserved honors. 168 BUILDERS OF OUR NATION Topics for Review and Search 1. What qualities of Edison as a boy do you admire? 2. How many common uses of electricity can you name? 3. Write an account of the state our country would be in, if we were suddenly compelled to stop the use of electricity. 4. Mention other inventors of useful appliances. Suggested Supplementary Reading Winninff Their Way; Boys Who Learned Self -Help, John T. Faris (p. 31). Thomas Alva Edison, F. A. Jones. Boys' Life of Edison, W. H. Meadowcroft. SONGS OF HOME AND WORK Perhaps you have seen a group of laborers at work digging a trench or laying some rails. Often they mark each blow of the pickax or the hammer by a verse of a song. Sometimes all of them join in this verse, a religious song such as a negro "spiritual," or some national song peculiar to the foreign race to which the laborers belong. Or it may be a ballad, a story in song, in which some leader sings or invents the stanza and all the group join in the chorus. Song and work are naturally connected with each other. So the poets who are best loved in any country are those who have translated the daily experiences of all men into song. This Robert Burns did in his songs of simple Scottish peasant life. Some one once said that if he could make the songs of a people he would not care who made the laws. The songs of America, like the songs of France or Scotland or Italy, re- flect the life and ideals of the people. The poet is as valuable, therefore, as the explorer or the statesman or the inventor. In the Revolutionary War a poet named Philip Freneau wrote songs that the soldiers learned to love because of the courage they gained from singing them. In the war of 1812 Francis Scott Key, a prisoner on a British ship, watched the attempt to capture an American city, and in the joy of his heart wrote "The Star-Spangled Banner" to express his feelings when the morning light showed that the attempt had failed. Now when the band begins to play the music of this song we stand with bared heads in tribute to the flag. So also the "Battle Hymn of the Republic" and "Dixie" are songs dear to all Americans because they express our national life and ideals. Some men have written so many poems of home and work that they have become household poets of America. The story of one of these men you will find in the following pages. 169 170 BUILDERS OF OUR NATION Topics for Review and Search 1. Find out how "The Star-Spangled Banner" came to be written. Can you repeat all the words? 2. Name several songs which were sung by Americans during the World War. 3. Give the names of the national songs of as many countries as you can. 4. When you are happy, do you feel like singing? What song do you like best? Suggested Supplementary Reading Songs That Every Child Should Know, Mrs. M. S. H. Bacon. Stories of Great National Songs, N. Smith. Days and Deeds, Burton Egbert Stevenson. HENRY WADSWORTH LONGFELLOW (1807-1882) Henry Wadsworth Longfellow was born in Portland, Maine, February 27, 1807. His father was a lawyer, and the boy lived in a home of comfort and received the best education afforded in his time. The town of Portland is beautifully located on high land. On one side is the ocean where you can see the white-sailed boats coming into port. The view in the other direction is of the mountains with their dark ever- greens. Even at that time the elms, which line the streets of Portland, were tall trees. With his four sisters and three brothers he spent many a happy vacation on the farms of his two grandfathers, which were only a few miles from Portland. Here he had the fun which a town boy so much enjoys — going for the cows, gathering eggs, picking strawberries, driving the horses. Henry played ball with the other boys, flew his kite, went swimming in summer, and coasting and skating in winter. But, unlike his friends, he was fond of walking alone in the woods, where he could think. Many years afterward he wrote a poem about some of his boyhood memories. Pleasant it was, when woods were green And winds were soft and low, To lie amid some sylvan scene, Where, the long drooping boughs between, Shadows dark and sunlight sheen Alternate come and go; 171 172 BUILDERS OF OUR NATION Beneath some patriarchal tree I lay upon the ground; His hoary arms uplifted he, And all the broad leaves over me Clapped their little hands in glee, With one continuous sound; — And dreams of that which cannot die, Bright visions, came to me. As lapped in thought I used to lie. And gaze into the summer sky. Where the sailing clouds went by. Like ships upon the sea. He went to school at five, then to the Portland Academy, and graduated from Bowdoin College when he was eight- een. He then spent three years in Europe, studying mod- ern languages and literature. THE PROFESSOR On his return he was made a professor of modern languages in his own college, Bowdoin. There he lectured on French, Spanish, and Italian literature, besides pre- paring his own textbooks. This young professor, then only twenty-two, became very popular with the students. He was their comrade and took as keen a delight in their recreations as in helping them with their work. One of his pupils has said that "a better teacher, a more sympa- thetic friend never addressed a class of young men." AT HARVARD . In 1834 Harvard College offered him a professorship with the privilege of a year's study abroad. In this year he traveled through Norway, Sweden, Denmark, Germany, and Switzerland, learning the Swedish, Danish, and Icelandic languages, At the end of the year he HENRY WADSWORTH LONGFELLOW 173 returned to Harvard College as professor of modern languages and literature. He lived in the historic Craigie House, Cambridge, overlooking the beautiful Charles River. This beauti- ful old colonial mansion had once been owned by a wealthy English merchant, who was on the side of King CRAIGIE HOUSE George during the Revolution. It was here that Wash- ington had his headquarters during the defense of Bos- ton. The room which had once been Washington's office became the poet's study. Here it was that Longfellow began writing as a serious work, and he wrote much during these days, without neglecting his many college duties. His first books were prose, but he soon published a volume of poems, and from that time on he wrote only poetry. After eighteen years 174 BUILDERS OF OUR NATION at Harvard, Longfellow resigned his professorship to give all his time to writing. He had a happy home hfe, and his friends were the chief literary men of his day. He knew Hawthorne and John S. C. Abbott while he was in college ; and Lowell and Holmes were friends of his later life. LONGFELLOW AND THE CHILDREN One of Longfellow's most striking characteristics was his love for children, and many of his poems were written for them. He had two boys and three girls of his own ; in his poem, "The Children's Hour," he described his daugh- ters at "grave Alice and laughing Allegra and Edith with golden hair." He has been called "the children's poet," and the following verses are part of a poem he called "Children": Come to me, O ye children! And whisper in my ear What the birds and the winds are singing In your sunny atmosphere. For what are all our contrivings, And the wisdom of our books, When compared with your caresses And the gladness of your looks? Ye are better than all the ballads That ever were sung or said; For ye are living poems, And all the rest are dead. The children loved him very much in return. His poem, "The Village Blacksmith," beginning "Under a spreading chestnut tree," was suggested by a real blacksmith who worked under a tree in Cambridge. When this tree had HENRY WADSWORTH LONGFELLOW 175 to be cut down the school children of the city had an arm- chair made from the wood. The children marched to Longfellow's home on his birthday, sang their songs for him, and presented him with the chair. HIS FAREWELL TOUR OF EUROPE In 1868 and 1869 Long- fellow, with his children, traveled through a great part of Europe. His rep- utation had long since gone before him, and he was honored wherever he went. The universities of Cambridge and Oxford conferred degrees upon him. A friend has de- scribed him as he then appeared in a college pro- cession: "The face was one which would have caught the spectator's glance, even if not called to it by the cheers which greeted his appearance in the red robes of a Doctor of Laws. Long white silken hair and a beard of patriarchal whiteness enclosed a fresh-colored counten- ance with fine cut features and deep sunken eyes, over- shadowed by massive eyebrows." LONGFELLOW'S ARMCHAIR THE POET Longfellow's best poems and those which give him the highest rank are American in subject as well as in spirit. 176 BUILDERS OF OUR NATION His ability to tell a story is shown in the short poem, Paul Revere's Ride, which is a stirring account of a real incident in the Revolutionary War. Evangeline is a story, also, but a much longer one. It, too, is a tale from Ameri- can history and no one who has read it can ever forget the sufferings of the poor Acadians who were driven from their homes. The Courtship of Miles Standish is a tale of the Puritans in New England. HIAWATHA Longfellow studied the great poems of the world, and he wanted to write a great American poem. For subject he took a legend of the American Indians, the story of an imaginary hero. The poet studied the life of the In- dian and learned many Indian words. In less than a year he composed the long poem, Hiaivatha. It is so simple that a child can understand it, but at the same time it is interesting to any one. It is filled with nature studies, and gives a poetic picture of Indian life. LONGFELLOW, THE AMERICAN Craigie House was his home until his death in 1882, and the house has been kept just as it was when he lived in it. A bust of Longfellow stands in the "Poets' Corner" HENRY WADSWORTH LONGFELLOW 177 of Westminster Abbey, that beautiful English church in which so many poets are buried. LONGFELLOW IN HIS STUDY Not only did Longfellow choose American subjects for many of his poems, but the lines which have been called his finest poetry are also his most patriotic : Thou, too, sail on, Ship of State! Sail on, O Union, strong and great! Humanity with all its fears. With all the hopes of future years Is hanging breathless on thy fate! Topics for Review and Search 1. How many poems by Longfellow have you read? Which do you like best? Why? 2. Tell the story of Paul Revere's ride. Is it more interesting in poetry or in prose? 3. What kind of man was Longfellow? Would you liko to have known him? 178 BUILDERS OF OUR NATION 4. Name some other American poets. Do you know of any who are still living? 5. What kind of books did Hawthorne write? John S. C. Ab- bott? Lowell? Holmes? Suggested Supplementary Reading On Wood Cove Island; a Summer with Longfellow, Elbridge S. Brooks. Four American Poets, Sherwin Cody (p. 71). Children's Stories in American Literature, Henrietta C. Wright (p. 156). A CLOSER UNION We have already seen that after our country was discovered and the foundations laid , the thirteen groups had to unite. One of the chief tasks of the great men of that time was to awaken the colonies to the need for cooperation. They succeeded in drawing up a plan of government called a Con- stitution, in which this union was accomplished. For many years there was no trouble. But there were, from the first, men who thought that it was right for states to withdraw from this union if they wished, just as a business partnership may be broken up at the will of any members of the company. As time went on, the differences of opinion increased. The march of the pioneers about which you read a while ago was toward the West. The roads, and later the railroads, followed this westward march. But the country was divided, not into East and West, but into North and South. This was because of climate, different crops, and the different systems of work which had sprung up. Many people in the North believed slavery of any kind wrong, while the majority of southerners thought it right, and necessary with their large plantations. Misunderstandings arose because the people of one section did not know very well the people from other sections. Some great Americans saw the danger in this and tried to bring about a better understanding. They tried to show all people of the North and of the South that only in keeping the partner- ship of the states unbroken could America continue her progress or even guard her safety. There were equally sin- cere and devoted men who thought that the two sections ought to separate. The result of the quarrel was a great war. We are far enough away from this war now to see that it was necessary in order that the Union might be made strong enough to withstand any shock. Many people in Europe had 179 180 BUILDERS OF OUR NATION from the first held that this new plan of living could not last, that it could not meet the test. We can see now that this (var was as necessary to the firm foundation of our plan of government as was the Revolutionary War in which America separated from England. We are far enough away from it to realize that some of the men who fought against the Union, men like General Lee, were sincere and great Americans. Out of it all one great figure rises supreme, the figure of Abraham Lincoln, greatest of Americans since Washington, the man who saved the Union. Topics for Review and Search 1. Name some men who helped awaken the colonies to the need for union; some who helped in drawing up the Constitution. 2. Name some men who helped the pioneers, and tell what each did. 3. What were the chief industries in the South? In the New England States? In the North-Central States? 4. In the World War (1914-1919) did the different parts of the country — North, South, East, and West — have the same interest and act with the same enthusiasm? Suggested Supplementary Reading The Romance of the Civil War, A. B. Hart. Deeds of Daring by the American Soldiers, North and South, During the Civil War, D. M. Kelsey. Civil War Stories Retold from St. Nicholas. DANIEL WEBSTER (1782-1852) HOUSE IN WHICH ^VEBSTER WAS BORN Just at the close of the Revolutionary War there was born in a log cabin among the New Hampshire hills a boy who was to become America's greatest orator. Daniel Webster was the son of a farmer, Ebenezer Webster, and was next to the youngest in a family of ten. At five he caught his first trout in a mountain stream near his home. In doing so he fell into the cold water, but this did not lessen his liking for fishing, for it was always his favorite sport. Because he was a delicate child he was permitted to spend much of his time in play. His mother taught him to read and he was fond of reading aloud. Even as a child he had a clear musical voice and read well. Many a farmer would stop at the Webster home, saying, "Come, let's go in and hear Dan Webster read a Psalm." The boy made a friend of an old sea captain who loved him and carried him on his back when the little fellow was not able to walk. He told the boy marvelous tales and Daniel read aloud to him the small newspapers of tha\: day. 181 182 BUILDERS OF OUR NATION This boy had a very unusual memory and at eight years of age it is said he had learned by heart the entire consti- tution of the United States. He memorized long passages from Shakespeare and whole chapters of the Bible. After he had started to school he won a jack- knife as a prize for reciting more Bible verses than any other child. When he had given sixty or seventy verses the teacher presented him with the knife. "But," said the boy, "I know several chapters more." IN ACADEMY AND COLLEGE M )f xM *; . 1 §. ' '*^-^ ■-I Fl I DANIEL WEBSTER When Daniel was fourteen his father sent him to Phillips Academy at Exeter. Most of the other boys were from wealthy families and they ridiculed and teased the new boy because of his country manners and homespun clothes. He became so self-conscious that during the year he remained at Exeter he was unable to give a declamation though he prepared himself carefully beforehand and liked speaking better than anything else. But he made such a success of his studies that before he DANIEL WEBSTER 183 had been in the academy three months he was placed at the head of his class. A year later he entered Dartmouth College. His father had resolved that the youth should have an education, even though it meant sacrifices for all the family. The farm was mortgaged and Daniel went to college. He graduated when he was nineteen. His father had ex- pected him to be a teacher, but Web- ster decided to study law. At the time Daniel went to college his next older brother, Ezekiel, wanted very much to go, too. The father could not spare both boys from the farm and it was decided that Daniel should go because he was not strong enough for farming. But the younger boy was determined his brother should have a chance, and while studying law he taught school and did copying at night to earn money to help his brother. At last Ezekiel was graduated from college, and both brothers became lawyers. BUNKER HILL MONUMENT THE ORATOR He practiced law for several years in small towns of New Hampshire. While he was in college he had over- come his shyness and become an easy speaker. He gained in power and ability while speaking constantly in the courts. In 1820 he was chosen to give the Plymouth ora- tion in memory of the landing of the Pilgrims two hun- dred years before. This marked the beginning of his 184 BUILDERS OF OUR NATION career as an orator. Five years later he delivered his great Bunker Hill oration, when the cornerstone of the monument was laid. He was twice elected to Congress and then to the Sen- ate. Here he made his famous speech in reply to Senator Hayne. Hayne spoke in favor of state rights, while Web- ster eloquently defended the United States as a nation. He argued that since the country as a whole is more im- portant that any one state, no state can refuse to obey laws made for all. Nor has any state the right to with- draw from the Union which was made by all and for all the states. These were his closing words : When my eyes shall be turned to behold, for the last time, the sun in heaven, may I not see him shining on the broken and dis- honored fragments of a once glorious Union; on states dissevered, discordant, belligerent, on a land rent with civil feuds, or drenched, it may be, in fraternal blood. Let their last feeble and lingering glance rather behold the gorgeous ensign of the Republic now known and honored throughout the earth ; still full, high, advanced, its arms and trophies streaming in their original luster, not a stripe erased or polluted, not a single star obscured, bearing for its motto no such miserable interrogatory as "What is all this worth?" nor those other words of folly and delusion, "Liberty first and Union afterwards"; but everywhere, spread all over in characters of living light, blazing on all its ample folds as they float over the sea and over the land, and in every wind under the whole heavens, that other sentiment dear to every American heart, "Liberty and Union, now and forever, one and inseparable," MARSHFIELD Webster had a beautiful home near Boston, which he named Marshfield. There were two thousand acres of land cultivated and in pastures. Cattle, horses, and sheep, and many kinds of poultry were raised here. There were thousands of fruit trees which he himself had planted. DANIEL WEBSTER 185 He was very fond of the wild animals and birds and would never permit one to be killed on his estate. Once when Webster was walking with a friend they came upon a flock of quails. The friend said he wished he had a gun. Webster replied that he would not permit any one to kill a quail or a rabbit or a squirrel on his property. At this moment one of the little quails began to sing. MARSHFIELD "There," said Webster, "does not that gush of song do the heart a thousand times more good than could possibly be derived from the death of that beautiful bird?" In September, 1852, he gave up his public duties and retired to live a quiet life at Marshfield with his family. The next month he died. During the last days of his life he lay where he could see through the open window a United States flag — the flag which stood for "Liberty and Union, now and forever, one and inseparable." Webster was a most striking looking man. He was nearly six feet tall with a broad forehead overhanging 186 BUILDERS OF OUR NATION great black eyes. A man who saw him in England is said to have remarked : "That man must be a king." WEBSTER'S SERVICE TO THE NATION In common with all other great men, Webster looked toward the future. This is illustrated in the famous closing of the Bunker Hill Oration : Let our age be the age of improvement. In a day of peace, let us advance the arts of peace and the works of peace. Let us develop the resources of our land, call forth its powers, build up its institutions, promote all its great interests, and see whether we also, in our age and generation, may not perform something worthy to be remembered. Let us cultivate a true spirit of union and har- mony Let us extend our ideals over the whole of the vast field in which we are called to act. Let our object be OUR COUNTRY, OUR WHOLE COUNTRY, AND NOTHING BUT OUR COUNTRY, and with the blessing of God, may that country itself become a vast and splendid monument, not of oppression and terror, but of wisdom, of peace, and of liberty, upon which the world may gaze with admiration forever! All his great power of oratory, his clear thinking and forceful expression were placed at his country's service and used only for his country's good. It was when he believed that the Union was actually in danger that he made his great speeches. No other man in the Senate could have answered Hayne as Webster did and at the same time convinced the whole country that his point of view was the right one. When the time came that men had to go forth and fight to preserve the Union, they were ready. Many of these were men who had in boyhood read Webster's famous speech and had grown up with an ever-increasing love for their country and a firm determination to keep that coun- try united. So his great message of nationality was DANIEL WEBSTER * 187 understood and acted upon. Webster's oratory was one cause of the triumph of union over sectionalism, and out of this saving of the Union has grown the present-day greatness of our country. Topics for Review and Search 1. In what respects were Patrick Henry and Daniel Webster alike? 2. Who was the man in Revolutionary times who believed, as Webster did, that the Union is of greater importance than the states? 3. What incidents show Webster's unselfishness and his kind- heartedness? 4. Is it possible for an orator to do as much for his country as a general or a statesman does? Suggested Supplementary Reading Famous American Statesmen, Sarah Knowles Bolton (p. 177). Daniel Webster for Young Americans, C. F. Richardson. The Child's Book of Am,erican Biography, Mary S. Stimpson (p. 124). ROBERT EDWARD LEE (1807-1870) On a beautiful estate, overlooking the Potomac River and near the home of George Washington, Robert E. Lee was born, January 19, 1807. His father, who had been an officer in the Revolutionary War, died when Robert was only eleven years old. He was a tender and devoted son to his mother, who trained him in the qualities of manli- ness, truthfulness, and love for the right which ever dis- tinguished him. Soon after the death of Robert's father, the family moved to Alexandria, Virginia, in order that the boy might attend school there. At eighteen he entered the United States Military Acad- emy at West Point. The military life was his natural choice, because many of his ancestors had been soldiers. He was always a careful student ; one of his early teachers said that whatever work Lee handed in was always more nearly perfect than that of the other students. While he was at the Military Academy he had the distinction of not receiving a single demerit, and he was graduated with the next to the highest rank in his class. LEE AS ENGINEER Upon graduation, Lee entered the United States Army as a second lieutenant of engineers, and was soon promoted to the rank of captain. While an engineer he performed valuable work for his country. He saved the city of St. 188 ROBERT EDWARD LEE 189 Louis from a serious flood by his carefully built levees. He surveyed the upper Mississippi River and thus helped open it to navigation. He made many suggestions for our sys- tem of internal waterways. While at Fort Hamilton, he greatly improved the defenses of New York harbor. THE MEXICAN WAR When the Mexican War began, in 1846, Lee was sent to the front. The Mexican trouble arose over the question of Texas and slavery. The Spanish government had given Moses Austin, an American, the right to found a colony in Texas. This colony, in which slavery was soon established, grew rapidly, as many Americans went there to live. Jack- son, who was then President of the United States, wished to buy Texas from Mexico, but Mexico refused to sell. To assert her right to the territory she gave freedom to the slaves in Texas, and this act caused a revolt among the people. A war followed, in which Texas gained her inde- pendence and established a government at Austin. She applied for admission as a state and was made a part of the United States in 1845. Mexico held that Texas claimed more territory than rightfully belonged to her. Deter- mined to win back this territory, the Mexicans invaded the new state and killed a number of Americans. The North, as a whole, was opposed to this war, as it meant the extension of slavery ; but matters had gone too far to settle the dispute peaceably, and the Mexican war fol- lowed. After a brief campaign the United States won. Lee won a great reputation as a soldier in this war and quickly rose to the rank of major. General Scott declared him at that time "the greatest living soldier in America" and gave him the credit for our success in Mexico. 190 BUILDERS OF OUR NATION AT WEST POINT In 1831 he married Mary Custis, whose father was the grandson of Mrs. Washington. The beautiful home called Arlington was theirs, but after the Mexican War Lee was made superintendent of West Point, and he moved his family to New York. His oldest son, Custis, and he took ARLINGTON long horseback rides through the beautiful woods which cover the hills along the Hudson River. He was very suc- cessful in dealing with the cadets, for he was himself a fine example of "a perfect gentleman and an excellent soldier." He spent three years there before he was sent back to the soutnwestern frontier. LEE IN THE CIVIL WAR When the Civil War began, Lee had a hard choice to make. Because of his ability and his experience as a soldier the command of the Union or Northern army was ROBERT EDWARD LEE 191 offered to him. If he accepted it he would have to fight against his native state, the state to which his ancestors had given their loyal services, Washington's state. He felt his duty was to take the part of Virginia, and he refused the command of the United States Army. He wrote: I declined the offer made me to take command of the army . . . . because, though opposed to secession, .... I could take no part in an invasion of the southern states. With all my devotion to the Union and the feeling of loyalty and duty of an American citizen, I have not been able to make up my mind to raise my hand against my relatives, my children, my home. I know you will blame me, but you must think as kindly of me as you can and believe that I have come to do what I thought right. THE CONFEDERATE GENERAL He accepted the command of the Virginia forces and soon after he was made commander of the army of the Confederacy, as the seceded part of the country called itself. Richmond was made the Confederate capital and Virginia became the battleground of the war. In the summer of 1862 Lee had in his army about 70,000 men, while opposed to him was McClellan with 105,000. This northern force moved into Virginia and advanced on Rich- mond, hoping to take the capital. Lee opposed them so successfully that the Northern army was driven back and kept up a continuous fight for seven days and nights. By this campaign Lee saved Richmond. After this the northern generals, Burnside, Pope, and Hooker, each led an army against Lee. In every case the Confederates were able to keep the northern force from gaining any noteworthy victory. In the third year of the war Lee invaded Pennsylvania and was defeated at the 192 BUILDERS OF OUR NATION terrible battle of Gettysburg. At about the same time Grant took Vicksburg in the west, and from then on the Northern Army had a series of victories, while the South- ern grew constantly weaker. During the latter part of the war Lee's soldiers were without sufficient clothing to keep them warm. Many of the men had no shoes and were forced to march in their bare feet. Lee did not spare himself any of the hardships or dangers, but often de- nied himself comforts that his soldiers might have them. THE END OF THE WAR Finally the South was entirely worn out. There were no more men to be called into the army and all kinds of supplies were lacking. Sadly Lee surrendered to Grant at Appomattox Court House, April 9, 1865. Lee took his defeat without any feeling of bitterness toward the North or toward General Grant. To his soldiers he said, "We are conscious that we have humbly tried to do our duty; we may, therefore, with calm satisfaction, trust in God and leave results to Him." ROBERT E. LEE ROBERT EDWARD LEE 193 Shortly after the surrender Lee mounted his faithful gray horse, Traveler, which he had ridden all through the war. When his men saw him about to ride away, cheers arose on all sides, from the faithful soldiers of the South as true to their general in defeat as in victory. Lee was LEE ON TRAVELER deeply touched. All he could say was, "Men, we have fought through the war together. I have done my best for you. My heart is too full to say more." COLLEGE PRESIDENT Lee devoted the remaining years of his life to service in his beloved South. He said, "I think the South requires the aid of her sons now more than at any period of her history." He tried in every way to create harmony and 194 BUILDERS OF OUR NATION union between the South and the Federal Government at Washington. For five years he was president of the college at Lex- ington, Virginia. It was then called Washington College, but its name has since been changed to Washington and Lee University in honor of its great general-president. How fitting that the names of these two great men of Vir- ginia should be so linked together in a great cause for good! Many southerners sent their sons there, so that they might be trained under General Lee, who took great interest in the work of the individual students. He knew their aims and ambitions and how they stood in their college work. They, in turn, looked up to him and worked hard to gain his praise. It was an ideal companionship, this, of students and college president. Thus it was that he quietly passed the remainder of his life among those who loved him best. He died October 12, 1870, respected and loved not only by the South but by the North as well. A GREAT GENERAL AND A GREAT MAN Robert E. Lee was a great general, perhaps the greatest our country has produced. Because of his training and his loyalty to Virginia, his state and the state of his an- cestors, he had to take the side of the South. Having taken it he used all his ability in its defense. But we have read how the long and hard-fought struggle ended in a complete victory for the North. Terrible as was the Civil War, great good grew out of it. The institution of slavery was abolished, and the South has been built up on a new basis. Lee was great enough to accept defeat and rejoice in a reunited country. During the years just after the close of the war he worked unceasingly toward the new spirit of union. ROBERT EDWARD LEE 195 Topics for Review and Search 1. Name some other great Americans who lived in Virginia. What is one nickname for that state? 2. Find out all you can about the schools at West Point and at Annapolis. 3. What are the "internal waterways" of our country? 4. Tell the stories of how the United States had three times gained new territory. Suggested Supplementary Reading Son of Light Horse Harry, J. Barnes. Winning Their Way, J. T. Faris (page 187). The Life of Robert E. Lee for Boys and Girls, J. G. Hamilton and Mary Thompson Hamilton. ULYSSES S. GRANT (1822-1885) Ulysses Simpson Grant was born at Point Pleasant, Ohio, April 27, 1822. His home was a small cottage on the bank of the Ohio River. From the windows of the house there was a beautiful view. His father was a farmer and leather manufacturer. The boy did not take to the leather business, but gladly did all kinds of farm work. He liked especially to drive the horses. When he was only eight years old he hauled all the wood used in the home and in his father's tannery. For the next few years he did the plowing and hauling on the farm and sawed the firewood outside of school hours. Many stories are told of his ability to manage horses. When he was five years old, he rode standing upright on the horse's back, often with one foot in the air. He won the prize in a circus for mastering a trick pony that had thrown every one else who tried to ride him. Farmers from other villages brought their horses to Grant for training. When he was fifteen he went to school in the winter at Maysville, Kentucky, about twenty miles from home. In summer he worked on the farm, and this outdoor life made him strong and hardy. HIS NAME For sixteen years the boy lived in these crude sur- roundings. The people among whom he grew up were 196 ULYS3E3 S. GRANT 197 simple, honest, and hard-working. They disliked show of any kind, and sometimes made fun of his queer name, Ulysses, changing it to Useless. When his father was asked how his son came to have this name, he told the following story. When Ulysses was a small baby, his parents and their relatives who were visiting them discussed a name for the tiny son. Finally they agreed that each should w r i t e on a slip of paper the name he pre- ferred. The slips were then thrown in a hat, shaken, and two drawn out. These had on them the name Hiram, which his grandfather had written, and Ulysses, the choice of his grandmother, who had just been reading about the old Greek hero. The baby was accordingly named Hiram Ulysses. For the first sixteen years of his life, he was called Ulysses. Then his name was changed by accident. It is said that when he was preparing to go to West Point, he got a new trunk, marked with his initials. When he noticed H. U. G. painted on one side, he said, "I won't have that. It spells hug and the boys would plague me about it." He changed it to U. H. G., but when he reached West Point, he found that he had been registered as Ulysses Simpson Grant. Simpson was his mother's maiden name, and he liked it better than Hiram, so hence- GKANT'S BIRTHPLACE 198 BUILDERS OF OUR NATION forth he was U. S. Grant. After he became a famous man, he was sometimes called, jokingly, United States Grant or Uncle Sam Grant. AT WEST POINT At seventeen he entered the United States Military Academy. His teachers found Grant truthful and obedi- ent, but he was not good in his studies. He worked faith- fully and stood fairly well because he never received any demerits for misconduct. He had a chance at West Point to show the skill with horses for which he had been noted since he was a little boy. In a contest he won the record for the highest jump on horseback, by a leap of five feet, six and a half inches, made upon a horse that no one else dared ride. This is the story that is told by one who saw the leap : When the regular exercises were completed, the class, still mounted, was formed in lines in the center of the hall. The riding master placed the leaping bar higher than a man's head, and called out, "Cadet Grant." A slender young fellow, weighing about a hundred and twenty pounds, dashed from the ranks on a powerfully built, chestnut sorrel horse, and galloped down the opposite side of the hall. As he turned at the farther end, and came into the straight stretch, across which the bar was placed, the horse increased his pace, and measuring his strides for the great leap before him, bounded into the air, and cleared the bar, carrying his rider as if man and beast were welded together. The spectators were breathless. The day of graduation is a great one at West Point, for it is then the cadet enters the United States Army. When Grant finished his course, he was appointed a second lieutenant in the Fourth Infantry. He spent the next two years at Jefferson Barracks, near St, Louis. In 1846-7 he fought in the Mexican War ULYSSES S. GRANT 199 which settled the Texas boundary line and gave us Cali- fornia. After this he left the army and spent several years in farming and keeping store, but he was not suc- cessful in any of his attempts. IN THE CIVIL WAR When the Civil War began and the first call for volun- teers came, Grant at once offered his services. His offer was accepted, and he was made a Colonel. His work was to take the volunteers and in a few weeks train them to be skilled soldiers. He showed great ability from the first in handling men. Grant's first great achievement in the war was the capture of Fort Henry and Fort Donelson. These two forts, one on the Tennessee, the other on the Cumberland River, were held by the Southern Army and enabled them to defend the states of Kentucky and Tennessee. In the attack on Fort Henry Grant had the able assistance of Commodore Foote on the water; but his army took Fort Donelson alone. GENERAL U. S. GRANT 200 BUILDERS OF OUR NATION For three days he kept up a siege. When the defenders could hold out no longer they asked Grant what terms he would give if they surrendered. To this Grant replied: "No terms except an immediate and uncondi- tional surrender can be made." From this the hero of Fort Donelson was nicknamed Unconditional Surrender Grant. THE SIEGE OF VICKSBURG He decided next to take Vicksburg on the Mississippi, because of its important position. For six weeks Grant besieged this strongly fortified city. At the end of this time, the people of Vicksburg, cut off from the rest of the world, were without food of any kind. The fort had made a gallant defense, but on July 3, 1863, the white flag of surrender went up. The entire course of the Mississippi was now in the hands of the Union Army, and Lincoln said, "The Father of Waters rolls unvexed to the sea." COMMANDER-IN-CHIEF Because of his successes in the West, Grant was made lieutenant-general in 1864. This placed him in command of all the Union forces, eastern as well as western. He then planned another campaign against Richmond, the capital of the Confederacy. At the same time General Sherman, another able Union commander, was to push on into Georgia, capture the important city of Atlanta, and then march to the sea. Never was there a braver or more stubborn resistance than Lee offered to Grant. Terrible fighting marked every mile of the way, and the losses on both sides were heavy. ULYSSES S. GRANT 201 Grant was determined and had a dogged persistence. In a letter to the President he wrote, "I propose to fight it out on this line if it takes all summer." Still the summer ended and also the winter and Grant had not captured Richmond. General Sherman had taken Atlanta and made his famous march toward the sea. He turned north to assist Grant, but Grant did not need him. His persistence had won. Lee's troops were worn out, their clothing was in rags, and they had scarcely anything to eat. The noble commander of the Confederate forces now decided to give up the hopeless struggle against an army that was larger, and also was well provided with clothing, food, and arms. On April 2, Richmond was taken and the Stars and Stripes once more floated over the city. A few days later General Lee formally surrendered his army, which was now reduced to 26,000, to General Grant at Appomattox Court House. Never did Grant show himself greater than at that time. He returned Lee's sword to him. Not only did he permit the officers to keep their swords and their horses, but he bade the common soldiers take their mules and horses because "they would need them for the spring plowing." Not a salute fol- lowed the surrender, HIS LATER LIFE Grant was afterward elected President. In his letter accepting the nomination, he wrote, "Let us have peace," and these words became the motto of his party. After eight years of service as President, Grant and his wife spent two years in a trip around the world and everywhere were received with honor. 202 BUILDERS OF OUR NATION When he returned home he found the American people equally glad to see him. His journey from the Pacific Coast was one continuous reception. The greatest cele- bration in honor of his home-coming was held in Chicago. Ten thousand soldiers who had fought in the Civil War paraded before him. For several years he lived in New York, where he wrote his Memoirs. When he died the entire nation mourned. His tomb is a famous place in Riverside Park. On the beautiful monument are engraved the words, "Let us have peace." GRANT AND THE UNION GRANT'S TOMB We honor Grant for his strict honesty, his kindness and generosity to foes as well as to friends, and his great love of country. With- out his military genius we do not know what the out- come of the Civil War would have been. If the Union Army had not been victorious we should not have the united country in which we live. Grant, like Lee, was great enough to desire above all things that friendly feeling between the North and the South should grow continually stronger. In the last years of his life he had the happiness of seeing the two sections of the country friends again. ULYSSES S. GRANT 203 Topics for Review and Search 1. Why did we have the Mexican War, and what was the chief result of it? 2. What sort of man was Grant? 3. Compare his work with that of General Pershing. 4. Mention several ways in which the Civil War was different from the Re ^iutionary War. Suggested Supplementary Reading The Tanner Boy, a Life of General U. S. Grant, C. W. Denison. Boys' Life of General Grant, T. W. Knox. Boys' Life of U. S. Grant, Helen Nicolay. ABRAHAM LINCOLN (1809-1865) In a little log cabin in the wilderness, near Hodgens- ville, Kentucky, Abraham Lincoln was born on the twelfth of February, 1809. As a boy he found life very interest- ing. He was not troubled because he did not live in a fine home with modern conveniences. Every one whom he knew lived in a log house. His home was the great out-of-doors where he loved to run and play. What fun those children must have had — Abraham, his sister Nancy, his cousin Dennis, and the other boys and girls in the neighborhood. Most of the time they were free to wander as they would, for the school which they attended kept only a few months of each year. Abraham was a bright boy, but he learned most of his early lessons from his mother, who taught him Bible stories, folklore, and country legends. When Lincoln was still a young boy, the family moved to Indiana. Here the lad helped to make a clearing in the forest and build a log shelter. This new home was not much more than a shed with three walls and a roof. The open side served for window and door, and in front of it a fire was kept burning to shut out the cold in winter. The cooking was done over this open fire, but there was plenty to eat. The country abounded in game, so they had ven- ison, bear meat, turkey, and duck. Potatoes were easy to raise and could be baked in the hot ashes for every meal. 204 ABRAHAM LINCOLN THE YOUNG WORKER 205 When they had been in Indiana for about a year, Abra- ham's mother, Nancy Hanks Lincoln, died. The two children were left alone with their father, but they never forgot thei"^ mother. Long years afterward Abraham said: "All that I am or hope to be I owe to my angel mother." THE CABIN IN WHICH LINCOLN LIVED WHEN A BOY After a time, Thomas Lincoln, the father, married again and their step-mother was kind and loving to the children. She was capable and industrious and brought many comforts to the poor home. A floor was put into the cabin which had taken the place of the shack, and a door and window were added. Abe, as he was often called, grew into a boy of unusual strength. He helped his father with the farm work, drove the oxen, felled trees, split rails, chopped wood, swung a sickle, sowed grain and threshed it, and worked in the 206 BUILDERS OF OUR NATION carpenter shop. He was liked by the neighbors, for he was always kind and he had a fund of good stories and jokes which he was fond of telling. THE READER During all these years Lincoln had actually attended school no more than a year. But he had been reading, ever since his own mother taught him how, every book he could get. There were only a few of these books, but he read them over and over again and learned all he could from them. At night he sat beside the fire-place and read by the light of the flames. He did sums, too, with a piece of charcoal on a clean pine board. When he was a young man he made a trip on a flat boat down the Mississippi River to New Orleans. Soon after this he became a clerk in a general store in a little village of Illinois. His family had moved to Illinois and he had helped build the new home, but he was now past twenty-one and he wanted to start put for himself. His spare time was spent in study. When he found that he did not speak correctly, he got a grammar, studied it and practiced until he became a master of English. He then took up the study of law and worked at it alone until he became a lawyer. In 1837 we find him practicing law in Springfield, the capital of the new state of Illinois. THE LAWYER During the next twenty years Lincoln advanced steadily in his law practice until he was considered one of the best lawyers of his day. He had a clear logical mind and stated his cases simply. People trusted him because they believed in his honesty. If he thought a case right and just he ABRAHAM LINCOLN 207 would take it and do his best to win, but he refused to act for a man who was guilty. The important thing to Lincoln was not his fee as a lawyer but the finding out of the truth. He earned only a small amount of money, but it was enough co satisfy his simple tastes. A man once came to Lincoln to get him to start a suit for money owed him. Lincoln inquired into the case, and refused it, saying to the man : Yes, we could doubtless gain your case for you. We could set a whole neighborhood at loggerheads; we could distress a widowed mother and six fatherless children, thereby getting for you six hundred dollars to which you seem to have legal claim but which rightfully belongs, it seems to me, as much to the woman and her children as it does to you. You must remember, however, that some things legally right are not morally right. We shall not take your case, but we will give you a little advice for which we will charge you nothing. You seem to be a sprightly, energetic man. We would advise you to try your hand at making six hundred dollars in some other way. There were many such incidents, and often Lincoln was a peacemaker between men who were ready to go to law to settle a dispute. This moral honesty, added to his strict integrity in money matters, earned him the name "Honest Abe." SLAVERY The question of slave-holding had gradually come to divide the Northern states from the Southern. For a long time a strong feeling had been growing up that slavery was wrong and there were many people in the North who were determined to do away with it. Mean- while slavery in the South had increased. Instead of being made up of small farms, the South was cut up into great plantations which required the labor of hundreds of 208 BUILDERS OF OUR NATION slaves. The southern farmers said that without slave labor it would be impossible to raise their great crops of to- bacco, rice, and cotton. The slavery question was thus the principal issue be- tween the political parties. A prominent champion of slavery was Stephen A. Douglas. Lincoln took the stand LINCOLN'S HOME IN SPRINGFIELD that slavery in the United States should be ended. In 1858 he and Douglas were candidates for the office of United States Senator from Illinois. A series of debates was arranged, in which both sides of the slavery question were discussed. These meetings were usually held out-of-doors and great crowds came to hear the two eloquent speakers debate the burning ques- tion. Douglas was elected senator, but Lincoln was recog- nized as the abler speaker. ABRAHAM LINCOLN 209 PRESIDENT In 1859 Lincoln was nominated and elected President of the United States. Before he took office the disagree- ment about slavery had reached such a point that seven of the southern states had seceded. They claimed that any state belonged to the United States only so long as it chose to do so, and could withdraw from the Union if its legislature voted to withdraw. "This is what happened, and the states which had seceded set up a government of their own, called the Confederacy or Confederate Union. The North, on the other hand, claimed that these states had no right to withdraw from the Union, that they were simply rebelling against authority and must be brought back. The first purpose of the war, in President Lincoln's mind, was to bring the seven which had seceded back into the Union. Seven more states were hesitating and likely to go in with the Confederacy at any time. When the southern guns fired on Fort Sumter, in Charleston harbor, while it was defended by its northern garrison, all hope of peace disappeared. Lincoln called for 75,000 men to defend the Union and 90,000 answered. Meanwhile four other slave states, Arkansas, North Carolina, Virginia, and Tennessee joined the Confederacy, which was already made up of South Carolina, Georgia, Alabama, Florida, Mississippi, Louisiana, and Texas. Thus there were twenty-three northern states fighting against eleven in the South, all of which held slaves. The four remaining states were divided and did not come out for either side. THE CIVIL WAR This gave us our terrible Civil War, which lasted for four years. The first purpose of the war was to save the 210 BUILDERS OF OUR NATION Union, but in the end it was necessary to give the slaves their freedom. After the fight had gone on for years, Lincoln saw that the slaves were making it last longer for they stayed at home and raised food for the southern soldiers. The president therefore issued The Emancipation Proclama^ tion which announced that the negroes were freed, or emancipated, wherever the Union armies had gone. Even- tually this resulted in the freedom of all the slaves and in an amendment be- ing made to the Constitu- tion, so that slavery can never again exist any- where in the United States. Lincoln increased the navy as fast as possible and blockaded the south- ern ports — that is, pre- vented ships from passing in and out. The South raised cotton and rice and sugar and other things, but it had few manufactories. The slaves could work the great planta- tions and harvest the crops but they could not make cloth or shoes or machinery. So after a while, the crops were almost worthless because their owners could not sell them in the North, nor could ships from other countries get them, on account of the blockade. At the same time there was throughout the South the greatest scarcity of manu- LINCOLNS STATUE ABRAHAM LINCOLN 211 factured articles. This brought the whole South to a state of poverty and want. Grant and the other Northern generals had won im- portant battles, though victory was sometimes on the other side. Finally in April, 1865, the principal Southern armies surrendered and the war was over. During the four years of war Lincoln faced many difficult problems. His tall gaunt figure stooped a little ; his face, which had always worn a sad expression, took on deeper lines. He had no thought for himself; he felt always that he was in the service of the people. Even in freeing the slaves he did what he be- lieved best for the coun- try. He himself had seen some of the cruelties of the slave system when he made his river trip to New Orleans and he hated slavery. But he refused to act according to his own feelings and did not yield even when his generals urged him to do so until he was convinced that freeing the slaves would shorten the war. LINCOLN'S MONUMENT AT SPRINGFIELD HIS UNTIMELY DEATH Lincoln was re-elected and began his second term. He was looking forward to a reunited country and to helping build up the South as well as the North. After that he 212 BUILDERS OF OUR NATION hoped to return to his home in Illinois and spend the rest of his life in peace and happiness with his wife and chil- dren, of whom he was very fond. April 14, 1865, just a few days after Lee's surrender, Lincoln went to the theater. He sat in the President's box enjoying a popular play. Suddenly a man slipped into the box, leaned over, and shot the President. This was part of a plot to kill all the chief men in the government. The assassin escaped for the time. Friends carried Lincoln across the street to a house and gave him every care. He lived through the night, but without be- coming conscious again. When all was over, Stanton, the Secretary of War in Lincoln's Cabinet, was heard to say, "Now he belongs to the ages. There lies the most perfect ruler of men the world has ever seen." Coming at a time when the country was filled with hope and gratitude for the end of the war, Lincoln's death was the more sad. The whole country was plunged into mourn- ing, and the South joined the North in lamenting the loss. "Who can be what he was to the people ; What he was to the state? Shall the ages bring us another As good and as great?" THE GREAT AMERICAN Had Lincoln been less wise, less patient, less temperate, less just, it might not have been possible for these United States to remain one country. Now North and South have grown together again and in the Great War soldiers from all the states went out together and fought as brothers. The names of Washington and Lincoln stand side by side. These two are the greatest figures in our history. ABRAHAM LINCOLN 213 Washington won our independence, and Lincoln saved the Union. A great Auierican writer, Ralph Waldo Emerson, said of Lincoln : "He is the true history of the American peo- ple in his time, and the thoughts of their mind were uttered by his tongue." Lincoln was able to do such great work because he was so great a man. He knew everything well that he had ever studied; he had the keenest reasoning power. But he had, too, the ability to see the humorous side of things. His friends never forgot the good jokes he was always ready to tell. From a boy he had a most tender heart, and many stories are told of his kindness to ani- mals. Children loved him and went to him of their own will. One of his greatest pleasures was to play with his own children. He loved to read to them, and they took the greatest pleasure in his companionship. Topics for Review and Search 1. What is the most interesting story about Lincoln that you have read anywhere? 2. Compare Lincoln's childhood home with a modern house. What advantages did he have? 3. Read the Gettysburg Address. 4. What traits of Lincoln do you admire most? Suggested Supplementary Reading The True Story of Abraham Lincoln, Elbridge S. Brooks. lAfe of Abraham Lincoln for Boys and Girls, C. W. Moores. Boys' Life of Lincoln, Helen Nicolay. The Children's Life of Abraham Lincoln, M. Louise Putnam. WOMEN BUILDERS The great work performed by women in the war that ended in 1919 is a reminder that the community which we call the United States depends as much upon women as upon men. We have never felt before the power of this working together, this spirit of helping each other, as we have in the last few years. The war was one in which all the members of the community had a part. It was not so in earlier wars. In the Revolution, for example, by no means all of those living in America took part. Washington's army was made up of volun- teers, poorly fed, poorly clothed and equipped, and poorly paid. Thousands of Americans either opposed separation from England or were not interested. Even in the great war between the states there was no complete unity. But in the war with Germany this was not the case. Our armies were made of men who were selected from all the people. There were industrial armies also, men and women working in fac- tories and ship-yards, who aided in raising money for the government and for relief work, who produced food or saved it so that our allies might be fed. Every part of the great or- ganization was set at work to win the war. From this mutual aid we have learned great lessons. Amer- ica was formed to give every one a chance ; it was also formed so that every one should help to see that every one has this chance. In the old days a nation was the king; men and women and lands were his property. Now a nation is an association of men and women who are free but who join together to secure for themselves the greatest happiness and security. In this work, women have as sure and important a part as men. They also are citizens. This fact has come about in the same way that men won the right to govern themselves, by women proving that they, also, are able to govern themselves. 214 WOMEN BUILDERS 215 How women have helped in this business of making the United States a great association for mutual happiness and mutual aid is told in the stories that follow. They are stories of some of the great women of America who led the way. Topics for Review and Search 1. In what respects was the World War like the Revolutionary and Civil Wars? How different? 2. How are women citizens? What duties do both men and w^omen have as citizens of the United States? 3. Are there as many ways of showing patriotism in time of peace as in wartime? Name some ways of being patriotic today. 4. Name some other women who have been builders of our nation besides the four you will read about here. Suggested Supplementary Reading Successful Women, Sarah K. Bolton. Heroines of Service, Mary R. Parkman. Some Successful Am,ericans, Sherman Williams. MARY LYON (1797-1849) Mary Lyon has an important place in history because she founded the first woman's college in the United States. Only a few years after the colonies themselves were started Harvard and Yale colleges were begun. Other colleges followed, but men only could attend these schools. No women were admitted. Mary Lyon saw that if we were to become a great nation we must make higher education possible for girls as well as for boys. Mary Lyon was born among the Berkshire Hills, in Massachusetts, February 28, 1797. Her childhood home was on a hill, so that she had a wide view of the country round about. When she was five years old her father died, leaving her mother almost penniless with seven children. Mrs. Lyon managed the little farm and they all worked early and late. Mary had few opportunities for education. When she could she attended the village school, but much oftener she studied alone. Not until she was twenty-one was she free to do what she had always wanted to do — attend school regularly. She had earned and saved enough money to pay for one term at Sanderson Academy. Before the end of the first term the trustees granted her free tuition for an- other term, because of her remarkable work. Never had the school had a student with such an intellect. When she left the Academy, she began her work as a 216 MARY LYON 217 teacher. At the same time she studied constantly in her spare hours and her vacations. Literature, languages, sciences, even drawing and painting she taught herself. Always she had the longing to study these things under some of the great teachers of the day. But no such chance could come to Mary Lyon, for in those days not only were there no higher insti- tutions of learning for women, but none of the men's colleges would ad- mit women students. This state of things seemed unjust and she began forming a plan which was one day to bestow upon her the gratitude of think- ing American women. When she was twenty- four years old she spent a year at a school in Byfield, which prepared young women to teach. The principal. Reverend Joseph Emer- son, had a great and lasting influence on this pupil of his. Hes impressed upon his students the idea that the object of an education was to fit one to do good. Mary Lyon never forgot this, but always acted upon it. The next year she went to teach in Sanderson Academy, where she had once been a pupil, and the year after she became assistant to the principal — the first woman who ever held this position. For the next few years she taught in this academy in the winters and in another school in New Hampshire during the summer months. She then MARY LYON 218 BUILDERS OF OUR NATION went to Ipswich, Massachusetts, where she taught for six years. During this time the school at Ipswich became the largest and most successful girls' school in the country. Still Mary Lyon was not satisfied. An academy was similar in rank to the high schools of that time. She wanted girls to have more than these schools could give. She wanted to give them the mental training young men had. With this purpose she set out to found a college for women. Such an undertaking would even now require a great deal of effort, but at that time few would have under- taken it. The first woman's college, Mount Holyoke, was built only after years of the hardest struggle on the part of Mary Lyon. Few men or women thought that a woman needed higher education. Many laughed at the idea of a woman's college. They thought it would be folly to put thousands of dollars into such a school. Cheerfully Mary Lyon went from house to house col- lecting funds for the new school. She went first to women and appealed to their patriotism. She soon had a thou- sand dollars. She continued her work of securing gifts and pledges of money until, in October, 1836, she had enough to start a building. One year later Mount Holyoke Seminary was opened. More than three hundred students from all over the country had applied for admission, while there was room for only eighty-five. It was three years before there were buildings enough to care for two hundred and fifty students. From that time on. Mount Holyoke has grown steadily. Mary Lyon's plan was to place education within the reach of the poor girl. The rates for board and lodging at Mt. Holyoke were therefore made as low as possible. In order to reduce expenses and at the same time treat MARY LYON 219 all the girls alike, it was arranged that each girl should take some part in carrying on the work of the school. So the girls waited on table, made beds, or taught classes, when not devoting their time to classroom work. I I! ^ I I El I I H J B I II I H E]__l I i r^^r^jmiz^V^-IWxc':, MOUNT HOLYOKE IN 1837 Mary Lyon lived only twelve years after her dream of a v^oman-s college became a reality. But m this time she had trained many students. About two- birds of hese became teachers and carried on her spirit and her ideals Her death was as unselfish as her life. A con- aSs disease spread through the school and she nursed the pupils herself. In the end she took it and died. She is buried in the college grounds, and on her tomb- stone are these words, taken from her last address to her '*" The*re is nothing in the universe that I fear but that I shall not know all my duty, or fail to do it.' 220 BUILDERS OF OUR NATION MARY LYON CHAPEL AND ADMINISTRATION HALL — ONE NUMEROUS BUILDINGS WHICH NOW MAKE UP MOUNT HOLYOKE COLLEGE MARY LYON 221 THE BUILDER OF A COLLEGE We saw the pioneers leave the settled regions in the East, and make new homes for themselves in the wilder- ness. Mary Lyon was a pioneer in education. She had no woman's college or university by which she could plan hers. She had to make her own plans and work out her own methods. That she succeeded so well is proof of her ability and tireless industry. By the establishment of Mount Holyoke she began all the higher education of women in America. In a few years other colleges for women were founded — Smith, Vassar, and Wellesley. Then the state universities were opened and women could attend these on an equal footing with men. Now there is no sort of training or education that a woman cannot have. Every advanced or honorary degree given to men is also conferred on women. This is the crown of Mary Lyon's work. Topics for Review and Search 1. What sort of girl was Mary Lyon? 2. At the time when she was growing up, what was it considered most necessary for a girl to learn — the knowledge gained from books, or how to do things in the household? 3. Why is it no longer necessary for women to spin and weave or to make candles and soap at home? 4. Today is a college education possible for any girl in America who really wants it? Suggested Supplementary Reading American Pioneers, W. A. Mowry and Blanche S. Mowry (p. 279). Women Who Win, William M. Thayer (p. 142). CLARA BARTON (1830-1912) Clara Barton nursed, cheered, and saved thousands of sick and wounded on the battlefields of America and Europe. No truer words of prophecy were ever spoken than those of a friend of the Barton family when he said of her as a little girl, "She will never assert herself for herself. She will suffer wrong first. But for others she will be perfectly fearless. Throw responsibility on her." Clara Barton was born in Oxford, Massachusetts, in 1830. As a child she was sensitive and retiring except when she was doing something for others. An older brother injured himself at play so that for two years his life was despaired of. His little sister was his constant nurse and companion during the entire time. Writing later of this period of her life Clara Barton said, "I almost forgot there was an outside to the house." When Clara was fourteen years of age she was sent to a boarding school but she became so homesick that she could not stay. On her return her education was continued under a private tutor. When she was sixteen she began teaching in Millward, a little town not far from Oxford. She spent the next few years teaching in various towns, and everywhere she proved an exceptional teacher. At the age of twenty this eager student entered Clin- ton Institute in New York. When she graduated she was 222 CLARA BARTON 223 persuaded to take a very difficult school in Bardstown. The school authorities could find no teacher able to manage the unruly children who were running wild about the streets. "Give me three months," she said, "and I will teach free." School was started, but only six of the truant pupils appeared. At the end of five weeks every child in town was beg- ging entrance, and the authorities had to put up a large new school to accommodate them all. Miss Barton taught with a loving sympathy and conta- gious interest that won her the lasting love and enthusiasm of her pupils. Her strength was, however, overtaxed, her voice gave way, and she was compelled to leave the school. After a short rest she secured a position in the patent office at Washington. While she was there the Civil War broke out. Clara Barton saw, among the first troops to pass through the capital, young men whom she had taught as little boys a few years before. She now determined to devote herself to the needs of her country. No soldier's heart ever beat with nobler patriotism than did that of Clara Barton. In the early days of the struggle when CLARA BARTON 224 BUILDERS OF OUR NATION Washington was fearing an attack she said, "I think the city will be attacked within the next sixty days, and when there is no longer a soldier's arm to raise the Stars and Stripes above our Capitol, may God give strength to mine !" Her quick mind saw instantly what the greatest need was — care for the sick and wounded soldiers who were constantly brought to Washington. Day after day she collected supplies and wrote for more. Personally she met trainloads of soldiers, took them to hospitals, and saw them taken proper care of. But a greater work now loomed before her. She knew that on the battlefields were thousands of wounded soldiers who would die before they could be brought to Washington. Still other thousands were dying because there was no way of caring for them. She decided to go herself to the fields of battle. Permis- sion was granted her by the government, and Clara Bar- ton became the first woman in America to care for sol- diers on the firing line. For four years this faithful patriot and devoted nurse endured without flinching the most dreadful hardships of the battlefield and witnessed the frightful horrors that war brings. From one scene of battle to another she went, sometimes for days without rest or enough food. But the prediction made of her in her childhood days had come true. The greatest of all responsibilities was hers — that of caring for her country's wounded — and in this work of sacrifice no woman ever rose to greater heights. She continued this great work through the years in the face of sadly inadequate equipment, supplies, and assist- ance. At the end of the war it was discovered that there were 80,000 men unaccounted for. To Miss Barton was CLARA BARTON 225 assigned the difficult task of tracing these soldiers. Everywhere she searched prison records, state records, and burying grounds. In addition she had lists of names of the missing men posted in public places with a request for information from any source. Soon returns began to come. One man alone brought the names of 13,000 of his comrades who had perished at Andersonville. Miss Barton now hastened to Andersonville where she watched over the burial of 12,800 bodies. In'her diary she says, "I saw the little graves marked, blessed them for the heartbroken mother in the old Northern home, raised over them the flag they loved and died for, and left them to their rest." The government voted her a sum of money for her expenses but more was needed to complete the task. To raise this sum Miss Barton undertook a course of three hundred lectures. At the beginning of one of the lectures her voice suddenly gave way, and she was taken home in a state of physical collapse. A few months later she was ordered by her physician to go to Europe for three years of absolute rest. Scarcely had she arrived in Europe when the War of 1870, between Germany and France, began. Forgetting the words of her physician she hurried to the front. Her fame had spread before her in Europe, and everywhere she went she was hailed with joy, and honors were con- ferred on her. To her great happiness she found in Europe an inter- national organization for the "Relief of the Wounded in War," called the "Red Cross Society." Already twenty- two nations had united in this work. Under the Red Cross, Miss Barton worked on battle- fields and in besieged cities, caring for the sick and 226 BUILDERS OF OUR NATION wounded, and clothing and feeding the stricken inhabi- tants of fallen cities and districts. Before she left for America she was as much loved in Europe as at home. On her return to her native land the one idea in her mind was the founding of the Red Cross in America. She presented her petition to President Hayes, but he RED CROSS WORKERS ON A BATTLEFIELD referred it to the Secretary of State, who rejected it. Nevertheless Miss Barton was gaining ground with the people. She talked much and wrote much about the Red Cross and everywhere found interested readers and ready listeners. When Garfield became President she had great hopes of winning him for the cause because he had known and admired her work in the Civil war. Unfortunately he died when the matter was under consideration and again the day of the adoption of the Red Cross was postponed. One of the objections to the movement was that the CLARA BARTON 227 United States was at peace, and it was considered doubt- ful if there would ever again be war. The greatness of Clara Barton now showed itself more than ever before. She said that the Red Cross should be active not only in times of war but in times of peace when the country or FEEDING VICTIMS OF A GREAT DISASTER any part of it suffered from flood, fire, famine, wreck, or other calamity. The happiest day, perhaps, in Miss Barton's life was July 26, 1882, when President Arthur signed the Red Cross Treaty, thus adding the name of the United States to the great international organization. The Red Cross in Europe had been founded to give relief in times of war, but when America joined, Clara Barton's amend- ment that it should work in peace times during national 228 BUILDERS OF OUR NATION disasters was voted on and accepted. Miss Barton was chosen first president of the American Red Cross, For thirty years she directed the work of the Red Cross in America. There were fires and floods and storms, in each of which the Red Cross brought aid and encourage- ment to the stricken people. She sent aid to Russia at the time of the great famine in 1890. When she was seventy- five years old, she herself went to Armenia to help the Christians who were starving and suffering in every way under Turkish rule. In the year 1902, at the age of seventy-two, Miss Barton was sent to represent the United States at a meeting of the International Red Cross in St. Petersburg, Russia. Her address was received with great applause and the Russian Decoration of the Order of the Red Cross was conferred on her. Clara Barton's last years were spent at her country home at Glen Echo, near Washington. At her death in 1912, she was probably the best known, as well as the most loved woman in the world. OUR NATION'S DEBT TO CLARA BARTON Clara Barton was called "the angel of the battlefields," and we like , to remember her kindness to the wounded soldiers. The greatest thing she did was organizing the Red Cross society in America and getting the United States to join the other nations in this work. This gave our country opportunities for service. When any part of the United States needs help, the whole country can help that part. When any country of the world needs help, the other countries can help that one. The best illustration of this came in the great World War of 1914-19. The United CLARA BARTON 229 States was able to send supplies of all kinds, ambulances, and nurses, through the Red Cross, during the time before we entered the war. It was Clara Barton's work which made this possible. Topics for Review and Search 1. When Clara Barton was young, were there schools for nurses, as there are now? 2. What did the Red Cross Society do in the World War of 1914-1919? 3. How is the Red Cross Society everjrwhere regarded now? 4. Find out all you can about the Junior Red Cross Society. Mention several things its members did to help during the recent great war. Suggested Supplementary Reading The Story of My Life, Clara Harlowe Barton. Ten American Girls from History, Kate Dickinson Sweetser (p. 143). The Light-Bring ers, Mary H. Wade (p. 64). FRANCES E. WILLARD (1839-1898) Frances E. Willard was born September 28, 1839, in Churchville, New York, of educated and religious parents. When she was two years old the family moved to Oberlin, Ohio, but after five years the father's health broke down, and he and his brave wife determined to seek health and happiness for themselves and their three children by going to the territory of Wisconsin. For thirty days they traveled in a covered wagon through the wilder- ness. They passed the small village of Chicago, turned north into Wisconsin, and settled on the banks of the Rock River, about four miles from the village of Janesville. Here it was that this pioneer family cleared the forest and built their little "Forest Home," which became a model farm for miles around. The whole family loved the wild- ness of the life around them and all grew strong and hardy in the freedom of the out-of-doors. The Willards had no near neighbors, nor was there a school near enough to attend, so that the children had no playmates, and no teachers but their parents. But 230 FOREST HOME FRANCES E. WILLARD 231 they were well trained. No pupils ever had more sympa- thetic or devoted teachers; and the lack of other play- mates made the children inventive and self-reliant. Their childhood was a most happy one, made up of hard work, hard play, and hard study. By the time Frances was fourteen she had read every- thing in the family library, including Shakespeare, the Bible, Whittier, books of travel and adventure, histories, and biographies. She was much interested in politics and eagerly read the few magazines and newspapers of the day. STUDENT AND TEACHER Just about this time, through Mr. Willard's influence, a little schoolhouse was built only a mile from his home, • and a Yale graduate hired as teacher. Great was the excitement on the day Frances and her sister Mary started for their first school. At the end of this year they went to a school in Janesville for some months and then spent a year at what is now Milwaukee-Downer College. Fran- ces was an eager, brilhant student, a dehght to her teachers and a joy to her classmates, among whom she was a leader. When Frances was nineteen years of age her father de- cided to send the two girls to Northwestern College at Evanston, Illinois. It was here that Frances determined to become a teacher, not because she felt that she would particularly enjoy teaching, but because she had an in- tense longing to do something of importance in the great world, and teaching seemed the only thing for a woman. After graduation Frances went to teach the Harlem School, which was some twenty miles from Chicago. 232 BUILDERS OF OUR NATION Teaching in a country school in those pioneer days was not an easy task, but for Frances, who had always loved adventure, the days passed very happily. V The next twelve years of her life were spent teaching in girls' schools and colleges in various parts of the country. She was an earnest, enthusi- astic, and sympathetic teacher and did much to raise the stand- THE HARLEM SCHOOL ard of education for women. She became the first president of the Evanston College for Ladies and during her three years as its head the school grew and prospered. THE CRUSADE OF THE W. C. T. U. While Miss Willard was in the Evanston college, women • all over the country began to form a band of workers for the purpose of preventing the sale of liquor. The organization carried on the "Woman's Temperance Cru- sade." When representatives of the movement came to Chicago Miss Willard was thoroughly aroused to the greatness of the cause, and gave it her encouragement and assistance. She was an eloquent speaker, and she began to deliver addresses in behalf of the cause. The work soon be- came so hard that she gave up her teaching position to devote her entire time to it. She did this knowing that her work was to be without pay. Shortly after this there came to her on the same day the offer of two positions — the one as principal of a girls' private school at $2,500 a year; the other the presidency of the Chicago branch of the Woman's Christian Temperance Union. As she was PRANCES E. WILLARD 233 entirely dependent on herself for support, her friends advised her to accept the school position. She declined it and turned to the place where she knew she was needed, saying: "I have felt that great promotion came to me when I was counted worthy to be a worker in the organized crusade for God and home and native land." SUFFRAGE FOR WOMEN From 1879 until her death Miss Willard was president of the National Woman's Christian Temperance Union. Miss Willard felt that prohibition must be won by the women of our country. But how could that ever come to pass when women did not have the privilege of voting ? Her answer to this question was the setting out on another crusade that was to march hand in hand with the temperance work — the battle that was to end in giving women the right to vote. THE SPEAKER Her work took her upon lecture tours all over the United States, and by her eloquence she persuaded thou- sands of people to believe in the right of women to vote. In 1881 she made her first trip to the South. After this trip, which was most successful, she said, "Northern and southern bayonets shall point the same way; and the initials of W. C. T. U. shall stand for the words, *We come to unite.' " A few years later she was made president of the first International Temperance Union, in a meeting at Boston at which were representatives from all over the world. The women of other countries had been aroused by letters from Miss Willard urging upon them the im- portance of prohibition, the lack of which had allowed 234 BUILDERS OF OUR NATION families without number to be wrecked every year. In the year 1883 Miss Willard visited every state and territory in the country and started societies in all of them, speaking in every town of ten thousand people and over, and travel- ing over thirty thousand miles. Frances Willard was the busiest woman in the United States, "but it is better to wear out than to rust out," she would say when urged to rest. She made speeches every- where, even talking from the rear of the train at all the sta- tions, where eager crowds waited to hear her. The society grew to such proportions that in 1885 it had forty different branches and num- berless departments. Miss Willard herself was the real organizer of every branch and the originator of every de- partment. She worked tirelessly. Besides attending to her actual duties, she studied political science in order to bring to people an understanding of making laws that would benefit mankind, assisted in the editing of two journals, wrote several books, established the National Temperance Hospital, and kept up a large correspondence. She always seemed to find the time to do things, how- ever many or difficult, that were good. FRANCES WILLARD FRANCES E. WILLARD 235 She died in 1898, called by her followers the most loved woman in America. AN ADVOCATE OF EQUAL RIGHTS Frances Willard was an earnest reformer. She set out to make the United States a better country to live in. Her courageous fight against the drinking and selling of liquor helped to get laws passed for prohibition. She helped also to start temperance education, so people would learn how injurious the use of liquor is. Feeling that women would all vote for temperance, she took up the cause of woman's suffrage, and did a great deal to gain equal rights for women. In these ways she became a maker of the nation. Topics for Review and Search 1. In what ways were Mary Lyon and Frances Willard alike? 2. What two great reforms that Miss Willard worked for have now taken place? 3. Why was Frances Willard loved by people all over the world? 4. What two qualities must a person have to succeed in carrying out any great undertaking? Suggested Supplementary Reading A Group of Famous Women, Edith Horton (p. 199). Heroines of Service, Mary R. Parkman (p. 89). Some Successful Americans, Sherman Williams (p. 89). JANE ADDAMS (1860 ) Jane Addams spent her childhood on a farm near the small town of Cedarville, Illinois. Her father was the village miller, and she liked to go to the mill with him and see the grain made into flour. Her home was a comfortable farm-house with wide, open spaces around it. When she saw small houses crowded together in a city, she asked her father why people lived in dirty, ugly places. She was not satisfied with his answer, and said, "When I grow up I shall have a large house but it will not be built among other large houses. It will be right in the midst of the horrid little houses." She was not strong as a child, and became sensitive and thoughtful. She had a dreadful fear of doing wrong, and once, when she had told a lie, she could not sleep. She crept down the dark stairs, through the still darker hall, and found her father. When she had confessed her sin, he said, "If I have a little girl who told a lie, I am glad that she feels too badly to go to sleep afterwards." Jane admired her father greatly and felt unworthy to be his child. She considered him tall and handsome and herself undersized and ugly. She imagined he was ashamed of her and did not want people to know she was his child. She would shp out of church and walk home with her uncle so her father would not have to walk with her. But one day when she had gone alone to the village she met 236 JANE ADDAMS 237 her father, unexpectedly. He was talking with several men but he stopped to smile at her and bow politely. This delighted the shy child and helped her to realize that her father was her good friend. As Jane grew older he talked over with her the events of the day. He encouraged her studies, especially history. Once to increase her interest he offered her five cents for every account she could give of a Greek hero, and ten for her story of the life of any signer of the Declaration of Independence. The offer was eagerly accepted, for it made history a game. She went to the village school and studied hard. She always planned to go to college, and when she was seven- teen she entered Rockford College. While there she planned to study medicine and she did begin a medical course. But she was not strong enough for this work, and had to give it up. HER TRIP TO EUROPE After she had grown stronger she took a trip to Europe with a friend, Miss Ellen Gates Starr. They made great plans for sightseeing in the Old World. They wanted especially to visit the spots of historic interest and see the paintings and statuary. But in the first large city they visited, Jane Addams found poverty and suffering greater than she had ever dreamed of. So impressed with this was she that she lost interest in travel merely for enjoyment. She felt she must do something to make life better for the very poor and she came back to America. Two years later she went abroad again, but this time it was to study how she could best help the poor people. 238 BUILDERS OF OUR NATION HULL HOUSE Jane Addams turned to Chicago because she felt the poor in a great city were so much worse off than those in smaller places. She and Miss Starr found a large house surrounded by tene- ment buildings occu- pied mostly by for- eigners. Once it had stood alone in a large yard but the city had gradually grown up around it. This house had been built by a Mr. Hull and was still called the Hull house. Miss Addams and her friend went to live in it. Because they settled there to live among the poor people, it was called a settlement. A few repairs were all that was needed to make it a pleasant home. There was a cheerful big fire- place in the large hall which they took for a living-room. Miss Addams added to the furnishings pictures and books of her own to make it as homelike as possible. It was ready and opened in September, 1889. There was a two-fold purpose in the Hull House plan. The House was first of all to be a friendly home for the JANE ADDAMS JANE ADDAMS 239 poor neighbors, a place where they could find comfort and happiness. These neighbors were mostly immigrant families who had only recently come to America. Their lot was hard to hear, especially in the case of the women and children. The men soon found work and gradually learned enough English to understand and be understood. But the women had to stay at home and work hard in these strange surroundings. Usually there were several little children. To be transplanted from the country into a big city of another land was a great change, and these women needed to learn about the different living conditions. They needed to know how to cook the strange foods, how to get about on street cars, how to care for their babies in the city. They needed very much to learn English so they could talk with their neighbors, who had come from some other foreign country. Most of all they needed friends who would teach them these things and show them how to be good Americans. This is what the residents of Hull House intended to do. The second object of the settlement was to furnish op- portunities for service. Men and women responded en- thusiastically to the idea, and Hull House was soon filled with eager teachers and workers. By visiting their neighbors in a friendly way the Hull House workers were able to get them to improve their ways of living. The settlement offered games, reading and parties to give the young people entertainment and the right sort of fun. The beauty of the House itself was a constant appeal to the visitors' artistic natures. Best of all, the neighbors felt that the residents at the settle- ment had a sympathetic interest in their lives, and that they had found friends in this strange land. 240 BUILDERS OF OUR NATION EDUCATIONAL WORK Through her work among the immigrants, Miss Ad- dams came to reaUze their longing for knowledge. Some of the people who had come to live and work at Hull House were young men and women just out of college. Eagerly they set to work to organize literary clubs and classes for study. They had a Shakespeare, a Browning, and a Dante club. One day a foreign woman told Miss Addams that her mind was so filled with Shakespeare's characters during her long hours of sewing in a shop that A CORNER IN THE ROYS' LIBRARY AT HULL HOUSE she could not remember what she thought about before she joined the club. There was a reading circle where they read and talked over good books. This was of great help to the foreigners in speaking and understanding English. There were also clubs in which they discussed politics. These discussions helped the immigrants to understand the means of gov- ernment in America, and to be better citizens. JANE ADDAMS 241 There was a kindergarten for the little children, and a day nursery for the still younger ones. Many of these mothers went out to work by the day, and had been obliged to leave their little children at home alone. Some terrible accidents had resulted, children had fallen and others had burned themselves. How gladly these working mothers must have welcomed a place where their children could be safe and happy while they were away ! There were clubs for boys where they learned wood- carving, metal work, photography, printing, and shoe repairing. The girls had courses in cooking, sewing, and millinery. Jane Addams did not forget that people all need good, wholesome fun. Hull House was open to the neighbor- hood and here they gave their parties and their enter- tainments. There were dances, concerts, and children's parties. NEIGHBORHOOD IMPROVEMENTS Soon the work spread throughout the neighborhood. Living conditions in these tenements were bad. There were filth and darkness and there were flies. Jane Addams began a systematic cleaning-up of the whole district. She took upon herself the disagreeable task of garbage in- spection. With volunteer club women to help she appealed to the city council and got the streets paved. Some of the worst houses were torn down and room made for a public playground for the children. Healthful plumbing was insisted upon everywhere. A gymnasium was built as a part of the settlement, which soon came to consist of a number of buildings. In one there were pictures — copies of the world's great 242 BUILDERS OF OUR NATION masterpieces — and photographs of famous buildings. This art gallery formed a connecting link for the immi- grant between the old home and the new, for many of them were familiar with the art galleries of Europe. A MAKER OF AMERICANS The goal of all Jane Addams's plans is the making of Americans, and it is because of this that she stands among the Builders of Our Nation. No one can ever know how many sick babies have been saved by the workers from Hull House, how many boys and girls have been taught to love America and appreciate the opportunities our country offers to them, or how many men and women have become good citizens through her efforts. Topics for Review and Search 1. Find out about some other women and some men who have given their lives to helping the poor. 2. Do you think these four women — Mary Lyon, Clara Barton, Frances Willard, and Jane Addams — all had the same idea, to make the world a better place to live in? Compare the work of Jane Addams with that of each of the others. 3. What is meant by a settlement? Are settlements needed in towns and villages, as well as in cities? Give reasons for your answer. 4. We have in the United States many people who were born in other countries but have come here to live. What can we do to help them become good Americans? Suggested Supplementary Reading Twenty Years at Hull House, Jane Addams. The Wonder-Workers, Mary H. Wade (p. 121). Heroines of Service, Mary R. Parkman (p. 297). The Child's Book of American Biography, Mary S. Stimpson (p. 222). A GREAT AMERICAN It is hard to make a picture in our minds of what the Ameri- can idea of government really is. We know that our citizens have a right to vote for the men they desire to represent them in matters of government — the city council, and the mayor, the man who goes to the state legislature, and the governor, and the members of Congress, and the president. Since the citizens have this right, our government has been called a government of the people, by the people, and for the people. Besides this right of sharing in the government, we know that Americans have the privilege of doing as they please in regard to their business or profession, provided they observe rules, or laws, that have been made by their own representa- tives. Any man who has brains and skill may make what he wishes out of himself. His rights are preserved by our courts; his property is safe; he is free to live where he pleases; he may change his work or business as he likes. But while we know all these things, and know that they are reasons why America has been called the home of the free, and reasons, too, why poor people from other less happy lands have come to America where they might find freedom, it is still true that we find it hard to make a picture in our minds of what America really means. One way to do it is to think of men who represent what America stands for. In fact, that is just what we have been doing all through this book. But while two or three men, men like Washington or Jefferson or Lincoln, for example, seem to represent all America, most of our great men repre- sent just certain things that have entered into the making of America, and do not give us an idea of America as a whole. And as the country has grown in wealth and population and extent of its possessions, and as our life has become more 243 244 BUILDERS OF OUR NATION various and has lost the simplicity of colonial or revolution- ary days, it has become even more difficult to find a man of whom we may say, "This man is a typical American ; he sums up all that America means to me." A man of more recent years who is certain to stand out more and more as one of the representatives of the American idea is Theodore Roosevelt. He appeals to the American love of sport, of adventure, of dangerous journeys undertaken on frontiers and in the wilderness. He appeals also to the American love of many-sidedness, the interest in all sorts of occupations. He was a man who did many things well. He also appeals to the American love of the man who does big things, builds a great business, carries through some gigantic task. And he stands also for American interest in govern- ment and politics, for efficient government and clean politics. Finally, he was a representative of American courage and hope and good spirits. Life was a joy to him. He found pleasure in all that he did. He seemed to gather in himself all the youth and daring and sportsmanship and honor that we think of as American. Topics for Review and Search 1. Name the presidents you have read about in this book. 2. What other men who helped in the government of our coun- try are told about in this book? Suggested Supplementary Reading Winning Their Way, J. T. Faris. Successful Americans, Sherwin Williams. THEODORE ROOSEVELT (1858-1919) Theodore Roosevelt had a very different boyhood from that of some of the great men we have read about. He was born in the largest city of the United States, October 27, 1858. His parents were well-to-do; he had a devoted aunt and a fond grandmother hving near; and had a brother and two sisters, as well as several cousins, for playmates. While he did not have an uphill fight against poverty or the hardships of pioneer life, his boyhood was a struggle. From babyhood he suffered with asthma, which made his breathing difficult, and at times almost impossible. His health was so uncertain that he was not able to attend school regularly. He went to a private school near home for less than a year, but he did a great deal of solid reading and had teachers at home. THE YOUNG NATURALIST Theodore took to reading very early, and Livingstone's Travels is said to have been his favorite book when he was so small that he could scarcely carry the big volume. With his love for books he had the greatest fondness for ani- mals. At nine he started what he called "The Roosevelt Museum of Natural History." At this time he was greatly interested in a seal which he saw in the market. He stud- ied ants and spiders and other insects, and wrote down his observations in a notebook which he called "Natural his- tory on insects." His summers were spent in the country, where he had all sorts of animals for pets — cats, dogs, rab- 245 246 BUILDERS OF OUR NATION bits, a raccoon, and a loved pony called General Grant. He studied birds and animals and learned taxidermy that he might mount and preserve his specimens. When he was fourteen, his father took him with his brother and sisters on a trip through Egypt. Here The- odore's chief inter- est was in collect- ing birds, and he brought back some stuffed birds which are still preserved in museums. By reading, and studying with tu- tors, he prepared himself for Har- vard, where he was graduated with honor in 1880. He still had at- tacks of asthma, and was not as strong as he wished, though he had greatly improved his health by regular gymnastic exercises and boxing. In the summer of 1883 he went to Dakota, thinking the dry air might relieve his asthma. He hoped also for a chance to shoot buffalo, herds of which still roamed over the western plains. He traveled on until he got beyond cities and even towns — on until there was nothing but prairie with a railroad track stretching across it. After he left the train he rode several miles farther, on THEODORE ROOSEVELT THEODORE ROOSEVELT 247 horseback, to a ranch called the Chimney Butte. The one- room house was built of logs with a sod roof, and its occu- pants were three men, all strangers to Roosevelt. They were ranchmen with a herd of cattle of their own ; and they volunteered to show the young Easterner some buffalo hunting. A BUFFALO HUNT The great herds of buffalo had already been driven out of this region, but buffaloes were still to be found, a few in a place. Roosevelt and one of the men started out and rode all day, seeing buffaloes several times. Twice they fired at single animals, but these escaped. The two men rode over rough country, for the prairie was broken by irregular hills called buttes. The day was hot and there was neither shade nor cool water. For lunch they had a hard cracker dipped in muddy water ; for sup- per, a cracker without water. While trying to creep up on a buffalo, Roosevelt got his hands stuck full of cactus spines. At night they lay down to sleep in the open. There was not a tree or a bush in sight, so they tied the horses to the saddles, which they used for pillows. Some time after- wards they were awakened by a wild jerk, and saw their mounts dashing off, dragging the saddles. A wolf had come near enough to frighten the horses. The tired men had to follow the horses on foot. When these were caught and brought back, Roosevelt and his companion again lay down. Before morning a thin rain was falling, and they were glad to get up at dawn and start out again. It's dogged as does it, was a favorite maxim of Roose- velt all his life. He had come out after buffaloes; he 248 BUILDERS OF OUR NATION did not intend to return to the ranch until he had shot one. All that day they rode through the rain. Once Roosevelt was thrown from his pony, but he kept on. On the fourth day he killed his buffalo. His liking for the West grew, and before he returned to the East, he had bought a ranch of his own. Here he lived much of the time for the next few years. The hard, open- air life, where he did the regular work of a cowboy, spend- ing long hours in the saddle, cured his asthma, and he lost every trace of the delicate health he had had up to this time. IN POLITICS Roosevelt's interest in politics was shown soon after he finished college, because he believed that every one should take an interest in government. He soon made friends with men of all parties who were in sympathy with the cause of good government. He advocated a better system of street-cleaning. His plan was voted down. He grinned and went at some other reform. His fellow-Republicans liked the grin and admired the man. Soon he was elected to the State Legislature and served three terms there. Then he became Police Commissioner of New York City and later. Assistant Secretary of the Navy. COLONEL OF THE ROUGH RIDERS In 1898 the misrule of Spain in Cuba caused a United States warship — the Maine — to be sent to Havana. Its purpose in the harbor was to protect the American resi- dents of the island. When this ship was blown up, the United States declared war upon Spain. President Mc- Kinley called for volunteers, and Roosevelt offered to raise a regiment of cavalry. He intended these soldiers should be western cowboys, who were used to the saddle and hard- THEODORE ROOSEVELT 249 ened by endurance. When Roosevelt's plan became known, thousands offered themselves. Many of them came from the West, and on this account the regiment was known as the Rough Riders. But there were also Eastern college boys and every sort of men who admired Roosevelt and liked adventure. The regiment did good service in the brief Cuban campaign, and its colonel came back a popular hero. The same year he was elected Governor of New York. In this office he gained the reputation of holding out for what he believed was right, even against his own party leaders. He wanted to be governor for a second term, but instead, he was nominated and elected Vice-President of the United States in 1900. A little more than a year later President McKinley was assassinated, and Theodore Roosevelt became President of the United States. THE PRESIDENT He brought to the office energy and enthusiasm, coupled with a desire for fair play and a determination to fight in- justice. He wanted every man in the country to have his rights, but only his, not any other man's. At home he began the great work of reclamation which has changed thousands of acres in the West from arid deserts into fer- tile farm lands. He settled a great coal strike, and he ex- posed political frauds. At one time he had dealings with the German Govern- ment; at another time, with the Turkish. Again, there was a boundary dispute with England. All these matters were settled to the satisfaction of the United States, and our country stood higher than ever before among the pow- ers of the world. 250 BUILDERS OF OUR NATION THE PANAMA CANAL Then came a great problem. For many years there had been a plan to dig a canal through the isthmus which con- nects North and South America. Such a waterway would save the weeks it then took a ship to go from New York MIRAFLORES LOCKS, PANAMA CANAL to San Francisco around Cape Horn. France had already spent millions in a vain attempt to build such a canal, and England had planned one also. In Roosevelt's administration the United States de- cided on a new route, through Panama, and Congress au- thorized the construction of a canal. It was begun in 1904 and finished ten years later. The completed canal, with its different locks to regulate the flow of water from the THEODORE ROOSEVELT 251 higher lands to the lower, is one of the greatest engineer- ing feats ever accomplished. BWANA MAKUBA Three weeks after completing his second term as Presi- dent, Roosevelt set out for Africa. He had long wanted to hunt big game in a wilderness, and now he was not merely going on a vacation; he was making a scientific trip as well. With him went scientists, and taxidermists to cure the specimens, so they could be sent back to the National Museum at Washington. For a year Bwana Makuba, or the Great Chief, as the natives called him, traveled through African jungles. To enumerate the ani- mals he shot would be Hke naming over the menagerie of a circus. He saw elephants and giraffes and hippopota- muses, not by ones or twos, but in herds. Roosevelt and his party shot Uons and elephants and all the smaller beasts ; they had narrow escapes in their encounters with some of these animals. Among the strange foods they ate were scrambled crocodile's eggs and soup made from an elephant's trunk. A CITIZEN OF THE WORLD When Roosevelt started home, he planned to journey through Europe as a private citizen, but he was received in Egypt with such cheers and celebrations that he saw he would not be able to do so. Throughout Europe he was welcomed with such enthusiasm as had never before been given to any private citizen. He was cheered by the people and entertained by the rulers. His progress was a triumph through Italy, Austria-Hungary, France, Ger- many, and England. 252 BUILDERS OF OUR NATION He was in London at the time of the funeral of King Edward. Most of the crowned heads of Europe were there to show their respect for the dead king. Despite the cus- tom which requires a private citizen to seek the ruler, most of these kings and emperors sought out Roosevelt and called on him at the residence of the American Ambassador, where he stayed. When Roosevelt sailed for home a Frenchman said of him : "It was a great reputation that had preceded him, that he was forced to live up to. He succeeded. He goes a greater man in the eyes of Europe than he was when he came." HIS LATER YEARS When he returned to America he again threw himself wholeheartedly into politics, where he had a great influ- ence during the remainder of his life. In 1913-14 he made a trip to South America. Here he was again the wilderness hunter, shooting big game in the tropical jungles. He was also the discoverer and explorer, for he found and mapped a river hitherto unknown. In his honor the government of Brazil named it Rio Teodoro, which means the Theodore River. Roosevelt had lived the most active of lives; he was known, indeed, for his firm belief in strenuous life. He overcame his early frailty so that he resisted jungle fever and the malaria of the tropics. In the end he was spared continued illness or suffering; he died suddenly January 6, 1919. HIS HOME LIFE As a child Roosevelt had spent his summers on Long Island, and here he built his home. He led a happy life with his wife and six children. There were also two fam- THEODORE ROOSEVELT 253 ilies of cousins who lived near, making sixteen children in all. Roosevelt was the most delightful companion of these young folks, taking them boating, hunting, and camping. When the children were small, a favorite game was "stage-coach," played on the swimming float. Father always had to tell the story and when he said "stage- coach," every child dived off into the water. Thereupon the story-teller stood up and counted heads, to make sure all were safe, while the boys hid under the float and bobbed out unexpectedly. When he first lived in Washington, he used to take not only his own children but also several of their friends and playmates out for long Sunday afternoon walks, A favorite place to go was Rock Creek Park, where the children could scramble up the rocky hillsides and clamber over fallen trees. On one such walk, they were crossing the creek on a fallen tree. In trying to prevent one especially heedless child from falling into the water, Roosevelt himself fell in. As he scrambled out of the water he heard one of the playmates say, "Oh ! The father of all the children fell into the water." THE WRITER Had Theodore Roosevelt not distinguished himself in other ways, he might have been known as a writer, for he has a whole shelf of books to his credit. He began writing on historical subjects when he was in college. His ac- counts of life on a western ranch were written while he was in Dakota, and published in a magazine with illustra- tions of cowboys and bucking bronchos. His accounts of hunting in Africa and exploring in South America were eagerly read as fast as they appeared. His Autobiography 254 BUILDERS OF OUR NATION was one of his last works. It contains many interesting memories as well as accounts of his political career. THE MANY-SIDED ROOSEVELT Roosevelt has been called the typical American. In all that he did — as ranchman or hunter, soldier or presi- dent — there was a directness of aim and a steadiness of purpose that we like to think peculiarly American. When- ever he tried to do anything, he tried hard, and he usually succeeded. Among all the things he accomplished as a man and as a president, the greatest was probably the way he made the United States respected among the nations of the earth. Our country had been like a child growing up; suddenly it was grown and ready to take its place among the great countries. Roosevelt's manner of dealing with the European nations left them respecting and liking us, while he was everywhere called the greatest living American. Topics for Review and Search- 1. What is Natural History? 2. Are there any buffaloes now roaming over the western plains? 3. Find out all you can about the Spanish-American War. How long did it last? 4. How was the Panama Canal a help to our country in the World War? Can you think of any way it serves us in time of peace? 5. Find out what the Roosevelt dam is, and why it is so named. Suggested Supplementary Reading Boy's Life of Theodore Roosevelt, Herman Hagedorn. Letters to His Children, Theodore Roosevelt. American Boys' Life of Theodore Roosevelt,Edward Stratemeyer. THEME TOPICS 1. What Was Believed About the World Before Columbus Discovered America. 2. Trade with the East in the Fifteenth Century. 3. The Story of Columbus's First Voyage. 4. The Quakers. 5. The Founding of Pennsylvania and Philadelphia. 6. Penn and the Indians. 7. Franklin's Boyhood. 8. What Franklin Did for His Country. 9. George III and the American Colonies. 10. Patrick Henry's Part in the Revolution. 11. A Story About Washington When He Was a Boy. 12. Washington's Trip to the French Fort. 13. Washington and the American Army. 14. Washington After the Revolution. 15. How Morris Helped Win the War. 16. The Boyhood and Youth of John Paul. 17. John Paul Jones, Sea Fighter. 18. How Hamilton Helped the Colonies. 19. Clark and Kentucky. 20. How Clark Won the Northwest Territory. 21. Jefferson's Part in the Revolution. 22. The Purchase of Louisiana. 23. The Boyhood of Jackson. 24. Jackson in the War of 1812. 25. Robert Fulton As a Boy. 26. The Story of Fulton's Steamboat. 27. The Story of the Cotton Gin. 28. The Story of Cotton. 29. How Whitney Helped America. 30. McCormick's Boyhood and Youth. 31. How the Reaper Has Helped the World. 255 256 BUILDERS OF OUR NATION 32. What Hill Did. 33. The Boy Edison. 34. Edison "the Wizard." 35. The Inventions of Edison. 36. Longfellow's Education and Travels. 37. Longfellow's Poetry. 38. Webster's Boyhood. 39. What Webster Did for the United States. 40. Story of Lee's Life Before the Civil War. 41. Lee, the General. 42. Grant's Early Life. 43. How Grant Won the War. 44. A Comparison of Lee and Grant. 45. The Boyhood of Lincoln. 46. How Lincoln Became a Lawyer. 47. Lincoln and the Civil War. 48. Why Lincoln Was So Great. 49. Mary Lyon, a Remarkable Girl. 50. The Founding of Mount Holyoke College. 51. What Mary Lyon Did for American Girls. 52. A Great Nurse. 53. The Story of the American Red Cross. 54. What the Red Cross Does Now. 55. Life of Children of Pioneers (see Stories of Clark, Lincoln, and others). 56. Frances Willard's Service to America. 57. The Story of Hull House. 58. How Jane Addams Has Helped the Whole Country. 59. The Boyhood of Roosevelt. 60. Different Things Roosevelt Did. 61. The Man in This Book Who Interested Me Most. 62. The Woman in This Book That I Liked Best. 63. War in 1776, 1861, and 1917. INDEX AND GLOSSARY Abbott, John S. C, 174 Acadians (a-ka'di-anz), 176 Addams, Jane, 236-242 Africa, 19, 251, 253 Alabama, 124, 209 Albany (ol'ba-ni), 134, 135 Alexandria (al'eg-zan'dri-a), 188 Alfred, The, 84, 85 Allegheny River, The (al'e-ga'ni), 60 Ambassador (am-bas'a-der), man re^)- resenting his own country in a for- eign one, 252 Amboy, New Jersey, 37 Amendment (a-mend'ment), addition stating a new law, 210 America, 3, 4, 20, 22, 29-34, 43-45, 48, 50, 54, 59, 62, 63, 67, 69, 74, 84, 99, 101, 114, 128, 144, 158, 169, ISO, 214, 222, 226-228, 237, 239 Andersonville, Georgia, 225 Annapolis (a-nap'6-lis)j 89 Appalachian Mountains (ap'a-lach'i- an), 98 Appomattox Court House (ap'o-maf iiks), 192 Arabia, 6, 7 Arkansas (iir'kiin-so), 209 Armenia (iir-me'ni-a), 228 Arthur, Chester A., 227 Asia, 3, 6-8, 15, 20 Assemblies (a-sem'bliz), meetings where the laws were made and the country's welfare discussed, 47 Atlanta, 200, 201 Atlantic, The, 33, 47, 59, 61, 98, 99, 114, 117, 135, 157 Austin, Moses, 189 Austin, Texas, 189 Austria-Hungary (6s'tri-a-hung'ga- ri), 251 Bahamas, The (ba-ha'm&z), 15 Bank, First National, 78, 79 Bardstown, Kentucky, 223 Barton, Clara (bar'tun), 222-229 Battle Hymn of the Re-puMic, 169 Berkshire Hills (bflrk'sher), 216 Black Sea, The, 8 Boti Homme Richard, The (bo-nom' re'shar), 87-89 Boston, 35, 36, 39, 53, 54, 173, 184, 233; Tea Party, 63, 78; Herald, The, 163 Bowdoin College (bo'd'n), 172 Bradford, Mr., 38 Brazil, 252 Browning, Robert, 240 Bunker Hill, Battle of, 63; monu- ment, 183 ; oration, 184, 186 Burgesses, House of (biir'jes-es), 112 Burlington, New Jersey, 37 Burnside, General, 191 Burns, Robert, 152, 169 Bwana Makuba (bwiln'a mii-ku'baj, 251 Byfield, Massachusetts, 217 Cahokia, Fort (ka-ho'ki-a), 105, 106 California, 157, 158, 198 Cambridge, 64, 173, 174 ; University, 175 Canada, 115, 152, 157 ; Canadian Rockies, 157, 160 Canary Islands, The, 12 Cape Horn, 250 Carolina, The, 123 Cedarville, Illinois, 236 Central America, 20 Charles I, 24, 51 Charles II, 26-28 Charles River, The, 173 Charlestown, 126 ; harbor, 209 Chicago, 149, 153, 202, 230-232, 238 Chimney Butte (chim'ni but), 246 China, 7, 80 Christianity, 11, 16, 18 Churchville, New York, 230 Cincinnati (sin'si-nat'i), 149 Civil War, The, 155, 160, 190, 194, 199, 202, 209-211, 223, 226 Clark, George Rogers, 102-108 Clermont, The, 134, 135 Columbia University, 92 Columbus, Christopher, 6-21, 47, 101 Confederacy, The, 191, 200, 209 Congress, body of Senators and Rep- resentatives who are elected by the people to make laws, 65, 69, 76-79, 81, 184, 250 ; Continental, 52 Connecticut, 141 257 258 INDEX AND GLOSSARY Constantinople (kon-stan'ti-no'p'l), 8 Cornwallis, Lord (kOrn-wol'is), 67, 68, 70 Craigie House (kra'ge), 173, 177 Cromwell, Oliver (krom'wgl), 24, 51 Cuba, 15, 248 Cumberland River, The, 199 Custis, Martlia (kus'tis), 61 Custis, Mary. 190 Dakota. 246, 253 Dartmouth College, 183 Declaration of Independence, The, 32, 44, 45, 65, 112. 113, 116, 237 Delaware, 39 ; River, The, 27-29, 65 ; "Crossing the Delaware," 66, 72 Denmark, 172 Detroit, 160; Fort, 106 Diplomat (dip'lo-mat), man who con- ducts affairs for his government in a foreign country. 43 Dixie. 1G9 Donelson, Fort. 199, 200 Dorchester Heights. 64 Douglas, Stephen A.. 208 Drake, The, 86 East Indies, 7 Edison, Thomas Alva, 160-168 Edward, King, 252 Egypt, 9, 246, 251 Emancipation Proclamation, The (e-m4n'si-pa'shiin prok'la-ma'shiinj , 210 Emerson, Ralph Waldo, 213 Emerson, Reverend Joseph, 217 England, 23, 24, 30-34, 43, 44, 48. 49, 52. 55, 56. 59-63, 67, 74, 75, 92, 101, 105, 113, 121, 135, 144, 180, 186, 214, 249-251 Europe, 3. 4, 7-9. 14, 16, 19, 22, 25, 42, 68, 98, 149, 172. 175. 179, 222. 225. 226. 237. 251, 252 Evanston, 231 ; College for Ladies, 232 Exeter (ek'se-ter), 152 Fairfax, Lord, 58, 59 Ferdinand, King (far'di-nand), 10- 12. 19 Florida. 59, 114, 124, 125, 127, 20.9 Foote, Commodore (foot, kom'o-dor'J, 199 Fourth of July. The. 113 Fox, George, 22 France. 42. 44, 45, 59. 68, 69, 78. 85. 89, 113, 115, 133, 169, 250, 251 ; French Academy of Science, The, 149 ; French and Indian War, 61, 62 Franklin, Benjamin, 35-45, 75, 87 Franklin, James, 36 Freneau, Philip (fre-no'), 169 Friends, see Quakers Fulton, Pennsylvania, 130 Fulton, Robert. 130-136 Galena. Illinois, (ga-le'na), 154 Garfield, James A., 22^ Genoa (Jen'6-a), 6-9 George HI. 49. 51-54, 63, 64, 105, 17.3 Georgetown, 156 Georgia, 47, 59, 121, 124, 138, 141, 200, 209 Germany, 172, 214. 249, 251 Gettysburg, Battle of (get'iz-bilrg), 192 Glacier National Park, 158 Grant, Ulysses S., 161, 192, 196-199, 211 Greene, General Nathaniel (na-than'i- el). 92, 139 Gulf of Mexico, 114 Hamilton, Alexander, 91-97 Hamilton, Colonel Henry, 106-108 Hamilton, Fort, 189 Harlem School. 231 Harvard College. 172, 174, 216. 246 Havana (ha-van'a), 248 Hawthorne, Nathaniel (na-than'i-elj, 174 Hayes, Rutherford B. {haz, rooth'er- ferd), 226 Ilayne, Senator (ban). 184, 186 Hayti (hfi'ti), 15. 18 Hellespont (hel'es-pont), strait be- tween Europe and Asiatic Turkey, 8. 9 Henry, Fort, 199 Henry, Patrick, 46-55, 103 Hill, James Jerome (jer-om'), 152- 159 Hodgensville, Kentucky (hoj'fnz-vilj, 204 Holmes. Captain (homz). 39 Holmes, Oliver Wendell. 174 Hooker, General, 191 Hudson River, The. 96, 134, 135, 190 Hull House, 238-242 Illinois, 101, 107, 206, 208, 212. 231. 236 Inaugurated (in-o'gu-rat-ed), made president, 114 India, 6-10, 14-20 Indiana, 101, 204 Indian Ocean, The, 8 Indians. 2. 15. 29-31. 41, 42. 58-61, 99. 102-105, 120, 121, 124-126, 130, 156, 176 INDEX AND GLOSSARY 259 Internal waterways, lakes, rivers, and canals so connected that they can be used for commerce, 189 International Temperance Union, The, 233 Ipswich (ips'wich), 218 Ireland, 25, 118 Isabella, Queen, 10, 12^ 19 Italy. 6. 169, 251 Jackson, Andrew. 117-127, 189 Janesville, Wisconsin, 230, 231 Japan, 7, 15 Jefferson Barracks (bar'aks), 198 Jefferson. Peter, 109 Jefferson, Thomas, 109-llG Jones, John Paul, 83-90 Junto. The (jun'to), 40 Kaskaskia, Fort (kas-kas'ki-a), 104- 106 Keane, Major-General, (ken), 124 Keimer, Mr. (ki'mer), 38, 40 Keith, Gov. William, 38, 39 Kentucky, 102-104, 108, 199, 204 Key, Francis Scott, 169 King's College, 91 Kittson, Mr., 157 Lafayette (la'fa-yet). 68-70 Lancaster (lang'kas-ter), 131, 132 La Rabida (Hi ra'bi-da), 10, 11 Lee, Custis, 190 Lee, Robert Edward, 180, 188-195, 200, 202, 212 Legislative (16j'-is-la-tiv), law-mak- ing, 49 Lexington, Battle of, 64, 75 Lexington, Virginia, 147, 194 Lincoln, Abraham, 73, 180, 200, 204- 215 Lincoln, Nancy Hanks, 205 Lincoln, Thomas, 204 Little Britain, 130 Liverpool, 74 Livingstone, Robert R.. 133, 245 London, 33, 39, 251 Longfellow, Henry Wadsworth, 171- 177 Long Island, 252 ; Battle of, 92 Louisiana Purchase, 114-116, 121, 209 Louis the Fifteenth, 43 Lowell, James Russell, 174 Lyon, Mary, 216-220 Maine, 47. 59, 171 Maine, The, 248 Marshfield, 184 Maryland, 27 Massachusetts, 33, 63, 216, 218, 222 Mai/flowei-, The, 4 McClellan, George B. (ma-klel'anj, 191 McCormick, Cyrus Hall (ma-kOr'mik, si'riis), 145-151 McKinley, William, 248, 249 Mediterranean Sea, The (med'i-ter-a'- ne-an), 8 "Merry Monarch. The." 26, 27 Mexican War, The, 189, 190, 198 Mexico, 189 Michigan, 101, 160 Milan, Ohio (mi'lan), 160 Militia force (mi-lish'a), body of citi- zens trained as soldiers, 40 Miller, Mr., 140 Millward, Massachusetts, 222 Milwaukee-Downer College, 231 Minister, one who represents his ow.i country abroad, 113 Ministers, advisers, 49 Minnesota, 154, 155 "Minute-men," 63 Mississippi, 209 ; River, The, 59, 61, 108, 114-116, 149, 153, 154, 189. 200, 206 Monroe, James, 115 Monticello (mon'te-sel'o), 109, 110 114-116 Moors, 10, 11 Morris, Robert, 74-82 Mount Holyoke Seminary (hol'yOk). 218-221 Mount Vernon, 56, 59, 61, 72 Napoleon, 152 Nautilu::, The (no'ti-lus), 132 Nevis (ne'vis), 91 New England, 4, 52, 141, 153, 170 New Hampshire, 181, 183, 217 New Jersey, 37, 65-67, 91, 92 New Orleans (or'le-anz), 115, 122, 123, 124, 149, 206 New York, 33, 34, 36, 52, 65, 67, 80, 94, 134, 135, 153, 158, 164, 190. 202, 222, 230, 250 ; City, 248 ; har bor, 189 Nina, The (ne'na), 12, 14, 16 North America, 2, 20, 250 North Carolina, 84, 209 North Dakota, 156 Northern Pacific Railroad, The, 157 Northwestern College, 231 Northwest Territory, The, 101. 102. 104, 105, 108, 154, 155 Norway, 172 Oath of oflBce (6th), solemn promise to fulfill all duties of the presi- dent, 114 260 INDEX AND GLOSSARY Oberlin, Ohio (6'ber-lin), 240 Ohio, 101, 160, 196, 230 ; River, The, 103, J 04, 149, 196 Ontario, Canada (6n-ta'ri-o), 152 Oregon, 157 Orient, The (6'ri-ent), eastern coun- tries, as India, Japan, etc., 153 Orinoco River, The (o'ri-no'ljo), 18 Oxford, Massachusetts, 222 Oxford, University of, 24, 25, 175 Pacific Ocean, The, 99, 116, 153, 154, 157, 202 Panama, 250 ; Canal. The, 250 Paris, 25 Parliament (par'li-ment), law-making body in England corresponding to .our Congress, 34, 48 Patent (pat'ent), grant by the gov- ernment which keeps anyone else from copying an invention, 140 Paul, John, see Jones, John Paul Pavia, University of (pil-ve'ii), 8 Pearson, Captain, 87, 88 Penn, Admiral, 24-26 Pennsylvania, 27, 28, 30, 32, 38, 41, 52, 68, 80, 130, 191 Penn, William, 4, 22, 24-32 Pensacola Harbor (pen'sa-ko'la), 122 Pershing, General, 70 Persia, 7 Philadelphia, 28-30, 36-39, 52, 65, 69, 74, 75, 78-80, 94, 112, 113, 119, 132 Phillips Academy, 182 Pilgrims, The, 183 Pmta, The, (pen'ta), 12, 14, 16 "Pioneer Guards, The," 155 Pitt, Fort, 103 Pittsburgh, 60, 103 Pitt, William, 50 Point Plt-asant, Ohio, 196 Political science (p6-lit'i-kal si'ens}, study of the organization and gov- ernment of states, 244 Poor Richard's Almanac, 43, 87 Pope, General, 191 Port Huron, Michigan, 160 Portland, Maine, 171 ; Academy, 172 Portugal (por'tii-gal), 9, 10, 12"; Henry, Prince of, 9 ; John, King of, 10, 12 Postofflce Department, The, 41 Potomac River, The (p6-t6'mak), 56, 57, 62, 96, 188 Princeton, 68 ; Battle of, 92 Prohibition (pro'hi-bish'un), forbid- ding the manufacture and sale of alcoholic drinks, 233 Providence, The, 85 Puritans, The, 176 Quakers, The, 23-31 ; Quaker School. 131 Raleigh, Sir Walter (ro'li), 4 Ranoer, The, 85, 86 Read, Deborah (deb'6-ra), 38, 40 Red Cross Society, The, 225-229 Red River, The. 157 Red Sea, The, 8 Revolutionary War, The, 45, 53. 55, 62-70, 73, 75, 78, 81, 89, 92, 93, 103, 108, 114, 119, 132, 139. 169, 173, 176, 180, 181, 188, 214 Richmond, 149, 191, 200, 201 Riverside Park, 202 Rivianna, River, The (riv'i-an'aj, 109 Rockbridge County, 145 Rock Creek Park, 253 Rockford College, 237 Rock River, The, 230 Rockwood Academy, 152 Rocky Mountains, The, 115 Roosevelt, Theodore, 245-254 Rough Riders, The, 249 Russia, 128, 228 Sanderson Academy, The, 216, 217 San Francisco, 158. 250 San Salvador (siin sal'va-dor'), 15 Santa Maria, The (siin'ta ma-re'aj, 12, 14. 16 Savannah, Georgia (sa-van'a), 138, 139 Schuylkill River, The (skool'kTl), 28, 80 Scientific American, 164 Scotland, 46, 83, 169 Scott, General, 189 Secession (se-sesh'un). withdrawing from the Union, 191 Sectionalism (sek'shiln-al-iz'm), de- votion of a people to one smajl part of the country instead of to, the great whole. 187 Seine River, The (san), 133 Serapis, The (sar'a-pis), 87-89 Shakespeare, 152, 182, 231, 240 Sherman, General, 200, 201 Shiloh, Battle of (shi'lo), 160 "Ship of State, The," 95 Smith College, 221 Smith, Mr., 157 South America, 18, 250, 253 South Carolina, 209 Spain, 10-12. 16-20, 59, 115, 124, 125, 127, 248 Springfield, Illinois, 206 Stamp Act, The, 50, 52 Stanton, Edwin M., 212 Starr, Ellen Gates, 237, 238 %1 Wi INDEX AND GLOSSARY 261 stars and Stripes, The. 85, 201 Star-Spaiigled Banner, The, 169 St. Louis, 188, 198 St. Paul, 154, 150 ; St. Paul and Pa- cific Railroad, 157 St. Petersburg, 228 Streets, of Boston, 35 ; of Philadel- phia, 28, 29, 38 Stuart, The House of, family of Stuarts who handed down the English throne from father to son, 24 Suez, Isthmus of (sdo-ez'), 8 Sumter, Fort, 209 Sweden, 172 Switzerland, 172 Syracuse, New York (sir'a-kus'), 153 Tennessee, 108, 119-121, 125, 199, 209 ; River, Valley of the, 117 Tcodoro, Rio (ta'6-dor'o re'6), 252 Territory (ter'i-to-ri), part of the country not yet taken into the Union as a state, 234 Texas, 115, 189, 198, 209 Tongue River, The, 156 Trenton, New Jersey, 66-68, 72 ; Bat- tle of, 92 Turkey, 9. 249 Union County, North Carolina, 118 Union PaciOc Railroad, The, 158 United States, The, 2, 32, 45, 54, 50, 59, 68, 70, 71, 79, 98, 99, 114-116, 121, 122, 124, 125, 127, 134-136, 184, 185, 189, 208, 209, 212, 214- 216, 227-229, 233, 234, 248-250, 254 ; army, 188, 198 ; capitol of, SO, 90 : constitution of, 45, 71, 79, 94, 179, 182, 210 ; exports of, 150' ; railroad across, 157, 158 ; senate, 84. 86 Valley Forge, 68 Vasco de Gama (viis'ko dii ga'ma), 19 Vassar College, 221 Venice, 7 ; Venetians, 8-9 Vespucius, Americus (ves-pu'shus, a-mer'I-kus), 20 Vicksburg, 192, 200 Vincennes, Fort (vin-s?nz'), 105, 107 Virginia, 33, 46-56, 58-60, 62, 70, 84, 96, 103, 105, 109, 112, 113, 115, 116, 145, 149, 188, 190, 191. 194, 209 Washington and Lee University, 194 Washington, D. C, 2.22, 228, 251, 253 Washington, George, 56-73, 80, 81, 84, 92, 95, 112, 114, 173, 180, 18^, 191, 194, 212-214 Washington, Lawrence, 56 Washington, Lawrence, 59 Washington, Martha, 61, 190 Washington, State of, 157, 158 Watt, James (wot), 133 Webster, Daniel, 126, 181-187 Webster, Ebenezer, 181 Webster, Ezekiel, 183 Weekhj Herald, The, 161 Wellesley College, 221 West, Benjamin, 132 Western Union Telegraph Company, The, 163 West Indies, The, 15, 74, 84, 91 Westminster Abbey, 177 West Point Military Academy, 188, 197 Whitehaven, Scotland, 83 White, Mr., 119 Whitney, Eli (hwit'ni, e'll), 137-144 Whittier, John G., 231 Wisconsin, 101, 230 Willard, Frances E., 230-235 William and Mary College, 110 Williamsburg, Virginia. 103 "Willing and Morris," 74 Winnipeg (win'I-peg), 156 World War, The, 150. 228, 229 Wolcott, Oliver (wool'kut), 142 Woman's Christian Temperance Union, The, 232-235 Yale College, 138, 216, 231 York, Duke of, 26 York River, The, 70 Yorktown, 70 ; Battle of, 93 Younger, Mr., 83 r • ^0 --* • ■*P .♦ill*:* ^ v" •i\»' o^ 4fy *'" ,«> . -^--^'^^^ ' ,0^ ^0"