The cathedral history of the United States : a revision of a history of the United States for Catholic Schools

Front matter

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CHRISTOPHER COLUMBUS After St. Gaudens’s Statue

THE CATHEDRAL HISTORY

Introduction

The Cathedral History of the United States is a revision of A History of the United States for Catholic Schools. This revised edition represents a complete rewriting of the original text. The main features of the revision are as follows:

(1) Inclusiveness. The facts of the history of our country, as well as the interpretation of the facts, have been brought up to date. A final chapter gives a panorama of the growth and development of our country during the past century.

(2) Condensation. Much material of minor importance has been omitted, and new material has been added to make im¬ portant matters more vivid to the pupil’s mind. The omissions have in no way destroyed the unity of the book, but rather have served to knit the various parts more closely together.

(3) Simplification. The text has been simplified to such an extent that the average pupil will have no difficulty in under¬ standing what he reads. Simple explanations have been made of all difficult but unavoidable terms.

(4) Aids to Study. Questions and Theme Topics will be found at the end of each chapter. They have been carefully prepared to test the pupil’s understanding of what he has studied. They are not intended to supplant the teacher’s own methods of testing comprehension, but merely to supplement them. The teacher may suggest additional topics for themes when suitable material for those listed cannot easily be obtained.

(5) Reading Lists. A Reading List for Pupils will be found on pages 485 and following. These books have been selected as amply supplementing the present text and as fitting in with its conception of American history. The list is not a long

INTRODUCTION one; the authors believe that intensive reading in a small list of books is preferable to indiscriminate reading in a wide one. Ample material for the Theme Topics will be found in the pages of the references. A Reading List for the Teacher will be found on pages 490 and following.

(6) Illustrations. Many new drawings and pictures have been added to the book, thus presenting to the eye attractive pages that will naturally impel an interest in the text itself. A large proportion of these new pictures are line-drawings made expressly for this new edition. The illustrations have not been chosen at random, but selected rather for their value in making clear to the reader’s mind the matter of the text itself. From the picture of an Indian wigwam to that of the New York waterfront the illustrations show progressively the development of our country.

There are many histories of the United States, each bearing its . message of patriotism. The purpose of the revised edition, as was that of its predecessor, is to offer a text which sets forth not only all the usually taught historical facts, but also the too often forgotten efforts of the Church in American History. The venturesome explorer, the intrepid colonizer, the hardy pioneer, the noble warrior, the eloquent statesman, are all given their due praise; but the quiet heroism of the loyal sons and daughters of the Catholic Church is also lifted from obscurity into the light of reverent knowledge.

Our country is justly proud of the liberty she offers to all her children. But these children are many in faith, and diversi¬ fied in race peculiarities. Common interests may seem to unite them from time to time, but there can be no true, per¬ manent union except where the spirit and the faith are domi¬ nating forces. But where is found such a bond of unity except in the Catholic Church? Mother Church folds her arms about all her children and questions not their color or their race.

The mind may travel with lightning speed from the At¬ lantic to the Pacific, from the frozen plains of the north to

INTRODUCTION the sunny plantations of the south; it may grasp with keen perception all that this great country symbolizes and dis¬ plays; the heart may glow with righteous pride for our na¬ tional achievements. But in addition to all these, the great share that Catholics have had in the discovery and explora¬ tion of America should thrill with reverent joy the heart of every Catholic student, and cause him to love more sincerely and serve more loyally the chosen country of God. For this is the land whose borders Ericson and Columbus first touched; whose Great Lakes were discovered and made known by Cham¬ plain; whose broad Mississippi Valley and fertile western plains were first traversed by intrepid and self-sacrificing men, such as Father Hennepin, Du Lhut, Joliet, Father Marquette, and La Salle—Catholics, every one of them. Furthermore, it is the land whose virgin soil was hallowed by the blood of the Catholic missionaries; in whose council halls rang the voices of eloquent Catholic statesmen; and on whose battlefields fear¬ less Catholic soldiers bled, and quiet Sisters of Charity served.

We may not build a shrine at every spot consecrated by the glorious deeds of our unlaureled Catholic heroes and hero¬ ines who have helped to make our history, but we may set up these shrines in the hearts of the young. Here we may hope to build a temple in the inner sanctuary, in which the Blessed Mother, the Patroness of the Republic of Washington and Lincoln, may be honored with devotion undying. To Mary Immaculate this modest work is humbly dedicated.

In the preparation of this book, the authors have had assist¬ ance from so many persons that it would be quite impracticable in this restricted space to mention them all. Special thanks are due to the Jesuit Fathers of Prairie du Chien, Wisconsin, and St. Louis, Missouri; as also to other scholarly members of the Catholic clergy who have read and re-read the manu¬ script and offered numerous valuable suggestions. Miss Mary E. Tobin, Principal of the Cregier School, Chicago, Illinois, among others, has read critically the proofs and has rendered

INTRODUCTION important service in preparing this work for publication. Miss Marguerite L. O’Brien, of Chicago, has given constructive and important help toward the preparation of the text of the Cath¬ edral History.

For permission to use copyrighted photographs our thanks are tendered to Underwood & Underwood for the pictures on pages 417, 418, 419, 423, 425, 430, 432, 433, 435, 444, and 452.

TO THE TEACHER

Each chapter in this book contains a unit of closely asso¬ ciated facts. The teacher may well read and discuss each en¬ tire unit with his class before assigning any part of it for study, even though this reading may take more than one recitation period.

Only those dates should be memorized which serve to asso¬ ciate important facts more closely. Dates, however, are to the student what milestones are to the traveler, and they should not be neglected. In the “Chronological Review” at the end of each period, important dates are listed.

Use maps daily when discussing voyages, explorations, set¬ tlements, etc. Trace routes and locate settlements on the map. It may serve well to quote Carlyle here, who says that chronology and geography are “the two great lamps of his¬ tory.”

In the teaching of the different periods, or epochs, into which the history is divided, the following points should be made clear to pupils:

1. Be sure that the pupils appreciate the proper setting of United States history, before they begin to study it in detail. They should know the threefold chronological divisions of world history—Ancient, Medieval, and Modern. They should also understand the difference between Sacred history and Profane, or Secular history;

2. Acquaint the pupil thoroughly with the important events of the period of Colonization, since our later history and the Constitution can be underst ood only in the light of our pio¬ neer history. Note:

TO THE TEACHER

(a) how Christianity, though represented by conflicting creeds, existed in each colony, and how the Catholic Church, like the mustard seed of the Gospel, has flourished and grown, as it were, into a mighty tree;

( b ) how the emigration from many different nations has given us that remarkable sobriety, energy, and progressiveness for which our country is characterized. Call attention to the fact that the original traits can still be distinguished in the manners and customs of the direct descendants of the pioneer colonizers, who inhabit certain localities, (Pennsylvania, Mary¬ land, New York, Massachusetts);

(c) how the early assemblies and other institutions of self-government in the colonies eventually developed into our present republican government vested in three departments;

(i d ) that the origin of our present Constitution may be traced back to the principles which were set out in the Mayflower compact of the Pilgrims, the charter of Lord Baltimore, Penn’s Great Law, and the Fundamental Orders of Connecticut;

( e ) how our present public school system had its origin in the educational zeal of the northern colony builders, and how our cherished parochial schools grew from humble beginnings into the splendid system which now labors so zealously for the spiritual and intellectual welfare of our country.

Contents

PAGE

Introduction. 5

To the Teacher. 9

Index

LIST OF ILLUSTRATIONS

Christopher Columbus.

Indian Wigwam.

An Iroquois Long-house.

Ruins of a Norse Church.

A Viking Ship.

Early Printers.

Departure of Columbus.

The Fleet of Columbus.

Americus Vespucius.

Balboa.

Bartholomew Las Casas.

Zuni Pueblos.

Mission of San Juan Capistrano.

Sebastian Cabot.

Drake's Ship.

An Indian Village.

Quebec Today.

Tadousac, Canada.

French Explorers and the Indians....

The Missionary’s Blessing.

Father Isaac Jogues.

Lily of the Mohawks.

Hudson’s Ship, the Half Moon.

The Trading Post at New Amsterdam The Arrival of the Women in Virginia

College of William and Mary.

George Calvert.

Early Annapolis.

Blackbeard.

James E. Oglethorpe.

Dutch Maiden.

Dutch Settlers.

A Dutch Tavern.

Foot of Wall Street—1673 ..

Penn’s Treaty with the Indians.

Brewster’s Residence at Scrooby.

A Group of Pilgrims.

New England Kitchen.

The Stocks and Pillory.

John Winthrop...

French and Indians.

The Taking of Quebec.

Death of Wolfe.

A Southern Mansion.

Boston in 1743.

Baltimore in 1752.

A Post-Rider.

A Spinning Wheel.

Puritan Costumes.

Drilling the Colonists.

George III.

Patrick Henry.

Faneuil Hall Today.

Old South Church.

George Washington.

Craigie House.

Independence Hall, 1776.

A Hessian Soldier.

Robert Morris...

Continental Artillery.

Valley Forge.

Captain John Barry.

PAGE

Frontispiece ...... 18

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. 47

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. 126

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.129

. 131

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. 137

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. 141

. 145

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. 149

. 152

.156

LIST OP ILLUSTRATIONS

A Sea Fight of the Period.

Continental Currency.

Alexander Hamilton.

Pulaski.

Marquis de Lafayette.

Pack-Horses..

An Emigrant Wagon.

Plowing in Early Days.

Bishop Carroll.

Benjamin Franklin.

Washington and His Mother.

Federal Hall...

The Treasury Department Today.

Cincinnati in 1819.

Eli Whitney’s Cotton Gin.

Georgetown University.

John Adams.

Washington’s Tomb at Mt. Vernon.

John Marshall.

Thomas Jefferson.

The Capitol Today.

Fulton’s Steamboat.

Monticello—Jefferson’s Home.

James Madison...

Battle of Lake Champlain.

James Monroe.

Chicago in 1820..

John Quincy Adams.

An Early Railroad.

Andrew Jackson.

Daniel Webster.

Henry Clay.

Heading of Garrison’s Paper.

Martin Van Buren.

John Tyler.

James K. Polk...

A Night on the California Trail..

The Chapel of the San Gabriel Mission.

Zachary Taylor.

Millard Fillmore.

Franklin Pierce..

Dispersing a Kansas Constitutional Convention

James Buchanan.

A Lincoln-Douglas Debate.

Abraham Lincoln...

Jefferson Davis...

The Monitor and the Merrimac .

Thomas J. Jackson.

William T. Sherman.

Admiral Farragut.

Robert E. Lee...

General Philip Sheridan.

Andrew Johnson.

Thaddeus Stevens.

William H. Seward.

An Alaskan Trading Post.

Ulysses S. Grant.

Joining the Railroads.

Cardinal McCloskey. ..

Rutherford B. Hayes.

Eads Bridge.

James A. Garfield.

Chester A. Arthur.

Picking Cotton.

Grover Cleveland.

U. S. Battleship “Texas”.

The Statue of Liberty.

Benjamin Harrison.

PAGE

LIST OF ILLUSTRATIONS

The Opening of Oklahoma.

Grounds of Oahu College.

William McKinley.

The “Maine” Entering Havana Harbor.

Huts in Porto Rico...

The Congressional Library.

Theodore Roosevelt.

Miraflores Locks, Panama Canal.

The American Fleet.

William Howard Taft.

Chief Justice White.

Woodrow Wilson.

Pope Benedict X V...

Setting-up Exercises at Camp Benning, Georgia

Troops on a Transport Bound for France.

A Formation of Naval Cadets.

Herbert Hoover. ..

Welfare Organization Leaders.

General John J. Pershing...

The Grave of America’s Unknown Soldier.

Returned Soldiers Parading in New York.

American Soldiers at an European Monastery. .

Chaplain John O’Donnell. ..

President Warren G. Harding.

Pope Pius XI..

A Filipino House in a Tree-top.

Immigrants at Ellis Island.

The New York Waterfront.

A Modern Reaper.

A Wireless Station..

Notre Dame University.

The White House at Washington.

Henry W. Longfellow.

John G. Whittier.

Oliver W. Holmes.

Cardinal Gibbons.

PAGE

419 421 423

, 425 430

433 435 444 448

MAPS

PAGE

Distribution of Indian Tribes. 20

Routes Around Africa. 25

Line of Demarcation. 30

Magellan’s Voyage. 35

Routes of Early Spanish Explorers. ... 37

Routes of Early Discoverers. 41

Map Illustrating European Idea of

America in 1548. 50

Jamestown and Vicinity. 63

Captain John Smith’s Map of Virginia. . 64

South Atlantic Coast. 74

Philadelphia and Vicinity .....* . 87

French and Indian War. 105

Louisburg. 107

Map Illustrating the Revolutionary War. 135

Boston and Vicinity. 136

Campaign of 1776. 143

Philadelphia and Vicinity. 147

Wyoming Valley. 153

Map of Southern Campaign. 158

The Original Thirteen States

. Facing 182

Route of the Lewis and Clark Expedition 210

Map Illustrating War of 1812. 218

Fort Detroit. 220

Campaign of 1813. 222

PAGE

Campaign Around Washington, 1814. . . 223

The Cumberland National Road. 229

The Erie Canal. 236

Republic of Texas. 247

The Oregon Country. 255

Disputed Mexican Boundary. 259

The Advance Toward Mexico. 260

Harper’s Ferry and Vicinity. 280

Slavery and Secession. Facing 282

Reference Map of the Civil War

. Facing 294

Fort Sumter. 295

Washington and Vicinity. 296

Bull Run and Manassas. 299

Down the Mississippi. 302

Peninsular Campaign. 307

Gettysburg and Vicinity. 311

Vicksburg Campaign. 313

Chickamauga and Lookout Mountain. . 314

Chattanooga to Atlanta. 318

Sherman’s March North. 320

The Wilderness District. 321

Last Battles. 323

Continental Expansion. Following 342

Map Illustrating the World War. 410

United States Possessions, 1915. .Facing 452

PERIOD OF EARLIEST INHABITANTS

Chapter I The Indians

1. Name and Origin. When Columbus discovered America he found here a strange people, with high cheek-bones, coppercolored skin, small, dark eyes, and thick, black hair. Since Columbus thought he had reached India, he called these natives Indians. We are not certain how long the Indians had been here, nor from what place they had come, though some believe they had emigrated from Asia many ages before the white man came.

2. Manners and Customs. In cold weather the Indian wore the furry skins of animals, which he decorated with beads or other ornaments, while in warm weather he wore little or no clothing. His home was a tent, called a wigwam, that might be moved from place to place, a rude hut made of earth or bark, or a cavern among the mountain cliffs.

The woman, called “squaw,” did most of the work. She planted the seeds, gathered the scanty crops of maize, or “Indian corn,” pumpkins, and tobacco, carried the wigwam when the man decided to move, dried the skins of the wild animals caught by the men, and made the moccasins and other articles of clothing.

The man was a warrior who spent most of his time in fighting. His weapons were the bow and arrow, the club, the knife, and the tomahawk. When not engaged in war, he hunted or fished. On land he traveled by foot, following the trail of the deer or the buffalo; on the lakes and rivers he used his birch-bark canoe. Although he had no written language, he sometimes recorded battles and other events by means of picture writing.

INDIAN WIGWAM

3. Religion. The Indian was a worshiper of nature and of his ancestors. He saw in every animal, plant, or object in nature a divinity, not to be loved, but to be feared. Only after the coming of the missionaries did the idea of a Supreme Being, or “ Great Spirit,” enter into his religion. He thought that after death he would live in the “Happy Hunting Ground,” the Indian’s heaven.

THE INDIANS

4. Degrees of Civilization. There were three groups among the early Indians—savage, barbarous, and semi-civilized.

The savage Indians lived in the country west of Hudson Bay and west of the Rocky Mountains as far south as the northern part of Mexico. They did not till the soil or settle in villages, but lived on fish and game, moving from one place to another.

AN" IROQUOIS LONG-HOUSE

The barbarous Indians inhabited all of North America south of Hudson Bay and east of the Rocky Mountains. They raised such plants as maize, tobacco, pumpkins, squashes, beans, tomatoes, and sunflowers, and lived in villages consisting of houses of bark or sunburnt clay and wigwams. (See page 18.) Three great families of Indians living east of the Mississippi River belonged to this second division, and were those with whom the white people first came into contact.

The semi-civilized Indians lived chiefly in the mountainous country from New Mexico southward as far as Chile. They tilled and irrigated the soil and built houses and forts four or five stories high. Their dwellings, frequently grouped in villages,

THE INDIANS were called pueblos, and were sometimes built high up on cliffs for protection against attacks by the savage Indians.

5. Mounds. Many thousands of mounds built by the earliest inhabitants of America are found in the valleys of the Ohio and Mississippi Rivers. These mound-buildings are shaped like ani¬ mals, temples, and forts. At one time it was thought that they were built by a mysterious and highly civilized race, because of the skill shown in the beautifully carved wooden dishes and other relics discovered in them. Later examination of these relics, however, has led to the belief that the “Mound Builders” were the ancestors of the Indians found in the country by Columbus and other early explorers.

1. How many centuries have passed since Europeans discovered the Ameri¬ can Indian? Why were they called Indians?

2. Describe the dress and the home of the Indian. How was the work divided between the men and the women? Can you think of a good reason why the women should carry the wigwam when the family was traveling through the wilderness?

3. What idea did the missionary contribute to the Indian’s religious belief?

4. Show on the map of the western hemisphere the territory occupied by savage Indians. By barbarous Indians. By semi-civilized Indians.

5. How were the mounds formed? Who built them? Show on the map where they have been found.

1. Let some of the girls in the class imagine that they are Indian girls. Let them describe in a two-paragraph theme how they helped to move from one hunting-ground to another.

2. Let a number of boys in the class tell how Indian boys made weapons with which to hunt.

PERIOD OF DISCOVERIES AND EXPLORATIONS