School history of the United States, containing maps, a chronological chart, and an outline of topics for a more extensive course of study

Front matter

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Book

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Introduction

TO THE YOUNG.

Allow us to call your attention to a subject, which, to every person of reflection, must be acknowledged both interesting and important. The reasons why you should become acquainted with the history of your country are various. You are soon to become citizens of a most interesting republic. The United States of America comprise one of the most important territories on the face of the globe, extensive, varied, rich and salubrious. The people are highly distinguished. Their origin as a nation was peculiar; their trials and sufferings have been protracted and severe ; at the sg^e time their progress and growth have been wonderful. The government and laws are of their own choice, and are such as have excited the admiration and astonishment of other enlightened nations. Of the history of such a people, it is unpardonable for its own youth to remain ignorant.

Besides, many of you are the descendants of those who have been actors in the grand scenes, an account of which makes up some of the most interesting details of the history of our country. To you, therefore, it must be deeply interesting to trace those scenes, and treasure up a knowledge of those events, which have been connected v/ith the origin of the blessings now so richly shared by you, and for which all are under obligation to render daily and hourly thanks to Him, under whose kind providence they have been achieved and preserved.

The changes which have taken place are many, and, contemplated aright, truly astonishing. "We look around, and find the institutions of science, religion and civil government adapted to our convenience, safety and enjoyment. Schools have been established; churches, erected; villages, towns and cities built; roads, turnpikes, canals and rail-roads, constructed; and ten thousand other blessings are here enjoyed, whose value we can scarcely appreciate. But

4 INTRODUCTION.

these things were not always so; indeed, they were not lately so. A venerable few are now living, to whose astonished eyes the creations and changes of the past half century seem liitle less than magic. They linger with delight and wonder on the tale of the scenes and events,

"All which they saw, A part of which they were."

But these are passing rapidly away; soon the last one of the actors in our Revolution will have gone down to the grave of his fathers. The voice of these worthies will no longer be heard amidst their descendants, around the domestic hearth, relating the story of their country — its days of wo and weal.

To you, therefore, the written page must supply the place of the animated tale from the venerable men whose voice is silenced by the tomb. And a portion of the period allotted for the pursuits of science is claimed by this subject.

The rising generation of this country ought to be made early and famiharly acquainted with the way in which God has led their fathers, and to know the expenses they incurred in providing the legacy they have left. It may be said, in truth, that God hath not dealt so with any other people. His hand was scarcely more conspicuous in bringing Israel out of Egypt, than in providing for the settlement of the Pilgrims in the new world. Hardly more conspicuous to the sons of Jacob were the pillars of cloud and of fire, than have been the dispensations of his providence in establishing and defending his American Israel. Blessings like those we now enjoy must be known, and their expense, their character, their value appreciated, if we would hope to see them defended and perpetuated. In our hands they are to be preserved or lost. This responsibility is ours, and we can no more divest ourselves af it, than we can terminate our rational existence. There is not, therefore, a son or daughter of the American republic, to whom the details of our history can be either useless or uninteresting. Let us, therefore, call your attention to this interesting study.

DIRECTIONS

ABOUT THE MANNER, OF STUDYING- THIS BOOK.

1. Let the pupil become perfectly familiar with, the principles on which the chart is constructed, and with the grand divisions of the history, by studying the introductory chronological lesson and by examining the chart at the end of the volume.

2. Let each chapter or section be read before it is studied, that the pupil may have some general idea of the most prominent events.

3. If the pupils are advanced in age and education, let them omit the questions at the bottom of the page, and recite by those at the end of the chapters, and by others which the teacher may readily frame from the analysis at the top of the page. In some instances it may be well, especially if part of the pupils have other histories of the United States, to study and recite by the subjects in the Outline, and then the pupils will mutually teach each other. In that case, the maps and chart should be drawn on a tablet or black-board, so that all the students may recite the geographical and chronological questions.

4. Young pupils should study and recite by the questions at the bottom of the pages and at the end of the chapters, reviewing at the close of a chapter the questions at the end of the previous one.

5. On review, let the maps of battle-fields be drawn on a black-board, and let the pupil describe the battles. Let him also draw a large chronological chart like that at the end of the book, dividing it into periods and smaller divisions; and when the chronological questions are asked, let him designate the point in the line where the events to which they relate should be chronologized.

6 MANNER OF STUDYING THIS BOOK.

6. When the pupil has completed the study of the volume^ he should have the chronological chart so familiar that he can readily recall in its proper connection any prominent event.

7. The importance of the events is generally designated on the chart by the size of the type.

INTRODUCTORY CHRONOLOGICAL LESSON.

Those questions to which the answer is not here given, must be answered by consulting the History or the Chart.

Q. What is chronology ?

A. The science of computing and adjusting periods of time.

Q. What event divides chronology into ancient and modern ?

A. The birth of Christ.

Q. How many years are included in the first of these divisions ?

Q. How many in the second ?

A. 1839, [or as the year may be.]

Q. How many of the years which modern chronology embraces are included in this History ?

Q. What are the smaller divisions of chronology called ?

A. Periods or Epochs.

Q. Into how many periods is this History divided ?

Q. Why is it more difficult to remember dates than events ?

A. Because they are not generally associated by such numerous and striking relations.

Q. On what principle do maps and charts aid us in overcoming this difficulty ?

A. By enabling us to associate dates and events by contiguity in time and place.

8 CHRONOLOGICAL LESSON.

Q. In constructing a chart, should the line on which events are chronologized be drawn perpendicularly or horizontally ?

A. Horizontally.

Q. Why?

A. Because we naturally speak of time as flowing. Thus we speak of the stream of time, the course of time, &c.

Q. In the chart, how many equal divisions are there which are numbered by figures above the line ?

Q. Into how many smaller portions, each representing one year, is each of these divisions subdivided ?

Q. For what is the first period distinguished, or to what do most of its events relate ?

Q. How many years does it include ?

Q. How many divisions of the line ?

Q. With what date and event does it begin ?

Q. With what does it end ?

Let the last five questions be repeated in regard to each of the remaining periods, till the answers become perfectly familiar.

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LIST OF AUTHORS,

CONSULTED IN THE PREPARATION OF THIS WORK, WITH

ABBREVIATIONS FOR THE PURPOSE OF FUTURE REFER- ENCE IN THE OUTLINE FOR A MORE EXTENDED COURSE OF STUDY.

Abbreviations.

Holmes' American Annals, H.

"Willard's Republic of America, W.

Robertson's History of America, R.

Bancroft's History of the United States, B.

Universal History, U.

Pitkins' History of the United States, P.

Irving's Life of Columbus, I.

Neal's History of the Puritans, N.

Gordon's History of the United States, G.

Naval Monument, N. M.

Williams' History of Vermont, V".

Marshall's Life of Washington, M.

Thatcher's Lives of the Indians, T.

Hinton's History of the United States, H h.

Ramsay's History of the United States, R r.

Trumbull's History of Connecticut, The.

Swett's Life of Putnam, S p.

American Annual Register, A a.

Hale's History of the United States, H h s.

His'tory of the United States by a citizen of Massachusetts, H m.

Encyclopsedia Americana, E a.

Grimshaw's United States, G a.

Eliot's u u E ]y

Niles' Register, N r,

Goodrich's United States, G u s.

Mather's Magnalia, M m.

Quarterly Register. Q.

Finley's United States Gazetteer, F g.

Key to History and Statistics, K h.

Ty tier's History, Th.

Millot's Elements of History, M e.

Olney's History of the United States, 0.

Webster's " " " Wb.

OUTLINE FOR A MORE EXTENSIVE COURSE OF STUDY.

The following list of topics with references to various authors is given for the purpose of aiding those who wish to acquire a more minute and particular knowledge. The authors are referred to by the abbreviations taken from the preceding list.

When the topics on which references are given relate to particular events, the date is generally prefixed. No reference is made to the page in this volume on which any particular subject is treated, since, by reference to the corresponding date, the student may easily ascertain whether it is noticed in the history.

After the references here given on each event, a small space is left to afford any who may desire it an opportunity to make additional references.

PERIOD OF DISCOVERIES.

1541. — Discovery of the Mississippi, by the Spaniards under De Soto. W. p 27.

1560. — Dissolution of the connection of the Puritans with the established church. N. v 1, pp 257—348,

PERIOD OF SETTLEMENTS.

« Smith's voyage to North Virginia or New England. H.

1627. — Settlement of the Swedes and Fins on the Delaware. H.

V 1. letter 1.

" Settlement of Rhode Island by Roger Williams. B. v

1638. — Settlement of New Haven, Conn, and Exeter, N. H. H.

" House of assembly in Maryland. W. p 55.

1640. — First general court in Maine and the formation of the government of Providence, R. I. B. v 1. ch 10.

1642. — Indian war in Maryland. W. p 56,

PERIOD OF INDIAN HOSTILITIES.

1644. — Roger Yvilliams obtains a charter of Rhode Island and Providence Plantations. W, p 58.

1646. — Acts of the Massachusetts legislature for evangelizing the Indians, Rev. John Elliot. Laws of Massachusetts against the Quakers. H. v 1. p 337,

1648. — First execution for witchcraft in New England, H. v 1. p 345. Cambridge Platform. U. v 35. p 307.

1649. — Grant of a part of Virginia to Culpepper and others, W. p 59. U. V 35. p 261.

1651. — Civil war in Maryland. Y/. p 60.

16 OUTLINE OF Tones FOR A

1671. — Charleston S. C. settled, and Carolina divided into North and South. W. p 65.

" New York restored to the Dutch. H. v 1. pp 415, 416. U. V 35. p 346.

1684. — Massachusetts deprived of her charter. Peace with the Five Nations. H. v 1. pp 462, 403. W. pp 76, 77.

PERIOD OF THE WARS OF ENGLAND UNDER WILLIAM AND

BIARY AND QUEEN ANN.

MORE EXTENDED COUP.SE OF STUDY. 17

1699. — Project of the Frcncli to conquer New England. U. v 15. p 486.

1700. — French settlements in Louisiana. U. v 36. p 64.

1702.— War of England with France and Spain. W. p 94. H.

1703. — Maine ravaged by the French and Indians from Casco to Wells. W. p 94.

1706. — French and Indians invade Canada. W. p 95.

1710. — English expedition against Port Royal. AV. p 97. II. v 2. p 76.

1711. — Un.successful expedition against Canada under Walker. U. V 35. p 338. W. p 97.

1712. — Indian war in North Carolina. H. v 2. pp 81 — 83.

PERIOD OF THE FRENCH AND INDIAN WAI'.fS, 7\ND OF THE BRITISH OPPRESSIQN.S.

1713. — Peace of Utrecht, at the close of Queen Ann's war. W. p 99. H. v 2. p 85.

1715.— Indian war m South Carolina. IL v 2. pp 89—91 W. p 99. 2#

1722. — Treaty with the Six Nations at Albany. H. v 2. p 106.

1729. — First German emigration to Pennsylvania. U. v 36. p 139.

1739.— War between England and Spain. W. p 111.

1745, — Attack of the colonists on Louisbnrg, under Pepperell. G. vl.pllO. H. v2. pl66. W. pll3.

1753. — French encroachments upon the territory of the Ohio Company, and Washington commissioned to check them. H. V 2. pp 192—195. W. p 115. G. v 1. p 120.

1755. — Attacks upon the French by the colonists and the British under Braddock and others. W. pp 118 — 121. H. v 2. ^ pp 204— 214. G.vl.pl32.

1756. — War declared by England against France. Attacks on forts Oswego and Granby. W. pp 123—125. H. v 2. pp 118—121.

1758. — Attacks at Louisburg, Ticonderoga, Frontenac. Du Quesne. H. V 2. pp 226—332. W. pp 129—131.

1759. — Attacks at Ticonderoga, Niagara, the Plains of Abraham and Crown Point. H. v 2. pp 233—244: W. pp 132— 136.

1760. — Surrender of Canada, and hostility of the Cherokees. W. pp 136, 13S. H. V 2. pp 244—250.

1761. — Battle with the Cherokees and treaty of peace with them. W. p 138. H. V 2. pp 252, 253.

" Committee of Correspondence in Massachusetts on British taxation. G. v 1. p 152.

1765. — Stamp Act, and opposition of the colonists to it. Vv^. pp 145 _147. G. V 1. p 158. H. V 3. pp 269—275.

1774. — Boston port bill. Criminals sent to England for trial. First continental congress. Declaration of rights. H. v 2. pp 307—318 W. pp 155—160. G. from v 1. p 350 to v2. p 100.

PERIOD OF THE REVOLUTION.

1775. — Battles at Lexington, Concord, Bunker Hill ; congress at Philadelphia ; Washington generalissimo ; capture of Montreal, and attack on Quebec. W. pp 166 — 173. XL ^2. pp 325—336. G. from v 1. p 478 to v 2. p 200.

1776. — Evacuation of Boston ; declaration of independence ; battles at Long Island, White Plains and Trenton. H. v 2. pp 250—270. W. pp 175—193. G. v 2. pp 200—390.

1777. — Battles of Princeton and Trenton ; at Brandywine andGermantown ; near Stillwater ; at Bennington and Saratoga. La Fayette. H. v 2. pp 370—394. W. pp 194—213. G. V 2. pp 390—558.

1778.— Alliance with France. Evacuation of Philadelphia. Battles at Monmouth, in Rhode Island, and at Savannah. H. V 2. pp 396-410. W. pp 213-223. G. v 3. pp 100—168.

MOKE EXTENDED COURSE OF STUDY. 21

1779. — Battles at Savannah and Stono Feny. Arrival of Count D'Estaing. Expedition against the Six Nations. H. v 2. pp 413—424. \V. pp 223—234. G. v 3. pp 260—327.

1780.— Surrender of Charleston. Battles near Camden, at Broad river, and Black Stocks. Treachery of Arnold and Andre. H. V 2. pp 428—440. \V. pp 236—248. G. v 3. pp 358—481.

1781. — Battles at Cowpens, Guilford, near Camden, at Ninety-six, Eutaw Springs and Yorktown. H. v 2. pp 441—463. W. pp 251—265. G. V 4. pp 33—209.

1782. — British and Indians repelled near Savannah. Independence acknowledged by Holland. Treaty of England with France, preparatory to one with the United States. H. V 2. pp 464-466. "W. p 271. G. v 4. pp 290— 340.

1783.— Treaty of peace with England, disbanding of the army, and acknowledgement of independence by most of the European powers. H. v 2. pp 467 — 469. W. pp 271 — 273. G. V 4. pp 349— 393

PERIOD OF THE FORMATION OF THE CONSTITUTION, AND OF THE ADMINISTRATIONS OF WASHINGTON, ADAMS AND JEFFERSON.

1786. — Shay's insurrection in Massachusetts ; insurrection m New Hampshire. H. v 2. pp 471—474. W. pp 273— 276.

1789. — Adoption of the federal constitution ; inauguration of Washington. H. v 2. pp 482, 483. W. p 282.

1790-l.~Bank of the United States incorporated ; General St. Clair defeated by the Wabash and other Indians. II. v 2. pp 484, 485. W. pp 287- 289.

1793. — Re-election of Washington.

1794. — Insurrection in Pennsylvania. H. v 2. pp 489 — 492.

1797. — Inauguration of John AdamS; and peace with Tripoli. H. V 2. pp 496, 497.

1798. — Army raised and "Washington appointed to its command, H. V 2. pp 497, 498.

1801. — Inauguration of Thomas Jefferson, and war with Tripoli. W. pp 303, 304.

1804. — Decatur takes and burns the Philadelphia at Tripoli ; and Preble's attack on Tripoli. W. p 314.

1805. — Re-inauguration of Thomas Jefferson ; treaty of peace with - Tripoh. W. p 315.

1806.— British search American vessels. W. pp 316, 317.

1807. — Trial of Burr; invention of the steamboat by Fulton. (See his life.)

" Battle betweeo the Leopard and Chesapeake ; Milan decree. W. pp 318—320. N. M.

1809. — Non-intercourse act ; inauguration of Madison. W. pp 320—329.

1810. — Intercourse resumed with France. W. pp 320, 321.

1811. — Battle between the Little Belt, a British sloop of war, and the United States frigate President. Defeat of the Indians at Tippecanoe. W. pp 321, 322. N. M.

PERIOD OF THE LAST WAR, AND OF THE ADMINISTRATIONS OF PRESIDENTS MADISON, MONROE, ADAMS AND JACKSON.

Embracing 18 years, frovi 1812 to 1830.

1812. — Declaration of war between the United States and England. Battles in Canada, at Brownstown, at Queenstown j naval engagements between the Alert and Essex j Guerriere and Constitution ; the Frolic and Wasp, between both of these and the Poictiers ; between the Macedonian and United States frigate ; and between the Java and Constitution. Elliot's capture of the Detroit and Caledonia on lake Erie. W. pp 324—344. N. M.

1813. — Re-inauguration of Madison. Battles at Frenchtown ; Ogdensburg ; Lewiston (Del.) 5 York (U. C); fort Meigs ; on the coast of the Chesapeake ; forts George and Erie ; Sackett's Harbor ; Craney Island ; fort Mims (Al.); Detroit ; at the Thames ; at Tallushatches ;_ Talladega ; Williamsburg (U. C.) Naval engagements between the Peacock and Hornet ; Shannon and Chesapeake ; Pelican and Argus ; Boxer and Enterprise ; between the British squadron on lake Erie and the Americans under • Perry ; the British flotilla and the Americans under

Chauncey. N. M. W. pp 352—368.

1814. — Battles Tohopeka ; LaColle; fort Erie; Chippewa; Bridgewater ; Stonington ; Bladensburg ; Washington and Alexandria ; Plattsburg ; near Baltimore ; at Pensacola ; below New Orleans. Naval engagements between the British vessels Phebe and Cherub, and the United States frigate Essex ; between the Orpheus and Frolic ; Epervier and Peacock ; Reindeer and Wasp ; Avon and Wasp. British squadron on lake Champlain captured by the Americans under Macdonough. Hartford Convention. N. M. W. pp 369—400.

1815. — Final battle at New Orleans ; war with Algiers ; massacre of American prisoners at Dartmoor (Eng.); treaty of

24 OUTLINE OF TOPICS, ETC.

peace with England ; naval engagements between the English frigate Endymion and President ; between the Penguin and Hornet ; of the Cyane and Levant with the Constitution. W. pp 400—403. N. M.

1816. — Establishment of a national bank ; treaties with the Cherokees and other Indians J new tariff. W. p. 404.

1817. — Inauguration of President Monroe ; cession of Indian lands in Ohio to the United States. W. p 405.

1818. — Treaty with Sweden ; war with the Seminole Indians. W. pp 407, 408.

1821. — Re-election of President Monroe ; cession of Florida to the United States. W. pp 411, 412.

1823. — Commodore Porter subdues the pirates of the West Indies. W. p 412.

1824.— New tariff j visit of La Fayette. W. p 413.

1825. — Inauguration of John Quincy Adams. W. pp 418 — 420.

1829. — Inauguration of General Jackson.

1830. — Bill for the removal of the Cherokecs,

OF THE

UNITED STATES OF AMERICA

CHAPTER L

Embracing 115 years ; from the discovery of America, in 1492, to the first permanent settlement, in 1007.

PERIOD OF DISCOVERIES.

Knowledge of America arnonij the ancients.

Some historians believe that the Scandinavians, and other inhabitants of the north of Europe, discovered America and founded colonies upon it in the tenth and eleventh centuries. Perhaps future research, in the antiquities of those nations, may show that such an opinion is well founded.* But until there is additional evidence to support this theory, we must regard it as uncertain.

There can, however, be no doubt that this continent wa.s unknown to the sovJJl of Europe till toward the close of the fifteenth century. While her mariners were, at that time, sailing along the coast of Africa, in search of a passage to the

* See Antiquitates Americanse, by the Royal Society of Northem Antiquarians.

[The questions v/ith a small figure before ihern are to be answered from the maps, and the figure refers to the number of the map on which the place may be found.

The questions in italics are designed to exercise the pupil's judgment, and he will generally be able to answer them after a little reflection] What knowledge of America are the Scandinavians supposed to

have had?

Did such knowledge prevail among the inhabitants of the south of Europe ?

Columbus. His application for aid.

East Indies, they accidentally discovered some rude specimens of architeclure, and the dead bodies of two men of a different complexion from themselves. Their knowledge of the round figure of the earth, together with these and other similar discoveries, suggested to them the idea of land across the Atlantic. Still they had no conception of a new world. They supposed that these bodies were drifted upon their shores from some distant island of the western ocean, or from the eastern coast of their own continent. The latter seems to have been the general opinion. Hence Christopher Columbus, a native of Genoa in Italy, believed that the East Indies might be reached by sailing in a western direction. His boldness and enterprise, his perseverance and knowledge of geography and navigation, well fitted him to test the truth of this theory. Still he was poor, and could not command funds sufficient to fit out a fleet for such an expedition.

He made application for aid first to his native country. But he could not infuse into his countrymen a spirit of enterprise sufficient to induce them to furnish the desired supplies.

He applied next to John, king of Portugal, vv^ho seemed, at first, disposed to listen to his proposals ; but who secretly despatched a ship to make the intended discoveries, and when the voyage proved unsuccessful, treated him with coldness, and his theory as visionary.

Disappointed, but not discouraged, he repaired to the court of Spain to sohcit aid from Ferdinand and Isabella; and, at the samB time, sent his brother Bartholomew to England to ask assistance of Henry VII. Spain was then involved in a war with the Moors of Granada, and, .on this account, the king and queen did not, at first, think it prudent to engage in such an adventure. But when the con-

What suggested to them the idea of land across the Atlantic ? After what were they then searching ? (1) Where is Genoa? What theory did Columbus form respecting the East Indies ? What fitted him to test its truth ? What embarrassed him ? With what success did he apply for aid to his native country ? To Portugal ? To Spain ?

Who was then king of Portugal?

Who were the sovereigns of Spain ?

Why did not the latter, at first, aid him ?

Isabella's assistance. His departure. Variation of the needle.

test was ended and victory had animated the Spanish court with the hope of peace and prosperity, Columbus and his friends, encouraged by the attention which their former suit received, renewed their solicitations and pressed them with greater earnestness and zeal. Ferdinand, partly from his natural cautiousness and partly from the low state of his finances, was still disinclined to comply with their request. But Isabella, fired with the glory which might result from the enterprise, pledged her jewels to aid in providing the requisite funds.

She fitted out a small fleet of three ships, with ninety men, furnished with provisions for twelve months. Of these Columbus joyfully took the command, and sailed from Palos, a port in Spain, the 3d of August, 1492. He directed his course to the Canary islands. Having here refitted his vessels, he sailed from Gomera, the most westerly of these islands, on the 6th of September. He steered directly west into a vast and unexplored ocean.

The excellent qualities of their leader were not sufficient to dispel the fears of the ignorant and superstitious sailors. As they lost sight of Gomera and the peak of TenerilTc, their painful apprehensions rendered them unwilling to proceed. They expected to perish in a watery grave far from home and their native land.

On the 13th of September, Columbus discovered that the needle of the compass did not point due nortli. This greatly increased the fears of the sailors, and led them to feel that they were approaching inevitable destruction. The next day the variation was greater. Columbus explained this phenomenon by assigning a cause, which, though it did not satisfy his own mind, allayed the fears of his crew. He told them that the North Star revolved

Where did he send his brother ? For what ?

(1) Where is Granada? When did he renew his request ?

What encouraged this ? How did Ferdinand treat it ?

How Isabella? What aid did she furnish ?

When did Columbus sail ? From what port ? (1) Where is it ?

To what place did he sail? (1) Where are these islands ?

(1) Which way from Palos ? Why did he stop here ?

When did he depart ? (1) In what direction did he sail ?

Why were the crew unwilling to proceed ?

What increased their fears ?

Mutiny. Sig^ns of land. Light. Land discovered. Gratitude of the sailors.

aroLind the true pole, and that they could not, therefore, expect the needle to point without some deviation to that star.

He also encouraged them to go on by the hope of gain, from the anticipated discoveries. For a time they proceeded quietly; but their fears soon revived, and they unitedly demanded that their admiral should change his course and return to Spain. In vain he entreated, commanded and threatened. They declared their intention of casting him overboard, if he did not com.ply with their wishes. He was, at length, obliged to promise to comply with their demand, provided land should not be discovered within three days. From the large quantities of sea-weed, from the wood and timber which drifted by them, and from other such proofs of their near approach to land, Columbus confidently believed that this short space would be sufficient to gratify their longing eyes with the sight of land.

He was not disappointed. On the evening of the 11th of October, the evidences that land must be near became so numerous and strong as to make it necessary for them to furl their sails and lie to, lest they should run ashore in the night. At midnight, when all were watching in suspense between hope and fear, Columbus descried alight. The joyful exclamation, " A light ! a light!" instantly resounded through the squadron.

About two o'clock on the morning of the 12th of October, a gun from the Pinta, the foremost of the vessels, gave the joyful signal of land. It was first discovered by Rodrigo de Triana, one of the mariners. But the reward which Columbus had offered him who should first discover land, was afterwards adjudged to the admiral, for having previously perceived the light.

The mutinous sailors now made the most abundant con- How did Columbus explain the variation of the needle ? What hope did he encourage ? What did they, at length, threaten ? What promise did he make them ?

What made him hope for the sight of land ? W^hat did they do in the evening ?

What did they discover at midnight ?

What feeling did this discovery excite ? When did they discover land ? Who saw it first ? Why, then, was the reward given to Columbus? What change in the feelings of the sailors ?