A history of the United States

Introduction

In writing this book the author has held in mind the presenta¬ tion of the leading facts in a clear, direct and interesting form# While clearness and simplicity of expression were aimed at, sufficient material has been inserted in the text to absorb the careful and conscientious efforts of the aspiring student.

In the organization of the book due regard has been paid to logical arrangement and development of subjects, and to plac¬ ing many important topics, like the Monroe Doctrine, Com¬ promise of 1850, Bland-Allison Act, and other events, in a form easily understood and remembered by the pupil.

The chapter rather than the topic is the unit, but the topic is given sufficient prominence to induce careful study of it as well as of its relation to other events.

An examination of the text will show that some attention was paid to gradation, the earlier events being treated in a simpler form than those of a later period.

Enough names, events and dates have been given to tell briefly the history of the Nation. The teacher must use dis¬ cretion in selecting the more important facts for special study and in passing more lightly over those of less consequence. Dates in parentheses, as well as some others, while not of suffi¬ cient importance to be memorized, are of value in giving the sequence of events.

The author has made liberal use of maps and other illus¬ trations. The maps showing the territorial growth include not only the general extent of territory acquired, but also

Introduction.

define^ limits by parallels, meridians, and rivers, so that the more careful student can locate the true boundaries by accu¬ rate description. The war maps show not detached and isolated battles, but whole campaigns, in which the movements of armies are traced from start to finish, following the plan of discussion in the text. This does away with the details of battle, giving a broader scope of the subject, and shows that battles are not generally accidents but the results of well-laid plans carefully executed.

The pupil should be encouraged to study the maps care¬ fully and make rapid sketches of places, boundaries, territorial acquisitions, and movements of armies. This should be supple¬ mented by more careful map work, outlines of which can be purchased at reasonable prices.

In addition to the maps and numerous pictures of prom¬ inent men and noted buildings, there are copies of famous paint¬ ings, w T hich vividly portray historic scenes and events, and should inspire the pupil.

In the period since the Revolutionary War emphasis has been laid on the efforts to strengthen the Nation; on the course of events in our struggle for commercial independence from Europe, ending in the War of 1812 ; on the conflict between the forces of freedom and of slavery, terminating in the Civil War; on the reconstruction of the Nation; on the territorial expan¬ sion ; on the financial acts and sources of national revenue; on the important inventions, and on the marvelous industrial and commercial growth.

The pupil who reads the history of his country should learn several important lessons/ First, he should become a better and more patriotic citizen, because in studying the social, re¬ ligious, political and military movements which have solved problems of the past and made the Nation great, he learns that

Introduction.

these achievements were not attained without courage, con¬ flict, hardship, sacrifice, suffering, and steadfast devotion to duty.

Second, he should be inspired to make more extended and careful study of history.

Third, he should learn something of the “ problems of the day”—social, political, financial, and industrial. From these he should acquire practical knowledge, which will make him a more useful citizen and prepare him to help solve the prob¬ lems which confront him in life.

Suggestions for review are given at the end of each chapter, not with the thought that the teacher may exactly follow the questions, but rather that they may be used as the basis for a review of the chapter.

The author is under obligations to a number of teachers and superintendents for practical suggestions, and to several prin¬ cipals of ward schools for a careful reading of the manuscript. He is especially indebted, for a critical reading of the manu¬ script and for suggestions, to Dr. F. F. Stephens, of the Depart¬ ment of History, University of Missouri, Columbia, Missouri; and to Professor William MacDonald, Professor of American History, of Brown University, Providence, Rhode Island.

MAPS.

8 . 9.

20 . 21 . 22 .

35. |

Page

Old Trade Routes to India. 16

The Toscanelli Map. 18

Voyages of Columbus. 22

Line of Demarcation and noted Voyages.-. 23

Original Distribution of Indian Tribes. 47

Grants to the London and Plymouth Companies. 51

New England. 66

Middle Colonies. 85

East Jersey and West Jersey. 88

Southern Colonies. 94

French Settlements. 103

Territorial Possessions (1755-1763). 104

French Forts and Braddock’s Defeat. Ill

Territorial Possessions (1763-1783). 115

Proclamation Line, Indian Country and Quebec. 117

Operations around Boston. 155

Early Campaigns of the Revolutionary War. 157

Washington’s Campaigns. > . 162

Route of George Rogers Clark. 176

Southern Campaigns of the Revolutionary War. 182

The United States, 1783. 188

The United States, and State Claims to Western Lands (col¬ ored),.'. facing 191

The Northwest Territory. 192

Louisiana Purchase (colored). facing 239

The Lewis and Clark Expedition. 240

Campaigns of the War of 1812. 250

Early Routes for Transportation over the Mountains. 263

The Maine Boundary. 291

The Republic of Texas. 302

The Oregon Country. 304

Campaigns of the Mexican War. 309

Compromise of 1850. 319

Kansas-Nebraska Act. 325

The United States, 1820 (colored) )

The United States, 1854 (colored) (.

The United States during the Civil War.

Grant’s Campaigns in the West.

Campaigns of Buell and Bragg.

Chattanooga.

The Army of the Potomac.

Gettysburg.

Territorial Growth of the United States (colored)

The United States and her Possessions.

Center of Population.

Philippine Islands.

Panama Canal Zone.

Alaskan Boundary.

.facing 327

. 338

. 351

. 354

. 359

. 371

. 375

. 404

. 449

. 457

. 470

. 475

. 477

Table Of Contents

Chapter Page

I. Early Europe and the Discovery of America.

Early Inhabitants. 13

Chapter I. Early Europe And The Discovery Of America

The Early Inhabitants of America. To Christopher Columbus belongs the undying glory of the discovery of Amer¬ ica in 1492. This marks the beginning of the history of the western hemisphere. The period before this time is shrouded in mystery. It is known only as we catch glimpses here and there through the traditions handed down by the Indians, or by a study of the relics and utensils which the ancient tribes of dusky people left behind. There is no written record to tell any of the history of the original tribes, where they came from,, or how long they lived here. The most plausible theory of their origin is that they came to America from Asia at a time when the two continents may have been linked together, or that they crossed in canoes, aided by ocean currents, from island to island, until they planted foot on America.

Mound Builders and Cliff Dwellers. A large number of mounds, containing crude implements and tools, have been found in the Ohio and Mississippi valleys, and at other places. These are supposed to have been the work of ancient tribes called Mound Builders, who used them for fortifications, for religious rites, or village defenses. In the southwestern part of the United States there yet remain great stone buildings, built in secure places or carved out of the rocky cliffs high up on the sides of deep ravines or gorges. These were the homes of the Cliff Dwell¬ ers, tribes now extinct. Some persons believe that the Mound Builders and Cliff Dwellers were races different from the Ameri¬ can Indian, and that they were driven out or destroyed by a, more warlike race. But the most careful students of these early people believe that both Mound Builder and Cliff Dweller were

History of the United States.

simply different tribes of the ancestors of the American Indian, ivho differed no more from the Indian than the Indian tribes found on the continent differed from one another.

The Northmen. The Northmen, or Norsemen, were a hardy, warlike, sea-roving people who lived in Scandinavia. Centuries before Columbus discovered America, in barks, driven by sail and oar, they skimmed the stormy Atlantic, eager for adventure and conquest. They made fierce raids along the coast of Europe, and conquered England after many attacks. These sea-rovers discovered and settled Iceland, planted a colony on the coast *of Greenland, and probably reached the coast of North America. Records in Iceland called 4i Sagas” tell that Leif Ericson with a crew of thirty-five men sailed southwest from Iceland and landed on the Atlantic -coast in the year 1000. This was probably along the coast of Newfoundland or Labrador. He named the country Vin-

Early Europe—Discovery of America.

land. According to the story, other voyages were made to America, but, owing to the fierceness of the natives, no perma¬ nent settlements were made. Columbus had no positive knowl¬ edge of these alleged discoveries.

CONDITIONS IN EUROPE.

Europe Rent by Wars. Europe had for centuries been the scene of fierce and bloody wars. But little progress could be made when the energies of the people were given to warfare. A series of struggles called the Crusades were waged from about 1090 to 1291, in which tens of thousands of lives were lost. In these Crusades the European Christians invaded western Asia to rescue Jerusalem from the Mohammedans. Later, the Hundred Years War was carried on between France and Eng¬ land (1337-1453).* Following this came the Civil Wars of the Roses (1455-1485), in wdiich two rival houses In England were fighting for the crown. After the Crusades eastern Europe suffered from invasions by the Turks from Asia, who at last captured Constantinople in 1453. Finally there came the dawrn of better days, the return of comparative peace, when men began to turn their energies to study, commerce, farming, discovery, and navigation.

Intellectual Awakening. Learning had for centuries been confined to a few. The great mass of the people were ignorant and superstitious. There were but few schools. The inven¬ tion of the printing-press about 1450 cheapened books and spread the means of culture broadcast. Before the end of the century there were in Europe more than two hundred presses, printing books and pamphlets. This was the dawn of a new era in the world’s history. The spirit of inquiry took hold of the people. They began to look for better things in govern¬ ment and religion, and sought new routes for commerce and new lands for conquest. But little was then known of Asia and Africa, and nothing of the two Americas and Australia.

The compass, though known for centuries, now first came into practical use on ships. The astrolabe, by means of which

* Dates in parentheses need not be committed to memory.

History of the United States.

latitude could be determined from heavenly bodies, also be¬ came an aid to navigation. The art of printing from movable types was invented about 1450.* A few, like Columbus, who followed the teachings of Aristotle, f believed the earth to be round. But the common people believed that the earth was a flat body, around which circled the mysterious ocean within whose distant parts lived great monsters ready te swallow ships and sailors who might venture too far from land.

Commerce with the East. The people of southern Europe had for several centuries carried on trade with Asia and the East Indies. Oriental silks, muslins, perfumes, precious stones, spices and ivory were exchanged for metals and other products of Europe. Genoa and Venice became great commercial cities and grew rich through traffic with the East. Regular trade routes were established. The merchants of Venice carried on trade through the Mediterranean to Alexandria, thence by way

Old Trade Routes to India.

Northern Route controlled by Genoa. Southern Route controlled by Venice.

of the Red Sea and Indian Ocean; those of Genoa, through the Mediterranean to Constantinople, thence through the

* The credit of this invention is generally given to Johannes Gutenburg, of Germany. William Caxton set up the first printing-press in England, 1471.

t The great natural philosopher who lived in Greece more than 300 years before the birth of Christ.

Black and Caspian seas to the continent, or down the valley of the Euphrates and Tigris rivers through the Persian Gulf. Another route lay across Persia from Antioch to the Euphrates river.

The capture of Constantinople and finally of Alexandria, was a serious blow to commerce with the East. Trade was not forbidden by the Turks, who now controlled the eastern Medi¬ terranean and the Black seas, but life and property were not safe. Europe felt the burden, and eagerly began to look for new routes to Asia.

Portuguese Discoveries. The Portuguese were the first to seek a new route to Asia. Before the Turks captured Con¬ stantinople they had braved the Atlantic in their small boats, and had discovered the Madeira, Azore, and Cape Verde islands. Prince Henry, called the “ Navigator,” was the moving spirit among the Portuguese in creating a desire for voyage and dis¬ covery. He established a school of navigation on Cape St. Vincent, and brought experienced sea-captains and able teach¬ ers from distant lands. Farther and farther the Portuguese followed the unknown coast of Africa. By the middle of the 15th century they had reached the coast of upper Guinea. In 1487 Bartholomew Diaz reached the southern point of Africa and named it the Cape of Storms. On hearing of this achievement, King John of Portugal, filled with hope of final success, changed the name of “Cape of Storms” to Cape of Good Hope. Just before the close of the century (1498) Vasco da Gama rounded the Cape of Good Hope, crossed the Indian Ocean to Calicut, and returned with a cargo of the coveted spices and precious stones.

AMERICA DISCOVERED.

Christopher Columbus.—Early Life. Christopher Co¬ lumbus was born in Genoa, a seaport town in Italy (about 1446). He was the son of a wool-comber. In boyhood he studied geography and Latin, and later gained skill in drawing maps and charts. “God has given me a genius and hands apt to draw the globe,” he said, “and on it the cities, rivers,

History of the United States.

islands and ports, all in their proper places.” At an early age

he became a sailor. He traversed the Mediterranean, visited England, and perhaps Iceland. “ Wherever ships have sailed, there I have journeyed,” he wrote. When in Portugal he married the daughter of a noted navi¬ gator, whose maps and charts after his death were given to Columbus. A new book written by Marco Polo after he had spent many years in China and the far East, giving a vivid account of those strange lands,

Christopher Columbus. . . ~ . , ,

After a portrait in the collection deeply impressed Columbus, but he

?empo?a°ne?isS 0, wTth° Cofumbut was influenced more by a map sent tml^keSsT'of^he^fe^S^of to him by the celebrated astronomer, Columbus. Toscanelli, which he carried with him

on his voyage of discovery. The map pictured the eastern coast of Asia near where the western coast of America now is,

The Toscanelli Map. (Simplified.) America added.

This is the map Columbus had with him on the voyage which resulted in the discovery of America.

Early Europe—Discovery of America.

and included many imaginary islands. (See map.) Asia was supposed to be 2,500 miles west of the Canary Islands. Colum¬ bus believed firmly that the earth was a sphere, and that by sailing westward he would arrive at Asia by the shortest route. But he was poor, and had no means to fit out an expedition to test his belief.

Efforts to Obtain Aid. His heroic struggle for aid to carry out his purpose stamps him as a very unusual type of man. The story of his wanderings from nation to nation in poverty and distress, for eighteen years, entreating merchants and monarchs, monks and nobles to aid in fitting out ships for the voyage which ended finally in the discovery of a new continent, is stranger than romantic fiction. Still loyal to his native city, he applied to the senate of Genoa for help. He next turned to King John II., of Portugal, who secretly sent out caravels to seek Asia. But the sailors lost he'art after a brief absence, and returned home. Disgusted at such treat¬ ment, Columbus left Portugal and'journeyed to Spain, while he sent his brother to England to seek aid of Henry VII. All efforts had failed. The Spanish monarchs, Ferdinand and Isabella, were busy at war with the Moors (1492). Despairing of any help in Spain, he set out for France. Then it was he received a. message from Queen Isabella, inviting him to court. She listened to his pleadings, and of¬ fered him means to make the voyage.

But Columbus wanted to be made admiral of the ocean and viceroy of the heathen lands he might dis¬ cover, and share a part of the profits

Isabella and Ferdinand.

from trade and conquest. The monarchs would not consent to this, so Columbus again started for France; but some of the

Spanish nobility implored the Queen not to let the golden opportunity slip away. “Small will be the cost of the voyage if undertaken,” they said, “but great will be the regret if some rival nation should reap the prize offered to Spain.” Messen¬ gers again brought Columbus to the court, and, complying with his demands, plans were made to fit out the expedition.

The First Voyage, 1492-1493. Three small vessels, the Santa Maria, Pinta, and Nina, were obtained. It was more

The Caravels.

Pinta, Santa Maria, and Nina—vessels in which Columbus made his first voyage.

difficult to get sailors. By persuasion, and promise of reward, and finally by use of force, crews were secured,—about 100 sailors and twenty gentlemen adventurers. Columbus, who was courageous, kind, patient, a skilled navigator and schooled by years of hardship, was an ideal leader for such an under¬ taking. On Friday, August 3, 1492, the caravels set sail from Palos, Spain, on what proved to be the most famous voyage in the history of the world. The Santa Maria, the largest vessel, was only sixty-three feet long, a mere toy compared with ves¬ sels of today. They sailed to the Canary Islands; then steered directly west. With no land in sight after weeks of sailing, the sailors’ hopes gave way to fear. They tried to force Columbus to turn back, and threatened to throw him overboard. He calmed their fears and pushed steadily on. October 7th, they saw a flock of birds. Pinzon, who commanded one of the ves¬ sels, induced Columbus to follow the birds to the southwest. Had he kept on his course westward he would have landed in Florida. At the end of ten weeks, on the night of October 11th, Columbus saw a light in the distance. At two in the morning (Friday, October 12th), the cry “Land! Land!” was heard. At sunrise .Columbus and his men landed on the low, sandy shore. Kneeling upon the soil with tears of joy in his eyes, he gave thanks to God. They planted the cross and ban¬ ner of Spain, and took possession of the country in the name of Ferdinand and Isabella, King and Queen. To the island he gave*the name of San Salvador or Holy Redeemer.* Columbus believed he had reached the Indies; so he called the natives Indians, and the country the West Indies, since it was reached by sailing westward. He sailed along the eastern coast of Cuba and Hayti, which he named Hispaniola. Here the Santa Maria was wrecked. From her timbers he built a fort. Leav¬ ing provisions and a small garrison in possession of the fort, and taking with him several of the natives and many objects of interest, after an absence of over seven months Columbus returned to Spain.

He received a royal welcome in Spain. Great crowds came to greet him and sing his praises. Those who once looked upon him as an idle dreamer now saw in him a great man of achieve¬ ment. The king and queen bestowed many honors upon him and listened with amazement to an account of his voyage.

Other Voyages. After the eventful journey of 1492-1493, Columbus made three others. His second voyage, 1493-1496,

* It was one of the Bahama Islands. Cat Island, Turk Island and Watling’s Island each claims to be the original San Salvador, but the weight of evidence favors the lastnamed island.

History of the United States.

was on a grand scale. The monarchs spared neither care nor funds in fitting out the expedition. They believed that the fabled wealth of the Indies was within their grasp. Men of all classes crowded around Columbus, eager to make the voyage. A fleet of three large ships and fourteen caravels was fitted out, and set sail in September, 1493. On this voyage he discovered Jamaica and Porto Rico, and visited the coast of Hayti, only to find the fort which he had built on his first voyage in ruins, and the garrison massacred by the natives. He coasted along Cuba, believing it to be the eastern part of Asia.

On his third voyage, 1498, he reached South America, near the mouth of the Orinoco river. Sailing to Hayti, he found a new governor in command, who arrested Columbus and sent him bound in chains to Spain, but he was released by the sovereigns. A new fleet was prepared, in which Columbus made his fourth and last voyage (1502-1504). He explored the coast of Central America in a vain effort to find the riches of which he had read in the book written by Marco Polo. Queen Isabella was dead. The crown had spent large sums of money, and no riches flowed into the treasury. Ferdinand was sadly disappointed; the people, too, from jealousy, ignorance and disappointment, turned against Columbus. They said he had not brought the gold, jewels, precious stones, spices, silks, and fabrics, but had found only a “wilderness peopled by naked savages.” He returned from his last voyage broken in health and spirit, and two years later died in neglect and poverty, ignorant of the fact that he had discovered a new continent. The people of that time could not see the glory of the future, or they would have ministered tenderly to every need and want of the man who opened the “sea of darkness” and placed a new world within the reach of civilized man.

Effect of the Discovery. Spain hurried a messenger to Rome to tell Pope Alexander VI. of the discovery of Columbus, and to get his authority to hold the new lands. Spain and Portugal were rivals. Both were eager for new commerce.

The Portuguese had already (1442) received a decree from the Pope granting them control of all heathen lands discovered

History of the United States.

along Africa or any which they might discover “as far as India.” The discovery of Columbus might, it was thought, bring on trouble between Portugal and Spain. The Pope, anxious to keep peace between the nations (1493), designated a dividing line, called the Line of Demarcation, extending from the north to the south pole, 100 leagues west of the Azores. All lands to the east of this line should belong to Portugal, all west should belong to Spain.

News of Columbus’s discovery spread rapidly over Europe. People began to think as never before. The “Sea of Darkness” was now open to the vision of man. Soon its bosom was bear¬ ing the sails of the nations of Europe, each in quest of discovery, fame, commerce and fortune. Other nations, not willing to accept the Pope’s line of division, made explorations and dis¬ coveries. Soon England, France, Spain, Portugal, Holland and Sweden were rivals, not only for the commerce of Asia or the Indies, but for the fertile lands of a new continent.

North America Discovered by John Cabot. Nations, like individuals, were eager to gain fame and territory by new discoveries. The first to sail under the English flag was John Cabot, a Venetian then resident in England. Receiving au¬ thority from Henry VII., King of England, he set sail in the spring of 1497, to find a northern and more direct route to the Indies and China, and to open up new avenues of trade which before had been monopolized by Venice and Genoa. By this route he hoped to avoid conflict with the Spanish and Portu¬ guese. He discovered the mainland of North America (1497) about fourteen months before Columbus reached the coast of South America. He first sighted land at Labrador, ran along the coast southward for many miles, and took possession of the country for the English King.

John Cabot and Sebastian, his son, made a second voyage (1498), and explored the Atlantic coast from Nova Scotia to the Carolinas. Upon these discoveries and the settlements which followed, England based her claims to territory in America.

Early Europe—Discovery of America.

The New Continent Named America. America was named after Americus Vespucius, an Italian, who made several voyages of discovery under Spanish and Por¬ tuguese flags. His first voyage was made from Cadiz as pilot for Pinzon and Solis (1497-1498), who sailed along the coast of Mexico for a con¬ siderable distance. On his second voyage (1499)* under the Spanish flag, he sailed along the northeast coast of South America, following the course of Columbus and using his charts. He afterwards made two more voyages in the service of Portu¬ gal, passing along the coast of Brazil until he met great icebergs. The great length of the coast led Vespucius to believe that the land was not an island, nor, since it lay south of the equator, a part of Asia. He was thus the first explorer actually to realize that a new world had been found. On his return he published a pamphlet (1504) giving an account of what he believed to be a new continent. A German professor, who read Vespucius’s account of his voyages, printed a little book, a treatise on geography (1507). In it he suggested that the new land dis¬ covered by Vespucius (South America) be called America. That discovered by Columbus was then considered a part of Asia. The suggestion was readily taken up, and soon the name America was applied to North America as well. Thus, through misunderstanding and without intentional injustice to Colum¬ bus, the continent was named in honor of Americus Vespucius instead of Christopher Columbus.

♦The second voyage is frequently ascribed to Sebastian Cabot. Henry Harrisse in his critical work on the discovery of America gives the credit of the voyage to John Cabot

Suggestions for Review.

Who were the Mound Builders? Cliff Dwellers? Northmen? Where was Vinland? Tell of the intellectual awakening preceding the discovery of America. What new instruments aided the explorers? What progress had the Portuguese made in navigation and discovery by the latter part of the Fifteenth Century? Who was Christopher Columbus? Give an account of his beliefs, training, efforts to obtain financial aid, and tell the story of his great voyage of discovery. What were the results? What evidence of the existence of a new world did Columbus take with him? Discuss the other voyages of Columbus. What was the Line of Demar¬ cation? Who first saw South America? Who first landed on the con¬ tinent of North America? How was America named?

Outline the important events in the chapter.

Chapter II. Period Of Exploration

SPANISH EXPLORERS.

Settlement of the West Indies. There may be some re¬ gret that Columbus did not reach the shores of North America. In the end it proved fortunate. Had he discovered the main¬ land, it is probable that the Spaniards would have settled where the English did, and thus have entirely changed the course of events in America. Nearly all the Spanish explorers followed the course of Columbus to the West Indies. Cuba, Hayti, Porto Rico and Jamaica were soon settled, and ruled by Spanish governors. From these islands as a base, Spaniards went to the southwest, to Mexico and north to the region along the Gulf, on voyages of exploration and conquest.

Florida Discovered by Ponce de Leon, 1513. A halo of romance clings to the name of Ponce de Leon. He was a noted Spanish soldier, a companion of Columbus on his second voyage, and, though old, he was still ambitious. He had heard a tradition from the Indians that somewhere to the north there was a land rich in treasures, containing a fountain whose water possessed the magical power of restoring lost youth. After receiving a charter from the king, he set out from Porto Rico in quest of the land of promise. On Easter Sunday (Pascua Florida, in Spanish) he came to a land bright with flowers. In honor of the day he named it Florida. He found neither gold nor the fountain of youth, but on his return he discovered the Bahama Islands. De Leon made a second voyage to Florida, where he was shot by an Indian, and died from the effects of the wound.

Balboa Discovered the Pacific Ocean, 1513. Balboa was a Spanish adventurer who had settled with others at Darien.*

* Darien was the name given to a settlement made about 1509-11, on the east coast of what is now Panama.

History of the United States.

The natives of Panama told of a great body of water not far away. With a party of 190 men Balboa set out to explore the country and seek the sea beyond. After a difficult march, in which he had several encounters with the Indian tribes, he reached the summit of a high ridge. Here, as he gazed to the south, he saw a vast expanse of water which he named the South Sea. Descending to the shore, he waded knee-deep into the water, drew his sword, and took possession of the sea and bordering lands in the name of the sovereigns of Spain.