A higher history of the United States; for schools and academies

Preface

This volume is the work of a practical teacher and embodies the results of many years of teaching experience and schoolroom experiment. It was originally intended as a text-book for upper grammar grades, but its practical character won the favor of many teachers who introduced it into lower grades than those for which it was designed. These teachers cheerfully assumed the labor of simplifying its language for their pupils rather than not use the book. They have urged the author to prepare for them an intermediate book on the same plan. Such a book, preceded by the author's School History and followed by the Higher, would make a series of three books. There is little room in the common-school curriculum of to-da}^ for three books in the course of American History. Therefore, instead of expanding the subject into a three-book course, the subject has been condensed into a three-course book. The original text of the Higher lias been entirely rewritten and carefully simplified, so that it now supplies the easy intermediate book wanted for the lower grades. The panel notes added to the new text give the fuller course needed for the higher grammar grades. The work indicated under the heading " For Advanced Classes," connected with the text and the panel notes, gives a complete course for high school and college classes. The economy of this plan is evident.

In the present edition the characteristic features of the original work have been carefully preserved. The subject is divided into exactly the same periods and exactly the same chapters, so that, by using the topical method, both the old edition and the new can be used in the same classes. Many improvements, however, have been made, many new and valuable maps' have been added, and new portraits, every one of which is an authentic likeness, have been secured.

In treating of the war between the North and the South the author has endeavored to be absolutely just. The partisan and sectional history, with its warped historical perspective, its magnifying- of trivial local events, and its one-sided view that distorts and misinforms, should be condemned by every true patriot. The setting forth of the whole truth, with balanced judgment, accurate statement, and temperate expression, should be the aim of the historical text-book writer.

H. E. C.

Boys' High School, New Orleans, La.

SUGGESTIONS TO TEACHERS.

Do not place this volume in the hands of pupils who are too young to understand it. For such pupils, Hansell's School Hi 'si 'or y is the proper text-book. This book is designed for other grades, and offers three distinct courses of instruction.

Lower grammar grade pupils should study the text in large type. The questions at the end of each chapter refer to this text. The panel notes may be read, but no questions are given upon them. The questions on Chapters XL, XII., and XIII., Period of Revolution, and the political questions on Chapters XIII., XX., and XXI., Period of Independence, may be omitted with young students. These chapters contain many facts not given in other histories, facts thai are absolutely essential to a correct understanding of what follows. They are therefore given, but in the simplest words, and with the earnest request that teachers omit the questions on them whenever in their judgment it is best In do so.

Higuer grammar grade pupils, in addition to the work in large print, should carefully study the panel notes. With such classes the use of questions may lie

(list tinned, and recitations be from topics placed on the blackboard. For this

purpose, use the "Topics for Discussion" given at the end of each chapter. Keep two or three other histories in the schoolroom, and encourage pupils to read what other authors have written on the subject.

HIGH school and college STUDENTS will find in the text ami notes the narrative which is necessary as the ba>is of their work. Their real work is outlined under the heading '' For Advanced Classes." References arc made to several authorities, of which they will probably find <>ne or more in the college library. Index headings SUggesI and facilitate references to other authorities thai may be accessible and to encyclopedias. Facts thus gathered can he recited and discussed under •"Topics for Discussion " ami under the " Reference Outlines." This is the system recommended by the Committee of Ten of the National Educational Association.

Contents

PAGE

Introduction 3

I. PERIOD OF DISCOVERY.

Introduction

The history of the human race is a record of the development and progress by which it has attained its present state of civilization and enlightenment. A study of the record reveals that this advancement has been made by various stages, as impulses have from time to time been received ; and the greatest of these impulses have been conquests, race conflicts, colonizations, discoveries, and inventions.

In the history of the United States Ave are to see something more than a mere statement of facts, or a narrative of events arranged in chronological order. We are to see in it the rise and development of a people distinct in their political system from all others on the earth : a union of self-governing States, bound together by ties of mutual interest, exemplifying in every respect the laws of human progress.

Although the youngest of civilized nations, the United States has already received many of the impulses to progress that history in general reveals to us. The expansion of its territory has been marked by conquest and race conflicts. The advancement of its people has been preeminently characterized by invention and scientific discoveries. During the course of its existence, ideas have been awakened into life that are of the greatest importance to mankind without its borders as well as within — such ideas as the equality of man, liberty of conscience, personal freedom, and the right of self-government.

Within its confines is to be found every essential condition of individual well-being. Morality is fostered by law, and is furthered by churches of many denominations in every hamlet. Each State concerns itself directly with the culture of its inhabitants, and to that end provides universities, colleges, and common-school systems. Personal freedom is recognized by it as by no other nation ; for here the only restriction placed

4 INTRODUCTION.

upon individuals in time of peace is that no one shall interfere with another in the enjoyment of rights common to all. No other people have so placed the forces of nature under control to ease the burdens and lighten the labors of the human race.

The history of this people, then, is one in which every American may take pride. There is a past that in its glory must be carried into our future; there is a past that in its sadness must never be repeated. Sadness and glory are alike the heritage of successive generations, who as citizens must perpetuate our institutions. A knowledge of the past enables us to judge of the present and to influence the future. If this knowledge inform us of ill-feeling and bitterness, the present tells us that the well-springs of this ill-feeling and bitterness have dried up. The future must find us carrying forward unitedly our common country to its glorious destiny.

Our history properly begins in Europe, where our forefathers lived. It tells of a famous voyage through which they learned of a land beyond the seas — a, land which to them was a new world. It next tells how men from Europe explored and settled this land ; how these settlements in time prospered and grew strong ; how they rebelled against tyranny and won their independence ; how they organized a government of their own ; and how, finally, under this government their descendants have come to be one of the great powers of the world. These successive steps divide the history of the United States into five distinct periods : Discovery, Colonization, Colonial Development, Revolution, and Independence.

PREPARATORY GEOGRAPHY LESSON.

Upon a globe or a map of Europe note the position of the Mediterranean Sea. What three grand divisions of land border upon ii ? Which touches it upon the north? Where is Portugal? Italy? Genoa? Venice? What part of Asia forms the southeastern shores of the Mediterranean ? What part of Africa ? What rivers empty into the Black Sea ? What islands southwest of Portugal ? Trace the west coast of Africa. How would a vessel sail from Lisbon to Cape of Good Hope ?

I. PERIOD OF DISCOVERY.

The Great Awakening.

Chapter I. The Dawn Of Learning

The Mediterranean is the most historic sea in the world, because around its shores many nations have arisen, nourished, and passed away. On its waters the fleets, of those nations for thousands of years carried on trade with the three grand divisions. The story of those nations is the world's history. Their civilization and culture are the foundation of ours.

Europe, which touches this sea on the north, has not always been the enlightened portion of the world that it is to-day. There was a period of a thousand years in its history, following the fall of the Roman Empire, when the people were very ignorant. They knew little of countries other than their own, for in those days it was difficult to go about from place to place. They had few books, and these were written by hand upon parchment, for printing and paper had not yet been invented. The few who could read and write were for the most part priests and monks, who spent their time in monasteries or were employed as secretaries and teachers by rich men, nobles, and kings.

Eastern Discovery and Trade. — The people at this time knew nothing of America or of the distant portion of the world west of Europe. They knew something of the East, for in ancient times the armies of Greece and Rome had invaded and conquered parts of Asia. JSear the close of the Dark

PERIOD OF DISCOVERY.

Ages, Marco Polo of Venice had traveled as far as Burma and China, and had written an account of his visit. Still later, Sir John Mandeville's hook of travels in the East was published. Though commerce with India had existed for centuries, little attention had been given to the opening of an easier passage on the open sea. Caravans of camels laden with goods

End of the Dark Ages.

The period of ignorance, known as the Dark Ages, came to an end a little more than four hundred years ago.

The invention of printing had done much to hasten the close of this period.

Books became more plentiful. Many learned to read and write. The more the people read, the more they thought ; the more intelligent they became, the more they tried to discover and to understand things about which they knew nothing before. Thus it was that trying to understand made them eager to learn. The people seemed to be waking from a long sleep of ignorance, and to be expecting great events to happen. And great events did happen, as we shall see.

would come to some city on the Mediterranean or the Black Sea, and here the goods would be

transferred to vessels destined to European ports. The greater part of the trade was controlled by the two Italian cities of-

Genoa and Venice.

Portuguese Sailors. — jr cities, however, ere eager to enjoy this trade. One of these was Lisbon, in Portugal. The Portuguese in the latter part of the fifteenth century were very enterprising. Their navigators w e re seeking a route of their own to the Innd this route they hoped to find by sailing south along the western

MAP SHOWING THE WORLD As KNOWN NEAR THE END OF THE FIFTEENTH CENTURY.

THE GREAT AWAKENING. 7

coast of Africa. Slowly they made themselves acquainted with the west coast, sailing farther and farther to the south but never venturing far from the shore. At last Bartholomeu Diaz [bar-tol'o-mu de'ahs] reached Cape of Good Hope in I486. He was inspired with hope, but he did not know that just beyond this cape lay an open waterway to the Indies.

Questions. — What sea is most historic ? Why is it historic? In what respect did Europe differ from what it is now ? About what did the people know very little ? Who could read and write ? What part of the world did they know nothing about ? How did they come to know about Asia ? What cities controlled the trade with Asia ? What other important city sought this trade ? Name a Portuguese sailor and tell what he did.

FOR ADVANCED CLASSES.

Topics for Discussion.

I. The Mediterranean Sea in the World's History. II. The Dark Ages. III. The Revival of Learning. IV. Medieval Europe's Knowledge of the East. V. Earlier Portuguese Discoveries.

References and Authorities.

Labberton's Ilix/orical Alias. Maps in general histories. Ancient civilizations associated with the Mediterranean Sea.

Dallam's M'olilh Ages, vol. iii.

Decline of ancient learning. Causes of the Dark Ages, pages 370-289. Preservation of learning by monasteries, page 292. Revival of learning. 450. Invention of linen paper, 458. Invention of printing, 409. Invention of mariner's compass, 331.

Winsor's Christopher Columbus.

Prince Henry the Navigator, 97. Portuguese discoveries of Africa, 97-98. Marco Polo and Sir John Mandeville, 90, 112-117.

Parallel Readings.

Index Guide. — Consul! cyclopedias, biographical dictionaries, etc., and compare information given in various school histories upon the following topics : Printing, Invention of. Mmidenlh . sir Jniin. Polo, Marco. Portuguese Discoveries. Diaz, Bartholomeu.

Special.— Encyclopedia Brifannica's article on Geography, vol. x., 179. Old South Leaflet, No. 32 : Marco Polo's account of his travels.

Chapter II. The Increase Of Geographical Knowledge

Revival of Learning- in Italy. — Italy was one of the first European countries in which learning revived. Its commercial cities did much to increase the knowledge of geography. The

PERIOD OF DISCOVERY.

seamen of Genoa and Venice were among the most skillful of that time, and their vessels could be found in all the principal Mediterranean seaports.

Trade of Venice and Genoa. — The trade of Venice was principally with the sea-coast cities of southwestern Asia and northeastern Africa. The trade of Genoa Avas mostly with the countries around the Black Sea. At this time Constantinople was the capital of the Eastern Empire and was friendly with Genoa. In the middle of the fifteenth century the Turks

conquered and captured Constantiu ople , and took possession of the Bosphorus strait. They stopped the Genoese vessels from passing through this strait, so that Genoa had to give up her Black Sea trade, and many of her ships and sailors became idle.

Many sought employment in other countries.

First Appearance of Columbus. — One of these Genoese sailors was Christoforo Colombo [cres-to-fo-ro co-lombo|, or Christopher Columbus, as he is known to us. Seeking for employment, the activity of the Portuguese navigators led him to visit Lisbon about the year 1 474. Here he fell in with an old navigator, an Italian by birth, named Perestrello, whose daughter he married. The death of the father, soon alter, left to this daughter little inheritance of property beyond the geographical papers and charts which were the fruit of the old navigator's study and experience. Consequently,

COLUMBUS.

THE GREAT AWAKENING.

while this family tie brought to Columbus no wealth by which he could carry out his ambition, it increased his knowledge and made clear his ideas of the earth's roundness and size.

Popular Fear of the Unknown Ocean. — We must remember that at this time nobody knew what was on the other side of the Atlantic. The

The Idea of a Round Earth.

TOSCANELLrS MAP (1474).

islands near the African coast, such as the Canary Islands, had come to be known, but no one dared to go out upon the ocean farther than these islands.

Wonderful geographical st< >- ries, with very little fact to rest upon, had been told a thousand years before the time of Columbus. One of these tales, which was put into writing about five hundred years before, described

Columbus was a skillful seaman.

He had sailed to many known regions of the world, and by his own observation had learned much of the earth's surface. But the idea of the earth as a round ball did not originate with him. Fourteen hundred years before the time of Columbus, Aristotle, the great- . est of Grecian #>'A philosophers, had shown that the earth is a tJn.j \ *Xt iffl^'vX \ globe. After Aristotle, among a m u 1 1 i - tude of learned men who a d o p t e d the same notion, was Ptolemy of Alexandria, who flourished thirteen hundred years before < iolumbus.

It stands to the credit of Columbus's genius and industry that he acquainted himself by patient study with the wisdom of ancient as well as of modern geographers. This knowledge, combined with his own experience, led him to believe that the earth is round.

He was further confirmed in this belief by an interesting map given him by Toscanelli, a celebrated Italian geographer. This map shows that something was known in those days of the eastern coast of Asia, but nothing of America. Some of the islands shown bear familiar names, like the Antilles. The main theory of this map was true, and was therefore helpful to Columbus.

certain islands discovered by an Irish monk, St. Brandon, who lived in the sixth century. These islands— one of which was said to be the back of a monstrous fish — were believed to be situated in a northwesterly direction from the Canary Islands. There were other equally exciting stories told of phantom islands which sometimes rose above the water and then suddenly vanished; and of a sea inhabited by gigantic and horrible water-animals that devoured sailors and even ships. Men who believed such stories had no heart for sailing westward on the unknown seas. Columbus, as it will now appear, was more courageous.

Questions. — What country was the first in which learning revived? What influences increased the knowledge of geography ? How did the seamen help this increase ? The trade of Venice was principally with what region ? The trade of Genoa ? What event put an end to this trade ? Why ? What happened to the ships and sailors of Genoa ? What Genoese navigator went to Lisbon ? Why ? What new acquaintance and relation did he form ? What idea became clear to him V What islands were known ? Why were people afraid to sail far out upon the Atlantic ? What stories were told ? Who was not afraid ?

FOR ADVANCED CLASSES.

Topics for Discussion.

1. Commerce of Genoa and Venice. II. Ancient Notions of the Earth's Shape. III. Columbus's Idea of the Earth's Size and Shape. IV. Toscanelli's Map. V. Knowledge of the

Atlantic in Columbus's Time.

References and Authorities.

Hallam's MiddU Ages, vol. i.

Genoa and the Black Sea trade, 443. Venetian commerce, 453. Draper's Inlilhcluul />< rdoiniHtit of Kuro/ic.

Chap, xviii. — Fall of Constantinople, 402. Chap. six. Mediterranean and Black Sea trade,

441. Genoese and Venetian rivalries, 442. Early life of Columbus, 442-443. Bancroft's History of tlu United States, vol. i.

Columbus taught by Aristotle and Toscanelli, 7-8. Decline of the Italian cities, 0. Winsor's Christopher Columbus, chap. vi.

Columbus in Portugal, 103-108. Toscanelli's theory and letter to Columbus, Ins 112. Sea of Darkness and fabulous islands. 111. Ancient notions of the earth's form, 118.

Parallel Readings.

Index GriDK. -Consult cyclopedias, biographical dictionaries, etc., and compare information given in various school histories upon the following topics : Genoa, Commerce of . Columbus at Lisbon. Toscanelli. St. Brandan's Isle. Special.— ETicyclopaidia Britannica, vol. x.. 175-180, article upon Geography.

PREPARATORY GEOGRAPHY LESSON.

Upon maps showing the west coast of Europe and the west coast of Africa note the location of the following : Lisbon, Canary Islands, Palos, Barcelona, Bristol (England).

Upon a map of the West Indies note the position of the Bahama Islands. Going south from these islands, whai large island is readied ? What island is east, of it ? Smith ? What island east of Hayti ?

Upon a map of South America trace the northern coast from the Orinoco to the Isthmus of Panama.

Upon a map of North America note the position of Labrador ; of Newfoundland. What strait between the two ?

In what direction from Palos are the Canary Islands ? What point on the coast of the United States lias the same latitude as these islands ? Draw a line connecting the two. Would a vessel sail north or south of this line in going from the Canary to the Bahama Islands?

America Discovered.

Chapter III. The Idea And The Man

The Struggles of Columbus. — The idea that the earth is round had now taken firm hold in the mind and heart of Columbus. Asia, he thought, could be reached by sailingwestward, and he was ready to prove the correctness of his belief, even at the risk of his life. The first difficulty which met him was how to get the means necessary to fit out a vessel for the voyage. It was not an easy matter to secure contributions from those who had been religiously taught that the earth is flat.

Very naturally, Columbus sought help from his own city, Genoa; and when it

refused him, he applied to the king of Portugal. This king was very wise, but he acted treacherously. Persuaded by the advice of evil councilors, he pretended not to believe that Columbus was right, and then he sent off secretly an expedi-

The Council of Salamanca.

There was a great college or seat of learning in the town of Salamanca.

The council was in no way connected

with this college. It was merely an informal meeting of men prominent for their learning, whom the king invited to come together and listen to Columbus.

Columbus told them he believed the earth to be round ; that ships could sail to every part of the ocean ; that there were lands about which people then knew nothing ; and that Asia could lie reached by sailing west across the Atlantic.

"The earth," he said, "is made for man. Too much of its surface cannot be taken up with water. It cannot be possible that the sun has not to shine on, and that the mi watches of the stars are w upon trackless seas."

To prove that there wei other lands, Columbus called their attention to several facts that were then generally known.

West of the Azores Islands a curiously carved piece of timber had been found floating. The dead bodies of two Strange-looking, dark-skinned men had been cast ashore. Large canes, vines, branches, and trees of unknown kinds were often found drifting near the shores of the Atlantic. From where did all these come ?

The council could not agree with Columbus about the roundness of the earth. "If the earth were round," said they. " there would be an opposite side to ours, where people would live

with heads down and feet up. Everything WOUld lie reversed. How can rain and snow fall up anil trees grow down'/" Thus they settled in their

own minds that Columbus's belief was a very foolish one.

carried out. The council dec tion to carry out Columbus's plan of sailing across the Atlantic. This expedition, however, failed.

Columbus decided next to try his fortune with Ferdinand and Isabella, king and queen of Spain. With his little son beside him, he journeyed on foot from Lisbon to the place where the Spanish court was assembled.

Ferdinand and Isabella were then engaged in a costly war witli the Moors, who had long established themselves in Spain.

Columbus waited seven years for the opportunity of laying his plans before the king and epieen. He spent two of these years in the convent of La Ilabida, near Palos. The] trior of the C( mvent proved a valuable friend. The war ended with the Spanish capture of Granada, and Columbus at last obtained a hearing at the Spanish court.

Columbus explained his idea very eloquently. A council of wise men was called to examine into his plans and determine whether or not they could be ided against Columbus.

Perseverance and Triumph of Columbus. — Determined to try again, Columbus set out for France. lie had not proceeded very far upon his way when a messenger overtook him and called him back to the Spanish court. His eloquence had made a deep impression upon the queen. She thought Columbus might possibly be right, after all ; and if he was, it would be a great opportunity to spread the religion of Christ to unknown regions, and to add new lands to the dominion of Spain. She made up her mind to help him.

Agreement between Columbus and Isabella. — The treasury of Spain after the long, expensive war was almost empty. Where was the money to fit out Columbus's vessels to come from? Isabella offered to pledge her jewels, but the money was obtained without her having to do so.

Columbus agreed to contribute one-eighth of the expense of sending out the expedition. He was to receive in return one-tenth of whatever pearls, precious stones, gold, spices, and other articles the expedition might secure. He was also to be admiral " in all lands and continents he might discover or acquire in the ocean,' 1 and viceroy of the same. If governors were needed, he was to have the privilege of naming the candidates from whom these governors would be selected.

The Prospect Brightens. — Thus after eighteen long years of poverty, misfortune, and disappointment he was at last about to' succeed. He had been mistaken for a madman by the ignorant and had been abused by the superstitious, but his perseverance had won. At last his opportunity had come to prove the correctness of his ideas. His dreams were about to be realized.

Questions. — About what time did Columbus form the idea of the earth's roundness ? Where was he then living ? Why could not Columbus prove that his idea was correct ? Whose help did he seek ? To what evil advice did t lie Portuguese king listen ? Where did Columbus next apply ? How was muqh of the journey to Spain made ? Why did Columbus have to wait seven years to gain a hearing ? Where did lie spend two years ? Who were king and queen of Spain at this time ? What council was called to examine into his plans ? How did they decide ? Where did Columbus next decide to go? Why did he not continue on to France ? Why had Isabella decided to help Columbus ? Why did Isabella offer to pledge her jewels ? What agreement was made between Isabella and Columbus V How long had Columbus waited for an opportunity to carry out his plans ? What troubles had he passed through in this period ?

FOR ADVANCED CLASSES.

Topics for Discussion.

I. Columbus in Portugal. II. Columbus in Spain. III. The Council of Salamanca.

References and Authorities.

Winsor's Christoplier Columbus.

Columbus in Portugal, 103-108. Influence of Portuguese discoveries upon Columbus, 131. Columbus goes to Spain, 153. Council of Salamanca, 161.

living's Life of Columbus.

Book I.— Columbus negotiates with Portuguese Court, 63-67. Treachery of Portuguese king, 08. Book II.— Columbus at Court of Spain, 7!). Council of Salamanca, 84. Terms of agreement between Columbus and Spanish Court, 114.

Bryant's Popular History of the United States. Columbus asks aid of Portugal, 10G. Waits eight years in Spain, 108. Council of Salamanca's decision, 108.

Parallel Readings.

Index Guide.— Examine comparatively what cyclopedias, biographical dictionaries, and various historical works have to say upon the following topics: Col it mints, Kttihj Lift of. Ferdinand and Isabella. Salamanca, Council of.

Special.— Harper's Magazine, Dec, 1881: How America was Discovered. Dallam's Middle Ages, vol. ii., 59 : Spanish-Moorish war which deferred consideration of Columbus's proposition. Draper's Intellectual Development of Europe, 442 : Description of the early life of Columbus.

Chapter IV. Tdk Story Of San Salvador

Preparations for the Voyage. — Upon receiving his

commission, Columbus went to Palos, a little port in the southwest of Spain, and began preparations for the voyage. Here dwelt a wealthy family of navigators named Pinzon, friends of Columbus, with whose assistance he was enabled to contribute that portion of the expense he had agreed upon. In return, they were to receive a share of the profits of the expedition.

Two small vessels, the Pinta [pen'tah] and the Nina [nen'- yah], were furnished by the government. With the funds supplied by the Pinzons, a third, the Santa Maria [san'tah mah-re'ah], somewhat larger than the other two, was pro-

AMERICA DISCOVERED.

cured. The last named was made the flagship of the admiral. Martin Alonzo Pinzon took command of the Pinta, and his brother, Vincent Yanez, of the Niua.

The government provided for the employment of ninety sailors. At first it was with some difficulty that men could be persuaded to join the expedition. Everyone was interested in the preparations being made, but few cared to risk themselves upon a voyage which seemed so dangerous. Columbus, however, soon convinced them that he was going to succeed, and that all who went with him would win wealth and fame.

By the time preparations were completed ninety sailors were secured, and thirty others joined for the purpose of adventure.

By August 3, 1492, everything was ready for departure and the vessels set sail.

Incidents of the Voyage.

—When three days out, the rudder of the Pinta was lost.

The ship was therefore headed for the Canary Islands, where, after a three weeks' stay at the one called Gomera, the damage was repaired. Here Columbus was informed that a Portuguese

fleet was in those waters for the purpose of intercepting him. Fortunately it never came in sight, and on September 6th the voyage was resumed.