New grammar school history of the United States

Front matter

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Preface

Although the success of the Grammar School History of the United States during the last twenty years has been unparalleled, the publishers, in order to meet the demands of the present tnne, have induced the author to prepare the book here offered to tlie public.

In examining the plan of this work, it will be observed that so much of the history as belongs to the colonial period is presented in chronological order and as related to the different English reigns. This departure from the usual arrangement seems to possess many advantages. Pupils studying the history of each colony without reference to contemporaneous circumstances and events are apt to receive the impression that the narrative covers a greater length of time than is actually the case. The events, too, in tlieir various relations, are not clearly understood ; since their connection Avith other events as causes or consequences, though perhaps clearly observed by the pupil in the history of one colony, becomes obscure, or is lost sight of entirely, in the history of other colonies, owing to the different circumstances with which they are connected. Tlie general thread of the narrative is thus broken in the mind of the pupil.

A fuller treatment has been given to the earlier than to the more recent history of our country, because, with but few exceptions, the events of the former are generally of greater interest and importance ; and, besides, having passed so far into histoiy, they may be more readily stu.died without prejudice, and with a better idea of their true value and relation.

6 Preface.

Ill the preparation of this book, three special objects have been constantly kept in view.

The first and most important of these is accuracy of statement. The works of Bancroft, Hildreth, Palfrey, Prescott, Sparks, Parkman, and other trustworthy historians, have been thoroughly read, and their statements and conclusions carefully compared. Whenever their accounts have been found to be at variance, the author has carried his investigations back to official reports, early letters and records, and other original sources.

The second object has been to make the narrative, though brief, well connected, symmetrical, and attractive. The truth being ever the paramount object, it has been the constant aim of the author to present it as forcibly and conspicuously as possible, and in language both simple and attractive.

The third object has been to make a complete class-manual. It is believed that the many helps offered in the maps, illustrations, topical questions, summaries, tabulated reviews, and appendix, will be greatly appreciated by practical teachers. History is now taught quite as widely as grammar or geography, though teachers differ considerably in their methods and requirements. While some secure the results which they require by teaching a mere outline in connection with the most important dates, others devote much time to what is understood as class-drill, believing that the subject cannot be taught definitely, thoroughly, and with permanent effect, in any other Avay. The latter make free use of chronological tables, maps, review outlines, and other expedients of the kind. A third class, discarding all such means, depend exclusively upon the narrative, their aim being not so much to jirepare pupils for a critical examination as to implant in their minds a taste for history, as well as to induce them to read the best historical literature. The author is convinced that teachers of each class, whatever methods they may

Preface. 7

prefer, will find this book adapted to their several views and preferences in every respect.

One of the author's earlier works has been objected to because it contained no questions at the foot of the pages. Objections may be made by some to this book for the very opposite reason ; since, while some teachers find from experience that questions prepared for them are helpful, others prefer to use only those of their own construction. Such being the case, the author thinks there can be no good reason for excluding the questions, inasmuch as they may be used or entirely ignored, at the pleasure of the instructor.

Without any specification of other improvements in the work, which cannot fail to be obvious to the practical teacher in the use of it as a class-manual, the author submits it to the public, feeling confident that the more thorough and critical the examination given to it, the more assured and hearty will be the approval which it will receive.

SUGGESTIONS TO TEACHERS.

Aim of the Teacher,— A recitation or examination should have for its object, not merely to determine the amount of l^nowledge that has been acquired by the pupil, l)ut also to ascertain the degree of clearness and intelligence with which it is comprehended. Thus, in a measure, it becomes an examination of the instructor as well as of the instructed. Facts, standing alone, Avithout reference to other facts, are comparatively of little value. To show their relation or connection with one another, and thus their full value, and to do this in such a manner as to interest the learner, and create in his mind a love for the subject, should be the principal aim of the teacher. Pupils so taught may with confidence be subjected to the most rigid examination. Their answers will not be of the parrot kind. They will be alive with intelligence. This is especially requisite in history.

Assigning the Lesson. — Have the lesson read, care being taken that all the proper names are correctly pronounced. See that the location of all the places named is clearly known, and that the significance and relative importance of every fact mentioned are well understood. To secure

Suggestions to Teachers.

these results, make I'lee use of large maps. When the lesson relates to early discoveries, or the war with Mexico, an outline map of North America should be kept before the class. In other cases the map of the United States sliould be used. Require the jJUpils to draw siuall sectional nuips, sliowing the location of the places mentioned in the lesson. Read, or liave read, extracts from the works of standard authors.

The Becitation. — The small maps prepared by the pupils should bo carefully examined and criticised. In this duty the teacher may be aided by a system of examinations carried out by the pupils themselves, who will derive much benefit in many respects from the exercise. History and geography should be constantly associated. Without such association the facts must be vague, and will, consequently, soon slip from the mind. Why is it very dillicult for some persons to remember the facts of history ? Simply, because tlioy do not locate them, or they place them so loosely as to impart no positiveness or distinctness to them. Let it be luiderstood that no lesson is thorougldy learned that does not include in the acquisition a clear knowledge of the location of every place mentioned. Do not depend entirely, if to any great extent, upon set questions, and encourage your scholars to ask questions.

The Keview. — This should be by topics, or occasionally by epochs. Topich are made up of facts or events, and their consequences, names, dates, and locations. All these should have been well learned in previous lessons. We then come to tlie time when the dates that occur in the lesson should liave special attention. Take one of these as a turning-point and see how many minor events can be made to lead to it as cause-events, and how many may be made to lead from it as effect-events. The chronological tables in this book contain all the important events in the history of our country that pupils in our schools should be required to learn. If the examinations conducted by our superintendents and committees usually required fewer dates, these tables would contain a smaller number.

The author has no hesitation in saying tliat teachers who use this book intelligently and persistently adli(>re to its liclp-forms ; its map exercises ; review outlines ; clironologital summaries ; geographical, biograpliical, and historical review topics, and its tabulated reviews, will be tolerably sure to achieve complete success, in not only storing, but also in disciplining the minds of their pupils, as well as in imparting a permanent taste for historical study.

Section I. — Discoveries and Explorations

First Inhabitants of America (11); The Indians (13); First Discovery of America (IG); Discoveries and Explorations by the Northmen (10); by Columbus (20) ; by the Cabots (38) ; by De Leon (29) ; by Balboa (31); by Drake (33); by De Soto (35); by Marquette (39); by La Salle (42).

Section II. — Colonial Period

First Attempts at Settlement (45); Florida (47); Acadia (51); Virginia (52, 86); New Netherland (New York, New Jersey, and Delaware (60, 88); New England (65, 84, 97); Maryland (81); New York and New Jersey (88); North and South Carolina (91); Pennsylvania and Delaware) (93); Georgia (103); Claims to Territory (106); French and Indian War (106) ; What the Colonists said and did (119).

Appendix

The Declaration of Independence (1) ; The Constitution of the United States (6) ; The States, the Origin of their Names, and their Pet Names (34) ; The Presidents and Vice-Presidents (38, 39) ; Acquisition of Territory (40).

LIST OF MAPS.

PAOE

1. Indian nations and discoveries Facing 11

2. French and Indian War and the Revolution " 45

3. Jamestown and Chesapeake Bay 53

4. Massachusetts and Rhode Ishind 69

5. Portsmouth, N. H., and its vicinity 72

6. Connecticut and Long Island 75

7. New Jersey and part of Pennsylvania 90

8. North and South Carolina and Georgia 92

9. Maine, New Brunswick, and Nova Scotia 112

10. Territorial claims of the United States as based on royal grants.

Facing 141

11. Boston and its vicinity 156

12. Sorel or Riciielieu River and Montreal 159

13. New York Bay, New York, and Brooklyn 164

14. Trenton, Princeton, and Monmouth 166

15. The Hudson River and Lake Cliamplain 174, 175

16. The Mohawk River, Oriskany, and Fort Schuyler 176

17. New London, Fort Trumbull, and Fort Griswold 198

18. Original territory of the United States Facing 213

19. Detroit and western part of Lake Erie 250

20. Alabama and adjacent country 251

21. Lake Ei'ie and Lake Ontario connected by Niagara River 252

22. Region west of Chesapeake Bay 254

23. Part of the Southern States Facing 263

24. Mississippi and Alal)ama as ceded to them 263

25. Taylor's campaign in Mexico 277

26. Scott's campaign in Mexico 278

27. San Francisco and its vicinity ,. 283

28. Salt Lake City and its vicinity 285

29. Formation of States from the acquired territory west of the Mis-

sissippi River Facing 295

30. Charleston, S. C, and its harbor 299

31. Part of Maryland and Virginia Facing 311

32. Chattanooga and its vicinity 318

33. Mobile and Mobile Bay 323

34. Savannah and Fort McAllister 324

35. Part of Oregon and Washington Territory 330

36. Territorial growth of the United States Facing 333

Map No. 1.

IXDIAK NATIONS

AJS'D

DISCOVERIES.

M E X I C

^-v COKTES (U Tessets)

A NEW

Grammak School History

OF THE

UisriTED States.

Section I. Discoveries And Explorations

1. This grand division of land on which we live, known as the "Western Continent, has an extent of ten thousand miles. It stretches from the regions of the north, where snow and ice forever abound, to the rocky cape in the far south that lifts its head out

First Inhabit ants of America.

of the waters of the Antarctic Ocean. Millions of homes are now dotting its plains and valleys, and millions of busy men and women are living npon it, but there was a time in the remote past when not a house or a human being was on the face of all this great continent. When and how did the first man get here ? Did he come from China or Japan, from Europe or Africa ? Did he come of his own free will, or was his boat or raft driven or wafted hither by storms and winds ? These questions have been asked a great many times, but thus far nobody has been able to answer them.

1, On what grand division of land do we live ? Wtiat is its extent ? Name its southern cape (see a map of South America). What is said of its remote condition as regards inhabitants? What questions are asked about that?

2. Very many years ago, just how many no one among all our learned men is able to tell, there was a people, or, to be more correct, there were several peoples that lived and prospered here. We know this from numerous remains of temples, bridges, and aqueducts, built by men more skilful than the first inhabitants of the continent of whom we have any clear knowledge. Many of the ancient structures were of stone, immense blocks of which were used. One of the temples in South America, a j)erfect circle in form, was of brick. Carved on some of the stones, particularly on those over door-ways, are figures of men and animals as well as of fanciful objects. On these stones are beautiful mouldings, cornices, and niches. High up on the mountain tops of Peru, where neither tree nor shrub can grow, are stone wall inclosures, thousands in number, which, according to the tradition among the Peruvians, are the remains of structures that were built "before the sun shone. '^

3. In our own country, the United States, the evidences of a former civilization seem almost as numerous, but they differ in kind from those of South America and Mexico. Instead of great ruins in which are beautiful blocks of cut stone, we have, as a rule, mounds of earth, or of earth and rough stone. These, found mostly in the valleys of the Ohio and Mississippi, are of various sizes and shapes. Some are round, some are square, others have the form of animals. We call the people who built them Mound Builders, but of tliis people we know nothing wliatever, except what we learn from the mounds themselves. Perhaps we may think that the mounds were made by the ancestors of the people whom we call Indians. Learned men who have carefully studied the subject, deny this. They tell us that the mounds Avere constructed by a people who occupied the coiintrv long before the Indians or their forefathers came

2. What evidences of former civilization are there in Sonth America ?

3. Wliat lire in our own country ? What i;^ i^aid of the Mound Builders J

Discoveries and Explorations.

here ; and their decision seems to be supported by the character and habits of the Indians, as well as by other facts.*

4. As a rule the house of the Indian was a poor affair. It was not made to last long, for its owner never meant to live in one place long. It was not built of brick or stone, but commonly of young trees, bent and

The Indians.

SCENE IN A PUEBLO VILLAGE. (FROM A PHOTOGRAPH TAKEN IN 1886.)

twisted together at their tops, and covered with mats, or bark, or buffalo skins. These houses, or lodges, or wig-

* We ought to receive the statements about the Mound Builders with considerable caution. Lewis Cass, one of America's venerated statesmen, speaking of the mounds, said : " They were no doubt erected by the forefathers of the present Indians."

" To ascribe these remains to a mythical people of a different civilization, is to reject a simple and satisfactory explanation in favor of a conclusion that is far-fetched and incomplete, and that is neither science nor logic." — Cajt'.s Mounds of the Mississippi Valley.

4- Describe the ordinary house of the Indian. The Pueblo house. Who was Coronado t What did he see of the Pueblos ? Describe the picture.

14 Discoveries and Exjilorations.

warns, whatever we choose to call them, had no chimneys. The fire was made on the ground in the center of tlie house, and the smoke escaped through an oiiening in the top. About the year 1530, four Spaniards, survivors of an ill-fated expedition that had Narvaez (nar-vah'-eth) for its leader (§ 42), wandered into the region now known as New Mexico, and found the Pueblo {piud-blo) Indians living in houses built of stone, or of sun-dried brick to which has been given the name adobe. Ten years later, Coronado, another Spaniard, at the head of an expedition of three hundred men, passed through the same region. The Pueblos were then raising grain and vegetables ; also cotton, which they spun, wove, and made into garments. Large remnants of the Pueblos, probably ten thousand in all, are at the present time occupying the houses built by their ancestors. The buildings are ranged in the form of a hollow square, or are on the brow of a high bluff or mountain terrace. Not one has a door-way or other opening in its first or lower story. Access can only be gained by means of a ladder. The village is called a puehlo.

5. The fierce Iroquois {e-ro-quah). so named by the Trench, occupying what Ave now call Central New York, built quite large habitations, which they called "long houses." These were covered with the bark of the oak or of other trees.* From one of Francis Parkman's charming books. The Discovery of the Great West, we get an excellent idea of an Indian house seen three hundred years ago among the southern tribes near the western bank of the

*"The Indians east of the Mississippi may be divided into three great families. The Iroquois, the Algonquin (al-goti'-kin), and the Mobilian, each Bpeaking a hmguage of its own, varied by numerous dialectic forms. To these families must be added a few stragglers from the great western race ot the Dahcotah (Dakota), besides several distinct tribes of the south." — Hirkmaii's Conspirarij of ruiitiac.

5. Who were the Iroquois ? What is said of their houses ? What is said of a certain Indian house west of the Mississippi ?

Mississippi. It was large enough to hold twenty families. Its construction was begun by planting in a circle a number of tall, straight trees, such as grow in swamps. Their tops were then bent inward, and lashed together. The wliole structure was then covered with thatch, a hole being left in the top for the escape of the smoke. Twenty apartments, like stalls for horses, separated one from another by mat partitions, but open in front, were ranged in regular order around the inside. In these the families slept.

6. The Indian's weapons, beside the bow and arrow, were the wooden spear and tiie tomahawk. The latter was a stick two or three feet long, with a knob, or stone hatchet, or jiiece of deer's horn, fastened to its end. With these weapons the Indian went forth to fight. Hunting was his daily labor, but war, it may be said, was ever his master jjassion. In fact, the tribes were at strife with each other so much that it is a wonder there was a single Indian alive when the " pale faces " came to take possession of his country. In the colder region and near the ocean coast, the Indian was not quite so warlike. He hunted the deer, speared the salmon, captured the cod, and trapped the beaver. In some parts of the land, the obedient and ill-treated squaws cultivated small patclies of ground. ''^Working with hoes of wood and bone, among charred stumps, they raised corn, beans, and pumpkins.^' *

7. If we are not able to say when and how this continent received its first inhabitants, we are quite certain that there was a time when the people of the eastern continent had no

* " In 1696, the invading army of Count Frontenac, Governor of Canada, found the maize fields of the Iroquois extending a league from their villages. In 1779, the troops of General Sullivan were filled with amazement at their abundant stores of corn, beans, and squashes, and at the old apple orchards which grew around their settlements." — Parkmanh Conspiracy ofPoniiac.

6. What is said of the Indian's weapons ? Of war among the Indians ? Of huntinfc ? Of work done by the Indian women ?

7- What theories have been advanced as to the first discovei-y of America ?

First Discovery

of

America.

knowledge whatever of this our western world. They did not then even suspect, as fur as we kuow^ that there was a second continent. The question then occurs : Who, among their adventurers, was the first to learn the great fact ? Or, as we are in the habit of putting it. Who first discovered America ? Did some unlucky vessel, as has been surmised, sailing out of the Mediterranean into the Atlantic, long before seamen had more than the sun and stars to tell them in what direction to steer their barks, encounter storms which drove it across the ocean to the strange shore ? Not many years ago a book was published to prove that in the fifth century a party of monks wandered from the southwestern part of Asia to Japan, then sailed to the northern islands of the Pacific and crossed to America. Shall we believe another story — it has been told by more than one — of a Welsh prince, who, about the year 1170, discovered this continent, and seeing the land to be fertile, left a number of his party and returned to his own country ? The tradition asserts that with ten ships, he sailed again for the new land, but was never afterward heard of.

8. Shall we believe the stories told by the Sa'-ga-men ? The home of these story-tellers was in Norway, the people of which country, living so far north, were called Northmen, or Norsemen. A thousand years ago the Norsemen were a bold and hardv race.

The Northmen's Discoveries.

They built ships in which they made voyages to distant lands. They were the dread of all western Europe, for, being strong and fearless sailors, and fierce and daring soldiers, they made many conquests. By accident they discovered Iceland, one of their famous sea-rovers having been driven upon its coast by a storm (861). By a like accident, fiftec-ii years later, they discovered Greenland. By a third accident, not unlike the others, they discovered the main land, the

8- Who were the Sagamen i The Norseineu ? What is said of the discovery of Iceland f Greenland ? Where are these lands ? Where was Vinland enpposed to be ?

Discoveries and Explorations.

continent itself (1001). Soon afterward they made voyages to the continent, so it is related in their sagas, or legends. At a place, supposed to be in Massachusetts, which they called Vinland, they made a settlement, but M^ere driven from it by the Indians.

9. This name, Vinland, figures largely in the stories told by the Sagamen. Its origin is given thus : A captain by the

MUKMAN SHIPS OF THE ELEVENTH CENTIRY.

name of Leif {life), meaning the Fortunate, was in command of the settlement. One day he missed his servant, a little German. Fearing that he might be killed by Indians or by

9. Relate Leif's advunturc with his German servant.

wild animals, Leif went witli a few men to search for him. Toward evening the servant was met as he was coming back. " He was smacking liis lips and talking. For some time he would do nothing but laugh, and talk German. AVhen they got him to talk Norse, he explained that to his great joy he had found vines and grapes in great abundance.'"' He led them to the spot, and Leif tliereuj)on named the country Vinland.*

10. Iceland, called Suowland by its discoverers, soon gained quite a number of inhabitants, for the rule of Norway's king was so hard and oppressive that many of his chiefs, with their families, fled to it, Greeidand, when first seen by the Norsemen, contained not a single human being. In the course of two centuries, so many Norwegians and Danes went to it that more than a hundred villages were formed within its borders. Strange to say, all these have disappeared. Not one of those old houses remains. Did an enemy, as has been asserted, sail to Greenland, and with fire and sword lay waste the country ? Or was the destruction begun by the dreadful plague, known as the "black death," and completed by fierce winds, terrible colds, and deep snows ?

11. This story is strange, the more so when we learn that it slumbered hundreds of years after its alleged events took place. All knowledge of Greenland and of the Norsemen's

* An " old stone mill," used by the early English settlers of Rhode Island as a grist mill, and probably built by them for that purpose, was long a puzzle. Danish writers claimed that it was erected by Northmen. Its walls, still standing,and covered with moss and ivy, present a picturesque object. Newport's summer visitors look upon it, wonder, and speculate. " Tlie tirst notice of it known to exist is in the will of Governor Arnold, of Newport, dated December 20, IfJTT. He therein directs his body to be buried at a certain s]iot ' being and lying in my land near the path from my dwelling house leading to my etone-built windmill ! ' " — Palfrey'' s History of New England.

10. Give the former history of Greenland. The condition of affairs there now.

11. What was Cohiinbus's theory about getting to India?

Discoveries mid Explorations.

discoveries south of it was entirely forgotten. When Columbus, iu 1492, launched boldly upon the Atlantic, he did not know that there was any continent other than the one on which he lived. He had never heard of another. What grand idea did he cherish ? He believed that the earth was round — not a common belief

Theory

of

Columbus.

in his day — and on this opinion he built the theory that by sailing westward he would get to India. In other words, he believed that the shortest way from Europe to India was across the Atlantic.

12. AVhen the people of Europe spoke of India in those days they had no clear idea of what they were talking about. They had heard the marvelous story told by Marco Polo, a Venetian, who had been in the service of the Khan of Tartary, and had visited many of the cities in eastern Asia. They had also heard the stories of travelers who had been in southern Asia. All these stories represented the far-off regions to be rich in gold, sil-

CHRISTOPHER COLUMBUS.

India.

ver, precious stones, sj^ices, and other choice objects of commerce. It may be said that India in the fifteenth century, included the southeastern part of Asia, with the islands in its vicinity.

13. Only two cities of Europe, Genoa [jen'-o-ah) and Venice, had thus far carried on any commerce with India.

12. State what yoa can of Marco Polo. What constituted India ?

13. Where is Genoa ? (Sue school map.) Venice ? What trade did the Venetians have with India 't Uow was the trade carried on t How, between Genoa and India ?

Merchants of Venice sent mirrors, and other things made of glass for wliicli that city was celebrated. They also sent brass and iron articles in great variety. These were shipped across the Mediterranean to Egypt, thence were carried on the backs of camels to the Red Sea, and thence were taken by ships to India. Merchants of Genoa sent their goods to eastern ports of the Mediterranean, thence overland to the Caspian Sea, and thence by sea and land to their destination,

14. Colnmbns, as Ave have stated, proposed to reach India by going in exactly the opposite direction.* The route around the southern point of Africa was not yet known. Columbus was poor, too poor to fit out ships for the great voyage he had projected. He

Colnmbus and his Theory.

asked the people of his native city, Genoa, to help him. They would not. His next application was to King John, of Portugal. John listened to all Columbus said, and then referred the matter to a body of learned men. They rej)orted that the project was foolish. Then, in an evil hour, the king, influenced by bad men, consented to do a dishonorable thing. He secretly sent out a ship, with directions to its captain to sail westward according to the plan laid down by Columbus. After sailing several days and seeing nothing but water on every side, the captain lost courage and put back. The king had expected to reap glory. He was sadly disappointed. So aifected was Columbus by this treachery, that, refusing to have any further dealing with the tricky

* lie had made himself familiar witli all that was then known of the science of geography, and had been on several voj-ages, the first when he was only fourteen years of age (Note, p. 27). Two hundred years before, voyages were guided by a magnetic needle balanced upon a piece of floating cork. Afterward an improved form of this contrivance, under the name of mariner's compass, came into use. With this and the astrolabe, Columbus could now venture upon the unknown ocean and lose sight of laud (Note, next page).

14. Why did not Columbus go to India by sailiiisr round the southern cape of Africa ? What was done to give greater scope and certainty to navigation (Note, next page) ? What helj) did that instrument render ? To whom did Columbus apply for aid? What aid did he need ? Of what dishonesty was King John guilty ?

monarch, he speedily shook the dust of Portugal from his feet.* To Henry VII., England's king, he sent his brother for aid ; but the brother fell among thieves who stripped him of his raiment, in consequence of which he did not get quick access to Henry, and nothing came of the appeal.