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+This eBook, including all associated images, markup, improvements,
+metadata, and any other content or labor, has been confirmed to be
+in the PUBLIC DOMAIN IN THE UNITED STATES.
+
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+Project Gutenberg (https://www.gutenberg.org) public repository for
+eBook #50548 (https://www.gutenberg.org/ebooks/50548)
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-The Project Gutenberg EBook of A Beginner's History, by William H. Mace
-
-This eBook is for the use of anyone anywhere in the United States and most
-other parts of the world at no cost and with almost no restrictions
-whatsoever.  You may copy it, give it away or re-use it under the terms of
-the Project Gutenberg License included with this eBook or online at
-www.gutenberg.org.  If you are not located in the United States, you'll have
-to check the laws of the country where you are located before using this ebook.
-
-Title: A Beginner's History
-
-Author: William H. Mace
-
-Release Date: November 25, 2015 [EBook #50548]
-
-Language: English
-
-Character set encoding: UTF-8
-
-*** START OF THIS PROJECT GUTENBERG EBOOK A BEGINNER'S HISTORY ***
-
-
-
-
-Produced by Richard Tonsing, Richard Hulse and the Online
-Distributed Proofreading Team at http://www.pgdp.net (This
-file was produced from images generously made available
-by The Internet Archive)
-
-
-
-
-
-
-[Illustration: THE WORLD showing the UNITED STATES and its Outlying
-Possessions
-
-                          _Copyright, 1909, by Rand, McNally & Company._]
-
-[Illustration: THE SURRENDER OF CORNWALLIS]
-
-
-
-
-
-                                  _A_
-
-                          Beginner's History
-
-
-                                 _by_
-
-                            WILLIAM H. MACE
-
-   _Formerly Professor of History in Syracuse University, Author of
-          "Method in History," "A Working Manual of American
-               History," "A School History of the United
-                   States," "Lincoln: The Man of the
-                       People," and "Washington:
-                         A Virginia Cavalier"_
-
-                           _Illustrated by_
-                            HOMER W. COLBY
-
-                            _Portraits by_
-                    JACQUES REICH, P. R. AUDIBERT,
-                        _and_ B. F. WILLIAMSON
-
-                            [Illustration]
-
-                        RAND McNALLY & COMPANY
-
-                     _Chicago_ _New York_ _London_
-
-                        Mace's Primary History
-                          _Copyright, 1909_,
-                          By WILLIAM H. MACE
-                         _All rights reserved_
-                       Mace's Elementary History
-                          _Copyright, 1914_,
-                          By WILLIAM H. MACE
-                       Mace's Beginner's History
-                          _Copyright, 1914_,
-                          By WILLIAM H. MACE
-                          _Copyright, 1916_,
-                          By WILLIAM H. MACE
-                          _Copyright, 1921_,
-                          By WILLIAM H. MACE
-
-[Illustration]
-
-                         The Rand-McNally Press
-                               _Chicago_
-
-
-
-
-THE PREFACE
-
-
-The material out of which the child pictures history lies all about
-him. When he learns to handle objects or observes men and other beings
-act, he is gathering material to form images for the stories you
-tell him, or those he reads. So supple and vigorous is the child's
-imagination that he can put this store of material to use in picturing
-a fairy story, a legend, or a myth.
-
-From this same source--his observation of the people and things about
-him--he gathers simple meanings and ideas of his own. He weaves these
-meanings and ideas, in part, into the stories he reads or is told. From
-the cradle to the grave he should exercise this habit of testing the
-men and institutions he studies by a comparison with those he has seen.
-
-The teacher should use the stories in this book to impress upon the
-pupil's mind the idea that life is a constant struggle against opposing
-difficulties. The pupil should be able to see that the great men of
-American history spent their lives in a ceaseless effort to conquer
-obstacles. For everywhere men find opponents. What a struggle Lincoln
-had against the twin difficulties of poverty and ignorance! What a
-battle Roosevelt waged with timidity and a sickly boyhood! And what a
-tremendously courageous and vigorous man he became!
-
-In the fight which men wage for noble or ignoble ends the pupil finds
-his greatest source of interest. Here he forms his ideas of right and
-wrong, and deals out praise and blame among the characters. Hence the
-need of presenting true Americans--patriotic Americans--for his study.
-
-This book of American history includes the stirring scenes of the
-world's greatest war. It shows how a vast nation, loving peace and
-hating war, worked to get ready to fight, how it trained its soldiers
-and planned a great navy, and how, when all was ready, it hurled two
-million men against the Germans and helped our brave allies to crush
-the cruelest foe that war ever let loose.
-
-With the knowledge of American men and events which the study of our
-history should give him, the pupil is ready to ask where the first
-Americans came from. To answer that question, and many others, we
-must go to European history. We must look at the great peoples of
-the world's earlier history, and see how their civilization finally
-developed into that which those colonists who pushed across the
-Atlantic to America brought with them.
-
-But the civilization brought to this country by earlier or by later
-comers must not cease to grow. America has her part to add to its
-development. With the close of the World War we must not forget one
-fact which that conflict brought out--the vast number of people in the
-United States almost untouched by the spirit of American institutions.
-Teachers of history, the subject-matter of which is the story of
-American institutions and American leaders, can do much to change such
-conditions. This need for more thorough Americanization they can help
-to fill by teaching in their classes not a mechanical patriotism but a
-loyal understanding of American ideals.
-
-                                                         WILLIAM H. MACE
-
-  _Syracuse University_
-
-
-
-
-THE TABLE OF CONTENTS
-
-
-                                                                    PAGE
-
-  THE NORTHMEN DISCOVER THE NEW WORLD
-
-  Leif Ericson, Who Discovered Vinland                                 1
-
-
-  EARLY EXPLORERS IN AMERICA
-
-  Christopher Columbus, the First Great Man in American
-  History                                                              2
-
-  Ponce de Leon, Who Sought a Marvelous Land and Was
-  Disappointed                                                        17
-
-  Cortés, Who Found the Rich City of Mexico                           18
-
-  Pizarro, Who Found the Richest City in the World                    23
-
-  Coronado, Who Penetrated Southwestern United States but
-  Found Nothing but Beautiful Scenery                                 24
-
-  De Soto, the Discoverer of the Mississippi                          24
-
-  Magellan, Who Proved that the World Is Round                        28
-
-
-  THE MEN WHO MADE AMERICA KNOWN TO ENGLAND AND WHO
-  CHECKED THE PROGRESS OF SPAIN
-
-  John Cabot also Searches for a Shorter Route to India and
-  Finds the Mainland of North America                                 34
-
-  Sir Francis Drake, the English "Dragon," Who Sailed the
-  Spanish Main and Who "Singed the King of Spain's
-  Beard"                                                              37
-
-  Sir Walter Raleigh, the Friend of Elizabeth, Plants a Colony
-  in America to Check the Power of Spain                              42
-
-
-  THE MEN WHO PLANTED NEW FRANCE IN AMERICA, FOUNDED
-  QUEBEC, EXPLORED THE GREAT LAKE REGION, AND
-  PENETRATED THE MISSISSIPPI VALLEY
-
-  Samuel de Champlain, the Father of New France                       49
-
-  Joliet and Marquette, Fur Trader and Missionary, Explore
-  the Mississippi Valley for New France                               53
-
-
-  WHAT THE DUTCH ACCOMPLISHED IN THE COLONIZATION OF THE
-  NEW WORLD
-
-  Henry Hudson, Whose Discoveries Led Dutch Traders to
-  Colonize New Netherland                                             54
-
-
-  FAMOUS PEOPLE IN EARLY VIRGINIA
-
-  John Smith the Savior of Virginia, and Pocahontas its Good
-  Angel                                                               60
-
-  Lord Baltimore, in a Part of Virginia, Founds Maryland as a
-  Home for Persecuted Catholics and Welcomes Protestants              68
-
-  Industries, Manners, and Customs of First Settlers of Virginia      71
-
-
-  PILGRIMS AND PURITANS IN NEW ENGLAND
-
-  Miles Standish, the Pilgrim Soldier, and the Story of "Plymouth
-  Rock"                                                               73
-
-  John Winthrop, the Founder of Boston; John Eliot, the
-  Great English Missionary; and King Philip, an Indian
-  Chief the Equal of the White Man                                    81
-
-  Industries, Manners, and Customs                                    85
-
-
-  THE MEN WHO PLANTED COLONIES FOR MANY KINDS OF PEOPLE
-
-  Peter Stuyvesant, the Great Dutch Governor                          87
-
-  Manners and Customs of New Netherland                               91
-
-  William Penn, the Quaker, Who Founded the City of
-  Brotherly Love                                                      92
-
-  Quaker Ways in Old Pennsylvania                                     98
-
-  James Oglethorpe, the Founder of Georgia as a Home for
-  English Debtors, as a Place for Persecuted Protestants,
-  and as a Barrier against the Spaniards                             100
-
-  Industries, Manners, and Customs of the Southern Planters          103
-
-
-  ROBERT CAVELIER DE LA SALLE, WHO FOLLOWED THE FATHER OF
-  WATERS TO ITS MOUTH, AND ESTABLISHED NEW FRANCE
-  FROM CANADA TO THE GULF OF MEXICO
-
-  La Salle Pushed Forward the Work Begun by Joliet and
-  Marquette                                                          106
-
-  The Men of New France                                              113
-
-
-  GEORGE WASHINGTON, THE FIRST GENERAL AND FIRST PRESIDENT
-  OF THE UNITED STATES
-
-  The "Father of His Country"                                        115
-
-
-  THE MAN WHO HELPED WIN INDEPENDENCE BY WINNING THE
-  HEARTS OF FRENCHMEN FOR AMERICA
-
-  Benjamin Franklin, the Wisest American of His Time                 147
-
-
-  PATRICK HENRY AND SAMUEL ADAMS, FAMOUS MEN OF THE REVOLUTION,
-  WHO DEFENDED AMERICA WITH TONGUE AND PEN
-
-  Patrick Henry, the Orator of the Revolution                        158
-
-  Samuel Adams, the Firebrand of the Revolution                      167
-
-
-  THE MEN WHO FOUGHT FOR AMERICAN INDEPENDENCE WITH GUN
-  AND SWORD
-
-  Nathan Hale                                                        179
-
-  Generals Greene, Morgan, and Marion, the Men Who Helped
-  Win the South from the British                                     182
-
-
-  THE MEN WHO HELPED WIN INDEPENDENCE BY FIGHTING ENGLAND
-  ON THE SEA
-
-  John Paul Jones, a Scotchman, Who Won the Great Victory
-  in the French Ship, _Bon Homme Richard_                            194
-
-  John Barry, Who Won More Sea Fights in the Revolution
-  than Any Other Captain                                             199
-
-
-  THE MEN WHO CROSSED THE MOUNTAINS, DEFEATED THE INDIANS
-  AND BRITISH, AND MADE THE MISSISSIPPI RIVER THE
-  WESTERN BOUNDARY OF THE UNITED STATES
-
-  Daniel Boone, the Hunter and Pioneer of Kentucky                   202
-
-  John Sevier, "Nolichucky Jack"                                     210
-
-  George Rogers Clark, the Hero of Vincennes                         216
-
-
-  DEVELOPMENT OF THE NEW REPUBLIC
-
-  Eli Whitney, Who Invented the Cotton Gin and Changed
-  the History of the South                                           226
-
-  Thomas Jefferson, Who Wrote the Declaration of Independence,
-  Founded the Democratic Party, and Purchased the
-  Louisiana Territory                                                229
-
-  Lewis and Clark, American Explorers in the Oregon Country          238
-
-  Oliver Hazard Perry, Victor in the Battle of Lake Erie             244
-
-  Andrew Jackson, the Victor of New Orleans                          245
-
-
-  THE MEN WHO MADE THE NATION GREAT BY THEIR INVENTIONS
-  AND DISCOVERIES
-
-  Robert Fulton, the Inventor of the Steamboat                       257
-
-  Samuel F. B. Morse, Inventor of the Telegraph                      264
-
-  Cyrus West Field, Who Laid the Atlantic Cable between
-  America and Europe                                                 268
-
-  Cyrus McCormick, Inventor of the Reaper                            272
-
-  Elias Howe, Inventor of the Sewing Machine                         274
-
-
-  THE MEN WHO WON TEXAS, THE OREGON COUNTRY, AND CALIFORNIA
-
-  Sam Houston, Hero of San Jacinto                                   277
-
-  David Crockett, Great Hunter and Hero of the Alamo                 282
-
-  John C. Fremont, the Pathfinder of the Rocky Mountains             283
-
-  Spanish Missions in the Southwest                                  290
-
-
-  THE THREE GREATEST STATESMEN OF THE MIDDLE PERIOD
-
-  Henry Clay, the Founder of the Whig Party and the Great
-  Pacificator                                                        294
-
-  Daniel Webster, the Defender of the Constitution                   300
-
-  John C. Calhoun, the Champion of Nullification                     306
-
-
-  ABRAHAM LINCOLN, THE LIBERATOR AND MARTYR
-
-  A Poor Boy Becomes a Great Man                                     313
-
-  Andrew Johnson and the Progress of Reconstruction                  328
-
-
-  TWO FAMOUS GENERALS
-
-  Ulysses S. Grant, the Great General of the Union Armies            331
-
-  Robert Edward Lee, the Man Who Led the Confederate
-  Armies                                                             337
-
-
-  MEN WHO HELPED DETERMINE NEW POLITICAL POLICIES
-
-  Rutherford B. Hayes                                                342
-
-  James A. Garfield                                                  345
-
-  Chester A. Arthur                                                  346
-
-  Grover Cleveland                                                   347
-
-  Benjamin Harrison                                                  349
-
-
-  THE BEGINNING OF EXPANSION ABROAD
-
-  William McKinley and the Spanish-American War                      352
-
-
-  THE MAN WHO WAS THE CHAMPION OF DEMOCRACY
-
-  Theodore Roosevelt, the Typical American                           360
-
-  William Howard Taft                                                369
-
-
-  WESTWARD EXPANSION AND DEVELOPMENT
-
-  The Westward Movement of Population and the Development
-  of Transportation                                                  372
-
-  George Washington Goethals, Chief Engineer of the Panama
-  Canal                                                              376
-
-
-  MEN OF RECENT TIMES WHO MADE GREAT INVENTIONS
-
-  Thomas A. Edison, the Greatest Inventor of Electrical
-  Machinery in the World                                             380
-
-  Two Inventions Widely Used in Business                             386
-
-  Automobile Making in the United States                             388
-
-  Wilbur and Orville Wright, the Men Who Gave Humanity
-  Wings                                                              390
-
-  John P. Holland, Who Taught Men to Sail Under the Sea              395
-
-
-  HEROINES OF NATIONAL PROGRESS
-
-  Elizabeth Cady Stanton and Susan B. Anthony, Who Were
-  the first to Struggle for the Rights of Women                      400
-
-  Julia Ward Howe, Author of "The Battle Hymn of the
-  Republic," and Harriet Beecher Stowe, Who Wrote _Uncle
-  Tom's Cabin_                                                       404
-
-  Frances E. Willard, the Great Temperance Crusader; Clara
-  Barton, Who Founded the Red Cross Society in America;
-  and Jane Addams, the Founder of Hull House Social
-  Settlement in Chicago                                              408
-
-
-  RESOURCES AND INDUSTRIES OF OUR COUNTRY
-
-  How Farm and Factory Helped Build the Nation                       416
-
-  Mines, Mining, and Manufactures                                    421
-
-
-  AMERICA AND THE WORLD WAR
-
-  Early Years of the War                                             424
-
-  America Enters to Win                                              431
-
-  The Conclusion of the War                                          437
-
-
-  WHERE THE AMERICAN PEOPLE AND THEIR CIVILIZATION CAME FROM
-
-  Introduction                                                       445
-
-  The Oldest Nations                                                 446
-
-  Greece, the Land of Art and Freedom                                450
-
-  How the Greeks Taught Men to be Free                               456
-
-  Spread of Greek Civilization                                       461
-
-  When Rome Ruled the World                                          464
-
-  Hannibal Tries to Conquer Rome                                     467
-
-  Rome Conquers the World, but Grows Wicked                          469
-
-  The Roman Republic Becomes the Roman Empire                        471
-
-  What Rome Gave to the World                                        473
-
-  The Downfall of Rome                                               476
-
-  The Angles and Saxons in Great Britain                             478
-
-  Charles the Great, Ruler of the Franks                             479
-
-  The Coming of the Northmen                                         483
-
-  Alfred the Great                                                   484
-
-  The Norman Conquest                                                488
-
-  The Struggle for the Great Charter                                 490
-
-
-  _A Pronouncing Index_                                               xi
-
-
-  _The Index_                                                         xv
-
-MACE'S BEGINNER'S HISTORY
-
-
-
-
-THE NORTHMEN DISCOVER THE NEW WORLD
-
-
-
-
-LEIF ERICSON, WHO DISCOVERED VINLAND
-
-
-[Sidenote: =The Northmen discover Iceland and Greenland=]
-
-
-=1. The Voyages of the Northmen.= The Northmen were a bold seafaring
-people who lived in northern Europe hundreds of years ago. Some of
-the very boldest once sailed so far to the west that they reached the
-shores of Iceland and Greenland, where many of them settled. Among
-these were Eric the Red and his son Leif Ericson.
-
-Now Leif had heard of a land to the south of Greenland from some
-Northmen who had been driven far south in a great storm. He determined
-to set out in search of it. After sailing for many days he reached the
-shore of this New World (A. D. 1000). There he found vines with grapes
-on them growing so abundantly that he called the new land Vinland, a
-country of grapes.
-
-Leif's discovery caused great excitement among his people. Some of
-them could hardly wait until the winter was over, and the snow and ice
-broken up, so as to let their ships go out to this new land.
-
-This time Thorvald, one of Leif's brothers, led the expedition. On
-reaching land, as they stepped ashore, he exclaimed: "It is a fair
-region and here I should like to make my home." But Thorvald was
-killed in a battle with the Indians and was buried where he had wanted
-to build his home. The Northmen continued to visit the new land, but
-finally the Indians became so unfriendly that the Northmen went away
-and never came again.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ The Northmen, bold sailors, settled
-  Iceland and Greenland. _2._ Leif Ericson reached the shores of
-  North America and called the country Vinland. _3._ The Northmen
-  continued to visit the new land, but finally ceased to come on
-  account of the Indians.
-
-  =Study Questions.= _1._ In what new countries did the Northmen
-  settle? _2._ Tell the story of Leif Ericson's voyage. _3._ What did
-  he call the new land, and why?
-
-  =Suggested Readings.= THE NORTHMEN: Glascock, _Stories of
-  Columbia_, 7-9; Higginson, _American Explorers_, 3-15; _Old South
-  Leaflets_, NO. 31.
-
-
-
-
-EARLY EXPLORERS IN AMERICA
-
-
-
-
-CHRISTOPHER COLUMBUS, THE FIRST GREAT MAN IN AMERICAN HISTORY
-
-
-[Sidenote: =Boyhood of Columbus=]
-
-
-=2. Old Trade Routes to Asia.= More than four hundred fifty years ago
-Christopher Columbus spent his boyhood in the queer old Italian town
-of Genoa on the shore of the Mediterranean Sea. Even in that far-away
-time the Mediterranean was dotted with the white sails of ships busy in
-carrying the richest trade in the world. But no merchants were richer
-or had bolder sailors than those of Columbus' own town.
-
-Genoa had her own trading routes to India, China, and Japan. Her
-vessels sailed eastward and crossed the Black Sea to the very shores of
-Asia. There they found stores of rich shawls and silks and of costly
-spices and jewels, which had already come on the backs of horses and
-camels from the Far East. As fast as winds and oars could carry them,
-these merchant ships hastened back to Genoa, where other ships and
-sailors were waiting to carry their goods to all parts of Europe.
-
-[Sidenote: =Why Columbus learned to like the sea=]
-
-Every day the boys of Genoa, as they played along the wharves, could
-see the ships from different countries and could hear the stories of
-adventure told by the sailors. No wonder Christopher found it hard to
-work at his father's trade of combing wool; he liked to hear stories
-of the sea and to make maps and to study geography far better than he
-liked to comb wool or study arithmetic or grammar. He was eager to go
-to sea and while but a boy he made his first voyage. He often sailed
-with a kinsman, who was an old sea captain. These trips were full
-of danger, not only from storms but from sea robbers, with whom the
-sailors often had hard fights.
-
-[Sidenote: =Prince Henry's work=]
-
-While Columbus was growing to be a man, the wise and noble Prince Henry
-of Portugal was sending his sailors to brave the unknown dangers of
-the western coast of Africa to find a new way to India. The Turks, by
-capturing Constantinople, had destroyed Genoa's overland trade routes.
-
-[Illustration: THE BOY COLUMBUS
-
-_After the statue by Giulio Montverde in the Museum of Fine Arts,
-Boston_]
-
-[Sidenote: =Columbus goes to Lisbon=]
-
-The bold deeds of Henry's sailors drew many seamen to Lisbon, the
-capital of Portugal. Columbus went, too, where he was made welcome by
-his brother and other friends. Here he soon earned enough by making
-maps to send money home to aid his parents, who were very poor.
-
-[Illustration: A SEA FIGHT BETWEEN GENOESE AND TURKS
-
-_The Genoese were great seamen and traders. When the Turks tried to
-ruin their trade with the Far East by destroying their routes many
-fierce sea fights took place_]
-
-[Sidenote: =Sailors hope to reach India=]
-
-Columbus was now a large, fine-looking young man with ruddy face and
-bright eyes, so that he soon won the heart and the hand of a beautiful
-lady, the daughter of one of Prince Henry's old seamen. Columbus was in
-the midst of exciting scenes. Lisbon was full of learned men, and of
-sailors longing to go on voyages. Year after year new voyages were made
-in the hope of reaching India, but after many trials, the sailors of
-Portugal had explored only halfway down the African coast.
-
-[Sidenote: =Columbus' new idea=]
-
-It is said that one day while looking over his father-in-law's maps,
-Columbus was startled by the idea of reaching India by sailing
-directly west. He thought that this could be done, because he believed
-the world to be round, although all people, except the most educated,
-then thought the world flat. Columbus also believed that the world was
-much smaller than it really is.
-
-[Illustration: THE HOME OF COLUMBUS, GENOA]
-
-The best map of that time located India, China, and Japan about
-where America is. For once, a mistake in geography turned out well.
-Columbus, believing his route to be the shortest, spent several years
-in gathering proof that India was directly west. He went on long
-voyages and talked with many old sailors about the signs of land to the
-westward.
-
-[Sidenote: =A tricky king=]
-
-Finally Columbus laid his plans before the new King of Portugal, John
-II. The king secretly sent out a ship to test the plan. His sailors,
-however, became frightened and returned before going very far. Columbus
-was indignant at this mean trick and immediately started for Spain
-(1484), taking with him his little son, Diego.
-
-[Sidenote: =What the Spaniards thought of Columbus=]
-
-
-=3. Columbus at the Court of Spain.= The King and Queen of Spain,
-Ferdinand and Isabella, received him kindly; but some of their wise men
-did not believe the world is round, and declared Columbus foolish for
-thinking that countries to the eastward could be reached by sailing to
-the westward. He was not discouraged at first, because other wise men
-spoke in his favor to the king and queen.
-
-[Illustration: COLUMBUS SOLICITING AID FROM ISABELLA
-
-_From the painting by the Bohemian artist, Vaczlav Brozik, now in the
-Metropolitan Museum, New York_]
-
-[Sidenote: =Some thought him crazy=]
-
-It was hard for these rulers to aid him now because a long and costly
-war had used up all of Spain's money. Columbus was very poor and his
-clothes became threadbare. Some good people took pity on him and gave
-him money but others made sport of the homeless stranger and insulted
-him. The very boys in the street, it is said, knowingly tapped their
-heads when he went by to show that they thought him a bit crazy.
-
-[Illustration: LA RABIDA CONVENT NEAR PALOS
-
-_At this monastery, on his way to France, Columbus met the good prior_]
-
-[Sidenote: =Begs bread for his son=]
-
-
-=4. New Friends of America.= Disappointed and discouraged, after
-several years of weary waiting, Columbus set out on foot to try his
-fortunes in France. One day while passing along the road, he came to a
-convent or monastery. Here he begged a drink of water and some bread
-for his tired and hungry son, Diego, who was then about twelve years of
-age. The good prior of the monastery was struck by the fine face and
-the noble bearing of the stranger, and began to talk with him. When
-Columbus explained his bold plan of finding a shorter route to India,
-the prior sent in haste to the little port of Palos, near by, for some
-old seamen, among them a great sailor, named Pinzón. These men agreed
-with Columbus, for they had seen proofs of land to the westward.
-
-[Illustration: COLUMBUS AT THE CONVENT OF LA RABIDA
-
-_Columbus explaining his plan for reaching India to the prior and to
-Pinzón, the great sailor_]
-
-[Sidenote: =The prior goes to Queen Isabella=]
-
-The prior himself hastened with all speed to his good friend, Queen
-Isabella, and begged her not to allow Columbus to go to France, for the
-honor of such a discovery ought to belong to Isabella and to Spain. How
-happy was the prior when the queen gave him money to pay the expenses
-for Columbus to visit her in proper style! With a heart full of hope,
-once more Columbus hastened to the Spanish Court, only to find both
-king and queen busy in getting ready for the last great battle of the
-long war. Spain won a great victory, and while the people were still
-rejoicing, the queen's officers met Columbus to make plans for the
-long-thought-of voyage. But because the queen refused to make him
-governor over all the lands he might discover, Columbus mounted his
-mule and rode away, once more bent on seeking aid from France.
-
-[Illustration: CHRISTOPHER COLUMBUS
-
-_From the portrait by Antonis van Moor, painted in 1542, from two
-miniatures in the Palace of Pardo. Reproduced by permission of C. F.
-Gunther, Chicago_]
-
-[Sidenote: =Why Columbus did not go to France=]
-
-Some of the queen's men hastened to her and begged her to recall
-Columbus. Isabella hesitated, for she had but little money in her
-treasury. Finally, it is said, she declared that she would pledge her
-jewels, if necessary, to raise the money for a fleet. A swift horseman
-overtook Columbus, and brought him back. The great man cried with joy
-when Isabella told him that she would fit out an expedition and make
-him governor over all the lands he might discover.
-
-[Illustration: COLUMBUS BIDDING FAREWELL TO THE PRIOR
-
-_From the painting by Ricardo Balaca_]
-
-[Sidenote: =Columbus' unselfish vow=]
-
-Columbus now took a solemn vow to use the riches obtained by his
-discovery in fitting out a great army which should drive out of the
-holy city of Jerusalem those very Turks who had destroyed the greatness
-of his native city.
-
-[Sidenote: =First voyage begun=]
-
-
-=5. The First Voyage.= Columbus hastened to Palos. What a sad time in
-that town when the good queen commanded her ships and sailors to go
-with Columbus on a voyage where the bravest seamen had never sailed!
-When all things were ready for the voyage, Columbus' friend, the good
-prior, held a solemn religious service, the sailors said good-by to
-sorrowing friends, and the little fleet of three vessels and ninety
-stout-hearted men sailed bravely out of the harbor, August 3, 1492.
-
-[Sidenote: =The stop at the Canary Islands=]
-
-Columbus commanded the _Santa Maria_, the largest vessel, only about
-ninety feet long. Pinzón was captain of the _Pinta_, the fastest
-vessel, and Pinzón's brother of the _Niña_, the smallest vessel. The
-expedition stopped at the Canary Islands to make the last preparations
-for the long and dangerous voyage. The sailors were in no hurry to go
-farther, and many of them broke down and cried as the western shores of
-the Canaries faded slowly from their sight.
-
-[Illustration: THE SANTA MARIA, THE FLAGSHIP OF COLUMBUS
-
-_From a recent reconstruction approved by the Spanish Minister of
-Marine_]
-
-After many days, the ships sailed into an ocean filled with seaweed,
-and so wide that no sailor could see the end. Would the ships stick
-fast or were they about to run aground on some hidden island and their
-crews be left to perish? The little fleet was already in the region
-of the trade winds whose gentle but steady breezes were carrying them
-farther and farther from home. If these winds never changed, they
-thought, how could the ships ever make their way back?
-
-[Sidenote: =The sailors lost heart, but Columbus grew hopeful=]
-
-The sailors begged Columbus to turn back, but he encouraged them by
-pointing out signs of land, such as flocks of birds, and green branches
-floating in the sea. He told them that according to the maps they
-were near Japan, and offered a prize to the one who should first see
-land. One day, not long after, Pinzón shouted, "Land! Land! I claim
-my prize." But he had seen only a dark bank of clouds far away on the
-horizon. The sailors, thinking land near, grew cheerful and climbed
-into the rigging and kept watch for several days. But no land came into
-view and they grew more downhearted than ever. Because Columbus would
-not turn back, they threatened to throw him into the sea, and declared
-that he was a madman leading them on to certain death.
-
-[Illustration: THE ARMOR OF COLUMBUS
-
-_Now in the Royal Palace, Madrid_]
-
-[Sidenote: =Land at last discovered=]
-
-
-=6. Columbus the Real Discoverer.= One beautiful evening, after the
-sailors sang their vesper hymn, Columbus made a speech, pointing out
-how God had favored them with clear skies and gentle winds for their
-voyage, and said that since they were so near land the ships must not
-sail any more after midnight. That very night Columbus saw, far across
-the dark waters, the glimmering light of a torch. A few hours later the
-_Pinta_ fired a joyful gun to tell that land had been surely found.
-All was excitement on board the ships, and not an eye was closed that
-night. Overcome with joy, some of the sailors threw their arms around
-Columbus' neck, others kissed his hands, and those who had opposed him
-most, fell upon their knees, begged his pardon, and promised faithful
-obedience in the future.
-
-[Sidenote: =Taking possession of the country for Spain=]
-
-On Friday morning, October 12, 1492, Columbus, dressed in a robe of
-bright red and carrying the royal flag of Spain, stepped upon the
-shores of the New World. Around him were gathered his officers and
-sailors, dressed in their best clothes and carrying flags, banners, and
-crosses. They fell upon their knees, kissed the earth, and with tears
-of joy, gave thanks. Columbus then drew his sword and declared that
-the land belonged to the King and Queen of Spain.
-
-[Illustration: THE LANDING OF COLUMBUS
-
-_From the painting by Dioscoro Puebla, now in the National Museum,
-Madrid_]
-
-
-=7. How the People Came to be Called "Indians."= When the people of
-this land first saw the ships of Columbus, they imagined that the
-Spaniards had come up from the sea or down from the sky and that they
-were beings from Heaven. They, therefore, at first ran frightened into
-the woods. Afterwards, as they came back, they fell upon their knees as
-if to worship the white men.
-
-[Sidenote: =Columbus and his men disappointed=]
-
-Columbus called the island on which he landed San Salvador and named
-the people Indians because he believed he had discovered an island
-of East India, although he had really discovered one of the Bahama
-Islands, and, as we suppose, the one known to-day as San Salvador. He
-and his men were greatly disappointed at the appearance of these new
-people, for instead of seeing them dressed in rich clothes, wearing
-ornaments of gold and silver, and living in great cities, as they had
-expected, they saw only half-naked, painted savages living in rude huts.
-
-[Sidenote: =First Spanish colony planted in the New World=]
-
-
-=8. Discovery of Cuba.= After a few days Columbus sailed farther on
-and found the land now called Cuba, which he believed was Japan. Here
-his own ship was wrecked, leaving him only the _Niña_, for the _Pinta_
-had gone, he knew not where. He was now greatly alarmed, for if the
-_Niña_ should be wrecked he and his men would be lost and no one
-would ever hear of his great discovery. He decided to return to Spain
-at once, but some of the sailors were so in love with the beautiful
-islands and the kindly people that they resolved to stay and plant the
-first Spanish colony in the New World. After collecting some gold and
-silver articles, plants, animals, birds, Indians, and other proofs of
-his discovery, Columbus spread the sails of the little _Niña_ for the
-homeward voyage, January 4, 1493.
-
-[Sidenote: =The homeward voyage=]
-
-
-=9. Columbus Returns to Spain.= On the way home a great storm knocked
-the little vessel about for four days. All gave up hope, and Columbus
-wrote two accounts of his discovery, sealed them in barrels, and set
-them adrift. A second storm drove the _Niña_ to Lisbon, in Portugal,
-where Columbus told the story of his great voyage. Some of the
-Portuguese wished to imprison Columbus, but the king would not, and in
-the middle of March the _Niña_ sailed into the harbor of Palos.
-
-[Sidenote: =The joy of Palos=]
-
-What joy in that little town! The bells were set ringing and the people
-ran shouting through the streets to the wharf, for they had long given
-up Columbus and his crew as lost. To add to their joy, that very night
-when the streets were bright with torches, the _Pinta_, believed to
-have been lost, also sailed into the harbor.
-
-Columbus immediately wrote a letter to the king and queen, who bade
-him hasten to them in Barcelona. All along his way, even the villages
-and the country roads swarmed with people anxious to see the great
-discoverer and to look upon the strange people and the queer products
-which he had brought from India, as they thought.
-
-[Illustration: THE RECEPTION OF COLUMBUS AT BARCELONA
-
-_From the celebrated painting by the distinguished Spanish artist,
-Ricardo Balaca_]
-
-[Sidenote: =The people's reception=]
-
-As he came near the city, a large company of fine people rode out to
-give him welcome. He entered the city like a hero. The streets, the
-balconies, the doors, the windows, the very housetops were crowded with
-happy people eager to catch sight of the great hero.
-
-[Sidenote: =Reception by the king and queen=]
-
-In a great room of the palace, Ferdinand and Isabella had placed their
-throne. Into this room marched Columbus surrounded by the noblest
-people of Spain, but none more noble looking than the hero. The king
-and queen arose and Columbus fell upon his knees and kissed their
-hands. They gave him a seat near them and bade him tell the strange
-story of his wonderful voyage.
-
-[Illustration: COLUMBUS IN CHAINS
-
-_After the clay model by the Spanish sculptor, Vallmitjiana, at Havana_]
-
-When he finished, the king and queen fell upon their knees and raised
-their hands in thanksgiving. All the people did the same, and a great
-choir filled the room with a song of praise. The reception was now over
-and the people, shouting and cheering, followed Columbus to his home.
-How like a dream it must have seemed to Columbus, who only a year or so
-before, in threadbare clothes, was begging bread at the monastery near
-Palos!
-
-[Sidenote: =Fails to find rich cities=]
-
-
-=10. The Second Voyage.= But all Spain was on fire for another
-expedition. Every seaport was now anxious to furnish ships, and every
-bold sailor was eager to go. In a few months a fleet of seventeen fine
-ships and fifteen hundred people sailed away under the command of
-Columbus (1493) to search for the rich cities of their dreams. After
-four years of exploration and discovery among the islands that soon
-after began to be called the West Indies, Columbus sailed back to Spain
-greatly disappointed. He had found no rich cities or mines of gold and
-silver.
-
-[Sidenote: =Death of Columbus=]
-
-
-=11. The Third and Fourth Voyages.= On his third voyage (1498) Columbus
-sailed along the northern shores of South America, but when he reached
-the West Indies the Spaniards who had settled there refused to obey
-him, seized him, put him in chains, and sent him back to Spain. But
-the good queen set Columbus free and sent him on his fourth voyage
-(1502). He explored the coast of what is now Central America, but
-afterward met shipwreck on the island of Jamaica. He returned to Spain
-a broken-hearted man because he had failed to find the fabled riches of
-India. He died soon afterward, not knowing that he had discovered a new
-world.
-
-[Illustration: THE HOUSE IN WHICH COLUMBUS DIED
-
-_This house is in Valladolid, Spain, and stands in a street named after
-the great discoverer_]
-
-[Sidenote: =Naming the country=]
-
-In 1501 Amerigo Vespucci made a voyage to South America. He was
-sent out by Portugal. It was thought that Vespucci had discovered a
-different land than that seen by Columbus. Without intending to wrong
-Columbus, the country he saw, and afterward all land to the northward,
-was called America.
-
-[Sidenote: =Honor to his memory=]
-
-Spain was too busy exploring the new lands to give proper heed to the
-death of the man whose discoveries would, after a few years, make the
-kingdom richer even than India. But it was left to the greatest nation
-in all the western world to do full honor to the memory of Columbus in
-the World's Columbian Exposition at Chicago (1892-1893).
-
-
-
-
-PONCE DE LEON, WHO SOUGHT A MARVELOUS LAND AND WAS DISAPPOINTED
-
-
-[Sidenote: =A magic fountain=]
-
-
-=12. Ponce de Leon.= When the Spaniards came to America they were
-told many strange stories by the Indians about many marvelous places.
-Perhaps most wonderful of all was the story of Bimini, where every day
-was perfect and every one was happy. Here was also the magic fountain
-which would make old men young once more, and keep young men from
-growing old.
-
-When Columbus sailed to America for the second time he brought with him
-a brave and able soldier, named Ponce de Leon. De Leon spent many years
-on the new continent fighting for his king against the Indians. After
-a while he was made governor of Porto Rico. While thus serving his
-country he too heard the story of this wonderful land which no white
-man had explored. Like most Spaniards, he loved adventure. Also he was
-weary of the cares of his office, and soon resolved to find this land
-and to explore it.
-
-[Sidenote: =De Leon sets out to find Bimini=]
-
-In the spring of 1513 De Leon set sail with three ships from Porto
-Rico. Somewhere to the north lay this land of perfect days. Northward
-he steered for many days, past lovely tropical islands. At last, on
-Easter Sunday, an unknown shore appeared. On its banks were splendid
-trees. Flowers bloomed everywhere, and clear streams came gently down
-to the sea. De Leon named the new land Florida and took possession of
-it for the King of Spain.
-
-[Sidenote: =The first settlement in America founded=]
-
-Various duties kept him away from the new land for eight years after
-its discovery. In 1521 he again set out from Porto Rico, with priests
-and soldiers, and amply provided with cattle and horses and goods. He
-wrote to the King of Spain: "Now I return to that island, if it please
-God's will, to settle it." He was an old man then and hoped to found
-a peaceful and prosperous colony of which he was to be governor. But
-Indians attacked his settlement and sickness laid low many of his men.
-He had been in Florida only a short time when he himself was wounded in
-a fight with the Indians. Feeling that he would soon die, he hastily
-set sail with all his men for Cuba, where he died shortly after.
-
-De Leon had failed to find the wonderful things of which the Indians
-had told him. He had failed even to establish the colony of which he
-was to be governor. But De Leon did discover a new and great land which
-now forms one of the states of the Union. To him also goes the honor of
-having been the first man to make a settlement in what is now a part of
-the United States.
-
-
-
-
-CORTÉS, WHO FOUND THE RICH CITY OF MEXICO
-
-
-[Sidenote: =Cortés sank his ships=]
-
-[Sidenote: =Spaniards saw signs of riches=]
-
-
-=13. Cortés Invades Mexico.= Columbus died disappointed because he had
-not found the rich cities which everybody believed were somewhere in
-India. Foremost among Spanish soldiers was Hernando Cortés, who, in
-1519, sailed with twelve ships from Cuba to the coast of what is now
-Mexico. His soldiers and sailors were hardly on land before he sank
-every one of his ships. His men now had to fight. They wore coats of
-iron, were armed with swords and guns, and they had a few cannon and
-horses. Every few miles they saw villages and now and then cities. The
-Indians wore cotton clothes, and in their ears and around their necks
-and their ankles they had gold and silver ornaments. The Spaniards
-could hardly keep their hands off these ornaments, they were so eager
-for gold. They were now sure that the rich cities were near at hand,
-which Columbus had hoped to find, and which every Spaniard fully
-believed would be found.
-
-[Sidenote: =Difference in Spanish and Indian ways of fighting=]
-
-[Illustration: THE ARMOR OF CORTÉS
-
-_Now in the museum at Madrid_]
-
-The people of Mexico had neither guns nor swords, but they were brave.
-Near the first large city, thousands upon thousands of fiercely painted
-warriors wearing leather shields rushed upon the little band of
-Spaniards. For two days the fighting went on, but not a single Spaniard
-was killed. The arrows of the Indians could not pierce iron coats, but
-the sharp Spanish swords could easily cut leather shields. The simple
-natives thought they must be fighting against gods instead of men, and
-gave up the battle.
-
-[Illustration: HOUSE OF CORTÉS, COYOACAN, MEXICO
-
-_Over the main doorway are graven the arms of the Conqueror, who lived
-here while the building of Coyoacan, which is older than the City of
-Mexico, went on_]
-
-Day after day Cortés marched on until a beautiful valley broke upon his
-view. His men now saw a wonderful sight: cities built over lakes, where
-canals took the place of streets and where canoes carried people from
-place to place. It all seemed like a dream. But they hastened forward
-to the great capital city. It, too, was built over a lake, larger than
-any seen before, and it could be reached only along three great roads
-of solid mason work.
-
-[Sidenote: =A great Indian City=]
-
-These roads ran to the center of the city where stood, in a great
-square, a wonderful temple. The top of this temple could be reached by
-one hundred fourteen stone steps running around the outside. The city
-contained sixty thousand people, and there were many stone buildings,
-on the flat roofs of which the natives had beautiful flower gardens.
-
-[Illustration: GUATEMOTZIN
-
-_The nephew of Montezuma and the last Indian emperor of Mexico. After
-the statue by Don Francisco Jimenes_]
-
-[Sidenote: =Cortés makes Montezuma a prisoner=]
-
-Montezuma, the Indian ruler, received Cortés and his men very politely
-and gave the officers a house near the great temple. But Cortés was
-in danger. What if the Indians should rise against him? To guard
-against this danger, Cortés compelled Montezuma to live in the Spanish
-quarters. The people did not like to see their beloved ruler a prisoner
-in his own city.
-
-[Illustration: AN INDIAN CORN BIN, TLAXCALA
-
-_These are community or public bins, stand in the open roadway, and are
-still fashioned as in the days of Cortés_]
-
-[Sidenote: =The Spaniards driven out of the city=]
-
-But no outbreak came until the Spaniards, fearing an attack, fell upon
-the Indians, who were holding a religious festival, and killed hundreds
-of them. The Indian council immediately chose Montezuma's brother to be
-their ruler and the whole city rose in great fury to drive out the now
-hated Spaniards. The streets and even the housetops were filled with
-angry warriors. Cortés compelled Montezuma to stand upon the roof of
-the Spanish fort and command his people to stop fighting.
-
-But he was ruler no longer. He was struck down by his own warriors,
-and died in a few days, a broken-hearted man. After several days of
-hard fighting, Cortés and his men tried to get out of the city, but
-the Indians fell on the little army and killed more than half of the
-Spanish soldiers before they could get away.
-
-[Illustration: HERNANDO CORTÉS
-
-_From the portrait painted by Charles Wilson Peale, now in Independence
-Hall, Philadelphia_]
-
-[Sidenote: =The great Indian city almost destroyed=]
-
-
-=14. Cortés Conquers Mexico.= Because of jealousy a Spanish army was
-sent to bring Cortés back to Cuba. By capturing this army Cortés
-secured more soldiers. Once more he marched against the city. What
-could bows and arrows and spears and stones do against the terrible
-horsemen and their great swords, or against the Spanish foot soldiers
-with their muskets and cannon? At length the great Indian city was
-almost destroyed, but thousands of its brave defenders were killed
-before the fighting ceased (1521). From this time on, the country
-gradually filled with Spanish settlers.
-
-
-=15. Cortés Visits Spain.= After several years, Cortés longed to see
-his native land once more. He set sail, and reached the little port of
-Palos from which, many years before, the great Columbus had sailed
-in search of the rich cities of the Far East. Here, now, was the very
-man who had found the splendid cities and had returned to tell the
-wonderful story to his king and countrymen. All along the journey to
-the king the people now crowded to see Cortés as they had once crowded
-to see Columbus.
-
-[Illustration: CORTÉS BEFORE MONTEZUMA
-
-_After the original painting by the Mexican artist, J. Ortega; now in
-the National Gallery of San Carlos, Mexico_]
-
-[Sidenote: =Cortés shares Columbus' fate=]
-
-Cortés afterwards returned to Mexico, where he spent a large part
-of his fortune in trying to improve the country. The Spanish king
-permitted great wrong to be done to Cortés and, like Columbus the
-discoverer, Cortés the conqueror died neglected by the king whom he
-had made so rich. For three hundred years the mines of Mexico poured a
-constant stream of gold and silver into the lap of Spain.
-
-
-
-
-PIZARRO, WHO FOUND THE RICHEST CITY IN THE WORLD
-
-
-[Sidenote: =Pizarro finds great riches in Peru=]
-
-[Illustration: ROUTES OF THE CONQUERORS, CORTÉS AND PIZARRO
-
-_Their conquests of Mexico and of Peru brought untold stores of riches
-to Spain_]
-
-
-=16. Pizarro's Voyages.= Another Spaniard, Francisco Pizarro, dreamed
-of finding riches greater than De Leon or Cortés had ever heard of.
-He set out for Peru with an army of two hundred men. Reaching the
-coast, he started inland and in a few days came to the foot of the
-Andes. They crossed the mountains and, marching down the eastern side,
-the Spaniards came upon the Inca, the native ruler, and his army. By
-trickery they made the Inca a prisoner, put him to death, and then
-subdued the army. The Spaniards then marched on to Cuzco, the capital
-of Peru, where they found enormous quantities of gold and silver. Never
-before in the history of the world had so many riches been found. This
-great wealth was divided among the Spaniards according to rank. But the
-greedy Spaniards fell to quarreling and fighting among themselves, and
-Pizarro fell by the hand of one of his own men.
-
-
-
-
-CORONADO, WHO PENETRATED SOUTHWESTERN UNITED STATES BUT FOUND NOTHING
-BUT BEAUTIFUL SCENERY
-
-
-=17. Coronado's Search for Rich Cities.= Stories of rich cities to the
-north of Mexico led Francisco Coronado with a thousand men into the
-rocky regions now known as New Mexico and Arizona. They looked with
-wonder at the Grand Cañon of the Colorado, but they found no wealthy
-cities or temples ornamented with gold and silver.
-
-They pushed farther north into what is now Kansas and Nebraska, into
-the great western prairies with their vast seas of waving grass and
-herds of countless buffalo. "Crooked-back oxen" the Spaniards named the
-buffalo.
-
-[Sidenote: =Coronado finds no gold or silver=]
-
-But Coronado was after gold and silver, and cared nothing for beautiful
-and interesting scenes. Disappointed, he turned southward and in 1542,
-after three years of wandering, reached home in Mexico. He reported to
-the King of Spain that the region he had explored was too poor a place
-for him to plant colonies.
-
-
-
-
-DE SOTO, THE DISCOVERER OF THE MISSISSIPPI
-
-
-=18. The Expedition to Florida.= While Coronado and his men were
-searching in vain for hidden cities with golden temples, another band
-of men was wandering through the forests farther to the eastward.
-Hernando de Soto had been one of Pizarro's bravest soldiers. The news
-that this bold adventurer was to lead an expedition to Florida stirred
-all Spain. Many nobles sold their lands to fit out their sons to fight
-under so great a leader.
-
-The Spanish settlers of Cuba gave a joyful welcome to De Soto and
-to the brave men from the homeland. After many festivals and solemn
-religious ceremonies, nine vessels, carrying many soldiers, twelve
-priests, six hundred horses, and a herd of swine, sailed for Florida
-(1539).
-
-[Sidenote: =The settlers of Cuba welcome De Soto=]
-
-[Illustration: HERNANDO DE SOTO
-
-_After an engraving to be found in the works of the great Spanish
-historian, Herrera_]
-
-What a grand sight to the Indians as the men and horses clad in steel
-armor landed! There were richly colored banners, beautiful crucifixes,
-and many things never before seen by the Indians. But this was by far
-the most cruel expedition yet planned.
-
-[Sidenote: =The Spaniards' cruelty to the Indians=]
-
-Wherever the Spaniards marched Indians were seized as slaves and
-made to carry the baggage and do the hard work. If the Indian guides
-were false, they were burned at the stake or were torn to pieces by
-bloodhounds. Hence the Indians feared the Spaniards, and Indian guides
-often misled the Spanish soldiers on purpose to save the guides' own
-tribes from harm.
-
-De Soto fought his way through forests and swamps to the head of
-Apalachee Bay, where he spent the winter. In the spring a guide led the
-army into what is now Georgia, in search of a country supposed to be
-rich in gold and ruled by a woman. The soldiers suffered and grumbled,
-but De Soto only turned the march farther northward.
-
-[Sidenote: =Attacked by Indians=]
-
-The Appalachian Mountains caused them to turn south again until they
-reached the village of Mavilla (Mobile), where the Indians rushed on
-them in great numbers and tried to crush the army. But Spanish swords
-and Spanish guns won the day against Indian arrows and Indian clubs. De
-Soto lost a number of men, at least a dozen horses, and the baggage of
-his entire army, yet he boldly refused to send to the coast for the men
-and supplies waiting for him there.
-
-
-=19. The Discovery of the Mississippi.= Again De Soto's men followed
-him northward, this time into what we know as northern Mississippi,
-where the adventuring army spent the second winter in a deserted Indian
-village. In the spring, in 1541, De Soto demanded two hundred Indians
-to carry baggage, but the chief and his men one night stole into camp,
-set fire to their own rude houses, gave the war whoop, frightened many
-horses into running away, and killed a number of the Spaniards.
-
-[Illustration: THE ROUTES OF CORONADO AND DE SOTO
-
-_Following these pathways, the soldier-explorers discovered the Grand
-Cañon of the Colorado and the great Mississippi River_]
-
-[Sidenote: =They reached a great river=]
-
-[Illustration: DE SOTO DISCOVERS THE MIGHTY MISSISSIPPI]
-
-The army then marched westward for many days, wading swamps and
-wandering through forests so dense that at times they could not see the
-sun. At last, a river was reached greater than any the Spaniards had
-ever seen. It was the Mississippi, more than a mile wide, rushing on at
-full flood toward the Gulf.
-
-On barges made by their own hands, De Soto and his men crossed to the
-west bank of the broad stream. There they marched northward, probably
-as far as the region now known as Missouri, and then westward two
-hundred miles. Nothing but hardships met them on every hand. In the
-spring of 1542, the little army came upon the Mississippi again.
-
-[Sidenote: =Burial of De Soto=]
-
-De Soto was tiring out. He grew sad and asked the Indians how far it
-was to the sea. But it was too far for the bold leader. A fever seized
-him, and after a few days he died. At dead of night his companions
-buried him in the bosom of the great river he had discovered.
-
-
-=20. Only Half the Army Returns to Cuba.= There were bold leaders
-still left in the army. They turned westward again, but after finding
-neither gold nor silver, they returned to the Mississippi and spent the
-winter on its banks. There they built boats, and then floated down to
-the Gulf. Only one half of the army returned to tell the sad tales of
-hardships, battles, and poverty.
-
-[Sidenote: =What Coronado and De Soto proved to the King of Spain=]
-
-Thus it came about that Coronado and De Soto proved that northward from
-Mexico there were no rich cities, such as Columbus had dreamed about,
-and such as Cortés and Pizarro had really found. Hence it was that the
-King of Spain and his brave adventurers took less interest in that part
-of North America which is now the United States, and more in Mexico and
-in South America.
-
-
-
-
-MAGELLAN, WHO PROVED THAT THE WORLD IS ROUND
-
-
-=21. Magellan's Task.= Columbus died believing that he had discovered
-a part of India. But he had not proved that the earth is round by
-sailing around it. This great task was left for Ferdinand Magellan,
-a Portuguese sailor. Columbus' great voyage had stirred up the
-Portuguese. One of their boldest sailors, Vasco da Gama, had reached
-India in 1498 by rounding Africa, and Magellan had made voyages for
-seven years among the islands of the East.
-
-[Illustration: FERDINAND MAGELLAN
-
-_From the portrait designed and engraved by Ferdinand Selma in 1788_]
-
-[Sidenote: =Magellan, too, goes to Spain=]
-
-After returning to Portugal, Magellan sought the king's aid, but
-without success; then, like Columbus, he went to Spain, and in less
-than two years his fleet of five vessels sailed for the coast of South
-America (1519). Severe storms tossed the vessels about for nearly
-a month. Food and water grew scarce. The sailors threatened to kill
-Magellan, but the brave captain, like Columbus, kept boldly on until he
-reached cold and stormy Patagonia.
-
-[Sidenote: =His sailors rebel=]
-
-It was Easter time, and the long, hard winter was already setting in.
-Finding a safe harbor and plenty of fish, Magellan decided to winter
-there. But the captains of three ships refused to obey, and decided
-to kill Magellan and lead the fleet back to Spain. Magellan was too
-quick for them. He captured one of the ships, turned the cannon on the
-others, and soon forced them to surrender.
-
-There were no more outbreaks that winter. One of the ships was wrecked.
-How glad the sailors were when, late in August, they saw the first
-signs of spring! But they were not so happy when Magellan commanded
-the ships to sail still farther south in search of a passage to the
-westward.
-
-[Illustration: MAGELLAN'S FIRST VIEW OF THE PACIFIC OCEAN
-
-_Beyond the stormy strait he found the waters of the ocean smooth and
-quiet; hence its name Pacific, meaning peaceful_]
-
-In October, his little fleet entered a wide, deep channel and found
-rugged, snow-clad mountains rising high on both sides of them. Many of
-the sailors believed they had at last found the westward passage, and
-that it was now time to turn homeward.
-
-[Sidenote: =Magellan's bold resolution=]
-
-But Magellan declared that he would "eat the leather off the ship's
-yards" rather than turn back. The sailors on one ship seized and bound
-the captain and sailed back to Spain. Magellan with but three ships
-sailed bravely on until a broad, quiet ocean broke upon his sight. He
-wept for joy, for he believed that now the western route to India had
-indeed been found. This new ocean, so calm, so smooth and peaceful,
-he named the Pacific, and all the world now calls the channel he
-discovered the Strait of Magellan.
-
-[Sidenote: =The first voyage across the Pacific begins=]
-
-No man had yet sailed across the Pacific, and no man knew the distance.
-Magellan was as bold a sailor as ever sailed the main, and he had brave
-men with him. In November (1520) the three little ships boldly turned
-their prows toward India. On and on they sailed. Many of the crew, as
-they looked out upon a little island, saw land for the last time. Many
-thousand miles had yet to be sailed before land would again be seen.
-After long weeks their food supply gave out and starvation stared them
-in the face. Many grew sick and died. The others had to eat leather
-taken from the ship's yards like so many hungry beasts.
-
-How big the world seemed to these poor, starving sailors! But the
-captain never lost courage. Finally they beheld land. It was the group
-of islands now known as the Marianas (Ladrones). Here the sailors
-rested and feasted to their hearts' content.
-
-[Sidenote: =Visits the Philippines=]
-
-Then Magellan pressed on to another group of islands which were
-afterwards called the Philippines, from King Philip of Spain.
-
-[Sidenote: =Magellan loses his life for his men=]
-
-Here in a battle with the inhabitants, while bravely defending his
-sailors, Magellan was killed. Their great commander was gone and they
-were still far from Spain. Sadly his sailors continued the voyage, but
-only one of the vessels, with about twenty men, ever reached home to
-tell the story of that wonderful first voyage around the world.
-
-[Illustration: MAGELLAN'S ROUTE AROUND THE WORLD
-
-_Magellan, the bold Portuguese sailor, discovered the strait that bears
-his name and planned the first successful trip made around the world_]
-
-[Sidenote: =What the voyage proved=]
-
-Thus Magellan proved that Columbus was right in thinking the world
-round and that India could be reached by sailing west, while other
-men like Cortés and Pizarro found rich cities like those Columbus had
-dreamed of finding.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Columbus was born near the shores of the
-  Mediterranean and trained for the sea by study and by experience.
-  _2._ The people of Europe traded with the Far East, but the Turks
-  destroyed their trade routes. _3._ Columbus was drawn to Portugal
-  because of Prince Henry's great work. _4._ Columbus thought he
-  could reach the rich cities of the East by sailing west. _5._ After
-  many discouragements he won aid from Isabella and discovered the
-  Bahama Islands, Cuba, and Haiti. _6._ The king and queen of Spain
-  received Columbus with great ceremony. _7._ Columbus made three
-  more voyages, but was disappointed in not finding the rich cities
-  of India. _8._ Ponce de Leon sailed from Porto Rico to find a land
-  of which strange stories had been told of riches and of a fountain
-  of eternal youth. _9._ He reached Florida on Easter Sunday, 1513.
-  _10._ Eight years later he returned to found a settlement. _11._ He
-  was attacked by the Indians, wounded, and forced to return to Porto
-  Rico, where he died of his wounds. _12._ His is the distinction
-  of being the first white man to plant a settlement in the United
-  States after the discovery of America by Columbus. _13._ Cortés
-  marched against a rich city, afterward called Mexico, captured
-  the ruler, and fought great battles with the people. _14._ Cortés
-  captured the city and ruled it for several years. _15._ From this
-  time on Mexico gradually filled with Spanish settlers. _16._
-  Pizarro invaded Peru, the richest of all countries, and captured
-  and put to death the ruler. _17._ Pizarro was killed by his own
-  men. _18._ Coronado marched north from Mexico into Arizona and
-  New Mexico, but found no rich cities. _19._ He wandered into the
-  great prairies and the rocky country of Colorado but finally turned
-  back in disappointment. _20._ De Soto wandered over the country
-  east of the Rocky Mountains in search of rich cities, but found a
-  great river, the Mississippi, and later was buried in its waters.
-  _21._ Hence the Spaniards, eager for gold, went to Mexico and South
-  America rather than farther to the north. _22._ Columbus thought
-  the world was round, but Magellan proved it. _23._ Magellan sailed
-  around South America into the Pacific Ocean, and across this new
-  sea to the Philippine Islands, where he was killed. _24._ His ship
-  reached Spain--the first to sail around the world.
-
-  =Study Questions.= _1._ Make a list of articles which the caravans
-  (camels and horses) of the East brought to the Black Sea. _2._
-  What studies fitted Columbus for the sea? _3._ Why were there so
-  many sailors in Lisbon? _4._ How did Columbus get his idea of the
-  earth's shape? _5._ What did men in Portugal and Spain think of
-  this idea? _6._ Tell the story of Columbus in Spain. _7._ What is
-  the meaning of the vow taken by him? _8._ Make a picture in your
-  mind of the first voyage of Columbus. Read the poem "Columbus," by
-  Joaquin Miller. _9._ Shut your eyes and imagine you see Columbus
-  land and take possession of the country. _10._ Why was Columbus so
-  disappointed? _11._ How did the people of Palos act when Columbus
-  returned? _12._ Picture the reception of Columbus by the people,
-  and by the king and queen. _13._ Why was Columbus disappointed
-  in the second expedition? _14._ What did Columbus believe he had
-  accomplished? _15._ What had he failed to do that he hoped to do?
-  _16._ Why did Ponce de Leon go in search of the new land? _17._
-  What was the strange tradition about the country? _18._ What did
-  Ponce de Leon set out to do on his second trip? _19._ Did he
-  succeed? _20._ What is his distinction? _21._ Why did Cortés sink
-  his ships? _22._ How were Spaniards armed and how were Indians
-  armed? _23._ Describe the city of Mexico. _24._ Who began the war,
-  and what does that show about the Spaniards? _25._ How did Cortés
-  get more soldiers? _26._ How did the people and king receive Cortés
-  in Spain? _27._ How was he treated on his return to Mexico? _28._
-  What did Pizarro find in Peru? _29._ How did he treat the Inca?
-  _30._ What was Pizarro's fate? _31._ What was Coronado searching
-  for, and why were the Spaniards disappointed? _32._ What things
-  did the Spaniards see that they never before had seen? _33._ What
-  report did Coronado make? _34._ Why were De Soto's Indian guides
-  false? _35._ Show that De Soto was a brave man. _36._ How far north
-  did the Spaniards go both east and west of the Mississippi? _37._
-  Tell the story of De Soto's death and burial. _38._ What proof can
-  you give to show that the Spaniards were more cruel than necessary?
-  _39._ What part of the problem of Columbus did Magellan solve?
-  _40._ What was Magellan's preparation? _41._ Where is Patagonia,
-  and how could there be signs of spring late in August? _42._ What
-  did Magellan's voyage prove, and what remained of Columbus' plans
-  yet to be accomplished? _43._ Who accomplished this?
-
-  =Suggested Readings.= COLUMBUS: Hart, _Colonial Children_, 4-6;
-  Pratt, _Exploration and Discovery_, 17-32; Wright, _Children's
-  Stories in American History_, 38-60; Higginson, _American
-  Explorers_, 19-52; Glascock, _Stories of Columbia_, 10-35; McMurry,
-  _Pioneers on Land and Sea_, 122-160; Brooks, _The True Story of
-  Christopher Columbus_, 1-103, 112-172.
-
-  PONCE DE LEON: Pratt, _Explorations and Discoveries_, 17-23.
-
-  CORTÉS: McMurry, _Pioneers on Land and Sea_, 186-225; Hale,
-  _Stories of Adventure_, 101-126; Ober, _Hernando Cortés_, 24-80,
-  82-291.
-
-  PIZARRO: Hart, _Colonial Children_, 12-16: Towle, _Pizarro_,
-  27-327.
-
-  CORONADO: Griffis, _Romance of Discovery_, 168-182; Hale, _Stories
-  of Adventure_, 136-140.
-
-  DE SOTO: Hart, _Colonial Children_, 16-19; Higginson, _American
-  Explorers_, 121-140.
-
-  MAGELLAN: McMurry, _Pioneers on Land and Sea_, 186-225;
-  Butterworth, _Story of Magellan_, 52-143; Ober, _Ferdinand
-  Magellan_, 108-244.
-
-
-
-
-THE MEN WHO MADE AMERICA KNOWN TO ENGLAND AND WHO CHECKED THE PROGRESS
-OF SPAIN
-
-
-
-
-JOHN CABOT ALSO SEARCHES FOR A SHORTER ROUTE TO INDIA AND FINDS THE
-MAINLAND OF NORTH AMERICA
-
-
-[Illustration: CABOT TAKING POSSESSION OF NORTH AMERICA FOR THE KING OF
-ENGLAND
-
-_On the spot where he landed Cabot planted a large cross and beside it
-flags of England and of St. Mark_]
-
-[Sidenote: =The effect in England of Columbus' discovery=]
-
-
-=22. Cabot's Voyages.= When the news of Columbus' great discovery
-reached England, the king was sorry, no doubt, that he had not helped
-him. The story is that Columbus had gone to Henry VII, King of England,
-for aid to make his voyage. But England had a brave sailor of her own,
-John Cabot, an Italian, born in Columbus' own town of Genoa, who also
-had learned his lessons in voyages on the Mediterranean. Cabot had gone
-to live in the old town of Venice. Afterward he made England his home
-and lived in the old seaport town of Bristol, the home of many English
-sailors.
-
-He, too, believed the world to be round, and that India could be
-reached by sailing westward. King Henry VII gave Cabot permission to
-try, providing he would give the king one fifth of all the gold and
-silver which everybody believed he would find in India.
-
-[Illustration: JOHN CABOT AND HIS SON SEBASTIAN
-
-_From the statue modeled by John Cassidy, Manchester, England_]
-
-[Sidenote: =What John Cabot discovered=]
-
-Accordingly, John Cabot, and it may be his son, Sebastian, set out on
-a voyage in May, 1497. After many weeks, Cabot discovered land, now
-supposed to be either a part of Labrador or of Cape Breton Island. He
-landed and planted the flag of England, and by its side set up that of
-Venice, which had been his early home.
-
-Later, he probably saw parts of Newfoundland, but nowhere did he see
-a single inhabitant. He did, however, find signs that the country was
-inhabited, but he found no proof of rich cities or of gold and silver.
-In the seas all around Cabot saw such vast swarms of fish that he told
-the people of England they would not need to go any more to cold and
-snowy Iceland to catch fish.
-
-[Sidenote: =The king and people pay honor to Cabot=]
-
-How John Cabot was treated by the king and people of England when he
-came back is seen in an old letter written from England by a citizen
-of Venice to his friends at home. "The king has promised that in the
-spring our countryman shall have ten ships, armed to his order. The
-king has also given him money wherewith to amuse himself till then, and
-he is now at Bristol with his wife, who is also a Venetian, and with
-his sons. His name is John Cabot, and he is called the great admiral.
-Vast honor is paid to him; he dresses in silk, and the English run
-after him like mad people, so that he can enlist as many of them as
-he pleases, and a number of our own rogues besides. The discoverer of
-these places planted on his new-found land a large cross, with one flag
-of England and another of St. Mark, by reason of his being a Venetian."
-
-[Illustration: THE FINDING OF AMERICA
-
-_The first voyages of Columbus, the discoverer of the New World, and of
-Cabot, the first man to reach the mainland of North America_]
-
-[Sidenote: =Cabot's second voyage=]
-
-Again, in May, 1498, John Cabot started for India by sailing toward
-the northwest. This time the fleet was larger, and filled with eager
-English sailors. But Cabot could not find a way to India, so he altered
-his course and coasted southward as far as the region now called North
-Carolina.
-
-Now because of these two voyages of Cabot, England later claimed a
-large part of North America, for he had really seen the mainland of
-America before Columbus. Spain also claimed the same region, but we
-have seen how Mexico and Peru drew Spaniards to those countries.
-
-[Sidenote: =Why England was slow in settling America=]
-
-If England had been quick to act and had made settlements where Cabot
-explored, she would have had little trouble in getting a hold in North
-America. But she did not do so. Henry VII was old and stingy. Cabot had
-twice failed to find India with its treasures of gold and silver, so
-little attention was given to the new lands.
-
-
-
-
-SIR FRANCIS DRAKE, THE ENGLISH "DRAGON," WHO SAILED THE SPANISH MAIN
-AND WHO "SINGED THE KING OF SPAIN'S BEARD"
-
-
-=23. The Quarrel between Spain and England.= After John Cabot failed to
-find a new way to India, King Henry did nothing more to help English
-discovery. His son, Henry VIII, got into a great quarrel with the
-King of Spain. He was too busy with this quarrel to think much about
-America. But during this very time, Cortés and Pizarro were doing their
-wonderful deeds. Spain grew bold, seized English seamen, threw them
-into dungeons, and even burned them at the stake. Englishmen robbed
-Spanish ships and killed Spanish sailors in revenge.
-
-[Sidenote: =Their sailors take up the quarrel=]
-
-[Sidenote: =Why Drake hated the Spaniards=]
-
-
-=24. Sir Francis Drake.= A most daring English seaman was Sir Francis
-Drake. From boyhood days he had been a sailor. His cousin, Captain
-Hawkins, gave him command of a ship against Mexico, but the Spaniards
-fell upon it, killed many of the sailors, and took all they had. Drake
-came back ruined, and eager to take revenge. Besides, he hated the
-Spaniards because he thought they were plotting to kill Elizabeth, the
-Queen of England.
-
-In 1573 Drake returned to England with his ship loaded with gold and
-precious stones, captured from the Spaniards on the Isthmus of Panama.
-
-[Sidenote: =Begins his most famous voyage=]
-
-
-=25. Drake's Voyage around the World.= After four years Drake, with
-four small but fast vessels, sailed direct for the Strait of Magellan.
-He was determined to sail the Pacific, which he had seen while on the
-Isthmus of Panama. In June his fleet entered the harbor of Patagonia
-where Magellan had spent the winter more than fifty years before.
-
-After destroying his smallest vessel, which was leaky, Drake sailed
-to the entrance of the Strait. Here he changed the name of his ship
-from the _Pelican_ to the _Golden Hind_, with ceremonies fitting the
-occasion.
-
-The fleet passed safely through the Strait, but as it sailed out into
-the Pacific a terrible storm scattered the ships. One went down, and
-one returned to England, believing that Drake's ship, the _Golden
-Hind_, had been destroyed.
-
-[Illustration: SIR FRANCIS DRAKE
-
-_From the original portrait attributed to Sir Antonis van Moor, in the
-possession of Viscount Dillon, at Ditchly Park, England_]
-
-But Drake had a bold heart, good sailors, and a stout ship. After the
-storm he sailed north to Valparaiso, where his men saw the first great
-treasure ship. The Spanish sailors jumped overboard, and left four
-hundred pounds of gold to Drake and his men. Week after week Drake
-sailed northward until he reached Peru, the land conquered by Pizarro.
-
-[Sidenote: =Capturing treasure ships on the Pacific coast=]
-
-Another great treasure ship had just sailed for Panama. Away sped
-the _Golden Hind_ in swift pursuit. For a thousand miles, day and
-night, the chase went on. One evening, just at dark, the little ship
-rushed upon the great vessel, and captured her. What a rich haul! More
-than twenty tons of silver bars, thirteen chests of silver coin, one
-hundredweight of gold, besides a great store of precious stones.
-
-[Illustration: DRAKE'S CHAIR, OXFORD UNIVERSITY
-
-_It was made from the timbers of the "Golden Hind"_]
-
-[Sidenote: =The "Golden Hind" winters in California=]
-
-The little ship continued northward. Hoping for a northeast passage
-to the Atlantic, Drake sailed along the coast as far as what was
-afterward known as the Oregon country. But the increasing cold and fog
-and the strong northwest winds made him turn southward again. Sailing
-close inshore, he found a small harbor, just north of the great bay
-of San Francisco. Here his stout little ship came to anchor. The
-natives believed that Drake and his men were gods, and begged them to
-remain with them always. Drake named the country New Albion and took
-possession in the name of the queen, Elizabeth. When he had refitted
-his ship for the long voyage home, Drake set sail, to the great sorrow
-of the natives.
-
-[Sidenote: =Drake crosses the Pacific and Indian oceans=]
-
-Week after week went by, until he saw the very islands where Magellan
-had been. He made his way among the islands and across the Indian Ocean
-until the Cape of Good Hope was rounded, and the _Golden Hind_ spread
-her sails northward toward England.
-
-[Sidenote: =Drake given a title by Queen Elizabeth=]
-
-Drake reached home in 1580, the first Englishman to sail around the
-world. The people, who had given him up as lost, shouted for joy when
-they heard he was safe. Queen Elizabeth visited his ship in person, and
-there gave him a title, so that now he was Sir Francis Drake. Years
-after, a chair was made from the timbers of the famous _Golden Hind_
-and presented to Oxford University, where it can now be seen.
-
-[Illustration: QUEEN ELIZABETH MAKING DRAKE A NOBLEMAN
-
-_After the drawing by Sir John Gilbert. It pictures the scene that took
-place on board the "Golden Hind" at the close of the great voyage.
-Queen Elizabeth visited Drake in his ship and conferred knighthood on
-him for his great services to England_]
-
-[Sidenote: =He goes to find the Gold Fleet=]
-
-
-=26. Drake Again Goes to Fight the Spaniards.= Drake soon took command
-of a fleet of twenty-five vessels and two thousand five hundred men,
-all eager to fight the Spaniards (1585). He sailed boldly for the coast
-of Spain, frightened the people, and then went in search of the Gold
-Fleet, which was bringing shipload after shipload of treasure from
-America to the King of Spain.
-
-[Illustration: THE SPANISH ARMADA
-
-_More than one hundred twenty-five vessels sailed from Lisbon to
-conquer England, but only about fifty returned to the home port_]
-
-[Sidenote: =In the West Indies=]
-
-No sooner had Drake missed the fleet than he made direct for the West
-Indies, where he spread terror among the islands. The Spaniards had
-heard of Drake, the "Dragon." He attacked and destroyed three important
-towns, and intended to seize Panama itself, but the yellow fever began
-to cut down his men, so he sailed to Roanoke Island, and carried back
-to England the starving and homesick colony which Raleigh had planted
-there.
-
-[Sidenote: =Singeing the King of Spain's beard=]
-
-The Spanish king was angry. He resolved to crush England. More than
-one hundred ships, manned by thousands of sailors, were to carry a
-great army to the hated island. Drake heard about it, and quickly
-gathered thirty fast ships manned by sailors as bold as himself. His
-fleet sailed right into the harbor of Cadiz, past cannon and forts, and
-burned so many Spanish ships that it took Spain another year to get
-the great fleet ready. Drake declared that he had "singed the King of
-Spain's beard."
-
-[Sidenote: =Spain aims to crush England, but is badly defeated=]
-
-
-=27. The Spanish Armada.= The King of Spain was bound to crush England
-at one mighty blow. In 1588 the Spanish Armada, as the great fleet was
-called, sailed for England. There were scores of war vessels manned
-by more than seven thousand sailors, carrying nearly twenty thousand
-soldiers. Almost every noble family in Spain sent one or more of its
-sons to fight against England.
-
-When this mighty fleet reached the English Channel, Drake and other sea
-captains as daring as himself dashed at the Spanish ships, and by the
-help of a great storm that came up, succeeded in destroying almost the
-whole fleet. No such blow had ever before fallen upon the great and
-powerful Spanish nation.
-
-From that time on her power grew less and less, while England's power
-on the sea grew greater and greater. Englishmen could now go to America
-without much thought of danger from Spaniards.
-
-
-
-
-SIR WALTER RALEIGH, THE FRIEND OF ELIZABETH, PLANTS A COLONY IN AMERICA
-TO CHECK THE POWER OF SPAIN
-
-
-[Sidenote: =Raleigh, student, soldier, seaman=]
-
-
-=28. Sir Walter Raleigh.= Born (1552) near the sea, Raleigh fed his
-young imagination with stories of the wild doings of English seamen. He
-went to college at Oxford at the age of fourteen, and made a good name
-as a student.
-
-In a few years young Raleigh went to France to take part in the
-religious wars of that unhappy country. At the time he returned home
-all England was rejoicing over Drake's first shipload of gold. When
-Queen Elizabeth sent an army to aid the people of Holland against the
-Spaniards, young Raleigh was only too glad to go.
-
-On his return from this war he went with his half-brother, Sir Humphrey
-Gilbert, on two voyages to America, at the very same time Drake was
-plundering the Spanish treasure ships in the Pacific Ocean. Afterward
-Raleigh turned soldier again and, as captain, went to Ireland, where
-Spain had sent soldiers to stir up rebellion. Thus, before he was
-thirty years old, he had been a seaman and a soldier, and had been in
-France, Holland, America, and Ireland.
-
-[Illustration: THE BOYHOOD OF RALEIGH
-
-_After the painting by Sir John E. Millais_]
-
-[Sidenote: =Raleigh when thirty years old=]
-
-At this time Raleigh was a fine-looking man, about six feet tall, with
-dark hair and a handsome face. He had plenty of wit and good sense,
-although he was fond, indeed, of fine clothes. He was just the very one
-to catch the favor of Queen Elizabeth.
-
-One day Elizabeth and her train of lords and ladies were going down the
-roadway from the royal castle to the river. The people crowded both
-sides of the road to see their beloved queen and her beautiful ladies
-go by. Raleigh pressed his way to the front.
-
-[Sidenote: =How he won the favor of the queen=]
-
-As Elizabeth drew near, she hesitated about passing over a muddy place.
-In a moment the feeling that every true gentleman has in the presence
-of ladies told Raleigh what to do, and the queen suddenly saw his
-beautiful red velvet cloak lying in the mud at her feet. She stepped
-upon it, nodded to its gallant owner, and passed on. From this time
-forward Raleigh was a great favorite at the court of Queen Elizabeth.
-
-[Sidenote: =Raleigh's plan for checking the power of Spain=]
-
-
-=29. Trying to Plant English Colonies.= In 1584 Raleigh caused a friend
-to write a letter to the queen, explaining that English colonies
-planted on the coast of North America would not only check the power
-of Spain but would also increase the power of England. That very year
-the queen gave him permission to plant colonies. Thus a better way of
-opposing Spain was found than by robbing treasure ships and burning
-towns.
-
-[Illustration: SIR WALTER RALEIGH
-
-_From the original portrait painted by Federigo Zuccaro_]
-
-[Sidenote: =The Indians welcome the English=]
-
-[Sidenote: =Why the land was named Virginia=]
-
-Raleigh immediately sent a ship to explore. The captain landed on what
-is now Roanoke Island. The Indians came with a fleet of forty canoes
-to give them a friendly welcome. After a few days an Indian queen with
-her maidens came to entertain the English. "We found the people most
-gentle, loving, and faithful, void of all guile and treason," said
-Captain Barlow. His glowing account of the land and people so pleased
-Elizabeth that she named the country Virginia, in honor of her own
-virgin life.
-
-Raleigh next sent out a kinsman, Sir Richard Grenville, with a fleet of
-seven vessels and one hundred settlers, under Ralph Lane as governor.
-But the settlers were bent on finding gold and silver, instead of
-making friends with the Indians.
-
-[Sidenote: =Why the Indians became hostile=]
-
-An Indian stole a silver cup from the English. Because of this theft
-Lane and his men fell upon the Indian village, drove out men, women,
-and children, burned their homes, and destroyed their crops. This was
-not only cruel but also foolish, for the story of his cruelty spread to
-other tribes, and after that wherever the English went they were always
-in danger from the Indians.
-
-[Sidenote: =Indian corn and the white potato taken to England=]
-
-When Drake came along the next spring with his great fleet, the
-settlers were only too glad to get back to England, and be once more
-among friends. They took home from America the turkey and two food
-plants, the white potato and Indian corn--worth more to the world than
-all the gold and silver found in the mines of Mexico and Peru!
-
-[Illustration: INDIAN CORN]
-
-[Sidenote: =Raleigh tries again=]
-
-Although Raleigh had already spent thousands of dollars, he would
-not give up. He immediately sent out a second colony of one hundred
-fifty settlers, a number of whom were women. John White was governor.
-Roanoke was occupied once more, and there, shortly afterwards, was
-born Virginia Dare, the first white child of English parents in North
-America. Before a year went by, the governor had to go to England for
-aid.
-
-But Raleigh and all England had little time to think of America. The
-Armada was coming, and every English ship and sailor was needed to
-fight the Spaniards. Two years went by before Governor White reached
-America with supplies. When he did reach there practically no trace of
-the colony could be found. Not a settler was left to tell the tale.
-
-[Illustration: A WILD TURKEY]
-
-[Sidenote: =The "lost colony"=]
-
-The only trace of Raleigh's "lost colony" was the word "Croatoan" cut
-in large letters on a post. Croatoan was the name of an island near
-by. White returned home, but Raleigh sent out an old seaman, Samuel
-Mace, to search for the lost colony. It was all in vain. Many years
-later news reached England that a tribe of Indians had a band of white
-slaves, but the mystery of the lost colony never was cleared up.
-
-[Illustration: POTATO PLANT AND TUBERS]
-
-[Sidenote: =Raleigh's money gives out, but not his hope=]
-
-Raleigh had now spent his great fortune. But he did not lose heart,
-for he said that he would live to see Virginia a nation. He was right.
-Before he died a great colony had been planted in Virginia, and a ship
-loaded with the products of Virginia had sailed into London port and an
-Indian "princess" had married a Virginian and had been received with
-honor by the King and Queen of England.
-
-
-=30. The Death of Raleigh.= But the great Elizabeth was dead, and an
-unfriendly king, James I, was on the throne. He threw Raleigh into
-prison, and kept him there thirteen years. The Spaniards urged the king
-to put Raleigh to death. He had been a life-long enemy of Spain and
-they knew they were not safe if he lived.
-
-[Sidenote: =Raleigh bravely meets death=]
-
-At last Spanish influence was too strong, and Sir Walter faced death on
-the scaffold as bravely as he had faced the Spaniards in battle.
-
-[Illustration: EARLY SETTLEMENTS IN VIRGINIA AND MARYLAND]
-
-
-Thus died a noble man who gave both his fortune and his life for the
-purpose of planting an English colony in America.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ John Cabot, trying for a short route to
-  India, discovered what is supposed to be Labrador, or Cape Breton.
-  _2._ On a second voyage he coasted along eastern North America as
-  far south as the Carolinas. _3._ Later, England claimed all North
-  America. _4._ Francis Drake sailed to the Pacific in the _Pelican_
-  and then turned northward after the Spanish gold ships. _5._ He
-  wintered in California, and then started across the Pacific--the
-  first Englishman to cross. _6._ Drake reached England, and was
-  received with great joy. _7._ Once more Drake went to fight the
-  Spaniards, until the Great Armada attacked England. _8._ Walter
-  Raleigh, a student, a soldier, and a seaman, won the favor of the
-  queen. _9._ He hated the Spaniards, and planted settlements in what
-  is now North Carolina. _10._ What was Raleigh's prophecy?
-
-  =Study Questions.= _1._ Tell the story of John Cabot before he came
-  to England. _2._ What did Cabot want to find when he sailed away
-  and what did he find? _3._ How was Cabot treated by King Henry VII,
-  according to a "Citizen of Venice," after he returned? _4._ Why was
-  little attention given to the new lands by the English?
-
-  _5._ Prove that Spanish and English sailors did not like each
-  other. _6._ Who was Francis Drake? _7._ What was Magellan after
-  and what was Drake after? _8._ Find out why Drake renamed his ship
-  the _Golden Hind_. _9._ Tell the story of Drake's voyage from
-  Valparaiso to Oregon. _10._ Tell the story of the voyage across the
-  Pacific and how he was received at home. _11._ What did Drake do
-  when he missed the "Gold Fleet"? _12._ What did Drake mean when he
-  said he had "singed the King of Spain's beard"? _13._ What became
-  of the Spanish Armada, and what effects did its failure produce?
-
-  _14._ What other brave man went to America before the Armada was
-  destroyed? _15._ Give the early experiences of Raleigh before he
-  was thirty. _16._ Make a mental picture of the cloak episode. _17._
-  Explain how kind the Indians were; how did the English repay the
-  Indians? _18._ What did the colonists take home with them? _19._
-  Who was the first white child of English parents born in America?
-  _20._ How did the destruction of the Armada affect Englishmen who
-  wanted to go to America? _21._ Read in other books about Raleigh's
-  death. _22._ How did the English treatment of the Indians compare
-  with that of the Spaniards?
-
-  =Suggested Readings.= CABOT: Hart, _Colonial Children_, 7-8;
-  Griffis, _Romance of Discovery_, 105-111.
-
-  DRAKE: Hart, _Source Book of American History_, 9-11; Hale,
-  _Stories of Discovery_, 86-106; Frothingham, _Sea Fighters_, 3-44.
-
-  RALEIGH: Hart, _Colonial Children_, 165-170; Pratt, _Early
-  Colonies_, 33-40; Wright, _Children's Stories in American History_,
-  254-258; Higginson, _American Explorers_, 177-200; Bolton, _Famous
-  Voyagers_, 154-234.
-
-
-
-
-THE MEN WHO PLANTED NEW FRANCE IN AMERICA, FOUNDED QUEBEC, EXPLORED THE
-GREAT LAKE REGION, AND PENETRATED THE MISSISSIPPI VALLEY
-
-
-
-
-SAMUEL DE CHAMPLAIN, THE FATHER OF NEW FRANCE
-
-
-[Sidenote: =Cartier, 1534=]
-
-
-=31. The French in North America.= France was the slowest of the great
-nations in the race for North America. Not until 1534 did Jacques
-Cartier, a French sea captain searching for a shorter route to India,
-sail into the mouth of the St. Lawrence River. He reached an Indian
-village where Montreal now stands and took possession of the country
-for his king.
-
-[Sidenote: =Champlain founded Quebec, 1608=]
-
-One year after Jamestown was settled, and one year before the _Half
-Moon_ sailed up the Hudson, Samuel de Champlain laid the foundations of
-Quebec (1608). Champlain was of noble birth, and had been a soldier in
-the French army. He had already helped found Port Royal in Nova Scotia.
-
-[Illustration: SAMUEL DE CHAMPLAIN
-
-_From the portrait painting in Independence Hall, Philadelphia,
-Pennsylvania_]
-
-[Sidenote: =Made friends and foes among the Indians=]
-
-Wherever he went, Champlain made fast friends with the Algonquin
-Indians, who lived along the St. Lawrence. He gave them presents and
-bought their skins of beaver and of other animals. In the fur trade
-he saw a golden stream flowing into the king's treasury. Champlain
-certainly made a good beginning in winning over these Indians, but he
-also made one great blunder out of which grew many bitter enemies among
-other Indian tribes.
-
-[Illustration: THE SITE OF QUEBEC
-
-_Here, 1608, on a narrow belt of land at the foot of the high bluff,
-Champlain laid out the city of Quebec_]
-
-[Sidenote: =An Indian war party=]
-
-
-=32. Champlain and the Indians.= The Algonquins were bitter foes of
-the Iroquois or Five Nations. One time they begged Champlain and his
-men, clad in steel and armed with the deadly musket, to join their war
-party (1609). This he did. They made their way up the St. Lawrence to
-the mouth of the Richelieu, and up that river to the falls. The Indians
-then carried the canoes and the baggage around the falls.
-
-[Sidenote: =Discovery of Lake Champlain=]
-
-What must have been Champlain's feelings when they glided out of the
-narrow river into the lake now bearing his name! A lake no white man
-had ever seen, and greater than any in his beloved France! On the left
-he saw the ridges of the Green Mountains, on the right the pine-clad
-slopes of the Adirondacks, the hunting grounds of the hated Iroquois.
-
-One evening, near where the ruins of Ticonderoga now stand, they saw
-the war canoes of their enemies. That night the hostile tribes taunted
-each other and boasted of their bravery. On the shores of the lake the
-next day they drew up in battle array. The Iroquois chiefs wore tall
-plumes on their heads, and their warriors carried shields of wood or
-hide.
-
-[Sidenote: =Why the Iroquois came to hate the French=]
-
-All at once the Algonquins opened their ranks and Champlain, in full
-armor, walked forth. The Iroquois gazed in wonder on the first European
-soldier they had ever seen. Champlain leveled his musket and fired.
-Two chiefs fell. Then another report rang through the woods, and the
-boldest warriors in North America broke and fled in confusion. The
-Algonquins, yelling like demons, ran after them, killing and capturing
-as many as possible.
-
-There was great rejoicing among the victors, and Champlain was their
-hero. But there must have been great sorrow and vows of revenge among
-the Iroquois.
-
-[Illustration: THE ROUTES FOLLOWED BY CHAMPLAIN]
-
-[Sidenote: =Champlain and the Algonquins invade the Iroquois country=]
-
-The next year Champlain joined another Algonquin war party, and helped
-win another victory from the Iroquois. Again, in 1615, he joined
-a party of more than five hundred fiercely painted warriors. They
-traveled to the shore of Lake Ontario and boldly crossed to the other
-side in their bark canoes. They hid their boats and then silently
-marched into the country of the Iroquois.
-
-Some miles south of Oneida Lake they came upon a fortified Indian town.
-For several days Champlain and his Indians tried to break into or burn
-the fort, but had to give it up. These campaigns made the Iroquois hate
-the French almost as much as they did the Algonquins.
-
-[Illustration: THE DEFEAT OF THE IROQUOIS AT LAKE CHAMPLAIN
-
-_After an engraving of Champlain's published in 1613_]
-
-[Sidenote: =Iroquois make St. Lawrence unsafe for French=]
-
-For this reason Frenchmen found it safer to go west by traveling up the
-Ottawa River and crossing over to Lake Huron than by paddling up the
-St. Lawrence and through lakes Ontario and Erie. The result was that
-the French discovered Lake Michigan and Lake Superior long before they
-ever saw Lake Erie. On the other hand, we are soon to see how the Dutch
-made friends with the Iroquois.
-
-[Illustration: A FRENCH FUR TRADER ON SNOWSHOES]
-
-[Sidenote: =Champlain true to king and country=]
-
-Champlain remained many years in Canada, always working for the good
-of New France, as the country was called. He helped on the work of
-the missionaries, made peace between hostile tribes of Indians, and
-encouraged the fur trade and the coming of new settlers. Worn out with
-toil and travel, far away from kindred and native land, Champlain died
-at Quebec on Christmas Day, 1635.
-
-
-
-
-JOLIET AND MARQUETTE, FUR TRADER AND MISSIONARY, EXPLORE THE
-MISSISSIPPI VALLEY FOR NEW FRANCE
-
-
-[Sidenote: =Stories of a new country=]
-
-
-=33. French Explorers in the Northwest.= Year after year, traders and
-missionaries, returning to Montreal and Quebec from the west, told
-strange stories of a great river larger than any the French had yet
-seen. In May, 1673, Joliet, a fur trader, and Marquette, a missionary,
-were sent out by Count Frontenac, governor of the French settlements in
-Canada, to explore this river.
-
-[Sidenote: =Joliet and Marquette find the Mississippi=]
-
-With five others they paddled in canoes along the north shore of
-Lake Michigan, through Green Bay, up the Fox River, and then crossed
-overland to the beautiful Wisconsin. Quietly and rapidly their boats
-passed down the Wisconsin until they reached a great valley several
-miles in width and a great river.
-
-Following the current, they passed the mouth of the gently flowing
-Illinois, then the rushing and muddy Missouri, the slow and clear Ohio,
-and finally, in July, they reached the mouth of the Arkansas. Convinced
-that the Mississippi flowed into the Gulf of Mexico, they set out on
-the return trip of two thousand miles.
-
-Joliet reached Quebec in safety, but Marquette fell ill and remained
-among the Indians. The next spring while preaching in Illinois near
-where Ottawa now stands, he fell ill again, and died. The Indians
-showed their love and respect by bearing his remains by canoe to
-Mackinac, where he was buried beneath the chapel floor of his own
-mission house.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Champlain laid the foundations of New
-  France at Quebec, and made a treaty with the Indians on the St.
-  Lawrence. _2._ Joliet and Marquette were sent out from Canada to
-  explore the Mississippi River. _3._ Joliet returned to tell the
-  story of their discoveries and Marquette remained among the Indians
-  in Illinois.
-
-  =Study Questions.= _1._ What part of North America did France
-  first settle? _2._ Who was Champlain? _3._ Tell the story of his
-  first battle with the Iroquois. _4._ What things in New France did
-  Champlain help? _5._ What was Champlain's blunder? _6._ Who were
-  Joliet and Marquette? _7._ Tell the story of Joliet and Marquette.
-  _8._ How did they get back to Canada? Near what place in Illinois
-  did Marquette preach?
-
-  =Suggested Readings.= CHAMPLAIN: Wright, _Children's Stories in
-  American History_, 269-280; McMurry, _Pioneers on Land and Sea_,
-  1-34.
-
-  JOLIET and MARQUETTE: McMurry, _Pioneers of the Mississippi
-  Valley_, 1-15; Thwaites, _Father Marquette_.
-
-
-
-
-WHAT THE DUTCH ACCOMPLISHED IN THE COLONIZATION OF THE NEW WORLD
-
-
-
-
-HENRY HUDSON, WHOSE DISCOVERIES LED DUTCH TRADERS TO COLONIZE NEW
-NETHERLAND
-
-
-=34. Hudson's Explorations.= One year after the men of New France had
-founded the city of Quebec the Dutch began the colony which became the
-Empire State. About the time John Smith was working hard for Jamestown,
-his friend Henry Hudson was sailing for some Dutch merchants in search
-of a northern sea route to India (1609).
-
-[Sidenote: =The discovery of the Hudson by the Dutch=]
-
-One bright fall day Hudson sailed into the mouth of the great river
-which now bears his name. He hoped that he had entered the arm of the
-sea which might carry him to India. He turned the prow of his vessel,
-the _Half Moon_, up stream.
-
-[Sidenote: =What Hudson and his men saw=]
-
-Soon the beauty of the river, the rich colors of the great forests, the
-steep sides of the palisades, the slopes of the highlands, the strange
-Indians in their bark canoes, so took the attention of Hudson and his
-crew that, for a time, they forgot all about a route to India.
-
-[Illustration: HENRY HUDSON
-
-_From the painting by Count Pulaski in the Aldermanic Chamber of the
-City Hall, New York_]
-
-What a flutter of excitement the _Half Moon_ must have caused among the
-Indians! They came on board to give welcome and presents to Hudson and
-his men.
-
-On the return, probably near the present city of Hudson, an old chief
-came on board and invited Hudson to visit the little village of wigwams
-located on the river. There these Dutchmen saw beautiful meadows,
-fields of corn, and gardens of pumpkins, grapes, and plums.
-
-The chief showed Hudson his palace of bark, and spread a feast of
-roasted pigeons and other Indian food before him. In spite of such kind
-treatment, Hudson would not stay over night with the Indians, who even
-broke their bows and arrows and then threw them into the fire to prove
-that they meant no harm to the white man, but Hudson and his men were
-still afraid.
-
-[Sidenote: =Indians kind but Hudson cruel=]
-
-Indeed, Hudson had every reason to fear the Indians, for he had treated
-them badly and his men had even murdered some. In less than a month,
-Indian friendship had been turned into Indian hatred.
-
-The next year Hudson sailed in an English vessel in search of the
-long-wished-for passage. On he went, far to the northward, past Iceland
-and Greenland, into the great bay which bears his name. In this
-desolate region, surrounded by fields of ice and snow, Hudson and his
-men spent a fearful winter.
-
-[Illustration: INDIANS WELCOMING THE "HALF MOON," HUDSON'S SHIP]
-
-[Sidenote: =Fate of Hudson and his men=]
-
-In the spring his angry sailors threw him and a few faithful friends
-into a boat and sent them adrift. Nothing more was ever heard of them.
-In Irving's "Rip Van Winkle" the story tells of nightly scenes in the
-Catskills in which the ghosts of Hudson and his friends were the actors.
-
-[Sidenote: =A trading post on Manhattan=]
-
-
-=35. Dutch Traders and the Indians.= Just as soon as the news of
-Hudson's first voyage reached Holland, the Dutch merchants claimed all
-the region explored by Hudson and his men and hastened to open up trade
-with the Indians. As early as 1614 a trading post was established on
-Manhattan Island--the beginning of a great city, New York.
-
-Other posts were soon located: one up the Hudson became Fort Orange,
-another on the Delaware was named Fort Nassau, and a fourth was placed
-where Jersey City now stands. Later the Dutch traders went as far east
-as the Connecticut Valley.
-
-[Sidenote: =A lasting Indian treaty=]
-
-The Dutchmen treated the Indians kindly and early made a great treaty
-with the Iroquois, or Five Nations. The chiefs of many tribes came to
-Fort Orange dressed for the event. Their bows and arrows and tomahawks
-were decorated, their garments tasseled and fringed, and on their
-heads they wore nodding plumes of many sorts, while their faces were
-hideous with paint. A peace belt of deer skin covered with beads was
-held at one end by the chiefs and at the other by the Dutch traders.
-They "smoked the pipe of peace, buried the tomahawk," and made vows of
-everlasting friendship.
-
-[Sidenote: =The Indians liked the Dutch=]
-
-[Sidenote: =The fur trade=]
-
-The Indians liked the Dutch, who often visited them in their wigwams
-and sat around their camp fires. The fur trade grew rapidly. The
-Indians hunted and trapped as never before. They paddled up the Hudson,
-and crossed over to lakes George and Champlain. They went up the Mohawk
-far beyond where Schenectady now is, plunged deeper into the unbroken
-forests, and even climbed the mountains in search of fur-coated
-animals. The favorite fur-bearing animal was the beaver. Besides, the
-otter, mink, and weasel were hunted.
-
-[Illustration: THE TREATY BETWEEN THE DUTCH AND THE INDIANS AT FORT
-ORANGE]
-
-
-When the fur pack was made up the dusky hunters from every direction
-made their way to the nearest trading post. There they traded their
-furs for guns, powder, and ball, and for whatever else the white trader
-had that pleased Indian fancy. Great Dutch ships came every year to
-carry to Amsterdam and other Dutch cities rich cargoes of furs.
-
-[Sidenote: =Peter Minuit bought Manhattan Island for twenty-four
-dollars=]
-
-
-=36. The Settlement of New Netherland.= Already a great company of
-Amsterdam merchants were sending settlers, as well as fur traders, to
-the new colony, which now was called New Netherland. Peter Minuit, the
-first governor, bought the island of Manhattan from the Indians for
-twenty-four dollars' worth of glass beads and other trinkets, built a
-town of log cabins on the end of the island, and named it New Amsterdam.
-
-[Illustration: THE HOME OF A PATROON
-
-_The old Van Rensselaer House at Greenbush, New York_]
-
-But settlers did not come rapidly enough, so the company offered its
-members large tracts of land and the title of "patroon" or "patron,"
-on the condition that they plant colonies at their own expense. Each
-patroon was to govern the people on his own land.
-
-[Illustration: THE SALE OF MANHATTAN TO THE DUTCH
-
-_Peter Minuit, who made the trade with the Indians, is known as the
-founder of New York City_]
-
-[Sidenote: =The patroons and their way of living=]
-
-The greatest of the patroons was Van Rensselaer, whose plantation
-in the region of Fort Orange included one thousand square miles. The
-farmers and servants on these plantations looked upon the patroon as
-being much above them in authority and social position.
-
-[Illustration: CHILD'S CHAIR AND CRADLE
-
-_Furniture used by the patroons_]
-
-Every year the farmers and their families came with their wagons filled
-with what they had raised to pay the patroon for the use of the land.
-He set them a great feast, and there was merrymaking all day long.
-
-[Sidenote: =A wicked Indian war=]
-
-The growth of New Netherland attracted bad men as well as good men.
-Some mean traders robbed and murdered a number of Indians not of the
-Five Nations. The Indians robbed and murdered in return. War broke out,
-and before it ended many settlements were broken up, and hundreds of
-settlers killed.
-
-Parties of Indians roved day and night over Manhattan Island, killing
-the Dutch even in sight of Fort Amsterdam. The people blamed their
-governor, Kieft, and threatened to arrest him and send him to Holland.
-He finally made peace with the Indians just before the new governor
-arrived.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Henry Hudson, searching for a shorter
-  route to India, discovered the river which now bears his name. _2._
-  Dutch traders built trading posts throughout the region, made a
-  treaty with the Indians, purchased Manhattan Island, and built the
-  town of New Amsterdam.
-
-  =Study Questions.= _1._ Tell the story of Henry Hudson and the
-  _Half Moon_. _2._ What was the fate of Hudson? _3._ When was a
-  trading post planted on Manhattan? _4._ Make a mental picture of
-  the treaty with the Indians. _5._ How did the Dutch treatment of
-  the Indians compare with the Spanish? _6._ What three things did
-  Peter Minuit do? _7._ Who were the patroons?
-
-  =Suggested Readings.= HUDSON: Williams, _Stories from Early New
-  York History_, 1-4, 32-36; Wright, _Children's Stories in American
-  History_, 292-299; Griffis, _Romance of Discovery_, 233-245.
-
-
-
-
-FAMOUS PEOPLE IN EARLY VIRGINIA
-
-
-
-
-JOHN SMITH THE SAVIOR OF VIRGINIA, AND POCAHONTAS ITS GOOD ANGEL
-
-
-=37. The First Permanent English Settlement.= Raleigh had made it
-impossible for Englishmen to forget America. They sent out ships every
-year to trade with the Indians. In 1606 a great company was formed of
-London merchants and other rich men to plant a colony in Virginia.
-
-[Illustration: THE SITE OF JAMESTOWN
-
-_After a drawing made early in the nineteenth century by an English
-traveler, Catherine C. Hopley_]
-
-[Sidenote: =Raleigh's wish comes true=]
-
-King James gave them a charter, ministers preached sermons about
-Virginia, and poets sang her praises. At Christmas time one of
-Raleigh's old sea captains, Newport, sailed with a colony of more than
-one hundred settlers. They went by way of the West Indies, and the
-Spaniards, although watching, did not dare to attack them.
-
-[Illustration: JOHN SMITH
-
-_From an engraving made by Simon van Pass, in 1614, on the margin of
-Smith's map of "New England" in "A Description of New England." This
-shows him at the age of thirty-seven_]
-
-[Sidenote: =Jamestown settled, 1607=]
-
-In the spring, when Virginia is in her gayest dress, the ships sailed
-up Chesapeake Bay into the James River, and landed on a peninsula. Here
-they began to plant Jamestown, named in honor of their king, the first
-permanent English settlement in the New World.
-
-[Sidenote: =Settlers still hunt for gold=]
-
-They first built a fort to protect them from any attacks of Indians
-and Spaniards. But most of the settlers wanted to get rich quick, go
-back to England, and spend the rest of their days in ease. Therefore,
-instead of building comfortable houses and raising something to eat,
-they spent their time in searching for gold.
-
-The result was that most of them fell sick and food grew scarce.
-Within a few months more than half of the settlers were dead, and the
-others were discouraged and homesick. Would this colony fail, too, as
-Raleigh's colony had?
-
-
-=38. John Smith.= There was one man, however, in the colony who could
-make Jamestown a success. He bore the plain name of John Smith. But he
-was no common man. John Smith had already had as wonderful adventures
-as the knights of old.
-
-[Sidenote: =John Smith, a soldier=]
-
-While yet a young man he went to the land of dikes and windmills to
-help the brave Hollanders fight against the Spaniards. But he grew
-tired of seeing Christians fighting one another, and resolved to go
-and fight the Turks. On his way he was robbed in France and left half
-dead in a great forest, but was rescued and made his way to the sea.
-Then he sailed with a colony of pilgrims going to the Holy Land. After
-many adventures John Smith found himself in eastern Europe. He was made
-captain of a troop of cavalry and was soon fighting the Turks. In three
-hand-to-hand combats, Captain Smith slew his enemies, cut off their
-heads, and presented them to his commander.
-
-[Sidenote: =Smith wins a queer coat of arms=]
-
-The Christian army looked on Smith as a hero, and the ruler of the land
-gave him a shield with three Turks' heads painted on it as a coat of
-arms. The Turks afterwards captured Smith and made a slave of him. His
-master's cruelty was so great that Smith slew him, mounted his horse,
-and rode away to Russia. He finally returned to England in time to
-talk with Captain Newport about America. Just such a man was needed in
-founding Jamestown.
-
-[Sidenote: =Fails to gain his position but works instead of sulking=]
-
-The king had made Smith an officer of the new colony, but the other
-officers would not permit him to take part in governing Virginia. John
-Smith was not a man to sulk and idle his time away, but resolved to do
-something useful, by visiting the Indians and gathering food for the
-colony.
-
-[Sidenote: =Taken prisoner by the Indians=]
-
-While on an expedition up the Chickahominy, Smith's party was attacked
-by two hundred Indians. Smith seized his Indian guide, tied him in
-front for a shield, and with his gun was able to hold the Indians at
-bay until he fell into a swamp and had to surrender.
-
-He immediately showed the red men his ivory pocket compass. They saw
-the little needle tremble on its pivot, but could not touch it. He
-wrote a letter to Jamestown. An Indian took it and returned with the
-articles asked for in the letter. This was still more mysterious than
-the compass.
-
-[Illustration: SMITH SHOWING HIS POCKET COMPASS TO THE INDIANS]
-
-[Sidenote: =Smith learns how Indians live=]
-
-The Indians marched him from one village to another to show off their
-prisoner. This gave Smith a chance to learn a great deal about the
-Indians. Some of them lived in houses made of the bark and branches of
-trees; others had rude huts to shelter them. Now and then a wigwam was
-seen large enough to hold several families.
-
-The Indian warriors painted their bodies to make themselves look
-fierce. They carried bows and arrows and clubs as weapons, for they
-had no guns at that time. The men did the hunting and fighting, but
-in other things they were lazy. The Indian women not only cared for
-the children, did the cooking, and made the clothes, but also gathered
-wood, tilled the soil, and built the wigwams. The Indian wife was the
-warrior's drudge.
-
-[Sidenote: =An Indian council tries Smith=]
-
-Smith saw a more wonderful sight still, when he was led to the village
-where lived Powhatan. The old chief had prepared a real surprise for
-this Englishman. Powhatan, tall, gaunt, and grim, was wrapped in a robe
-of raccoon skins. He sat upon a bench before the wigwam fire. His
-wives sat at his side. Along the walls stood a row of women with faces
-and shoulders painted bright red, and with chains of white shells about
-their necks. In front of the women stood Powhatan's fierce warriors.
-This council of Indians was to decide the fate of Smith.
-
-[Illustration: AN INDIAN WARRIOR]
-
-[Sidenote: =Smith's rescue by Pocahontas=]
-
-Two big stones were rolled in front of Powhatan, and a number of
-powerful warriors sprang upon Smith, dragged him to the stones, and
-forced his head upon one of them. As the warriors stood, clubs in hand,
-ready to slay Smith, Pocahontas, the beautiful twelve-year-old daughter
-of Powhatan, rushed forward, threw her arms around the prisoner, and
-begged for his life.
-
-Pocahontas had her way. Powhatan adopted Smith as a son and set him to
-making toys for the little maid. This was strange work for the man who
-had fought the Spaniards and slain the Turks, and who was to save a
-colony. This story is doubted by some people, but is believed by many
-good historians.
-
-[Sidenote: =Pocahontas proves a friend in need=]
-
-After a time Smith returned to Jamestown only to find the settlers
-facing starvation, and the officers planning to escape to England
-in the colony's only vessels. He promptly arrested the leaders and
-restored order. In a few days a band of Indians, led by Pocahontas,
-entered the fort. They were loaded down with baskets of corn.
-
-The fear of starvation was now gone, because every few days the little
-maiden came with food for the settlers. Ever afterwards they called her
-"the dear blessed Pocahontas." She was the good angel of the colony.
-
-[Sidenote: =Powhatan refuses to give any more corn=]
-
-When winter came on, Smith resolved to secure another supply of corn.
-But Powhatan had noticed the increase of settlers and the building
-of more houses. He feared that his people might be driven from their
-hunting grounds. Smith knew that Powhatan's women had raised plenty of
-corn, so immediately sailed up the river to the old chief's village.
-
-[Sidenote: =Pocahontas shows her friendship=]
-
-Powhatan bluntly told Smith he could have no corn unless he would give
-a good English sword for each basketful. Smith promptly refused, and
-compelled the Indians to carry the corn on board his boat. That very
-night, at the risk of her life, Pocahontas stole through the woods to
-tell Smith of her father's plot to kill his men. They kept close watch
-all night, and next morning sailed safely away.
-
-But Smith needed still more corn, and stopped at another Indian town.
-Suddenly he found himself and his men surrounded by several hundred
-Indian warriors. A moment's delay, and all would have been over. Smith
-rushed into the chief's wigwam, seized him by the scalp-lock, dragged
-him out before his astonished warriors, pointed a pistol at his breast,
-and demanded corn. He got it; and the English sailed back to Jamestown
-with three hundred bushels of corn on board.
-
-[Sidenote: =Smith induces the settlers to go to work=]
-
-[Sidenote: =Industry brings contentment=]
-
-When spring came Smith resolved that the settlers must go to work. He
-called them together and made a speech declaring that "he that will not
-work shall not eat. You shall not only gather for yourself, but for
-those that are sick. They shall not starve." The people in the colony
-not only planted more grain, but repaired the fort and built more and
-better houses. Thus they grew happier and more contented with their
-home in the Virginia woods.
-
-[Sidenote: =Smith returns to England=]
-
-Unfortunately for the colony, Smith was wounded so badly by an
-explosion of gunpowder that he had to return to England for medical
-treatment. The settlers again fell into idleness after he left, and
-many of them died. Still the colony had gained such a foothold that it
-was strong enough to live.
-
-Some years later, Smith sailed to America again, explored the coast
-from Penobscot Bay to Cape Cod, drew a map of it, and named the region
-New England. This was his last visit to America.
-
-
-=39. Pocahontas.= After John Smith left, Pocahontas did not visit the
-English any more. One time she was seized by an Englishman, put on
-board a vessel, and carried weeping to Jamestown.
-
-Before long an English settler, John Rolfe, fell in love with her and
-she with him. What should they do? Did not this beautiful maiden of
-eighteen years have a strange religion? But she was anxious to learn
-about the white man's religion, so the minister at Jamestown baptized
-her and gave her the Christian name of Rebecca.
-
-[Illustration: JAMESTOWN BAPTISMAL FONT
-
-_From this font, now in Bruton Parish Church, Va., it is said
-Pocahontas was baptized_]
-
-The wedding took place in the little wooden church. No doubt it was
-made bright with the wild flowers of Virginia and that all the settlers
-crowded to see the strange event. Powhatan gave his consent, but would
-not come to the wedding himself. But we may be sure that the sisters
-and brothers and the Indian friends of Pocahontas were there.
-
-[Sidenote: =Pocahontas marries John Rolfe=]
-
-[Illustration: THE MARRIAGE OF ROLFE AND POCAHONTAS
-
-_After the painting by Henry Brueckner_]
-
-[Sidenote: =Settlers and Indians become good friends=]
-
-It was a happy day in Jamestown, for all the people, white and red,
-loved Pocahontas. The marriage of Pocahontas and John Rolfe was taken
-to mean the uniting of the Indians and settlers by ties of peace and
-friendship. For several years white men and red men lived as good
-neighbors. Rolfe took Pocahontas to England, where she was received
-"as the daughter of a king." The fine people, lords and ladies, called
-on her; and the king and queen received her at court as if she were a
-princess of the royal blood.
-
-[Sidenote: =Lady Rebecca treated like a princess=]
-
-How different the rich clothes, the carriages, and the high feasting
-from her simple life in the woods of Virginia! Here, too, she met her
-old friend, John Smith. He called her "Lady Rebecca," as did everybody.
-But the memory of other days and other scenes came before her mind. She
-covered her face with her hands for a moment, and then said he must
-call her "child," and that she would call him "father." Smith must have
-thought of the days when she brought corn to Jamestown to feed his
-starving people.
-
-[Sidenote: =Pocahontas dies in England=]
-
-When about to sail for her native land, Pocahontas became ill and died
-(1617). Her son, Thomas Rolfe, was educated in England by his father's
-brother, but later he returned to the land of his mother. He became the
-ancestor of many noted Virginians; among these the best known was the
-famous orator and statesman, John Randolph of Roanoke.
-
-[Illustration: POCAHONTAS
-
-_After the engraved portrait by Simon van Pass, known as the Bootan
-Hall portrait and now at Scalthorpe Hall, Norfolk_]
-
-So ended the life of one who had indeed been a good and true friend
-of the people of Virginia. Her name, Pocahontas, meant "Bright Stream
-between Two Hills."
-
-
-
-
-LORD BALTIMORE, IN A PART OF VIRGINIA, FOUNDS MARYLAND AS A HOME FOR
-PERSECUTED CATHOLICS (1634) AND WELCOMES PROTESTANTS
-
-
-[Sidenote: =Religious disputes drove people to America=]
-
-
-=40. A Colony of Catholics and Protestants.= When the people of England
-began to change their religion, some became Puritans, others members of
-the English Church, and still others Catholics. Great disputes arose
-among the religious sects. There was much persecution. To escape this,
-many English people fled to the New World. The Puritans settled in New
-England, and the Cavalier members of the English Church found new
-homes in Virginia.
-
-George Calvert desired to find a home for his people, the Catholics.
-He had studied at Oxford University, and had been secretary to one of
-Queen Elizabeth's great statesmen. When James I became king, he made
-Calvert Baron of Baltimore.
-
-[Sidenote: =Charles I gives Baltimore a part of Virginia=]
-
-His successor, Charles I, was also Baltimore's friend, and when the
-latter asked the king for permission to found a colony of Catholics in
-America, Charles gave him the whole of what is now Maryland. He also
-declared that the colony should bear the name of Maryland in honor of
-his queen, Henrietta Maria.
-
-[Sidenote: =All permitted to worship as they pleased=]
-
-Lord Baltimore immediately began to gather a colony of emigrants. He
-welcomed Protestants as well as Catholics, for it was decided that in
-the colony of Maryland all Christians were to have the same rights.
-Very few nations in the world at that time permitted people to worship
-as they pleased.
-
-Lord Baltimore died before the expedition was ready, and according to
-the custom of England, Cecil Calvert, his eldest son, fell heir to his
-estate and titles. The new Lord Baltimore sent more than three hundred
-persons in two ships, the _Ark_ and the _Dove_. The long voyage had a
-happy ending; the immigrants reached the mouth of the Potomac in the
-springtime, when Maryland is at the height of its beauty (1634).
-
-[Sidenote: =The Indians are friendly=]
-
-Governor Calvert, in the _Dove_, sailed up the Potomac. He decided to
-locate his little village, which was to be called St. Mary's, on land
-occupied by the Indians. He paid for the land on which the wigwams and
-cornfields stood, and the Indians invited the settlers to live with
-them until their log cabins could be built. This good feeling lasted a
-long time, and these settlers escaped the savage wars from which many
-of the colonists suffered in the early days.
-
-[Sidenote: =Annapolis founded=]
-
-Many Puritans came into Maryland and settled a town afterwards named
-Annapolis. A number of interesting events took place there in the early
-days. Later the city became the home of the famous training school for
-the American navy, the United States Naval Academy.
-
-[Illustration: GOVERNOR CALVERT LOCATING THE VILLAGE OF ST. MARY'S]
-
-Once Baltimore's authority was taken away because there were some
-disputes with a Virginian high in authority. The Puritans joined him
-and overthrew Baltimore's rule. Later, however, his authority was
-restored and religious freedom reëstablished.
-
-[Sidenote: =Baltimore settled=]
-
-Baltimore, named after the founder of the colony, and afterward the
-most important town of Maryland, was settled in 1720.
-
-
-
-
-INDUSTRIES, MANNERS, AND CUSTOMS OF FIRST SETTLERS OF VIRGINIA
-
-
-[Sidenote: =The Jamestown colony prospers=]
-
-
-=41. How the Virginia Colonists Lived.= After the first hardships the
-colony grew and prospered. Ships continued to bring settlers from
-England and other countries of Europe. In a few years the little
-settlement at Jamestown was surrounded on all sides by newly cleared
-farms.
-
-[Sidenote: =The planters grow rich=]
-
-To any one living to-day the old colony would seem strange indeed.
-There were practically no towns; almost every one lived on a large
-farm, called a plantation. On these plantations were great fields of
-tobacco, whose broad leaves in summer almost concealed the ground. Here
-and there a field of corn could be seen, but little else was grown.
-After a time the owners, or planters, built themselves great houses
-and kept an army of servants to grow the crops and do the work about
-the house. The planters did no work with their hands, but looked after
-their estates and enjoyed such pleasures as hunting and horseback
-riding. Many of these old places were the scenes of brilliant dinners
-and balls at which the fine ladies and gentlemen of the colony gathered.
-
-[Sidenote: =Negro slaves are brought to Virginia=]
-
-Many poor people in England wanted to come to America, but had no
-money. To pay for the cost of bringing them over, these people were
-forced to work for the planters, often for six years or more. During
-this time they were almost slaves, but at the end of their service they
-became free. Then negroes were brought from Africa, and soon most of
-the work was done by black slaves.
-
-Tobacco supported the colony and made the planters wealthy. It bought
-the food, clothes, and luxuries, and paid the taxes. It was even used
-as money, and people reckoned the value of an article in pounds of
-tobacco, as we do in dollars and cents. Most of the crop was shipped
-to England. The plantations lay along creeks or rivers up which boats
-could sail from the sea. When the tobacco was cured, it was packed in
-hogsheads, which were then rolled on board ship.
-
-[Sidenote: =A famous robber and trader=]
-
-
-=42. Blackbeard the Pirate.= The streams on which the planters shipped
-their goods also served as hiding places for pirates. When these sea
-robbers had plundered a ship on the open sea, they would hide away in a
-bend of one of the wooded streams. Most famous of these lawless men was
-Blackbeard. For years his very name was a terror to sailors along the
-coast. He plundered scores of merchant ships before he was run down and
-captured.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ London merchants carried out Raleigh's
-  idea by planting a colony in Virginia. _2._ John Smith saved
-  the colony by putting the settlers to work, by trading with
-  the Indians, and by winning the friendship of Pocahontas. _3._
-  Lord Baltimore, a Catholic, got permission to plant a colony in
-  Virginia; he named it Maryland, and the first settlement, St.
-  Mary's. _4._ Protestants as well as Catholics were welcomed in the
-  new colony. _5._ Negroes were brought to Virginia as slaves.
-
-  =Study Questions.= _1._ How long did it take Captain Newport to
-  reach Virginia? _2._ How long does it take a ship to cross the
-  Atlantic now? _3._ Why were the settlers afraid of the Indians and
-  Spaniards? _4._ Why did the Virginia settlers hunt for gold instead
-  of raising something to eat? _5._ What did Smith learn about the
-  Indians? _6._ Show how Pocahontas was a friend of the colony. _7._
-  Tell the story of George Calvert, Lord Baltimore. _8._ How was the
-  colony different from that at Jamestown? _9._ Picture the settlers
-  at St. Mary's. _10._ What town did the Puritans establish? _11._
-  When was the richest and most important town in Maryland settled,
-  and after whom was it named? _12._ Why were slaves brought to
-  Virginia? _13._ Tell the story of Blackbeard.
-
-  =Suggested Readings.= SMITH: McMurry, _Pioneers on Land and
-  Sea_, 68-102; Hart, _Source Book_, 33-37; Higginson, _American
-  Explorers_, 231-246.
-
-  BALTIMORE: Pratt, _Early Colonies_, 132-137; Smith and Dutton, _The
-  Colonies_, 39-50; Sparks, _American Biography_, 5-229.
-
-
-
-
-PILGRIMS AND PURITANS IN NEW ENGLAND
-
-
-
-
-MILES STANDISH, THE PILGRIM SOLDIER, AND THE STORY OF "PLYMOUTH ROCK"
-
-
-[Sidenote: =They board the "Speedwell"=]
-
-[Sidenote: =The Pilgrims' dearest country=]
-
-
-=43. The Pilgrims.= Persecuted for their religion in England, the
-Pilgrims first went to Holland. There they wandered from place to
-place, finally settling in the city of Leiden. But they saw that they
-could not keep their own language and customs among the Dutch, so they
-decided to go to America and found a colony of their own. John Carver,
-William Bradford, William Brewster, and Edward Winslow were the leaders
-of the little band that had chosen to go on the long and dangerous
-journey. The parting was sad. Eyes were wet with weeping and voices
-were choked with sorrow as the last words were spoken before going on
-board the _Speedwell_. Even the Dutch bystanders were moved to tears.
-Listen to the words of Bradford: "So they left that goodly and pleasant
-city which had been their resting place nearly twelve years; but they
-knew they were Pilgrims, and looked not much on those things, but
-lifted up their eyes to the heavens, their dearest country, and quieted
-their spirits."
-
-The _Speedwell_ carried them across to England, where they found the
-_Mayflower_.
-
-[Sidenote: =The "Mayflower" carried the Pilgrims to America=]
-
-In August, 1620, the two ships spread their sails for America. Twice
-they were forced to return--once after they had sailed three hundred
-miles--because the _Speedwell_ was leaking, and her captain declared
-she would sink before reaching America.
-
-[Sidenote: =Storms did not drive them back=]
-
-Finally the _Mayflower_, with one hundred two Pilgrims on board,
-started alone. Not many days passed before great storms overtook her.
-The waves rolled over her deck and threatened to swallow her. For many
-days the passengers had to spend nearly all the time below deck, not
-knowing what moment would be their last. Strained by the storm, the
-_Mayflower_ also began to leak, but the stout-hearted Pilgrims would
-not turn back.
-
-[Illustration: EMBARKATION OF THE PILGRIM FATHERS
-
-_After the original painting by Charles West Cope_]
-
-[Sidenote: =How they missed the Hudson=]
-
-[Sidenote: =Signing the compact=]
-
-
-=44. Landing of the Pilgrims in America.= For days at a time, during
-the storm, the ship could not use her sails and was driven far out of
-her course, to the northward. The Pilgrims had intended to land near
-the mouth of the Hudson, but on November 20, 1620, the little band of
-exiles found themselves looking with glad hearts upon the sandy but
-heavily-wooded shores of Cape Cod. How they poured out their hearts in
-gratitude that they had crossed the stormy sea in safety! The men all
-gathered in the little cabin of the _Mayflower_ to sign a compact or an
-agreement in regard to the government of the colony. Then they elected
-John Carver their first governor.
-
-[Illustration: THE "MAYFLOWER" AND THE "SPEEDWELL" IN DARTMOUTH HARBOR
-
-_It was to this harbor the Pilgrims returned to repair the leak in the
-"Speedwell"_]
-
-Everybody was now anxious to get on shore. Captain Miles Standish, with
-an exploring party of sixteen men, each armed with a sword and a musket
-and equipped with a corselet, waded ashore through the ice-cold water
-and disappeared in the dark forest in search of a good place to plant
-the colony.
-
-[Sidenote: =Miles Standish and his men explore the region=]
-
-For three days they tramped through forests, up and down hills, and
-along the sandy coast, but found no suitable place. They found springs,
-however, and ponds of fresh water, and some Indian mounds containing
-stores of corn. What should they do, take the corn, or leave it and run
-the risk of starvation? They decided to take only enough to plant in
-the spring. They afterwards paid the owners double for what they had
-taken.
-
-[Sidenote: =They learn to set snares=]
-
-Everywhere they saw flocks of wild fowl, good for food, and the tracks
-of wild deer. While Bradford was examining an Indian snare set for game
-he found himself suddenly swinging by one leg in the air. They had a
-hearty laugh, and learned a new lesson in the art of catching game!
-
-[Illustration: READING THE COMPACT ON BOARD THE "MAYFLOWER"]
-
-[Sidenote: =Their first Indian battle=]
-
-Twice again Standish led his little company to search out a place. On
-the third trip, as they were at breakfast, their ears were suddenly
-filled with the most fearful shouts. A shower of arrows fell near them.
-It was an Indian attack. Captain Standish and his men seized their guns
-and fired at the red men as fast as they could. Happily, the Indians,
-frightened by the roar and smoke of English muskets, ran away before
-any one was killed on either side.
-
-[Sidenote: =Plymouth Harbor chosen=]
-
-[Sidenote: ="Plymouth Rock"=]
-
-On this trip they found the harbor of Plymouth, which John Smith had
-explored and named several years before. Its shore was now to become
-their home. They immediately hastened back to the ship to tell the
-good news, and in a few days the _Mayflower_ carried the Pilgrims into
-Plymouth Harbor. The little party landed on December 21, 1620, and
-that day is still celebrated as "Forefathers' Day." The story is that
-when they landed they stepped on a large stone--a bowlder, itself a
-"pilgrim"--brought there by the mighty ice sheet ages ago. This bowlder
-is called "Plymouth Rock," and may still be seen in Plymouth.
-
-
-=45. Their Home in the Forest.= Although it was winter, the men
-immediately began to chop down trees and build a great log storehouse
-which could be used for a hospital and for worship.
-
-[Sidenote: =Building a town in the woods=]
-
-Then they began building their own homes. They cut down the trees,
-sawed off the logs, hewed them roughly, and then dragged them by hand
-to the place where the house was to stand. When the logs were ready the
-men lifted them up by hand, or when the walls grew too high for lifting
-they slid them up "skids."
-
-The roof was made of boards which had been split from logs of wood.
-These were held in place by smaller logs. The wind and rain were kept
-out by "chinking" or daubing the cracks between the logs with mortar.
-The windows were few and small, for they had no glass and used oiled
-skins instead.
-
-This first winter in America was the saddest the Pilgrims had ever
-seen. Their storehouse was turned into a hospital. They had been used
-to the gentler winters of England and Holland. Before the warm days
-of spring came, one half of the little band had perished, among them
-Governor Carver. But the Pilgrims bore brave hearts, and not a man or
-woman among those left went back to England when the _Mayflower_ sailed.
-
-[Sidenote: =True courage=]
-
-
-=46. Friendship with the Indians.= Brave Miles Standish kept his little
-army--what was left of it--ready for any danger. He built a fort on a
-hill, and mounted the cannon brought over in the _Mayflower_.
-
-[Illustration: MILES STANDISH
-
-_From a portrait now in possession of Mrs. A. M. Harrison, Plymouth_]
-
-[Sidenote: =Samoset introduces them to the Indians=]
-
-But the Indians were not so bad after all, for had it not been for
-them, the Pilgrims would have had a much harder time. One day while the
-leaders were talking over military affairs, they saw a fine-looking
-Indian coming toward them. He called out in the English language,
-"Welcome! Welcome!" This was a double surprise. The Indian was Samoset,
-who had already saved the lives of two white men taken by the Indians.
-
-In a few days Samoset brought other Indians, dressed in deer and
-panther skins. They made the Pilgrims think of gypsies seen in Holland.
-Their long black hair was braided and ornamented with feathers and
-foxtails. They sang and danced for the Pilgrims.
-
-[Sidenote: =Massasoit visits the Pilgrims=]
-
-When Samoset came again, he brought Squanto, an Indian who had been
-captured and carried to London, and who could speak English. They gave
-the news that the great Indian chief, Massasoit, was coming to visit
-his strange neighbors.
-
-A messenger was sent to welcome him and to give him presents.
-Massasoit, and twenty other Indians without bows and arrows, were met
-by Captain Standish, and escorted into the presence of Bradford, the
-longtime governor of Plymouth. They agreed not to harm each other, and
-to be friends forever.
-
-[Sidenote: =What the Pilgrims learned from Squanto=]
-
-Squanto taught the Pilgrims many new things. He showed them how to
-raise corn by putting dead fish in the hill when planting corn, how to
-hoe the corn while growing, and how to pound the corn to make meal.
-Indian corn proved to be the Pilgrims' best food crop.
-
-[Illustration: POUNDING CORN TO MAKE MEAL]
-
-They had no means of fishing, but Squanto taught them how to catch eels
-by wading into shallow water, and treading them out with their feet.
-From the Indians the white men also learned how to make Indian shoes or
-moccasins, and snowshoes, birch-bark canoes, and other useful things.
-
-[Illustration: INDIANS TEACHING THE PILGRIMS HOW TO CATCH EELS]
-
-
-The first summer was now over and the Pilgrims' first harvest had
-been gathered. Their houses had been repaired, and the health of the
-settlers was good. Fish and wild game were plentiful. They decided that
-the time for rejoicing and thanksgiving had also come, and invited
-Massasoit and his warriors to join them in the celebration.
-
-[Illustration: GOVERNOR CARVER'S LAMP]
-
-[Sidenote: =The first American Thanksgiving=]
-
-For three days the games, military movements, feastings, and rejoicing
-went on, and at the end the Pilgrims and Indians were better friends
-than before. This was the beginning of our custom of having a day of
-thanksgiving each year.
-
-[Sidenote: =More Pilgrims from Holland and England=]
-
-For a whole year the Pilgrims had not heard a word from the great world
-across the sea. How eager they must have been for just one word from
-their old homes! One day the Indians sent runners to tell them that a
-ship was in sight. The cannon boomed on the hilltop. Captain Standish
-and his men ran for their guns and stood ready to defend the colony
-against Spaniards or French. But it was a ship with news and friends
-from Leiden and England.
-
-After a few weeks this ship returned to England loaded with furs,
-clapboards, and sassafras to pay those English merchants who had
-furnished the Pilgrims the _Mayflower_ to bring them to America.
-
-[Illustration: WEDDING SLIPPER WORN BY A MAYFLOWER BRIDE]
-
-[Sidenote: =An Indian's challenge to war=]
-
-An Indian chief, not far away, decided that he would rather fight with
-the Englishmen than be friendly with them. So he sent a bundle of
-arrows, wrapped in a rattlesnake's skin, to the governor of Plymouth.
-Squanto told the Pilgrims that this was an Indian's challenge to war.
-
-[Sidenote: =Bradford's answer=]
-
-The Pilgrims were men of peace, but they were not cowards. Governor
-Bradford filled the skin with powder and shot and sent it back to the
-hostile chief. But the Indians would not touch it and the chief would
-not permit it to be left in his wigwam an hour, but sent it from place
-to place, until it again reached Plymouth.
-
-Thus the Pilgrims went on year by year, living in peace when they
-could, but fighting when they must. Every year or so new settlers came
-from their old homes, and the colony grew slowly, but steadily.
-
-[Sidenote: =The Pilgrims the most famous of all the Puritans in
-America=]
-
-After a few years the new King of England was so hard upon the Puritans
-in England that thousands of them followed the example of the Pilgrims
-and came to America, and planted many other colonies in New England.
-But none have held so warm a place in the hearts of Americans as the
-little band brought to the New World by the _Mayflower_.
-
-
-
-
-JOHN WINTHROP, THE FOUNDER OF BOSTON; JOHN ELIOT, THE GREAT ENGLISH
-MISSIONARY; AND KING PHILIP, AN INDIAN CHIEF THE EQUAL OF THE WHITE MAN
-
-
-[Sidenote: =Colony at Salem=]
-
-
-=47. The Puritans.= While the Pilgrims were planting their home on
-the lonely American shore, the Puritans in England were being cruelly
-persecuted by Charles I. So great became their sufferings and dangers
-that the Puritan leaders decided to go to America, where they could
-worship as they pleased. Charles I, fortunately, gave them a very good
-charter. But even before this, some of the Puritans had already planted
-a colony at Salem.
-
-[Sidenote: =John Winthrop founded Boston, 1630=]
-
-
-=48. John Winthrop.= The Puritan leaders elected John Winthrop governor
-of the new colony. In the spring of 1630, nearly ten years after the
-_Mayflower_ sailed, more than seven hundred Puritans, in eleven ships,
-bade good-by to their beautiful English homes, crossed the ocean, and
-settled in what is now Boston.
-
-John Winthrop, the leader and governor of the Colony of Massachusetts
-Bay, the name given to the Salem and Boston settlements, was then about
-forty years old, and had been in college at Cambridge, in England. He
-was a man of high social position.
-
-[Illustration: JOHN WINTHROP
-
-_From a portrait painted by John Singleton Copley; reproduced by
-permission of the trustees of Harvard University_]
-
-[Sidenote: =What the Puritans gave up=]
-
-The Puritans who came with Winthrop were people of property, and
-not only parted from friends and kindred when they came to the wild
-shores of America, but both men and women gave up lives of comfort and
-pleasure for lives of suffering and hardship. In America, the men had
-to cut down trees, work in the fields, and fight Indians. Only brave
-men and women act in this way. But no one among them gave up more or
-was willing to suffer more than their leader. The people elected him
-governor almost every year until his death, in 1649.
-
-[Sidenote: =Character of Winthrop=]
-
-John Winthrop was a firm man with many noble qualities, and not once,
-while governor, did he do anything merely to please the people if he
-thought it wrong.
-
-When a leading man in the colony sent him a bitter letter, he returned
-it saying that he did not wish to keep near him so great a cause of
-ill feeling. This answer made the writer Winthrop's friend. When food
-was scarce in the colony, Winthrop divided his last bit of bread with
-the poor, and worked with his laborers in the fields.
-
-[Sidenote: =Many new towns in Massachusetts=]
-
-While Winthrop was ruling the colony, hundreds of settlers came and
-settled many other towns around Boston, and the Massachusetts Bay
-Colony grew large in the number of its people. Later the old Plymouth
-Colony was united with it to form one colony. But these settlers did
-not always agree, especially in regard to religion and government.
-
-[Illustration: THE NEW ENGLAND SETTLEMENTS]
-
-
-
-
-JOHN ELIOT, A SUCCESSFUL MISSIONARY TO THE INDIANS
-
-
-[Sidenote: =Eliot translates the Bible=]
-
-
-=49. John Eliot.= The treatment of the Indians by the colonists was
-generally just and kind. Trading with the white man had brought the
-Indians better food and clothing. Schools were being set up to give
-them some of the white man's education, and many preachers tried to
-teach them to become Christians. One man who spent his whole life in
-this work was John Eliot. His first care was to learn the language of
-the Indians of Massachusetts. He succeeded so well that he was able to
-translate the entire Bible into the Indian language and to preach to
-the Indians in their native tongue.
-
-The converts that he made he gathered together into communities which
-settled near the English towns. These converts were taught how to build
-themselves log cabins and to live and dress like the English. The
-principal village established by Eliot was at Natick, Massachusetts.
-Others quickly followed Eliot's example, and several other Christian
-Indian villages sprang up. These communities flourished, and in a few
-years Eliot could count as many as four thousand converts among the
-Indians of Massachusetts.
-
-Eliot continued to preach until his death in 1690. Even the fierce King
-Philip's War could not check his success.
-
-
-
-
-KING PHILIP, INDIAN CHIEF AND HATER OF WHITE MEN
-
-
-[Sidenote: =The Indians are persecuted=]
-
-
-=50. King Philip.= After the death of old Massasoit the friendship
-between Pilgrims and Indians soon came to an end. More and more white
-settlers came in and built homes. The Indians began to fear that they
-would be crowded out of the country which belonged to them and to their
-fathers before them. No longer were they treated with respect as at
-first. They were a proud people, and grew bitter because they saw that
-they were despised.
-
-One of the proudest of the race was Philip, son of Massasoit and ruler
-of his people. Several times the governor of Plymouth forced him to
-do things against his will. This hurt the pride of Philip, and he
-began to hate the English. His own people also came to him frequently
-with complaints against the white men. Philip grew surly, while the
-colonists began to distrust him.
-
-The bad feeling grew on both sides, and gradually both Indians and
-colonists came to believe all the evil stories that were told of each
-other. Both sides collected arms, powder, and lead. After a short while
-war with all its horrors began. The Indians burned many villages and
-massacred hundreds of white men, women, and children.
-
-[Sidenote: =Philip is defeated and killed=]
-
-There was much fighting, and finally the Indians were completely
-defeated. Most of the braves were killed; those who were captured were
-sold as slaves. Philip's family was killed or captured. He himself fled
-to a swamp, where he met death at the hands of one of his own people.
-
-
-
-
-INDUSTRIES, MANNERS, AND CUSTOMS
-
-
-[Sidenote: =The Pilgrims have a hard struggle=]
-
-
-=51. How the New England Colonists Lived.= The Puritans and the
-Pilgrims had a hard struggle in their new homes. The winters were long
-and colder than in England. For the cold weather they had to build
-warm houses and barns, and store up much grain, hay, and provisions.
-The summers were cool and short; tobacco and even corn did not ripen
-so well as in Virginia. Most of the land was hilly and stony and hard
-to cultivate. But these things did not discourage the settlers, who
-merely worked so much harder. Soon they raised all the corn, wheat,
-cattle, and sheep they needed, and even had some left to sell. Where
-the streams had waterfalls they built mills with big water wheels. In
-these they ground their flour and meal and sawed their lumber.
-
-While the men farmed the land, or ran mills, or fished, the women also
-did their share of the work. They made butter and cheese, spun and wove
-the wool into cloth, and made many other things which now we buy from
-stores.
-
-[Sidenote: =The Pilgrims build towns and villages=]
-
-Unlike the Virginia colonists, many people of New England lived in
-towns and villages. They built churches, schools, and town halls.
-All the people went to church. Most of the children attended school.
-Whenever any question arose in which every one was interested, they
-talked it over at the town meeting. In these ways the New England
-colonists differed from the Virginians.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ The Puritans first migrated to Holland to
-  gain religious freedom. _2._ Later they decided to go to America,
-  where they planted the colony of Plymouth, made peace with the
-  Indians, and began to worship in their own way. _3._ John Winthrop
-  founded the Massachusetts Bay Colony of 700 Puritans. _4._ He was
-  such a good governor that he was elected almost every year until
-  his death. _5._ John Eliot converted many Indians and established
-  several Christian Indian communities. _6._ King Philip was goaded
-  into a war with the whites of Massachusetts. _7._ He was defeated
-  and treacherously killed.
-
-  =Study Questions.= _1._ Why did the Pilgrims decide to leave
-  England? _2._ What new danger threatened them in Holland? _3._
-  Picture the _Mayflower_ in a storm at sea. _4._ Tell the story of
-  Miles Standish and his little army. _5._ What useful things did the
-  Pilgrims learn from the Indians? _6._ Why would putting dead fish
-  in the hill help the corn to grow? _7._ Why have Americans loved
-  the Pilgrims so well? _8._ How did the Pilgrims' treatment of the
-  Indians compare with that of the Spaniards? _9._ Tell the story of
-  John Winthrop and the Puritans. _10._ Tell the story of John Eliot.
-  _11._ What did he do before he began to teach the Indians? _12._
-  Tell the story of King Philip.
-
-  =Suggested Readings.= PILGRIMS AND PURITANS: Pumphrey, _Pilgrim
-  Stories_; Warren, _The Little Pioneers_; Hart, _Colonial Children_,
-  136-140, 177-182; Glascock, _Stories of Columbia_, 69-81; Pratt,
-  _Early Colonies_, 113-123; Drake, _Making of New England_,
-  67-87, 149-186; Hart, _Source Book_, 45-48; Higginson, _American
-  Explorers_, 341-361.
-
-  JOHN ELIOT: Tappan, _American Hero Stories_, 59-72, 84-96.
-
-
-
-
-THE MEN WHO PLANTED COLONIES FOR MANY KINDS OF PEOPLE
-
-
-
-
-PETER STUYVESANT, THE GREAT DUTCH GOVERNOR
-
-
-[Sidenote: =Young Peter Stuyvesant=]
-
-
-=52. Peter Stuyvesant.= This sturdy son of Holland was born at a time
-when his country was fighting hard against Spain for independence. His
-father was a minister, who, it may be supposed, brought up young Peter
-after the strict manner common to Dutch boys.
-
-Peter early began to study Latin. He was vain of his knowledge, and
-later took pride in showing it off to the settlers of New Amsterdam.
-
-[Illustration: THE DUTCH SETTLEMENTS]
-
-[Sidenote: =Becomes a soldier=]
-
-When he left school young Peter joined the army. He found plenty of
-hard work; but he performed his duties as a soldier more quickly and
-better than some of his comrades, and before many years was given
-command over a Dutch colony in the West Indies.
-
-[Sidenote: =Goes to New Netherland=]
-
-In an attack on a Portuguese fort Stuyvesant lost a leg and had to
-return to Holland. As soon as he was well the Dutch West India Company
-sent him to New Netherland (1647) to save that colony from the Indians.
-
-[Illustration: PETER STUYVESANT
-
-_From a seventeenth-century portrait at present in the collection of
-the New York Historical Society_]
-
-[Sidenote: =What Stuyvesant said to the settlers=]
-
-The arrival of Stuyvesant, with his little army and fleet of four
-vessels, brought great joy to the discouraged settlers and fur traders.
-He said to the people: "I shall reign over you as a father over his
-children." But he ruled the colony far more like a king than a father.
-He was not only commander in chief of the army, but was also lawmaker,
-judge, and governor, all in one.
-
-[Sidenote: =Strict order in New Amsterdam=]
-
-The new laws made by Stuyvesant showed that he intended to keep order
-in the colony. He forbade Sabbath-breaking, drunkenness, the sale of
-drink to the Indians or to any one else after the nine o'clock bell
-had rung. He ordered the owners of all vacant lots in New Amsterdam to
-improve them, and tried to fix the location of all new buildings. He
-taxed traders, whether they shipped goods to Europe or brought goods
-into New Netherland.
-
-Stuyvesant did, indeed, restore order to the colony, but he stirred up
-the people until they demanded a voice in the government. He finally
-agreed that they might select nine of their wisest men to advise
-with him. They were called the council. He had no idea of following
-anybody's advice unless it agreed with his own notions, but the people
-had gained something.
-
-[Sidenote: =Stuyvesant and his neighbors=]
-
-At the same time Stuyvesant was just as busy with his neighbors'
-affairs. He quarreled with the English in New England, as well as with
-the patroons in his own colony.
-
-Stuyvesant claimed all the region now included in New Jersey, a large
-part of that in the states of New York, Delaware, and Pennsylvania, and
-also a part of the territory of New England.
-
-[Sidenote: =Government by the people demanded=]
-
-The colony grew in numbers. New towns sprang up along the Hudson and on
-Long Island. But the increase in the number of the towns only made the
-call for a government by the people still louder.
-
-For several years the dispute between the people and the governor
-went on until, one day in 1664, news came that a fleet of English war
-vessels was in sight. Although England and Holland were at peace, the
-English king had given New Netherland to his brother, the Duke of York,
-and the English fleet had come to take it for the duke.
-
-[Illustration: A VIEW OF THE CITY AND HARBOR OF NEW AMSTERDAM (NEW
-YORK), 1656]
-
-Governor Stuyvesant was resolved to defend the colony to the last. But
-he was surprised to find that his people were not willing to fight for
-a governor who had given them so little share in governing themselves.
-
-[Sidenote: =What Stuyvesant learned after it was too late=]
-
-[Sidenote: =Brave to the last=]
-
-The commander of the fleet sent a letter to Stuyvesant offering very
-favorable terms of surrender. The council wanted the governor to
-surrender, but he grew angry, tore the letter to pieces, and declared
-he would never give up. The council put the pieces of the letter
-together and read it to the people. The minister of his own church
-begged the governor not to fight, and leading citizens, and mothers
-with their children, pleaded with Stuyvesant to surrender. Now what
-could the brave old Dutchman do? He could not fight a whole fleet
-alone. He turned sadly away, saying, "I would rather go to my grave
-than to surrender the city."
-
-[Illustration: A DUTCH COTTAGE AND STREET SCENE IN NEW YORK, 1679]
-
-[Sidenote: =New Netherland becomes New York=]
-
-
-=53. The Dutch Surrender to the English.= The English took possession,
-and the colony of New Netherland became the colony of New York, and at
-the same time the town of New Amsterdam became the town of New York.
-Fort Orange became Albany. English governors came to rule instead
-of Dutch governors. A few years later a Dutch fleet recaptured the
-colony; but, by a treaty at the close of the war, Holland returned it
-to England. When William and Mary came to the throne of England (1689)
-they gave New York a representative assembly.
-
-[Sidenote: =Dutch ideas and customs remain=]
-
-Although Dutch rule was gone forever, the Dutch people and Dutch ideas
-and customs remained. They were given no cause to regret the change.
-Peter Stuyvesant himself had become so attached to the colony that he
-came back from Holland and spent his last years on his great farm, or
-bowery, as the Dutch called it.
-
-[Illustration: A DUTCH SOLDIER]
-
-
-
-
-MANNERS AND CUSTOMS OF NEW NETHERLAND
-
-
-=54. Life in New Netherland.= The Dutch colonists brought with them the
-quaint and simple ways of their old home in Holland--the land of dikes
-and windmills. Even long years after the colony had passed into the
-hands of the English, many places in New York remained Dutch in customs
-and appearance.
-
-[Sidenote: =The colonists built houses like those in Holland=]
-
-New Amsterdam looked for all the world like a city back in Holland. The
-houses were built solidly. They stood close to the street and had high,
-steep roofs with gable ends that were like series of steps. On the
-front of each house large iron numerals told the year in which it was
-built. On the roof were curious weathervanes.
-
-About the fireplace the family gathered in the evening. The burgher
-would tell jovial stories to the children as he smoked his long pipe.
-The good wife, resting from her day's work, found some needlework to
-busy her fingers.
-
-The Dutch wives were famous housekeepers and prided themselves on
-their spotless homes. They scoured and scrubbed from morning to night.
-But they also knew how to make doughnuts and crullers and to cook
-good dishes that made their husbands round and good-natured and their
-children rosy and plump.
-
-[Sidenote: =The Dutch liked merrymaking=]
-
-The Dutch liked merrymaking and good times far better than did their
-Puritan neighbors. The big brass knocker on the door--shaped generally
-like the head of some animal--was kept busy in the afternoon by people
-coming to drink tea or coffee. A great copper kettle, hung in the
-fireplace, furnished enough to drink for every one, and sweet cookies
-were always on hand. They celebrated many holidays. At Christmas we
-still look for old Santa Claus, whom the Dutch first brought to this
-country.
-
-In Holland the burghers had been good farmers and shrewd merchants.
-When they came to this country they continued to make their living
-chiefly in these two ways. On Long Island and along the Hudson River
-were fine farms with well-kept fields and large gardens. The merchants
-mostly lived at New Amsterdam, which soon became a busy seaport. Here
-many sailing vessels lay at anchor and exchanged their cargoes for the
-products of the Dutch farms and of the Indian trade. From the small
-beginnings made by these Dutch merchants has grown the largest city of
-the western world.
-
-
-
-
-WILLIAM PENN, THE QUAKER, WHO FOUNDED THE CITY OF BROTHERLY LOVE
-
-
-=55. William Penn.= One day Thomas Loe, a Quaker preacher, ventured
-into the old university town of Oxford. He talked with the students and
-explained to them the beliefs of the Quakers. He declared that all men
-were equal, and he refused to recognize rank or title. He taught men to
-live and worship in simplicity.
-
-[Sidenote: =William Penn converted=]
-
-A few students believed his teachings and resolved to become members of
-the hated sect of Quakers. Among them was William Penn, the son of a
-great naval officer, Admiral Penn. What a buzzing there was in that old
-college town when the news spread that William Penn, the fine scholar,
-the skilled oarsman, the all-round athlete, had become a Quaker!
-
-[Sidenote: =Why Penn was expelled from college=]
-
-Some of his comrades would not believe it. But when they saw him put
-off the cap and gown of his college, which some of the greatest men
-in English history had worn with pride, and put on the plain garb of
-the Quakers, they gave up! The college officers were also convinced
-when Penn and other Quakers tore off the gowns of fellow students. The
-authorities promptly expelled these young and over-enthusiastic Friends.
-
-[Sidenote: =What Penn's family and friends thought=]
-
-What more disgraceful thing could happen to the family of Admiral
-Penn? To have a son expelled from Oxford was bad enough, but to
-have him become a Quaker was a disgrace not to be borne--so thought
-his family. The stern old admiral promptly drove him from home. But
-William resolutely refused to give up his Quaker views, and the admiral
-decided to try the plan of sending him to Paris, where life was as
-un-Quaker-like as it could be.
-
-William Penn himself looked little like a Quaker. He was then eighteen
-years old, fine looking, with large eyes and long, dark, curly hair
-reaching to his shoulders.
-
-[Sidenote: =Penn in Paris=]
-
-Young Penn, however, did not entirely waste his time in the gay life
-of Paris. He attended school and traveled in Italy. At the end of two
-years he came back.
-
-[Sidenote: =Returns more of a Quaker than ever=]
-
-It was not long before the admiral again saw Quaker signs in his son
-and hastened him off to Ireland to cure him entirely. But who should
-be preaching in Ireland but Thomas Loe. William went to hear his old
-preacher, and this time became a Quaker forever. No suffering was great
-enough to cause him ever to waver again, although fines were heaped on
-him and at four different times he was thrown into foul jails to be the
-companion of criminals.
-
-[Sidenote: =Penn refuses to lift his hat=]
-
-Penn's family now felt the disgrace very keenly, but his father
-promised to forgive him if he would take off his hat to the king, to
-the king's brother, and to his father. One day, the story goes, King
-Charles, the merry monarch, met William Penn and others. All hats were
-promptly removed except the king's and Penn's. Presently the king,
-too, removed his hat. Whereupon, Penn said: "Friend Charles, why dost
-thou remove thy hat?" The king replied: "Because, wherever I am, it is
-customary for but one to remain covered."
-
-[Illustration: WILLIAM PENN
-
-_At the age of 22, from a painting in the rooms of the Historical
-Society of Pennsylvania, presented by his grandson, Granville Penn of
-Stoke Poges_]
-
-Penn's father would not permit such conduct toward his royal friends.
-He therefore drove his son from his home a second time.
-
-[Illustration: THE MEETING BETWEEN WILLIAM PENN AND KING CHARLES]
-
-[Sidenote: =William Penn makes a noble choice=]
-
-But Penn's mother finally made peace between the father and the son
-before the admiral died. William Penn, then but twenty-six years old,
-came into possession of a fortune. Once more he stood "where the roads
-parted." He could now be a great man and play the part of a fine
-English gentleman who would always be welcome at court, or he could
-remain a Quaker.
-
-[Sidenote: =Turns to America=]
-
-We do not know that he even thought of forsaking his Quaker comrades.
-On the contrary, he resolved to devote his fortune and his life to
-giving them relief. Like Winthrop for the Puritans and Baltimore for
-the Catholics, Penn thought of America for his persecuted Friends. With
-other Quaker leaders, he became an owner of West Jersey, part of New
-Jersey.
-
-[Sidenote: =The king pays an old debt=]
-
-[Sidenote: =Penn's Woods=]
-
-
-=56. The Founding of Pennsylvania.= King Charles II owed Penn's
-father about eighty thousand dollars. William Penn asked him to pay
-it in American land. Charles was only too glad to grant this request
-of the son of his old sea captain. The land he gave to Penn is the
-present great state of Pennsylvania. Penn wanted the colony called
-Sylvania, meaning woodland, but the king declared it should be called
-Pennsylvania in memory of Admiral Penn.
-
-[Illustration: A WEATHER VANE
-
-_Set above their mill by Penn and two partners in 1699, to show which
-way the wind might blow_]
-
-By means of letters and pamphlets Penn sent word to the Quakers
-throughout England, Scotland, and Ireland. He told them of Quaker homes
-across the sea, where jails would not trouble them.
-
-There was great rejoicing among them over Penn's "Holy Experiment," as
-his plan was called.
-
-[Sidenote: =Penn invited all persecuted people=]
-
-Penn even visited Europe, especially the country along the Rhine, and
-told the persecuted and oppressed about the new colony where every sort
-of Christian was to find a hearty welcome, and where no one was to be
-punished for religion's sake.
-
-[Illustration: A QUAKER]
-
-Hundreds of settlers hastened to the new colony. When Penn reached
-Newcastle on the Delaware in the fall of 1682 he met a hearty
-welcome from scores of happy people who were already enjoying their
-long-wished-for religious freedom.
-
-One of Penn's first acts was to call a meeting of the colonists to talk
-over their government. This pleased the people greatly, for although
-the land was Penn's he not only gave them land for their houses and
-farms, but he also gave them the right to choose their own rulers and
-to make their own laws.
-
-[Illustration: WILLIAM PENN'S TREATY WITH THE INDIANS
-
-_After the painting by Benjamin West, which hangs in Independence Hall,
-Philadelphia_]
-
-[Sidenote: =The founding of Philadelphia=]
-
-Penn next turned his attention to founding the great Quaker city to
-which he gave the name Philadelphia, signifying brotherly love--a name
-truly expressing Penn's feeling toward other men. He marked off the
-streets right in the midst of a great forest, and called them Walnut,
-Mulberry, Chestnut, and so on, after the trees that grew there. Some of
-the streets in Philadelphia are still so named.
-
-[Sidenote: =Some settlers lived in caves=]
-
-But the settlers came faster than houses could be built, and some
-families had to live in caves dug in the banks along the river.
-Philadelphia grew faster than the other colonial towns, and soon led
-them all.
-
-[Sidenote: =Penn visits the Indians=]
-
-William Penn won the love and the respect of the Indians of
-Pennsylvania. He visited them in their own towns and ate with them. He
-even took part in their athletic games and outran them all. Like Roger
-Williams, he believed that the Indians should be paid for their lands.
-Accordingly, he made them rich gifts and entered into solemn treaties
-with the chiefs.
-
-[Sidenote: =Kind treatment produced kind treatment=]
-
-At a treaty under a great elm tree on the banks of the Delaware, Penn
-said to the Indians: "We are the same as if one man's body were divided
-into two parts: We are all one flesh and one blood." In return the
-Indians said: "We will live in love with William Penn and his children
-as long as the moon and the sun shall endure." If the Indians admired a
-white man they said: "He is like William Penn."
-
-[Sidenote: =The coming of the "Pennsylvania Dutch"=]
-
-The news of the establishment of free government and free religious
-worship brought crowds of settlers from Germany. Hundreds of German
-families in the valleys of the Rhine and the Neckar escaped to "Penn's
-Woods," and there their children's children are to be found to-day
-under the name of the "Pennsylvania Dutch." Without boasting, William
-Penn could say that no other one man, at his own expense, had planted
-so great a colony in the wilds of America as he had. Few nobler men
-ever lived than William Penn. He died July 30, 1718.
-
-
-
-
-QUAKER WAYS IN OLD PENNSYLVANIA
-
-
-[Sidenote: =Believed in simple things=]
-
-
-=57. How Quakers Differed from other Colonists.= The people who formed
-Penn's colony were unlike those of any of the other settlements. They
-did not wear gorgeous clothes and jewelry like the Virginia cavaliers.
-The men carried no swords or pistols. They were not stern like the
-Puritans. Games and social pleasures were not to be seen among them as
-in Dutch New Netherland.
-
-[Sidenote: =Quakers called themselves the Society of Friends=]
-
-These people wore clothes of the plainest cut, made from dull gray or
-brown cloth. They were gentle and soft-spoken, and did not fight or
-quarrel among themselves. People who did not understand or like them
-called them Quakers, because some of them were so carried away at
-religious meetings that they fell to quaking. They themselves took the
-name of the Society of Friends. And Friends is a much better name, for
-they were friends to every man.
-
-[Sidenote: =All religions welcomed by the Friends=]
-
-The customs of the Quakers grew out of their religious views. Above
-all, they believed that every one should be free to do as his own
-conscience taught him. Their religious meetings were as simple as
-their own lives. They did not think it necessary to have ministers or
-priests. The men sat in one part of the church, the women in another.
-All was silence until some Friend felt called to speak. Some days no
-one spoke, and then they all sat in silence until the meeting was over.
-As a rule, not even a hymn was sung.
-
-[Sidenote: =Opposed war and slavery=]
-
-The Quakers have always believed that war is unnecessary and wrong,
-and only a few of them have ever carried arms. Because Friends speak
-only the truth, they do not take an oath. In the courts of law their
-simple word is as good as an oath. They have always been quick to help
-the poor and oppressed. The Quakers were the first to oppose slavery,
-and they did much to end it both in this country and in the English
-colonies. It is strange that these kind, gentle people should ever
-have been so cruelly persecuted.
-
-[Sidenote: =The colony prospered=]
-
-While the Quakers were strongly religious, they also took good heed of
-the things of this world. At first they cleared and planted farms in
-the fertile Schuylkill and Delaware valleys. Soon groups of them took
-up townships of five thousand acres each and built villages at their
-centers. The swift streams which tumbled down the mountain slopes they
-used to turn mills. In these they ground flour, sawed lumber, made
-paper, and wove woolen cloth.
-
-The rich land and good climate of Pennsylvania and its liberal
-government attracted many people from outside. After a short time the
-Quakers were outnumbered by the other settlers, and to-day the Quakers
-are but a handful in that great state.
-
-
-
-
-JAMES OGLETHORPE, THE FOUNDER OF GEORGIA AS A HOME FOR ENGLISH DEBTORS,
-AS A PLACE FOR PERSECUTED PROTESTANTS, AND AS A BARRIER AGAINST THE
-SPANIARDS
-
-
-[Sidenote: =Oglethorpe a soldier=]
-
-
-=58. A Friend of the Unfortunate.= James Oglethorpe was an Englishman.
-At an early age he went to Oxford to study, but he was drawn away from
-college by the clash of arms. Oglethorpe was a soldier for many years.
-Later he became a member of Parliament.
-
-[Sidenote: =English jails and jailers=]
-
-A friend of Oglethorpe's died in a debtor's prison, which aroused his
-sympathies for the poor. He examined English jails, and found them so
-dirty and dark and damp that strong-bodied men, to say nothing of women
-and children, soon sickened and died in them. Besides, he found that
-the jailers were often bad men, who whipped the prisoners on their
-bare backs and stole their food.
-
-The prison was a poor place for a man in debt, anyway. How could a man
-pay his debts while he was shut up in prison?
-
-[Sidenote: =King George II grants a charter=]
-
-Oglethorpe, like many other noble men before him, thought of America
-as a place of refuge for the unfortunate. King George II gave him a
-charter for the land between the Savannah and the Altamaha, and made
-his heart glad by declaring that all Protestants should be tolerated
-there.
-
-[Illustration: JAMES EDWARD OGLETHORPE
-
-_From an original portrait painted by Simon Francois Ravenet, from a
-mezzotint by Burford in the print room at the British Museum_]
-
-[Sidenote: =A select body of emigrants=]
-
-When the debtors heard the news that Oglethorpe was to plant a colony
-for them there was great excitement among them. But he carefully
-selected his settlers, so that no lazy man might be found among them.
-Arms and tools with which to work on the farms were given to the
-settlers.
-
-[Sidenote: =At Charleston=]
-
-When the time came, thirty families were ready to sail. Oglethorpe
-carried them direct to Charleston, South Carolina. When they landed,
-in 1733, the people of Charleston were only too glad to have a colony
-south of them as a "buffer" against the Spaniards who occupied Florida,
-and who had already attacked South Carolina.
-
-[Sidenote: =Savannah laid out=]
-
-Therefore, the people of Charleston, to give the new colony a good
-start, presented the settlers with one hundred head of cattle, a drove
-of hogs, and fifteen or twenty barrels of rice. Rejoicing in their new
-supplies, the colony sailed to the Savannah River, and not far from its
-mouth, on a beautiful bluff, Oglethorpe marked out the streets of the
-new city. The settlers went to work with a will, cutting down trees and
-making them into cabins. They soon had comfortable homes, although very
-different from what they had known in England.
-
-[Sidenote: =Italians=]
-
-Soon other colonists came to Savannah. Among these was a company of
-Italians who had come to raise the silkworm and to manufacture silk.
-
-[Sidenote: =German Protestants=]
-
-In the next year after Oglethorpe planted the settlement a band of
-sturdy German Protestants arrived. These settlers built their homes
-to the north of Savannah, and called the colony "Ebenezer," which
-means "the Lord hath helped us." Between these two settlements a band
-of pious Moravian immigrants founded a colony. Then followed the
-settlement of Augusta, far up the Savannah River and well out among the
-Indians, which served as a sort of outpost.
-
-[Illustration: OGLETHORPE SURVEYING THE SITE OF SAVANNAH]
-
-[Sidenote: =Highlanders=]
-
-To these were added a colony on the Altamaha River. This colony was
-settled by a company of brave Highlanders from Scotland.
-
-[Sidenote: =The Wesleys come=]
-
-In the meantime, Oglethorpe had gone to England, but he soon returned
-with more than two hundred English and German immigrants, who came to
-Georgia to better their condition. With these immigrants came John and
-Charles Wesley, who were soon to awake all England with a revival of
-religion.
-
-[Illustration: OGLETHORPE'S STRONGHOLD
-
-_Standing on a bold rocky bluff overlooking a beautiful bay, it guarded
-the entrance to Frederica_]
-
-[Sidenote: =Oglethorpe foresees war=]
-
-While in England Oglethorpe was made a colonel. He saw that trouble
-with Spain must soon come. From the beginning of the settlement of
-Georgia Oglethorpe had been careful to treat the Indians well. He had
-made treaties with them and had paid them for their lands. He now went
-to visit the Creek and the Cherokee Indians.
-
-[Sidenote: =Frederica fortified=]
-
-On an island at the mouth of the Altamaha Oglethorpe planted a town to
-serve as an outpost against the Spaniards. He fortified it, and made it
-very strong. This town was called Frederica.
-
-In 1742 a Spanish fleet of fifty-one vessels and five thousand men
-attacked Frederica. Oglethorpe beat them off, and thereafter Georgia
-was left in peace. He went back to England and became a general.
-Oglethorpe lived to a good old age. He died in 1785.
-
-
-
-
-INDUSTRIES, MANNERS, AND CUSTOMS OF THE SOUTHERN PLANTERS
-
-
-[Sidenote: =Farms near the sea=]
-
-
-=59. The Carolina and Georgia Planters.= The colonial farms south of
-Virginia lay mostly in a narrow strip near the sea. Inland were the
-"pine barrens," a poor, sandy country grown up in pine woods. Inland
-also were strong and fierce tribes of Indians like the Cherokees and
-Creeks.
-
-[Sidenote: =Rice becomes an important product=]
-
-The younger colonies could not live by growing tobacco. Virginia was
-nearer to the English market, and supplied it with most of the tobacco
-needed. They did raise corn and cattle for their own use. One day a
-ship captain from the Orient sailed into Charleston with some rice.
-The story runs that he gave a few handfuls of this to the governor as
-a curiosity. The wise old governor heard that this rice had been grown
-in swamps, and he thought of the swamps all along the coast of Carolina
-and Georgia. He had some of it planted in this wet land, and it grew
-beyond all hopes. In a few years rice was produced in such quantity
-that it could be shipped to England, where it was thought the best on
-the market.
-
-[Sidenote: =Indigo also grown=]
-
-Some one else discovered that the low, wet land would also grow indigo,
-a plant used for making a brilliant and valuable blue dye. Indigo soon
-brought the settlers as much money as did the rice.
-
-[Sidenote: =Lumber, tar, and turpentine=]
-
-The great pine woods furnished lumber that was sent to Europe by the
-boatload. From the sap of the pine trees the colonists also learned to
-make turpentine and rosin. By heating or distilling the wood itself
-they produced tar. To this day one of the most striking sights in these
-states are the great sawmills and the stills, where negroes are making
-turpentine much as it was made a century and a half ago.
-
-When Georgia was settled Oglethorpe did not permit slaves to be brought
-in, and the colonists had to do all their own work. But later there
-were as many slaves in Georgia as in the Carolinas or Virginia.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Peter Stuyvesant was sent out by the
-  Dutch West India Company as Governor of New York. _2._ He ruled the
-  colony in his own way and gave the people very little power. _3._
-  The council surrendered the colony to the English against the will
-  of Stuyvesant. _4._ New Netherland became the colony of New York.
-  _5._ The Dutch kept up the customs of their native country. _6._
-  William Penn, son of a great English naval officer, became a Quaker
-  while a student at Oxford. _7._ He founded a colony in America on
-  a tract of land given him in payment of the king's debt to his
-  father. _8._ Penn gave the colonists the right to choose their own
-  rulers and to make their own laws. _9._ He gave a free constitution
-  and made friends with the Indians. _10._ He founded the city of
-  Philadelphia, which grew faster than the other colonial towns.
-  _11._ The Quakers were gentle and friendly to everybody. _12._
-  All religions were welcomed in the colony. _13._ When a friend of
-  Oglethorpe's died in a debtors' prison, Oglethorpe determined to do
-  something for the unfortunates shut up in jail for debt. _14._ He
-  obtained a charter from the king for some land in Georgia. _15._ In
-  his selection of settlers no lazy men were allowed. _16._ The town
-  was built near the mouth of the Savannah River. _17._ The Savannah
-  colony flourished, and many other settlers came to Georgia. _18._
-  Oglethorpe built Frederica to keep back the Spaniards. _19._ The
-  colonies south of Virginia thrived on the production of rice,
-  indigo, lumber, tar, and turpentine.
-
-  =Study Questions.= _1._ Tell the story of Peter Stuyvesant until
-  the time he became governor. _2._ What reforms did Stuyvesant
-  bring to the colony? _3._ How did he rule? _4._ What part did the
-  nine men play in the government? _5._ What were they called? _6._
-  Why were the people glad when the English fleet came? _7._ What
-  did William and Mary do for the colony? _8._ Tell what you know
-  about the way the Dutch lived. _9._ Why should the students at
-  Oxford be surprised to hear that William Penn had turned Quaker?
-  _10._ Why did his father drive him from home? _11._ What shows
-  that William Penn did not waste his time in Paris? _12._ Who made
-  peace between Penn and his father? _13._ What was William Penn's
-  noble resolution? _14._ How did Penn come into possession of
-  Pennsylvania? _15._ Prove that Penn was a very generous man. _16._
-  Why did William Penn call his town the "city of brotherly love"?
-  _17._ Make a picture of the great treaty under the elm. _18._ Tell
-  the story of Oglethorpe. _19._ Why did Charleston lend a helping
-  hand to Oglethorpe's colony? _20._ Where did the settlers of
-  Georgia come from? _21._ What did Oglethorpe build Frederica for?
-  _22._ What did the colonists south of Virginia raise?
-
-  =Suggested Readings.= STUYVESANT: Williams, _Stories from Early New
-  York History_, 21-32; Smith and Dutton, _The Colonies_, 189-202.
-
-  PENN: Pratt, _Early Colonies_, 158-165; Hart, _Colonial Children_,
-  144-148, Dixon, _William Penn_, 11-273.
-
-  OGLETHORPE: Smith and Dutton, _The Colonies_, 78-89; Pratt, _Early
-  Colonies_, 173-176; Hart, _Source Book_, 71-73; Cooper, _James
-  Oglethorpe_.
-
-
-
-
-ROBERT CAVELIER DE LA SALLE, WHO FOLLOWED THE FATHER OF WATERS TO ITS
-MOUTH, AND ESTABLISHED NEW FRANCE FROM CANADA TO THE GULF OF MEXICO
-
-
-
-
-LA SALLE PUSHED FORWARD THE WORK BEGUN BY JOLIET AND MARQUETTE
-
-
-=60. Robert Cavelier, Sieur de La Salle.= While Joliet and Marquette
-were on their long journey, Frontenac was making use of another fur
-trader, La Salle, and of another missionary, Hennepin. La Salle
-belonged to a rich French family, and had left home at the age of
-twenty-three (1666) for the wild life in the American forests.
-
-[Sidenote: =Fort Frontenac built=]
-
-He first built a fort-like post just above Montreal and named it
-Lachine, because he supposed it was located on the route to China. In
-1673 he helped build Fort Frontenac where the Canadian city of Kingston
-now stands.
-
-La Salle returned home, and the king received him with honor and made
-him governor of the region around Fort Frontenac. He came back and
-built a great stone fort. Settlers soon came and built their cabins
-around the fort, making a little frontier village.
-
-[Illustration: LA SALLE
-
-_Reproduced from a design based on an old engraving_]
-
-Here the fur trader came each season with his pack, and here the
-faithful missionary said good-by before plunging into the wilds of the
-unknown wilderness, perhaps never to return.
-
-[Sidenote: =La Salle not content to get rich only=]
-
-La Salle was growing rich, but he longed to make good his country's
-right to the richer soil and to the milder climate of the Mississippi
-Valley. Once more he returned to France, and the king gave him
-permission to explore the great valley and to build forts along the way.
-
-[Sidenote: =Hennepin and his altar=]
-
-La Salle came back bringing sailors, carpenters, anchors, and cables,
-for he intended to build a ship on the lakes. But best of all, he
-brought Tonti, his faithful Italian friend and helper. Hennepin, the
-missionary, carried an altar so made that he could strap it on his back
-and set it up for worship wherever he chose.
-
-La Salle had resolved to build his first fort at the mouth of the
-Niagara River, but the Iroquois permitted him to build only a large
-storehouse. They were greatly displeased when he set about building a
-ship above Niagara to sail the Great Lakes to the west, and threatened
-to burn it.
-
-[Sidenote: =The first ship on the Great Lakes=]
-
-When the new ship, the _Griffin_, was ready to sail, they towed her up
-the Niagara River and then into Lake Erie. There was great rejoicing
-over the _Griffin_. Amid the firing of cannon and the singing of songs
-she spread her sails, the first to whiten the waters of Lake Erie.
-
-[Illustration: ROUTES OF THE FRENCH MISSIONARIES AND TRADERS WHO
-EXPLORED THE MISSISSIPPI VALLEY]
-
-[Sidenote: =The visit to Mackinac=]
-
-On they sailed, through sunshine and storm, up Lake Huron until the
-mission town where Marquette was buried came into view. When the
-_Griffin_ fired her cannon, all was astir in that town of fur traders,
-missionaries, and Indians. La Salle's men landed with great show. They
-marched to the little chapel and knelt before the altar.
-
-[Sidenote: =The "Griffin" sails for the storehouse=]
-
-La Salle then sailed through the straits and to the head of Green Bay,
-where some of his men, sent out many months before, had collected a
-great quantity of furs. Laden with these, the _Griffin_ sailed for the
-storehouse on the Niagara, but La Salle never saw again this first ship
-of the lakes.
-
-
-=61. Exploring the Mississippi Valley.= With fourteen men in four large
-canoes, La Salle set out for the Illinois River. They passed southward
-along the Wisconsin shore, sometimes living only on parched corn and
-wild berries, but at other times feasting on the wild game killed by
-their Indian hunter.
-
-[Illustration: FRENCH FUR TRADERS BARTERING WITH THE INDIANS]
-
-[Sidenote: =The journey by canoe to the Illinois River=]
-
-They passed the spot where Chicago stands, and reached the mouth of the
-St. Joseph River. Here another fort was built while waiting for the
-return of Tonti, who had gone to find the _Griffin_. Three months had
-passed since the ship sailed. Tonti finally came, but brought no word
-of the ill-fated _Griffin_.
-
-[Sidenote: =They reach Starved Rock=]
-
-Disappointed, but still brave, La Salle with a party of thirty men and
-fourteen canoes paddled up the St. Joseph River to where South Bend now
-is. From this point the party, carrying canoes and baggage, made its
-way over to the headwaters of the Illinois. They were glad to reach
-the region near the present site of Ottawa, where Marquette had been a
-few years before. They saw Buffalo Rock and Starved Rock, high bluffs
-renowned in Indian history.
-
-[Sidenote: =Surprising an Indian camp=]
-
-Just as the little fleet was passing through Peoria Lake, some one
-saw the smoke of an Indian camp. At once every Frenchman dropped his
-paddle, seized his gun, and sprang ashore. The Indians ran about in
-wild excitement, but La Salle talked peace to the chiefs while Hennepin
-tried to quiet the children.
-
-[Illustration: LA SALLE AND HENNEPIN SURPRISING THE INDIANS ON THE
-SHORES OF PEORIA LAKE]
-
-The Indians told La Salle of fierce warriors farther on who would kill
-them, and of great monsters ready to eat them. These stories frightened
-some of La Salle's men and they ran away.
-
-[Sidenote: =The fort of the broken heart=]
-
-La Salle decided to build a fort on the bluff overlooking the river and
-remain there through the winter (1680). They named it Fort Crèvecœur,
-meaning that the builders had grieved until their hearts were broken.
-
-[Illustration: LA SALLE AT THE MOUTH OF THE MISSISSIPPI]
-
-La Salle returned to Fort Frontenac. In the meantime he ordered Tonti
-to fortify Starved Rock, and Hennepin to explore the Illinois and the
-upper Mississippi rivers.
-
-[Sidenote: =Iroquois destroy villages of the Illinois=]
-
-While La Salle was gone, a great army of fierce Iroquois destroyed the
-villages of the Illinois Indians, "the children of Count Frontenac."
-
-[Sidenote: =A union of Indian tribes proposed=]
-
-La Salle's heart was indeed full of grief when he returned and saw the
-awful desolation where once stood the villages of his Indian friends.
-But worse still, he could not find Tonti. With a sad but brave heart
-the great leader resolved to bring all the Illinois tribes into a union
-that should be a match for the Iroquois. He went from tribe to tribe,
-and night after night he sat around the council fires with the chiefs.
-
-[Sidenote: =La Salle journeys to the mouth of the Mississippi=]
-
-Before he could unite them he heard that Tonti was safe at Mackinac.
-He hastened to meet his long-lost friend, and there he and Tonti once
-more planned the exploration of the lower Mississippi. He returned to
-Fort Frontenac, collected supplies, and was soon crossing the portage
-between the Chicago and Illinois rivers. On they went, till early in
-February their canoes floated out upon the bosom of the "Father of
-Waters" (1682).
-
-Down the river they floated, passing the Missouri, the Ohio, and the
-Arkansas, where Joliet and Marquette had turned back. With the kindly
-help of new guides, they passed on until they found the Mississippi
-branching into three streams. La Salle divided his party, and each took
-a stream to the Gulf.
-
-[Sidenote: =La Salle takes possession of new country=]
-
-On shore, just above the mouth, a cross was raised and La Salle took
-possession of all the country he had explored "in the name of Louis the
-Great, King of France." The company shouted, "Long live the king!" La
-Salle's first great object had been accomplished.
-
-Then the party began the slow journey up stream. La Salle finally
-reached Mackinac, and there again began to lay great plans. The first
-thing he did was to go to Starved Rock and build a fort for the
-protection of his union of Indian tribes.
-
-[Sidenote: =Builds Fort St. Louis on Starved Rock=]
-
-Starved Rock is a rough cliff which rises one hundred thirty-five feet
-high, right out of the valley. Its sides are almost perpendicular. La
-Salle and his men cut away the trees on top and built storehouses,
-log huts, and a palisade. They named it Fort St. Louis. In the valley
-below, hundreds of Indians came and built their wigwams that they might
-be safe from their enemies, the Iroquois. Tonti was put in command of
-the fort.
-
-[Sidenote: =La Salle misses the mouth of the Mississippi=]
-
-La Salle's next step was to return to France and ask the king to plant
-a colony of Frenchmen at the mouth of the Mississippi River. The king
-agreed, and La Salle set sail for the Gulf of Mexico with a fleet of
-four ships and a colony of more than one hundred fifty persons (1684).
-But he missed the Mississippi and landed at Matagorda Bay in Texas. The
-colonists blamed La Salle. He tried in vain to find the Mississippi.
-
-[Illustration: STARVED ROCK ON THE ILLINOIS RIVER
-
-_Many interesting Indian legends are connected with this rock, which
-stands one hundred thirty-five feet above the river below_]
-
-[Sidenote: =La Salle's death=]
-
-Suffering and discontent increased until a party of La Salle's men lay
-in ambush and shot him, and left his body in the woods. More than a
-year went by before the faithful Tonti at Starved Rock heard of the sad
-fate of the great leader.
-
-[Sidenote: =The heroic Tonti=]
-
-The French king refused to send aid to the starving colonists in
-Texas, but the brave and heroic Tonti, though saddened by the death of
-La Salle, resolved to rescue them. His rescuing party suffered awful
-hardships. They deserted Tonti on the lower Mississippi, and he was at
-last forced to return to Starved Rock.
-
-
-
-
-THE MEN OF NEW FRANCE
-
-
-[Sidenote: =Men of New France lived as the Indians lived=]
-
-
-=62. Life of the Trapper, Jesuit Missionary, and Soldier of New
-France.= For more than a hundred years after the explorations of
-Joliet and La Salle the French in Canada sent trappers, missionaries,
-and soldiers into the new territory. The trappers lived on friendly
-terms with the Indians. They took shelter in the Indian wigwam and sat
-at the Indian camp fire. Together they searched the forest for game,
-and paddled up and down the rivers and lakes in the Indian canoes. They
-joined in the Indian sports, lived as the Indians lived, and often
-married the Indian maidens.
-
-The lives of the missionaries who went to preach among the Indians
-were full of self-sacrifice. They had great difficulties to overcome.
-The Indians were ignorant and hard to teach, but they treated the
-missionaries with respect and loved them for their kind deeds.
-
-[Sidenote: =Long years of war=]
-
-From the mouth of the St. Lawrence to the Gulf of Mexico the soldiers
-of New France built many forts. Their chief danger was from the
-Iroquois Indians, who sided with the English in the long years of
-war. Many times their settlements were destroyed, their forts burned.
-But they were courageous and determined. They went on with their work
-of establishing New France in America, fighting the English and the
-Indians, until 1759. Then Wolfe captured Quebec and New France became
-English territory.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ La Salle was sent to complete the
-  exploration of the Mississippi. _2._ La Salle made his way to the
-  Gulf of Mexico and later built the fort at Starved Rock. _3._ The
-  French sent trappers, missionaries, and soldiers into New France to
-  strengthen it against the English. _4._ The French trappers lived
-  on intimate terms with the Indians. _5._ With the fall of Quebec,
-  England won New France.
-
-  =Study Questions.= _1._ Why was La Salle not satisfied merely to
-  get rich? _2._ Describe the first voyage on the Lakes. _3._ Find
-  on the map the places named, from Mackinac to Fort Crèvecœur. _4._
-  How did La Salle reach the Mississippi? _5._ Picture Tonti's fort
-  on Starved Rock. _6._ Tell the story of the fate of La Salle. _7._
-  What Indian tribe sided with the English? _8._ What was the effect
-  of the fall of Quebec?
-
-  =Suggested Readings.= LA SALLE: Wright, _Children's Stories in
-  American History_, 316-330; Pratt, _Later Colonial Period_, 1-28.
-
-
-
-
-GEORGE WASHINGTON, THE FIRST GENERAL AND FIRST PRESIDENT OF THE UNITED
-STATES
-
-
-
-
-THE "FATHER OF HIS COUNTRY"
-
-
-[Sidenote: =Washington's birthday and birthplace=]
-
-
-=63. George Washington as a Boy.= When Washington was born, February
-22, 1732, in the old colony of Virginia, the early settlements had
-grown into towns, and planters had prospered. His father's house stood
-upon a gentle hill slope which ran down to the lazily flowing Potomac.
-Across the river one could see the wooded Maryland shore, broken with a
-few great farms and plantations.
-
-[Sidenote: =The mother of Washington=]
-
-Washington's father owned more than one plantation, and had many negro
-slaves. He was also a partner in some iron mines, and once had been
-captain of a ship carrying iron ore to London. It was in London that he
-had fallen in love with Mary Ball, called, on account of her beauty,
-the "Rose of Epping Forest." She, too, was a Virginian, and she married
-Augustine Washington, and became the greatly revered mother of George.
-
-[Sidenote: =School in Fredericksburg=]
-
-When George was but three years old his parents moved to the
-plantation on the Rappahannock. Across the river, in the old town of
-Fredericksburg, George went to a school taught by the church sexton.
-Both teachers and schools were scarce in Virginia then because the
-people lived miles apart on their great plantations.
-
-[Illustration: THE BOYHOOD HOME OF WASHINGTON
-
-_Here on the site of the farmhouse, a slope on the river bank, stands
-the first monument erected to Washington, the bricks from the great
-chimney forming its foundation_]
-
-In Washington's day the plantations were usually located on the rivers
-or bays. The rivers were the best roadways in those old times. Besides,
-the planter was glad to have the yearly ship from London stop at his
-door.
-
-[Sidenote: =The yearly ship from London=]
-
-The coming of the ship brought happy days to the young people, for it
-often brought furniture for the house and fine clothes for the family.
-Sometimes, too, it brought back some long-absent son or daughter, or
-letters from relatives in the old English home. Then there were the
-stories such as only sailors can tell.
-
-When all the stores of tobacco and grain had been loaded, once more the
-great ship spread her wings and sailed away. Then many a Virginia boy
-longed to go on board and sail away, too.
-
-[Sidenote: =Mary Washington=]
-
-George's father died and left him, at the age of eleven, to the care of
-his mother. Mary Washington was a wise, firm mother, and always held
-the love and admiration of her children.
-
-[Sidenote: =The eldest son in Virginia=]
-
-According to the custom of those old Virginia days, the eldest son,
-Lawrence Washington, received the beautiful plantation on the Potomac,
-which he named Mount Vernon in honor of Admiral Vernon, an English
-naval officer under whom he had fought in the West Indies.
-
-[Sidenote: =George studied hard and played hard=]
-
-To George fell a smaller plantation on the Rappahannock. He could
-hardly hope to go to England to study, but went to a school near his
-birthplace. Here he studied hard, mastering mathematics, and business
-papers of all sorts. The book into which he copied business letters,
-deeds, wills, and bills of sale and exchange shows how careful he was
-and how he mastered everything he undertook.
-
-At school, George was a spirited leader in all outdoor sports. He
-outran, outjumped, as well as outwrestled all his comrades. He could
-throw farther than any of them. The story is told that he once threw
-a stone across the Rappahannock, and that at another time he threw
-a stone from the valley below to the top of the Natural Bridge, a
-distance of more than two hundred feet.
-
-[Sidenote: =Playing war=]
-
-Washington was captain when the boys played at war. Every boy among
-them expected to be a soldier some day. George listened to the stories
-told by his brother Lawrence, who had been a captain in the West Indies.
-
-[Illustration: WASHINGTON DREAMING OF A SEAMAN'S LIFE]
-
-[Sidenote: =A horseback rider=]
-
-As a boy George Washington also learned many useful things outside
-of school. He became a skillful horseback rider, for every Virginia
-plantation had fine riding horses. People lived so far apart that they
-had to ride horseback when they visited each other and when they went
-to church or to town. Whether George rode a wild colt to "break" it, or
-whether he rode with his neighbors through woods and fields, jumping
-fences or swimming streams, or in a wild chase after the fox, he always
-kept his seat.
-
-[Sidenote: =A woodsman=]
-
-Even while a boy Washington was learning the ways of a woodsman. With
-only a gun and a dog for companions, he made long trips into the deep,
-dark Virginia forests, where no road or path showed the way. He could
-cross rivers without bridge or boat, could build a shelter at night,
-could trap, and shoot, and cook over the fire by the side of which he
-slept. All this knowledge was soon put to use by Washington.
-
-[Illustration: WASHINGTON AS A WOODSMAN]
-
-[Illustration: WASHINGTON'S SURVEYING INSTRUMENTS]
-
-[Sidenote: =Washington wanted to be a sailor=]
-
-When George was fourteen it was decided that he might "go to sea." No
-doubt he dreamed of the time when he should be a seaman, or perhaps an
-officer on one of the king's great war ships. But when all was ready,
-he gave up his plans to please his mother and went back to school. He
-now studied surveying, and was soon able to mark off the boundaries of
-farms and lay out roads.
-
-[Sidenote: =Lord Fairfax=]
-
-George was now more and more at Mount Vernon, where he met many fine
-people. Among these visitors he admired most an old English nobleman,
-Lord Fairfax, who had come to spend the rest of his days beyond the
-Blue Ridge in the beautiful valley of the Shenandoah.
-
-[Sidenote: =A surveyor at sixteen=]
-
-
-=64. Washington as Surveyor.= Lord Fairfax was pleased with Washington,
-who was then tall, strong, active, and manly looking, although but
-sixteen years old. Accordingly, one spring Washington, with a number of
-companions, started over the mountains to survey the wild lands of Lord
-Fairfax.
-
-[Sidenote: =Life in the Shenandoah in 1748=]
-
-The trip was full of danger. There were no roads, bridges, or houses
-after the party reached the mountains; but deep rivers, wild animals,
-and savage Indians were plentiful. Some nights they slept in rude huts,
-other nights in tents, but more often under the stars and around the
-camp fire. One night they saw a party of Indians dance their wild war
-dance to the music of a rude drum, made by stretching a hide over a
-pot, and to the noise of a rattle, made by putting shot in a gourd.
-
-[Illustration: THE SURVEYING PARTY AT AN INDIAN WAR DANCE]
-
-[Sidenote: =Work well done=]
-
-Within a month Washington was back with maps and figures showing what
-lands belonged to Lord Fairfax. Few men could have done better, and a
-warm friendship grew up between this white-haired English nobleman and
-the young Virginian. Lord Fairfax immediately built a great hunting
-lodge in the Shenandoah, near where Winchester is, and named it
-Greenway Court. It became a favorite visiting place for many Virginians.
-
-[Illustration: WASHINGTON SURVEYING LORD FAIRFAX'S LANDS]
-
-[Sidenote: =A public surveyor=]
-
-Washington had done his work so well that Lord Fairfax had him
-made a public surveyor, and invited him to make Greenway Court his
-headquarters.
-
-For three years Washington was hard at work in that western wilderness
-marking out the lands of settlers. It was a rough but health-giving
-life and made his bones and muscles strong. He had to take many risks
-and face many dangers.
-
-Once he wrote to a friend: "Since you received my letter in October I
-have not slept above three or four nights in a bed; but, after walking
-a great deal all the day, I have lain down upon a little hay, straw,
-fodder, or a bear skin, whichever was to be had, with man, wife, and
-children, like dogs and cats, and happy is he who gets the berth
-nearest the fire."
-
-[Sidenote: =At Greenway Court=]
-
-But the young surveyor was often at Greenway Court taking part in
-its pastimes, or spending his time in sober conversation with Lord
-Fairfax, or in reading the books on history which were found in his
-friend's library.
-
-[Illustration: GREENWAY COURT, THE VIRGINIA HOME OF LORD FAIRFAX
-
-_Surmounting the broad, sweeping roof, pierced by dormer windows,
-were two belfries, doubtless designed for bells to call the settlers
-together when an Indian uprising was feared_]
-
-[Sidenote: =Heavy responsibility at twenty=]
-
-
-=65. Washington as a Soldier against the French.= Suddenly Washington's
-whole life was changed. His brother Lawrence died and left to George
-the beautiful Mount Vernon home and the care of his only daughter. At
-the age of twenty Washington found himself at the head of two large
-plantations. But he had hardly begun his new duties before he was
-called to serve his governor and the king.
-
-The French in Canada were building a chain of outposts from Lake Erie
-into Pennsylvania to the headwaters of the Ohio River so that they
-might have a shorter route to their trading posts on the Mississippi.
-Governor Dinwiddie of Virginia had sent orders for them to get out of
-the country, but his messenger did not get within a hundred miles of
-the French soldiers.
-
-It was probably Lord Fairfax who said to the governor: "Here is the
-very man for you; young and daring, but sober minded and responsible,
-who only lacks opportunity to show the stuff that is in him."
-
-[Sidenote: =George Washington sent to order the French out of Virginia
-territory=]
-
-In October, 1753, Washington, not then twenty-two, set out with
-servants, horses, and two companions for the French posts. One
-companion was the old Dutch soldier who had taught Washington to use
-the sword, and the other was the famous backwoodsman, Christopher Gist.
-They pushed on through deep forests, over the mountains, across swift
-rivers, to the Indian village near where Pittsburgh now stands. From
-there Washington hurried on to the fort on French Creek.
-
-The French commander received him with great politeness, and tried to
-keep him many days. But Washington saw that the French were really
-preparing to fight to hold this "gateway to the West."
-
-[Sidenote: =The trip back to Virginia=]
-
-The Frenchmen very politely said that they intended to hold that region
-at all hazard. Washington and his party at once started back with the
-answer.
-
-Washington's party traveled through rain and snow, hurrying through
-dense forests where savages lurked ready to scalp them. An Indian shot
-at Washington, but missed him. Their horses gave out, and Washington
-and Gist plunged into the forest alone, on foot, anxious to lose no
-time. At last they reached Williamsburg.
-
-[Sidenote: =Washington cuts a road over the mountains=]
-
-War now seemed certain, and the governor hurried Washington forward
-with about one hundred fifty men to cut a road through the forests and
-over the mountains. But the French had already reached and built Fort
-Duquesne, where the Ohio is formed, and were then hurrying forward a
-party to look for the English. Just after Washington's men crossed the
-mountains they surprised the French scouts, killed their commander, and
-took the rest prisoners. Young Washington wrote home that he had heard
-the whistle of bullets and liked the music.
-
-[Illustration: WASHINGTON ON HIS WAY BACK FROM THE FRENCH POSTS]
-
-[Sidenote: =He wins one battle, and loses another=]
-
-Although Washington's company soon grew to three hundred fifty men,
-he built Fort Necessity, for a French force numbering four times his
-own was now close upon him. A battle followed. Standing knee deep in
-mud and water, the English fired all day at the hidden foe. Their
-ammunition was about gone, and their men were falling. Washington
-surrendered the fort, and the little army, with sad hearts, started
-home along their newly made road.
-
-[Sidenote: =Washington joins Braddock's army=]
-
-
-=66. Washington and Braddock.= But these were stirring times in
-Virginia, for an English general, Braddock, had come up the Potomac;
-and soldiers, cannon, and supplies were passing right by the doors of
-Mount Vernon. Every day Washington looked upon the king's soldiers,
-and saw the flash of sword and bayonet. How could he keep out of it?
-General Braddock liked the young Virginian, and made him an officer on
-his staff.
-
-Braddock was a brave man, but he had never made war in the woods, or
-against Indians. One day Washington suggested that a long train of
-heavily loaded wagons would make the march very, very slow. He was
-thinking of Indians. Braddock only smiled, as if to say that a young
-backwoodsman could not teach him how to fight.
-
-[Sidenote: =Braddock too vain to take good advice=]
-
-Benjamin Franklin, a very wise man from Philadelphia, was also troubled
-when he thought of how the Indians and French would cut to pieces that
-long line of troops as they marched through the deep, dark forests.
-Braddock smiled again, and said: "These savages may be dangerous to the
-raw American militia, but it is impossible that they should make any
-impression on the king's troops."
-
-The army, over two thousand strong, slowly crossed the mountains, and
-by July had almost reached Fort Duquesne. One day nearly one thousand
-French and Indians swarmed on both sides of the road, and from behind
-the safe cover of trees poured a deadly fire upon Braddock's men. "God
-save the king!" cried the British soldiers, as they formed in line of
-battle.
-
-[Illustration: A VIRGINIA RIFLEMAN]
-
-[Sidenote: =A great defeat=]
-
-[Sidenote: =Washington thanked for his bravery by the Burgesses=]
-
-Washington urged Braddock to permit the English to take to the trees
-and fight Indian fashion, as the Virginians were doing, but Braddock
-forced his men to stand and be shot down by the unseen foe. Braddock
-himself was mortally wounded. Washington had two horses shot under him
-and his clothes pierced by four bullets. The British regulars soon ran
-madly back upon the soldiers in the rear. They threw away guns and
-left their cannon and wagons, while the Virginians under Washington
-kept the Indians back. The British army retreated to Philadelphia,
-but Washington returned to Virginia, where he received the thanks of
-the Burgesses. He at once collected troops, and hastened into the
-Shenandoah Valley to protect the settlers from the French and Indians.
-
-[Illustration: WASHINGTON AND THE VIRGINIANS SAVE BRADDOCK'S ARMY]
-
-[Sidenote: =Colonel Washington visits Boston=]
-
-The next year (1756) Washington journeyed on horseback to Boston. He
-wore his colonel's uniform of buff and blue, with a white and scarlet
-cloak over his shoulders. At his side hung a fine sword. With him
-rode two aids in uniform, besides two servants. Many an admiring eye
-was turned toward this stately young cavalier. After this journey he
-returned to the frontier, near Greenway Court, and remained there a
-year or two more.
-
-[Sidenote: =Washington introduced to Martha Custis=]
-
-
-=67. Washington Meets his Future Wife.= One day while on his way to
-Williamsburg with war dispatches, Washington halted at a plantation
-to take dinner with a friend. There he was introduced to Mrs. Martha
-Custis, a charming young widow of his own age.
-
-[Illustration: THE OLD BLOCK HOUSE, PITTSBURGH
-
-_Still standing to-day in the heart of the city, formed part of Fort
-Pitt_]
-
-After dinner the conversation with her was too interesting for the
-young officer to see the horses being led back and forth near the
-window. The horses were stabled again. After supper Washington was not
-yet ready to mount. Not until late in the afternoon next day did he
-mount and ride away with all speed for the capital. On his return he
-visited Mrs. Custis at her own beautiful plantation, and did not leave
-until he had her promise of marriage.
-
-[Sidenote: =Wolfe made it easy to capture Fort Duquesne=]
-
-Great armies were already gathering. William Pitt, who sent Wolfe to
-capture Quebec, also ordered General Forbes to march against Fort
-Duquesne. But it was November before the army reached the Ohio. The
-French and Indians had nearly all gone to fight on the St. Lawrence,
-and the place was easily captured. It is said that Washington himself
-ran up the English flag. The fort's name was changed to Fort Pitt.
-
-[Sidenote: =A Virginia wedding=]
-
-
-=68. Old Days in Virginia.= Washington now hastened home to claim his
-bride. To the wedding came the new royal governor in scarlet and gold,
-and the king's officers in bright uniforms. There, too, came the great
-planters with their wives dressed in the best that the yearly ship
-could bring from London. The bride rode home in a coach drawn by six
-beautiful horses, while Washington, well mounted, rode by the side of
-the coach, attended by many friends on horseback.
-
-[Sidenote: =Elected to the House of Burgesses=]
-
-The hardy settlers of the frontier, grateful to their brave defender,
-had already elected him to represent them in the House of Burgesses.
-He was proud to take his young wife to the meeting of the Burgesses
-when the old capital town was at its gayest, and when the planters came
-pouring in to attend the governor's reception.
-
-[Illustration: A RECEPTION AT THE GOVERNOR'S
-
-_At these receptions gay cavaliers and high-born ladies trod the
-stately minuet or danced the famous Virginia reel_]
-
-[Sidenote: =Too confused to make a speech=]
-
-Washington had already taken his seat among the Burgesses when the
-speaker arose and, in a very eloquent speech, praised him and presented
-him the thanks of the House for his gallant deeds as a soldier.
-Washington was so confused to hear himself so highly praised that, when
-he arose to reply, he could not say a word. "Sit down, Mr. Washington,"
-said the speaker, "your modesty is equal to your valor, and that
-surpasses any language that I possess."
-
-Washington took his young bride to Mount Vernon, and there began the
-life that he enjoyed far more than the life of a soldier. He felt a
-deep interest in everything on the plantation. Early every morning he
-visited his stables and his kennel, for he liked horses and dogs very
-much. He then mounted a spirited horse and rode over his plantation to
-look at the growing fields of tobacco or wheat, or at the work of his
-slaves.
-
-When the king's inspectors in the West Indies and in London saw barrels
-of flour marked "George Washington, Mount Vernon," they let them pass
-without examining them, for they were always good. He looked after his
-own and his wife's plantations so well that in a few years he was one
-of the richest men in America.
-
-[Illustration: FOX HUNTING IN VIRGINIA
-
-_In some sections of our country this popular sport of the Virginia
-colonists is still followed as in the days of George and Martha
-Washington_]
-
-[Sidenote: =Old Mount Vernon days=]
-
-But besides such duties, there were many simple pleasures to be enjoyed
-at Mount Vernon. Here his soldier friends always found a warm welcome.
-Lord Fairfax and other Virginia gentlemen went often to Mount Vernon
-to enjoy a fox chase. Sometimes Mrs. Washington and the ladies rode
-with dash and courage after the hounds. Now and then boating parties on
-the wide Potomac were the order of the day. Many times the halls and
-grounds of Mount Vernon rang with the shouts and laughter of younger
-people, guests, who had come from miles around, for George and Martha
-Washington were young in spirit.
-
-[Illustration: SCENE AT MOUNT VERNON IN THE DAYS OF WASHINGTON]
-
-[Sidenote: =Washington took sides with Patrick Henry=]
-
-
-=69. The Mutterings of War.= One day in June, 1765, Washington came
-back from Williamsburg and told his family and neighbors about the bold
-resolutions and fiery speech of a rustic-looking member named Patrick
-Henry. He said that many of the older members opposed Henry. Washington
-took Henry's side, but his friends, the Fairfaxes, took the king's side
-in favor of the Stamp Act.
-
-When the king put a tax on tea, Washington and many of his neighbors
-signed an agreement not to buy any more tea of England until the tax
-was taken off. When he heard that Samuel Adams and the "Mohawks" had
-thrown the tea into Boston Harbor, he knew that exciting times would
-soon be at hand.
-
-[Sidenote: =Sent to the Continental Congress=]
-
-The very next year the king ordered more soldiers to go to Boston and
-put in force the Boston Port Bill and other unjust laws. The colonies
-saw the danger, and sent their best men to hold the first Continental
-Congress at Philadelphia. Virginia sent George Washington, Patrick
-Henry, Richard Henry Lee, and other great men. Washington, however, was
-not an orator, and made no speech in the Congress, as others did. He
-was a man of deeds. His time had not yet come.
-
-[Sidenote: =A youthful colonel=]
-
-Many persons were surprised to find him so young, for twenty years
-before they had heard of his deeds against the French, and how he
-had saved the broken pieces of Braddock's army. A member of Congress
-declared that "if you speak of solid information, and of sound
-judgment, Colonel Washington is unquestionably the greatest man on the
-floor."
-
-The Congress, among other things, resolved to stand by Boston, if
-General Gage should make war on that town. Washington knew what that
-meant. He was not at home many months before he was busy drilling his
-brave Virginians, many of whom had been with him in the French and
-Indian War.
-
-[Illustration: WASHINGTON DRILLING HIS VIRGINIANS]
-
-[Sidenote: =In Congress again=]
-
-[Sidenote: =What John Adams said=]
-
-
-=70. Washington Made Commander of the American Armies.= In the last
-days of April, 1775, the news of the fight at Lexington and Concord
-was spreading rapidly southward. Washington, dressed in the buff and
-blue uniform of a Virginia colonel, hurried to Philadelphia to the
-meeting of the second Continental Congress. His day had come. It was
-now a time for deeds. The American army that surrounded Gage in Boston
-must have a head. John Adams arose in Congress and said that for the
-place of commander he had "but one gentleman in mind--a gentleman from
-Virginia--whose skill and experience as an officer, whose independent
-fortune, great talents, and excellent universal character would command
-the approbation of all America, and unite the colonies better than any
-other person in the Union."
-
-[Sidenote: =What Washington said to Congress and wrote to his wife=]
-
-Before all these words were spoken, Washington, much moved, had left
-the room. Congress elected him unanimously to be commander in chief
-of its armies. When he accepted the honor, he said: "I beg it may be
-remembered by every gentleman in this room, that I this day declare,
-with the utmost sincerity, I do not think myself equal to the command I
-am honored with."
-
-Washington wrote immediately to his wife: "You may believe me, my dear
-Patsey, that so far from seeking this appointment, I have used every
-endeavor in my power to avoid it, not only from my own unwillingness to
-part from you and the family, but from the consciousness of its being a
-trust too great for my capacity." Great men are often the most modest.
-
-[Sidenote: =On the way to take command=]
-
-[Sidenote: =News from Bunker Hill=]
-
-Washington was soon on the way to Boston by the very route he had
-gone nearly twenty years before. But how different the journey!
-Then he was a Virginia colonel. Now he was the honored commander of
-all the American armies. Then only a few friends were with him. Now
-congressmen, citizens of Philadelphia, and great crowds cheered him
-on the way. Only twenty miles out from Philadelphia, they met the
-news from Bunker Hill. When Washington heard how the Americans faced
-the British bayonets, and twice forced the Redcoats to retreat, he
-exclaimed: "The liberties of the country are safe!"
-
-[Sidenote: =Took command of the army, July 3, 1775=]
-
-Through New Jersey he was hailed by the people with delight. A military
-procession escorted him through New York City, where he appointed
-that noble general, Philip Schuyler, to take command in New York. The
-students at Yale gave him a real college welcome--a parade with a band
-and student songs.
-
-On Cambridge Common, under the famous Harvard Elm, on July 3, 1775,
-Washington drew his sword and took command of the Continental army.
-There was a great task before him. He had to drill the troops, collect
-cannon from Ticonderoga, which Americans had captured, and get ready to
-drive the British out of Boston.
-
-[Illustration: A COLLEGE WELCOME AT YALE]
-
-[Sidenote: =A bloodless victory=]
-
-It took all winter to do these things. One night in March, 1776,
-Washington secretly sent some of his best troops to build a fort on
-Dorchester Heights. The next morning Howe, the new British general, saw
-Washington's cannon pointing down on his army and ships. He immediately
-put his army on board and sailed away. This was a victory without a
-fight.
-
-[Illustration: WASHINGTON TAKING COMMAND OF THE ARMY]
-
-[Sidenote: =Washington outwits Howe=]
-
-Washington took his army to New York, and built a fort on Long Island
-to protect the city. He was none too quick, for Howe came with thirty
-thousand men and many war ships.
-
-In the battle on Long Island a part of Washington's army was defeated.
-General Howe planned to capture the defeated troops next day, but
-Washington was too shrewd. In the night he collected all the boats in
-that region and rowed his army over to New York before the British knew
-what he was doing.
-
-[Sidenote: =New York captured=]
-
-The great British army and fleet took the city, but by the help of
-a patriotic lady, Mrs. Murray, who entertained General Howe and his
-officers too long for their own good, all of Washington's regiments
-got away safely up the Hudson. During the fall of 1776, General Howe
-tried to get above Washington's army and capture it. But he did
-neither, for Washington's troops defeated the British both at Harlem
-Heights and at White Plains.
-
-[Illustration: ENTERTAINING GENERAL HOWE AND HIS OFFICERS
-
-_At Murray Hill, then a great farmstead, now the heart of New York
-City, Mrs. Murray entertained them so delightfully two hours slipped
-away, and the Americans were out of reach_]
-
-[Sidenote: =Heroic Nathan Hale=]
-
-While at Harlem Heights Washington felt that he must learn some secrets
-about the enemy. Nathan Hale, a young officer, volunteered to bring
-General Washington the information he wanted; but Hale was caught by
-the British and hanged. "I only regret," he said, "that I have but one
-life to lose for my country."
-
-[Sidenote: =Washington retreats, but fights=]
-
-Howe then turned back as if to march against Philadelphia and capture
-Congress. Washington quickly threw a part of his army across the
-Hudson into New Jersey, but he had to retreat. The British followed in
-a hot chase across New Jersey. Washington crossed the Delaware, and
-took with him all the boats for many miles up and down the river. The
-British decided to wait till they could cross on the ice. Some of their
-generals thought the war was about over, and hastened back to New York
-to spend the Christmas holidays.
-
-[Sidenote: =Americans discouraged=]
-
-
-=71. The People Did Not Know Washington.= Those were, indeed, dark days
-for the Americans. Hundreds of Washington's soldiers had gone home
-discouraged, and many other faint-hearted Americans thought the cause
-lost, and were again promising obedience to George III. But the people
-did not yet know Washington.
-
-On Christmas night, with two thousand five hundred picked men,
-Washington took to his boats, and crossed the Delaware in spite of the
-floating ice. Nine miles away, in Trenton, lay the Hessians, those
-soldiers from Hesse-Cassel, in Europe, whom George III had hired to
-fight his American subjects, because Englishmen refused to fight
-Americans.
-
-[Illustration: SCENE OF WASHINGTON'S CAMPAIGNS IN THE NORTH]
-
-On went the little army in spite of the biting cold and the blinding
-snow. During this fearful night two men froze to death and many others
-were numb with cold.
-
-[Sidenote: =An early morning surprise=]
-
-"Our guns are wet," said an officer. "Then use the bayonet!" replied
-Washington. There was a sudden rush of tramping feet and the roar of
-cannon in the streets. The Hessian general was killed, and one thousand
-of his men surrendered.
-
-[Illustration: WASHINGTON ON THE MARCH TO TRENTON
-
-_All night, thinly clad, many without shoes and with bleeding feet,
-over the frozen ground, on marched the shivering men, bringing at
-daybreak disaster to the Hessians asleep after their Christmas revels_]
-
-These were a strange lot of prisoners. Not one could speak a word
-of English or cared a thing for George III. No doubt they wished
-themselves at home on that morning. But the Hessians were not more
-surprised than the British generals in New York.
-
-[Sidenote: =Washington outwits another English general=]
-
-Cornwallis, the British commander, hurried forward with troops to
-capture Washington, but rested his army at Trenton. That night
-Washington's army stole away, and Cornwallis awoke in the morning to
-hear the booming of Washington's cannon at Princeton, where Washington
-was defeating another part of the British army. Cornwallis hastened to
-Princeton. It was too late. Washington was safe among the heights of
-Morristown, where Cornwallis did not dare attack him.
-
-These two victories turned the tide and aroused the Americans.
-Reënforcements and supplies made Washington's army stronger and more
-comfortable.
-
-[Illustration: HESSIAN FLAG
-
-_From a photo of the flag taken by Washington from the Hessians at
-Trenton and now in the museum at Alexandria_]
-
-The next spring (1777) General Howe decided to capture Philadelphia.
-But Washington boldly moved his army across Howe's line of march.
-Howe did not want to fight, so he put his army on board his ships,
-sailed around into the Chesapeake, landed, and marched for the "rebel
-capital," as the British called Philadelphia.
-
-[Sidenote: =Washington and Howe meet at the Brandywine=]
-
-At Brandywine Creek, south of Philadelphia, Washington faced him. A
-severe battle was fought. Each side lost about one thousand men. The
-Americans slowly retreated. In this battle Lafayette, a young French
-nobleman, was wounded. Lafayette had heard in France how the American
-farmers had beaten the king's regulars at Lexington, and he had made up
-his mind to go to help them. On his arrival Congress had made Lafayette
-a general in the Continental army.
-
-[Illustration: KNEE BUCKLES WORN BY GENERAL WASHINGTON]
-
-[Sidenote: =Valley Forge=]
-
-
-=72. The Winter at Valley Forge.= After the battle at Brandywine Creek
-the British slowly made their way to Philadelphia. Washington took
-post for the winter at Valley Forge, on the Schuylkill River, twenty
-miles northwest of Philadelphia. There, in the deep woods among the
-hills, and in log huts built by their own hands, the American forces
-passed a winter so full of suffering that it makes one shudder to read
-the story.
-
-[Sidenote: =What the soldiers suffered for independence=]
-
-When the army marched into Valley Forge, "their route could be traced
-on the snow by the blood that oozed from their bare, frost-bitten
-feet." Washington wrote to Congress that nearly three thousand of his
-men were "barefoot or otherwise naked."
-
-A part of the army had no bread for three days, and for two days
-no meat. Hundreds had no beds, and gladly slept on piles of straw.
-Others had no blankets, and sat up nights before the fire to keep from
-freezing. Many sickened and died. But in Philadelphia the well-fed
-British soldiers had a gay season, with balls and banquets.
-
-[Illustration: CAMP AT VALLEY FORGE]
-
-[Sidenote: =Steuben helps drill the men=]
-
-Washington grieved over the suffering of his men, but never lost
-heart. All the long winter through, with the aid of General Steuben,
-a noble German officer, he drilled his men. In the spring when the
-British started back to New York, he gave them such a bayonet charge
-at Monmouth, New Jersey (1778), they were glad to escape that night,
-instead of stopping to rest and bury their dead.
-
-
-=73. The Crowning Victory at Yorktown.= For the next three years the
-British army remained in New York, not daring to come out and attack
-Washington.
-
-[Sidenote: =Good news from Lafayette=]
-
-Finally, in the summer of 1781, General Lafayette, who had now
-recovered from his wound, and had fought with the Americans at
-Monmouth, was sent to Virginia by Washington to watch the British army
-there. Lafayette sent Washington word that Cornwallis had come up from
-the Carolinas, and had taken post at Yorktown. After receiving more
-soldiers, Lafayette followed Cornwallis to Yorktown and stationed his
-army near that place. Washington also got word that a large French
-war fleet was coming to the coast of Virginia to aid the Americans.
-This fleet had been sent to aid the Americans by the King of France.
-Washington also had six thousand fine French troops under the command
-of General Rochambeau. This aid had been secured through the influence
-of Lafayette, who had visited his home in France in 1779.
-
-[Illustration: GEORGE WASHINGTON
-
-_From the Gibbs-Channing portrait painted by Gilbert Stuart, the first
-portrait of Washington, now in the possession of Samuel P. Avery of New
-York_]
-
-[Sidenote: =Washington again outwits Cornwallis=]
-
-Washington now saw his chance. He ordered Lafayette to watch Cornwallis
-while he himself took two thousand ragged Continentals and four
-thousand French troops in bright uniforms, and slipped away from New
-York. He was almost in Philadelphia before the British or his own
-soldiers could guess where he was going.
-
-At Yorktown, Washington and his army found both Lafayette and the
-French fleet keeping watch. Day and night the siege went on amid the
-roar of cannon. When all was ready, then came the wild charge of the
-Americans and the French in the face of British cannon and over British
-breastworks. The outer works were won, and Cornwallis saw that he must
-surrender. Seven thousand of the king's troops marched out and gave up
-their arms.
-
-[Illustration: THE SURRENDER OF CORNWALLIS
-
-_After the painting by John Trumbull which hangs in the rotunda of the
-Capitol at Washington_]
-
-[Sidenote: =Cornwallis surrenders=]
-
-The victory at Yorktown made all Americans happy, and they rang bells,
-fired cannon, built bonfires, and praised Washington and Lafayette. But
-England was now tired of war, and many of her great men declared in
-favor of peace, which was soon made, in 1783.
-
-[Sidenote: =A touching scene=]
-
-
-=74. Washington Bids Farewell to his Officers and to Congress.=
-Washington bade farewell to his brave soldiers, with whom he had fought
-so long. The parting with his officers in Fraunces' Tavern, New York,
-was a touching scene. With tears in his eyes, and with a voice full of
-tenderness, he embraced each one as he bade him good-by. It was like
-the parting of a father from his sons.
-
-[Illustration: WASHINGTON'S RESIGNATION
-
-_After the painting by Trumbull in the Capitol at Washington_]
-
-[Sidenote: =A noble act=]
-
-Washington now journeyed to Annapolis, Maryland, where Congress was
-then held, to give back the authority of commander in chief which
-Congress had bestowed on him eight years before. How unselfish had been
-the conduct of Washington in refusing pay for his services! How noble
-was the act of giving up his power over an army which idolized him, and
-which he might have used to make himself king! But he did not think
-of these things as he hastened to his beautiful Mount Vernon to enjoy
-Christmas time once more with his loved ones.
-
-[Illustration: MOUNT VERNON, THE HOME OF WASHINGTON]
-
-[Sidenote: =How the war had changed things=]
-
-[Sidenote: =Many people visit Washington=]
-
-But what a change had come to Virginia! Eight years before George III
-was king over all the Thirteen Colonies, and Virginia was ruled by
-one of his governors. Now the people were ruling themselves, and had
-elected one of Washington's neighbors, Benjamin Harrison, to be their
-governor. He missed some old friends. Some had died on the field of
-battle; others, like Lord Fairfax, had gone back to England, where
-they could be ruled by George III. Soon visitors began to come--old
-soldiers, beloved generals, and great statesmen from America, as well
-as distinguished people from Europe. They all wanted the honor of
-visiting the man who had led the American armies to victory, but who,
-again, was only a Virginia planter.
-
-
-=75. Lafayette Visits Washington.= The year after peace was made
-Lafayette came back to America to visit General Washington. There were
-great times at Mount Vernon. Washington, Lafayette, and other noble men
-sat around the table and there told stories of their struggles and of
-their triumphs.
-
-[Illustration: LAFAYETTE AT MOUNT VERNON
-
-_After a painting by Rossiter and Mignot_]
-
-Lafayette visited many other places and received a warm welcome
-wherever he went; he had taken active part in many battles of the
-Revolution; his blood had flowed for the American cause. At Monmouth
-he had saved the Americans from retreat by sending for Washington.
-He had had an important part in the crowning victory at Yorktown.
-The Americans loved and admired him, and did all in their power to
-show their gratitude. Many years after, on another visit to America,
-Congress voted him two hundred thousand dollars and twenty-four
-thousand acres of land as a reward for his great services.
-
-[Sidenote: =Another call to duty=]
-
-
-=76. Washington Elected First President.= The American people would not
-let Washington long enjoy Mount Vernon, for when they met to make a new
-constitution, or plan of government, he was chairman of the meeting,
-and when that government was to go into operation they would have no
-other man for their first president than George Washington.
-
-[Sidenote: =A triumphal procession from Mount Vernon to New York=]
-
-In 1789 he once more bade Mount Vernon and his aged mother good-by, and
-began the journey to New York, which was at that time the capital of
-the new nation. What a journey! It was almost one continual procession
-and celebration! At every town and roadside the people came to show
-their love for Washington, whom they rightly called the "Father of his
-Country." School children scattered flowers in his way and beautiful
-young women sang patriotic songs as he passed under decorated arches.
-When he reached New York Harbor the bay was white with the sails of
-many nations. Crowds thronged the streets, cannon boomed, and flags
-were thrown to the breeze to welcome him.
-
-[Sidenote: =Washington takes the oath as first president=]
-
-On April 30, 1789, standing on the balcony of Federal Hall in Wall
-Street, Washington took the oath of office, and pledged himself to
-govern the people according to the Constitution they had just made. He
-reverently bent and kissed the Bible, and became the first President of
-the United States. From the street, from doors and windows, and from
-the housetops, the people cried out: "Long live George Washington,
-President of the United States!"
-
-His new office was almost as hard a task as the Revolution had been.
-He was now in charge of the affairs of the country. He had to see to
-it that laws were made to protect the rights of every one. Then he had
-to see that these laws were carried out. He could not guide himself by
-what another president had done, for there had been none before him.
-
-[Illustration: WASHINGTON'S GRAND ENTRY INTO NEW YORK CITY, 1789
-
-_From a chromo-lithograph after an original drawing by Alphonse Bigot_]
-
-But Washington directed the new ship of state so that it suffered no
-harm. When it looked as though we should have another war with England,
-he wisely preserved peace. So well were the people satisfied that they
-made him president a second time. When they offered him the office
-for a third term he refused. Thousands gathered to see him leave the
-capital. As he gave them his final farewell, tears rolled down his
-cheeks, and men cried like children.
-
-[Illustration: WASHINGTON'S TOMB, MOUNT VERNON]
-
-[Sidenote: =Death in 1799=]
-
-He was glad to get back to Mount Vernon, for he had grown old and weary
-in serving his country. He spent his remaining years among the scenes
-he loved so well. There he died in 1799, mourned as a father by the
-whole people.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Washington was born on the Potomac,
-  spent his early days on the Rappahannock, and went to school at
-  Fredericksburg. _2._ He learned many things outside of school,
-  such as horseback riding, fox hunting, and how to find his way in
-  the deep forests. _3._ He became a surveyor in the Shenandoah for
-  Lord Fairfax. _4._ Governor Dinwiddie sent Washington to order
-  the French to leave the Ohio. _5._ Washington joined Braddock's
-  campaign against the French, and in the battle tried to save the
-  army. _6._ Washington married young Mrs. Martha Custis, and was
-  elected to the House of Burgesses. _7._ Heard Patrick Henry's fiery
-  speech, went to first Continental Congress, and the second Congress
-  made him commander over the Continental army. _8._ Washington
-  drove the British out of Boston, outwitted them around New York,
-  retreated across the Jerseys, and then beat them at Trenton and
-  Princeton, _9._ He fought at Brandywine, suffered at Valley Forge,
-  penned the British up in New York, and finally captured Cornwallis
-  at Yorktown. _10._ Washington gave up his command and retired to
-  Mount Vernon, but was called to be the first president of the new
-  republic.
-
-  =Study Questions.= _1._ Who was Washington's father and where did
-  he meet Washington's mother? _2._ What was a plantation and why so
-  large? _3._ What things did Washington love to do besides study?
-  _4._ Why did George make a good captain? _5._ Picture the yearly
-  ship from London at Mount Vernon. _6._ Who was Lord Fairfax and
-  what did he engage Washington to do? _7._ What did Washington do at
-  Greenway Court? _8._ Why was Washington chosen for the mission to
-  the French, and what was the result? _9._ What were the preliminary
-  events before the great war? _10._ Picture Braddock's defeat.
-  _11._ How old was Washington when he first visited Boston? _12._
-  How did he become so rich? _13._ What news did Washington bring
-  back to Mount Vernon in 1765? _14._ Who went to Congress with
-  George Washington, and how did a member speak of him? _15._ What
-  did he learn at Congress? _16._ Picture the scene in the second
-  Congress. _17._ Describe the trip to Boston. _18._ What task did
-  he set before himself, and how did he accomplish it? _19._ How
-  did Washington outwit Howe? _20._ Who was Nathan Hale? _21._ What
-  discouraged the Americans? _22._ Picture the surprise and capture
-  of the Hessians. _23._ How did Washington outwit Cornwallis? _24._
-  What effect did these victories have? _25._ What sort of a time did
-  the soldiers spend at Valley Forge? _26._ Who was Steuben, and what
-  did he do? _27._ How did Lafayette aid Washington? _28._ Picture
-  the surrounding and capture of Cornwallis. _29._ What changes had
-  the war made in Virginia? _30._ In what way did Congress honor
-  Lafayette? _31._ Picture Washington's journey to New York.
-
-  =Suggested Readings.= WASHINGTON: Cooke, _Stories of the Old
-  Dominion_, 94-139; Blaisdell and Ball, _Hero Stories from American
-  History_, 62-76, 123-155; Hart, _Camps and Firesides of the
-  Revolution_, 239-255, 261-266, 307-309; Glascock, _Stories of
-  Columbia_, 101-113; Baldwin, _Four Great Americans_, 9-68; Hart,
-  _How our Grandfathers Lived_, 45-47; Mabie, _Heroes Every Child
-  Should Know_, 274-288; Hawthorne, _Grandfather's Chair_, 186-191;
-  Magell, _Stories from Virginia History_, 56-78, 79-94; Brooks,
-  _True Story of Lafayette_; Wister, _The Seven Ages of Washington_;
-  Mace, _George Washington: A Virginia Cavalier_.
-
-
-
-
-THE MAN WHO HELPED WIN INDEPENDENCE BY WINNING THE HEARTS OF FRENCHMEN
-FOR AMERICA
-
-
-
-
-BENJAMIN FRANKLIN, THE WISEST AMERICAN OF HIS TIME
-
-
-[Sidenote: =Born in colonial times=]
-
-
-=77. Benjamin Franklin, the Boy Printer.= When Franklin was born in
-Boston (1706) there were men still living who had seen John Winthrop,
-the first governor of Massachusetts, and Roger Williams, the founder of
-Rhode Island.
-
-[Sidenote: =The scholar of the family=]
-
-Franklin's father was a poor but hard-working man. He made soap and
-candles. Benjamin's nine brothers had learned trades, but his parents
-had decided that he should be the "scholar of the family." At eight he
-went to school to prepare for college and was soon at the head of his
-class.
-
-[Sidenote: =Put to work=]
-
-But it was hard to feed and clothe a family of seventeen, and Benjamin
-was sent to another school where he could fit himself for business. But
-he did poorly in arithmetic, and at ten was taken out of school and put
-to work with his father.
-
-[Sidenote: =Longs for the sea=]
-
-In the port of Boston Franklin saw the ships and sailors of all
-nations, and longed to go to sea, but his father took him to visit the
-shops, where he saw men busy at work with all kinds of tools. Although
-Benjamin liked to work with tools, he liked to read better, and spent
-all his little earnings in buying books. He borrowed books when he
-could not buy them.
-
-[Sidenote: =How he improved his language=]
-
-Finally Franklin's parents decided that since he loved books so well
-he might be a printer, and put him to learn the trade with an older
-brother. Benjamin was to serve his brother for his board and clothes
-until he was twenty-one. He worked hard at his trade, and read more
-books than before. He improved his own language by writing out in his
-own words what he had read, and then comparing his account with the
-author's.
-
-[Illustration: BENJAMIN FRANKLIN
-
-_From the original portrait by Joseph Siffrein Duplessis, in the Museum
-of Fine Arts, Boston_]
-
-He now offered to take half the money that his board cost, and board
-himself. His brother agreed to this plan, and Benjamin saved money and
-bought more books.
-
-[Sidenote: =Writes for his brother's paper=]
-
-He longed to write something for his brother's paper. He did so, and
-put it at night under the door, but he did not dare sign his name to
-what he had written. His brother showed it to his friends. They praised
-it, and it was printed. It was fun for Benjamin to hear people guessing
-that the writer must be some great man in Boston. Franklin wrote
-several other articles, and called them the "Dogood Papers," but his
-brother was angry when he learned who wrote them.
-
-[Sidenote: =Leaves home=]
-
-Franklin was now only seventeen, but because of his brother's cruelty
-he sold his books and took a boat for New York without saying good-by
-to his parents. He afterwards said that leaving home in this way was a
-great mistake.
-
-[Sidenote: =From New York to Philadelphia=]
-
-No one in New York wanted a printer, so young Franklin took a boat
-for Perth-Amboy, New Jersey, on his way to Philadelphia. His ship was
-caught in a storm, and the passengers were wet and hungry when they
-landed.
-
-Franklin set out on foot across the state for Burlington. For nearly
-three days he walked in the rain along muddy roads, looking so rough
-people thought he was a runaway servant. He was tired and homesick. But
-he took boat again, and reached Philadelphia on Sunday morning, landing
-at the foot of Market Street.
-
-[Illustration: FRANKLIN AND DEBORAH REED
-
-_The first meeting of Franklin and the young girl who was to be his
-wife_]
-
-[Sidenote: =His sorry plight=]
-
-He was so hungry, he thought more of something to eat than of dressing
-up for Sunday. He was in a sorry plight. With his pockets stuffed with
-soiled shirts and stockings, and a roll of bread under each arm and one
-in his hand, Franklin walked up Market Street, and passed the home of
-his future wife, Deborah Reed. No wonder she laughed at him. She would
-have laughed more if some one had said: "There goes a boy who will some
-day become your husband and the greatest man in Philadelphia."
-
-[Sidenote: =Good books and good company=]
-
-Franklin found work in a printing office, saved his money, and bought
-books to study. He got acquainted with other young people who also
-loved books, and he often spent his evenings with them.
-
-[Sidenote: =A call from the governor=]
-
-To the surprise of Franklin and his brother printers, one day Sir
-William Keith, the governor of Pennsylvania, called at the shop to see
-Franklin. Governors did not then pay much attention to poor printers.
-The governor, who was dissatisfied with Philadelphia printers, promised
-to send him to England to buy a printing press.
-
-[Sidenote: =Returns home before going to London=]
-
-Franklin, with the governor's letter in his pocket, hastened back to
-Boston in order to get his father's help to go to London. How happy
-were parents, brothers, and sisters to see the long-absent son and
-brother! But his father could give him no aid, and the young printer
-returned to Philadelphia. The governor, however, promised to pay his
-expenses, and Benjamin took ship for England.
-
-[Illustration: PRINTING PRESS
-
-_From a photo of the press used by Franklin when in London, and now in
-the National Museum, Washington, D.C._]
-
-The governor had not even given him letters of introduction, to say
-nothing of money, and Franklin found himself a stranger in one of the
-largest cities in the world.
-
-[Sidenote: =In a London printing office=]
-
-He did not whine or spend his time grumbling, but went bravely to
-work in a printing office. He set a good example to his beer-drinking
-comrades by drinking only water and proving he was stronger and able
-to do more work and do it better than any of them.
-
-[Sidenote: =Returns to Philadelphia and marries=]
-
-The next year a Philadelphia merchant persuaded Franklin to return to
-America to become his clerk. But in a few years he went to work again
-at his old trade as printer, and in a short time became the editor of
-the _Pennsylvania Gazette_.
-
-Franklin had already married Miss Reed, the young lady who had laughed
-at him for making a show of himself on his first day in Philadelphia.
-
-[Illustration: A FRANKLIN STOVE
-
-_After a model in the rooms of the American Philosophical Society,
-Philadelphia_]
-
-[Sidenote: =Founds three great institutions=]
-
-
-=78. A Rising Young Man.= He was now a rising young man in the old
-Quaker city. From year to year he did many things to help others. He
-started a circulating library, the first in America, out of which has
-grown the Philadelphia Public Library. He founded a school which has
-become the great University of Pennsylvania, and a society, called the
-American Philosophical Society, which still holds important meetings.
-
-[Sidenote: =Invents a stove=]
-
-[Sidenote: =Forms the first fire department=]
-
-Franklin improved the heating of houses by inventing the "Franklin
-stove," but refused to take out a patent and thus make himself rich at
-other people's expense. He also formed the first "fire department" in
-any American town.
-
-[Sidenote: =Poor Richard's sayings=]
-
-Who has not heard of _Poor Richard's Almanac_? Franklin printed it,
-and the people liked it so well that he sometimes printed ten thousand
-copies. Here are a few of the quaint and true sayings: "A word to the
-wise is enough." "God helps those who help themselves."
-
-    "Early to bed and early to rise,
-    Makes a man healthy, wealthy, and wise."
-
-[Sidenote: =Economy is the road to wealth=]
-
-Franklin and his young wife kept these rules faithfully. She worked in
-the printing office as well as in the house. They hired no servants:
-Their furniture, dress, and food were plain. He ate his breakfast of
-bread and milk out of a wooden bowl with a pewter spoon. Mrs. Franklin
-surprised him one day by giving him a china bowl and a silver spoon.
-She said her husband deserved such things as well as other men.
-
-[Sidenote: =Elected to office=]
-
-The people of Philadelphia admired Benjamin Franklin more and more. At
-the age of thirty he was chosen clerk of the Assembly of Pennsylvania,
-and afterward was elected a lawmaker in the Assembly. Every year for
-ten years his neighbors elected him to help make the laws of the colony.
-
-[Sidenote: =Deputy postmaster-general=]
-
-In a few years Franklin was made deputy postmaster-general for all the
-colonies by the king. He surprised the people by declaring that the
-mail should be carried from Philadelphia to Boston every week! He was
-postmaster-general for more than twenty years.
-
-[Illustration: MILESTONE, LYME, CONN.
-
-_This milestone, still standing at Lyme, marks the distance on a road
-surveyed by Franklin_]
-
-[Sidenote: =Franklin plans a union of the colonies=]
-
-In 1754 Franklin was sent by the colony of Pennsylvania to Albany,
-New York, to meet men from other colonies to make a treaty with the
-Iroquois, and to plan a union of the Thirteen Colonies. While George
-Washington was still a surveyor, before Wolfe captured Quebec, and when
-Patrick Henry was yet a boy, Franklin wrote out a plan of union which
-pointed the way toward that greater Union, the United States of America.
-
-[Sidenote: =Fame begins to come=]
-
-Franklin was now becoming famous outside of Pennsylvania. Yale College
-honored him with the degree of Master of Arts. The old University of
-Cambridge, England, gave him the same degree.
-
-All the wise men in England and France were excited by news of an
-experiment made by Benjamin Franklin. He had made electricity by using
-glass tubes, and he had seen the lightning flash in the storm cloud. He
-decided to prove, if he could, that lightning and electricity are the
-same. No one had yet done this.
-
-[Sidenote: =Proves that lightning and electricity are the same=]
-
-He made a kite out of silk, to which he fastened a small iron rod.
-Then he tied a hempen string to the kite and the rod. To the lower
-end of the string he tied a silken cord to protect his hand from the
-electricity. On the string he tied a key.
-
-One day when the storm clouds came rolling up, Franklin sent his kite
-high up among them, while he waited. Soon the loose fibers on the
-hempen string moved. Franklin placed his knuckles close to the key, and
-sparks came flying at his hand.
-
-[Sidenote: =More honors=]
-
-When the news of this experiment was published some very wise men
-smiled; others said it was a trick. The great universities of Oxford
-and Edinburgh, however, gave him the doctor's degree, and societies of
-wise men in England, France, and Spain elected him a member. He was now
-the most famous American.
-
-[Sidenote: =Sent to England to defend the colonies=]
-
-
-=79. Franklin's Part in the Revolution.= Already we have seen that
-England and her colonies were beginning to quarrel. What wiser man
-could be sent to England to defend the colonies by tongue and pen than
-Benjamin Franklin? He made friends for America among the great men of
-England.
-
-[Sidenote: =How Franklin helped the English understand the Stamp Act=]
-
-When the Stamp Act was passed the members of Parliament asked him
-nearly two hundred questions about the effects of the Stamp Act on
-America. He wrote many letters to great men, and long articles to the
-English newspapers, explaining how the Stamp Act injured America. Both
-England and America rejoiced when the king and Parliament repealed the
-Stamp Act, and Franklin sent his wife a fine London gown in honor of
-the event.
-
-[Illustration: FRANKLIN'S CLOCK]
-
-[Sidenote: =Franklin and Pitt=]
-
-For eight years more, while America was busy opposing the tax on tea,
-Franklin was in England trying to get Parliament and the king to give
-the Americans better treatment. But it was all in vain. He often talked
-with William Pitt, the great friend of America, who introduced into
-Parliament a plan for making friends between the two countries. But the
-plan was defeated.
-
-[Sidenote: =Hastens home=]
-
-Franklin saw that war would come, and hastened back to his beloved
-America, where he arrived just after the battle at Lexington and
-Concord (1775).
-
-[Sidenote: =Franklin plans union=]
-
-Pennsylvania sent him to the Congress of 1775, which, sitting in
-Philadelphia, made George Washington general of the Continental army.
-Franklin saw that if the thirteen scattered colonies were to defeat
-Great Britain they must unite. So he introduced into Congress a plan of
-union, but the other members were not ready for it.
-
-[Sidenote: =Helps write the Declaration of Independence=]
-
-Franklin was one of five men who were named by Congress to write the
-Declaration of Independence (1776).
-
-[Sidenote: =Franklin in France=]
-
-Soon after, Congress sent him to France to influence the king and the
-people of that country to aid America in winning independence. The
-French hated the English, but admired Benjamin Franklin. The king gave
-money secretly, and many French officers came to serve in the American
-army.
-
-[Sidenote: =France sends aid=]
-
-In 1778 Franklin influenced the King of France to take sides openly
-with the Americans. French warships and French soldiers by thousands
-now came to help fight our battles.
-
-[Illustration: INDEPENDENCE HALL, PHILADELPHIA, IN THE DAYS OF FRANKLIN
-
-_From an old print_]
-
-[Sidenote: =Treaty with England=]
-
-After helping to make the treaty of peace with England in 1783,
-Franklin came home with many honors. Though nearly eighty years old,
-the people of Pennsylvania immediately elected him governor.
-
-[Illustration: FRANKLIN AT THE COURT OF FRANCE]
-
-Franklin did one more great work for his country. In 1787 the states
-sent their wisest men to Philadelphia to make a constitution, or plan
-of government. Pennsylvania chose Franklin, with others, to meet with
-these men in Independence Hall.
-
-[Sidenote: =Helps make our Constitution=]
-
-[Sidenote: =Franklin signs the Constitution=]
-
-George Washington, as we have seen, was the president of this meeting.
-Many speeches were made, and there was debating for many weeks. The
-meeting was always glad to hear Franklin speak, for he was a very wise
-man. As he had helped to make, and had signed, the Declaration of
-Independence, so now, after helping make the Constitution, he signed
-it. Many persons did not like the Constitution. Franklin said there
-were some things in the new plan which he did not like, but declared
-that he signed it because of the good things it did contain. He showed
-his wisdom, for it is one of the best plans of government ever made.
-
-[Sidenote: =Died in 1790=]
-
-Franklin spent his last days with his daughter, and, surrounded by his
-grandchildren, died in 1790, at the age of eighty-four.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Franklin's parents were poor, had
-  seventeen children; hence Benjamin, though a studious fellow,
-  was put to the printer's trade. _2._ Franklin wrote the "Dogood
-  Papers." Left home for New York, but went on to Philadelphia.
-  _3._ Persuaded to go to London. He returned and married. _4._
-  Franklin started a circulating library, a school which became the
-  University of Pennsylvania, and a society called the American
-  Philosophical Society. _5._ He invented a stove, founded the
-  first fire department in America, and printed _Poor Richard's
-  Almanac_. _6._ Wrote the first plan of an American Union, and won
-  degrees from English and Scotch universities. _7._ Franklin was
-  one of the committee to write the Declaration of Independence.
-  _8._ Was sent to France, where he won the help of France in the
-  War of the Revolution. _9._ Franklin was governor of the state of
-  Pennsylvania, was a delegate to help make the Constitution, and
-  died at the age of 84.
-
-  =Study Questions.= _1._ How long ago was Franklin born? _2._ Tell
-  of his school experiences. _3._ Why did Franklin not go to sea?
-  _4._ Tell the story of his bargain with his brother. _5._ What did
-  Franklin hear about the "Dogood Papers"? _6._ Tell the story of the
-  "runaway printer." _7._ How did he save his time in Philadelphia?
-  _8._ How did he happen to go to London the first time? _9._ What
-  good example did he set to London printers? _10._ Why did he return
-  to Philadelphia? _11._ What three great institutions did he found?
-  _12._ Why did the people like _Poor Richard's Almanac_? _13._ What
-  public offices did he hold? _14._ Picture Franklin proving that
-  electricity and lightning are the same. _15._ What did he go to
-  England a second time for? _16._ How did Franklin aid in the repeal
-  of the Stamp Act? _17._ In what great events did he have a part?
-  _18._ What was his work in France? _19._ What was his last great
-  work? _20._ How did he spend his last days? _21._ Point out the
-  obstacles he overcame all along in his career.
-
-  =Suggested Readings.= FRANKLIN: Baldwin, _Four Great Americans_,
-  71-122; Hart, _Camps and Firesides of the Revolution_, 158-162;
-  Hart, _Colonial Children_, 197-199, 210-214; Wright, _Children's
-  Stories of Great Scientists_, 71-89; Bolton, _Famous American
-  Statesmen_, 38-66; Brooks, _Century Book of Famous Americans_,
-  65-76.
-
-
-
-
-PATRICK HENRY AND SAMUEL ADAMS, FAMOUS MEN OF THE REVOLUTION, WHO
-DEFENDED AMERICA WITH TONGUE AND PEN
-
-
-
-
-PATRICK HENRY, THE ORATOR OF THE REVOLUTION
-
-
-[Sidenote: =Why the king wished to tax America=]
-
-
-=80. The Stamp Act.= The surrender of Quebec and the fall of New France
-caused great rejoicing among the thirteen colonies. But the long, hard
-war had left both England and her colonies deeply in debt. King George
-III, however, thinking only of England's debt, decided that England
-ought to tax the colonies to pay for an army which he wished to keep in
-America.
-
-[Illustration: PATRICK HENRY
-
-_After the painting by Thomas Sully, owned by William Wirt Henry, the
-orator's grandson, Richmond, Virginia_]
-
-[Sidenote: =What the Stamp Act was=]
-
-So the Parliament of England passed a law that all licenses to marry,
-all deeds to property, licenses to trade, newspapers, almanacs, and
-other pamphlets had to be printed on stamped paper. This paper ranged
-in value from a few cents to many dollars.
-
-[Illustration: PATRICK HENRY SPEAKING IN THE HOUSE OF BURGESSES
-
-_From an engraving after the original painting by Rothermal_]
-
-Leading men in every one of the thirteen colonies spoke and wrote
-against the Stamp Act. Of all the men who did so, Patrick Henry, of
-Virginia, was the most eloquent and fiery. He had been elected by the
-people of his county to go up to Williamsburg, the capital of Virginia,
-to help make the laws. There were many able men in that old House of
-Burgesses, but none of them wished to take the lead in opposing the
-king's plan of a stamp tax.
-
-[Sidenote: =Patrick Henry in the House of Burgesses=]
-
-One day young Henry, although a new member, snatched a blank leaf from
-a law book and wrote down a set of resolutions declaring that only the
-Virginia Assembly could tax Virginians, and that any one who asserted
-the contrary was an enemy of the colony.
-
-[Sidenote: =Patrick Henry's famous speech=]
-
-He backed up these resolutions with a speech that stirred the
-Burgesses. He was so fiery and bold that men almost held their breath
-while they listened to the young orator. He closed by declaring that
-George III was acting like a tyrant, and that "Caesar had his Brutus,
-Charles the First his Cromwell, and George the Third--" "Treason!
-treason!" shouted the Speaker of the House. Waiting a moment till the
-noise ceased, the orator, with a calm and steady voice, added, "may
-profit by their example. If this be treason, make the most of it."
-
-Henry's resolutions were passed, and were printed in almost every
-newspaper in the colonies. They made the people more determined than
-ever not to buy stamped paper.
-
-Who was this young lawyer that stirred these dignified Virginia
-gentlemen in powdered hair, knee breeches, and silver buckles?
-
-[Sidenote: =Patrick as a boy=]
-
-
-=81. The Orator of the Revolution.= Patrick Henry was born in Virginia
-(1736). His father was a well-educated Scotchman, who taught school and
-became a lawyer. His mother was of Welsh blood. Young Patrick went to
-school, but he liked to hunt and fish far better than to study. He was
-a puzzle to his parents.
-
-[Sidenote: =Early failures=]
-
-By the time he was eighteen he had failed as a student, as a clerk, and
-as a storekeeper. He then married. The parents on both sides helped
-them to start farming with a few slaves. In two years Patrick Henry was
-forced to sell. Once more he tried keeping a country store. In three
-years the store closed its doors and Patrick Henry, aged twenty-three,
-was without an occupation.
-
-[Sidenote: =Liked to study history and law=]
-
-He now turned to the study of law. Although not in love with school
-when a boy, he loved to read the Bible. He also had a strong liking for
-history, and, in his youth, read the histories of Greece, of Rome, of
-England, and of the colonies. By a few months of hard study of the law
-he passed the examination. He succeeded from the first, and in less
-than four years had been engaged in more than one thousand cases.
-
-[Sidenote: =Succeeded as a lawyer=]
-
-[Sidenote: =Patrick's father the judge=]
-
-
-=82. The Parsons' Case.= In 1763 Patrick Henry set all Virginia to
-talking about him as a lawyer. This colony had paid its clergymen from
-the beginning. Each one received a certain number of pounds of tobacco
-for his salary. But the price was now high and now low. A dispute
-arose because of this and was taken into court. But no great lawyer
-would take the people's side. Patrick Henry did. The courthouse was
-filled with people, many clergymen among them. In the judge's chair sat
-Patrick's own father.
-
-[Sidenote: =Henry's first great speech=]
-
-[Sidenote: =The people overjoyed=]
-
-Henry began his speech in an awkward way. The clergymen felt
-encouraged, while his friends and father felt uneasy. Soon he began
-to warm up. His words came more freely, and his gestures grew more
-graceful. The people began to listen, and then to lean forward
-spellbound by the charm of his eloquence and the power of his argument.
-The clergy grew angry and left the room. His father, forgetting that he
-was judge, cried for joy. When Henry finished, the people seized him
-and carried him on their shoulders from the court room and around the
-yard, shouting and cheering all the while.
-
-[Illustration: PEOPLE OF THE COURT CARRYING PATRICK HENRY ON THEIR
-SHOULDERS AROUND THE GREEN]
-
-[Sidenote: =Elected a lawmaker=]
-
-Patrick Henry was now the people's hero. At the election the following
-year his friends chose him to go to the House of Burgesses, and there,
-in 1765, he made his stirring speech against the Stamp Act.
-
-[Sidenote: =The Stamp Act repealed=]
-
-Many great Englishmen, such as William Pitt and Edmund Burke, opposed
-the Stamp Tax. Finally, King George and his Parliament repealed the
-unpopular act. The Americans were happy when they heard of its repeal.
-
-[Illustration: ON THE WAY TO THE GREAT CONGRESS AT PHILADELPHIA]
-
-[Illustration: ST. JOHN'S CHURCH, RICHMOND]
-
-[Sidenote: =The Americans angry over the Tea Tax=]
-
-
-=83. New Taxes.= As if the king and Parliament could learn nothing,
-they passed a Tea Tax the very next year, placing a tax on all the tea
-imported into the colonies. Then the Americans everywhere refused to
-buy the tea and pay the tax. When the tea ships came to America the
-people of New York and Philadelphia sent them back, and the "Sons of
-Liberty" at Annapolis burned a ship full of tea. The king's governor at
-Boston refused to permit the ships to carry the tea back to England,
-but the people, one night, threw the tea into the sea. King George grew
-angry at such "tea parties," and had laws passed to punish Boston. More
-British soldiers were sent there to force the people to obey these
-detested laws.
-
-[Sidenote: =Patrick Henry meets Samuel Adams at the great Congress=]
-
-The colonies, more excited than ever, decided to hold a great Congress
-in Philadelphia (1774). Virginia, like the others, sent her best men.
-There in Carpenter's Hall, a building still standing, Henry made
-friends of leading men of other colonies. There he met Samuel Adams,
-who was doing with his pen what Henry was doing with his tongue, and
-they became life-long friends.
-
-[Illustration: THE STOVE IN THE HOUSE OF THE BURGESSES
-
-_This stove is now in the State Library of Virginia_]
-
-[Sidenote: =A new sentiment=]
-
-One day, when speaking in favor of united action, Patrick Henry
-declared: "The distinctions between Virginians, Pennsylvanians, New
-Yorkers, and New Englanders are no more. I am not a Virginian, but an
-American."
-
-As Patrick Henry talked with men from other colonies and heard how the
-king's troops were acting at Boston, he was convinced that war must
-come. He went home and urged the people of Virginia to arm for the
-coming struggle. The king's governor refused to permit meetings in the
-old capitol at Williamsburg, so they were held in St. John's Church,
-Richmond, a church still standing.
-
-[Sidenote: =Patrick Henry's new resolutions=]
-
-Here Patrick Henry offered resolutions declaring that Virginia should
-arm herself for the coming war. It was a serious time, and these were
-serious resolutions. Should the thirteen colonies go to war with one
-of the greatest nations in the world? Would it not be wise to send
-more petitions to the king? Some of the ablest men in Virginia opposed
-Henry's resolutions.
-
-[Illustration: DECLAIMING PATRICK HENRY'S FAMOUS SPEECH
-
-_As a favorite declamation this great speech still rouses the spirit of
-patriotism in America_]
-
-[Sidenote: =Patrick Henry's greatest speech=]
-
-[Sidenote: =War is inevitable=]
-
-
-=84. Patrick Henry Defends his Resolutions.= Patrick Henry listened
-to the speeches with smothered excitement. When he rose to defend
-his resolutions his face was pale and his voice was trembling. But
-soon his audience forgot what other men had said. They leaned forward
-and listened as if no other man had spoken. He stirred their deepest
-feelings when he declared: "We must fight! I repeat it, Sir, we must
-fight! An appeal to arms and the God of Hosts is all that is left
-to us. They tell us, Sir, that we are weak; unable to cope with so
-formidable an adversary. But when shall we be stronger? Will it be the
-next week or the next year? Sir, we are not weak, if we make a proper
-use of the means which the God of Nature hath placed in our power.
-There is no retreat but in submission and slavery. Our chains are
-forged! Their clanking may be heard on the plains of Boston! The war is
-inevitable, and let it come! I repeat it, Sir: Let it come!--The war is
-actually begun! The next gale that sweeps from the north will bring to
-our ears the clash of resounding arms. Our brothers are already in the
-field! Why stand we here idle! Is life so dear, or peace so sweet, as
-to be purchased at the price of chains and slavery? Forbid it, Almighty
-God! I know not what course others may take; but as for me, give me
-liberty, or give me death."
-
-[Illustration: THE FLAG OF THE VIRGINIA MINUTEMEN]
-
-[Sidenote: =What a listener in St. John's Church saw and heard=]
-
-One who heard this speech says that when the orator spoke the words
-"chains and slavery," he stood like a slave with his body bent, his
-wrists crossed, as if bound by chains, and that his face looked like
-that of a hopeless slave. After a solemn pause he raised his eyes and
-chained hands toward heaven, and said, as if in prayer: "Forbid it,
-Almighty God!" He then slowly bent his body still nearer the floor,
-looking like a man oppressed, heart-broken, and helpless, and said:
-"I know not what course others may take." Then, rising grandly and
-proudly, with every muscle strained, as if he would break his imaginary
-chains, he exclaimed: "Give me liberty, or give me death!"
-
-[Illustration: OLD POWDER HOUSE, WILLIAMSBURG
-
-_The removal of the powder from this house to a British man-of-war
-caused the first uprising of the Virginians_]
-
-[Sidenote: =What Washington saw in Boston in 1775=]
-
-The men who heard this great speech never forgot it. The people of
-Virginia now pushed forward the work of arming her men. And when her
-own Washington went to take command of the army at Boston he found
-Virginia soldiers there wearing on their hunting shirts the words
-"Liberty or death!"
-
-[Sidenote: =Patrick Henry loved by Virginians=]
-
-From this time on Patrick Henry was in the forefront of the struggle
-with England. Virginia sent him to Congress, then she made him an
-officer in the army, and finally not only made him the first governor
-after independence was declared, but elected him to that office three
-times in succession, and offered him the same office three times more.
-
-[Illustration: PATRICK HENRY
-
-_From the bronze figure of the Washington monument by Crawford at
-Richmond_]
-
-After independence was won Patrick Henry opposed the adoption of our
-constitution, although Washington, Madison, and many of his friends
-were in favor of it. When, however, he saw that the new constitution
-was a good one, he gave his support to his friend, President Washington.
-
-[Sidenote: =Patrick Henry in his old age=]
-
-Patrick Henry finally retired to his plantation and refused all offers
-of office. Many old friends and many great strangers went to visit him
-in his old age as one of the great men of the American Revolution. In
-the year of his death (1799), when some danger threatened Virginia,
-Patrick Henry came forth at Washington's request, old and feeble as he
-was, and aroused the people once more with his burning words. They
-elected him to the House of Burgesses by a great majority, but he did
-not live to take office.
-
-
-
-
-SAMUEL ADAMS, THE FIREBRAND OF THE REVOLUTION
-
-
-[Sidenote: =Samuel Adams the pen of the Revolution=]
-
-
-=85. Samuel Adams.= While Patrick Henry was stirring the feelings of
-the people by his fiery eloquence, Samuel Adams was stirring them by
-strong arguments in his writings, to oppose the acts of king and of
-Parliament.
-
-[Sidenote: =A student=]
-
-Samuel Adams was born in Massachusetts (1722). While he loved school
-and books he cared very little for spending his time in outdoor
-amusements. At eighteen Samuel was graduated from Harvard College. His
-parents hoped that he would be a minister, but he began to study law.
-His mother was so opposed to his becoming a lawyer that he gave up the
-study and turned to business. He set up in business for himself, but,
-like Patrick Henry, soon lost all. He next went into business with his
-father, but in that, too, he failed. Finally Samuel Adams turned to
-politics.
-
-[Illustration: SAMUEL ADAMS
-
-_From the original painting by John Singleton Copley, representing
-Adams in 1771, now hanging in the Museum of Fine Arts, Boston_]
-
-[Sidenote: =Early love for politics=]
-
-While a student in Harvard he had debated the question whether it was
-right to resist the king to save the country from ruin. He took an
-active part in debating clubs and very soon began to write for the
-newspapers, encouraging resistance. He never hesitated to take what he
-thought the right side of any question.
-
-[Sidenote: =Why Adams opposed the Stamp Act=]
-
-Speaking before a meeting of Boston people, Samuel Adams boldly
-declared that if England could tax the business of the colonies, then,
-"why not tax our lands and everything we possess or make use of?" Such
-taxes, he said, would make the colonists slaves.
-
-In a short time the people of Boston were reading in the papers the
-fiery resolutions and the still more fiery speech of Patrick Henry.
-Samuel Adams seized his pen and also began to pour hot shot into the
-Stamp Act.
-
-[Sidenote: =How he opposed the Stamp Act=]
-
-The Boston people elected him to be their representative in the
-Massachusetts Assembly. More and more he took the lead in the movement
-against the Stamp Act. He went about the shops, into the stores,
-wherever he found people to listen to him.
-
-He helped them form a society, called the Sons of Liberty, which
-destroyed the hated stamps as soon as they arrived. He talked with the
-merchants, and they signed a pledge not to buy any more goods from
-England until the Stamp Act was repealed. At this the British merchants
-felt the loss of trade and joined in the cry against the Stamp Act.
-
-
-=86. The Tea Tax.= We have seen that Parliament, after the Stamp Act
-was repealed, passed the famous Tea Act. The Americans were angry
-again, and the Sons of Liberty declared that no tea should be landed.
-The merchants took the pledge again to buy no more English goods, and
-patriotic women began to make tea out of the leaves of other plants.
-
-[Sidenote: =Samuel Adams writes the "Circular Letter"=]
-
-Samuel Adams again sharpened his pen, and wrote the famous old
-"Circular Letter," which urged all the colonies to unite and stand
-firm in opposing the tax on tea. This letter made King George very
-angry, but Samuel Adams only wrote the more.
-
-[Illustration: SAMUEL ADAMS WRITING THE FAMOUS CIRCULAR LETTER]
-
-
-Night after night as the people passed his window they saw by his lamp
-that he was busy with his pen, and said to one another: "Samuel Adams
-is hard at work writing against the Tories." People in England and
-America who took the king's side in these disputes were called Tories.
-
-[Sidenote: =Conflicts between people and soldiers=]
-
-The king now sent two regiments of soldiers to Boston to force the
-people to pay the Tea Tax. There were frequent quarrels between the
-soldiers and the people. One evening in a street quarrel the soldiers
-killed three men and wounded eight others (1770). Immediately the
-fire bells rang and great crowds of angry people filled the streets.
-The next day they filled to overflowing Faneuil Hall, the "Cradle of
-Liberty." A still larger meeting in the Old South Church cried out that
-both regiments of soldiers must leave town.
-
-[Sidenote: =Samuel Adams and the people drive the soldiers out of
-Boston=]
-
-Adams and other leaders were sent to the king's officers to tell them
-what the people had said. Before the governor and the general, backed
-by the king's authority and by two regiments, stood plain Samuel Adams,
-with only the voice of the people to help him.
-
-The governor, unwilling to obey the demand of the people, said he would
-send one regiment away. But Samuel Adams stood firm, and said: "Both
-regiments or none!" The governor finally gave up, and Samuel Adams, the
-man of the people, was a greater leader than ever before.
-
-The king now tried to trick the Americans into paying the tax by making
-tea cheaper in America than in England, but leaving on the tax. But the
-people everywhere declared that they did not object to the price, but
-to the tax.
-
-[Sidenote: =The tea ships guarded while town meetings are held=]
-
-
-=87. The Boston Tea Party.= When the ships carrying this cheaper tea
-arrived in Boston, Samuel Adams set a guard of armed men to keep the
-tea from being landed.
-
-[Illustration: THE BOSTON MASSACRE]
-
-Town meeting followed town meeting. On December 16, 1773, the greatest
-one of all was held. Early that morning hundreds of country people
-started for Boston. They found the shops and stores closed and people
-standing on the street corners talking earnestly.
-
-At ten o'clock the people met in the Old South Church, and voted that
-the tea should never be landed. They also sent the owner of the ships
-to the governor for permission to take the tea ships out of the harbor.
-
-[Illustration: THE BOSTON TEA PARTY ABOARD THE TEA SHIP IN THE HARBOR]
-
-[Sidenote: =Permission to return tea denied=]
-
-In the afternoon still greater crowds pushed and jammed into the seats,
-aisles, and galleries of that famous church. Samuel Adams was chairman.
-He made a speech. Other leaders spoke. One stirred the audience by
-asking "how tea would mix with salt water." Evening came, and candles
-were lighted. The owner of the tea vessels returned and said the
-governor would not give him the permission.
-
-[Sidenote: =The Boston Tea Party=]
-
-Immediately Samuel Adams arose and said: "This meeting can do nothing
-to save the country!" In a moment the war whoop of the "Mohawks"
-sounded outside. The crowd rushed out and found the people following
-a band of men disguised as Indians down where the tea ships lay at
-anchor. The "Mohawks" went on board, brought up the boxes of tea, broke
-them open, and threw the tea into the sea.
-
-[Sidenote: =Paul Revere's first ride=]
-
-That very night Samuel Adams sent fast riders to carry the news to
-the country towns. The next day, with letters to the leaders in other
-colonies in his saddlebags, Paul Revere, the great courier of the
-Revolution, started on his long ride to New York and Philadelphia.
-As he went from town to town and told the story of the Tea Party the
-people cheered him, spread dinners for him, built bonfires, and fired
-cannon. He saw thousands of people gather in New York and Philadelphia,
-and heard them declare that they would stand by Boston.
-
-[Sidenote: =Boston Port Bill=]
-
-Boston soon needed help, for the king and Parliament passed a law that
-no ship could enter or leave Boston Harbor, and another which forbade
-town meetings. Other hard laws were also passed, and an army was sent
-to Boston to force the people to obey them.
-
-
-=88. The First Continental Congress.= We have seen a call go forth for
-a Congress at Philadelphia (1774). The Massachusetts legislature chose
-Samuel Adams and his cousin, John Adams, with two others to go to the
-Congress.
-
-[Illustration: ASSEMBLY ROOM IN CARPENTER'S HALL
-
-_Here met the first Continental Congress of the colonies_]
-
-[Sidenote: =Strange visitors=]
-
-But Samuel Adams was very poor and could not afford to dress in a style
-suited to meet the rich merchants of New York and Philadelphia and the
-great planters of the southern colonies. One evening while the family
-was at tea, in came the most fashionable tailor of the town to take
-his measure. Next came a hatter, and then a shoemaker. In a few days a
-new trunk at his door told the story, for in it were a suit of clothes,
-two pairs of shoes, silver shoe buckles, gold knee buckles, a cocked
-hat, a gold-headed cane, and a fashionable red cloak. What proof of the
-people's love for their neighbor!
-
-[Illustration: CARPENTER'S HALL, PHILADELPHIA]
-
-[Sidenote: =Poor but loyal=]
-
-Although Samuel Adams was a very poor man, George III did not have
-offices enough to bribe him or gold enough to buy his pen. Several
-times the king's officers had tried to do both, but they did not
-succeed.
-
-[Sidenote: =What Samuel and John Adams saw on the way to Philadelphia=]
-
-In a carriage drawn by four horses, the delegates to Congress were
-escorted by their friends right by the king's soldiers. The people of
-the large towns met them, escorted them, rang bells, fired cannon,
-feasted them at banquets, and talked of the Congress.
-
-[Sidenote: =New and noble friends=]
-
-At New York Samuel Adams and his friends were kept nearly a week. Many
-persons in carriages and on horseback came out to welcome them to
-Philadelphia, the city of William Penn. People were anxious to see the
-man who had written the "Circular Letter," who had driven the king's
-regiments out of Boston, who had planned the Tea Party, and whom the
-king could not bribe. Here, in Carpenter's Hall, for the first time,
-he met George Washington, Patrick Henry, and Richard Henry Lee, of
-Virginia, Christopher Gadsden, who was called the "Samuel Adams of
-South Carolina," and many other noble men who became his life-long
-friends.
-
-[Sidenote: =Other colonies to help Boston=]
-
-Soon Paul Revere came riding into Philadelphia with the news that the
-patriots of Boston were in danger of being attacked by the British. The
-Congress immediately declared that if the British made war on Boston,
-it was the duty of every colony to help her people fight. It now looked
-as if war might come at any moment.
-
-[Illustration: PAUL REVERE ALARMING THE MINUTEMEN
-
-_The old Hancock House, where, guarded by the minutemen, Samuel Adams
-and John Hancock lay sleeping when Paul Revere rode by, still stands in
-Lexington_]
-
-[Sidenote: =Minutemen=]
-
-When Congress was over, Samuel Adams hastened home to help form, in
-all the Massachusetts towns, companies of minutemen ready to fight
-at a moment's warning. The next spring the news got out that British
-soldiers were going to Concord to destroy the powder and provisions
-collected there by the minutemen, and also to capture Samuel Adams
-and John Hancock and send them to England to be tried for treason.
-Paul Revere agreed to alarm the minutemen the moment the soldiers left
-Boston.
-
-[Sidenote: =Alarming the minutemen=]
-
-
-=89. Paul Revere's Midnight Ride.= Standing by his horse across the
-river from Boston, one April evening, waiting for signals, Paul Revere
-saw two lanterns flash their light from the tower of the Old North
-Church. He mounted and rode in hot haste toward Lexington, arousing
-the sleeping villages as he cried out: "Up and arm, the regulars are
-coming!" Soon he heard the alarm gun of the minutemen and the excited
-ringing of the church bells. He knew the country was rising.
-
-At Lexington minutemen who guarded the house where Samuel Adams and
-John Hancock were sleeping ordered Revere not to make so much noise.
-"You will soon have noise enough," he shouted. "The regulars are
-coming!" And he rode on toward Concord.
-
-[Sidenote: =The first conflict of the minutemen=]
-
-
-=90. The Battle at Lexington and at Concord Bridge.= As the British
-soldiers reached Lexington at sunrise, April 19, 1775, the captain of
-the minutemen gave the command: "Stand your ground. Don't fire unless
-fired upon. But if they mean to have war, let it begin here!" A bold
-speech for a captain of only about sixty men when facing as brave
-soldiers as Europe had ever seen! The minutemen stood their ground till
-seven were killed and nine wounded--nearly one third of their number.
-Then they retreated.
-
-[Sidenote: =The retreat of the British=]
-
-The British pushed on to Concord. But the minutemen, now coming from
-every direction, made a stand at Concord Bridge. Their musket fire was
-so deadly that the British started back, running at times to escape
-with their lives. At Lexington they fell upon the ground, tired out
-with the chase the minutemen gave them, and were met by fresh troops
-from Boston.
-
-[Sidenote: =Many redcoats fall=]
-
-Soon the British soldiers were forced to run again, for minutemen by
-hundreds were gathering, and they seldom missed their aim. From behind
-rocks, trees, fences, and houses they cut down the tired redcoats.
-Nearly three hundred British soldiers were killed or wounded before
-Boston was reached that night.
-
-[Sidenote: =Bunker Hill, June 17, 1775=]
-
-
-=91. The Battle of Bunker Hill.= Day and night for weeks minutemen from
-other New England colonies, and even from as far south as Virginia,
-marched in hot haste to Boston. The British general soon found his army
-in Boston entirely cut off from the mainland. He resolved to fortify
-Bunker Hill, but what was his surprise to wake one morning (June
-17) and find the Americans under Colonel Prescott already building
-breastworks on the hill.
-
-[Illustration: THE BATTLE OF BUNKER HILL]
-
-[Sidenote: =Three fierce charges=]
-
-That afternoon three thousand picked troops, in solid columns and with
-bayonets gleaming, marched up the hill to storm that breastwork. "Don't
-fire till you can see the whites of their eyes!" said the commander of
-the minutemen. On came the lines of red, with banners flying and drums
-beating. From the breastworks there ran a flame of fire which mowed the
-redcoats down like grass. They reeled, broke, and ran. They rested.
-Again they charged; again they broke and ran. They were brave men, and,
-although hundreds of their companions had fallen, a third time the
-British charged, and won, for the Americans had used up their powder,
-and they had no bayonets. More than one thousand British soldiers fell
-that day. The Americans did not lose half that number. But among the
-killed was brave General Joseph Warren.
-
-[Sidenote: =Adams and Hancock on the way to the second Congress=]
-
-
-=92. The Second Continental Congress.= Just as the British were
-marching into Lexington on that famous April morning, Samuel Adams,
-with John Hancock, was leaving for Philadelphia, where Congress was to
-meet again. As he heard the guns of the minutemen answer the guns of
-the regulars, Adams said to Hancock: "What a glorious morning is this!"
-
-The members from Massachusetts, Connecticut, and New York were escorted
-across the Hudson to Newark, New Jersey, and entertained at a great
-dinner, with speeches. Near Philadelphia a large procession of armed
-men and carriages met and escorted them into the city, where bells told
-of their coming.
-
-When this Congress met, Samuel Adams seconded the motion of his cousin,
-John Adams, that George Washington, of Virginia, be made the general of
-all the American troops. He saw his own neighbor, John Hancock, made
-president of the Congress.
-
-[Sidenote: =Samuel Adams among the first to favor independence=]
-
-
-=93. The Declaration of Independence.= For more than a year Samuel
-Adams worked hard to get the Congress to make a Declaration of
-Independence. Richard Henry Lee, of Virginia, introduced a motion into
-the Congress for independence. The Declaration was made, July 4, 1776,
-and Samuel Adams, as a great leader of the Revolution, had done his
-work.
-
-But, with other noble men, he still labored with all his powers, in
-Congress and at home, to help America win her independence.
-
-[Sidenote: =Governor of Massachusetts=]
-
-After independence had been won, Samuel Adams still served his state,
-and was elected governor of Massachusetts only a few years before his
-death, which occurred in 1803, at the age of eighty-one.
-
-[Illustration: AN OLD QUILL PEN]
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ The French and Indian War put both
-  England and her colonies in debt, but the king thought only of
-  England's debt. _2._ Great opposition to the Stamp Act in all
-  the colonies. _3._ Patrick Henry made a great speech against the
-  Virginia parsons, and a second on the Stamp Act. _4._ He went to
-  the first Continental Congress and made many friends; came home and
-  made a great speech saying that war would come. _5._ Made governor
-  of Virginia many times. _6._ Samuel Adams studied hard, failed in
-  several occupations, and went into politics. _7._ Led the patriots
-  against the soldiers, the Stamp Act, and planned the Tea Party.
-  _8._ Samuel Adams sent to Continental Congress, where he made many
-  friends. _9._ Urged a Declaration of Independence in 1776. _10._
-  Made governor of Massachusetts.
-
-  =Study Questions.= _1._ Why were the colonists happy because
-  England defeated France? _2._ What was the Stamp Act, and why did
-  men in America oppose this act? _3._ What did Patrick Henry say
-  in his resolution and in his speech? _4._ Picture the scene while
-  Patrick Henry spoke and afterwards. _5._ Why did not the Americans
-  like the Tea Tax? _6._ Why did not the king like the American "Tea
-  Parties"? _7._ What is a Congress; and why should Patrick Henry
-  and Samuel Adams become good friends? _8._ Commit to memory a
-  part of Henry's famous "liberty or death" speech. _9._ How did
-  the people trust Patrick Henry? _10._ What did Samuel Adams do
-  against the Stamp Act? _11._ What was the Circular Letter and why
-  should the king be angry about it? _12._ Tell how Samuel Adams
-  drove two regiments out of Boston. _13._ What caused a Congress?
-  _14._ Tell what Samuel and John Adams saw and did on their way
-  to Philadelphia. _15._ Why were people glad to see Samuel Adams?
-  _16._ What made war seem likely to happen at any time? _17._ Read
-  Longfellow's poem, "The Midnight Ride of Paul Revere." _18._ Give
-  an account of the Battle of Lexington. _19._ Picture the retreat
-  from Concord to Boston. _20._ Picture the charge of the British
-  soldiers at Bunker Hill. _21._ What did Samuel Adams see on his way
-  to the second Continental Congress? _22._ Who introduced the motion
-  for independence into the Congress?
-
-  =Suggested Readings.= PATRICK HENRY: Cooke, _Stories of the Old
-  Dominion_, 158-180; Brooks, _Century Book of Famous Americans_,
-  93-101; Magill, _Stories from Virginia History_, 116-128.
-
-  SAMUEL ADAMS: Dawes, _Colonial Massachusetts_, 42-72; Brooks,
-  _Century Book of Famous Americans_, 10-30; Hart, _Camps and
-  Firesides of the Revolution_, 162-166; Hawthorne, _Grandfather's
-  Chair_, 153-189, 205, 206.
-
-
-
-
-THE MEN WHO FOUGHT FOR AMERICAN INDEPENDENCE WITH GUN AND SWORD
-
-
-
-
-NATHAN HALE
-
-
-[Sidenote: =Hale a leader in class affairs and athletic sports=]
-
-
-=94. Nathan Hale, the Martyred Patriot.= Nathan Hale was born in
-Connecticut in 1755. He was brought up by his Puritan parents in the
-fear of God and in obedience to duty. At the age of sixteen Nathan
-left his native farm to enter Yale University. Here he soon became
-well liked for his gentle nature, lively spirit, and studious habits.
-In spite of his youth he was a leader in the affairs of his class and
-in all athletic sports. He graduated from college with honor and then
-taught school for almost two years. These were quiet days for the
-active young man.
-
-[Sidenote: =Enrolled to fight for liberty=]
-
-At this time the people were talking a great deal about their troubles
-with Great Britain. In secret, bands of young men were even forming
-companies of militia. Suddenly the news of the fight at Lexington
-came to the place where Nathan Hale was teaching. The citizens
-gathered in meeting and he made a speech, in which he said: "Let us
-march immediately and never lay down our arms until we obtain our
-independence." The next day he and many others enrolled to fight for
-liberty.
-
-[Illustration: NATHAN HALE
-
-_From the statue by William Ordway Partridge_]
-
-Washington was in command of the Continental army at Boston and soon
-sent for Hale's company. None worked harder than he at drills, or did
-more to keep the men cheerful in hardships. On New Year's day, 1776,
-Congress made him captain for his bravery and faithfulness.
-
-[Sidenote: =Captures a British war vessel=]
-
-In the following spring Washington moved his army to New York. One
-night Nathan Hale and a small band of men slipped out into the harbor
-where a British sloop lay. They boarded the ship gently, locked the
-sailors in before they knew what had happened, then they sailed their
-prize past a British man-of-war and over to the American side. It was a
-brave feat, well carried out.
-
-[Sidenote: =Offers to find out the British plans=]
-
-Soon after, the American troops were badly defeated in the battle of
-Long Island. The army was half starved and losing hope. The British
-general, Howe, was preparing to attack again. If Howe should win, the
-American cause would be lost. Washington saw that it was necessary
-to find out the British plans, or he would be caught and his army
-destroyed. A brave man was needed to go into the British camp to spy
-out their plans. No one was willing to go. Hale had been sick, but when
-he heard of his country's need he offered himself. Friends pleaded with
-him in vain.
-
-[Sidenote: =Passes the British lines safely=]
-
-The young officer took off his uniform and put on the clothes of a
-schoolmaster. Under cover of night he was rowed to a place near the
-British camp. This was the last his friends saw of him. He spent
-several days with the British troops and got the needed information. On
-his return he passed safely through the whole British army. He went to
-the spot where the boat was to come for him. There he waited until the
-boat came into view and then walked down to the water's edge to meet
-it. A dozen muskets were leveled at him; instead of fellow-soldiers he
-found himself in the hands of the British!
-
-[Sidenote: =Hale sentenced to death=]
-
-[Sidenote: =Gives his life for his country=]
-
-Hale was sent to New York immediately and placed before General Howe,
-to whom he said frankly that he was a spy. The British general wrote
-out his death warrant, "to be hanged to-morrow morning at sunrise." Not
-even the death of a soldier was to be his. His brutal guard refused to
-let him send a last letter to his people. Alone he spent the night,
-without the comfort of friend or minister. At daybreak he was dragged
-forth to execution. A crowd of strange people had gathered to see him
-die. It is said that the officer asked him if there was anything he
-wished to say. Brave to the last, Nathan Hale answered: "I only regret
-that I have but one life to lose for my country." Thus, at the age of
-twenty-two, died Nathan Hale, who held his country dearer than his own
-life.
-
-
-
-
-GENERALS GREENE, MORGAN, AND MARION, THE MEN WHO HELPED WIN THE SOUTH
-FROM THE BRITISH
-
-
-[Sidenote: =Moultrie repulses attack on Charleston=]
-
-
-=95. The War in the South.= Early in the Revolutionary War British
-vessels made an attack on Charleston, South Carolina (1776). But
-Colonel Moultrie, from his rude fort of palmetto logs, gave them such a
-welcome that they were glad to get away, and for two years the British
-gave the southern colonies little trouble.
-
-[Sidenote: =Charleston surrenders to Cornwallis=]
-
-But in 1778 another British army captured Savannah, Georgia. In 1780
-the city of Charleston, South Carolina, with General Lincoln's entire
-army, surrendered to Cornwallis. Congress hastened General Gates to the
-South to check the British, but Cornwallis surprised Gates and cut his
-army to pieces near Camden.
-
-[Illustration: NATHANAEL GREENE
-
-_From a painting by Charles Wilson Peale, once owned by Mrs. William
-Brenton Greene, Jr., Princeton, New Jersey, and now in Independence
-Hall, Philadelphia_]
-
-[Sidenote: =Greene goes south to watch Cornwallis=]
-
-
-=96. Nathanael Greene, the Quaker General.= Washington now chose
-Nathanael Greene, the "Quaker general," to go south, take command of
-the American army, and to watch Cornwallis, who had just defeated
-Gates. Greene was born in Roger Williams' old colony, and was ten
-years younger than Washington. His father was a farmer, a miner, and a
-blacksmith on week days, and a Quaker preacher on Sundays.
-
-[Sidenote: =The "learned blacksmith"=]
-
-As a boy Nathanael had plenty of hard work to do, and at thirteen could
-"only read, write, and cipher." But he was hungry for more knowledge,
-and began to study Latin, mathematics, philosophy, and history.
-Besides, he made iron toys, and sold them to buy books. His family got
-into a lawsuit, and Nathanael took up the study of law. He was called
-the "learned blacksmith."
-
-[Illustration: GREENE'S GUN
-
-_Now in the possession of the Rhode Island Historical Association_]
-
-[Sidenote: =He buys a musket=]
-
-When Greene saw that King George was likely to force the Americans to
-fight, he joined the militia and went to Boston to buy a musket, a
-very unusual thing for a man in Quaker dress to do. He hid the gun in
-his wagon. There he watched General Gage drilling British soldiers. He
-persuaded one of them to go with him to drill his company of minutemen.
-
-[Illustration: GREENE CONCEALING THE MUSKET IN HIS WAGON]
-
-[Sidenote: =News from Lexington sends Greene to Boston=]
-
-When the stirring news from Lexington reached him, Greene was among
-the first to start for Boston, and there Washington found him when he
-arrived to take command of the army.
-
-Greene was made one of Washington's generals, and followed his great
-commander till Washington sent him to the South to win back that part
-of the country from Cornwallis.
-
-He found only a small army in North Carolina, but he knew the southern
-men would fight if they had a chance, for the backwoodsmen had just
-killed or captured one thousand British soldiers at Kings Mountain.
-
-[Illustration: SCENE OF THE CAMPAIGNS IN THE SOUTH]
-
-[Sidenote: =Men who helped Greene in the South=]
-
-Besides, he had some of the bravest and ablest leaders in America to
-help him, among them Daniel Morgan, Francis Marion, William Washington
-(a cousin of General Washington), Henry Lee (called "Light Horse
-Harry"), and Thomas Sumter.
-
-[Sidenote: =Greene divides his army=]
-
-Greene divided his army into two parts. He took one thousand men and
-marched into northeastern South Carolina, where Marion and Lee, with
-small bands of cavalry, stole upon the British outposts. In broad
-daylight they charged pellmell into Georgetown, captured the officer in
-command there, and got safely away before the British were over their
-fright.
-
-[Illustration: MORGAN'S ESCAPE FROM THE INDIANS]
-
-[Sidenote: =Morgan goes to northwestern South Carolina=]
-
-Greene sent General Morgan and Colonel William Washington with nine
-hundred men into northwestern South Carolina to threaten some British
-posts, and to encourage the patriots in the mountains. Very shortly
-after this, Washington and his cavalry swooped down on a party of
-British soldiers and captured two hundred fifty of them.
-
-[Sidenote: =Tarleton sent to capture him=]
-
-Cornwallis was now thoroughly roused, and resolved to put an end to
-such events. He therefore ordered his favorite cavalry officer, Colonel
-Tarleton, to take eleven hundred picked soldiers and capture Morgan and
-his men.
-
-
-=97. General Morgan.= But Morgan was not the kind of man to be caught
-napping. When a young man, he had fought the French and Indians on the
-Virginia frontier.
-
-[Sidenote: =Morgan's training=]
-
-He was at Braddock's defeat. He had once knocked a British officer
-down for striking him. In an Indian fight he had been shot through the
-neck and thought himself dying, but, to escape being scalped, locked
-his arms tightly around his horse's neck, while the horse ran wildly
-through the woods.
-
-At the head of a company of ninety-six Virginia backwoodsmen, Morgan
-had marched six hundred miles in twenty-one days, and joined Washington
-at Boston.
-
-[Illustration: DANIEL MORGAN
-
-_From a miniature painted by John Trumbull now in the Art Gallery of
-Yale University_]
-
-[Sidenote: =Burgoyne's compliment=]
-
-Later, Washington sent him to join in the capture of Burgoyne, at
-Saratoga. His men did such splendid fighting that Burgoyne said to
-Morgan: "Sir, you command the finest regiment in the world!" Fighting
-in the woods of America, such a man was likely to be a match for any
-British officer.
-
-When Morgan heard of Tarleton's approach he retreated to a good place
-for fighting, called the Cowpens. On the top of a long, rising slope he
-placed the Continental troops--men trained to fight. In the rear he hid
-Colonel Washington and his cavalrymen.
-
-[Sidenote: =Morgan places his men=]
-
-Some distance in front of the Continentals he placed the militia with
-orders not to retreat till they had fired twice. In front of the
-militia Morgan hid a company of deadly sharpshooters in the woods on
-the right and another company in the woods on the left.
-
-As soon as Tarleton's men came in sight they charged pellmell,
-thinking victory an easy matter. The militia and sharpshooters poured
-in their fire not twice, but several times, and retreated behind the
-Continentals, who now poured deadly volleys into the ranks of the
-on-coming British, and then made at them with their bayonets.
-
-[Sidenote: =A brilliant victory=]
-
-Just at this moment, Colonel Washington's cavalry dashed out and struck
-the right flank of the redcoats. In another moment the militia, which
-had reformed and reloaded, rushed out and struck their left flank.
-Most of Tarleton's men threw down their guns and surrendered on the
-spot. Only two hundred seventy redcoats got away. Tarleton barely
-escaped after being wounded in a hand-to-hand sword fight with Colonel
-Washington.
-
-[Sidenote: =Stories of Tarleton=]
-
-Tarleton was not permitted to forget his defeat. In conversation one
-day he remarked that he had never seen Colonel Washington. A patriotic
-lady present replied: "If you had only looked behind you at the battle
-of Cowpens, you would have had that pleasure."
-
-[Illustration: THE BATTLE OF THE COWPENS
-
-_Where General Morgan, in one of the most brilliant battles of the war,
-defeated the brave but overconfident General Tarleton, destroying the
-famous legion Tarleton boasted could not be defeated_]
-
-On another occasion it is told that Tarleton said to a lady, in a
-sneering way, that he understood Colonel Washington was so ignorant
-he could not even write his own name. This lady looked at Tarleton's
-wounded hand, and said: "You certainly carry proof that he can at least
-'make his mark.'"
-
-The defeat of Tarleton at the Cowpens roused Cornwallis. He destroyed
-all his heavy baggage, and started in hot haste after Morgan. But
-Morgan knew a thing or two, and marched for the fords of the Catawba
-River as soon as the battle was over.
-
-[Sidenote: =Greene's great march=]
-
-There Greene joined him, and away the armies went for the Yadkin River.
-Greene had brought along boats on light wheels, and had no trouble in
-crossing, but Cornwallis had to march up the river until his army could
-wade across. Greene was already on his way to the Dan, which he crossed
-into southern Virginia.
-
-[Sidenote: =General Morgan retires=]
-
-General Morgan, now broken in health by long years of hard fighting,
-retired to his home, "Soldiers' Rest," in the Shenandoah Valley. After
-the war was over his neighbors elected him to Congress, where he gave
-hearty support to President Washington.
-
-[Illustration: THE LAST SALUTE TO MORGAN]
-
-[Sidenote: =A touching scene=]
-
-When Daniel Morgan died he was followed to the grave by the largest
-procession that the valley had yet seen. The people, who had come from
-near and far, witnessed a touching sight. They saw seven gray-haired
-veterans, with old rifles in their hands, stand beside the grave of the
-hero, and fire a military salute. They were the last of that hardy
-band of ninety-six which had marched with Morgan to Boston to join
-Washington, nearly thirty years before. This was their last military
-farewell!
-
-[Sidenote: =Greene's "victory"=]
-
-
-=98. The Battle of Guilford Court House.= General Greene won a great
-victory by retreating. He and his army were still among friends,
-and his army was growing. Cornwallis was hundreds of miles from his
-supplies and from reënforcements. After a few weeks, Greene crossed
-back into North Carolina and fiercely attacked Cornwallis at Guilford
-Court House, and killed or wounded one fourth of his army.
-
-Cornwallis claimed the victory, but instead of attacking Greene he
-marched his army rapidly to Wilmington, on the seacoast, and from there
-marched into Virginia, where Washington and Lafayette caught him in a
-trap at Yorktown.
-
-[Sidenote: =Greene drives the British to Charleston=]
-
-Greene turned back to South Carolina, where the British still held
-Charleston and a few other towns. The British lost so many men at
-Hobkirks Hill and at Eutaw Springs, their last important battles in the
-South, that they were compelled to retreat to Charleston, where they
-were when the news from Yorktown put an end to serious fighting.
-
-[Sidenote: =Congress, South Carolina, and Georgia honor Greene=]
-
-General Greene's work as a soldier was done. Besides the medal
-presented to him by Congress for the battle of Eutaw Springs, South
-Carolina, as a token of affection, gave him a large sum of money, and
-the state of Georgia a beautiful plantation on the Savannah River,
-where he died in 1786. Greene's fame as a soldier of the Revolution
-stands next to that of Washington.
-
-[Sidenote: =The "Swamp Fox"=]
-
-
-=99. Francis Marion.= Of all the brave men who helped Greene win
-back the South, none was braver than General Francis Marion, whom the
-British named the "Swamp Fox." Marion was born in the same year as
-Washington. He was of French parentage. He was so very small in size
-that people wondered how he could be so great a soldier.
-
-[Sidenote: =Marion's "Brigade"=]
-
-Marion's "Brigade," as his company was called, was made up of only a
-handful of men, usually less than one hundred. But they owned and rode
-the swiftest horses, carried their own guns, and wore their own swords,
-hammered out of old saws by country blacksmiths.
-
-Marion and his men seldom were two successive nights in the same place.
-The night was their time for work. At sundown they swung into their
-saddles, and were soon riding for the enemy's camp. When near, they
-quietly surrounded the camp, took aim by the light of the fires, fired,
-and then rushed upon the frightened British or Tories, and cut them
-down with their terrible broadswords.
-
-[Sidenote: =How they escaped=]
-
-Before daybreak, Marion and his men were hiding safely in some distant
-swamp or other safe place. If the British chased him too closely his
-men scattered in different directions, but always made their way to the
-common hiding place. In a few days they were ready to strike again.
-
-[Illustration: FRANCIS MARION
-
-_After the portrait in the painting by T. Stothard, R.A._]
-
-[Sidenote: =One hundred fifty prisoners set free=]
-
-Just after Cornwallis defeated Gates, near Camden, Marion pounced upon
-a guard of British soldiers that was taking one hundred fifty prisoners
-to Charleston, captured them all, and set the prisoners free.
-
-[Illustration: ONE OF MARION'S MEN]
-
-[Sidenote: =Tarleton cannot catch Marion=]
-
-At last Cornwallis ordered Colonel Tarleton to get "Mr. Marion," as
-he called him. But before Tarleton could act Marion had fallen on a
-large party of Tories going to join Cornwallis, and killed, captured,
-or scattered the entire party. Tarleton chased Marion for twenty-five
-miles, only to find a large swamp through which he could see neither
-road nor path. He gave up the chase in disgust, declaring he would
-pursue the "Swamp Fox" no farther.
-
-[Sidenote: =Congress gives Marion a vote of thanks=]
-
-When Greene returned to the last campaign in South Carolina he found no
-better, bolder, or more vigilant helpers than Marion and his "Brigade."
-Greene gave Marion high praise, and Congress gave him a vote of thanks.
-
-Marion was the true soldier of liberty. He cared nothing for display,
-only for the success of the patriot cause. Marion thought of his men
-before himself. He was watchful, patient, and silent. He always struck
-his foes where and when they did not look for him. If they were too
-strong for him he vanished like smoke in a brisk breeze.
-
-[Sidenote: =After the war=]
-
-Marion was as true and gentle as he was bold and brave. He was never
-cruel to prisoners, and was greatly opposed to punishing the Tories
-after the war was over. Marion's neighbors often elected him to high
-office and in many other ways showed that they admired him, even if
-some did not agree with him.
-
-[Illustration: "MARION AND HIS MEN" SURPRISE THE BRITISH
-
-_Dashing out of the swamp, Marion fell upon the guard of a band of
-patriot prisoners, killed or captured the British, then set the
-prisoners to guarding the redcoats_]
-
-[Sidenote: =A potato feast=]
-
-During the war a British officer was invited to take dinner with
-Marion. What was his surprise to see only sweet potatoes, baked in the
-ashes, set before him. After this feast the officer resigned, saying it
-was useless trying to defeat such soldiers.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ When Hale heard the news of the fight at
-  Lexington he hastened to the front. _2._ He went inside the British
-  lines to learn their plans, was caught, and executed. _3._ Greene
-  went to Boston, saw the British army, returned home and prepared
-  his minutemen. _4._ Washington sent him to the Carolinas after the
-  defeat of Gates. _5._ In the retreat of the American army after the
-  battle of Cowpens, Greene turned and fought the battles of Guilford
-  Court House, Hobkirks Hill, and Eutaw Springs. _6._ Daniel Morgan
-  with ninety-six men marched from the Shenandoah Valley to Boston to
-  join Washington. _7._ He won the battle of Cowpens against Colonel
-  Tarleton. _8._ Francis Marion's "Brigade" was made up of a small
-  number, mounted on their own horses, and armed with their own
-  guns and swords. _9._ He was called the "Swamp Fox," because his
-  men, attacking after nightfall, usually escaped to a swamp before
-  daylight.
-
-  =Study Questions.= _1._ What was Hale doing when war broke out?
-  _2._ Why did he go within the British lines? _3._ Where was Greene
-  born, and why was he called "the learned blacksmith"? _4._ How
-  did he get his company of minutemen drilled? _5._ What leaders
-  did Greene have to help him? _6._ Who was General Morgan? _7._
-  What did Burgoyne say to Morgan? _8._ Explain how Morgan prepared
-  for the battle of Cowpens. _9._ Picture the battle. _10._ What
-  anecdotes are told of Tarleton? _11._ Picture the scene at General
-  Morgan's burial. _12._ How did Greene win a victory by retreating?
-  _13._ What became of Cornwallis after the battle of Guilford Court
-  House? _14._ What other battles did Greene fight? _15._ What proofs
-  of affection did South Carolina and Georgia give? _16._ What is
-  the rank of Greene as a general? _17._ How many were in Marion's
-  "Brigade," how were they armed, and how did they fight? _18._ Why
-  did Tarleton call Marion the "Swamp Fox"? _19._ Who praised General
-  Marion? _20._ Read _The Song of Marion's Men_, by William Cullen
-  Bryant.
-
-  =Suggested Readings.= NATHAN HALE: Brown, _Nathan Hale, the Martyr
-  Spy_.
-
-  NATHANAEL GREENE: Fiske, Irving's _Washington_, 430-456; Francis V.
-  Greene, _General Greene_, 1-22, 94-105, 160-262; Frost, _Heroes of
-  the Revolution_, 27-75.
-
-  DANIEL MORGAN: Blaisdell and Ball, _Hero Stories from American
-  History_, 105-122; Brooks, _Century Book of the American
-  Revolution_, 168-173; Frost, _Heroes of the Revolution_, 76-89.
-
-  FRANCIS MARION: McCrady, _South Carolina in the Revolution_,
-  568-572, 577-652, 660-672, 748-752, 816-881.
-
-
-
-
-THE MEN WHO HELPED WIN INDEPENDENCE BY FIGHTING ENGLAND ON THE SEA
-
-
-
-
-JOHN PAUL JONES, A SCOTCHMAN, WHO WON THE GREAT VICTORY IN THE FRENCH
-SHIP, "BON HOMME RICHARD"
-
-
-[Sidenote: =John Paul born in Scotland=]
-
-
-=100. John Paul.= In 1747, in far-away Scotland, on the arm of the sea
-called Solway Firth, a great sailor was born. John Paul played along
-the seashore, saw tall ships, and heard wonderful stories of a new land
-called America, whose ships filled with tobacco came into the firth.
-
-[Sidenote: =Sails on the "Friendship" to America=]
-
-John Paul did not get much schooling, and at the age of thirteen
-he went as a sailor lad on the _Friendship_ to America. The ship
-sailed into Chesapeake Bay and up the Rappahannock River to the town
-of Fredericksburg, where he found his brother William living on a
-plantation. In the very same town where George Washington had just been
-to school, John Paul also went to school. He studied hard to make up
-for lost time, and left a great name among the boys.
-
-[Sidenote: =Returns and sails for Africa=]
-
-He afterward returned to Scotland, and at the age of nineteen sailed
-as an officer on a slave-trading ship to Africa, and carried a load of
-negroes away from their native land. Many people did not then think it
-wrong to do this, but John Paul hated the cruel business, and left the
-slave ship as soon as he reached Jamaica.
-
-[Sidenote: =Made captain=]
-
-On his way back to Scotland the officers of the ship died, and John
-Paul, although but twenty years old, had to take charge. The owners of
-the vessel were so pleased with the way he handled it that they made
-him captain, and he went on many voyages to different countries.
-
-[Sidenote: =In Virginia again=]
-
-After a time John Paul went to Virginia to take care of his dead
-brother's plantation. While he was living in Virginia he watched the
-quarrel between England and her colonies break out in open war.
-
-[Sidenote: =Offers his services to Congress=]
-
-
-=101. John Paul Jones Enters the American Navy.= He hastened to
-Philadelphia and offered his services to Congress. He knew England
-would send thousands of soldiers to America; and that she would send
-her war ships along our seacoasts and up and down our bays and rivers,
-to capture and burn our towns. He also knew that the Congress did not
-own a single war ship when the war began.
-
-[Illustration: JOHN PAUL JONES
-
-_From a painting by Charles Wilson Peale in Independence Hall,
-Philadelphia_]
-
-Congress ordered war ships to be built. While these were being made,
-Congress ordered trading vessels to be fitted with cannon and sent out
-to capture British ships.
-
-[Sidenote: =Changes his name=]
-
-When John Paul went to Philadelphia he gave his name as Paul Jones,
-probably in honor of Willie Jones, a friend who lived in North
-Carolina. Some have thought that he did not want the British to know
-him, if they should capture him in a sea fight.
-
-[Sidenote: =Really wants to fight=]
-
-[Sidenote: =What he could do=]
-
-Although Paul Jones really knew more about war ships than most of the
-men in Philadelphia, Congress gave him a very low office. But that made
-no difference to him, for he really wanted to get into a sea fight. In
-1775 he was made a lieutenant, and joined an expedition to capture
-cannon and powder from the British in the West Indies. He did so well
-that Congress made him captain and gave him a ship. He then went on
-a cruise to the West Indies, where in six weeks he captured sixteen
-prizes and destroyed a number of small vessels.
-
-[Illustration: THE FIRST AMERICAN ENSIGN
-
-_This, the first flag to float above an American man-of-war, was raised
-by John Paul Jones_]
-
-[Sidenote: =Sent to France=]
-
-Congress afterward gave him command of the ship _Ranger_, and sent him
-to carry letters to Benjamin Franklin, who was in France trying to get
-the king to take sides with the Americans.
-
-[Sidenote: =With the "Ranger" at Whitehaven=]
-
-Franklin planned for Jones to take the _Ranger_ to the coast of
-England, and show that American as well as English ships could burn,
-destroy, and fight. He captured two vessels, made straight for his old
-town of Whitehaven, "spiked" the cannon in the fort, set some ships on
-fire, and escaped without harm.
-
-Near by this place, his sailors took all the silver from the home of a
-rich lady. This robbery troubled him so much that, afterward, at great
-expense to himself, he returned the silver to its owner.
-
-[Sidenote: ="Paul, the Pirate"=]
-
-"Look out for Paul Jones, the pirate!" the people said; and the
-_Drake_, carrying two more cannon than the _Ranger_, was sent to
-capture her. Five boatloads of people went to see the pirate captured.
-The fight lasted more than an hour. When the _Drake_ surrendered, her
-captain and forty-two men had been killed. The _Ranger_ had lost only
-two men. After this fight the English towns were still more afraid of
-Paul Jones.
-
-[Sidenote: =The "Good Man Richard"=]
-
-There was great joy in France when Paul Jones sailed into port. The
-king, who was now making war on England, promised him a larger fleet
-of war vessels. So, in 1779, he found himself captain of a large ship
-armed with fifty cannon. He called the ship the _Bon Homme Richard_ in
-honor of Franklin's Almanac, the "Poor Richard." Three smaller vessels
-joined him, and he again set sail for the English coast. The news of
-his coming caused great alarm.
-
-[Illustration: MARINE CANDLESTICK
-
-_From man-of-war "Constitution"_]
-
-[Sidenote: =The "Richard" and the "Serapis"=]
-
-
-=102. A Great Sea Fight and a Great Victory.= As Paul Jones sailed
-along the British coasts he captured many trading ships and frightened
-the people. At last he came upon two British war ships. Just at dark
-the _Richard_ attacked a larger English ship, the _Serapis_. At the
-first fire two of Jones' cannon burst, tearing up the deck and killing
-a dozen of his own men.
-
-[Sidenote: =The great sea fight=]
-
-The fight went on for an hour, when the _Serapis_ came near, and Jones
-ran the _Richard_ into her. "Have you struck your colors?" called out
-the English captain. "I have not yet begun to fight!" replied Captain
-Jones. When the ships came together again Paul Jones himself seized a
-great rope and tied them together. Now the fighting was terrific. The
-cannon tore huge holes in the sides of the ships.
-
-[Illustration: NAVAL PITCHER
-
-_This was made in commemoration of the American Navy, 1795_]
-
-A great explosion on the _Serapis_ killed twenty of her men. Both
-ships were on fire, and the _Richard_ began to fill with water. The men
-on each ship had to fight fire. It was ten o'clock at night.
-
-[Illustration: THE CAPTURE OF THE SERAPIS
-
-_Because of this victory three nations, France, Russia, and Denmark,
-bestowed special honors upon John Paul Jones as "the valiant assertor
-of the freedom of the sea"_]
-
-The British prisoners on the _Richard_ had to help pump out water to
-keep the ship from sinking.
-
-[Sidenote: =A great victory=]
-
-Only a few cannon on each ship could be fired. The decks of both ships
-were covered with dead and wounded, but neither captain would give
-up. Finally Paul Jones, with his own hands, pointed two cannon at the
-great mast of the _Serapis_. Just as it was about to fall, the English
-captain surrendered.
-
-[Sidenote: =A great naval hero=]
-
-All night Jones and his men were kept busy fighting fire and pumping
-water, while the wounded were removed to the _Serapis_. The _Good Man
-Richard_ sank the next day at ten o'clock. Paul Jones sailed to France
-with his two English ships, where he was praised and rewarded by the
-King of France. He was a great hero in the eyes of the French people,
-and in the eyes of the Americans, too.
-
-[Sidenote: =Finally buried in America=]
-
-After the war Paul Jones was an officer in the Russian navy. He died
-in France in 1792. His grave was forgotten for many years, but was
-discovered in 1905, and his bones were brought to America with great
-honor, and buried at Annapolis, Maryland.
-
-
-
-
-JOHN BARRY, WHO WON MORE SEA FIGHTS IN THE REVOLUTION THAN ANY OTHER
-CAPTAIN
-
-
-[Sidenote: =Barry visits America=]
-
-
-=103. John Barry.= Although born on a farm in Ireland (1745), John
-Barry wanted to be a sailor lad. While still young he was put to
-service on board a merchant ship. Here young Barry learned more than
-being a mere sailor. Between voyages he studied hard, and soon gained
-a useful education. At the age of fifteen he came to Philadelphia, and
-was so pleased with the country and the people that he resolved to make
-America his home.
-
-[Sidenote: =Offers his services to Congress=]
-
-He rose rapidly as a sailor and, when the news of the first bloodshed
-between England and her colonies came, he offered his services to
-Congress.
-
-[Sidenote: =Made captain of the "Lexington"=]
-
-In 1776 Congress made him captain of the ship _Lexington_, the first
-Continental vessel to sail from William Penn's old city. Barry
-immediately put to sea, and met and captured the _Edward_ after a
-fierce fight. Thus the _Lexington_ was the first ship to bear the
-American flag to victory.
-
-Congress, pleased with the result, put him in charge of a larger
-ship, called the _Effingham_. The British, however, bottled up the
-_Effingham_ in the Delaware.
-
-[Illustration: JOHN BARRY
-
-_From the portrait painted by Colin Campbell Cooper after the Stuart
-painting, now in Independence Hall, Philadelphia_]
-
-But Barry was not idle. Arming four boatloads of men, with muffled oars
-he rowed down the Delaware at night.
-
-[Sidenote: =He captures a British vessel and four transports=]
-
-Just as the sun was rising Barry saw a British vessel of ten guns. With
-this ship were four transports loaded with forage for the British army.
-Barry's boats made for the British ship. His men climbed on board with
-guns and swords in hand. The British soldiers threw down their arms
-and ran below. Barry fastened down the hatchways, and then turned his
-attention to the four transports, which quickly surrendered. Barry then
-took his five prizes across the river to an American fort.
-
-[Sidenote: =He takes command of the "Raleigh"=]
-
-In 1778 Congress promoted John Barry to the command of the _Raleigh_.
-He set sail for Boston, and on his way met a British ship carrying
-thirty-two guns. His sailors had taken an oath never to surrender. They
-fought bravely, and had every hope of winning, when a British 64-gun
-ship came in sight. To keep their oaths, they ran the _Raleigh_ ashore,
-and set her on fire. The British put out the fire and saved the ship.
-
-[Illustration: BARRY'S BOATS ATTACKING THE BRITISH]
-
-[Sidenote: =Wounded, but forces the British to strike their colors=]
-
-
-=104. Barry Given Command of the "Alliance."= In 1781 Barry was placed
-in command of the _Alliance_, a ship whose name was given in honor of
-France's helping America in this war. In May the _Alliance_ met two
-British ships, and a hard battle followed. Barry was badly wounded,
-but would not surrender. He fought on and forced the British ships to
-strike their colors.
-
-In 1783 Barry, in the _Alliance_, sailed on his last voyage of the
-Revolution. His companion ship was the _Luzerne_. Three British ships
-discovered the Americans and quickly gave chase. The _Luzerne_ was slow
-and threw her guns overboard.
-
-[Sidenote: =On his last voyage of the Revolution=]
-
-Another vessel came into view; it was a French ship of fifty guns. With
-her aid Barry immediately decided to fight. He made a speech urging
-the men not to fire until ordered. A terrific battle with the foremost
-British ship followed. After fifty minutes' fighting, the British
-showed signals of distress. The remaining British ships now came up to
-rescue her, and the _Alliance_ sailed away. The French ships took no
-part in the battle.
-
-[Sidenote: =Named first commander of a navy=]
-
-After the war was over, Congress provided for a navy, and General Knox,
-Washington's Secretary of War and of the Navy, named John Barry as
-first commodore. He served as the senior commander of the American navy
-until his death, in 1803. The people of Philadelphia have erected a
-monument to his memory (1907).
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ John Paul was born a sailor in Scotland
-  and went to America. _2._ He was in America when war broke out;
-  offered his service and was made lieutenant. _3._ Congress sent
-  him to France, and Franklin sent him to prey on English commerce.
-  _4._ Paul Jones won the great sea fight in the _Bon Homme Richard_.
-  _5._ John Barry was born in Ireland, and went to sea early. _6._
-  Congress made him captain in 1776, in charge of the _Lexington_.
-  _7._ Barry set the country talking by capturing a war vessel and
-  four transports. _8._ John Barry won more naval victories in the
-  Revolutionary War than any other office. _9._ Named first commodore
-  in 1794 by the Secretary of the Navy.
-
-  =Study Questions.= _1._ Give an account of John Paul's boyhood.
-  _2._ What of his first visit to America? _3._ How did Paul happen,
-  at so early an age, to have full charge of a vessel? _4._ Why did
-  he go to Virginia a second time? _5._ Why did he hasten to Congress
-  as soon as war began? _6._ How did Paul Jones prove his right to
-  be captain? _7._ Tell the story of the battle between the _Drake_
-  and the _Ranger_. _8._ Picture the battle between the _Bon Homme
-  Richard_ and the _Serapis_. _9._ What rewards came to Paul Jones?
-  _10._ Where is he buried? _11._ Give an account of John Barry's
-  youth. _12._ When the war came, what was Barry's action? _13._ What
-  was the first victory on the part of the navy? _14._ What was the
-  outcome of the battle on the _Raleigh_? _15._ What were Barry's
-  experiences in the _Alliance_? Picture Barry's last battle.
-
-  =Suggested Readings.= PAUL JONES: Beebe, _Four American Naval
-  Heroes_, 17-68; Abbot, _Blue Jackets of '76_, 83-154; Frothingham,
-  _Sea Fighters_, 226-266; Hart, _Camps and Firesides of the American
-  Revolution_, 285-289; Hart, _How Our Grandfathers Lived_, 217-219;
-  Seawell, _Paul Jones_.
-
-  JOHN BARRY: Griffin, _Commodore John Barry_, 1-96.
-
-
-
-
-THE MEN WHO CROSSED THE MOUNTAINS, DEFEATED THE INDIANS AND BRITISH,
-AND MADE THE MISSISSIPPI RIVER THE FIRST WESTERN BOUNDARY OF THE UNITED
-STATES
-
-
-
-
-DANIEL BOONE, THE HUNTER AND PIONEER OF KENTUCKY
-
-
-[Sidenote: =Boone born in Pennsylvania=]
-
-
-=105. A Famous Frontier Hero.= Daniel Boone was born in Pennsylvania
-in 1735. He was only three years younger than Washington. While yet a
-boy he loved the woods, and often spent days deep in the forest with no
-companion but his rifle and dog.
-
-[Sidenote: =Moved to the Yadkin=]
-
-Boone's parents moved to North Carolina, and settled on the Yadkin
-River. There he married at the early age of twenty, and, pioneer-like,
-moved farther into the forest, where people were scarcer and game more
-plentiful. He built a log cabin for his bride, and made a "clearing"
-for raising corn and vegetables. But his trusty rifle furnished their
-table with all kinds of wild meat, such as bear, deer, squirrel, and
-turkey.
-
-[Sidenote: =Crossed the mountains in 1760=]
-
-In 1760 Boone with a friend crossed the mountains to the Watauga in
-east Tennessee, on a hunting expedition, where he killed a bear, and
-cut the date of the event on a beech tree, which still stands on
-Boone's Creek in east Tennessee.
-
-[Illustration: BOONE AND HIS BEAR TREE]
-
-[Sidenote: =News from across the Cumberland=]
-
-One of Boone's hunter friends came back from a journey across the
-Cumberland Mountains and told of the beauty of the land beyond--its
-hills and valleys, its forests and canebrakes, full of game. Boone was
-anxious to go. Too many people were settling near him. But Kentucky was
-a dangerous country, even if beautiful. It was called "No-man's-land,"
-because not even Indians lived there, and also the "dark and bloody
-ground," because the tribes from the north and from the south met
-there in deadly conflict.
-
-[Sidenote: =Boone and companions go to Kentucky=]
-
-
-=106. Boone Goes to the Land of Canebrakes and Blue Grass.= While the
-people along the seacoast were disputing with the king, Boone and five
-companions, after climbing over mountains, fording rivers, and making
-their way through pathless forests, reached Kentucky, the land of salt
-springs, canebrakes, and blue grass.
-
-[Sidenote: =Danger from animals=]
-
-They built a log camp and spent several months enjoying the wild life
-so dear to the hunter. But it was full of danger. Sometimes it was a
-battle with a father and a mother bear fighting for their little ones.
-The sneaking panther or the lurking wildcat threatened their lives. Now
-and then, hundreds of buffaloes came rushing through the canebrakes.
-
-[Sidenote: =Danger from Indians ever present=]
-
-But danger from the Indians was present every moment. Day and night,
-sleeping in their camp or tramping through the woods, the hunters had
-to be ready for the death grapple. One day Boone and a companion named
-Stewart were off their guard. The Indians rushed upon them and captured
-them.
-
-[Sidenote: =Captured but escapes=]
-
-Boone and his companion understood the ways of the Indians, and won
-their confidence. One night, as the savages slept around the camp fire,
-Boone arose and quietly awoke Stewart. They stole silently from the
-camp and hastened by night and day back to their old camp, only to find
-it destroyed and their comrades gone.
-
-[Sidenote: =News from the old home=]
-
-One day Daniel Boone saw his brother coming through the woods. What a
-happy meeting five hundred miles from home! The brother brought good
-news from kindred and friends.
-
-[Sidenote: =His brother returns home for supplies=]
-
-Stewart was shot by the Indians, but Boone and his brother remained all
-winter in Kentucky. Powder, lead, and salt were growing scarce. What
-should be done? Boone's brother returned home for supplies, but Daniel
-remained without even a dog for a companion. He very seldom slept twice
-in the same place for fear of the Indians.
-
-[Illustration: BOONE FIGHTING OVER THE BODY OF HIS SON]
-
-He wandered to the banks of the Ohio, and was charmed with all he saw.
-He then decided that some day he would make Kentucky his home.
-
-[Sidenote: =Brings supplies and both go home=]
-
-Boone's brother returned in the spring, bringing supplies on two pack
-horses. After further explorations the two brothers returned to their
-home on the Yadkin and told their neighbors of the wonders of the new
-land.
-
-[Sidenote: =An Indian attack=]
-
-In the fall of 1773 several families, with cattle and horses, bade
-farewell to their friends and started for Kentucky, a "second
-Paradise," as Boone called it. Before they reached the new land Indians
-fell upon them and killed six. Among the killed was Boone's eldest son.
-The party returned for a time to a settlement in Virginia.
-
-[Sidenote: =Making the "Wilderness Road"=]
-
-Richard Henderson, a rich planter, claimed a great tract of land
-in Kentucky, and put Boone at the head of thirty brave men to cut
-and blaze a road from the Holston River over the mountains, through
-Cumberland Gap to the Kentucky River. The result was the famous
-"Wilderness Road," the first road across the mountains, and over which
-hundreds of pack horses and thousands of settlers made their way.
-
-[Illustration: FORT BOONESBORO IN WINTER
-
-_After the plan by Colonel Henderson in Collins' "Historical
-Collections of Kentucky"_]
-
-[Sidenote: =Fort Boonesboro=]
-
-When the road was finished to the banks of the Kentucky River, Daniel
-Boone built Fort Boonesboro. The fort was about two hundred sixty feet
-long, and one hundred fifty feet wide. At each corner of it stood a
-two-story blockhouse with loopholes, through which the settlers could
-shoot at Indians. Cabins with loopholes were built along the sides of
-the fort. Between the cabins a high fence was made by sinking log posts
-into the ground. Two heavy gates were built on opposite sides of the
-fort. Every night the horses and cattle were driven inside the fort.
-
-[Sidenote: =His family in the "second Paradise"=]
-
-
-=107. Boone Takes His Family to Kentucky.= When the fort was finished
-Boone brought his family, and several others, over the mountains to his
-"second Paradise." Other settlers came, and Boonesboro began to grow.
-Some of the bolder settlers built cabins outside of the fort, where
-they cut away and burned the trees to raise corn and vegetables.
-
-[Sidenote: =Three girl prisoners=]
-
-To the Indian all this seemed to threaten his hunting ground. The red
-men were anxious, therefore, to kill and scalp these brave pioneers.
-One day Boone's daughter and two girl friends were out late in a boat
-near the shore opposite the fort when the Indians suddenly seized the
-girls and hastened away with them. The people heard their screams for
-help, but too late to risk crossing the river.
-
-[Illustration: BOONE AND HIS MEN TRAILING THE INDIANS]
-
-[Sidenote: =The chase and the capture=]
-
-What sorrow in the fort that night! Had the Indians scalped the girls,
-or were they hastening to cross the Ohio with them? The next day Boone
-with eight men seized their guns, found the Indian trail, and marched
-with all speed. What if the Indians should see the white men first! On
-the second day Boone's party came upon the Indians building a fire, and
-fired before they were seen. Two of the Indians fell, and the others
-ran away, leaving the girls behind, unharmed, but badly frightened.
-
-[Sidenote: =Kentucky in the War of the Revolution=]
-
-The War of the Revolution was already raging east of the mountains,
-and the Indians were taking the side of the British. In April, 1777,
-a small army of Indians crossed the Ohio and attacked Boonesboro. The
-little fort made a bold fight. The Indians retreated, but returned on
-the Fourth of July in large numbers, to destroy the fort and scalp the
-settlers. For two days and nights the battle went on. The fierce war
-cry of the Indians filled the woods around the fort. The white men
-took deadly aim. The women aided by melting lead into bullets. The
-Indians again failed, and finally retreated.
-
-[Sidenote: =The prize prisoner=]
-
-While making salt at the "Blue Licks," Boone and twenty-seven of his
-men were captured by the Indians and marched all the way to Detroit,
-the headquarters of the British army in the Northwest. The British
-offered the Indians five hundred dollars for Boone, but the savages
-were too proud of their great prisoner, and marched him back to their
-towns in what is now Ohio.
-
-[Sidenote: =Adopted by an Indian family=]
-
-Here he was adopted by an Indian chief. They plucked out all of Boone's
-hair except a "scalp lock," which they ornamented with feathers. They
-painted and dressed him like an Indian. His new parents were quite
-proud of their son. Sometimes he went hunting alone, but the Indians
-counted his bullets and measured his powder. But Boone was too shrewd
-for them. He cut the bullets in two, and used half charges of powder.
-
-[Sidenote: =Steals away to Boonesboro=]
-
-One day he saw four hundred fifty painted warriors getting ready to
-march against Boonesboro. He went hunting that day, but he did not come
-back. What excitement in that Indian town! Soon the woods were full of
-Indians hunting for Boone. In five days--with but one meal--he reached
-Boonesboro.
-
-All hands fell to repairing the fort. The horses, cattle, and
-provisions were brought inside the fort, and water was brought from the
-river.
-
-The Indians came, and Boone's Indian "father" called on him to
-surrender. Boone asked for two days to think about it, but he used this
-time in getting ready to fight. At the end of the two days Boone told
-him that his men would fight to the last.
-
-[Sidenote: =An Indian trick spoiled=]
-
-The Indians then proposed that twelve from each side meet to make a
-treaty of peace. Boone took his strongest men. While parleying, each
-Indian suddenly seized a white man. The white men broke away, and ran
-for the fort. Boone's riflemen were ready, and poured a hot fire into
-the Indians.
-
-[Sidenote: =The Indians cannot capture Boone's fort=]
-
-The Indians climbed into trees to shoot down into the fort. They tried
-to set the fort on fire, but failed. They then tried to dig a tunnel
-under the fort, but failed in that also.
-
-[Illustration: DANIEL BOONE
-
-_From a portrait made in 1819 when Boone was 85 years old, painted by
-Chester Harding, and now in possession of the Massachusetts Historical
-Society, Boston, Massachusetts_]
-
-After nine days of failure, and after losing many warriors, the Indians
-gave up the fight and recrossed the Ohio. Although the settlers had to
-keep a daily watch for Indians, and had to fight them in other parts of
-Kentucky, they never attacked Boonesboro again.
-
-[Sidenote: =Boone's reason for again moving west=]
-
-During the Revolutionary War other brave men came as pioneers into
-Kentucky, and built forts, and defended their settlements against the
-Indians. As the settlements grew thicker, game grew scarcer. Boone
-resolved once more to move farther west. When asked why, he replied:
-"Too much crowded. I want more elbow room."
-
-[Sidenote: =Moves to Missouri=]
-
-At the age of sixty, while Washington was still president, and after he
-had seen Kentucky become a state, Daniel Boone and his faithful wife
-made the long journey to the region beyond the Mississippi, into what
-is now Missouri. There he lived and hunted. He saw this region pass
-from Spain to France, and from France to the United States (1803). He
-was still a hunter at eighty-two, and saw Missouri preparing to enter
-the Union as the twenty-fourth state.
-
-[Sidenote: =Died in 1820=]
-
-He died in 1820 at the age of eighty-six. Years afterward, remembering
-the noble deeds of the great pioneer, Kentucky brought his body to the
-capital city and buried it with great honors.
-
-[Sidenote: =The Louisiana country and the French=]
-
-
-=108. Life in the Mississippi Valley.= When Boone led his brave men
-into Kentucky, white men had been living for years in the Mississippi
-Valley, farther west. These were the French of Louisiana, as they
-called their country. Their chief settlement was St. Louis.
-
-These people came at first to dig lead from the old Indian mines of
-southern Missouri and to trade for furs. They were a quiet people who
-knew little and cared less about the rest of the world. They did not
-work hard, and they loved good times. A traveler who visited them says
-they were "the happiest people on the globe."
-
-
-
-
-JOHN SEVIER, "NOLICHUCKY JACK"
-
-
-[Sidenote: =Sevier born in Virginia=]
-
-[Sidenote: =Early life in the Shenandoah=]
-
-
-=109. A Famous Indian Fighter.= John Sevier was born in the Shenandoah
-Valley in 1745. His mother taught him to read, but he obtained most of
-his schooling in Washington's old school town, Fredericksburg. He quit
-school at sixteen. He built a storehouse on the Shenandoah and called
-it Newmarket. He lived there, selling goods and fighting Indians,
-until, at the early age of twenty-six, he was a wealthy man. He had
-already made such a name as an Indian fighter that the governor made
-him captain in the militia of which George Washington was then colonel.
-
-[Sidenote: =Fine looking=]
-
-Sevier was a fine-looking man. He was tall, slender, erect, graceful in
-action, fair skinned, blue eyed, and had pleasing manners, which had
-come to him from his French parents. He charmed everybody who met him,
-from backwoodsmen up to the king's governor at Williamsburg.
-
-[Sidenote: =He goes to the Watauga=]
-
-A most promising future opened before him in Virginia. But hearing of a
-band of pioneers on the Watauga, he rode over one day to see them and
-resolved to cast in his lot with them.
-
-[Sidenote: =Tennessee in the Revolution=]
-
-During the Revolutionary War, British agents went among the Cherokee
-Indians and gave them guns and ammunition. Indian-like, they planned
-to take Fort Watauga by surprise. They came creeping up to the fort
-one morning just at daybreak. Forty deadly rifles suddenly blazed from
-portholes and drove them back to the woods. During the siege of three
-weeks, food grew scarce at the fort, and the men became tired of being
-cooped up so long. Some of them ventured out and were shot or had very
-narrow escapes from death.
-
-[Illustration: JOHN SEVIER
-
-_After an engraving from a miniature now in possession of one of his
-descendants at New York_]
-
-[Sidenote: =The story of Jack Sevier and Kate Sherrill=]
-
-The story is told that Sevier, during the siege, fell in love with the
-beautiful, tall, brown-haired Kate Sherrill. One day she ventured out
-of the fort. It was a daring act, for four men had lost their lives in
-this way. The Indians tried to catch the girl, for they did not want
-to kill her. But she could run like a deer, and almost flew to the
-fort. Sevier was watching, and shot the Indian nearest her. The gate
-was closed, but she jumped with all her might, seized the top of the
-stockade, drew herself up, and sprang over into the arms of Sevier. Not
-long after she became his wife.
-
-[Illustration: KATE SHERRILL RACING FOR LIFE]
-
-[Sidenote: =Sevier acts quickly=]
-
-In 1778 Sevier heard that the Indians were coming again. He quickly
-called his men together, took boats, and paddled rapidly down the
-Tennessee to the Indian towns. He burned the towns, captured their
-store of hides, and marched home on foot. How surprised the Indians
-were when they returned!
-
-[Sidenote: =Moves to the Nolichucky=]
-
-
-=110. Nolichucky Jack.= The Watauga Settlement was growing in numbers,
-and Sevier went to live on the Nolichucky, a branch of the French
-Broad River. There he built a large log house, or rather two houses,
-and joined them by a covered porch. Outside were large verandas, while
-inside were great stone fireplaces.
-
-[Sidenote: =Welcomes rich and poor=]
-
-Here Sevier gave hearty welcome to friend and stranger, no matter how
-poor, if they were honest. The settlers far and wide, and new settlers
-from over the mountains, partook of his cider, hominy, corn bread,
-and of wild meat of many kinds. Sometimes he invited them with their
-families to a barbecue. Whether people came for advice or to call
-him to arms against the Indians, no one was turned away. "Nolichucky
-Jack," as his neighbors loved to call him, held a warm place in every
-settler's heart.
-
-[Sidenote: =British challenge=]
-
-In 1780 Cornwallis, then victorious in South Carolina, sent Colonel
-Ferguson with one thousand British soldiers into western North Carolina
-to punish the backwoodsmen. Ferguson grew bold, and sent word across
-the mountains, threatening to punish Sevier and his brave riflemen.
-This was enough. Colonel Shelby of Kentucky and Sevier resolved to
-rouse the frontiersmen, cross the mountains, and teach Colonel Ferguson
-a lesson. Colonel Campbell with his men from the Holston, in Virginia,
-joined them. A thousand well-mounted backwoodsmen, with their long
-rifles, fringed hunting shirts, and coonskin caps, began the march
-from the Watauga across the mountains. Once across they were joined
-by several hundred Carolinians. Ferguson retreated to Kings Mountain,
-too steep on one side to be climbed. He felt safe behind his thousand
-gleaming bayonets.
-
-[Sidenote: =The plan of battle=]
-
-[Sidenote: =Battle of Kings Mountain=]
-
-The backwoodsmen picked nine hundred men to make the charge up the
-mountain in face of the bayonets, although among themselves there
-was not a bayonet. Three divisions, one for each side, marched up
-the mountain. Down the mountain side came the flashing bayonets. The
-backwoodsmen in the center retreated from tree to tree, firing steadily
-all the time. The British, now shot at from both sides as well as in
-front, turned and charged at one side. Then one division fired into
-their backs and the other on their side. What could bayonets do in the
-midst of trees?
-
-[Sidenote: =The result=]
-
-The backwoodsmen kept to the trees and their rifles seldom missed their
-aim. The British retreated to the top of the mountain. Colonel Ferguson
-was killed and his entire army was killed or captured. This victory
-caused great rejoicing among the Americans and prepared the way for the
-work of Greene and Morgan.
-
-[Sidenote: =A deadly blow=]
-
-Sevier and Campbell hastened back over the mountains, for the Indians
-were scalping and burning again. With seven hundred riflemen, they
-marched against the Indian towns and burned a thousand cabins and fifty
-thousand bushels of corn. This was a hard blow, but the Indians kept
-fighting several years longer.
-
-[Illustration: THE BATTLE OF KING'S MOUNTAIN
-
-_Where 900 frontiersmen attacked and totally destroyed 1,000 British
-soldiers entrenched and better armed_]
-
-Sevier, in all, fought thirty-five battles. He was the most famous
-Indian fighter of his time.
-
-[Sidenote: =Governor of Tennessee many times=]
-
-[Sidenote: =Indians trusted him=]
-
-When Tennessee became a state the people elected him governor. They
-reëlected him till he had held the office for twelve years. The people
-of Tennessee almost worshiped the bold pioneer. He had spent all his
-time and all his wealth in their service. And while he was governor,
-and living in Knoxville, the early capital, one or more of his old
-riflemen were always living at his home. Even the Indian chiefs often
-came to visit him. When the people of Tennessee were debating questions
-of great importance, they always asked: "What says the good old
-governor?"
-
-[Illustration: "NOLICHUCKY JACK'S A-COMING"
-
-_Sevier welcomed by the congregation of the country church_]
-
-[Sidenote: =The boy's disappointment=]
-
-One Sunday, when all the people of a backwoods settlement were at the
-country church, a bareheaded runner rushed in and shouted, "Nolichucky
-Jack's a-coming!" The people rushed out to see their governor. As he
-came near, he greeted one of his old riflemen, put his hand upon the
-head of the old soldier's son, spoke a kindly word, and rode on. The
-boy looked up at his father and said: "Why, father, 'Chucky Jack' is
-only a man!"
-
-[Sidenote: =Died in 1815=]
-
-Sevier died in 1815, while acting as an officer in marking the boundary
-line between Georgia and the Indian lands. Only a few soldiers and
-Indians were present. There he lies, with only the name "John Sevier"
-cut on a simple slab. But for generations the children of the pioneers
-went on repeating to their children the story of the courage and
-goodness of "Nolichucky Jack." His name is yet a household word among
-the people of eastern Tennessee. Their children are taught the story of
-his life. In the courthouse yard at Knoxville stands a monument erected
-to his memory.
-
-
-
-
-GEORGE ROGERS CLARK, THE HERO OF VINCENNES
-
-
-[Sidenote: =Clark born in Virginia=]
-
-[Sidenote: =A surveyor=]
-
-
-=111. A Successful Leader against the Indians and the British.= George
-Rogers Clark was born in Virginia in 1752. From childhood Clark liked
-to roam the woods. He became a surveyor and an Indian fighter at the
-age of twenty-one. Like Washington, with chain and compass, and with ax
-and rifle, he made his way far into the wild and lonely forests of the
-upper Ohio.
-
-[Sidenote: =A scout=]
-
-Clark was a scout for the governor of Virginia in the expedition which
-defeated the great Shawnee chief Cornstalk at the mouth of the Kanawha.
-
-[Illustration: INDIANS ATTACKING A FORT
-
-_Again and again, when a surprise was not possible, the Indians from
-safe hiding places picked off the men in a garrison_]
-
-Two years later Clark made his way alone over the mountains and became
-a leader in Kentucky, along with Boone. The Kentucky hunters chose
-Clark to go to Virginia as their lawmaker.
-
-[Sidenote: =In Kentucky=]
-
-He told Governor Patrick Henry that if Kentucky was not worth defending
-against the Indians, it was not worth having. At this the Virginian
-lawmakers made Kentucky into a Virginia county and gave Clark five
-hundred pounds of powder, which he carried down the Ohio River to
-Kentucky.
-
-[Sidenote: =Life at Harrodsburg=]
-
-Clark lived at Harrodsburg where, for more than a year, he was kept
-busy helping the settlers fight off the Indians. This was the very
-time when Boonesboro and other settlements were so often surrounded by
-Indians who had been aroused by the British officers at Detroit. These
-officers paid a certain sum for each scalp of an American the Indians
-brought them.
-
-[Illustration: GEORGE ROGERS CLARK
-
-_From a painting on wood by John Wesley Jarvis, now in the State
-Library at Richmond, Virginia_]
-
-[Sidenote: =Turns to Patrick Henry in time of need=]
-
-After having seen brave men and women scalped by the Indians, Clark
-decided to strike a blow at the British across the Ohio. But where
-could he find money and men for an army? Kentucky did not have men
-enough. Clark thought of that noble patriot across the mountains,
-Patrick Henry. He mounted his horse and guided some settlers back to
-Virginia, but kept his secret. In Virginia he heard the good news that
-Burgoyne had surrendered.
-
-Governor Henry was heart and soul for Clark's plan. He made Clark a
-colonel, gave him six thousand dollars in paper money, and ordered him
-to raise an army to defend Kentucky.
-
-[Sidenote: =A colonel with a secret=]
-
-
-=112. The Campaign against Old Vincennes.= In May, 1778, Clark's little
-army of about one hundred fifty backwoodsmen, with several families,
-took their flatboats and floated down the Monongahela to Fort Pitt.
-Clark did not dare tell the riflemen where they were going, for fear
-the British might get the word. Here they took on supplies and a few
-small cannon.
-
-[Sidenote: =Floating down the beautiful Ohio=]
-
-On they floated, in the middle of the river to keep away from the
-Indians who might be hiding in the deep, dark forests on the river
-banks. At the falls of the Ohio, on Corn Island, Clark landed his
-party. He built a blockhouse and cabins, and drilled the riflemen into
-soldiers while the settlers planted corn. This was the beginning of the
-city of Louisville.
-
-[Sidenote: =Clark tells his secret=]
-
-One day Clark called his men together and told them the secret--he was
-really leading them against the British forts on the Illinois and the
-Wabash rivers.
-
-A few of the men refused to go so far from home--a thousand miles--but
-the rest were willing to follow their leader.
-
-[Sidenote: =A long march begun=]
-
-In June, Clark's boats "shot the falls" and were soon at the mouth of
-the Tennessee, where a band of hunters joined the party. There Clark
-hid the boats and began the long march through tangled forests and
-over grand prairies. But they did not know what minute the Indians
-might attack, or some British scout discover them and carry the news to
-General Hamilton at Detroit.
-
-[Sidenote: =Kaskaskia, July 4, 1778=]
-
-They reached the old French town of Kaskaskia at dusk on July 4. They
-did not dare give a shout or fire a gun, for the British officer had
-more men than Clark.
-
-[Sidenote: =Surrounds the town=]
-
-Clark sent part of his men silently to surround the town, while he led
-the others to the fort, where they heard the merry music of the violin
-and the voices of the dancers.
-
-[Illustration: CLARK'S SURPRISE AT KASKASKIA]
-
-[Sidenote: =Virginia, not Great Britain=]
-
-[Sidenote: =The French settlers alarmed=]
-
-Clark himself slipped into the great hall, folded his arms, and looked
-in silence on the dimly lighted scene. An Indian lying on the floor saw
-Clark's face by the light of the torches. He sprang to his feet, and
-gave the terrible war whoop. Instantly the dancing ceased, the women
-screamed, and the men rushed toward Clark. But Clark simply said: "Go
-on with your dance, but remember that you dance under Virginia and not
-under Great Britain!" The British general surrendered, and the French
-inhabitants trembled, when they learned that the backwoodsmen had
-captured the town. They sent their priest, Father Gibault, and other
-chief men to beg for their lives. Imagine their surprise and joy when
-Clark told them that not only were their lives safe, but that the new
-republic made war on no church, and protected all from insult.
-
-[Sidenote: =The treaty with France=]
-
-He also told them that the King of France had made a treaty with the
-United States and was sending his great war ships and soldiers to help
-America. The town of Cahokia also surrendered.
-
-[Sidenote: =Vincennes surrenders=]
-
-Father Gibault went to Vincennes to tell the French settlers about the
-doings of Clark and to give them the news that France had taken sides
-with the Americans. The people rejoiced, and ran up the American flag.
-Clark sent Captain Helm to command the fort.
-
-General Hamilton at Detroit was busy planning to attack Fort Pitt and
-to encourage the Ohio Indians to kill and scalp Kentuckians.
-
-[Sidenote: =General Hamilton stirred up=]
-
-[Sidenote: =Stays in Vincennes until spring=]
-
-How astonished he was when he heard that the forts on the Illinois and
-the Wabash had fallen! He gathered a mixed army of British, Canadians,
-and Indians, crossed Lake Erie to the mouth of the Maumee, and "poled"
-and paddled up that river to the portage. Down the Wabash they
-floated, five hundred strong. Vincennes surrendered without a blow.
-Hamilton decided to stay there for the winter and march against Clark
-in the spring. This was a blunder. He did not yet know Clark and his
-backwoodsmen.
-
-"I must take Hamilton or Hamilton will take me," said Clark, when he
-heard the news. He immediately set to work to build a rude sort of
-gunboat, which he fitted out with his cannon and about forty men. He
-sent the _Willing_, as it was called, down the Mississippi, around
-into the Ohio, and up the Wabash to meet him at Vincennes.
-
-[Sidenote: =Clark begins the march=]
-
-All was excitement in the French towns. Forty or fifty French joined
-Clark's riflemen. Father Gibault gave them his blessing, and the march
-overland to Vincennes began.
-
-[Sidenote: =On the march=]
-
-Clark divided his men into parties. Each, in its turn, did the hunting,
-and at night invited the others to sit around great camp fires to feast
-on "bear ham, buffalo hump, elk saddle, and venison haunch." They ate,
-sang, danced, and told stories. No doubt they often talked of their
-loved ones far away in the cabins of Virginia and Kentucky.
-
-[Illustration: CLARK'S MEN ON THEIR WAY THROUGH THE DROWNED LANDS OF
-THE WABASH VALLEY]
-
-[Sidenote: =The drowned lands=]
-
-On they pushed till they came to the "drowned lands of the Wabash," and
-there they saw miles and miles of muddy water. They made a rude boat to
-carry them over the deepest parts. The horses had to swim.
-
-[Sidenote: =The morning gun=]
-
-Soon they were near enough Vincennes to hear the "morning gun" at the
-fort, but they did not dare fire a gun themselves for fear of being
-discovered by parties of hunters. Food grew scarce, game was hard to
-find, and starvation threatened them.
-
-[Sidenote: =Terrible suffering=]
-
-Sometimes, after wading all day, they could hardly find a dry spot to
-camp for the night. Some grew too weak to wade and were carried in
-boats. The stronger sang songs to keep up the courage of the weak. When
-they finally reached the opposite shore of the Wabash many fell, worn
-out--some lying partly in the water.
-
-[Illustration: THE BIG TROOPER CARRIED THE DRUMMER BOY]
-
-
-Those who were well built great fires and warmed and fed the faint ones
-on hot deer broth. But these brave men soon forgot their hardships and
-again were full of fight.
-
-[Sidenote: =Clark's letter=]
-
-Clark now decided to take a bold course. He sent a letter to the people
-of Vincennes telling them that he was about to attack the town. He
-advised all friends of America to remain quietly in their homes, and
-asked all friends of the British to go to the fort and join the "hair
-buyer," as the backwoodsmen called Hamilton.
-
-[Sidenote: =The attack=]
-
-At dark, Clark's men charged into the town and attacked the fort. The
-fight went on all night. As soon as it was daylight the backwoodsmen
-fired through the portholes and drove the gunners from the cannon.
-
-[Sidenote: =Hamilton surrenders=]
-
-Clark's men begged to storm the fort. Only one American had been
-wounded, but several British soldiers had been killed and others
-wounded. In the afternoon Hamilton surrendered and once more the Stars
-and Stripes floated over "old Vincennes."
-
-The _Willing_ appeared in a few days. Her men were deeply disappointed
-because they were too late to take part in the fight.
-
-[Illustration: EXPEDITIONS TO THE WEST AND THE SCENE OF GEORGE ROGERS
-CLARK'S CAMPAIGN]
-
-Clark put men in the forts at Kaskaskia, Cahokia, and Vincennes, and
-made peace with the Indians round about. But he was never able to
-march against Detroit, as once he had planned to do.
-
-[Sidenote: =Clark's Grant=]
-
-Virginia rewarded the brave men who had followed Clark by giving to
-each three hundred acres of land in southern Indiana. The land was
-surveyed and is known to-day as "Clark's Grant."
-
-Clark and his men had performed one of the greatest deeds of the
-Revolutionary War. They made it possible for the United States to
-have the Mississippi River for her western boundary when England
-acknowledged our independence.
-
-[Sidenote: =Clark unrewarded=]
-
-George Rogers Clark was never properly rewarded. He spent his last days
-in poverty at the falls of the Ohio, on Corn Island, and died in 1818.
-In 1895 a monument was erected in honor of his memory in the city of
-Indianapolis, Indiana.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Boone loved the woods, crossed the
-  mountains into east Tennessee, and later went to Kentucky. _2._
-  He wintered alone in Kentucky; his brother returned home for
-  supplies. _3._ Boone built the "Wilderness Road," and also built
-  Fort Boonesboro. _4._ Boone took part in the War of the Revolution,
-  was captured by the Indians, carried to Detroit, but escaped. _5._
-  Years after his death his remains were taken to Frankfort, Kentucky.
-
-  _6._ John Sevier studied at Fredericksburg; fought Indians in the
-  Shenandoah. _7._ He went over to the settlement on the Watauga;
-  helped defend it against the Indians. _8._ Sevier helped win the
-  great victory at Kings Mountain. _9._ He was many times governor of
-  Tennessee.
-
-  _10._ George Rogers Clark loved the woods; was a surveyor and an
-  Indian fighter at twenty-one. _11._ Moved to Kentucky, saw men and
-  women scalped, and resolved to capture the British posts north
-  of the Ohio. _12._ Clark received permission from Patrick Henry,
-  collected his little army, and floated down the Ohio to the falls.
-  _13._ He drilled his men; set out for Kaskaskia, which he captured.
-  _14._ Clark marched for Vincennes through the drowned lands;
-  attacked and captured Vincennes. _15._ Clark was not rewarded
-  by the government, but the state of Indiana has erected a great
-  monument to his memory.
-
-  =Study Questions.= _1._ What did Boone do that was pioneer-like?
-  _2._ What was the country doing in 1760? _3._ Why did Boone wish to
-  leave North Carolina? _4._ What were the early names of Kentucky,
-  and what did these names mean? _5._ Tell the story of Boone's first
-  visit to Kentucky. _6._ Picture the capture and escape of Boone
-  and Stewart. _7._ Find the places on the map which are named on
-  Boone's Wilderness Road. _8._ Picture the scene in Boonesboro the
-  night of the capture of the girls and also their rescue and return
-  home. _9._ Go with Boone to Blue Licks and help make salt. _10._
-  Be captured, and tell of the long journey to Detroit, what you
-  saw there, and how and why Boone made his escape. _11._ Tell the
-  story of the last attack on Boonesboro. _12._ Why did Boone move to
-  Missouri?
-
-  _13._ What famous men went to school at Fredericksburg? _14._ What
-  famous men have lived a part of their time in the Shenandoah? _15._
-  What changed Sevier's career? _16._ Tell what happened to Sevier at
-  the siege of Fort Watauga. _17._ Why did Sevier leave Watauga, and
-  what sort of life did he lead on the Nolichucky? _18._ Tell of the
-  gathering of the clans, and picture the battle of Kings Mountain.
-  _19._ Why did the people of Tennessee love Sevier? _20._ Why was
-  the boy disappointed?
-
-  _21._ What were Clark's surroundings in boyhood? _22._ When was
-  he a scout? a leader in Kentucky? _23._ What made Clark learn
-  to hate the British? _24._ Tell the story of his secret. _25._
-  Picture the voyage to the falls of the Ohio. _26._ What did Clark
-  do here? _27._ Tell the story of events from the falls of the
-  Ohio till he reached Kaskaskia. _28._ Picture the scene of the
-  dance at Kaskaskia. _29._ What news did Clark give Father Gibault?
-  _30._ Where were the British, and what did they do? _31._ Picture
-  Clark's march to Vincennes. _32._ Be one of the soldiers of Clark
-  and tell what was seen, heard, and done the night of the attack on
-  Vincennes and the next day. _33._ Where was Clark's Grant? _34._
-  Why do we call Clark's conquest of Kaskaskia and Vincennes one of
-  the greatest events in American history? _35._ Where is a monument
-  erected to his memory? _36._ Find on the map the places mentioned
-  in the campaign.
-
-  =Suggested Readings.= DANIEL BOONE: Wright, _Children's Stories of
-  American Progress_, 1-40; Glascock, _Stories of Columbia_, 138-147;
-  Hart, _Camps and Firesides of the Revolution_, 101-116; McMurry,
-  _Pioneers of the Mississippi Valley_, 68-83.
-
-  JOHN SEVIER: Blaisdell and Ball, _Hero Stories from American
-  History_, 90-104; McMurry, _Pioneers of the Mississippi Valley_,
-  104-123; Phelan, _History of Tennessee_, 57-66, 241-257.
-
-  GEORGE ROGERS CLARK: McMurry, _Pioneers of the Mississippi Valley_,
-  124-149; Blaisdell and Ball, _Hero Stories from American History_,
-  1-17; Eggleston, _Tecumseh and the Shawnee Prophet_, 41-51;
-  Roosevelt, _The Winning of the West_, II, 31-85.
-
-
-
-
-DEVELOPMENT OF THE NEW REPUBLIC
-
-
-
-
-ELI WHITNEY, WHO INVENTED THE COTTON GIN AND CHANGED THE HISTORY OF THE
-SOUTH
-
-
-[Sidenote: =Eli at work in his father's tool shop=]
-
-
-=113. What a Boy's Love of Tools Led to.= Before the Revolution there
-lived in a Massachusetts village a boy named Eli Whitney. His father
-had a farm, on which there was also a tool shop. This was the most
-wonderful place in the world to young Eli. Whenever he had a moment
-to spare, he was sure to be working away with his father's lathe or
-cabinet tools. At the age of twelve he made a good violin. After that
-people with broken violins came to him to have them mended.
-
-One day, when his father had gone to church, Eli got Mr. Whitney's fine
-watch and took it all apart. He then showed his wonderful mechanical
-ability by putting it together again, and it ran as smoothly as before.
-During the war he made quite a bit of money as a nail-smith. At college
-he helped pay his expenses by mending things and doing a carpenter's
-work.
-
-[Sidenote: =Goes to Georgia to teach=]
-
-If Eli Whitney were living to-day he would surely have been an
-engineer. But there were no engineers in those days, so he decided to
-teach. He found a position in far-off Georgia, and took passage on
-a ship to Savannah. On board ship he found the widow of the old war
-hero, General Nathanael Greene, whom he had met a short time before.
-She liked the young man for his friendly nature and his intelligence.
-He had a very pleasant voyage. But sad was his disappointment when he
-arrived at Savannah! The people who had asked him to come had engaged
-another tutor, and he was left without a position.
-
-[Sidenote: =Invited to Mulberry Grove=]
-
-He was in a strange place, without money, and did not know what to do.
-Just then came an invitation to visit at Mulberry Grove, where Mrs.
-Greene lived. He went gladly and was treated very kindly. He made many
-new friends. The men liked the interest he took in their farms and
-their work. The children were his friends because he made for them
-wonderful toys of all sorts.
-
-[Sidenote: =Cotton fiber separated from seed by hand=]
-
-One day some visitors were talking with Mrs. Greene about cotton. This
-plant was little grown at that time. People knew that it had a fine
-soft fiber which could be made into excellent cloth. But the fiber had
-to be separated from the seed before it could be spun. In those days
-the seeds were taken out by hand, and even a skillful slave could clean
-only about a pound a day. Think of working a whole day for a handful
-of cotton! Because of this difficulty, cotton was very expensive, more
-so even than wool or linen. Only well-to-do people could wear cotton
-clothes.
-
-
-=114. The Cotton Gin Invented.= One of the visitors said that a machine
-ought to be invented which would clean the cotton. Mrs. Greene thought
-of Whitney. She had seen him make many wonderful things. She believed
-he could make such a machine, and asked him to try. He thought about
-it, and believed he could make iron fingers do the work that the
-fingers of the slaves had done.
-
-[Illustration: ELI WHITNEY WORKING ON HIS COTTON GIN]
-
-[Sidenote: =Whitney sets to work=]
-
-[Sidenote: =Invents cotton gin=]
-
-Whitney got a basketful of cotton and fixed up a shop. Then he went to
-work. He had a good deal of trouble, but he kept on. One day he called
-in Mrs. Greene and her overseer and proudly showed them his little
-machine, made of rollers and wires and brushes. Into this he poured
-the cotton just as it came from the field. When he turned a crank the
-soft, clean cotton came tumbling out of one side and the seeds out of
-another. This was the cotton gin, which in a few years was to change
-the entire life of the South.
-
-A few years before Whitney made the cotton gin a vessel came to
-Liverpool with cotton from the United States. The people in Liverpool
-were astonished. They did not know that cotton grew in America! As soon
-as Whitney began to sell his new machines, all the South became a great
-cotton field. In 1825, the year of Whitney's death, the South shipped
-abroad thirty-seven million dollars' worth of cotton, more than that of
-all other goods exported from this country!
-
-[Sidenote: =More slaves brought into the South=]
-
-Before this time many planters had thought that slavery was
-unnecessary. But when Whitney's gin made cotton growing so profitable,
-they had to have many more laborers to raise this new crop. Thousands
-of black slaves were sold to the cotton-growing parts of the South. The
-planters then believed they could not grow cotton without slaves, and
-it took a terrible war to settle the great question of slave labor.
-
-
-
-
-THOMAS JEFFERSON, WHO WROTE THE DECLARATION OF INDEPENDENCE, FOUNDED
-THE DEMOCRATIC PARTY, AND PURCHASED THE LOUISIANA TERRITORY
-
-
-[Sidenote: =Jefferson born in Virginia=]
-
-[Sidenote: =A lover of books from boyhood=]
-
-
-=115. The Early Years of Jefferson.= The author of the Declaration of
-Independence was born in 1743, near Charlottesville, Virginia. Like
-most other Virginia boys, Thomas Jefferson lived on a large plantation,
-and spent much time in hunting, fishing, and horseback riding. While
-yet a boy, and throughout his long life, Jefferson loved books and
-studied hard every subject that came before his mind.
-
-[Illustration: WHERE JEFFERSON WENT TO SCHOOL BEFORE HE WENT TO WILLIAM
-AND MARY COLLEGE]
-
-[Sidenote: =Goes to William and Mary College=]
-
-When seventeen years old he rode away to Williamsburg to attend the
-College of William and Mary, the second oldest college in America.
-
-[Sidenote: =A wonderful old town=]
-
-Although Williamsburg was the capital of the largest and oldest of all
-the colonies, it had scarcely more than two hundred houses, and not
-more than a thousand people. But it was a wonderful town in Jefferson's
-eyes, although it had but one main street. The capitol stood at one
-end of the street and the college at the other. It was the first town
-Thomas Jefferson had ever seen.
-
-[Illustration: THE OLD CAPITOL, WILLIAMSBURG
-
-_Here Jefferson heard Patrick Henry make his famous Caesar-Charle the
-First speech_]
-
-At the opening of the House of Burgesses, Jefferson saw the best people
-in the Old Colony come pouring in. The planters came in fine coaches
-drawn by beautiful horses. The wives and daughters came to attend the
-governor's reception, and to enjoy meeting their old friends.
-
-[Sidenote: =He knew great men=]
-
-Jefferson became acquainted with the great men of his colony, and
-with many young men who were to be the future leaders in America.
-Here he met Patrick Henry, a student in a law office. Jefferson liked
-the fun-making Henry, and the two young men enjoyed many happy hours
-together, playing their violins.
-
-[Sidenote: =Studies law=]
-
-After his graduation Jefferson remained in his old college town to
-study law in the office of one of Virginia's ablest lawyers. Henry
-often lodged in Jefferson's rooms when he came to attend the meetings
-of the Burgesses. When Henry made his stirring speech against the
-Stamp Act, Jefferson stood in the doorway of the House and listened
-spellbound to his friend's fiery eloquence.
-
-[Sidenote: =Jefferson a member of the House of Burgesses=]
-
-In a few years Jefferson himself was honored with a seat in the House
-of Burgesses. He immediately took a leading part in opposing the tax on
-tea. The king's governor became angry and sent the members of the House
-of Burgesses home. But before they went, the bolder ones met and signed
-a paper which pledged the people of Virginia to buy no more goods from
-England.
-
-[Sidenote: =Marries and begins life at Monticello=]
-
-The next important event in Jefferson's life was his falling in love,
-and his marriage to a young widow. She was beautiful in looks, winning
-in her manner, and rich in lands and slaves. Jefferson took his young
-wife to a handsome mansion which he had built on his great plantation.
-He called the home Monticello. Here these two Virginians, like
-Washington and his wife at Mount Vernon, spent many happy days.
-
-[Sidenote: =A rich man=]
-
-Jefferson, with his wife's estate added to his own, was a very wealthy
-man. Together they owned at this time nearly a hundred thousand acres
-of land and three hundred slaves.
-
-[Illustration: JEFFERSON AND HIS WIFE AT MONTICELLO]
-
-[Sidenote: =Committee of Correspondence=]
-
-But stirring events took Jefferson away from the quiet life at
-Monticello. After his marriage, he went to the meeting of the
-Burgesses, and there with other leaders formed a Committee of
-Correspondence. This committee wrote to the other colonies to get
-news of what the leaders were doing, and to tell them what the men in
-Virginia were planning to do. Each of the other colonies appointed
-committees of correspondence. They kept the news going back and forth
-as fast as rapid horsemen could carry it. These committees had a strong
-influence in uniting the colonies against England.
-
-[Illustration: THE RALEIGH TAVERN, WILLIAMSBURG
-
-_When barred from the House of the Burgesses the Committee of
-Correspondence met in this tavern_]
-
-[Sidenote: =In the Continental Congress=]
-
-
-=116. Writes the Declaration of Independence.= In 1775 the Burgesses
-chose Thomas Jefferson, Richard Henry Lee, and Benjamin Harrison as
-delegates to the Continental Congress in Philadelphia. In this Congress
-Richard Henry Lee made a motion declaring that the thirteen colonies
-were free and independent of Great Britain.
-
-The Congress appointed Thomas Jefferson of Virginia, John Adams of
-Massachusetts, Benjamin Franklin of Pennsylvania, Roger Sherman of
-Connecticut, and Robert R. Livingston of New York, to draw up a
-Declaration of Independence.
-
-[Sidenote: =Jefferson writes the Declaration of Independence=]
-
-When these great men met to talk over the Declaration, the others urged
-Jefferson to do the writing, for he was able to put his thoughts on
-paper in plain, strong words. How important that the Declaration should
-be well written, and should contain powerful reasons for breaking away
-from England and setting up an independent government! A large number
-of people in America were opposed to separating from England. Besides,
-good reasons must be given to those brave Englishmen who, like Pitt and
-Burke, had been our defenders in Parliament.
-
-[Sidenote: =The other members liked what Jefferson wrote=]
-
-When Jefferson showed what he had written, the others liked it so well
-only a few words were changed. Even after several days' debate in
-Congress, only a few more words were changed. Then it was signed by
-the members of the Congress and sent out for all the world to see why
-America was driven to fight for independence.
-
-[Illustration: SIGNING THE DECLARATION OF INDEPENDENCE
-
-_From the first historical painting of John Trumbull, now in the
-rotunda of the Capitol at Washington_]
-
-John Hancock, the president of the Congress, was the first to sign the
-Declaration, and he did so in large letters, saying that George III
-might read his name without spectacles. He also said: "We must all
-hang together in this matter." "Yes," replied Franklin, "we must all
-hang together, or we shall hang separately."
-
-Jefferson returned to Virginia, and later became governor, on the
-resignation of Patrick Henry.
-
-[Sidenote: =Minister to France=]
-
-[Sidenote: =Helps France become a republic=]
-
-After the war was over and England had taken her armies home, Congress
-sent Thomas Jefferson as minister to France (1785). The French people
-liked Jefferson very much, because, like Franklin, he was very
-democratic, and treated all men alike. The French people were just
-beginning to overthrow the power of their king, and plan a republic.
-Jefferson told them how happy the Americans were since they had broken
-away from George III.
-
-[Sidenote: =Greeted by his slaves=]
-
-After five years Jefferson returned home. When his negro slaves heard
-that he was coming back to Monticello they went several miles to greet
-him. When the carriage reached home they carried him on their shoulders
-into the house. The slaves were happy for Jefferson, like Washington,
-was a kind master, and hoped for the day to come when slavery would be
-no more.
-
-[Illustration: JEFFERSON WELCOMED BACK TO MONTICELLO BY HIS NEGROES]
-
-[Sidenote: =First Secretary of State=]
-
-Washington had just been elected the first President of the United
-States (1789), and was now looking for a good man to be his adviser on
-questions relating to foreign nations. He chose Thomas Jefferson to do
-that work and gave him the office of Secretary of State.
-
-[Sidenote: =Leader of the Democratic-Republican party=]
-
-Congress disputed and debated over the best ways of paying the
-Revolutionary War debt, and also over the question as to whether
-America should take sides with France in the great war between that
-country and England. The people also disputed over these questions, and
-formed themselves into two parties. One, the Democratic-Republican, was
-led by Thomas Jefferson, and the other, the Federalist party, was led
-by Alexander Hamilton.
-
-[Illustration: THOMAS JEFFERSON
-
-_From a painting by Rembrandt Peale, now in the possession of the New
-York Historical Society, New York City_]
-
-[Sidenote: =Elected president=]
-
-
-=117. Jefferson President.= In 1800 the people elected Jefferson
-president. He was very popular because he was a friend of the poor
-as well as of the rich people. He declared that the new national
-government should in every way be plain and simple, instead of showy
-like the governments of Europe.
-
-Presidents Washington and Adams had had fine receptions, where people
-wore wigs, silver shoe buckles, and fine lace. When Jefferson became
-president he did away with all this show and style.
-
-[Sidenote: =Reduces expenses=]
-
-Jefferson also pleased the people by reducing the expenses of the
-government. He cut down the number of government clerks, soldiers in
-the army, and sailors in the navy. He spent just as little money as
-possible in running the government.
-
-One of Jefferson's most important acts while president was the purchase
-of Louisiana. Thanks to George Rogers Clark and his brave men, England
-had been forced to give the United States the Mississippi as our
-western boundary.
-
-[Sidenote: =Napoleon forces Spain to give France Louisiana=]
-
-In 1800 Napoleon, the great French general, forced Spain to give
-France all the region then known as Louisiana, which extended from the
-Mississippi to the Rocky Mountains, and from Canada to the Gulf of
-Mexico. Spain, a weak country, had already refused to permit American
-boats to use the mouth of the Mississippi. What if Napoleon should send
-his victorious army to Louisiana and close the Mississippi entirely?
-Jefferson saw the danger at once, and sent James Monroe to Paris to
-help our minister, Robert R. Livingston, one of the signers of the
-Declaration of Independence, buy New Orleans and a strip of land on the
-east side of the Mississippi River near its mouth.
-
-[Sidenote: =Sells Louisiana to America=]
-
-Napoleon was about to enter on a terrible war with England, and needed
-money badly. He was only too glad to sell all of Louisiana for fifteen
-million dollars (1803). This was more than Livingston was told to buy,
-but he and Monroe accepted his offer.
-
-[Sidenote: =The greatness of the purchase=]
-
-If you will count the number of great states which have been carved
-out of the "Louisiana Purchase," and look at the great cities and the
-number of towns which have grown up within "old Louisiana," you will
-understand why great honor is given to the men who purchased this vast
-region.
-
-[Sidenote: =The Lewis and Clark expedition=]
-
-In the very next year Jefferson sent out an expedition under the
-command of Meriwether Lewis and William Clark to explore this vast
-country of Louisiana. With white men, Indians, and boats they made
-their way slowly up the Missouri, across the mountains, and down the
-Columbia River to the Pacific coast.
-
-[Illustration: THE UNITED STATES IN 1803, AFTER THE LOUISIANA PURCHASE]
-
-[Sidenote: =Louisiana Purchase Exposition=]
-
-The wonderful stories told by Lewis and Clark gave Americans their
-first real knowledge of parts of the Louisiana Purchase and of the
-Oregon region. In 1904, America, with the help of all the great nations
-of the world, celebrated at St. Louis the buying of this region by
-holding the Louisiana Purchase Exposition.
-
-[Sidenote: =President a second time=]
-
-[Sidenote: =Friends visit him at Monticello=]
-
-In 1804 Jefferson was elected president again by a greater majority
-than before. After serving a second term, he, like Washington, refused
-to be president for a third time. He retired to Monticello, where he
-spent his last days pleasantly and where hundreds of friends from all
-parts of America and Europe came to consult him. The people called him
-the "Sage of Monticello."
-
-[Sidenote: =Died July 4, 1826=]
-
-Jefferson lived to see the first two great states, Louisiana and
-Missouri, carved out of the Louisiana Purchase. He died at Monticello,
-July 4, 1826. On the same day, at Quincy, Massachusetts, died his
-longtime friend, John Adams. These two patriots, one the writer the
-other the defender of the Declaration of Independence, died just half a
-century after it was signed.
-
-
-
-
-LEWIS AND CLARK, AMERICAN EXPLORERS IN THE OREGON COUNTRY
-
-
-[Sidenote: =A vast unexplored country=]
-
-[Sidenote: =Gray visits the Pacific=]
-
-
-=118. Discovery of the Columbia River.= The purchase of the Louisiana
-territory by Jefferson opened up a great new field for settlers. It
-was necessary to know something about the new territory. It was a
-vast unexplored country stretching from the Mississippi River to the
-Rockies. The Pacific shore had already been visited by explorers.
-Boston merchants had sent Captain Robert Gray to the Pacific coast to
-buy furs of the Indians. He did not try to find an overland route,
-but sailed around South America and up the coast to Vancouver Island,
-where he obtained a rich cargo of furs. He then made his way across
-the Pacific to China, and came back to Boston by way of the Cape of
-Good Hope--the first American to carry the Stars and Stripes around the
-world.
-
-[Sidenote: =Discovers the mouth of the Columbia=]
-
-On a second voyage to the same region, in the good ship _Columbia_,
-Gray discovered the mouth of a great river (1792). Up this river he
-went for nearly thirty miles, probably the first white man to sail upon
-its waters. Captain Gray named the river the Columbia after his vessel.
-The Indians had called it the Oregon.
-
-
-=119. The Lewis and Clark Expedition.= The next important step in
-finding a route to the Oregon country was the great expedition
-undertaken while Thomas Jefferson was yet president.
-
-[Sidenote: =Expedition leaves St. Louis=]
-
-Lewis and Clark were two young men chosen by Jefferson to explore the
-region known as the Louisiana Purchase and to make their way across the
-Rocky Mountains to the Oregon country and to the Pacific. They chose
-forty-two men to go with them--some as soldiers, others as servants,
-and still others as hunters. From the little French village of St.
-Louis they began their adventurous journey in boats in the spring of
-1804.
-
-[Illustration: CAPTAIN MERIWETHER LEWIS
-
-_From the original painting by Charles Wilson Peale in Independence
-Hall, Philadelphia_]
-
-Up the Missouri River they slowly made their way against the current of
-the muddy, rushing stream. At one time it was so swift that they could
-not force boats against it, and at another time the brushwood that came
-down the river broke their oars.
-
-[Sidenote: =Smoked the "pipe of peace"=]
-
-Near where the city of Council Bluffs now stands, Lewis and Clark held
-a great meeting with the Indians. They told the Indians that the people
-of the United States and not the people of France were now the owners
-of this great land. Together they smoked the "pipe of peace," and the
-Indians promised to be friendly.
-
-On they went till the region near the Black Hills was reached. It was
-the fall of the year and the trees were bright with color, and the
-wild ducks and geese in large numbers were seen going southward.
-
-[Sidenote: =Spent the winter with the Indians=]
-
-The company spent the winter on an island sixteen hundred miles from
-St. Louis. The men built rude homes and fortified them. The Indians
-were friendly and the explorers spent many evenings around the wigwam
-fires listening to stories of the country the Indians had to tell them.
-
-[Sidenote: =The Rocky Mountains=]
-
-In the spring they bade the Indians good-by, passed the mouth of the
-Yellowstone, and traveled on till the Rocky Mountains with their long
-rows of snow-covered peaks came into view.
-
-On the thirteenth day of June they beheld wonderful pictures of the
-"Falls of the Missouri." The water tore through a vast gorge a dozen
-miles or more in length.
-
-
-=120. The Way over the Mountains.= On they went until their boats could
-go no farther. They had reached rough and rugged hills and mountains.
-They climbed the heights as best they could. From now on the suffering
-was very great indeed.
-
-[Illustration: CAPTAIN WILLIAM CLARK
-
-_From the original painting by Charles Wilson Peale in Independence
-Hall, Philadelphia_]
-
-[Sidenote: =The source of the Missouri=]
-
-One day Captain Lewis went ahead with three men to find Indian guides
-for the party. They climbed higher and higher until finally they came
-to a place where the Missouri River takes its rise. They went on and at
-last came to the western slope of the mountains, down which flowed a
-stream toward the Pacific Ocean.
-
-Finally Captain Lewis came upon a company of Indian women who could not
-get away. They all bowed their heads as if expecting to be killed. They
-led the white men to a band of Indians, who received them with all the
-signs of kindness they could show.
-
-[Sidenote: =Indians are friendly=]
-
-Now they all turned back to find Clark and his party. When they reached
-Clark the Indians smoked the "pipe of peace" and Lewis and Clark told
-the Indians why the United States had sent them out.
-
-[Illustration: STATUE OF SACAJAWEA
-
-_This Indian woman, as interpreter and guide, was a great aid to the
-exploring party_]
-
-They were the first white men these Indians had ever seen. They looked
-the men over carefully and took a deep interest in their clothing,
-their food, and in their guns.
-
-[Sidenote: =Explorers suffer from hunger and cold=]
-
-The mountains were now rough and barren and the streams ran through
-deep gorges. The explorers took an old Indian guide and crossed the
-Bitter Root Mountains into a valley of the same name. They followed an
-Indian trail over the mountains again and into the Clearwater. They
-suffered for want of food and on account of the cold. When they reached
-a tribe of the Nez Percé (Pierced Nose) Indians they ate so much they
-were all ill.
-
-[Sidenote: =Reach the Columbia River=]
-
-
-=121. On Waters Flowing into the Pacific.= In five log boats, which
-they had dug out of trees, they glided down the Clearwater to where it
-meets the Snake River. They camped near the spot where now stands the
-present town of Lewiston, Idaho. Then they embarked on the Snake River
-and floated down to where it joins the mighty Columbia.
-
-They were among the Indians again, who had plenty of dried fish, for
-here is the home of the salmon, a fish found in astonishing numbers.
-The men had never seen so many fish before.
-
-[Sidenote: =Explorers reach the Pacific=]
-
-The number of Indians increased as they went toward the Pacific.
-Finally the party of explorers passed through the Cascade Mountains and
-were once more on the smooth current of the Columbia. They soon beheld
-the blue waters of the Pacific.
-
-During their five months' stay on the Pacific, Captain Clark made a map
-of the region they had gone through. They repaired their guns and made
-clothes of the skins of elk and of other game.
-
-[Sidenote: =Lewis and Clark travel different routes=]
-
-The Indians told them of a shorter route to the Falls of the Missouri,
-and Captain Lewis and nine men went by this route while Captain Clark
-with others retraced the old route. They saw nothing of each other
-for two months, when they all met again in August on the banks of the
-Missouri.
-
-[Sidenote: =All return to St. Louis=]
-
-They reached St. Louis September 23, 1806. The people of the United
-States were glad to hear of the safe return of the exploring party, for
-they had long thought the men were dead.
-
-[Sidenote: =Rewarded by Congress=]
-
-Both President Jefferson and Congress put great value upon the useful
-information that the expedition gathered. Congress rewarded every one
-connected with the expedition. Each man was granted double pay for the
-time he spent and was given three hundred acres of land. To Captain
-Lewis was given fifteen hundred acres and to Captain Clark a thousand
-acres. Lewis was appointed first governor of Louisiana Territory and
-Clark was made the governor of Missouri Territory.
-
-
-=122. Fur Traders and Missionaries Lead the Way.= Soon after this
-expedition the fur traders pushed their way across the Rocky Mountains
-from St. Louis to the Pacific. They found the "gateway of the Rockies,"
-called the South Pass, which opened the way to the Oregon country
-(1824).
-
-[Illustration: LEWIS AND CLARK ON THEIR WAY DOWN SNAKE RIVER]
-
-[Sidenote: =The coming of the missionaries=]
-
-After the fur traders came the missionary, Nathaniel Wyeth, a New
-Englander who led a party to the Columbia and established a post
-(1832). Five missionaries followed him and began to work among the
-Indians. Very soon Parker and Whitman went out to the Nez Percé
-Indians, who came over the mountains to meet them near the headwaters
-of the Green River. Parker returned with the Indians and visited Walla
-Walla, Vancouver, and the Spokane and Colville regions. Whitman
-returned East, was married, and found a missionary, Spaulding, and his
-wife, and the party went out to the Oregon country to work among the
-Indians.
-
-[Sidenote: =The treaty of 1846=]
-
-
-=123. The Boundary Established.= During this time fur traders from
-Canada and Great Britain were occupying the Oregon country as far as
-the Columbia River. The United States and Great Britain made a treaty
-by which they agreed to occupy the country together. This treaty lasted
-till settlers from the United States made it necessary to have a new
-treaty. In 1846 a new treaty was made and the present northern boundary
-was established.
-
-
-
-
-OLIVER HAZARD PERRY, VICTOR IN THE BATTLE OF LAKE ERIE
-
-
-[Sidenote: =A Rhode Islander=]
-
-
-=124. A Young Man Who Captured a British Fleet.= Perry was born in
-Rhode Island in 1785. He went to the best schools, and learned the
-science of navigation. At fourteen years of age he was a midshipman on
-his father's vessel, and before he was twenty-one he had served in a
-war against the Barbary pirates.
-
-[Sidenote: =Perry bitter toward the British=]
-
-[Sidenote: =Ready for battle=]
-
-When young Perry returned to his home the British were seizing American
-ships, claiming the right to search them for British sailors. Perry
-was very bitter toward the British for these insults to his country,
-and when war was declared he was eager to fight. A fleet of vessels
-was being built on Lake Erie, and Perry was sent as commandant to take
-charge of their construction. He promptly set to work, and in a few
-weeks the ships were ready for battle.
-
-He immediately set sail for Put-In-Bay, where the British fleet was
-stationed. There he arranged his ships for battle and raised a banner
-containing the last words of Captain Lawrence, who had been killed
-earlier in the war while bravely fighting. "Don't give up the ship!"
-were the words the flag showed as it was unfurled to the breeze.
-
-[Illustration: OLIVER HAZARD PERRY
-
-_After an engraving by Edwin made in 1813 from the Waldo picture_]
-
-[Sidenote: =Drives the "Lawrence" into the British fleet=]
-
-Driving his flagship, the _Lawrence_, right in among the enemy's ships,
-Perry made them turn all their cannon against it. The loss of life was
-dreadful, but Perry kept cool. When the last gun of the _Lawrence_
-could no longer be fired, he ordered a boat to be lowered and with some
-brave men rowed through a storm of shot and shell to the _Niagara_,
-another of Perry's large ships. Then he drove this ship into the midst
-of the fight. In fifteen minutes the two largest British ships struck
-their colors. The remainder of the fleet then surrendered.
-
-[Sidenote: =Broke British power in the West=]
-
-This victory broke the British power in the West. Congress voted
-resolutions in praise of Perry and ordered a gold medal struck in his
-honor. Wherever he went the people paid him great attention, and at his
-home he was given a royal welcome.
-
-
-
-
-ANDREW JACKSON, THE VICTOR OF NEW ORLEANS
-
-
-[Sidenote: =Jackson a Scotch-Irishman=]
-
-
-=125. How a Poor Boy Began to Rise.= Andrew Jackson was born of
-Scotch-Irish parents who had emigrated from Ireland to South Carolina.
-His father died and his mother moved to North Carolina to be among her
-own people. Here, a few days after his father's death, in the same year
-in which England passed the Tea Act (1767), Andrew was born.
-
-[Sidenote: =Learns from the woods=]
-
-Schools were few and poor. In fact, Andrew was too poor himself to do
-anything but work. He learned far more from the pine woods in which he
-played than from books. At nine he was a tall, slender, freckle-faced
-lad, fond of sports, and full of fun and mischief. But woe to the boy
-that made "Andy" angry!
-
-[Sidenote: =Learns to hate the British=]
-
-When thirteen, he learned what war meant, for it was in the days of
-the Revolution when Colonel Tarleton came along and killed more than
-a hundred and wounded one hundred fifty of Jackson's neighbors and
-friends. Among the killed was one of the boy's own brothers. Andrew
-never forgave the British.
-
-[Illustration: JACKSON REFUSES TO SHINE THE OFFICER'S BOOTS]
-
-[Sidenote: =A prisoner of war=]
-
-[Sidenote: =Loses his mother=]
-
-At fourteen he was taken prisoner by the British. "Boy," shouted an
-officer, "clean these boots!" "I will not," replied Jackson. "I am a
-prisoner of war, and claim to be treated as such." The officer drew his
-sword and struck Jackson a blow upon the head, and another upon the
-hand. These blows left scars which Jackson carried to his grave. He was
-taken a prisoner to Camden, where smallpox killed his remaining brother
-and left Andrew poor and sickly looking. His mother had come to Camden
-to nurse her sons. A little later she lost her life in caring for
-American prisoners on British ships in Charleston Harbor, so Jackson
-was now an orphan of the Revolution.
-
-[Illustration: THE HERMITAGE NEAR NASHVILLE
-
-_This historic house, the home of Andrew Jackson, is now owned by the
-state of Tennessee_]
-
-[Sidenote: =A lawyer before twenty=]
-
-After the Revolutionary times had gone by, Jackson studied law and at
-the age of twenty was admitted to practice in the courts of the state.
-
-[Sidenote: =Follows the settlers over the mountains=]
-
-But stories of the beautiful country that were coming over the
-mountains from Tennessee, stirred his blood. He longed to go, and in
-company with nearly a hundred men, women, and children, Jackson set out
-for the goodly land.
-
-They crossed the mountains into east Tennessee, where was the town of
-Jonesboro, not far from where Governor Sevier lived.
-
-[Sidenote: =Outwits the Indians=]
-
-Jackson and the others rested awhile before taking up their march
-to Nashville. From Jonesboro to Nashville they had to look out for
-Indians. Only once were they troubled. One night, when men, women, and
-children were resting in their rude tents, Jackson sat at the foot
-of a tree smoking his corncob pipe. He heard "owls" hooting near by.
-These were Indian signals. "A little too natural," thought Jackson. He
-aroused the people, and silently they marched away. Another party,
-coming an hour or two later, stopped in the same place, and were
-massacred by Indians.
-
-[Sidenote: =Practicing law on the frontier=]
-
-Arriving in Nashville, Jackson began the practice of law. To reach the
-court, he sometimes had to ride miles and miles, day after day, through
-thick forests where the Indians might lie in wait.
-
-When Tennessee was made a territory, Jackson became district attorney.
-He had many "ups and downs" with the bad men of the frontier. Jackson
-himself had a bad temper, and woe to the man who made him angry. He
-either got a sound thrashing or had to fight a duel.
-
-[Sidenote: =In Congress=]
-
-When Tennessee became a state, Jackson was elected to Congress. A year
-or so afterward (1797) he was appointed a United States senator to fill
-a vacancy. But such a position did not give him excitement enough, so
-he resigned the next year and returned to Nashville. He was a frontier
-judge for a time, then he became a man of business.
-
-[Sidenote: =A call to arms=]
-
-
-=126. How Jackson Won a Great Victory.= When the War of 1812 broke
-out there was a call to arms! The British will capture New Orleans!
-Twenty-five hundred frontiersmen rallied to Jackson's call. He was just
-the man to lead them. They decided to go to New Orleans by water.
-
-Down the Cumberland to the Ohio in boats! Down the Ohio to the
-Mississippi, and down the Mississippi to Natchez! Here they stopped,
-only to learn that there were no British near.
-
-[Sidenote: =How he won the name "Old Hickory"=]
-
-The twenty-five hundred men marched the long, dreary way home. Jackson
-was the toughest one among them. He could march farther and last
-longer without food than any of them. The soldiers nicknamed him "Old
-Hickory."
-
-Once more he was at home, where he now was a great man among his
-friends. About this time Jackson had a fierce fight with Thomas H.
-Benton and received a pistol shot in the shoulder. Before he was again
-well the people who suffered from the Fort Mims massacre were calling
-loudly for help. Tecumseh had stirred up the Creeks to murder five
-hundred men, women, and children at this fort in Alabama.
-
-[Sidenote: =Another call to arms=]
-
-[Sidenote: =Jackson and the hungry soldier=]
-
-Twenty-five hundred men answered Jackson's call. They marched south
-through a barren country. Food was scarce. His army, almost starved,
-threatened to go home. A half-starved soldier saw Jackson sitting under
-a tree and asked him for something to eat. Looking up, Jackson said:
-"It has always been a rule with me never to turn away a hungry man. I
-will cheerfully divide with you." Then he drew from his pocket a few
-acorns, saying: "This is the best and only fare I have."
-
-[Illustration: JACKSON SHARES HIS ACORNS WITH THE HUNGRY SOLDIER]
-
-
-But Jackson soon received reënforcements, and then, in spite of all
-these drawbacks, he broke the power of the Creeks in the great battle
-of Horseshoe Bend on the Tallapoosa River in Alabama. After that the
-Indians were only too glad to cease fighting and sue for peace.
-
-[Illustration: A BREASTWORK OF COTTON BALES]
-
-[Sidenote: =A third call to arms=]
-
-Jackson was hardly home again before President Madison made him a
-major-general, and sent him with an army to guard New Orleans from the
-British.
-
-After attacking and capturing Pensacola, a Spanish fort which the
-English occupied, he hurried his army on to New Orleans. Nothing had
-been done to defend the city. Jackson immediately declared martial law.
-He threw himself with all the energy he had into getting New Orleans
-ready, for the British troops were already landing.
-
-[Sidenote: =The two armies=]
-
-The British general had twelve thousand veterans, fresh from their
-victory over the great Napoleon. Jackson had only half as many men. But
-nearly every man was a sharpshooter. They were riflemen from the wilds
-of Kentucky, Tennessee, and Mississippi, and every man was burning with
-an ardent desire to fight and defeat the redcoats.
-
-[Illustration: A LITTLE BREASTWORK OF SUGAR BARRELS]
-
-Jackson had not long to wait. On came the British in solid column,
-with flags flying and drums beating. The fog was breaking away. Behind
-the breastworks stood the Americans with cannon loaded to the muzzle
-and with deadly rifles primed for the fight.
-
-[Illustration: THE BATTLE OF NEW ORLEANS
-
-_Won by Jackson after peace was made, this battle helped to make him
-president and to change history_]
-
-[Sidenote: =The beginning of the battle=]
-
-The cannon were the first to fire, but the redcoats closed up their
-shattered ranks, and moved on. Those lines of red! How splendid and
-terrible they looked! The Americans gave three cheers. "Fire!" rang out
-along the line. The breastworks were instantly a sheet of fire. Along
-the whole line it blazed and rolled. No human being could face that
-fire. The British soldiers broke and fled.
-
-[Sidenote: =The battle in earnest=]
-
-[Sidenote: =The victory after the treaty=]
-
-Once more they rallied, led by General Pakenham, a relative of the
-great Duke of Wellington. But who could withstand that fire? Pakenham
-was slain, and again his troops fled. The battle was over. The
-British had lost two thousand six hundred men and the Americans only
-twenty-one! This victory was won after peace had been made between
-England and America. A ship was then hurrying to America with the glad
-news.
-
-[Sidenote: =Jackson a hero=]
-
-Everywhere the people rejoiced greatly over the victory of New Orleans.
-Jackson was a great hero, and wherever he went crowds followed him, and
-cried out, "Long live the victor of New Orleans!"
-
-For several years Jackson remained at the head of the army in the
-South. The Seminole War was fought, and those Indians were compelled to
-make peace.
-
-[Illustration: ANDREW JACKSON
-
-_From a painting by Thomas Sully which hangs in the rooms of the
-Historical Society of Pennsylvania at Philadelphia_]
-
-[Sidenote: =Elected president=]
-
-
-=127. The People's President.= The people of the United States elected
-Jackson president in 1828, and reëlected him in 1832 by a greater
-majority than before, showing that he was very popular.
-
-[Sidenote: =Quarrels with the bank=]
-
-[Sidenote: =Great men oppose Jackson=]
-
-President Jackson had a quarrel with the men who were managing the
-United States Bank. This bank kept the money for the government. He
-ordered that the money of the government be taken out of this bank and
-put in different State Banks which were called "pet" banks. In the
-Senate of the United States at this time were three men of giant-like
-ability--Henry Clay, Daniel Webster, and John C. Calhoun. They joined
-together to oppose President Jackson in his fight against the United
-States Bank. These men made many long and very bitter speeches against
-the president.
-
-The Senate finally passed a resolution blaming President Jackson for
-taking the money away from the United States Bank. President Jackson
-was furious. He wrote a protest and sent it to the Senate. The people
-in the states took sides, and the excitement spread to all parts of the
-country.
-
-[Sidenote: =Jackson and Benton friends=]
-
-In the Senate was another great man, Thomas H. Benton of Missouri.
-Although Jackson and Benton had once fought a terrible duel in
-Nashville, they now were good friends. Benton attacked Clay, Webster,
-and Calhoun in powerful speeches and defended President Jackson in
-every way he could. At last, after several years, he succeeded in
-getting the Senate to expunge, or take away, from their records the
-resolution blaming President Jackson.
-
-There was great rejoicing among Jackson's friends, and Senator Benton
-was the hero of the day. President Jackson gave a great dinner party in
-Washington in Benton's honor.
-
-[Illustration: THE SCENE OF JACKSON'S CAMPAIGNS]
-
-[Sidenote: =Nullification=]
-
-For a long time South Carolina and other southern states had been
-complaining about the high tariff which Congress had passed. In 1832
-South Carolina declared in a state convention that her people should
-not pay the tariff any longer. She resolved to fight rather than obey
-the law and pay the tariff. This act of the convention was called
-nullification.
-
-[Sidenote: =President Jackson's proclamation=]
-
-President Jackson was very angry when he heard of this act of South
-Carolina. He told General Scott to take soldiers and war vessels to
-Charleston, and enforce the law at all hazards. The president published
-a letter to the people of South Carolina, warning them not to nullify a
-law of Congress.
-
-[Sidenote: =Jackson a Union man=]
-
-These acts made President Jackson very popular at the North, where the
-people all believed the president had saved the Union from breaking up.
-
-In 1837 his second term as president expired and he retired from public
-life after having seen his good friend, Martin Van Buren of New York,
-made president.
-
-[Sidenote: =Death at the Hermitage=]
-
-Jackson returned to Tennessee, greatly beloved by the people. There, in
-his home, called the Hermitage, he spent the rest of his life. He died
-in 1845, at the age of seventy-eight.
-
-[Illustration: THE TOMB OF ANDREW JACKSON]
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Eli Whitney was born in Massachusetts.
-  _2._ As a boy he was very much interested in tools, and worked in
-  his father's shop with all kinds of mechanical contrivances. _3._
-  He earned his way through college doing carpenter work. _4._ After
-  graduation he set out to teach in Savannah. _5._ He failed to
-  get the situation, and went to visit a friend who had taken much
-  interest in him. _6._ The South needed a machine to separate the
-  cotton fiber from the seed. _7._ Whitney set to work to make one,
-  at the suggestion of his friend, Mrs. Greene. _8._ The cotton gin
-  revolutionized the South. _9._ It made cotton raising the chief
-  industry, and brought thousands of slaves into the country.
-
-  _10._ Thomas Jefferson, born in Virginia, loved books; while in
-  college he met Patrick Henry. _11._ Went to the Burgesses and
-  planned the committees of correspondence. _12._ Jefferson was sent
-  to the Congress of 1776 and wrote the Declaration of Independence.
-  _13._ After the war Jefferson was sent as Minister to France.
-  _14._ Washington chose him as Secretary of State, and he founded
-  the Democratic-Republican party. _15._ Jefferson was popular as
-  president. _16._ He cut down expenses, and with his savings in
-  running the government purchased Louisiana.
-
-  _17._ The Columbia River was discovered by Gray. _18._ The way to
-  the Oregon country was made known by Lewis and Clark. _19._ The
-  Indians received them with kindness along the route. _20._ They
-  followed the Columbia until they reached the Pacific; Clark made a
-  map of the region they had gone through. _21._ As a reward, Lewis
-  was appointed governor of the Louisiana Territory and Clark of the
-  Missouri Territory. _22._ Fur traders and missionaries soon found
-  their way to the Oregon country.
-
-  _23._ Perry went to serve against the pirates, was eager to fight
-  the English when war broke out, and was appointed commandant at
-  Lake Erie. _24._ Perry built a fleet and won a famous victory over
-  the English. _25._ A gold medal was struck in his honor by Congress.
-
-  _26._ Andrew Jackson was born of poor parents; learned from the
-  woods more than from books. _27._ Jackson was captured by the
-  British. _28._ His mother died nursing American soldiers. _29._
-  He studied law, went over the mountains to Nashville, and was
-  elected to Congress. _30._ He also served as United States senator.
-  _31._ Jackson defeated the Indians, captured Pensacola, and won
-  a brilliant victory at New Orleans. _32._ Jackson was elected
-  president and was opposed in his policy by Clay, Webster, and
-  Calhoun. _33._ Threatened South Carolina over nullification. _34._
-  Died at the Hermitage in 1845.
-
-  =Study Questions.= _1._ What did Whitney like to do as a boy?
-  _2._ How did he help himself through college? _3._ Why did he
-  go to Savannah? _4._ Whom did he meet on the way? _5._ Describe
-  how cotton was then separated from the seed. _6._ Describe the
-  action of the machine made by Whitney. _7._ What was the effect
-  of his invention? _8._ How did the value of cotton shipped out of
-  the country compare with other goods? _9._ What effect did the
-  invention have on negro slavery in the South?
-
-  _10._ Name some things boys did on a Virginia plantation in
-  Jefferson's time. _11._ Name some of Virginia's great men whom
-  Jefferson knew. _12._ Explain how the committees of correspondence
-  worked. _13._ Who were the men appointed to make a Declaration of
-  Independence? _14._ Why did Jefferson write the Declaration? _15._
-  Why did French people like Jefferson? _16._ Picture Jefferson's
-  return home. _17._ How was Jefferson fitted for Secretary of State?
-  _18._ What were the people then disputing about, and who were their
-  leaders? _19._ Why did Jefferson want the government to be plain
-  and simple? _20._ Who wanted it different? _21._ Tell the story of
-  the buying of Louisiana. _22._ Why did Americans think the buying a
-  great event? _23._ Why did Jefferson not become president a third
-  time? _24._ What can you tell of the friendship of John Adams and
-  Thomas Jefferson? _25._ Describe the trip of Lewis and Clark up the
-  Missouri River. _26._ How did the Indians on the way receive them?
-  _27._ How did they return home? _28._ What offices were given Lewis
-  and Clark?
-
-  _29._ What important command was given to Perry? _30._ Tell what he
-  did when his ships were ready for the "Battle of Lake Erie." _31._
-  Picture the battle. _32._ What honors were given to Perry?
-
-  _33._ Where was Andrew Jackson born? _34._ Name some other boys who
-  learned more from the woods than from books. _35._ Mention some
-  early experiences Jackson had with the British soldiers. _36._
-  What other experiences did he have in the war? _37._ What led
-  him to go to Nashville? _38._ Explain how Jackson outwitted the
-  Indians. _39._ What did he do as a young lawyer? _40._ Tell the
-  story of Jackson's first call to arms. _41._ Give a full account
-  of Jackson's second call to arms. _42._ Imagine yourself one of
-  Jackson's soldiers, and tell what you saw and heard at the battle
-  of New Orleans. _43._ Give an account of Jackson's fight against
-  the United States Bank. _44._ Who was Thomas H. Benton, and why
-  did he defend President Jackson? _45._ What action did South
-  Carolina take in 1832, and what did the president do? _46._ Where
-  did Jackson live after his last term as president?
-
-  =Suggested Readings.= ELI WHITNEY: Brooks, _The Story of Cotton_,
-  90-99; Southworth, _Builders of Our Country_, Vol. II, 108-116;
-  Shillig, _The Four Wonders_, 1-32.
-
-  JEFFERSON: Wright, _Children's Stories of American Progress_,
-  55-85; Cooke, _Stories of the Old Dominion_, 180-192; Hart, _How
-  Our Grandfathers Lived_, 317-320; Butterworth, _In the Days of
-  Jefferson_, 32-168, 175-206, 216-264.
-
-  PERRY: Beebe, _Four American Naval Heroes_, 71-130; Wright,
-  _Children's Stories of American Progress_, 130-144; Hart, _How
-  Our Grandfathers Lived_, 241-242, 248-249; Glascock, _Stories of
-  Columbia_, 172-174.
-
-  JACKSON: Brooks, _Century Book of Famous Americans_, 162-172;
-  Blaisdell and Ball, _Hero Stories from American History_, 185-198;
-  Hart, _How Our Grandfathers Lived_, 284-291; Barton, _Four American
-  Patriots_, 133-192; Frost, _Old Hickory_.
-
-
-
-
-THE MEN WHO MADE THE NATION GREAT BY THEIR INVENTIONS AND DISCOVERIES
-
-
-
-
-ROBERT FULTON, THE INVENTOR OF THE STEAMBOAT
-
-
-[Sidenote: =How boats were driven=]
-
-
-=128. The Invention of the Steamboat.= Once there were no steam engines
-to drive boats. On sea and river they were driven by wind, and on
-canals they were pulled along by horses.
-
-[Sidenote: =Inventors before Fulton=]
-
-James Rumsey on the Potomac, John Fitch on the Delaware, and William
-Longstreet on the Savannah had each invented and tried some kind of
-steamboat, before Robert Fulton.
-
-Fulton was born of Irish parents, in New Britain, Pennsylvania, in
-1765. At the age of three he lost his father. Young Fulton had a great
-taste for drawing, painting, and inventing.
-
-He went to Philadelphia, then the largest city in the Union, when he
-was twenty, and engaged in painting and drawing. His first savings were
-given to his widowed mother to make her comfortable.
-
-[Sidenote: =Studied under Benjamin West=]
-
-Fulton finally decided to be an artist, and went to England to make his
-home with Benjamin West, a great painter who once lived at Philadelphia.
-
-[Illustration: ROBERT FULTON
-
-_After the painting by Benjamin West_]
-
-[Sidenote: =Influenced to become an engineer=]
-
-There he became acquainted with the Duke of Bridgewater, who influenced
-him to become a civil engineer. Fulton now met James Watt, who had
-greatly improved the steam engine. At one time the young man aided Watt
-in building an engine.
-
-[Sidenote: =Meets Livingston in France=]
-
-Fulton next went to France, where he became interested in plans for
-inventing diving boats, torpedoes, and steamboats. Here he met Robert
-R. Livingston, a signer of the Declaration of Independence, then United
-States Minister to France. Livingston took a deep interest in his
-experiments in driving boats by steam, and furnished him the means to
-make them.
-
-[Sidenote: =Fulton's trial boats=]
-
-Fulton made a "model" boat, which he left in France. Shortly afterward,
-he built a boat twenty-six feet long and eight feet wide. In this
-vessel he put a steam engine. The trial trips proved beyond a doubt
-that steamboats could be made.
-
-[Sidenote: =Twenty years' rights=]
-
-Livingston believed in Fulton and his steamboat. When he returned
-to New York, Livingston obtained from the legislature the right to
-navigate the waters of the state by steam for twenty years. The one
-condition was that the boat should go against the current of the Hudson
-at the rate of four miles an hour.
-
-[Sidenote: =Gets engine in England=]
-
-[Sidenote: =The "Clermont"=]
-
-Fulton got his engine from the inventors, Watt and Boulton, in
-England--the only place where suitable engines could be found. The
-engine came in 1806. A boat called the _Clermont_ was built to carry
-it. She was one hundred thirty feet long and eighteen feet wide. She
-had a mast with a sail. At both ends she was decked over, and in the
-middle the engine was placed. Two large side-wheels dipped two feet
-into the water.
-
-[Illustration: SCENE ON A CANAL]
-
-
-=129. The "Clermont" Moves.= At one o'clock in the afternoon of
-August 7, 1807, a great crowd gathered to see the first voyage of the
-_Clermont_. Many people did not expect to see the vessel go. They
-believed Fulton and Livingston had spent their money for nothing.
-Fulton gave his signal from the deck of the _Clermont_. The people
-looked on in astonishment as the boat moved steadily up the pathway of
-the Hudson.
-
-[Sidenote: =A great victory for Fulton and Livingston=]
-
-The _Clermont_ kept on going till out of sight, and the crowds of
-wondering people went home hardly believing the evidence of their eyes.
-Up the river, against the current of the mighty Hudson, she made her
-way till Albany was reached. She had gone one hundred fifty miles in
-thirty-two hours, and won a great victory for Fulton and Livingston.
-
-[Sidenote: =Name of boat changed to "North River"=]
-
-When winter came the _Clermont_ was taken out of the water and rebuilt.
-They covered her from stem to stern with a deck. Under the deck they
-built two cabins, with a double row of berths. Everything was done to
-make her attractive in the eyes of the people. They changed her name to
-the _North River_. In the spring she made her trips regularly up and
-down the Hudson.
-
-[Illustration: THE "CLERMONT"]
-
-[Sidenote: =Steamboats appear on different rivers=]
-
-
-=130. Steamboats on All the Rivers.= In 1809 a steamboat was built on
-Lake Champlain, another on the Raritan, and a third on the Delaware.
-From this time forward, steamboats, carrying passengers and freight
-from place to place, began to appear on all the great rivers in the
-settled portions of the United States.
-
-[Sidenote: =People along the Ohio frightened=]
-
-In 1811 a steamboat was built on the Ohio River at Pittsburgh. It
-started on its trip down the beautiful Ohio. People gathered on the
-banks of the river to see it go by. The steamboat, at first, made a
-frightful noise. Hence when it came to places where news traveled
-slowly, the people were sometimes frightened, and the negroes, terror
-stricken, ran crying into the woods.
-
-[Illustration: WATCHING THE "CLERMONT" ON ITS FIRST VOYAGE UP THE
-HUDSON]
-
-[Sidenote: =A steamboat helped Jackson=]
-
-In 1814 a steamboat carried supplies to General Jackson at New Orleans,
-and helped him to win the great battle fought there.
-
-Seven steamboats were running on the Ohio and the Mississippi at the
-close of the War of 1812. Before another year went by, a steamboat had
-made its way from New Orleans against the currents of the Mississippi
-and the Ohio rivers to Louisville, laden with goods from Europe.
-
-The steamboat had now won a place on the American rivers. It aided in
-the rapid settlement of the country. It made travel quick and easy, and
-it carried the goods of settlers up and down the rivers.
-
-[Sidenote: =Robert Fulton dies, 1815=]
-
-Robert Fulton died in 1815, deeply mourned by all his countrymen, and
-was buried in Trinity churchyard, New York City.
-
-[Sidenote: =Steamboats carry goods up the Mississippi=]
-
-[Sidenote: =Erie Canal across New York=]
-
-
-=131. The Erie Canal.= Before Fulton invented the steamboat, supplies
-had been carried to the western settlers over the mountains from the
-East. Now, however, steamboats puffed up the Mississippi from New
-Orleans loaded down with goods that had been brought all the way from
-Europe. The settlers could get all the supplies they wanted and at a
-much lower cost. For this reason the merchants of New York and the
-East were in danger of losing all their trade with the settlers. They
-saw that they must have some connection with the West by water, and so
-they planned the Erie Canal. It took seven years to dig. When it was
-finished it was three hundred sixty-three miles long, forty feet wide,
-and four feet deep. The depth was later increased to seven feet. It
-stretched straight across the state of New York from Lake Erie to the
-Hudson River.
-
-In the autumn of 1825, when the canal was finished, there was a great
-celebration. A "fleet" of canal boats carried Governor Clinton of New
-York and a number of other distinguished men across the state.
-
-[Sidenote: =New York recovered her trade=]
-
-The merchants of the East were no longer afraid of the Mississippi
-route, for they had a route of their own. The canal became the great
-highway of commerce from the East to the West and from the West to the
-East. New York recovered her trade, and flourishing cities grew up
-along the canal.
-
-But there were cities in the East that could not use the canal. Farther
-south they could not dig a canal across the mountains. All their goods
-had to be carried over the Cumberland Gap on the backs of horses. But a
-new means of travel and transportation had been invented, which was to
-far surpass the steamboat and which was to help every city no matter
-where located.
-
-[Sidenote: =The first railroad=]
-
-
-=132. Railroad Building.= The first railroad in America was a very rude
-affair. There were no "palace cars" or steel rails, nor did the trains
-run at a speed of sixty miles an hour. Instead, cars that looked like
-huge wagons ran on wooden rails and were dragged along by horses.
-
-[Sidenote: =Stephenson's "Puffing Billy"=]
-
-But George Stephenson had thought out a plan for a machine that would
-pull the cars along by steam. He called his engine "Puffing Billy." He
-kept at work always improving it. In 1825, after eleven years of hard
-work, he made an engine that could pull both passengers and freight.
-
-[Sidenote: =The first long railroad=]
-
-In 1828 the first long railroad in America was started. A great
-ceremony took place. It was a very solemn occasion. Charles Carroll,
-the only living signer of the Declaration of Independence, drove the
-first spade into the ground where the first rail was to be laid. As he
-did so he said, "I consider this among the most important acts of my
-life, second only to that of signing the Declaration of Independence."
-This railroad was the famous Baltimore & Ohio.
-
-Inventors continued to improve the locomotive. In 1831 an American
-company built one which ran at the rate of fifteen miles an hour. At
-that time that was considered a very rapid rate.
-
-[Sidenote: =By rail from Boston to Buffalo=]
-
-Since then railroad building and transportation have improved
-wonderfully. By 1842 one could travel by rail from Boston to Buffalo.
-But it was not until ten years later that Chicago was connected by rail
-with the East.
-
-[Sidenote: =To the Pacific coast=]
-
-Gradually the railroads spread a network over the country. In 1857 St.
-Louis and Chicago were connected. A railroad to the Pacific coast was
-much needed, and Congress voted an appropriation of $50,000,000 for the
-work. By 1869 the great work was completed. Other lines to the coast
-were started, and to-day many railroads cross the mountains, connecting
-the Pacific with the North, South, and Atlantic regions.
-
-
-
-
-SAMUEL F. B. MORSE, INVENTOR OF THE TELEGRAPH
-
-
-[Sidenote: =Morse, 1791=]
-
-
-=133. The Coming of the Telegraph.= Samuel Morse was born in
-Massachusetts (1791). His father was a Presbyterian minister. Young
-Morse went to the common schools and to Yale College.
-
-[Sidenote: =Paints portraits=]
-
-In college he used his spare time in painting, and after graduation he
-went to England and studied under the best artists. He came home and
-for a time painted portraits for a living.
-
-[Illustration: MORSE WORKING ON HIS MACHINE]
-
-[Sidenote: =The idea came to him of sending news by electricity=]
-
-After having spent some years abroad, in work and study, Morse was
-again returning home from France when the idea of sending news by
-electricity first came to him.
-
-[Sidenote: =A machine and an alphabet=]
-
-"Why can't it be?" said Morse to a friend, who answered, "There is
-great need of sending news by electricity." He began, then and there,
-to plan a machine and to invent an alphabet. This was all done on
-shipboard. When he reached land he went to work with a will at his
-new-found problem.
-
-[Sidenote: =The hungry inventor=]
-
-For a long time the work went on very slowly, for inventors must eat
-and sleep and pay their way in the world. While Morse was struggling
-over his machine and trying to make himself master of the strange force
-called electricity, he was very often hungry and at times even on the
-point of starvation.
-
-[Illustration: THE FIRST TELEGRAPH INSTRUMENT]
-
-[Sidenote: =Alfred Vail=]
-
-Now came a bright spot in his career. A young man named Alfred Vail, an
-excellent mechanic, saw Morse's telegraph instruments, and immediately
-believed they would be successful. Young Vail borrowed money and became
-Morse's assistant in the great work. For what he did he deserves credit
-next to Morse himself.
-
-[Sidenote: =Getting ready for Congress=]
-
-[Sidenote: =Behind locked doors=]
-
-A patent must now be had and the telegraph must be so improved that
-they could show it to a committee of Congress. It was arranged that
-Vail and a mechanic by the name of Baxter should do the work behind
-locked doors. For, if some one should happen to see the instruments,
-and obtain a patent first, then Morse and Vail would be ruined.
-
-[Sidenote: =The dot and dash alphabet=]
-
-In the locked shop the two men worked steadily day after day. Vail made
-many improvements. Among these was the new "dot and dash" alphabet. At
-last, one day in January, 1838, everything was in complete working
-order. Baxter, hatless and coatless, ran for Mr. Vail's father to come
-at once and see the telegraph work.
-
-[Illustration: MORSE SHOWING HIS COMPLETED WORK]
-
-[Sidenote: =The final test=]
-
-[Sidenote: =Patented in Morse's name=]
-
-At one end of the wire stood young Vail, and at the other stood Morse.
-This wire was stretched around the room so that it was three miles in
-length. The elder Vail wrote: "A patient waiter is no loser." He said
-to his son: "If you can send this message, and Mr. Morse can read it at
-the other end, I shall be convinced." It was done, and there was great
-rejoicing. The invention was hurried to Washington, and young Vail took
-out a patent in the name of Morse.
-
-[Illustration: MORSE LISTENING TO CONGRESS MAKING FUN OF HIS INVENTION]
-
-[Sidenote: =Congressmen watch the instruments=]
-
-Morse obtained permission to set up his telegraphic instruments
-in rooms in the capitol. These rooms were filled with congressmen
-watching the strange business. Members in one room would carry on witty
-conversations with persons in the other room. This was great fun for
-those looking on. But it was slow work talking with members of Congress
-and winning their help.
-
-[Sidenote: =Congress makes fun of the idea=]
-
-
-=134. The Government Aids.= Finally Morse asked for thirty thousand
-dollars to build a line from Washington to Baltimore. The bill met
-opposition, one member moving that a part of the money be used in
-building a railroad to the moon, another that it be used in making
-experiments in mesmerism.
-
-[Illustration: SAMUEL F. B. MORSE
-
-_From a photograph taken by Abraham Bogardus, New York City_]
-
-[Sidenote: =Morse ruined if bill does not pass=]
-
-Morse stood leaning against the railing which separated the outsiders
-from the members. He was greatly excited, and turning to a friend,
-said: "I have spent seven years and all that I have in making this
-instrument perfect. If it succeeds, I am a made man; if it fails, I am
-ruined. I have a large family, and not money enough to pay my board
-bill when I leave the city."
-
-[Sidenote: =Telegraph line to Baltimore built=]
-
-[Sidenote: =The first message=]
-
-It was ten o'clock, March 3, 1843, the last night of that Congress.
-Morse gave up and went to his hotel. In the morning a friend met and
-congratulated him on the action of Congress in granting thirty thousand
-dollars for his telegraph line--the last thing Congress did that night.
-Morse was surprised. The telegraph line to Baltimore was built and the
-first dispatch was ready to send. Morse called the young woman who had
-been the first to congratulate him, to send this first message: "What
-hath God wrought."
-
-[Sidenote: =Honors heaped on the inventor=]
-
-The success of Morse was slow at first, but he lived to see the day
-when his instrument was used in Europe. He visited Europe again, was
-given gold medals, and received other rewards and honors from many of
-the rulers of the different European countries.
-
-[Sidenote: =Morse dies, 1872=]
-
-He died in 1872 at the good old age of eighty-one. Congress and state
-legislatures paid tribute to his memory.
-
-[Illustration: THE TELEPHONE]
-
-[Sidenote: =The telephone=]
-
-
-=135. A Wider Use for Electricity.= Samuel Morse was hardly in his
-grave before a wonderful invention was made which called electricity
-into far wider use in carrying news. This new invention was the
-telephone, and two men, Bell and Gray, applied for patents on it at
-almost the same time.
-
-The instruments are wonderful conductors of sound, carrying, as they
-do, the actual words and tones of the voice.
-
-[Sidenote: =Marconi beats them all=]
-
-But Marconi has gone beyond them all in his invention. He sends the
-electric wave forth without the aid of a wire, thus giving rise to
-wireless telegraphy.
-
-
-
-
-CYRUS WEST FIELD, WHO LAID THE ATLANTIC CABLE BETWEEN AMERICA AND EUROPE
-
-
-[Sidenote: =Cyrus W. Field, 1819=]
-
-[Sidenote: =In business for himself=]
-
-
-=136. The Atlantic Cable.= Cyrus W. Field was born in Massachusetts in
-1819. His grandfather was a Revolutionary soldier. Cyrus went to school
-in his native town of Stockbridge, and at fifteen was given a place in
-a New York store at fifty dollars a year. Before he was twenty-one he
-went into business for himself. At the end of a dozen years he was the
-head of a prosperous firm. In 1853 he retired from active business.
-
-[Sidenote: =Why not span the Atlantic?=]
-
-Field became interested in a man who was joining Newfoundland with the
-mainland by means of a telegraph line. "Why not make a telegraph line
-to span the Atlantic?" thought Field. He went to work, and put his
-schemes before Peter Cooper and other generous men. They believed in
-them.
-
-[Sidenote: =Englishmen also approve the plan=]
-
-Field next went abroad and laid his plan before a number of Englishmen.
-He pleaded so eloquently that they, too, were convinced. He returned to
-America to lay the matter before Congress and ask that body to vote him
-a sum of money.
-
-[Sidenote: =President Pierce signs the bill=]
-
-Congress was very slow about it, and the bill did not pass until the
-last days of that session. President Pierce signed it the last day of
-his term as president.
-
-[Sidenote: =Half a million dollars gone=]
-
-Field returned to England and watched over the making of his "cable."
-In August, 1857, everything was ready. The cable lay coiled on
-shipboard, ready to be let out in the Atlantic. The great ship started,
-and everything went well till three hundred thirty-five miles of the
-cable had been let out, when it broke in two. It was the same as losing
-half a million dollars.
-
-[Illustration: PRESIDENT PIERCE SIGNING THE FIELD BILL]
-
-[Sidenote: =A second trial=]
-
-[Sidenote: =Breaks again=]
-
-Field went back to England and began promptly to prepare for a second
-trial. He then came to America and made arrangements to use the
-_Niagara_, a large vessel. The British ship, _Agamemnon_, was also
-taken to help in this second trial. The ships started in mid-ocean, one
-going one way and one going the other way. This time only one hundred
-eleven miles were laid, when the cable again parted.
-
-[Sidenote: =A council of war=]
-
-Field hastened to London to meet the men who had backed him in his
-undertaking with their money. It was a council of war after a terrible
-defeat! But Mr. Field did not believe in surrender, even to the sea.
-
-[Sidenote: =Success=]
-
-On the seventeenth of July, 1858, the ships again set sail for
-mid-ocean. They "spliced" the cable, and the _Niagara_ with Mr. Field
-on board sailed away for Newfoundland. The British ship went the other
-way. This time they were successful. Both countries were excited. Queen
-Victoria flashed a message under the sea to President Buchanan.
-
-[Sidenote: =A great day in New York=]
-
-Great was the rejoicing in New York, the home of Mr. Field. A religious
-service, expressive of the deep interest of the people in the success
-of his work, was held in Trinity Church, at which two hundred clergymen
-in gowns appeared; national salutes were fired, a great procession was
-formed, an address was made by the mayor of the city and, at a very
-late hour, a grand banquet was held. While the banquet was going on,
-the cable gave its last throb, and parted.
-
-[Illustration: CYRUS W. FIELD
-
-_From a photograph by Elliott and Fry, London_]
-
-[Sidenote: =The cable parts the third time=]
-
-The very day that a whole city rose up to do honor to the Atlantic
-telegraph and its author, it gave its last flash and then went to sleep
-forever in its ocean grave.
-
-[Illustration: LAYING THE FIRST ATLANTIC CABLE]
-
-[Sidenote: =After a wait of five years=]
-
-After five years of slow and toilsome work, caused by the fact that the
-Civil War was raging in the United States, Cyrus W. Field was again
-ready. When the vessel, bearing the cable, was within six hundred miles
-of land, the cable broke again.
-
-[Sidenote: =The money subscribed=]
-
-
-=137. The Final Success.= An Anglo-American Telegraph Company was
-now formed. Mr. Field subscribed $50,000, Daniel Gooch $100,000, and
-another person promised to bear a part of the expense. On a Friday
-they set out and on another Friday they reached America with the cable
-safely laid. Mr. Field sent this message to England:
-
-[Sidenote: ="Hearts Content"=]
-
-"Hearts Content, July 27, 1866. We arrived here at nine o'clock this
-morning. All well. Thank God, the cable is laid, and is in perfect
-working order."
-
-[Sidenote: =Effect on the civilized world=]
-
-[Sidenote: =Great honor for Mr. Field=]
-
-The success of this undertaking, after so many years of failure,
-produced a great effect throughout the civilized world. Mr. Field was
-the center of all rejoicing. Congress voted him a gold medal. England
-did honor to his name. The Paris Exposition of 1867 gave him the
-highest medal it had to bestow. From Italy he received a decoration.
-States and chambers of commerce in all parts of the nation passed
-resolutions in praise of his great work.
-
-Finally he took a trip around the world and received honors from many
-nations. Mr. Field lived at Tarrytown, New York. He died in New York
-City in 1892, at the age of seventy-three.
-
-
-
-
-CYRUS H. MᶜCORMICK, INVENTOR OF THE REAPER
-
-
-=138. Making Bread More Plentiful for Millions.= It was only natural
-that Cyrus H. McCormick should be interested in inventions. His father,
-Robert McCormick, had fitted up many labor-saving devices for use on
-his farm. He tried to make a reaper, but it was a failure.
-
-One hundred years ago the common method of harvesting in this country
-was by "cradling" the grain. For this, a scythe with prongs on its
-handle was used. The prongs caught the grain and laid it in rows, ready
-to tie.
-
-[Illustration: CYRUS HALL MᶜCORMICK]
-
-Cyrus Hall McCormick was born at Walnut Grove, West Virginia, in 1809.
-The boy was always interested in inventing. When fifteen, he invented
-a better grain cradle. At twenty-one he made a hillside plow that
-surpassed his father's. His great invention, the reaper, was made the
-following year. His friends all laughed at his machine, but he went on
-perfecting it. All his life Cyrus McCormick had to meet ridicule or
-bitter competition. But he came of Scotch-Irish fighting stock. He had
-the determination which battles its way to success.
-
-In 1834 the reaper was patented. It was shown at the World's Fair in
-London in 1851. It won a prize as the most valuable thing in the whole
-fair.
-
-[Illustration: THE FIRST MᶜCORMICK REAPER
-
-_After a model of the original reaper_]
-
-Cyrus H. McCormick started to manufacture his machine at Chicago in
-1847. The demand for reapers grew rapidly. When the Civil War called
-out one man in three from the North, there were enough reapers in use
-to equal the labor of one million slaves. The North not only fed itself
-but sent great quantities of grain to England. Cyrus McCormick's great
-invention did much to help the North abolish slavery.
-
-[Illustration: HARVESTING WITH MODERN MACHINERY]
-
-
-=139. Reapers for the West.= The invention of the reaper made it
-possible for the West to be quickly settled. Before, farmers raised
-only the few acres they could be sure of harvesting. Grain is lost,
-if not cut a few days after it is ripe. The wide prairies of the West
-could not be harvested by the old methods. Now on these great plains
-huge reapers drawn by engines sometimes cut forty-eight feet of grain
-in a single swathe.
-
-Because of the labor it saves, McCormick's invention has made the cost
-of bread low for millions of people. With hand-reaping half the people
-of the country would be busy producing nothing but bread. In the past
-most nations were never free from the danger of starvation. Now the
-world produces enough for all.
-
-A noted French society, when it elected McCormick a member, said that
-he had "done more for the cause of agriculture than any other living
-man."
-
-
-
-
-ELIAS HOWE, INVENTOR OF THE SEWING MACHINE
-
-
-=140. A Time-Saving Invention.= Elias Howe was a poor boy who won great
-riches through his invention, but spent most of his years in a long,
-dreary struggle with poverty.
-
-[Illustration: ELIAS HOWE]
-
-Elias was born in Massachusetts in 1819. His father was a poor man. He
-worked in his father's mill and then in the cotton mills of New England
-until he came to have a thorough knowledge of machinery. When he was
-twenty-four he began his great invention, the sewing machine.
-
-Sewing machines using a chain stitch had already been invented in
-England and France, but a chain stitch ravels easily. Howe invented
-a lock stitch machine. Like earlier machines, it had a needle with an
-eye in its point to bring a loop of thread through the cloth. In chain
-stitching the needle at the next stitch passes through this loop. Howe
-instead passed a shuttle carrying a second thread through the loop.
-This made a firm lock stitch.
-
-[Illustration: HOWE'S FIRST SEWING MACHINE]
-
-Howe tried to get tailors to buy his machine. He proved that it would
-sew seven times as fast as the best needleworkers. But they were afraid
-it would take work away from their men, and would have nothing to do
-with it.
-
-After patenting his machine, Howe took it to England, but there he
-remained as poor and unknown as before.
-
-Returning to New York he heard that unscrupulous men had stolen or
-"pirated" his ideas, and that the sale of sewing machines was now a
-thriving business. But Howe was determined to uphold his rights. In
-1859, after a battle of many years in the law courts, he secured the
-full and complete title to his invention.
-
-
-=141. A Turn in Fortune.= The man who had faced poverty and rebuffs
-all his days now came into great wealth. His income each year would be
-equal to-day to at least a million dollars.
-
-Sewing machines have now become almost a necessity in all American
-homes. It is hard to realize the amount of close, slow, exacting work
-from which Howe's machine has released women everywhere. The work of
-the most skillful needlewomen is not to be compared in speed and
-evenness with machine stitching. Garments now can be produced in vastly
-greater quantities than by hand work, and machine stitching is much
-more durable.
-
-When the Civil War came, Howe's sewing machine made tents, shoes, and
-uniforms for the great Union army which would not have had them in time
-otherwise. Howe himself enlisted as a private and served while his
-health lasted. He died in 1867 when only forty-eight years old.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Fulton's invention greatly increased
-  commerce before the coming of railroads. _2._ Congress granted
-  Morse money to build a telegraph line, after many delays. _3._ Bell
-  and Gray invented the telephone. _4._ Marconi invented wireless
-  telegraphy. _5._ Cyrus Field after many failures laid a permanent
-  cable across the Atlantic in 1866. _6._ McCormick's reaper hastened
-  the settlement of the West. _7._ Howe became rich through the
-  invention of the sewing machine.
-
-  =Study Questions.= _1._ Tell of early attempts to build steamboats.
-  _2._ Give the story of the _Clermont_. _3._ Give an account of the
-  steps by which Morse won success. _4._ How many attempts did Field
-  make before a permanent cable was laid? _5._ What was the great
-  importance of McCormick's reaper? _6._ Describe Howe's first sewing
-  machine.
-
-  =Suggested Readings.= ROBERT FULTON: Glascock, _Stories of
-  Columbia_, 186-188; Wright, _Children's Stories of American
-  Progress_, 104-120; Thurston, _Robert Fulton_.
-
-  SAMUEL F. B. MORSE: Trowbridge, _Samuel Finley Breeze Morse_;
-  Mowry, _American Inventions and Inventors_, 270-277; Holland,
-  _Historic Inventions_, 168-188.
-
-  BELL AND GRAY: Holland, _Historic Inventions_, 215-232.
-
-  CYRUS WEST FIELD: Judson, _Cyrus W. Field_; Doubleday, _Stories
-  of Inventors_, 3-16; Mowry, _American Inventions and Inventors_,
-  278-285.
-
-  CYRUS H. MCCORMICK: Brooks, _The Story of Corn_, 218-220; Forman,
-  _Stories of Useful Inventions_, 91-96; Sanford, _The Story of
-  Agriculture in the United States_, 144-149.
-
-  ELIAS HOWE: Hubert, _Inventors_, 99-110.
-
-
-
-
-THE MEN WHO WON TEXAS, THE OREGON COUNTRY, AND CALIFORNIA
-
-
-
-
-SAM HOUSTON, HERO OF SAN JACINTO
-
-
-[Sidenote: =Houston among the Cherokees=]
-
-
-=142. Sam Houston.= Young Houston was born of Scotch-Irish parents,
-in Virginia (1793). His father had fought under General Morgan in the
-Revolution. Sam Houston did not have much schooling, and when but
-thirteen his family moved to east Tennessee. Made angry by his older
-brother, he left home and went to live with the Cherokee Indians. He
-liked the wild life of the Indians and took part with the Indian boys
-in their pastimes of hunting, fishing, and playing at games.
-
-[Illustration: THE BATTLE OF HORSESHOE BEND
-
-_Here Houston, under Jackson in the victory over the Creeks, won great
-distinction_]
-
-[Sidenote: =Returns home=]
-
-[Sidenote: =Wounded in battle=]
-
-He was now eighteen. He returned home and went to school a term at
-Marysville Academy. In the war of 1812 General Jackson called the men
-of Tennessee to arms. Young Houston responded to the call, and fought
-against the Indians in the great "Battle of Horseshoe Bend." After
-doing heroic deeds, he was dangerously wounded. Houston was a long time
-in getting well.
-
-[Illustration: SAM HOUSTON
-
-_From a photograph by Matthew B. Brady in the collection of the War
-Department, Washington, D.C._]
-
-[Sidenote: =Elected to Congress=]
-
-At twenty-five he began to study law in Nashville and in six
-months--just a third of the time said to be necessary--he was ready to
-practice. Houston's rise in the law and in the favor of the people was
-rapid. He went from one position to another until the people elected
-him to Congress.
-
-[Sidenote: =Governor of Tennessee=]
-
-[Sidenote: =Forsakes his home=]
-
-He was in Congress four years. He won many friends by his gracious
-behavior. The people of Tennessee made him their governor. But
-suddenly, without warning, Houston resigned as governor, and forsook
-his home and friends. He sailed down the Mississippi River to the
-Arkansas, and up this river several hundred miles to the land of his
-early friends, the Cherokees, whom the United States government had
-sent to that far-away country.
-
-[Sidenote: =Returns to the Cherokees=]
-
-[Sidenote: =The old chief's welcome=]
-
-Here Houston found the old chief--now the head of his tribe--who had
-adopted him as a son years before on the banks of the Tennessee. The
-chief threw his arms around him in great affection and said: "My
-son, eleven winters have passed since we met. My heart has wondered
-often where you were; and I heard you were a great chief among your
-people.... I have heard that a dark cloud had fallen on the white path
-you were walking, and when it fell ... you turned your thoughts to my
-wigwam. I am glad of it,--it was done by the Great Spirit.... My wigwam
-is yours, my home is yours, my people are yours,--rest with us."
-
-[Sidenote: =Visits Washington=]
-
-When Andrew Jackson became President of the United States Houston went,
-in his Indian dress, on a visit to Washington. He was warmly received
-by his old friend from Tennessee.
-
-[Sidenote: =Visits Tennessee=]
-
-Once more he turned his face toward the wilderness. He stopped in
-Tennessee and was warmly greeted by old friends. He did not stay long
-in Tennessee.
-
-[Sidenote: =Hastens to Texas=]
-
-Neither did he stay long with the Cherokees, but hastened to Texas,
-where the people were already murmuring against the treatment they were
-receiving from Mexico.
-
-[Sidenote: =Texas declares independence=]
-
-The people of Texas finally issued a declaration of independence.
-Thereupon the Mexicans resolved to send a large army into Texas and
-force the revolutionists into submission to the government.
-
-[Illustration: THE ALAMO, SAN ANTONIO
-
-_Of its defense by Travis, Crockett, and their few men it was said,
-"Thermopylae had her messenger of woe--the Alamo had none"_]
-
-A most important event of this war was the capture, by a large Mexican
-force, of an old mission building used as a fortress, called the Alamo.
-It was defended by one hundred forty men, among them the famous "Davy"
-Crockett, Colonel Travis, and Colonel Bowie--the inventor of the bowie
-knife. Only six Texans were alive after the capture of the fortress.
-These heroic men died, fighting the Mexicans to the last.
-
-[Sidenote: ="Remember the Alamo!"=]
-
-"Remember the Alamo!" became the war cry of every Texan. The Mexicans
-were approaching, five thousand strong, under General Santa Ana.
-General Houston commanded the Texans, about seven hundred in all.
-
-[Illustration: THE FLAG OF THE TEXAS REPUBLIC]
-
-[Sidenote: =Massacre of Goliad=]
-
-Suddenly the news came that General Fannin and his men, five hundred
-in number, had been massacred by the Mexicans at Goliad. The cause of
-Texan independence looked dark indeed.
-
-[Sidenote: =Houston's retreat=]
-
-Houston began a retreat of two hundred fifty miles to the eastward.
-Santa Ana followed closely after him, but scattered his men, just as
-Houston wanted him to do, until he had with him only eighteen hundred
-men. They were now on the banks of the San Jacinto.
-
-[Illustration: HOUSTON AT SAN JACINTO
-
-_Where his battle cry, "Remember the Alamo!" won Texas independence
-from Mexico_]
-
-[Sidenote: =Battle of San Jacinto=]
-
-Houston waited till the Mexicans were a bit careless, then seven
-hundred Texans charged the breastworks of the Mexicans. After the first
-fire they clubbed their guns and went at it, pioneer fashion, with the
-cry, "Remember the Alamo!" The right and the left wings of the Mexicans
-gave way first, and then the center.
-
-[Sidenote: =Retreat of the Mexicans=]
-
-They retreated, expecting to cross a deep, narrow bayou or stream on a
-log bridge, but Houston had had the bridge destroyed. The slaughter was
-terrific. The stream was choked with Mexicans and their horses.
-
-[Sidenote: =Santa Ana captured and sent to visit Washington=]
-
-Santa Ana was captured and was turned over to the Texan government.
-Many thought he ought to die because of the massacres at the Alamo and
-Goliad, but Houston, generous toward the beaten man, sent him on to
-visit Washington.
-
-[Illustration: SCENE OF HOUSTON'S CAMPAIGN]
-
-[Sidenote: =Houston elected president of Texas=]
-
-Houston had been badly wounded, and sailed to New Orleans for medical
-care. He returned to be elected first president of the "Lone Star
-Republic," as Texas was called. He was reëlected for a second term and
-served his country well.
-
-[Sidenote: =Annexation of Texas=]
-
-Houston wanted Texas made a part of the United States. This was
-afterwards done, and war followed with Mexico.
-
-In 1845 Texas sent Houston to the United States Senate, where he served
-his state for fourteen years. He was devoted to our national Union. He
-died in 1863.
-
-
-
-
-DAVID CROCKETT, GREAT HUNTER AND HERO OF THE ALAMO
-
-
-[Sidenote: =Crockett found his schooling in the woods=]
-
-
-=143. A Brave Backwoodsman.= At the close of the Revolution, Tennessee
-was still largely a wilderness. Here David Crockett was born in 1786.
-In those days schools on the frontier were few and poor, and young
-"Davy" found most of his schooling in the backwoods. He learned to know
-the woods and streams and the animals that lived in them. As a boy he
-spent most of his time hunting and trapping. As a young man he was one
-of the most famous rifle shots in the United States.
-
-When the Creek War broke out, he enlisted under Andrew Jackson to march
-against the Indians. The young rifleman fought so well under "Old
-Hickory" that Tennessee made him a colonel.
-
-[Sidenote: =Elected to Congress=]
-
-He had become a famous hunter and fighter. He thought he would try
-politics next. Instead of making political speeches, he went about
-from place to place telling stories. The people liked both him and his
-stories so well that they elected him to the legislature. A few years
-later they sent him to Congress.
-
-[Sidenote: =Returns to the wilderness=]
-
-[Sidenote: =Joins the fight at the Alamo=]
-
-By and by Crockett grew tired of civilization. He wanted to get back to
-the wilderness. His old home was too well settled to suit him. So he
-wandered to Texas. Here he heard that the Mexicans were surrounding the
-Americans at San Antonio. "Davy" Crockett loved a good fight too well
-to stay away. He hastened to join the small band of brave men who were
-defending the Alamo. All could have escaped had they chosen to do so,
-but with iron courage these hundred and forty stayed and defied Santa
-Ana's thousands.
-
-For several days the Mexicans were held at a distance. They dared
-not bring their cannon close to the building, for the concealed
-sharpshooters picked off the men who tried to man the guns. Old
-Crockett himself laid low five men in charge of one cannon.
-
-[Illustration: MAP OF THE WEST AFTER THE WAR WITH MEXICO
-
-_Showing the territory added to the United States after the Louisiana
-Purchase_]
-
-[Sidenote: =David Crockett fights to the last=]
-
-The fall of the Alamo was however merely a question of time. Little
-by little the walls were battered down, and finally the Mexicans were
-ready to storm. On they came, a great charging mass. The American
-riflemen shot them down by scores, but when one Mexican fell another
-took his place. One by one the fearless defenders fell. The last man to
-go down was Davy Crockett.
-
-It is said that he stood with his back to the wall, fighting to the
-last, and that the Mexicans, afraid to meet him hand to hand, shot him
-down from a distance.
-
-
-
-
-JOHN C. FREMONT, THE PATHFINDER OF THE ROCKY MOUNTAINS
-
-
-[Sidenote: =His father a French refugee=]
-
-
-=144. A Great Explorer.= Fremont's father was a Frenchman who was
-driven to America by the terrible French Revolution. John Charles
-Fremont was born at Savannah (1813) while his parents were on a
-journey through the South. His father died soon after, and his mother
-went to live in Charleston, South Carolina.
-
-[Sidenote: =Goes to South America=]
-
-After a time at a good school, Fremont entered the junior class in
-Charleston College (1828). After leaving college he spent two and a
-half years on a voyage to South America.
-
-[Sidenote: =Becomes a civil engineer=]
-
-On his return he joined a company of engineers sent by the governor to
-explore the mountains between South Carolina and Tennessee, in order to
-find a suitable place for a railroad. This work was through a region
-rough, wild, and full of beauty. It gave young Fremont a taste for
-exploration which never left him.
-
-Fremont's longing for a wild life was gratified when he was made
-assistant to a famous Frenchman who was exploring the wild region
-between the upper Missouri River and Canada.
-
-[Illustration: THE PATHWAYS OF THE EARLY EXPLORERS OF THE WEST]
-
-[Sidenote: =Marries Senator Benton's daughter=]
-
-After this work Fremont returned to Washington and later married
-Jessie Benton, the daughter of the senator from Missouri. Thomas H.
-Benton was a great friend of President Jackson.
-
-Fremont was now related to a powerful man who was deeply interested
-in the growth of the "Great West." Benton's repeated speeches on the
-"West" and on the "Oregon Country" called attention to the importance
-of the Pacific slope.
-
-[Illustration: JOHN C. FREMONT
-
-_After a photograph from life_]
-
-[Sidenote: =Receives permission to explore South Pass=]
-
-In 1842 Fremont, now a lieutenant of engineers, received permission
-from the government to explore the South Pass of the Rocky Mountains.
-With a party made up largely of French Canadians, and assisted by that
-famous guide, Kit Carson, he passed up the Kansas River, crossed to the
-Platte, went up this river, and thus reached the South Pass.
-
-[Sidenote: =Unfurls the Stars and Stripes on Fremonts Peak=]
-
-
-=145. On the Watershed.= Standing on the watershed of a continent, he
-saw the beginnings of rivers that flow into the Atlantic, and of others
-that stretched away through unknown regions to the Pacific. He took
-four men and climbed what has since been called Fremonts Peak, one of
-the highest of the Rockies, about 13,800 feet above the sea. At the top
-Fremont unfurled the Stars and Stripes in all its glory!
-
-
-=146. A Pathway to the Pacific.= Fremont reported his discovery at
-Washington and immediately applied for orders to make an expedition to
-discover a more southerly route to California and Oregon.
-
-[Sidenote: =Beholds Great Salt Lake=]
-
-[Illustration: GAZING OUT AT THE BEGINNINGS OF RIVERS]
-
-
-He left the little town of Kansas City with his guide, Kit Carson, in
-May, 1843. In September, after traveling seventeen hundred miles, the
-little party beheld the shores of Great Salt Lake. What feelings must
-have stirred the breasts of men shut in for months by mountains, at
-seeing what appeared to be an ocean, here in the midst of a continent!
-Little did they dream of that hardy band of immigrants, so soon to
-follow, who would make the shores of this sea blossom like a garden.
-Fremont wrote: "As we looked over that vast expanse of water and
-strained our eyes along the silent shores, over which hung so much
-doubt and uncertainty, I could hardly repress the almost irresistible
-desire to continue our exploration."
-
-[Illustration: FREMONT'S MEN BUILDING A FIRE IN THE SNOW]
-
-[Sidenote: =Reaches Fort Vancouver=]
-
-After making preparations, the party crossed over to a branch of the
-Columbia River. Down this stream they traveled until Fort Vancouver was
-reached on November 4. Here Fremont was the guest of the governor of
-the British Hudson Bay Company.
-
-[Sidenote: =Travel in deep snow=]
-
-[Sidenote: =Crossing the Sierra Nevada=]
-
-November 10, on the way home, the little party started to make the
-circuit of the Great Basin, a vast depression beyond the east wall
-of the Sierra Nevada. But very soon they found deep snow on the
-mountains. Turning to the west at about the latitude of San Francisco,
-Fremont determined to cross the Sierra Nevada into the valley of the
-Sacramento. The river was not many miles distant.
-
-[Illustration: FREMONT'S EXPEDITION REACHING SUTTER'S FORT, CALIFORNIA]
-
-
-But what miles! Up and down, up and down that snowy mountain range,
-which the Indians told him no man could cross in winter, with snow
-lying upon it as deep as the dark forest trees were high, and places
-where, if a man slipped off, he would fall half a mile without stopping!
-
-[Sidenote: =In the Valley of the Sacramento=]
-
-They attempted to cross without a guide, in the dead of winter. In
-forty days the men and the surviving horses--a woeful procession
-crawling along one by one, skeleton men leading skeleton
-horses--arrived at Sutter's Fort (Sacramento) in the beautiful valley
-of the Sacramento. Here genial warmth, trees in foliage, grassy ground,
-and flowers made a fairy contrast to the famine and freezing they had
-met on the mountains they had climbed.
-
-After enjoying the hospitality of Colonel Sutter, Fremont again crossed
-the mountains farther to the south, where the beautiful San Joaquin
-River makes a gap or pass.
-
-[Sidenote: =Sees the Mohave Desert=]
-
-When he reached the top of the pass Fremont beheld the plains of the
-Mohave Desert. An Indian said to him: "There is neither water nor
-grass--nothing; every animal that goes upon them dies."
-
-[Sidenote: =End of second expedition=]
-
-Pushing forward with great energy, he reached Utah Lake, thus having
-nearly made the circuit of the Great Basin.
-
-Fremont hastened to Washington with the story of his discoveries.
-General Scott now recommended that he be made captain.
-
-[Sidenote: =Third expedition=]
-
-Fremont's third expedition, with Carson as a helper, began in the
-spring of 1845, and aimed to explore the Great Basin and the coast of
-California and Oregon.
-
-[Illustration: THE UNFURLING OF THE AMERICAN FLAG IN CALIFORNIA
-
-_The Stars and Stripes were raised for the first time in California
-near Monterey in 1846_]
-
-[Sidenote: =War breaks out=]
-
-
-=147. In the Mexican War.= Little did Fremont--or any of his men--think
-what fortune had in store for them. On his way to the Oregon Country
-Fremont received news that the Mexicans were planning to kill all the
-Americans in the Sacramento Valley. War had already broken out between
-the United States and Mexico, but he did not know it. He returned,
-reaching the valley in May, 1846. The settlers rushed to join him, and
-in one month northern California was declared independent.
-
-[Sidenote: =Conquest of California=]
-
-Fremont then marched to Monterey and joined Commander Sloat, who had
-raised the American flag there, July 7, 1846. This practically finished
-the conquest of all California in sixty days.
-
-[Sidenote: =Fourth expedition=]
-
-[Sidenote: =Elected to United States Senate=]
-
-
-=148. Becomes a Private Citizen.= Soon after this event Fremont
-returned to Washington, gave up his place in the regular army, and went
-to live in California. His journey to California made up his fourth
-expedition. But the people would not let him long remain in private.
-The state elected him to the United States Senate. Fremont was not long
-in Congress, but was of great service in giving advice concerning the
-long-talked-of railroad to the Pacific.
-
-Early in 1848 gold was discovered in the sand near the American River
-at Sutter's Mill, the site now occupied by Coloma. As the news spread,
-great excitement arose, and everybody wanted to dig gold. This was the
-"gold fever" of 1848 and 1849. The rush to the coast was tremendous.
-It made the building of a railroad urgent. Fremont made his fifth
-expedition to survey three routes to the Pacific. After great hardships
-he returned to Washington to report what he had found.
-
-[Sidenote: =Nominated for president=]
-
-He now took up his residence in New York City and became a member of
-the party opposed to the extension of slavery. The new party, the
-Republican, nominated him as its first candidate for president (1856).
-He was defeated after a most exciting time, yet he carried all the
-northern states but four.
-
-[Sidenote: =A major-general in the Civil War=]
-
-During the Civil War he was made a major-general, but after a year or
-two he resigned. He was talked of for president in 1864, but did not
-make the race.
-
-After the war was over he was interested in a great continental
-railroad. From 1878 to 1881 he was governor of Arizona. Congress voted
-him a pension just before he died in 1890.
-
-
-
-
-SPANISH MISSIONS IN THE SOUTHWEST
-
-
-[Sidenote: =Spanish missionaries baptize Indians=]
-
-
-=149. How the Franciscans Ruled the Southwest.= Centuries before
-Fremont or Kit Carson or any other American had seen the wonders of
-our western country, Spaniards made their homes there. Before the
-_Mayflower_ landed at Plymouth, Spanish missionaries had built many
-churches in the Southwest and had baptized thousands of Indians into
-the Christian faith.
-
-[Sidenote: =Franciscan friars friends of the oppressed=]
-
-The story of the Spaniards in New Mexico, Arizona, and California is
-not of victories won by the sword, but by the cross. The men who ruled
-this country were not soldiers, but pious Franciscan friars.
-
-Many years ago there lived in Italy a godly man, St. Francis, who
-looked upon all poor and oppressed people as his children and devoted
-his life to their care. His followers, who are called Franciscan
-friars, have gone into all parts of the world to be missionaries to the
-poor and the heathen.
-
-[Sidenote: =Serra builds a mission at San Diego=]
-
-Greatest of the Franciscans who worked in the Southwest was Junipero
-Serra. One warm day in 1769 he came riding into San Diego on mule-back,
-a tall, thin figure, wrapped in a long gown. There were no missionaries
-at this time in California. He had come from Mexico with a small party
-to convert the Indians. At San Diego he saw "valleys studded with
-trees, wild vines covered with grapes, and native roses as fair and
-sweet as those of Castile."
-
-Here was just the place to build a mission. First he set up a great
-wooden cross and said mass. There was no organ music, so the soldiers
-fired their arms instead. The simple Indians stood by in wonder and
-awe. Junipero Serra was a man of energy and action, and in a short time
-he had his first mission built. From San Diego he went northward and
-planted mission after mission as far north as San Francisco. When he
-died the Franciscan missions controlled practically all of southern
-California.
-
-[Sidenote: =Mission buildings surrounded by gardens=]
-
-Wherever the friars built a mission they made sure the soil was good
-and that there was plenty of water near by. For in much of that country
-little rain falls and many crops grow only when watered by irrigation.
-Having found a suitable place, they would then build a church. This was
-always the largest building of the mission. Some of the churches were
-very beautiful. Around the church clustered the houses of the friars
-and the huts of the Indians. Each mission was surrounded by beautiful
-gardens and orchards. A little farther away were the fields in which
-the grain was grown. All of these were watered by irrigation ditches
-that drew their water from some mountain stream. Beyond the cultivated
-land lay the ranches on which cattle and sheep grazed in great numbers.
-
-[Sidenote: =Indians taught useful occupations=]
-
-All the Indians in the neighborhood were made to live at the mission,
-and here they were taught the Christian religion. They were also taught
-many useful occupations. The men were shown how to farm, to make
-saddles, work at the forge and the carpenter bench, and other useful
-trades. The women were instructed in spinning and weaving.
-
-In the morning the angelus called every one to mass. After breakfast
-the day's work began and each Indian was sent to his task. Some
-cultivated the fields, some took care of the stock, some worked in the
-shops. Each one had to do his share of the work, and was punished if he
-disobeyed. He had to work, pray, and live as the friars told him.
-
-[Sidenote: =Missions fall to ruin=]
-
-When Mexico freed itself of Spanish rule, California became a part of
-Mexico. The new government put an end to the missions. The friars were
-forced to leave, and the Indians drifted back into their old wild life.
-
-To-day nothing remains of the work of the friars except the old mission
-buildings. Most of them are in ruins, but they still tell of the quiet
-by-gone days when the gentle Franciscans ruled in California.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Houston had little schooling and went to
-  live with the Cherokee Indians. _2._ Wounded at Horseshoe Bend;
-  studied law in Nashville; was sent to Congress for four years;
-  and was elected governor of Tennessee. _3._ Went to live with
-  the Cherokees again, and then went to Texas. _4._ Houston won
-  the battle of San Jacinto; was made president of the republic of
-  Texas; and later elected to the United States Senate. _5._ David
-  Crockett was born in Tennessee, had little schooling, and became an
-  expert rifle shot. _6._ He fought the Indians under Andrew Jackson.
-  _7._ Won an election to the legislature by telling stories; later
-  elected to Congress. _8._ Crockett grew tired of civilization
-  and returned to the wilderness. _9._ Fought against the Mexicans
-  at the Alamo, where he was killed with all his companions. _10._
-  Fremont went to school in Charleston, but left for a voyage to
-  South America. _11._ He worked for exploring parties; married, and
-  thus became related to a great man interested in the Far West.
-  _12._ Fremont explored the South Pass on his first expedition; on
-  his second, saw Great Salt Lake, and crossed the mountains with
-  great suffering. _13._ Fremont crossed a third time, and aided in
-  conquering California; was made a United States senator, and became
-  first candidate of the Republican party for the presidency. _14._
-  Franciscan friars, long before the landing of the Pilgrims, entered
-  what is now New Mexico, Arizona, and California. _15._ They taught
-  the Indians the Christian religion and many useful occupations.
-
-  =Study Questions.= _1._ What was peculiar in Houston's early life?
-  _2._ What had he done before he began to study law? _3._ What
-  made people like him? _4._ Where was the battle of Horseshoe Bend
-  fought? _5._ How did the Cherokee chief welcome him? _6._ Why
-  did Houston go back to Tennessee? _7._ What drew him to Texas?
-  _8._ What were the first bad defeats of the Texans? _9._ Tell the
-  story of San Jacinto. _10._ What kind of a general, a president,
-  and a senator did Houston make? _11._ Where did Crockett spend
-  his boyhood, and what fame did he gain? _12._ How did he win his
-  way to the legislature? _13._ What made Crockett go back to the
-  wilderness? _14._ Describe the fight at the Alamo. _15._ Who was
-  John Charles Fremont? _16._ What of his youthful days? _17._ What
-  experience in early days after college prepared him for his great
-  work? _18._ Who was Kit Carson? _19._ Describe Fremont's journey to
-  the South Pass. _20._ Tell what was seen and what was done there.
-  _21._ What expedition did he now plan? _22._ Picture the scene on
-  the discovery of the Great Salt Lake. _23._ Picture his exploration
-  of the Great Basin and crossing the mountains. _24._ What was the
-  contrast at Sutter's Fort? _25._ Describe the Digger Indians.
-  _26._ At what was Fremont's third expedition aimed, and what did
-  it really accomplish? _27._ Who was St. Francis? _28._ Describe
-  Serra's arrival at San Diego. _29._ Why did he build a mission at
-  San Diego? _30._ Describe life at a Spanish mission. _31._ What
-  happened when Spanish rule was ended in California?
-
-  =Suggested Readings.= HOUSTON: Bruce, _Life of General Houston_.
-
-  DAVID CROCKETT: Crockett, _Life of Davy Crockett_; Lodge and
-  Roosevelt, _Hero Tales from American History_, 171-181.
-
-  FREMONT: Bigelow, _Life of John Charles Fremont_, 1-216, 319-373,
-  379-466.
-
-
-
-
-THE THREE GREATEST STATESMEN OF THE MIDDLE PERIOD
-
-
-
-
-HENRY CLAY, THE FOUNDER OF THE WHIG PARTY AND THE GREAT PACIFICATOR
-
-
-=150. The Rise of Henry Clay.= Henry Clay was born in Virginia in the
-year of Burgoyne's surrender (1777). His father was a Baptist preacher,
-with a fine voice and a graceful way of speaking. He died when Henry
-was four years old.
-
-[Sidenote: =The "Mill boy of the Slashes"=]
-
-Little Henry lived near the "Slashes," the name given to a low, flat
-region, and went to school in a log cabin. When not at school he worked
-on the farm, helping to do his share in support of the family. He could
-be seen walking barefooted behind the plow, or riding the horse with
-a rope bridle to mill. From this he was called the "Mill boy of the
-Slashes."
-
-[Sidenote: =Read books when other boys played=]
-
-Henry was a raw-boned and awkward lad. The other boys laughed at him,
-but he read books when not at work, and soon could speak far better
-than the boys who made fun of him.
-
-At fourteen he was a clerk in a store. But he seemed made for other
-things. He was put in the office of a famous lawyer who was clerk in
-one of Virginia's courts.
-
-[Illustration: THE "MILL BOY OF THE SLASHES"]
-
-The Chancellor of Virginia, a great judge, liked him and took him to be
-his private secretary. For four years Clay wrote down the judge's law
-decisions. The great man often talked with Clay on important subjects
-and advised him about the kind of books to read.
-
-[Sidenote: =Leader in a debating club=]
-
-After studying law for a year, Clay began to practice in Richmond.
-He had plenty of time, so he formed a debating club, in which he was
-easily the leader.
-
-[Illustration: HENRY CLAY IN CONGRESS
-
-_Urging war in 1811, with England or France or even both if necessary_]
-
-Finally he made up his mind to go to Lexington, Kentucky, and try his
-fortune in the West. There his rise in the law was rapid. His fame
-grew, and he became known as the lawyer who seldom lost a case.
-
-He married a well-to-do young lady and lived near Lexington on a
-beautiful estate called Ashland.
-
-[Sidenote: =Favors gradual abolition of slavery=]
-
-Henry Clay's first work in politics was to favor the gradual abolition
-of slavery in Kentucky. Although beaten, he was always proud of his
-stand on this question.
-
-[Sidenote: =Too young to be a senator=]
-
-When too young, according to the Constitution, to take his seat, he was
-made a senator of the United States. But nobody called the attention of
-the Senate to his age. After his term as senator was out he was elected
-to the legislature of Kentucky, and was immediately made Speaker.
-
-[Sidenote: =Speaker of the House of Representatives=]
-
-Born during the Revolution, Henry Clay, like most Americans of his
-time, grew up with hatred toward England in his heart. He was
-sent to Congress in 1811, and was elected Speaker of the House of
-Representatives. As Speaker, he did much to bring on a declaration of
-war with Great Britain, in 1812.
-
-[Illustration: INKSTAND USED BY HENRY CLAY]
-
-[Sidenote: =The War of 1812=]
-
-Clay made speeches in Congress and over the country, stirring up the
-war spirit. "On to Canada!" was his cry. But the capture of Canada was
-not so easy. Many generals failed, and only Harrison and Perry made
-much headway in defeating the British in Canada.
-
-[Sidenote: =The Treaty of Ghent=]
-
-When the time for peace came President Madison sent Henry Clay and
-other noted Americans to Ghent, in Belgium, to meet the British agents.
-After many months of talking and disputing, they finally agreed on a
-treaty. This treaty has since been called the "Treaty of Ghent." Great
-Britain and America were both glad that peace had come.
-
-[Sidenote: =The conflict over Missouri=]
-
-From 1819 to 1821 Congress was debating over the admission of Missouri
-as a slave state. The North opposed, and the South favored, the
-admission of Missouri. The excitement spread to the state legislatures
-and to the people. Many meetings were held. Resolutions strongly
-favoring, or strongly opposing, the admission of Missouri as a slave
-state, were drawn up and voted upon.
-
-[Sidenote: =The Missouri Compromise=]
-
-Wise men thought the Union was in danger and Henry Clay, by his
-eloquence, succeeded in getting Congress to pass the famous Missouri
-Compromise. This resolution provided that Missouri should be admitted
-as a slave state, but that no other slave state north of the line of
-36 degrees 30 minutes should ever be admitted. Both sides were pleased
-and the excitement died out.
-
-We have seen how South Carolina threatened to refuse to pay the tariff
-in 1832, and how President Jackson hurried the army and the navy there
-to make her people pay it, as the people of the other states were
-obliged to do.
-
-[Sidenote: =The Compromise Tariff Law=]
-
-[Sidenote: =Henry Clay as a peacemaker again=]
-
-Henry Clay came forward again and introduced the Compromise Tariff Law.
-It was called a compromise because it gave each side a part of what it
-wished. Calhoun and other Carolinians favored it, because by this law
-the tariff was reduced very greatly. It was carried through Congress.
-The law made unnecessary the warlike preparations of both the president
-and South Carolina, and again Henry Clay was hailed by the people as
-"pacificator" or peacemaker.
-
-[Sidenote: =The founder of the Whig party=]
-
-
-=151. Henry Clay the Founder of the Whig Party.= But Henry Clay was
-not only a peacemaker. He was now a great statesman, and like Hamilton
-and Jefferson he led in forming a part of the people into a political
-party. It was called the Whig party.
-
-[Illustration: HENRY CLAY
-
-_From a daguerreotype owned by Garrett Brown, Jr., Chicago_]
-
-In 1824, before there was a Whig party, Clay ran for president, but
-was beaten. Again in 1832, just as the new party was being formed, he
-ran a second time. Although he was beaten for the presidency by Andrew
-Jackson, he was the life and soul of his party. It was his eloquence,
-the music of his words, that made men Whigs.
-
-On one occasion Clay spoke on the question of the abolition of slavery.
-Some one said that this might hurt his chances of being president. Clay
-replied: "I had rather be right than be president."
-
-[Sidenote: =Unfortunate Henry Clay=]
-
-Finally, in 1844, he was again the Whig candidate, but he was defeated
-for the third time. When the Whig party had a good chance of electing
-a president, they nominated somebody else. When they had a poor chance
-they nominated Henry Clay!
-
-[Sidenote: =Dispute over the new territory=]
-
-War with Mexico had come, and with it a great victory for the American
-army. The treaty of peace with Mexico, in 1848, gave the United States
-all the territory then known as Alta (Upper) California and New Mexico.
-But the North and South disputed over this territory. The North said it
-must be free. The South said it must be open to slavery. The quarrel
-grew so bitter that many men thought the Union would be destroyed.
-
-[Sidenote: =Retires to Ashland=]
-
-Henry Clay was now an old man. He had left the Senate, and had gone
-home to his beloved Ashland for a few years of rest before the final
-summons.
-
-[Sidenote: =A unanimous call=]
-
-
-=152. The Aged Peacemaker Returns to the Senate.= Kentucky was greatly
-excited by the threats of disunion. Her legislature sent Clay back to
-the United States Senate by a unanimous call, Democrats as well as
-Whigs joining in the vote. It was a proud moment for the old man.
-
-Now in the Senate, he offered the Compromise of 1850. This bill
-contained a number of points in favor of the slave states, and a number
-in favor of the free states.
-
-[Sidenote: =Walks to the capitol on the arm of a friend=]
-
-One day Clay made a great speech in favor of his Compromise. He had to
-walk to the capitol that day on the arm of a friend. He was too weak to
-climb the steps alone.
-
-[Sidenote: =His audience=]
-
-When he arose to speak, he saw before him an audience that had come
-from distant parts of the nation to hear his thrilling words once more.
-The people filled the Senate to overflowing. Outside they crowded the
-corridors. When Clay arose the audience broke into applause, a strange
-thing for the Senate to do. The people were not disappointed. For two
-days the ringing words flowed on. Under the excitement he was young
-again.
-
-[Illustration: HENRY CLAY BEING CONGRATULATED
-
-_In 1850 on his great plea before the Senate for the Federal Union_]
-
-He pleaded with the North to give up some things for the love of the
-Union; he pleaded with the South for peace. He told them that all the
-territory the United States had purchased had been purchased for all of
-them. "War and the dissolution of the Union are identical."
-
-[Sidenote: =A remarkable scene=]
-
-On the second day some one suggested that he rest, and the Senate
-adjourn. But he refused; he might not be able to go on the next day.
-After he had finished his speech, a great crowd rushed forward to
-congratulate him. No such scene ever had been witnessed before in the
-Senate.
-
-[Sidenote: =The reunion of the Union=]
-
-The debate went on. Now and then Clay took part in it. On one occasion
-he said: "I believe from the bottom of my soul that this measure is the
-reunion of the Union."
-
-[Sidenote: ="This Union is my country"=]
-
-On another occasion he said: "The honorable Senator speaks of Virginia
-being my country. This Union is my country. But even if ... my own
-state ... should raise the standard of disunion ... I would go against
-her. I would go against Kentucky, much as I love her."
-
-Congress finally passed the Compromise. Both political parties pledged
-themselves to obey it. Public meetings in all parts of the nation
-resolved to abide by it, and the country rested for a time from the
-slavery question.
-
-[Sidenote: =Died in Washington in 1852=]
-
-Henry Clay's work was done. His body was worn out, but his mind still
-clung to the Union. On June 29, 1852, Henry Clay died in Washington,
-the place of so many of his triumphs.
-
-A great monument at Lexington, Kentucky, testifies the people's love
-for "Harry" Clay.
-
-
-
-
-DANIEL WEBSTER, THE DEFENDER OF THE CONSTITUTION
-
-
-[Sidenote: =Daniel Webster, 1782=]
-
-[Sidenote: =Loves the woods and fields=]
-
-[Sidenote: =A good reader=]
-
-
-=153. A College Boy and a Young Lawyer.= Daniel Webster was born of
-good Puritan stock, in 1782, in New Hampshire. He was a very weakly
-child. No one dreamed that one day he would have an iron-like body.
-Daniel spent much of his time playing in the woods and fields. He loved
-the birds and beasts that he found there. He went to school, but the
-schoolmasters were not very learned, and Daniel could read better than
-most of them. The teamsters, stopping to water their horses, were glad
-to hear him read. He went to work in an old-fashioned sawmill, but he
-read books even there in odd moments of time.
-
-[Sidenote: =Webster at Exeter Academy=]
-
-One day in spring his father took him to Exeter Academy to prepare for
-college. The boys laughed at his rustic dress and manners. The timid
-little fellow was greatly hurt by their scorn.
-
-He finally entered Dartmouth College at the age of fifteen. He was
-simple, natural, and full of affection.
-
-[Sidenote: =The best student at Dartmouth=]
-
-[Sidenote: =He loved public speaking=]
-
-Webster was the best student at Dartmouth. He still kept the reading
-habit. The students liked him. They had a feeling that he would amount
-to something some day. At this time he was tall and thin, with high
-cheek bones. His eyes were deep set, and his voice was low and musical
-in its tones. He loved to speak, even then.
-
-At the age of eighteen Webster gave the Fourth of July oration in his
-college town. The speech was full of the love of country and of the
-Union, then in its first days of trial.
-
-[Illustration: HOUSE AT ELM FARMS
-
-_The birthplace of Daniel Webster. The site is now occupied by the New
-Hampshire State Orphans Asylum_]
-
-[Sidenote: =Teaches school and studies law=]
-
-He never forgot his father's sacrifice in sending him to college. After
-he had finished at Dartmouth, Webster taught school in order that he
-might help his parents send his elder brother to college. He afterwards
-studied law. But he longed to finish his law studies in Boston. Finally
-good fortune put him in the office of Christopher Gore, a wise man, a
-great lawyer, and a statesman. In his office Daniel Webster studied
-until he was given the right to practice law.
-
-Within a few years, he was earning enough to enable him to take a life
-partner, the beautiful and accomplished Grace Fletcher, the daughter of
-a minister. She made a delightful home for him and their children.
-
-[Sidenote: =Elected to Congress=]
-
-[Sidenote: =Favors a naval war=]
-
-Webster was gaining name and fame as a lawyer, but the approach of
-the War of 1812 drew him into politics. He was elected to Congress,
-and took his seat in 1813. Henry Clay was Speaker of the House of
-Representatives. Webster's most important speech was in favor of a war
-carried on by the navy: "If the war must be continued, go to the ocean.
-There the united wishes and exertions of the nation will go with you.
-Even our party divisions cease at the water's edge."
-
-[Illustration: SCENE OF THE FOURTH OF JULY ORATION
-
-_Daniel Webster asserting the dignity of patriotism at Dartmouth, July
-4, 1800_]
-
-[Sidenote: =Webster's appearance=]
-
-[Sidenote: =His battle with Hayne=]
-
-After the war, Webster left Congress for a number of years. He was now
-a great man. When he entered a room, by his mere look and presence he
-drew all eyes toward him, and all conversation hushed. In size, he
-looked larger and broader than he really was. His forehead was broad
-and massive. It towered above his large, dark, deep-set eyes. His hair
-was black and glossy as a raven's wing. He looked thus in 1830 in the
-Senate, when he made his famous speech in reply to Senator Hayne of
-South Carolina.
-
-[Illustration: SCENE IN THE UNITED STATES SENATE
-
-_Daniel Webster defending the Federal Constitution against Hayne's idea
-of nullification_]
-
-[Sidenote: =Denies the right of nullification=]
-
-[Sidenote: ="Liberty and Union, one and inseparable"=]
-
-
-=154. The Greatest Statesman of his Time.= Hayne had spoken against a
-protective tariff and in favor of nullification. Webster felt called
-upon to reply. He denied the right of a state to nullify a law of
-Congress, and said that nullification was another name for secession.
-He closed his great speech with these words: "When my eyes shall be
-turned to behold, for the last time, the sun in heaven, may I not
-see him shining on the broken and dishonored fragments of a once
-glorious Union ... but may I see our flag with not a stripe erased or
-polluted, nor a single star obscured ... but everywhere spread all
-over in characters of living light, blazing on its ample folds, as
-they float over the sea and over the land ... that sentiment, dear to
-every American heart--Liberty _and_ Union, now and forever, one and
-inseparable!"
-
-[Illustration: DANIEL WEBSTER
-
-_From a daguerreotype taken in 1850 by J. J. Hawes of Boston_]
-
-This speech made Daniel Webster immortal. It did more; it fired the
-heart of every lover of his country.
-
-[Sidenote: =Opposes Clay's Compromise Tariff=]
-
-We saw how South Carolina went on toward nullification, and how Clay's
-Compromise Tariff settled the difficulty. Webster strongly opposed
-this compromise, and said that South Carolina should get out of the
-difficulty the best way she could.
-
-[Sidenote: =Jackson praises Webster=]
-
-President Jackson was delighted, and praised Webster in public and in
-private.
-
-[Sidenote: =Harrison makes him Secretary of State=]
-
-When Harrison captured the presidency, after the greatest campaign
-ever seen up to that time, he wanted the best men in the Whig party to
-advise him, so he made Daniel Webster Secretary of State.
-
-[Sidenote: =Webster back in the Senate=]
-
-It was a sad day when President Harrison died, after being in office
-just one month. John Tyler, of Virginia, the vice-president, became the
-president. But he would not accept measures which Congress had passed.
-Daniel Webster left the cabinet after a time because he disliked the
-way Tyler was doing. He went back to the United States Senate, where he
-joined Clay, supporting the great Compromise of 1850.
-
-[Sidenote: =His speech on the Compromise=]
-
-On March 7, Webster made his speech on the Compromise, entitled "For
-the Union and the Constitution." It was an appeal to all persons to
-stand by the Constitution and the Union. In blaming both the North and
-the South, much to the surprise of everybody, he blamed the North more
-than the South.
-
-Because he did this, many of his supporters in the North, especially
-those in New England, turned their backs upon him. Webster was an old
-man now. Ever since 1832 he had looked forward to being nominated for
-the presidency, but his party always took some other man. His last days
-were made bitter and unhappy by the thought that some old friends had
-forsaken him.
-
-[Illustration: THE UNITED STATES IN 1850]
-
-[Sidenote: =Boston welcomes Webster=]
-
-[Sidenote: =Death at Marshfield, 1852=]
-
-One bright spot for Webster lay in the fact that President Fillmore
-invited him to be Secretary of State again. After two years of service,
-he went back to Boston. He was received with joy by some of his friends
-and neighbors, and was hailed with shouts by the multitude. This must
-have made his heart leap with gratitude, for the praise of friends
-is pleasant. But men saw he was not like his former self. He went to
-his home at Marshfield, where he died, October 24, 1852, the greatest
-figure in American politics in his day.
-
-
-
-
-JOHN C. CALHOUN, THE CHAMPION OF NULLIFICATION
-
-
-[Sidenote: =John C. Calhoun, 1782=]
-
-
-=155. The Champion of the War of 1812.= John C. Calhoun was born in
-the same year as Webster (1782) in South Carolina. His parents were
-Scotch-Irish. His father, a Revolutionary patriot, died soon after John
-was born. John spent his early years roaming in the fields and woods.
-He learned more there than from books, and he learned to think before
-the thoughts of other people filled his memory.
-
-[Sidenote: =Entered Yale College as a junior=]
-
-At eighteen he began to prepare for college, under the care of his
-brother-in-law, a Presbyterian minister. In two years he entered Yale
-College. When in college he studied hard, and was graduated with high
-honors.
-
-[Sidenote: =A lawyer=]
-
-Calhoun studied law diligently for three years, a year and a half of
-the time in his native state, and a year and a half in Connecticut.
-He began to practice law in South Carolina, but did not have great
-success. Perhaps it was because the law was too dry for him, or perhaps
-because he was soon elected to the legislature of his state.
-
-In 1811 he was married, and was elected to Congress--two great events
-in his life. Henry Clay, as Speaker, immediately put Calhoun on an
-important committee. He quickly sounded a bugle call to war, declaring
-that it was the duty of "Congress to call forth the patriotism and
-resources of the country."
-
-[Sidenote: =Works hard for the success of the army=]
-
-During the War of 1812 he worked hard in Congress for the success of
-the American army. After the war he favored a tariff to keep English
-goods out of the country.
-
-[Sidenote: =Secretary of War=]
-
-President Monroe made him Secretary of War. He found the office in the
-utmost confusion, but, by hard and careful work, he left the war office
-a model for future secretaries.
-
-[Illustration: JOHN C. CALHOUN
-
-_From a photograph by Matthew B. Brady in the collection of the War
-Department, Washington, D.C._]
-
-[Sidenote: =Twice elected vice-president=]
-
-[Sidenote: =Calhoun's "South Carolina Exposition"=]
-
-
-=156. Calhoun Favors Nullification.= He was elected vice-president
-in 1824, and again in 1828. In the last-named year he wrote a paper
-called the "South Carolina Exposition." In this letter, and in others
-that he wrote, he told the people of South Carolina there would always
-be differences between the North and the South. He said the southern
-people, using slave labor, would raise more tobacco and cotton than
-they needed, and that the tariff was hurtful to the South. That the
-northern people, using free labor, would manufacture all kinds of
-things, and that the tariff would be helpful to them. This document
-took the ground that between the North and the South there always would
-be a conflict of interests. The South was devoted to agriculture, and
-the North to manufacturing. The South had slave and the North free
-labor.
-
-[Sidenote: =South Carolina passes ordinance of nullification=]
-
-Therefore, Calhoun concluded that to protect the South from the North
-a state has the right to nullify a law of Congress. A state has this
-right, because the state is above the nation. The states made the
-Constitution. He believed that nullification was a means of saving the
-country from secession.
-
-South Carolina took the fatal step, and nullified the tariffs. This
-decision was to take effect February 1, 1833, provided the United
-States did not do something before that time to lower the tariff.
-
-[Sidenote: =Jackson warns South Carolina=]
-
-President Jackson warned the citizens of South Carolina against the men
-who had led them to take this step. He hinted that the tariff would be
-collected by the use of force, if necessary.
-
-[Sidenote: =She withdraws her ordinance=]
-
-We have seen how Henry Clay rushed his Compromise Tariff through
-Congress. At the same time another bill was passed by Congress, which
-gave President Jackson the right to use the army and navy in forcing a
-collection of the tariff. South Carolina stopped her nullification, and
-the excitement passed away.
-
-[Sidenote: =Speech on the purpose of the Abolitionists=]
-
-
-=157. Opposed to the Abolitionists.= The people who wished to do away
-with slavery entirely were called Abolitionists. The Abolitionists
-stirred Calhoun deeply by petitions in favor of abolishing slavery in
-the District of Columbia. He declared that "the petitions are a foul
-slander on nearly one half of the states of the Union.... The object
-is to humble and debase us in our own estimation ... to blast our
-reputation. This is the (manner) in which they are (trying)
-abolition ... and now is the time for all opposed to them to meet the
-attack.
-
-"We love and cherish the Union. We remember with kindest feelings our
-common origin ... but origin (is) to us as nothing compared with this
-question.
-
-[Sidenote: =The Union in danger=]
-
-"The relation which now exists between the two races in the
-slave-holding states has existed for two centuries.... We will not,
-we cannot, permit it to be destroyed.... Should it cost every drop of
-blood and every cent of property, we must defend ourselves.... It is
-not we, but the Union, which is in danger."
-
-[Illustration: THE HOME AND OFFICE OF CALHOUN, AT FORT HILL, SOUTH
-CAROLINA]
-
-[Sidenote: =Goes beyond most slaveholders=]
-
-Not many in the Senate agreed with Calhoun then. In 1837 Calhoun
-went much farther in the defense of slavery than any of the other
-slaveholders would go. He declared in a great speech in the Senate that
-"slavery is a good, a positive good."
-
-[Sidenote: =The Revolutionary fathers did not agree with Calhoun=]
-
-This was not the belief of the majority of even the slaveholders in
-Congress or in the nation. Much less had it been the view of the men
-who had fought out the Revolution, and who had made our Constitution.
-
-The majority of slaveholders still looked upon slavery, at best, as
-a necessary evil and one to be gotten rid of sometime and somehow.
-Calhoun's view that "slavery is a good, a positive good," was an
-entirely new view of slavery.
-
-[Sidenote: =Calhoun aids the annexing of Texas=]
-
-Calhoun was made Secretary of State under President Tyler, and
-succeeded in annexing Texas to the United States. For this reason
-Mexico made war with the United States.
-
-[Sidenote: =Dispute over territory=]
-
-The result of the war with Mexico was the gaining of territory in the
-West and in the Southwest. Over this territory arose the great dispute
-that sent the aged Henry Clay back to the Senate with the Compromise of
-1850.
-
-[Illustration: MONUMENT TO CALHOUN AT CHARLESTON, S.C.
-
-_From a photograph of the monument, which was designed by A. E.
-Harnisch_]
-
-[Sidenote: =Calhoun opposed Compromise of 1850=]
-
-Calhoun opposed that Compromise. He was too ill to speak, and a friend
-read his address to a hushed and listening Senate. He declared that the
-Union was in danger because the Abolitionists had stirred up strife.
-He wanted all agitation against slavery stopped. In the second place,
-he wanted an equal division of territory between the North and South.
-"If you of the North will not do this, then let our southern states
-separate, and depart in peace."
-
-[Sidenote: =Farewell words to the Senate=]
-
-"Having faithfully done my duty to the best of my ability, both to the
-Union and my section ... I shall have the consolation ... that I am
-free from all responsibility."
-
-[Sidenote: =His last words=]
-
-On March 31, 1850, he breathed his last words: "The South! The poor
-South! God knows what will become of her!"
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Clay's father was a Baptist preacher.
-  Young Henry went to school in a log cabin, and rode his horse
-  to mill with a rope bridle. _2._ He studied law, and went to
-  Lexington, Kentucky, to practice. _3._ Clay won his way to the
-  hearts of the people; was elected to the House of Representatives
-  for a great many years. _4._ He favored the War of 1812; induced
-  Congress to pass the Missouri Compromise and the Compromise Tariff
-  of 1833. _5._ Clay ran three times for president. He was author
-  of the great Compromise of 1850. _6._ Webster was a weakly child,
-  played in the woods, and read books. _7._ He was graduated at
-  Dartmouth, taught school, studied law, and was opposed to the War
-  of 1812. _8._ Webster replied to Hayne, opposed the nullification
-  of South Carolina, and was made Secretary of State by Harrison.
-  _9._ Supported Clay's Compromise of 1850, and was made Secretary
-  of State by Fillmore. _10._ John C. Calhoun was born in South
-  Carolina, and studied law. _11._ He went to Congress, favored
-  the War of 1812, and was afterwards made Secretary of War. _12._
-  Calhoun thought that a state had the right to nullify an act of
-  Congress. _13._ He opposed Abolitionists and the Compromise of 1850.
-
-  =Study Questions.= _1._ Who was the "Mill boy of the Slashes"?
-  _2._ Name some of our great men besides Clay who loved books. _3._
-  What could Clay do better than the other boys? _4._ What help did
-  he get from the Chancellor of Virginia? _5._ Why did Henry Clay
-  form a debating club? _6._ Where was Ashland? _7._ What was Clay's
-  first great work in Kentucky? _8._ What is a Speaker of the House
-  of Representatives? _9._ What did Clay do in stirring up the war
-  spirit? _10._ Why did Clay speak for the Missouri Compromise? _11._
-  What was the Compromise Tariff? _12._ Why call Clay a peacemaker?
-  _13._ How many times did Henry Clay run for president? _14._ Why
-  was Clay sent back to the United States Senate in 1850? _15._
-  Picture the scene when Clay made his last great speech.
-
-  _16._ Who was Webster? _17._ Why did he play in the woods? _18._
-  What proof that he loved books too? _19._ Why were Daniel Webster's
-  feelings hurt at Exeter? _20._ Why did students like Webster? _21._
-  How did he reward his parents for sending him to college? _22._
-  What was Webster's view of the War of 1812? _23._ Picture Webster
-  in 1830. _24._ Quote something from his speech in reply to Hayne.
-  _25._ Who praised Webster for his speech against nullification?
-  _26._ Do you think Harrison selected the best man for Secretary of
-  State? _27._ Why did his friends in the North blame Webster for
-  the Seventh of March speech? _28._ How were Webster's last days
-  affected by public opinion?
-
-  _29._ Who was Calhoun and what did roaming in the woods and fields
-  do for him? _30._ Where did he go to college and when did he reach
-  Congress? _31._ What position did he take in the War of 1812? _32._
-  Why did he favor the tariff and later favor the nullification of
-  the tariff? _33._ What office did President Monroe give him? _34._
-  What effect had the "South Carolina Exposition"? _35._ What did
-  South Carolina do? _36._ How was a clash averted? _37._ What did
-  Calhoun say of the Abolitionists? _38._ What did he say of the
-  Union? _39._ What did he say of slavery? _40._ What was Calhoun's
-  position on the Compromise of 1850? _41._ What were his last words?
-
-  =Suggested Readings.= HENRY CLAY: Wright, _Children's Stories
-  of American Progress_, 159-178; Brooks, _Century Book of Famous
-  Americans_, 145-155; Anderson, _United States Reader_, 281-285;
-  Frost, _The Mill Boy of the Slashes_.
-
-  DANIEL WEBSTER: Baldwin, _Four Great Americans_, 125-186; Brooks,
-  _Century Book of Famous Americans_, 37-48; Hart, _How Our
-  Grandfathers Lived_, 341-344; Bolton, _Famous American Statesmen_,
-  177-229.
-
-  JOHN C. CALHOUN: Brooks, _Century Book of Famous Americans_,
-  140-144; Rogers, _The True Henry Clay_, 248-254.
-
-
-
-
-ABRAHAM LINCOLN, THE LIBERATOR AND MARTYR
-
-
-
-
-A POOR BOY BECOMES A GREAT MAN
-
-
-[Sidenote: =Abraham Lincoln, 1809=]
-
-[Sidenote: =Moves to Indiana at the age of seven=]
-
-
-=158. The Backwoodsman Who Became President.= Abraham Lincoln was born
-in Kentucky, February 12, 1809. His parents were so poor that they
-hardly knew that they were poor. When he was seven years old his family
-crossed the Ohio River and settled in Indiana. There they found a place
-in the deep, dark forest, in the southern part of the state, and began
-to build a cabin for a home. Abe worked hard to help build it. It was
-not much of a house--only fourteen feet square. One side was left out,
-and here they built the fire. It was not very warm in winter and not
-very cool in summer. The hard ground was the floor.
-
-[Illustration: THE BIRTHPLACE OF ABRAHAM LINCOLN]
-
-[Sidenote: =Lincoln's father makes the furniture=]
-
-The father was a sort of carpenter, and out of rough timbers he made a
-table and some three-legged stools. He also made the bedsteads, which
-consisted of poles driven into the wall.
-
-In the loft of the cabin Abe made himself a bed of leaves. Every night
-he climbed into the loft by means of wooden pins driven into the wall.
-He was busy helping cut down trees and burning them to make room for a
-patch of corn and pumpkins.
-
-The lad and his sister roasted the ears of young corn over the fire.
-The ripe corn was ground into meal from which corn bread was made. This
-was baked in the ashes or on a board in front of a bed of red-hot coals.
-
-[Illustration: THE GRAVE OF NANCY HANKS LINCOLN]
-
-[Sidenote: =As a hunter=]
-
-The woods, great thick woods for miles on all sides of them, were
-broken only here and there by a "clearing." In these forests Abe went
-hunting with a gun on his shoulder. He often came back laden with
-squirrels, wild turkeys, and other game.
-
-[Sidenote: =His mother's death=]
-
-They were living in the cabin when Abe's mother sickened and died. He
-was broken-hearted. She had taught him what little he knew. Her last
-words to him were: "Try to live as I have taught you and to love your
-Heavenly Father."
-
-[Sidenote: =Lincoln's tribute to his mother=]
-
-Many years after, when he became famous, he said: "All that I am or
-hope to be, I owe to my angel mother." She was put in a coffin roughly
-cut out of logs by the same tools that had made their furniture, and
-laid to rest in a corner of the clearing. Long years afterward a good
-man put a stone over the grave, with this inscription: "Nancy Hanks
-Lincoln, the mother of President Lincoln, died October 5, A.D. 1818,
-aged 35 years."
-
-[Sidenote: =Lincoln gets a new mother=]
-
-After a year his father went back to Kentucky to look about for a wife.
-He found a widow, named Sarah Bush Johnston, and married her. He had
-known her before he met Nancy Hanks. She was thrifty and industrious,
-and her bedding and other household goods filled a four-horse wagon.
-
-Before winter came she made her husband put a good floor, and a door,
-and windows in the cabin. She took charge of Abe and his sister, and
-made them "look a little more human." She put good clothes on the
-children and put them to sleep in comfortable beds.
-
-[Sidenote: =Abe's education=]
-
-
-=159. Lincoln Educates Himself.= Schools were scarce in that new
-country, and Abe never had more than a year at school. His stepmother
-encouraged him in every way to study at home.
-
-[Sidenote: =A taste for reading=]
-
-[Sidenote: =He copies down what pleases him=]
-
-When Abe got a taste for reading it was hard to satisfy it. He read
-the Bible, _Æsop's Fables_, _Robinson Crusoe_, _Pilgrim's Progress_,
-a history of the United States, and Weem's _Life of Washington_. He
-borrowed the _Revised Statutes of Indiana_. These were all solid books,
-good for a young boy to read. When a sentence pleased him, he read and
-reread it. If he did not own the book, he took many notes, filling his
-copy book with choice sentences.
-
-[Illustration: LINCOLN READING BY THE LIGHT OF THE OPEN FIRE
-
-_After a painting by Eastman Johnson_]
-
-[Sidenote: =Lincoln reads while he eats=]
-
-John Hanks, a boy brought up with Lincoln, says: "When Abe and I
-returned to the house from work, he would go to the cupboard, snatch a
-piece of corn bread, sit down, take a book, cock his legs up as high as
-his head, and read." He read, wrote, and ciphered incessantly.
-
-[Sidenote: =A great story-teller when a boy=]
-
-Young Lincoln was soon able to do a "man's labor," although only a boy.
-He was strong and powerful, and a great favorite. In that family of
-brothers, sisters, and cousins, his good-natured jokes and stories kept
-peace. Abe was the great story-teller of the family.
-
-[Sidenote: =At nineteen years of age=]
-
-At the age of nineteen Lincoln reached his full height of six feet four
-inches. By that time he had read every book he could find, and could
-"spell down" the whole country. "He could sink an ax deeper into the
-wood than any man I ever saw," said a neighbor.
-
-[Illustration: FASHIONS IN THE DAYS OF LINCOLN'S BOYHOOD]
-
-[Sidenote: =Moves to Illinois=]
-
-When Abe was twenty-one, the entire family started for Illinois. Along
-forest roads, and across muddy prairies, for two weeks they traveled
-till they came to the Sangamon River.
-
-They built a cabin on the north fork of the river. With the help of
-John Hanks, young Lincoln plowed fifteen acres, planted it in corn, and
-split the rails from the tall walnut trees on the ground and fenced it.
-
-[Sidenote: =A trip to New Orleans=]
-
-
-=160. Tries to be a Business Man.= The next year he was hired to take
-a flatboat to New Orleans. The boat was loaded with hogs, pork, and
-corn. The wages of the trip were fifty cents a day, and twenty dollars
-besides for each man.
-
-[Sidenote: =A slave auction=]
-
-[Sidenote: =Clerk in a store=]
-
-They "poled" and rowed their slow way down the Ohio and the
-Mississippi. At New Orleans, Lincoln first saw a slave auction. He saw
-men and women sold. As he turned away he said to a friend: "If ever I
-get a chance to hit that thing, I'll hit it hard." He did not then
-dream of the mighty blow he would one day strike. After his return from
-New Orleans, he became a clerk in a store.
-
-One day a woman gave Lincoln six cents too much. That very evening he
-walked several miles to find her and give back the money. At another
-time Lincoln found that he had not given a woman as much tea as she
-paid for. He went in search of her and gave her the rest of the tea.
-
-[Sidenote: =The Black Hawk War=]
-
-About this time Lincoln joined a company of soldiers going to the Black
-Hawk War. An Indian chief named Black Hawk was on the "war path." All
-the frontier was up in arms against him and his band of braves.
-
-[Sidenote: =Lincoln elected captain=]
-
-Lincoln was well pleased when nearly all the men in his company walked
-over and stood by his side. This was their way of electing a captain.
-No election in later days gave him greater pleasure.
-
-[Sidenote: =Fame as a story-teller spreads=]
-
-Little fighting was done by Lincoln's company, but sitting around the
-camp fires in the evening, he became famous as a story-teller, and he
-made many friends.
-
-[Illustration: LINCOLN SPLITTING RAILS TO FENCE IN THEIR FARM]
-
-
-=161. Makes a Success in Politics.= On his return from the war, though
-he was only twenty-three years old, he became a candidate for the state
-legislature, but was defeated.
-
-[Sidenote: =Elected to the legislature=]
-
-A little later he was again a candidate. This time he won. After the
-election, he said to a friend: "Did you vote for me?" "I did," replied
-the man. "Then you must lend me two hundred dollars." Lincoln needed
-a suit of clothes and money to pay the expenses for traveling in a
-stagecoach to the capital!
-
-In 1837 the legislature passed a set of resolutions in favor of slavery
-and condemning the Abolitionists. Lincoln could not stand this. He and
-one other man signed a protest declaring that slavery was founded on
-"injustice and bad policy."
-
-[Illustration: LINCOLN AS A CIRCUIT RIDER]
-
-Lincoln was reëlected to the legislature seven times. He generally got
-more votes than other men on the ticket because the people liked his
-quaint sayings and his unpretending manner.
-
-[Sidenote: =Lincoln licensed to practice law=]
-
-In the meantime, after three or four years of study, he was given a
-license to practice law. He made it a rule never to take a case which
-he believed to be wrong. He was a successful lawyer, but the road to
-fame by way of the law was a slow one. It gave Lincoln a chance to
-engage in politics, as we have already seen.
-
-[Sidenote: =His taste for public speaking=]
-
-He liked "stump speaking." He liked to go about the country from one
-speaking place to another, or to travel from one county to another
-to meet the different sessions of the courts. He spoke for what he
-believed to be the truth. He was always in earnest, and made his
-hearers feel that he was sincere.
-
-[Sidenote: =Speaks for Harrison and for Henry Clay=]
-
-In 1840 he was one of Harrison's orators, and in 1844 he threw all his
-power and influence in favor of Henry Clay, his favorite among the
-great men, for the presidency.
-
-[Sidenote: =Lincoln in Congress=]
-
-In 1846 the Whigs of Springfield, where he was then living, put Lincoln
-forward for Congress, and succeeded in getting him elected. He was not
-in favor of the war with Mexico, then going on, and was not selected to
-run again. Lincoln returned to Springfield, and began the practice of
-law with greater success than ever before.
-
-When Senator Douglas of Illinois, in 1854, carried the Kansas-Nebraska
-Bill through Congress, anti-slavery men all over the nation raised a
-storm of indignation. This bill repealed the Missouri Compromise, which
-had stood for thirty years, and threw the territories open to slavery.
-
-[Sidenote: =The champion against Douglas=]
-
-Douglas spoke at the state fair, held in Springfield. He tried to
-explain why he favored the Kansas-Nebraska Bill. Lincoln made a speech
-four hours in length, ably answering the argument of Douglas. This
-speech made him the champion for the anti-slavery people in the state
-against Douglas.
-
-[Sidenote: =Public opinion points toward Lincoln=]
-
-The same question was fought out between them at Peoria, a little
-later. Again Lincoln met Douglas' arguments. People began to talk of
-Lincoln as the next United States senator. More and more, popular
-opinion in the state began to turn toward Lincoln.
-
-[Illustration: WHALE-OIL LAMP
-
-_From Lincoln's log cabin_]
-
-[Sidenote: =Nominated for United States senator=]
-
-Accordingly, in 1858, at Springfield, the Republicans in convention
-named Lincoln for United States senator. He made a speech to the
-Republicans in which he said that this country cannot remain half slave
-and half free--that it must become all slave or all free.
-
-This called every man to face a new question. No greater question could
-be raised. Some friends of Lincoln pleaded with him not to say that
-the country could not remain half slave and half free. "I had rather
-be defeated with that expression in my speech than to be victorious
-without it," said Lincoln.
-
-[Sidenote: =Lincoln challenges Douglas=]
-
-
-=162. The Lincoln-Douglas Debates.= Douglas attacked this speech, and
-Lincoln challenged him to hold several joint debates before the people
-of Illinois. Seven debates were arranged, in which Douglas insisted
-upon opening and closing four.
-
-[Sidenote: =People come from far away to hear the debates=]
-
-The people of Illinois were mainly farmers in 1858. They traveled long
-distances to hear these giants debate the question of slavery. Some
-of them were several days coming and going--in wagons, on horseback,
-or on foot. The newspapers in the larger cities sent men to listen to
-these debates, and take down the words used by Lincoln and Douglas. The
-editors knew the people were anxiously waiting to read what these men
-had to say about slavery.
-
-[Sidenote: =The fatal answer=]
-
-"Can the people of a ... Territory, in any lawful way, against the
-wish of any citizen ... exclude slavery?" Lincoln asked. "Yes," said
-Douglas. That was a fatal answer. For, by this answer, Douglas lost the
-support of the Democrats of the South, although he held the Democrats
-of Illinois. He could still be senator, but he could never be president.
-
-The debates went on. "I do not perceive," said Lincoln, "that because
-the white man is to have the superior position, the negro should be
-denied everything ... there is no reason in the world why the negro is
-not entitled to all the natural rights [named] in the Declaration of
-Independence ... I agree with Judge Douglas, he [the negro] is not my
-equal in many respects--certainly not in color, perhaps not in moral or
-intellectual endowments. But, in the right to eat the bread, without
-the leave of anybody else, which his own hand earns, he is my equal,
-and the equal of Judge Douglas, and the equal of every living man."
-
-[Sidenote: =Lincoln made famous by the debates=]
-
-These debates made Lincoln widely known. He accepted invitations to
-speak in Ohio, New York, and New England.
-
-[Sidenote: =Lincoln the rail-splitter=]
-
-In May, 1860, the Republicans of Illinois met in state convention.
-Lincoln was there. The people picked him up, lifted him over their
-heads, and placed him on the platform. The cheering was loud. Just at
-this moment John Hanks came into the hall carrying two fence rails,
-with the Stars and Stripes mounted between them, bearing in large words
-the following: "Taken from a lot made by Abraham Lincoln and John
-Hanks in the Sangamon Bottom in the year 1830." The people stood up
-and cheered, and threw their hats high and shouted for Lincoln, the
-"rail-splitter." He made them a speech. The convention then and there
-named him as the choice of the Republican party of Illinois for the
-next President of the United States.
-
-[Sidenote: =The candidate of the Republican party=]
-
-
-=163. Lincoln President.= A few weeks later Abraham Lincoln was
-nominated in Chicago by the National Convention of the Republican party
-for the presidency. Just as the passage of Douglas' Kansas-Nebraska
-Bill killed the old Whig party, so the debates between Lincoln and
-Douglas split the Democratic party into a northern and a southern wing.
-
-[Illustration: LINCOLN SPEAKING IN THE STATE CONVENTION]
-
-[Sidenote: =Lincoln elected=]
-
-Douglas was nominated by the northern wing, and Breckenridge by the
-southern wing. This division in the Democratic party resulted in the
-election of Lincoln to the presidency, in November, 1860.
-
-During the fall and winter, seven southern states left the Union,
-and set up a government called the "Confederate States of America."
-They had their government all in running order before Lincoln left
-Springfield.
-
-[Sidenote: =Bound for Washington=]
-
-[Sidenote: =At Independence Hall=]
-
-In February, 1861, Lincoln said good-by to the people of Springfield,
-and started for Washington to take his seat as president. The people
-were bound to see him and hear his voice and shake his hand. Along the
-route there were cheers, bonfires, and military parades with miles of
-marching men. At Philadelphia he raised a flag over Independence Hall.
-He made a touching speech in regard to the men of the Revolution who
-had sat in that hall, and pledged himself to abide by the principles of
-the Declaration of Independence.
-
-[Sidenote: =The inauguration=]
-
-On March 4, with soldiers guarding the capitol, Lincoln read his
-inaugural address and took the oath of office which all presidents
-before him had taken. This speech was listened to with the greatest
-interest. It was now plain to everybody that Lincoln meant to fight, if
-fighting were necessary to save the Union.
-
-In April Confederates fired on Fort Sumter in Charleston Harbor,
-South Carolina. After awful hardships, Colonel Anderson and his men
-surrendered the fort to the Confederate troops.
-
-[Sidenote: =The call for men=]
-
-Lincoln immediately sent forth the call for seventy-five thousand
-men. He made it a call to save the Union which Jackson, Webster, and
-Clay had done so much to save. War had come--civil war, the most
-dreadful kind of war. Four more states left the Union, and joined the
-Confederate States. But the slave states of Maryland, Kentucky, and
-Missouri remained with the Union.
-
-[Sidenote: =Blockade of Confederate States=]
-
-While the Union troops were gathering and drilling in Washington,
-Lincoln declared a blockade of the ports of the Confederate States.
-He saw that if he closed the ports of the South he could prevent the
-shipment of cotton to Europe and so keep the Confederacy from getting
-supplies in exchange for the cotton. This was a heavy blow to the
-Confederates.
-
-[Sidenote: =The "Merrimac" and the "Monitor"=]
-
-The South depended on the _Merrimac_ to break the blockade. The
-_Merrimac_ was a wooden war vessel which had been covered with a double
-coat of iron. It had a great iron beak with which it could ram wooden
-vessels. The _Merrimac_ moved to attack the Union fleet, which was
-stationed in Hampton Roads. The shot fired from the Union vessels and
-from the shore batteries had no more effect on the iron coat of the
-_Merrimac_ than hail on a tin roof. She sank one wooden war vessel and
-set another on fire. What was to hinder her from going up the Potomac
-and bombarding Washington?
-
-[Illustration: THE CONFEDERATE STATES]
-
-[Sidenote: =Battle between ironclads=]
-
-But Lincoln placed his hope in the _Monitor_. This strange craft,
-"looking like a cheese box on a raft," reached Hampton Roads that
-night and took position to defend the Union fleet from the _Merrimac_.
-The next morning the two ironclads met in battle. It was a battle
-of giants. "Why do you stop firing?" asked an officer of one of the
-gunners on the _Merrimac_. "I can do her as much damage by snapping my
-thumb at her every two minutes and a half," was the reply.
-
-[Illustration: ABRAHAM LINCOLN
-
-_From a rare photograph taken by Alexander Hesler in Chicago, 1860, and
-loaned by the Chicago Photogravure Company, who own the original_]
-
-It was a drawn battle. Washington was safe. The South could not break
-the blockade. This battle between the _Merrimac_ and the _Monitor_
-changed the navies of the world. Wooden war vessels now gave place to
-iron vessels.
-
-[Sidenote: =McClellan in the East=]
-
-Meantime great battles were also being fought on land. In the East the
-Union army under General McClellan had been hurled back in an attack on
-Richmond. The Confederates under General Lee, in an attempt to invade
-the North, had been forced to retreat.
-
-[Sidenote: =Grant in the West=]
-
-In the West events of equal importance were taking place. The Union
-troops under General Grant defeated the Confederates in many battles
-in Kentucky and Tennessee. Then with the aid of the Union fleet under
-Captain David Farragut, Grant captured the Confederate strongholds
-along the Mississippi River, and so cut the Confederacy in two.
-
-[Sidenote: =Slavery question to the front=]
-
-Lincoln had declared the war was to be fought to save the Union and not
-to get rid of slavery. But as the war went on, the slavery question
-would keep coming up. The Confederates used the slaves to build forts,
-cook for the army, and to do other work. Thus the slave took the place
-of the white soldier. Other slaves raised food supplies and cared for
-the women. In this way the slaves were constantly being used to help
-fight against the Union.
-
-[Sidenote: =Proclamation of Emancipation=]
-
-The time had come to destroy slavery. Lincoln now saw that by freeing
-the slaves he could strike a heavy blow at the Confederacy. So as
-commander in chief of the Union armies he issued the Proclamation of
-Emancipation January 1, 1863.
-
-The war, however, continued more than two years longer. The long list
-of dead and wounded on both sides saddened Lincoln. Day by day the
-lines in his kindly face grew deeper.
-
-Finally the news came that General Grant had hammered General Lee's
-lines to pieces, and that Jefferson Davis and his cabinet were leaving
-Richmond, the capital of the Confederacy.
-
-[Illustration: THE STATUE OF ABRAHAM LINCOLN IN LINCOLN PARK, CHICAGO
-
-_By Augustus St. Gaudens_]
-
-Early in April President Lincoln went to visit the city of Richmond.
-Here he saw a city on fire, and a mob breaking into houses.
-
-[Sidenote: =Lee surrenders=]
-
-Grant was pursuing Lee's army. He overtook it, and on April 8 offered
-terms of surrender. Lee accepted. The president's heart was filled with
-gratitude that no more lives were to be sacrificed on either side.
-
-[Sidenote: =Lincoln shot=]
-
-
-=164. President Lincoln Assassinated.= The evening of April 14, 1865,
-Lincoln went to Ford's Theater in Washington to rest his body and mind.
-As he sat in a box, John Wilkes Booth, an actor, shot him in the back
-of the head. Booth sprang upon the stage, flourished his revolver, and
-escaped.
-
-[Sidenote: =Dies April 15, 1865=]
-
-Abraham Lincoln died the next day. Thus the nation lost a great man. He
-was truly a man "with malice toward none, with charity for all."
-
-[Illustration:
-
-                                                             Courtesy of
-                                                     _Youth's Companion_
-
-LINCOLN TOWER OF CHRIST CHURCH, SOUTHWARK, LONDON
-
-  _The cost of this tower was met by contributions half in English
-    sixpences and half in American dimes_]
-
-[Sidenote: =Monuments to his memory=]
-
-Many monuments have been built to honor the name of this great man. The
-most unique one is in Edinburgh, Scotland--a life-size statue with one
-hand holding the Emancipation Proclamation and with the other striking
-the chains from a half-rising slave. Another interesting monument is
-the Lincoln Tower of Christ Church, London. High on this tower in red,
-white, and blue tiles, is the American flag. The largest memorial is at
-Springfield, Illinois, the home of Lincoln and where he lies buried.
-One of the most celebrated is the St. Gaudens statue in Lincoln Park,
-Chicago.
-
-[Sidenote: =Lincoln and the South=]
-
-
-=165. Andrew Johnson as President.= Before the war Lincoln had begun
-the reconstruction of the South. He did not admit that the Confederate
-states had ever really left the Union. Whenever one-tenth of the voters
-in a state would take an oath of loyalty to the Union, he allowed them
-to set up a new government. Lincoln then recognized this as the regular
-state government.
-
-[Illustration: ANDREW JOHNSON
-
-_From a photograph taken in 1865, by A. Gardner, Washington, D. C._]
-
-[Sidenote: =Johnson a Southerner=]
-
-Lincoln did not live to apply his wise and moderate rule to more than
-a few states. Even here he met with opposition from Congress. Andrew
-Johnson, who succeeded him as President, was a Southerner, though a
-stout Unionist. He was honest, but rude and harsh in his behavior.
-
-Johnson tried to carry out Lincoln's plans for reconciling the defeated
-states. But he did not consult Congress before he began. Congress felt
-that the President was trying to override its power. It made much more
-harsh conditions for re-admitting the southern states.
-
-[Sidenote: =The President and Congress quarrel=]
-
-The quarrel between the President and Congress ended in an impeachment
-trial. Johnson retained his presidency by only one vote. Whether or
-not this trial was deserved may be a question. There can be no doubt,
-however, but that in dealing with foreign countries Andrew Johnson's
-motives were wise and patriotic as well.
-
-[Sidenote: =Maximilian "Emperor of Mexico"=]
-
-Mexico had long owed certain debts to England, France, and Spain.
-The French emperor, Napoleon III, determined to make these debts an
-excuse for extending his power. He sent soldiers to Mexico, and used
-them to set up an Austrian archduke, Maximilian, as Emperor of Mexico.
-President Johnson sent American soldiers to the Rio Grande, and the
-French forces were withdrawn. Maximilian had now no support and later
-was shot.
-
-[Sidenote: =The Alaska Purchase=]
-
-In 1867 Johnson purchased Alaska from Russia for $7,200,000. Thus one
-more European power gave up its possessions in the New World.
-
-
-=166. The Progress of Reconstruction.= Contentment of mind and regular,
-peaceful growth of trade and business did not return to the South until
-long after Johnson's presidency. Congress had little understanding of
-the difficulties with which it was faced. Under its reconstruction the
-life of the South was for a time cruelly unsettled. At last the old
-southern leaders themselves restored order. Then they governed much as
-before.
-
-[Sidenote: =What Lincoln's death meant to the South=]
-
-Lincoln had earned the respect of the South, for he was a leader great
-enough to be generous in victory. He might have checked the misrule
-which nearly ruined the industries of the South, and created more
-lasting bitterness than the war. The South suffered as great a loss as
-the North in the death of Lincoln.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Lincoln, born of poor parents in the
-  state of Kentucky, went over to Indiana at seven years of age.
-  _2._ Helped build a cabin and clear the forest and went hunting.
-  _3._ Lincoln lost his mother, and his father married again. _4._
-  His stepmother took good care of Abe and his young sister. _5._
-  Lincoln had little schooling, but read a few books thoroughly.
-  _6._ He was physically strong at twenty-one, and he had read so
-  much that he could "spell down" the whole country. _7._ The family
-  moved to Illinois, and Abe was hired to take a flatboat down the
-  Mississippi. _8._ He saw a slave auction at New Orleans. _9._
-  Lincoln was elected captain in the Black Hawk War; elected to the
-  legislature for four terms. _10._ He studied law and was elected
-  to Congress. _11._ Attacked Douglas for the Kansas-Nebraska Bill.
-  _12._ Lincoln and Douglas held joint debates. _13._ Nominated for
-  the presidency by the Republicans in convention at Chicago. _14._
-  Douglas displeased the South and the Democratic party was split.
-  _15._ Lincoln was elected president, the South seceded, and Douglas
-  stood by the Union. _16._ The battle between the _Merrimac_ and
-  the _Monitor_ ushered in the age of the ironclad war vessel. _17._
-  Grant defeated Lee, and Lee surrendered. _18._ Lincoln went to the
-  Ford Theater in Washington, and was assassinated. _19._ Johnson
-  started to carry out Lincoln's plans for reconstruction, but
-  Congress interfered, and tried to impeach him. _20._ Johnson caused
-  the French to withdraw from Mexico, and bought Alaska from Russia
-  in 1867 for $7,200,000. _21._ The South was slow in recovering from
-  the effects of the war.
-
-  =Study Questions.= _1._ Describe Lincoln's early surroundings. _2._
-  Picture Abe and his sister. _3._ How did Abe help get their meat?
-  _4._ What did he owe to his mother? _5._ What did Abe's new mother
-  do for him? _6._ What books did Abe read and how did he read them?
-  _7._ Why was Abe liked in the family? _8._ How tall was Lincoln?
-  How old was he when the family started for Illinois? _9._ What
-  did he do soon after going to Illinois? _10._ What did he see in
-  New Orleans that was new to him? _11._ Prove Lincoln was honest.
-  _12._ Prove that the men of the countryside had confidence in
-  Lincoln. _13._ How old was Lincoln when he ran for the legislature?
-  _14._ Tell the story of Lincoln's experiences in running for the
-  legislature. _15._ What was his success as a lawyer? _16._ Why did
-  Lincoln love public speaking? _17._ Why was Lincoln not elected to
-  Congress again? _18._ How did Lincoln become the champion speaker
-  against Douglas? _19._ What was the effect of the debate? _20._
-  What new declaration did Lincoln make in his Springfield speech?
-  _21._ Why did Lincoln challenge Douglas? _22._ How did Lincoln
-  become widely known? _23._ What was the fatal question put to
-  Douglas by Lincoln? _24._ To what rights did Lincoln say the black
-  man is entitled? _25._ Picture the scene in the state convention
-  of 1860. _26._ What was the effect of the Lincoln-Douglas
-  debates on the Democratic party? _27._ Why did this result in
-  Lincoln's election to the presidency? _28._ Give an account of
-  the demonstrations made in honor of Lincoln. _29._ Who fired the
-  first shot in the Civil War, and where was it fired? _30._ How many
-  slave states in all remained loyal to the Union cause? _31._ What
-  kind of a war did Lincoln make of this war? _32._ Tell the story
-  of the _Merrimac_ and the _Monitor_. _33._ How was the _Merrimac_
-  protected? _34._ How did the Proclamation of Emancipation affect
-  the strength of the Confederates? _35._ Describe the surrender of
-  Lee. _36._ Tell the story of Lincoln's assassination. _37._ How
-  did the nation feel over Lincoln's death? _38._ How has he been
-  honored? _39._ Describe the statue in Edinburgh. _40._ Where was
-  Lincoln buried? _41._ What was Lincoln's plan of reconstruction?
-  _42._ What happened when Johnson tried to carry this out? _43._
-  Name two matters in which Johnson acted wisely.
-
-  =Suggested Readings.= ABRAHAM LINCOLN: Baldwin, _Four Great
-  Americans_, 187-246; McMurry, _Pioneers of the Mississippi Valley_,
-  170-184; Wright, _Children's Stories of American Progress_,
-  159-178, 299-327; Brooks, _Century Book of Famous Americans_,
-  193-210; Hart and Stevens, _Romance of the Civil War_, 1-112;
-  Bolton, _Lives of Poor Boys Who Became Famous_, 342-367; Mabie,
-  _Heroes Every Child Should Know_, 309-319; Nicolay, _Boys' Life of
-  Abraham Lincoln_; Coffin, _Abraham Lincoln_; Mace, _Lincoln: The
-  Man of the People_; Hale, _Stories of War_; Southworth, _Builders
-  of Our Country_, Vol. II, 186-217.
-
-  ANDREW JOHNSON: Sparks, _Expansion of the American People_,
-  433-438; Guerber, _Story of the Great Republic_, 252-256.
-
-
-
-
-TWO FAMOUS GENERALS
-
-
-
-
-ULYSSES S. GRANT, THE GREAT GENERAL OF THE UNION ARMIES
-
-
-[Sidenote: =Ulysses Simpson Grant, 1822=]
-
-[Sidenote: =Early schooling=]
-
-[Sidenote: =Fond of horses=]
-
-
-=167. A Poor Boy Becomes a Great Man.= Ulysses Simpson Grant was born
-in 1822, in Ohio, at a place called Point Pleasant. When he was a
-year old his parents removed to Georgetown, Ohio, and there a few
-years later he attended school. He was taught little besides reading,
-writing, and arithmetic. As he grew up he helped his father and mother
-by hauling wood, plowing, and doing other useful work. He did not like
-the leather business, his father's occupation, but he found great
-pleasure in farm work because he was very fond of horses.
-
-[Sidenote: =He liked to travel=]
-
-Young Grant liked to travel. When the news came that he had been
-appointed a cadet at the United States Military Academy, he was glad
-because of the journey to West Point but not because of any other
-opportunities it offered. He did not like West Point, and studied only
-to please his father.
-
-[Sidenote: =Fights under General Taylor=]
-
-[Sidenote: =Resigns and returns home=]
-
-After his graduation Grant fought in the Mexican War as lieutenant
-under General Taylor and later under General Scott. After peace was
-restored he served in California as a captain, but very soon resigned,
-and when the Civil War broke out in 1861 he was working as a clerk in
-his father's store at Galena, Illinois.
-
-[Illustration: THE BIRTHPLACE OF GENERAL GRANT, POINT PLEASANT, OHIO]
-
-[Sidenote: =Grant goes to Springfield=]
-
-[Sidenote: =His promotions=]
-
-
-=168. A Great General.= When Lincoln's call for seventy-five
-thousand men startled the country, Grant was made chairman of a
-meeting at Galena called to raise a company of soldiers. He then
-went to Springfield, where the governor set him to work drilling
-soldiers and getting them ready for the war. After a time he became
-colonel of a regiment. A further promotion followed which made him a
-brigadier-general in command of several regiments. Later still he rose
-to be major-general, in command of an army.
-
-[Illustration: ULYSSES S. GRANT
-
-_From a photograph taken in 1866 by F. Gutekunst, Philadelphia_]
-
-Early in the war it was seen that in order to conquer the Confederacy
-it must be split in two by gaining possession of the Mississippi
-River. As a part of the great campaign with this end in view, we find
-Brigadier-General Grant directing the attacks on Fort Henry and Fort
-Donelson. These places were less than ten miles apart, in western
-Tennessee.
-
-[Sidenote: =Captures Forts Henry and Donelson=]
-
-With the help of Commodore Foote and his gunboats, Grant easily
-captured Fort Henry. To take Fort Donelson was not so easy. The
-Confederates tried to break through the right wing of Grant's army.
-After hard fighting they were driven back, and General Buckner asked
-what terms Grant would give if they surrendered. To this General Grant
-replied that he would consider "no terms but an unconditional and
-immediate surrender ... I propose to move immediately upon your works."
-This answer has become famous.
-
-[Sidenote: =Confederates fall back=]
-
-[Sidenote: =Grant moves against Vicksburg=]
-
-The surrender of Fort Henry and Fort Donelson forced the Confederates
-to move back their line of defense. After winning the two days'
-battle at Pittsburg Landing, General Grant turned his attention to
-the Mississippi River. As long as the Mississippi remained open to
-the southern forces, Arkansas, Louisiana, and Texas could send food
-supplies to the Confederates on the east side of the river. This
-General Grant wanted to stop, so, early in 1863, he moved southward to
-take Vicksburg. He beat the Confederates in the field and drove them
-into Vicksburg. The siege of the city lasted seven weeks. No one could
-slip in or out. Meat and bread grew scarce. The houses were knocked to
-pieces by cannon balls, and people found shelter in cellars and caves.
-
-[Illustration: THE BATTLE OF PITTSBURG LANDING, TENNESSEE]
-
-[Sidenote: =The surrender=]
-
-On the Fourth of July, 1863, Vicksburg, with Pemberton's army of more
-than thirty thousand men, surrendered. There was great happiness
-throughout the North. President Lincoln sent a message of thanks to
-General Grant, and Congress voted that he be given a medal.
-
-[Sidenote: =Gettysburg on the same day=]
-
-During this campaign in the lower Mississippi country a large
-Confederate army had marched north from Virginia, across Maryland into
-Pennsylvania. This army, under General Robert E. Lee, had won its way
-as far as Gettysburg. Here, at the end of a great three days' battle,
-the Confederates were decisively beaten; this defeat came on July 3,
-and on the very next day came the news that far-away Vicksburg had
-surrendered to Grant. After defeating the Confederates at Murfreesboro,
-General Rosecrans was in turn defeated at Chickamauga, and then cooped
-up in the town of Chattanooga by General Bragg. General Grant was
-sent to rescue the Union army, which he did in the battles of Lookout
-Mountain, led by Hooker, and Missionary Ridge, led by Sherman.
-
-[Illustration: SCENE OF GRANT'S CAMPAIGNS IN THE WEST]
-
-[Sidenote: =Lieutenant-general=]
-
-
-=169. Great Commander of the Union Armies.= President Lincoln saw
-that General Grant was a great soldier. He sent for him to come to
-Washington and made him lieutenant-general in command of all the armies
-of the United States.
-
-[Sidenote: =The "Wilderness"=]
-
-Grant took command at once. His first great object was to capture Lee's
-army. The shortest way to Lee's army lay through the "Wilderness," a
-part of the country lying south of the upper part of the Rapidan, in
-Virginia, and covered with a thick forest of tangled underbrush. The
-route was dangerous. But into the "Wilderness" Grant plunged with his
-great army. General Lee was there with his troops. The fighting began.
-For a month it was almost constant charging, back and forth, and there
-were long lists of dead and wounded. Grant moved his army southward and
-nearer Richmond. Lee met him in the bloody battles of Spottsylvania and
-Cold Harbor.
-
-[Sidenote: =Petersburg taken=]
-
-Then Grant crossed the James River, south of Richmond, and began the
-attack on Petersburg. This place was taken in the spring of 1865.
-
-[Sidenote: =Richmond given up=]
-
-General Lee told the Confederate president, Jefferson Davis, that he
-could hold Richmond no longer. He tried to get his army away, but the
-men were weak from hard fighting, and Sheridan, with his cavalry, was
-too quick for him.
-
-[Sidenote: =Lee surrenders at Appomattox=]
-
-General Grant wrote to General Lee suggesting that he surrender, and
-thus prevent the loss of more lives. Lee agreed, and the papers were
-signed April 9, 1865, at Appomattox Court House. No more generous terms
-were ever given than those granted to Lee and his men.
-
-After the war was over General Grant served for a time in the cabinet
-of President Johnson, who had become president at Lincoln's death.
-
-[Sidenote: =Grant elected president=]
-
-
-=170. President of the United States.= In 1868 Grant was elected
-President of the United States. He was elected again in 1872. Late in
-life he made a tour of the world, and everywhere was received with
-great honor.
-
-[Illustration: THE GRANT MONUMENT, RIVERSIDE PARK, NEW YORK]
-
-[Sidenote: =Dies in 1885=]
-
-He died July 23, 1885, at Mount McGregor, near Saratoga, New York.
-His body rests in Riverside Park, New York City, where a magnificent
-monument has been built to his memory.
-
-
-
-
-ROBERT EDWARD LEE, THE MAN WHO LED THE CONFEDERATE ARMIES
-
-
-[Sidenote: =Robert E. Lee, 1807=]
-
-
-=171. The Great General of the Confederacy.= Robert E. Lee was born
-in Virginia in 1807. He went to school at Alexandria, where George
-Washington once lived, and became a cadet at the United States Military
-Academy at West Point.
-
-[Sidenote: =Wins fame in Mexico=]
-
-[Sidenote: =In charge at West Point=]
-
-In the war with Mexico Lee earned honor and fame. He rose rapidly in
-rank. Starting as captain, he became major, lieutenant-colonel, and
-then colonel. When the Mexican War was over, he took charge of the
-Military Academy at West Point. After three years, he decided to give
-up the work at West Point and go West to fight the Indians.
-
-[Sidenote: =Lee goes with his state=]
-
-About this time the people began to insist that, in the United States,
-slavery must be given up. Even the army officers and men quarreled
-about it. Lee believed in the Union and did not want the South to leave
-it. But when Virginia followed other slave states out of the Union and
-into the Confederacy, Lee went with his native state.
-
-[Sidenote: =In command of army defending Richmond=]
-
-When the war began, Lee, as general, had command of the Virginia
-troops. After the battle of Fair Oaks, in which General Joseph E.
-Johnston was wounded, General Lee took charge of the army defending
-Richmond.
-
-[Sidenote: =Compels McClellan to retreat=]
-
-[Sidenote: =Invaded Maryland and Pennsylvania=]
-
-
-=172. Lee Fights Battle after Battle.= Lee at once attacked the Union
-army which was trying to take Richmond. In a seven days' battle he
-forced McClellan, the Union general, to retreat. He then struck the
-army of Pope a fatal blow and marched with his victorious soldiers
-into Maryland. A great battle was fought at Antietam (1862) and Lee
-returned to Virginia. He won two great victories at Fredericksburg and
-Chancellorsville. In the latter battle he lost Stonewall Jackson, his
-best general. After this, his army rested and ranks filled, General
-Lee moved rapidly through Maryland and into Pennsylvania. The North
-became alarmed, but a great Union army was already hurrying to meet the
-Confederate forces.
-
-[Sidenote: =Greatest battle of the war=]
-
-[Sidenote: =Pickett's charge=]
-
-[Sidenote: =The loss=]
-
-The two armies met at Gettysburg, and there for three days was fought
-the greatest battle of the Civil War. On the last day General Pickett
-made his famous charge. Fifteen thousand southern soldiers charged
-across the valley--more than a mile wide--right up to the muzzles of
-the Union guns. But the help they expected from another direction did
-not arrive, and they had to retreat. Lee's army was defeated. More than
-fifty thousand men--including the killed, wounded, and missing on both
-sides--were lost at Gettysburg.
-
-[Illustration: PICKETT'S CHARGE AT GETTYSBURG
-
-_This heroic assault marked the turn of the Confederate tide_]
-
-[Sidenote: =Lee never invades again=]
-
-
-=173. Facing a Powerful Army.= General Lee then went back across the
-Potomac, never to invade the North again. From then onward, little
-was done until, in 1864, General Grant took command of all the Union
-forces. Then followed three great battles--the "Wilderness," so called
-because it was fought in a thick forest of tangled underbrush lying in
-Virginia just south of the upper portion of the Rapidan; Spottsylvania,
-fought near the Spottsylvania courthouse a little farther southward,
-and Cold Harbor, fought a few miles northeast of Richmond.
-
-[Sidenote: =Lee's troops wearing out=]
-
-General Lee's troops were wearing out. There were no more men to take
-the places of those killed and wounded. Food and clothing became
-scarce, and other supplies were hard to get. General Lee was now made
-commander in chief over all the Confederate armies. He immediately put
-Joseph E. Johnston back in command of his old army in the West, but it
-was too late.
-
-[Sidenote: =Sheridan blocks the way=]
-
-Lee decided in 1865 that Richmond must be given up. He wanted to take
-his army to Danville, Virginia, on the way to join the army of General
-Joseph E. Johnston, in North Carolina, but at Appomattox his troops met
-General Sheridan's cavalry.
-
-[Illustration: SCENE OF WAR AROUND WASHINGTON AND RICHMOND]
-
-[Sidenote: =Terms of surrender=]
-
-
-=174. The Confederacy Was Lost.= General Lee received a letter from
-General Grant asking him to surrender. The two generals met at a
-farmhouse and agreed upon terms. Grant gave the officers and men
-permission to take their horses home "to do their spring plowing."
-
-The next morning Lee, surrounded by his sorrowing men, mounted his
-horse, Traveler, and rode slowly away to his home in Richmond. The
-other Confederate armies surrendered one by one.
-
-[Illustration: ROBERT EDWARD LEE
-
-_From a portrait painted by Browne, now in the Westmoreland Club,
-Richmond, Virginia_]
-
-[Sidenote: =President of Washington College=]
-
-[Sidenote: =Dies in 1870=]
-
-After the war General Lee was elected president of Washington College
-at Lexington, Virginia, now Washington and Lee University. He greatly
-enjoyed his work of building up the young manhood of the South. He died
-at Lexington in 1870. A monument to the memory of this great man has
-been erected at Richmond, and another at Lexington.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Grant born of parents who were farmers.
-  Loved to work with horses. _2._ Sent to West Point; was in Mexican
-  War under Generals Taylor and Scott. _3._ Was clerk for his
-  father at Galena. _4._ In the Civil War rose rapidly till made a
-  major-general. _5._ Captured Fort Donelson and Fort Henry. _6._
-  Captured Vicksburg; was made lieutenant-general, and sent into
-  the Wilderness after General Lee. _7._ Fought a month, then moved
-  around to Petersburg. _8._ Offered Lee terms of surrender. _9._ Was
-  twice made president. _10._ Died at Mount McGregor. _11._ Robert E.
-  Lee was born in Virginia and went to school at Alexandria. _12._
-  Went to West Point, and was in the Mexican War, where he earned
-  honor and fame. _13._ Took charge at West Point. _14._ Followed
-  Virginia when she seceded, and was given command of the troops
-  defending Richmond. _15._ Won several victories over the North.
-  _16._ Failed at Gettysburg. _17._ Fought to save Richmond. _18._
-  Surrendered to General Grant in spring of 1865. _19._ Became
-  president of Washington College.
-
-  =Study Questions.= _1._ Tell the story of Grant until he reached
-  West Point. _2._ What part did Grant take in the war with Mexico?
-  _3._ What did Grant do at Galena when Lincoln's call came? _4._
-  Tell of his promotion. _5._ What would happen if Vicksburg and
-  other Mississippi River places were taken? _6._ What two victories
-  came on the Fourth of July, and what did both mean? _7._ How did
-  Grant's victory impress the president? _8._ What can you tell of
-  the "Battle of the Wilderness"? _9._ What happened at Richmond?
-  _10._ Picture the scene at Appomattox Court House. _11._ Tell the
-  story of Grant after the Civil War. _12._ Tell of Lee's promotion
-  after leaving West Point. _13._ Did Lee want his state to leave
-  the Union? _14._ Was he a victorious general at first? _15._ What
-  happened at Gettysburg? _16._ Tell about Lee defending Richmond.
-  _17._ What did Lee plan to do after Richmond fell? _18._ Why did he
-  not carry out this plan? _19._ What position did Lee accept after
-  the war?
-
-  =Suggested Readings.= ULYSSES S. GRANT: Burton, _Four American
-  Patriots_, 195-254; Brooks, _Century Book of Famous Americans_,
-  181-191; Hart and Stevens, _Romance of the Civil War_, 179-183;
-  Hale, _Stories of War_, 21-29, 74-91, 92-118, 168-187, 226-264;
-  Bolton, _Famous American Statesmen_, 307-360.
-
-  ROBERT E. LEE: Hale, _Stories of War_, 61-73, 119, 149; Mabie,
-  _Heroes Every Child Should Know_, 289-308; Magill, _Stories from
-  Virginia History_, 162-172.
-
-
-
-
-MEN WHO DETERMINED NEW POLITICAL POLICIES
-
-
-
-
-RUTHERFORD B. HAYES
-
-
-=175. A Wise and Independent President.= In 1822 a baby boy was born
-in the old college town of Delaware, Ohio. His parents named the
-boy Rutherford B. Hayes. As a youngster he loved his books and his
-playmates.
-
-[Sidenote: =A leader at college=]
-
-At an early age he entered Kenyon College, Ohio. Here he was a leader
-among his fellows, not only in college affairs, but in his daily work
-in the classroom. He graduated with first honors in his class.
-
-For his after-college work Hayes decided to choose the law, and
-graduated from Harvard Law School. He was just beginning to win success
-when Lincoln's call to arms aroused the men of the North. It seemed
-terrible for northern men and southern men to fight against each other,
-but it had to be done to save the Union.
-
-[Illustration: RUTHERFORD B. HAYES
-
-_From a photograph by Pach Bros., New York City_]
-
-[Sidenote: =Becomes a general=]
-
-Hayes volunteered and was made a major in command. By his fine work as
-an officer in caring for his men and in bravery on the field of battle,
-he won the title of general. While he was still fighting, the people at
-home, looking for a high-minded, honorable man for congress, nominated
-Hayes.
-
-[Sidenote: =Refuses to leave his post to campaign=]
-
-His supporters sent for him to come home and canvass for votes. He
-would not go. He said: "An officer fit for duty who, at such a time as
-this, would abandon his post to electioneer for a seat in Congress,
-ought to be scalped." Hayes remained at his post and was elected by a
-large majority.
-
-Hayes had become known to all the people of his state and they wanted
-him for governor. So friendly was he toward all whether high or low,
-so honest was he that three times the people chose him to be their
-governor.
-
-In 1876 the Republicans of the nation selected him to be their
-candidate for the high office of president. The Democratic candidate
-was a man of very high reputation, Samuel J. Tilden of New York. He was
-known as a fighter for honesty and against wrongdoing in public office.
-
-[Sidenote: =Contest over the presidency=]
-
-Unfortunately, the politicians aroused bitter feeling between the North
-and the South in this campaign. When it was seen that Hayes was winner
-by only one vote, there were threats of "civil war." But luckily Tilden
-did not lose his head, and his party, following his advice, accepted
-the result.
-
-[Sidenote: =Generous toward the South=]
-
-Hayes decided to take the Union soldiers out of the South. The radical
-Republicans opposed this action, but the majority of the people in the
-North favored it. The southern people were happy, because now they
-might manage their elections to suit themselves.
-
-President Hayes also placed a southern man in his cabinet, and this,
-too, helped along the good feeling between the North and the South.
-
-We can see now that the return of good feeling between the North and
-the South was necessary, but it was not so easily seen then. Now we can
-say that President Hayes was a noble and far-seeing statesman when he
-offered the "olive branch" to the South.
-
-[Sidenote: =A startling change in custom=]
-
-Lucy Hayes, his wife, was a brave woman. She startled society at
-Washington and in the country at large by issuing a decree that no
-strong drink should be used in the White House. The temperance people
-were happy, but others were not, especially the ministers of foreign
-countries who had always been in the habit of using wine on social
-occasions. A great cry was raised throughout the country, but Lucy Webb
-Hayes stood her ground.
-
-
-
-
-JAMES A. GARFIELD AND CHESTER A. ARTHUR
-
-
-=176. The Towpath that Led to the Presidency.= Like Lincoln, the second
-of our "martyr Presidents" started life in a log cabin. Garfield was
-born near Cleveland, Ohio (1831). His parents were poor and his father
-died while Garfield was yet an infant. Garfield's mother was brave and
-held her little family together. The children did not have much chance
-to go to school. Life to them was a hard struggle.
-
-[Illustration: JAMES A. GARFIELD
-
-_After a photograph by E. Bierstadt_]
-
-When James reached the age of fifteen, he began driving mules on the
-towpath of a canal running from Cleveland to Portsmouth. This was the
-time when canal boats carried both freight and passengers. The towpath
-was a hard "school," but had many good lessons for a boy wise enough to
-keep out of mischief.
-
-[Sidenote: =Determined to have an education=]
-
-He had his heart set on an education. He went to school long enough
-to be able to teach school. He shared his earnings with his mother.
-Teaching only sharpened his appetite for an education. For a time he
-went to Hiram College and afterward became a teacher there. He loved
-Hiram College because it was supported by the Church of the Disciples,
-of which he was a member. He finished his education at Williams College.
-
-When Lincoln called for men for the war, Garfield, like thousands of
-others, volunteered. He became an officer and did his work so well that
-he was promoted to be major general. Like Hayes, he was elected to
-Congress while in the army, fighting its battles. Again and again, the
-people of his district sent him to Congress, and finally in 1880 the
-legislature of his native state made him a United States senator.
-
-[Sidenote: =War, Congress, and the Presidency=]
-
-Garfield was a wonderful orator. Before the Republicans, gathered in
-Chicago, he placed the name of John Sherman in nomination for the
-presidency. So great was this speech that the convention turned from
-all the men who were before it, and nominated Garfield himself.
-
-Garfield won the presidency before he had a chance to take his seat as
-United States senator. After delivering his inaugural address to the
-vast crowd gathered, he turned and kissed his mother.
-
-The Republicans had promised to make new rules about men appointed to
-office. They declared that men should not hold office just because
-they had worked for the party in power, but that they should pass an
-examination to find out whether or not they were fit for the position.
-
-While Garfield was leaving Washington to attend the Fourth of July
-celebration at Williams College, he was shot by a half-crazy,
-disappointed office seeker. He lived until September. Few young people
-can now understand how the American people felt during this time. They
-learned to hate the "spoils system." Garfield's death sealed its fate.
-
-[Sidenote: =Civil service reform=]
-
-
-=177. Arthur Becomes President.= Chester A. Arthur was thought to be a
-"politician" merely, but he proved to be a good president. He began to
-build up a strong navy and started the movement for the reform of the
-civil service.
-
-Since the days of the Civil War, we had been too busy with affairs
-at home to think much about the need of a navy. But beginning with
-President Arthur's administration we have increased its size from time
-to time, until during the war with Spain, our people came to feel the
-navy's value.
-
-[Illustration: CHESTER A. ARTHUR
-
-_From a photograph by Sarony_]
-
-Under Arthur the spoils system received its first deadly blow when
-Congress passed and Arthur signed a bill establishing the merit system.
-By this system, men are appointed to office only after they have proved
-their fitness by an examination. Under it men cannot be turned out of
-office except for just cause.
-
-
-
-
-GROVER CLEVELAND
-
-
-[Sidenote: =Early life=]
-
-
-=178. A Man Who Was Twice President.= Grover Cleveland saw the light
-of day in the old state of New Jersey in 1837. While he was yet a boy
-his parents moved to central New York. Here he received a common school
-education. He was a good pupil and made friends with boys who loved
-honesty and fair play. His parents were poor and could not send him to
-college. He was always sorry for this and tried to make up for it by
-hard study. The lives of men great in history and literature were what
-he liked best to read.
-
-After going to Buffalo, young Cleveland entered upon the study of law.
-He studied long upon the fine points of the law. In time he became one
-of the ablest lawyers, not only in Buffalo, but in the State of New
-York. The fact that young Cleveland was chosen sheriff of Erie County
-shows that a great many people already looked upon him as a courageous
-man.
-
-[Illustration: GROVER CLEVELAND
-
-_From a photograph by Bell_]
-
-[Sidenote: =Lawyer, mayor, and governor=]
-
-When Buffalo needed a mayor who was not afraid to do his duty, the
-people elected this man who had been a good sheriff.
-
-The people of the State of New York wanted a man of the Cleveland
-type for governor. He carried the state by a great majority. He was
-a great governor as he had been a great mayor. He was honest and
-straightforward, and treated all men alike. Long before his time as
-governor was up, the people began to talk of him for president.
-
-[Sidenote: =Runs against Blaine=]
-
-Cleveland ran against a widely known and popular man, James G. Blaine
-of Maine. But the Republicans split and Cleveland won. The Democrats
-were happy over the result, for this was the first time they had
-elected a president since 1856.
-
-The Republicans had kept a high tariff ever since the Civil War. The
-result was that our treasury at Washington was full of money. Cleveland
-sent a message to Congress asking that the tariff be cut down, but the
-high-tariff Democrats joined the Republicans in supporting it.
-
-Cleveland had made many enemies in his own party by refusing to appoint
-unfit men to office. When, therefore, he ran for president again in
-1888, he was beaten by Senator Harrison of Indiana.
-
-But four years later, in 1892, he defeated Harrison and again became
-president.
-
-[Sidenote: =The panic of 1893=]
-
-
-=179. The Panic of 1893.= Cleveland had hardly taken his seat as
-President when hard times struck the country. Business men and laborers
-suffered greatly. They could not pay their debts. Men, women, and
-children suffered for want of bread.
-
-[Sidenote: =The great railroad strike=]
-
-The Pullman Car Company of Chicago cut down the wages of its workmen.
-The men called a strike which finally extended over half the states of
-the Union.
-
-Chicago was the center of the strike. Hundreds of cars were burned and
-lives were threatened. It was impossible to carry the United States
-mail or freight from one state to another. Grover Cleveland ordered
-United States soldiers to Chicago to keep the mails going and the
-freight running. This broke the back of the strike. Cleveland had shown
-how to settle strikes in a new way.
-
-Cleveland served twice as President and after his second term of office
-he moved to Princeton, New Jersey, the seat of Princeton University.
-Here he became famous for his lectures given before the student body.
-
-
-
-
-BENJAMIN HARRISON
-
-
-=180. A General Who Became President.= Early in our national history
-it had happened that the son of a President of the United States had
-also become President. In 1833 a boy was born in Ohio, the grandson of
-a President, who was also to gain this high position. His grandfather
-was William Henry Harrison, who was elected President in the stirring
-campaign of 1840. His parents named him Benjamin.
-
-[Illustration: BENJAMIN HARRISON
-
-_From a photograph by L. Alman_]
-
-Young Harrison, a happy and well-born boy, received his education in
-the public schools. He entered Miami University at an early age and
-graduated at eighteen.
-
-Harrison, like so many of our other presidents, studied law. He was
-very soon admitted to the bar, and in 1854 he went to live in the
-Hoosier State at Indianapolis.
-
-[Sidenote: =Enters the army=]
-
-He answered the call to arms. He was made a lieutenant, but had hardly
-learned his duties before he was promoted to be captain of a company of
-one hundred men. Hardly a month passed before an order came making him
-a colonel of a regiment of a thousand men. He led this regiment until
-the last days of the war, and the boys were proud of "Colonel Ben."
-
-For personal bravery and for skill in handling his men in one of the
-battles in Georgia, he was made major general.
-
-[Sidenote: =Active in politics=]
-
-After the war Harrison returned to the law. In political campaigns he
-was much sought after to speak in all parts of the state.
-
-He did not accept office until he was elected United States senator in
-1881. Senator Harrison was nominated for the presidency in 1888. He
-set the example of making speeches "on his front porch" to admiring
-crowds who came from different states.
-
-[Sidenote: =A picturesque campaign=]
-
-In this campaign the Democrats pointed to Harrison as a man who wore
-his "grandfather's hat." The Republicans made this campaign like that
-of 1840. There was great enthusiasm, big wagons carrying log cabins
-with raccoons and barrels of hard cider, great balls rolling on, and
-happy songs. Tippecanoe clubs were formed in all parts of the country.
-The result was the election of Harrison.
-
-[Sidenote: =Pensions and the tariff=]
-
-Under President Harrison a tariff law was passed with a reciprocity
-agreement. By this arrangement, the United States agreed to reduce
-its tariff if other nations would reduce theirs. President Harrison
-had a warm spot in his heart for the old soldiers, and he signed with
-pleasure a new pension law.
-
-The farmers and the silver men of the West were becoming dissatisfied
-with the action of Congress. In 1890 their forces elected several new
-Congressmen, and in the next year formed the People's party. Most of
-the votes of this party were drawn from the Republican side, hence in
-the next campaign Harrison was defeated by Cleveland.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Hayes studied law, and served in the
-  Civil War. _2._ He was elected to Congress while still in the
-  field. _3._ He received only one more vote than Tilden for
-  President. _4._ He was wise and fair in his treatment of the South.
-  _5._ Garfield was a poor boy who had to work hard for an education.
-  _6._ He was a war veteran and was elected senator before becoming
-  President. _7._ His remarkable ability as an orator caused him to
-  be nominated for the presidency. _8._ His assassination helped to
-  bring civil service reform. _9._ Arthur when President, worked for
-  a larger navy. _10._ He supported civil service against the spoils
-  system. _11._ Cleveland, after being mayor of Buffalo and governor
-  of New York, was elected President twice, though not in succession.
-  _12._ A severe panic occurred while he was President. _13._
-  Harrison studied law, and became a general during the Civil War.
-  _14._ His election was like that of his grandfather, William Henry
-  Harrison. _15._ Changes in the tariff and in pension laws took
-  place during his presidency. _16._ At the following election the
-  farmers and those favoring silver money combined in the Populist
-  party, reducing the Republican vote and causing the election of
-  Cleveland.
-
-  =Study Questions.= _1._ Tell something of Hayes' early life. _2._
-  How did he come to be chosen Congressman? _3._ What was unusual
-  about his election to the presidency? _4._ How was his election
-  accepted by the country? _5._ What kind of a President did he make?
-  _6._ What can you tell of Garfield's youth? _7._ What positions
-  did he hold before becoming President? _8._ What brought about his
-  nomination? _9._ What reform did the nation demand after Garfield's
-  assassination? _10._ What two things did Arthur work for? _11._
-  What positions did Cleveland hold? _12._ Name two important things
-  that happened while he was President. _13._ Tell something of
-  Harrison's career and election. _14._ What was done about the
-  tariff and pensions during his presidency? _15._ Why was Harrison
-  defeated by Cleveland in the next election?
-
-  =Suggested Readings.= Higginson, _History of the United States_,
-  330-347; Guerber, _Story of the Great Republic_, 281-285, 288-293.
-
-
-
-
-THE BEGINNING OF EXPANSION ABROAD
-
-
-
-
-WILLIAM McKINLEY AND THE SPANISH-AMERICAN WAR
-
-
-[Sidenote: =William McKinley, 1843=]
-
-[Sidenote: =Teaches school=]
-
-
-=181. William McKinley.= William McKinley was born in Ohio in 1843. As
-a boy his chief delight was to roam the fields and woods surrounding
-Niles, his home town, or to fish in the fine streams near by. When he
-was about nine years old his parents moved to Poland, Ohio, where there
-were good schools for children. McKinley studied hard, and at seventeen
-years of age entered Allegheny College at Meadville, Pennsylvania. But
-his health had never been very good and he fell ill from hard study. He
-returned to Poland, and there a little later he taught school.
-
-[Sidenote: =Enlists to fight for the Union=]
-
-[Sidenote: =Wins praise and promotion=]
-
-In 1861 Lincoln's call for troops to save the Union fired the whole
-North with patriotism. McKinley, though then only eighteen years of
-age, enlisted at once. Under fire at Antietam and in later battles of
-the war, he won praise and promotion for his heroic deeds. The active
-army life was good for him, and when the war was over he was a strong
-and healthy man. He enlisted as a private and came out as a major. All
-his promotions were for merit and bravery.
-
-[Illustration: WILLIAM McKINLEY
-
-_From a photograph by Courtney, taken at Canton, Ohio_]
-
-[Sidenote: =Studies law=]
-
-He returned to Poland and took up the study of the law. But his means
-were small and he had a hard struggle. In 1867 McKinley was admitted to
-the bar and opened an office in Canton, Ohio.
-
-[Sidenote: =Becomes a successful lawyer and speaker=]
-
-Like many another young lawyer he had numerous difficulties and
-disappointments, but he worked hard and in time became a successful
-lawyer. He was a good speaker and soon was much in demand in political
-campaigns.
-
-[Sidenote: =In Congress=]
-
-[Sidenote: =Elected president=]
-
-The people admired him. They felt that he could be trusted. They sent
-him, for seven terms, to represent them in Congress at Washington, and
-twice they made him governor of Ohio. In 1896 he was elected president
-of the United States.
-
-[Sidenote: =The Cubans revolt=]
-
-
-=182. Spanish Persecution in Cuba.= Since the earliest days of Spanish
-rule, Cuba had been discontented and had engaged in frequent wars with
-Spain because of heavy taxation and bad government. Again and again the
-Cubans revolted, but they were not strong enough to succeed and Spanish
-oppression continued. In 1895 the people rose in a last desperate
-effort to free themselves. To crush them Spain sent a large army under
-a cruel general. Large numbers of unarmed Cubans--men, women, and
-children--were gathered into camps guarded by Spanish soldiers and cut
-off from food and other supplies. Thousands died of starvation and
-disease.
-
-[Illustration: HOW THE CUBANS FOUGHT
-
-_Lying in ambush for the advancing column of the enemy_]
-
-[Sidenote: =Americans aroused=]
-
-[Sidenote: =Red Cross Society goes to Cuba=]
-
-These and other harsh things done in an attempt to break the spirit of
-the Cubans filled the American people with bitter indignation. On the
-recommendation of President McKinley, Congress voted fifty thousand
-dollars for relief work. Money, by private contribution, also flowed
-in from all parts of the country. The Red Cross Society, led by Clara
-Barton, hastened to the island to relieve the awful conditions of
-hunger and disease.
-
-[Illustration: GEORGE DEWEY
-
-_From a photograph taken in 1900 by Francis B. Johnston, Washington,
-D.C._]
-
-The American people were aroused. They demanded that the United States
-interfere in behalf of the suffering Cubans, who were fighting to be
-free. They were eager to take up arms for freedom and humanity.
-
-[Sidenote: =Battleship "Maine" blown up=]
-
-Indignation was brought to its highest pitch when, on February 15,
-1898, the United States battleship _Maine_ was sunk in Havana Harbor,
-two hundred sixty of the crew perishing. What was the cause of the
-explosion has never been found out, but Americans then believed it to
-be the work of the Spaniards.
-
-[Sidenote: =War declared=]
-
-In April the United States demanded that the Spanish troops be taken
-from Cuba and the Cubans be given their independence. Spain was given
-three days in which to reply. She immediately declared war against the
-United States.
-
-[Sidenote: =Dewey destroys the Spanish fleet=]
-
-
-=183. A War for the Sake of Humanity.= The war had hardly begun before
-Admiral George Dewey destroyed the Spanish fleet and pounded to pieces
-the shore batteries in Manila Bay, Philippine Islands. Dewey, with his
-fleet, sailed under orders from Hong-kong, China, entered the bay, and
-did his work without the loss of a man. This deed made him the naval
-hero of the war.
-
-[Sidenote: =California volunteers lead in numbers=]
-
-Thousands of men, North and South, rallied to the call of President
-McKinley. The states of the far West responded with noble enthusiasm.
-California, largest in population and wealth, led in the number of its
-volunteers.
-
-[Illustration: SCENE OF THE SPANISH WAR IN THE PHILIPPINES]
-
-[Sidenote: ="Rough Riders" win fame=]
-
-The land forces in Cuba were under the command of General Shafter. They
-stormed El Caney and San Juan and marched on Santiago. But the "Rough
-Riders," a regiment raised from the mountains and plains, attracted
-the most attention. Colonel Leonard Wood had command of them, aided
-by Theodore Roosevelt. When Wood was made a general, Roosevelt became
-their colonel, and fought through the war with them.
-
-[Sidenote: =Spanish fleet in Santiago Harbor=]
-
-A large fleet sent from Spain under Admiral Cervera had kept out
-of the way of the American fleet under Rear-Admiral Sampson and
-Commodore Schley and was now hidden in Santiago Harbor. When the
-Americans captured El Caney and San Juan, the Spanish admiral decided
-that Santiago would soon be in American hands. To escape being taken
-prisoner he made a bold dash from the harbor.
-
-[Illustration: THE BATTLE OF MANILA BAY]
-
-[Sidenote: =Cervera's fleet destroyed=]
-
-The American naval forces were on the watch, and soon the entire
-Spanish fleet was destroyed or captured--July 3, 1898.
-
-[Sidenote: =Treaty of peace signed=]
-
-The occupation by the Americans of the city of Manila, in the
-Philippines, in August (1898), brought peace proposals from Spain.
-These were accepted, the treaty being signed on the tenth of December.
-
-[Sidenote: =The Philippines bought for twenty million dollars=]
-
-This war was fought for the sake of humanity and freedom and not for
-gain or glory. The United States had taken the side of an oppressed
-people struggling for independence but she did not claim these
-countries as the spoils of war. She paid Spain twenty million dollars
-in gold for the Philippines, and at once set to work to establish
-schools, build good roads, help the farmers, and improve living
-conditions by making the government more stable and humane.
-
-[Sidenote: =Hawaiian Islands annexed=]
-
-It had long been felt, especially by the people of the Pacific States,
-that for both commercial and military reasons the Hawaiian Islands
-should belong to us. These islands--eight in all--were annexed in 1898.
-
-[Sidenote: =Cuba a republic=]
-
-[Sidenote: =Conditions in Cuba greatly improved=]
-
-[Sidenote: =United States a world power=]
-
-Steps were taken at once to give the people of Cuba a government of
-their own. The island was made a republic. The constitution, drawn up
-somewhat like our own, was adopted by the people of Cuba, February 21,
-1902. The United States did much to help the people before it withdrew
-from the island in 1902 and left the Cubans to rule themselves.
-Conditions have rapidly improved. In 1894, under Spanish rule, there
-were only about 900 public schools, and, even including the 700 private
-schools, only about 60,000 pupils were on the rolls. Six years later,
-under American rule, there were 3,550 public schools, with 172,000
-pupils enrolled. By the conduct of their government the Cubans are
-justifying the confidence the American people had in them.
-
-[Illustration: THE BATTLE OF SANTIAGO]
-
-As a result of the war Guam and Porto Rico also became American
-possessions. This was the beginning of American territorial expansion.
-The United States took its place among the great world powers, and has
-since played an important part in the affairs of nations.
-
-[Sidenote: =McKinley shot by an anarchist in 1901=]
-
-
-=184. McKinley Assassinated.= President McKinley did not live to see
-the results of self-government in Cuba. Shortly after his election to a
-second term as president, he was shot by an anarchist, while the guest
-of the Pan-American Exposition at Buffalo in September, 1901. After a
-week of patient suffering, watched with painful anxiety by the people,
-William McKinley, our third martyr president, passed away.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ William McKinley was born in Ohio. _2._
-  He went to college at Meadville, Pennsylvania, and afterwards
-  taught school. _3._ Enlisted as a private in 1861 and won praise
-  and promotion for bravery in fighting for the Union. _4._ After the
-  war he studied law and opened an office in Canton, Ohio. _5._ Was
-  a good speaker and was sent to Congress at Washington for seven
-  terms. _6._ Twice governor of Ohio, he was elected president of
-  the United States in 1896. _7._ The Cubans had revolted many times
-  against Spanish oppression and now rose again. _8._ The Americans
-  sympathized with the suffering Cubans; Congress voted fifty
-  thousand dollars for relief work. _9._ The United States battleship
-  _Maine_ blown up in Havana Harbor. _10._ Spain declared war against
-  the United States. _11._ Admiral George Dewey destroyed the Spanish
-  fleet at Manila in the Philippine Islands. _12._ American forces,
-  among them the Rough Riders, attacked the Spanish in Cuba. _13._
-  American fleet destroyed the Spanish fleet at Santiago. _14._ Peace
-  proposals came from Spain and the treaty of peace was signed in
-  December, 1898. _15._ The United States bought the Philippines
-  from Spain, the Hawaiian Islands were annexed, and Cuba became
-  a republic. _16._ Guam and Porto Rico also became American
-  possessions. _17._ Conditions in former Spanish possessions greatly
-  improved. _18._ McKinley was assassinated by an anarchist while
-  he was the guest of the Pan-American Exposition at Buffalo, in
-  September, 1901 and died soon after.
-
-  =Study Questions.= _1._ Describe McKinley's boyhood surroundings
-  and what he liked to do. _2._ What made him fall ill? _3._ How did
-  he answer Lincoln's call for troops? _4._ What effect did army life
-  have on his health? _5._ What did he do after the war? _6._ To
-  what public office was he elected? _7._ Why did the Cubans revolt
-  against Spain? _8._ How did the Spaniards attempt to crush the
-  revolt? _9._ What did the Americans do to relieve the suffering
-  of the Cubans? _10._ What did they want to do? _11._ How did the
-  sinking of the Maine affect Americans? _12._ What did the United
-  States demand of Spain? _13._ Describe Dewey's action at Manila.
-  _14._ What state led in the number of volunteers? _15._ What were
-  the "Rough Riders"? _16._ What happened at Santiago? _17._ What
-  finally brought peace proposals from Spain? _18._ Why had the war
-  been fought? _19._ What did the Americans do in the Philippines?
-  _20._ What other islands came into American possession? _21._
-  What happened in Cuba? _22._ When and in what city was President
-  McKinley assassinated?
-
-  =Suggested Readings.= Stratemeyer, _American Boy's Life of William
-  McKinley_; Morris, _The War with Spain_, 150-169, 180-214, 267-285;
-  Barrett, _Admiral George Dewey_, 55-152, 230-251; Ross, _Heroes of
-  Our War with Spain_.
-
-
-
-
-THE MAN WHO WAS THE CHAMPION OF DEMOCRACY
-
-
-
-
-THEODORE ROOSEVELT, THE TYPICAL AMERICAN
-
-
-[Sidenote: =Of Dutch descent=]
-
-
-=185. Theodore Roosevelt as a Boy.= Although the son of a rich
-man, Roosevelt both as boy and man was most democratic. One of his
-forefathers, Klaes Martensen van Roosevelt, came from Holland to
-New York in the steerage of a sailing vessel, a most lowly way to
-travel. This was long ago, before Peter Stuyvesant was governor of New
-Netherland, as New York colony was then called.
-
-Young Roosevelt had learned a few words of an old Dutch baby-song. When
-in South Africa, he pleased the Dutch settlers by repeating the few
-words he still remembered. The settlers still teach this song to their
-children, though their forefathers left Holland for that country more
-than two hundred and fifty years ago.
-
-[Illustration: THEODORE ROOSEVELT
-
-_From a photograph by Bell_]
-
-Roosevelt's mother was a charming southern woman, who was true to the
-South in the Civil War; her brothers were in the Confederate Navy. One
-night, as she was putting the children to bed, Theodore broke out into
-a rather loud prayer for the Union soldiers. The mother only smiled.
-
-[Sidenote: =Absence of sectional bitterness=]
-
-The father stood for the Union and for Lincoln. He helped fit out
-regiments and cared for the widow and the orphan. But there was no
-quarreling in this home over these differences. What a fine example to
-set before children! No wonder Roosevelt could refer with pride, when a
-man, to the heroic deeds of the Blue and the Gray.
-
-[Sidenote: =What the Roosevelt children did=]
-
-Theodore was a sickly boy. Hence he was sent to a private school or
-had a tutor. The children spent their summers among the delights of a
-country home. They had all sorts of frolicsome games. They had pets:
-cats, dogs, rabbits, woodchucks, crows, and a Shetland pony. They ran
-barefoot and joined their elders in playing at haying, harvesting, and
-picking apples. In the fall they climbed the hickory and the chestnut
-trees in search of nuts. Sometimes they played "Indians," in real
-fashion, by painting hands and faces with pokeberry juice!
-
-But the children thought that by far the happiest time was Christmas.
-Roosevelt declares that he never knew another family to have so jolly a
-time at that season of the year.
-
-[Sidenote: =Praises father as model man=]
-
-Roosevelt makes a statement I wish every boy could make: "My father was
-the best man I ever knew." Roosevelt, the father, did not permit his
-children to become selfish. Each was taught to divide his gifts--not
-always an easy thing for older folks to do. In this home the children
-were taught to avoid being cruel and to practice kindness. Idleness
-was forbidden. The children were kept busy doing interesting things.
-Neither was young Roosevelt permitted to play the coward. He was taught
-to face unpleasant things like a man. His father could never stand a
-lie, even if it were only a "white" one. There was no room in that home
-for the coward or the bully.
-
-[Sidenote: =Enters Harvard=]
-
-At fifteen, after a year or more spent in Egypt, Palestine, and
-Germany, Theodore came home a more enthusiastic American than ever. He
-now began to prepare for college. He entered Harvard in 1876. He made
-a good but not a brilliant student. Throughout his course he taught a
-mission Bible class. He would not be without something to do even on
-Sunday.
-
-[Sidenote: =A boxing match=]
-
-He graduated with Phi Beta Kappa honors. Yet he was not a "bookworm,"
-but fond of all college sports. He was a genuine sportsman without
-being "sporty," as a boxing match once proved. One day Roosevelt and
-another student were having a hard fight. Students crowded around.
-The battle was hot. Time was called. Roosevelt promptly dropped his
-hands, while the other fellow landed a smashing blow on Roosevelt's
-nose. "Foul! foul!" shouted the students. "No! He did not hear," cried
-Roosevelt, and warmly shook hands with the offending student. How many
-boys can stand a blow in the face and not get angry? Roosevelt could.
-
-[Sidenote: =Fought hard for health=]
-
-Roosevelt had a resolute will, and he determined to make himself
-stronger, so far as he could. He took boxing lessons, and became
-skilled in this art. He rode horseback in the chase. He took long
-tramps into the dark woods of Maine. In the summer he went on canoe
-trips, and in winter on long hikes on snowshoes.
-
-This frail boy, through his determination, became a man noted for his
-ruggedness and ceaseless energy. He had a keen love of adventure. As a
-rancher, hunter and explorer he met constant hardship and danger. But
-Roosevelt welcomed it all as part of the game.
-
-[Sidenote: =Beginnings of political life=]
-
-
-=186. Enters Politics.= He joined a local Republican association in
-New York. His rich friends laughed at him for joining hands with
-saloonkeepers and "ward heelers." They would not do it, but this young
-democrat did. He was nominated for the assembly. He must now show his
-mettle. He began canvassing the saloon vote. A saloonkeeper declared
-his license too high. Roosevelt declared it too low; he said if elected
-he would make it higher. In spite of opposition he won.
-
-Before he got through at Albany he learned that no man could be a
-fearless leader whose moral character was weak. Another lesson he
-learned was that a man must act in office as if he were never to hold
-another. He was elected three times to the assembly and made a name for
-himself in fighting bad laws and demanding good ones.
-
-[Sidenote: =Often lived life of cowboy on ranches=]
-
-
-=187. Western Life.= After this, Roosevelt spent a number of years
-in the great Northwest. These years added to his strength and helped
-him become finely developed both physically and morally. In the time
-he spent on the ranches of this wild region and on a Dakota ranch of
-his own, he lived as a cowboy. He was a young man then, and with all
-the enthusiasm of youth he hunted the big game of the Rockies, rode
-the "bucking broncho," and slept with his saddle for a pillow in the
-"round-up."
-
-This life tested courage as well as endurance, but Roosevelt was equal
-to the test. One day a drunken fellow with pistols in his belt ordered
-him to treat the crowd. Roosevelt knocked him down and took his guns
-from him.
-
-[Sidenote: =Law enforcement under difficulties=]
-
-Another time a boat was stolen, and Roosevelt, with two other men,
-started down the river in pursuit. They caught the three thieves, but
-an ice jam prevented them from going farther. Through days of bitter
-cold the whole party followed the slowly moving jam. After while there
-was nothing left to eat but bread made with the brown river water.
-But Roosevelt was a deputy sheriff. He was determined to punish the
-lawbreakers.
-
-Finally provisions and a wagon were found. Leaving his men, Roosevelt
-started with his prisoners on a two-days' overland trip. He had a
-driver, but he himself tramped through the mud with his gun, behind
-the wagon. At last after a one hundred and fifty mile trip, the
-lawbreakers were landed in jail.
-
-[Sidenote: =Wins admiration of West=]
-
-In this big young country where bravery and manliness meant so much,
-the people thought there was no one like him.
-
-
-=188. Returns to Politics.= He was surprised just before he left for
-the east to find that he was to be nominated for mayor of New York, at
-the early age of twenty-eight. He was defeated.
-
-[Sidenote: =Fights spoilsmen of all parties=]
-
-He served as Civil Service Commissioner for four years under President
-Harrison and for two years under Grover Cleveland, a Democrat. He was
-not head of the commissioners, but he worked so hard and fought the
-"spoilsman" so boldly that everybody called it Roosevelt's Commission.
-He had to fight Republicans and Democrats alike, for they were bent on
-turning all men out of office simply because the positions were needed
-for their party workers.
-
-[Sidenote: =Roosevelt and the children of the tenement=]
-
-In 1895 Roosevelt was appointed police commissioner for New York
-City. As head of the Police Board he was on the Health Board, too. He
-took special delight in looking after playgrounds for the children
-of the slums. He was aided by Jacob Riis, who wrote _How the Other
-Half Lives_. Roosevelt's idea was to take children from the streets
-and put them in playgrounds to prevent them from becoming "toughs."
-A Washington city editor said, "Roosevelt is the biggest man in New
-York City. I saw a steady stream of people go up and down the stairs
-which led to police headquarters. He has more visitors than the
-President." The truth is, as police commissioner for all New York he
-was commander-in-chief of an army.
-
-[Sidenote: =Merit system for police=]
-
-A policeman before could not get promoted without a "pull." But
-Roosevelt changed this. A Civil War veteran who had served for a long
-time as a policeman and had no "influence" rescued twenty-eight men and
-women from drowning. Congress had given him two medals, but New York
-City did nothing. Roosevelt came. The veteran, one night, plunged into
-the icy river and rescued a woman. Roosevelt showed his appreciation
-by promoting him. Every man on the force did his best now, for he knew
-promotion would come.
-
-[Sidenote: =Builds up United States Navy=]
-
-Roosevelt was called to be Assistant Secretary of the Navy, under
-President McKinley. He built up the navy and sent Dewey with the fleet
-to the Pacific. The war with Spain came (1898). Roosevelt resigned from
-his office, raised the Rough Riders, and took command with Colonel Wood.
-
-
-=189. Congress Orders Medal.= For bravery in leading the Rough Riders
-in a gallant charge up San Juan Hill in the face of a murderous fire he
-was promoted, and a medal was ordered for him.
-
-He went back to New York with his Rough Riders. They fairly worshiped
-him. "He knows everybody in the regiment," said one. "He is as ready
-to listen to a private as a major-general," said another. The boys
-presented him with a statue of the "Broncho Buster." Tears ran down the
-sun-tanned faces as a comrade made a touching speech. Roosevelt now was
-a real hero.
-
-[Sidenote: =Defies bosses as governor=]
-
-On his return from war he was elected governor of New York. He told
-the leaders of his party that he would be controlled by no man or set
-of men. He said that he would gladly talk with all classes of men, but
-must be permitted to make up his own mind. This was plain talk for the
-"bosses." "He just plays the honesty game," said a Tammany politician.
-
-[Sidenote: =National recognition of his work=]
-
-But he had the same old battles as in the days when he was a young
-man in the assembly. He tried to run the government of the state in
-a businesslike manner, and his fight for cleaner politics was so
-determined that it caught the interest of the entire country.
-
-[Illustration: COLONEL ROOSEVELT AND A GROUP OF ROUGH RIDERS]
-
-[Sidenote: =Becomes Vice-President=]
-
-After two years he was nominated for the vice-presidency. The New York
-"bosses" were glad because they knew that as president of the Senate he
-could do very little to disturb them. But he had set a good example,
-and the great man who brought notice of his nomination said, "There is
-not a young man in the United States who has not found your life and
-influence an incentive to better things and higher ideals."
-
-He made a whirlwind campaign. He spoke for eight weeks, in twenty-four
-states, traveling more than twenty thousand miles, making nearly seven
-hundred speeches to three million citizens.
-
-[Sidenote: =Succeeds McKinley=]
-
-In just six months President McKinley was assassinated and Roosevelt
-became President.
-
-[Sidenote: =How he had risen to high office=]
-
-
-=190. At Height of Ambition.= The young man who had made himself
-strong, who cherished the memory of his father and mother, who
-had taught the mission class while in college, who had joined the
-Republican Club against the advice of his friends, who had fought
-against spoilsmen in state and national politics, who battled for the
-right of children to a breathing place in New York City, who had led
-the Rough Riders up San Juan Hill, who had stood as governor of New
-York against wrongdoing in high as well as low places, who was made
-Vice-President against his will, for the good of his party, now stood
-at the height of political power in America.
-
-The people loved him so well that they called him to be President a
-second time; and that, too, by the largest majority ever given to any
-President. He was the youngest President ever elected.
-
-[Sidenote: =Square deal, his motto=]
-
-His motto as President was "a square deal for everybody." He did many
-wonderful things as President: he stopped men from stealing public
-lands in the West; he built great dams in the dry regions to hold the
-water for raising crops; he established national parks containing
-millions of acres of woodland; he kept millions of acres of coal lands
-from falling into the hands of private companies; he established
-fifty-one national reservations where birds might nest and live
-protected from harm. How he did enjoy saving what nature had given men!
-
-[Sidenote: =A great writer=]
-
-Down to his time, Roosevelt was the most learned man ever President. He
-knew more subjects and knew them better than most men. He was a great
-writer. For a long time he thought that writing was to be his career.
-It turned out to be only a small part of his crowded life, yet he wrote
-over thirty books--more than any other President.
-
-[Sidenote: =Roosevelt's books=]
-
-He wrote histories, books on hunting, essays on American life and
-ideals, and lives of famous men. His story of his own life is well
-known. In his book, "The Strenuous Life," he tries to rouse other
-people to as active and fearless a life as he himself lived. He wrote
-always in vigorous, stirring language. Nearly every one agrees that
-Roosevelt's books alone would have made him famous.
-
-
-=191. President Taft, an Advocate of Peace.= Roosevelt was President
-nearly two whole terms. He refused another term, and worked for the
-nomination of his Secretary of War, William Howard Taft.
-
-Taft was well fitted for his new tasks as President. He had held many
-public offices. He had made a very wise and successful governor of the
-Philippines.
-
-[Illustration: WILLIAM HOWARD TAFT]
-
-President Taft was deeply interested in the need of world peace. He
-submitted to the Senate wide-reaching treaties to uphold peace with
-France and Great Britain, and also a reciprocity treaty with Canada.
-Under this last agreement the two countries were to treat each other's
-trade alike, and some things were to be free of duty. The outcome was
-disappointing. Canada failed to accept the reciprocity treaty, and the
-Senate passed the British and French peace treaties only after changing
-them greatly.
-
-The passage of a new tariff bill caused a sharp division among the
-Republicans. The tariff was much criticized; but President Taft
-defended it. This was one reason why, in the second half of his term,
-the lower house of Congress became Democratic.
-
-[Sidenote: =New laws passed=]
-
-A divided Congress could not easily agree on any needed laws. Yet many
-good laws were passed during Taft's presidency. One was a Parcel Post
-measure. Two others proposed constitutional amendments for the taxation
-of incomes, and the election of United States senators directly by the
-people. Two new states, New Mexico and Arizona, were admitted to the
-Union.
-
-The growing differences between the two wings of the Republicans in
-1912 led to the nomination of both Taft and Roosevelt. Both were
-defeated by Woodrow Wilson.
-
-[Sidenote: =Taft professor at Yale=]
-
-After he left the presidency, Mr. Taft became professor of law at
-Yale. But he now worked more earnestly than ever in behalf of world
-peace. His sincere and generous efforts in this cause won him increased
-influence and respect throughout the nation.
-
-
-=192. Roosevelt's Active Life as Ex-President.= Roosevelt, after
-his defeat in 1912, started out to explore a Brazilian river. Four
-years before he had also made a hunting trip through the tropical
-wildernesses of Africa.
-
-[Sidenote: =Explores Brazilian river=]
-
-Now Roosevelt and his party went into a jungle where no white man had
-been before. They were faced with tremendous hardships of all kinds.
-
-The trip was longer than they expected, and there was little food in
-the jungle. They ate palm cabbages, and were glad to find a bit of wild
-honey or shoot a monkey.
-
-[Sidenote: =A hazardous voyage=]
-
-Most of the party became ill with fever. But they scarcely dared halt.
-With their few provisions they were in danger of starving. Roosevelt
-begged the party to leave him behind, but no one would hear of it. So
-with his party Roosevelt pushed on to civilization, at grave risk to
-his life. The Brazilian government renamed the six-hundred-mile river
-he explored Rio Roosevelt.
-
-[Sidenote: =In the World War=]
-
-In the great World War, Roosevelt stood for the Allies from the first.
-He opposed our neutrality and our failure to get ready for the war
-which he saw coming.
-
-When America declared war he begged to take an army to Europe. Although
-for some reason he was not sent, he did send four sons. Two of them,
-Theodore and Archie, were wounded, and Quentin gave his life flying and
-fighting inside the German lines.
-
-In January, 1919, Theodore Roosevelt died. No other man carried the
-love and admiration of the boys and girls as did Roosevelt. The
-friendly name "Teddy" was the children's name for this great man.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Though the son of a rich man, Roosevelt
-  even as a boy was most democratic. _2._ In the Roosevelt home
-  idleness, selfishness, and cowardice were unknown. _3._ In college
-  Roosevelt was a good student and a genuine sportsman. _4._ In spite
-  of the jeers of his rich friends Roosevelt started on a political
-  career by joining the 21st District Republican Association of New
-  York City. _5._ Roosevelt was elected three times to the New York
-  Assembly. _6._ In 1886 he was nominated for mayor of New York City,
-  but he lost. _7._ In 1895 he was appointed police commissioner
-  for New York City. _8._ Under President McKinley he was chosen
-  Assistant Secretary of the Navy. _9._ During the Spanish-American
-  War he organized the Rough Riders and led them to victory. _10._ On
-  his return from war he was elected governor of New York. _11._ In
-  1900 he was elected Vice-President and on the death of President
-  McKinley six months later became President. _12._ In 1904 he was
-  reëlected. _13._ After he retired from the presidency he traveled
-  in Africa, Europe, and South America. _14._ Although nominated
-  for President in the campaign of 1912, he was defeated by Woodrow
-  Wilson. _15._ At the beginning of the World War, Roosevelt opposed
-  neutrality and advocated preparedness. _16._ Four of his sons took
-  an active part in the war. _17._ In January, 1919, Roosevelt died.
-  _18._ Taft had been governor of the Philippines before becoming
-  President. _19._ Both during his administration and afterward he
-  was an earnest advocate of peace.
-
-  =Study Questions.= _1._ Describe Roosevelt's boyhood. _2._ What
-  influence did his family life have on his character? _3._ Show
-  how Roosevelt's character was revealed by the boxing bout. _4._
-  What sort of a young man was he during his college days? _5._ What
-  was his first political experience and what did he learn from it?
-  _6._ What did Roosevelt accomplish as head of the Police Board? as
-  Assistant Secretary of the Navy? _7._ Explain his connection with
-  the Rough Riders. _8._ Tell how Roosevelt came to be President and
-  what he accomplished in that office. _9._ What was Roosevelt's
-  political nickname and why was it given to him? _10._ Relate his
-  activities from the time he retired from the presidency to 1914.
-  _11._ Tell what was his attitude toward the World War and the part
-  he played in it. _12._ What become of the treaties Taft supported?
-  _13._ Tell of some good laws passed while he was President. _14._
-  What did Taft do at the close of his administration?
-
-  =Suggested Readings.= ROOSEVELT: Hagedorn, _Boys' Life of Theodore
-  Roosevelt_; Morgan, _Theodore Roosevelt, the Boy and the Man_;
-  Hale, _A Week in the White House with Theodore Roosevelt_; Riis,
-  _Theodore Roosevelt, the Citizen_.
-
-
-
-
-WESTWARD EXPANSION AND DEVELOPMENT
-
-
-
-
-THE WESTWARD MOVEMENT OF POPULATION AND THE DEVELOPMENT OF
-TRANSPORTATION
-
-
-[Sidenote: =The gold seeker=]
-
-[Sidenote: =Three routes to the Pacific coast=]
-
-[Sidenote: =New discoveries of gold=]
-
-
-=193. The New West.= We have seen how the discovery of gold in the
-sand near the American River over one hundred miles from San Francisco
-started the tremendous rush to the Pacific coast. The gold seekers
-went by three routes: by ship all the way around the Horn, the longest
-and stormiest way; by ship to Panama and beyond, a way beset by danger
-from fever in crossing the isthmus; and by long overland trails on
-which travelers suffered untold hardships from losing their way on
-the sandy plains or among the mountains. Many hundreds perished from
-sickness and hunger. In 1858, ten years later, gold was discovered near
-Pike's Peak; in 1859, silver was found in what is now southern Nevada.
-People streamed westward in ever-increasing numbers. Long lines of
-covered wagons, called "prairie schooners," filled with fortune seekers
-toiled over the plains and mountain trails. "Way stations" sprang
-up along the routes of travel, to supply the needs of immigrants.
-These supply stations soon grew into towns. Then came the discovery
-of gold in what is now Idaho and Montana, and in the Black Hills of
-the Dakotas. The westward tide of population broadened. It filled the
-bounds of the United States from the Dakotas to Texas; but it was the
-lure of gold and silver that caused all this early development.
-
-
-=194. A Faster Means of Travel.= The demand for means of rapid
-communication with the new West became strong. It was necessary to
-bind the new country firmly with the old. The "pony express" and the
-overland stage were too risky and too slow.
-
-[Sidenote: =California admitted as a state=]
-
-The number of people in California was increasing steadily. In 1850,
-two years after the discovery of gold, California with about one
-hundred thousand inhabitants was admitted as a state. The Homestead
-Law of 1862, by which settlers could easily obtain land, brought great
-numbers of farmers to the western plains.
-
-The first railway engine in the United States was built in 1830.
-Such engines had been in use in England for some time. The earliest
-railroads were very short. Seven companies owned the parts of the first
-line from Albany, New York to Buffalo. Now in the same number of great
-systems is included two-thirds of the mileage of the United States.
-
-[Illustration: A CALIFORNIA MINING CAMP OF '49]
-
-[Sidenote: =Rapid growth of railroads=]
-
-On March 10, 1869, the Union Pacific Railway, the first link between
-the Atlantic and the Pacific, was finally completed. There were then
-only a few short lines besides, west of the Mississippi. It was hard to
-find the large amounts of capital needed for railway building. Congress
-and the states helped the railroads by granting them many square miles
-of land along their rights of way. After 1869 the miles of railroad in
-the United States increased over seven times in twenty years. To-day
-(1920) seven great railways cross the mountains to the Pacific coast.
-
-[Sidenote: =Farming develops=]
-
-
-=195. The Growth of Farming.= The railroads brought thousands of
-settlers into the new regions. But it was no longer to hunt for gold.
-It was to build homes on the rich farm lands of the West.
-
-Miners, cattlemen, farmers, and permanent settlers crowded on the lands
-of the Indians. The regions occupied by the red men now became smaller
-and smaller. Nearly all the Indians were placed on reservations on
-land which the national government does not allow to pass out of their
-hands.
-
-[Sidenote: =Irrigation projects aided by the government=]
-
-The need of more and still more land brought the farmers to the dry
-slopes and plateaus of both sides of the Rockies. Here were vast
-regions which water would make productive. The government gave its
-support to great irrigation projects. Water was brought to the barren
-deserts and they became vast expanses of waving grain.
-
-[Sidenote: =Gold becomes more difficult to get=]
-
-In California the rich gold deposits which lay comparatively free were
-growing smaller. The gold seekers were no longer able to wash gold from
-the sands and gravel of the river beds, or to find nuggets in rocky
-hollows of the hillsides. They had to make a living in some other way.
-Vast mineral resources were still there, but they could only be reached
-by mining. Expensive machinery was necessary, and companies were formed
-to work the deposits.
-
-[Sidenote: =California a great agricultural state=]
-
-Then began the real development of California and the great Pacific
-Northwest. Up to 1875 California had been peopled with prospectors for
-gold. Now the output of minerals kept increasing, but the farm crops
-grew still faster in value until in 1920 they were worth many times the
-mineral output, because of the wonderful climate and the richness of
-the land.
-
-[Sidenote: =The leading fruit-growing state=]
-
-The first product to which the settler turned was wheat. California
-became one of the leading wheat states of the Union. Then the state
-discovered its great fruit-growing possibilities, and to-day it raises
-the largest fruit crop in the nation. People at first became almost as
-excited about their golden orange crops as they had been over yellow
-metal.
-
-[Sidenote: =Great cities develop=]
-
-Meanwhile great cities were springing up rapidly, and the riches of
-forest, mine, and stream brought unlimited prosperity and growth. Los
-Angeles, San Francisco, Seattle, and Portland have taken their places
-among the great cities of the Union.
-
-[Sidenote: =Agriculture on the great plains=]
-
-From the Mississippi valley to the mountains agriculture and commerce
-developed with great strides. Enormous elevators were built to handle
-the vast quantities of grain. Great packing plants were established,
-where immense numbers of cattle and sheep could be slaughtered and the
-meat shipped to all parts of the world.
-
-
-
-
-GEORGE WASHINGTON GOETHALS, CHIEF ENGINEER OF THE PANAMA CANAL
-
-
-=196. The Panama Canal.= In the great rush of gold seekers to the
-Pacific coast, many of the thousands who started out never reached
-California, for the crossing of the Panama isthmus and the long journey
-around Cape Horn were both full of danger.
-
-[Illustration: GEORGE W. GOETHALS]
-
-It was this which first made Americans realize the value to their
-country of a canal across the Isthmus. As time passed, the great
-development of the Pacific coast region brought demands for fast and
-easy communication with the East. Railroads were built across the
-mountains, but transportation was still very expensive. The remedy lay
-in a short route by water between the east and the west coasts. Then
-came the Spanish-American War and the wonderful trip of the _Oregon_.
-People now saw that a canal across the Isthmus of Panama must be built
-at whatever cost.
-
-[Sidenote: =The French attempt to build a canal=]
-
-[Sidenote: =Work begun by the United States=]
-
-In 1869 a French company had begun building a canal at Panama. They met
-great difficulties. The expense was so heavy and the waste of money so
-great that little progress was made before the company failed. In 1903
-the United States bought the rights of the French company and obtained
-a strip of land ten miles wide from the new Republic of Panama. Work
-was then begun by our government where the French had left off.
-
-[Sidenote: =George Washington Goethals, 1858=]
-
-[Sidenote: =Studies engineering at West Point=]
-
-[Sidenote: =Serves in the Spanish-American War=]
-
-
-=197. George Washington Goethals.= During the progress of the work
-there were several changes in the position of chief engineer in charge
-of building the canal. In 1907 this work was given to George Washington
-Goethals, of the corps of army engineers. Colonel Goethals was born in
-Brooklyn, June 29, 1858. He was clearly a boy of unusual ability. At
-the age of fifteen he entered the College of the City of New York. At
-graduation he stood at the head of his class. He then took up the study
-of engineering at the United States Military Academy at West Point.
-He advanced rapidly, and when twenty-four years of age was appointed
-first lieutenant of army engineers. After teaching at West Point for
-several years he was appointed captain of engineers. His ability caused
-him to be given charge of the Mussel Shoals Canal Construction on the
-Tennessee River. During the Spanish-American War he served with the
-volunteers as lieutenant-colonel and chief of engineers.
-
-[Sidenote: =Goethals put in charge=]
-
-In 1907 came the great opportunity of his life. He was given charge
-of building the Panama Canal. He faced a gigantic task. But the
-government of his country had entrusted it to him, and he determined to
-do it without losing more lives by fever than necessary.
-
-[Sidenote: =Canal completed, 1914=]
-
-The great work was finished at a comparatively low cost. Meanwhile
-Colonel Goethals had cleaned up the Canal Zone and made it a healthful
-place to live in.
-
-The building of the Canal took about eight years' time, required the
-services of forty thousand men, and cost the United States four hundred
-million dollars.
-
-[Sidenote: =Goethals governor of the Canal Zone=]
-
-When the Canal was nearly finished, in 1914, a civil government was
-established in the Canal Zone. President Wilson appointed Colonel
-Goethals the first governor. The enormous task which he had done so
-well showed that he was a great manager as well as a great engineer.
-
-[Sidenote: =Benefit of Canal to the Pacific States=]
-
-
-=198. Value of the Canal to the Pacific Coast.= The Pacific Coast
-States now more than ever ranked high among the leading states of the
-country. They could now send the valuable products of their forests,
-streams, fields, and mines to the Atlantic coast by water. The water
-route to New York has been shortened by 7,800 miles, and to Europe
-by more than 5,600 miles. The canal supplies a cheaper means of
-carrying freight than the overland route, and there is no limit to its
-usefulness for this purpose.
-
-[Sidenote: =The San Francisco Exposition=]
-
-In 1915 the Panama-Pacific International Exposition was held at
-San Francisco and the Panama-California Exposition at San Diego to
-celebrate the opening of the Canal.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Gold seekers reached the Pacific coast
-  by three routes: by ship around Cape Horn; across the Isthmus
-  at Panama; and over trails across the mountains. _2._ With new
-  discoveries of gold and the increasing population on the Pacific
-  coast, means of rapid communication were urgently needed. _3._
-  In 1869 the Union Pacific Railway was completed. _4._ Settlers
-  in large numbers entered the new West; agriculture on the great
-  plains developed rapidly. _5._ Farmers crowded on the dry slopes
-  and plateaus and irrigation projects were aided by the government.
-  _6._ In California, when free deposits of gold became hard to find,
-  the gold seekers became farmers. _7._ First a leading wheat state,
-  California then became the leading fruit-growing state. _8._ Great
-  cities grew up along the coast.
-
-  _9._ The Spanish-American War brought home to Americans the urgent
-  necessity for a short route by water between the east and the west
-  coasts. _10._ The United States took up the work of building a
-  canal at Panama, buying the rights of a French company which had
-  started the work and had failed. _11._ George Washington Goethals
-  given position of chief engineer. _12._ Educated at West Point,
-  Goethals served as chief of engineers in the Spanish-American
-  War. _13._ The Canal was completed in 1914 and Goethals was
-  appointed first governor of the Canal Zone, a strip of land ten
-  miles wide along the course of the Canal. _14._ The Panama-Pacific
-  International Exposition was held at San Francisco in 1915 to
-  celebrate the opening of the Canal.
-
-  =Study Questions.= _1._ How did the gold seekers reach the Pacific
-  Coast? _2._ What demand did the increasing population in the West
-  bring? _3._ What was the name of the first railway across the
-  mountains to the Pacific coast? _4._ How many railways cross the
-  mountains to-day? _5._ What did the railways bring about? _6._ How
-  did this affect the Indians? _7._ How did the government aid the
-  farmers in the dry areas? _8._ What happened in California when the
-  free gold deposits gave out? _9._ What great cities grew up along
-  the Pacific coast? _10._ What was happening in the plains east of
-  the Rockies? _11._ What first brought home to Americans the urgent
-  need of a canal across the Isthmus? _12._ Who began a canal at
-  Panama? _13._ Why did the French not succeed? _14._ Who was put in
-  charge of the work of the Americans? _15._ Where did Goethals study
-  engineering? _16._ In what war did he serve? _17._ When was the
-  Canal completed? _18._ How was the event celebrated?
-
-  =Suggested Readings.= Wright, _Children's Stories of American
-  Progress_, 268-298; Brooks, _The Story of Cotton_ and _The Story of
-  Corn_; Nida, _Panama and Its "Bridge of Water,"_ 63-187.
-
-
-
-
-MEN OF RECENT TIMES WHO MADE GREAT INVENTIONS
-
-
-
-
-THOMAS A. EDISON, THE GREATEST INVENTOR OF ELECTRICAL MACHINERY IN THE
-WORLD
-
-
-[Sidenote: =His parentage=]
-
-
-=199. The Wizard of the Electrical World.= Thomas A. Edison was born in
-1847 at Milan, Ohio. His father's people were Dutch and his mother's
-were Scotch. When he was seven years of age his parents removed to Port
-Huron, Michigan.
-
-Edison owed his early training to his mother's care. At the age of
-twelve he was reading such books as Gibbon's _Decline and Fall of the
-Roman Empire_, Hume's _History of England_, Newton's _Principia_, and
-Ure's _Dictionary of Science_. The last-named book was too full of
-mathematics for him.
-
-[Illustration: EDISON SELLING PAPERS AFTER THE BATTLE OF PITTSBURG
-LANDING]
-
-[Sidenote: =A tireless reader=]
-
-That Edison was a great reader is proved by his resolution to read all
-the books in the Detroit Free Library! He did finish "fifteen feet of
-volumes" before any one knew what he was doing.
-
-In 1862 General Grant fought the terrible battle of Pittsburg Landing.
-Everybody wanted to hear the news. Edison bought a thousand newspapers,
-boarded a train, and the engineer allowed him a few minutes at each
-station to sell papers.
-
-[Sidenote: =His experience as a newsboy=]
-
-As the first station came in sight, Edison looked ahead and saw a wild
-crowd of men. He grabbed an armful of papers, rushed out, and sold
-forty before the train left. At the next station the platform was
-crowded with a yelling mob. He raised the price to ten cents, but sold
-one hundred fifty.
-
-Finally he reached Port Huron. The station was a mile from town. Edison
-seized his papers. He met the crowd coming just as he reached a church
-where a prayer meeting was being held. The prayer meeting broke up, and
-though he raised his price to twenty-five cents he "took in a young
-fortune."
-
-[Sidenote: =Experimenting in electricity=]
-
-Edison began very early to make experiments in electricity. After
-rigging up a line at home, hitching the wire to the legs of a cat, and
-rubbing the cat's back vigorously, he saw the failure of his first
-experiment--the cat would not stand!
-
-[Sidenote: =Saves a life and receives lessons in telegraphy=]
-
-At Mt. Clemens, one day, young Edison saw a child playing on the
-railroad with its back to an on-coming freight train. He dashed at the
-child, and both tumbled to the ground at the roadside. For this act of
-bravery the telegraph operator gave him lessons in telegraphy.
-
-[Sidenote: =Makes a set of telegraphic instruments=]
-
-[Sidenote: =Becomes a tramp telegrapher=]
-
-
-=200. Begins to Study Electricity.= He studied ten days, then
-disappeared. He returned with a complete set of telegraphic instruments
-made by his own hand! After his trade was learned he began a period
-of wandering as a telegraph operator. For many boys still in their
-teens this would have been a time of destruction, but Edison neither
-drank nor smoked. He wandered from Adrian to Fort Wayne, Indianapolis,
-Cincinnati, Memphis, and Boston, stopping for shorter or longer periods
-at each place.
-
-[Illustration: THOMAS ALVA EDISON
-
-_After a photograph from life_]
-
-By the time he was twenty-two he had invented and partly finished his
-plan of sending two dispatches along the same wire at the same time.
-This was equal to doubling the number of wires in use.
-
-[Sidenote: =Repairs electric machinery and gains a situation=]
-
-Edison was a poor boy and was two or three hundred dollars in debt.
-He went from Boston to New York. The speculators in Wall Street were
-wild with excitement, for the electric machinery had broken down.
-Nobody could make it work. Edison pushed his way to the front, saw the
-difficulty, and at once removed it.
-
-All were loud in their praise of Edison. On the next day he was engaged
-to take charge of all the electric machinery at three hundred dollars
-per month.
-
-[Sidenote: =Receives forty thousand dollars for his inventions=]
-
-After a time he joined a company and gave his time to working out
-inventions. The company finally sent a number of men to ask Edison how
-much he would take for his inventions. He had already decided to say
-five thousand dollars. But when the men came he said that he did not
-know. He was dumfounded when they offered him forty thousand dollars!
-
-[Sidenote: =Establishes his first workshop=]
-
-
-=201. Edison's Inventions.= In 1873 Edison established his first
-laboratory or workshop in Newark, New Jersey. Here he gathered
-more than three hundred men to turn out the inventions pertaining
-to electricity which his busy brain suggested. They were all as
-enthusiastic over the inventions as Edison himself. No fixed hours of
-labor in this shop! When the day's work was done the men often begged
-to be allowed to return to the shop to complete their work.
-
-[Sidenote: =More inventions=]
-
-[Sidenote: =Builds a new laboratory and gathers a fine library=]
-
-Many telegraph and telephone inventions were made in this laboratory.
-There were forty-five inventions all told. They brought in so much
-money that Edison decided they must have a better place to work. He
-built at Menlo Park, New Jersey, twenty-four miles from New York City,
-the finest laboratory then in the world. On instruments alone he spent
-$100,000. In the great laboratory at Menlo Park Edison gathered one of
-the finest scientific libraries that money could buy. This library was
-for the men in the factory--to help them in their inventions and to
-give them pleasure.
-
-[Sidenote: =Invents the microphone=]
-
-The microphone is one of Edison's inventions. Its purpose is to
-increase sound while sending it over the wire. The passing of a
-delicate camel's-hair brush is magnified so as to seem like the roar of
-a mighty wind in a forest of giant pines.
-
-[Illustration: THE PHONOGRAPH]
-
-[Sidenote: =The megaphone=]
-
-Next came the megaphone, an instrument to bring far-away sounds to
-one's hearing. By means of this instrument, persons talking a long
-distance apart are able to hear each other with ease.
-
-The phonograph, which can reproduce the human voice and other sounds
-almost perfectly, was invented by Edison in 1876.
-
-[Illustration: EDISON'S GREAT WORKSHOP AT ORANGE, NEW JERSEY]
-
-[Sidenote: =Edison's first phonograph=]
-
-Sounds reach the ear by means of air waves which the sounding body
-sets in motion. In Edison's first phonograph these waves struck a bit
-of taut parchment, and were marked by a needle on a tinfoil disc. But
-tinfoil does not hold its shape well. In 1888 Edison patented a better
-phonograph in which the record was made on a wax disc.
-
-Phonograph records are now made with one hundred grooves to an inch.
-Each groove is not more than four one-thousandths of an inch deep. A
-lever tipped with sapphire cuts the grooves. Its tiny marks have been
-photographed--one way of seeing a sound!
-
-[Sidenote: =What the phonograph does=]
-
-The phonograph is used everywhere for amusement. It preserves the
-voices of great singers for the future. With it songs and bits of
-folklore can be collected in languages that are now dying out.
-
-[Sidenote: =The electric light=]
-
-Edison has put into practical use many principles discovered by other
-men. He does not claim to be the discoverer of the electric light.
-He did much, however, to make it useful to people in lighting their
-houses, and also in lighting great cities.
-
-[Sidenote: =The first great electrical exhibition=]
-
-In the winter of 1880, in Menlo Park, Edison gave to the public an
-exhibition of his electric light. Visitors came from all parts of the
-country to see this wonderful show. Seven hundred lights were put up
-in the streets, and inside the buildings. Edison had produced a much
-better light than any that had been used before.
-
-
-=202. A Great New Industry.= Edison also had a part in another
-invention for which Americans can claim most of the credit--moving
-pictures.
-
-[Sidenote: =Settling a racetrack dispute=]
-
-A dispute about horseracing did most for the discovery of moving
-pictures. The question was whether a horse ever had all four feet off
-the ground at once. To settle it, Edward Muybridge, an employee of the
-government, was called in. He stretched cords, fastened to the shutters
-of a row of cameras, across a racetrack. As the horse ran past, it
-took its own pictures. Later Muybridge made a camera which would take
-pictures very quickly, but he could not show his pictures well.
-
-[Sidenote: =Edison's camera=]
-
-Edison in 1892 invented a camera which used long strips of celluloid
-film. These pictures were looked at through a slot by one person at a
-time.
-
-Another government worker, C. Francis Jenkins, invented the first
-complete moving picture machine in 1894.
-
-[Sidenote: =The moving picture business=]
-
-At first people were slow to welcome the new kind of play. Now it is
-claimed that our fifth largest industry is moving pictures. Probably as
-many tickets are sold here each year as there are people in the world.
-
-[Sidenote: =Moving pictures of the war=]
-
-In the war each army had its own moving picture camera men. They took
-pictures of ships torpedoed, of airplane battles, and of the fighting
-among the icy peaks of the Alps, often at great danger to their own
-lives. Great events of world history like the signing of the armistice
-can now be recorded for future times. Such pictures teach us things
-that cannot easily be learned from books.
-
-Many schools have a machine of their own, and use moving pictures as a
-part of their regular class work. The subject is first outlined, then
-the pictures are shown, and afterwards the pupils write about what they
-have learned.
-
-[Sidenote: =Moving pictures in schools=]
-
-Some schools have films of their own. Others find it easy to get them.
-Our government sends out educational films on silo building, dairying,
-airplane manufacture, and many government activities. Business firms
-have films to loan on shoes, soap, automobiles, and other things they
-make. Regular film companies have pictures of animal life, the natural
-wonders of our country, current events, foreign countries, and other
-subjects suitable for school use, such as the teaching of cube root by
-moving picture cartoons.
-
-Outside of schools moving pictures can be used for educational purposes
-in social service and Americanization work. One state, North Carolina,
-has trucks carrying moving picture machines for many of its counties.
-Programs of educational and amusing pictures can be given regularly in
-small towns with these machines.
-
-
-
-
-TWO INVENTIONS WIDELY USED IN BUSINESS
-
-
-[Sidenote: =The work of many inventors=]
-
-
-=203. Christopher L. Sholes and the Typewriter.= The typewriter cannot
-be called the invention of any one man. Many inventors, half of them
-Americans, worked on the problem, for even a simple machine has many
-parts.
-
-Machines by which the blind could print or type raised letters were
-first made. A little difficulty may hold back a great invention. A
-typewriter was not built until long afterward because inventors did not
-know how to ink type.
-
-[Illustration: TYPEWRITER AND DICTAPHONE]
-
-In the Scientific American more than fifty years ago was printed
-an article on a new invention which was rather grandly called the
-"literary piano." Christopher Latham Sholes, a Wisconsin editor read
-the article. He was convinced that he could make a better typewriter
-than this himself.
-
-[Sidenote: =The earliest typewriter=]
-
-He set to work, and his first typewriter was patented in 1868. It was
-indeed something like a piano. It had long ivory and ebony keys, but
-it also had a third set of peg-shaped keys like those we now use. It
-carried its type on levers arranged in a circle. It had a spacer, and a
-way to move the paper along as it was typed, as well as inked ribbon,
-which he borrowed from an earlier inventor.
-
-Sholes' was the first successful practical typewriter made. Now nearly
-twenty million dollars' worth are produced in this country each year.
-
-
-=204. The Dictaphone in Business Offices.= An interesting outgrowth
-of Edison's phonograph is the dictaphone, used in dictating business
-letters. It consists of two machines much alike. On the first are put
-smooth cylinders of wax. The person dictating speaks through a tube.
-Then the dictaphone operator puts the cylinders on her machine, places
-light tubes in her ears, and takes down the dictation on her typewriter
-as she hears it.
-
-Both machines are run by electric motors, and that of the operator can
-be stopped with the foot. The wax cylinders may be pared and used again
-and again.
-
-[Illustration: THE DICTAPHONE IN USE]
-
-The dictaphone means a great saving of time and labor, for dictating
-can be done anywhere at any moment.
-
-
-
-
-AUTOMOBILE MAKING IN THE UNITED STATES
-
-
-=205. The Earliest Automobiles.= The first kind of automobile men tried
-to build was a "steam carriage." A Frenchman in 1755 invented a steam
-road wagon meant to draw a field gun. But his invention could not be
-steered, and was soon wrecked by running into a wall.
-
-[Sidenote: ="Steamers"=]
-
-In England one hundred years ago a few of these "steamers" were run as
-stage coaches. They were noisy, clumsy "steamers" and always likely to
-explode. They were not popular, and a law was passed that a man must
-always walk ahead of them carrying a red flag. They were only allowed
-to go only four miles an hour. Of course this meant they could not be
-used at all.
-
-[Sidenote: =Watts could not imagine good roads=]
-
-Oliver Evans of Philadelphia built the first steam automobile in the
-United States in 1804, to carry a steam flatboat he had made down to
-the river. Evans and other inventors after him for nearly one hundred
-years worked on self-driven carriages, but could interest no one in
-their plans. Watts, the great English inventor of the steam engine,
-stopped a friend who had all but invented an automobile. It was
-useless, he said; roads would not allow such rapid travel. Watts could
-discover steam power, but it never occurred to him that good roads
-could be easily built. The use of rubber tires in 1887 stopped the
-jolting that had been such a difficulty.
-
-In 1892 Charles Duryea built the first gasoline automobile in America.
-He tried to get money to continue his work. He told a business man,
-"You and I will live to see more automobiles than horses on the
-street." The man thought him crazy, and refused to help him. Now horses
-are becoming rare in large cities.
-
-
-=206. America, the Land of Automobiles.= In 1891 the first electric
-vehicle in this country was made. The first gasoline car was sold
-March 24, 1898. Now, twenty years later, this country is manufacturing
-nearly half a million cars annually. Other countries are backward by
-comparison. Four-fifths of all the automobiles in the world are owned
-in the United States.
-
-[Illustration: AN EARLY AUTOMOBILE]
-
-[Sidenote: =Motor trucks in the war=]
-
-Motor trucks can carry many tons, and are now very largely used for
-hauling, especially in cities. At the end of the war our government had
-seventy thousand trucks in use overseas.
-
-One time when the German army threatened Paris it was only the unbroken
-stream of motor trucks moving along a great French road carrying men
-and supplies to the front that saved the city. In memory of its service
-the French call this road the "Sacred Way."
-
-
-
-
-WILBUR AND ORVILLE WRIGHT, THE MEN WHO GAVE HUMANITY WINGS
-
-
-=207. Early Attempts to Fly.= To sail through the air as birds do is an
-ambition that has dazzled men since ancient times. The Greek myths tell
-us of Phaeton who drove the horses of the sun, and of Icarus who flew
-too near the sun with his wings of feathers and wax.
-
-[Sidenote: =Studying birds=]
-
-To learn how to fly men studied the wings of huge birds living millions
-of years ago, made careful mathematical reckonings about them, and
-then made themselves wings of feathers or skin. But with these wings
-they could only glide to earth from high towers or cliffs. One useful
-thing they learned from this study. They found that the wing of a bird
-is bent as you bend a long piece of paper if you hold it by opposite
-corners and start to twist it. This is called the principle of the
-screw, and is now used in making the propeller blades of airplanes.
-
-[Illustration: WILBUR WRIGHT]
-
-
-=208. The First Airplanes.= Early airplanes, airplane models and
-"gliders" were made in the queerest, most outlandish shapes imaginable.
-They had from one to five or more planes, arranged at almost every
-possible angle. Some looked like a row of box kites, some like
-dragons, and some like a collection of old fashioned windmill wheels
-all fastened together.
-
-It was only a little while ago that men were working with these strange
-models, for it was only about ten years before the World War that a
-successful airplane flight was first made.
-
-[Illustration: ORVILLE WRIGHT]
-
-The invention of the balloon came late in the history of flying. Two
-sons of a French paper manufacturer probably made the first balloon.
-They filled a large bag with hot air from a bonfire, and found that it
-rose and sailed away.
-
-Early balloons were carried through the air by wind currents, and could
-not be guided. Their passengers were often blown out to sea and drowned.
-
-[Sidenote: =Zeppelins=]
-
-A German, Count Zeppelin, invented a balloon called a dirigible,
-because it could be directed through the air. The Germans named these
-large cigar-shaped balloons "zeppelins," after their inventor.
-
-Dirigibles are now built more than two blocks long, about the length
-of the largest battleships. They can lift heavy loads, but are very
-expensive and very easily broken, and require huge sheds or houses to
-shelter them.
-
-[Sidenote: =First successful flight=]
-
-An airship properly means a dirigible, while an airplane is a
-heavier-than-air machine. The first successful flight of any length in
-an airplane that could be directed was made by Wilbur Wright in 1903,
-at Kitty Hawk, North Carolina. It was also the first time an airplane
-had been driven by a gasoline engine.
-
-[Sidenote: =Did bicycle repairing=]
-
-
-=209. The Wright Brothers.= Wilbur Wright was one of two brothers who
-had long been working on the problem of a flying machine. He was born
-in 1867, and his brother Orville in 1871. Their father was a bishop
-whose excellent library took the place of a university education for
-his boys. Wilbur and Orville studied especially works on physics,
-mathematics, and engineering. They earned their living by making
-and repairing bicycles. But they spent much time experimenting with
-different kinds of gliders. They also studied the action of the
-atmosphere. Aërostatics, or the science of the air, is a very difficult
-and important part of flying.
-
-[Sidenote: =Flights by airplane models=]
-
-Before Wilbur Wright's success in 1903 progress of various kinds had
-been made. Fairly long flights with gliders had been made in different
-countries. Two Americans, Langley and Hiram Maxim, had worked out
-models driven by steam. Langley's had flown half a mile over the
-Potomac, and Maxim's, though not allowed to fly freely, was strong
-enough to carry a man.
-
-[Illustration: A DIRIGIBLE BALLOON]
-
-The Wright brothers were wise in employing a gasoline motor. A steam
-engine, with its large boilers, was of course much heavier. They had
-a rudder in the tail of their machine, but they also invented a new
-method of steering. By "warping" or bending the planes, a monoplane,
-with its one set of wings could keep its balance as well as a biplane,
-which has two.
-
-[Illustration: AN EARLY WRIGHT AIRPLANE]
-
-After Wilbur Wright's first flight in 1903 several Frenchmen made
-successful flights. But in 1908 Wilbur Wright went to France and broke
-the records of all the French flyers by the unparalleled feat of
-remaining in the air for more than two hours.
-
-[Illustration: A MONOPLANE
-
-_From a photograph of a Bleriot Monoplane in "Flying," New York_]
-
-[Sidenote: =Air records=]
-
-Now the airplane can do all kinds of fantastic tricks. Aviators "loop
-the loop" dozens of times, and move in any direction through the air
-at will. They can rise in the air thirty-six thousand feet, and can
-fly at the rate of three miles a minute. In 1907 Orville Wright made
-the first record flight of an hour. All this has been accomplished
-in scarcely more than a dozen years since then. Flying developed
-especially rapidly during the World War. Airplanes were used to spy out
-the enemy's defenses, to direct gunfire, to drop bombs, to shoot down
-soldiers, and to hunt submarines. The daring and brilliant fighting of
-airmen in the World War makes a story more breathless than that of any
-novel. Incidents like landing with burning planes or with planes partly
-stripped of their canvas were not uncommon for these fighters of the
-air.
-
-[Illustration: A HYDROPLANE]
-
-[Sidenote: =Bombing machines=]
-
-One type of airplane was used for fighting and another heavier type for
-bombing. Air bombing is now so accurate that in the future it may be
-useless to build super-dreadnaughts and large battleships.
-
-
-=210. Peace Time Uses of the Airplane.= During times of peace airplanes
-are useful in exploring and for carrying passengers and light freight.
-Airplanes scarcely more expensive than the earlier automobiles can now
-be bought.
-
-[Sidenote: =Airplanes carry the mail=]
-
-Airplanes in this country are chiefly used for carrying mail. "The mail
-must fly" is the slogan of the mailmen of the air, and in storm or
-fog--even in the face of a tornado--it has gone.
-
-In May, 1919, a hydroplane belonging to the United States navy made
-the first trip across the ocean. A hydroplane is an airplane having a
-boat-like body so that it is able to alight on or rise from the water.
-
-[Sidenote: =Transatlantic flights=]
-
-In July a British dirigible flew across with its crew. A few weeks
-earlier a British plane flew from continent to continent in less than
-sixteen hours. It took Columbus seventy days to make his crossing.
-
-
-
-
-JOHN P. HOLLAND, WHO TAUGHT MEN HOW TO SAIL UNDER THE SEA
-
-
-[Sidenote: =Bushnell and Fulton and the undersea boat=]
-
-
-=211. The Submarine.= During the War of the Revolution an American
-named Bushnell worked on the problem of making a boat that would sail
-under the surface of the sea. He was the first to work on this problem
-and is called the Father of the Submarine. Some years later Robert
-Fulton (page 257) became interested in the submarine. In 1801 he built
-one for the French government. But Fulton turned his efforts to making
-steamboats and did not continue his plans for a successful diving boat.
-
-[Sidenote: =John P. Holland, 1842=]
-
-
-=212. John P. Holland.= John P. Holland was born in Ireland in 1842. He
-was a studious boy and became a teacher. The stories of Bushnell and of
-Fulton interested him and he studied carefully what they had done.
-
-He came to America and settled in New Jersey. There he got a position
-as teacher in a parochial school. He continued his study of the
-undersea boat making many experiments and tests.
-
-Holland's first submarine became stuck in the mud. But he did not give
-up. His next boat he called the "Fenian Ram." It frightened people when
-it suddenly raised its head out of the water and as quickly disappeared.
-
-[Illustration: JOHN P. HOLLAND
-
-_From a photograph_]
-
-In 1895, after a number of severe tests, Holland succeeded in
-interesting the United States Government in his plans. He built for it
-a submarine which he named the "Plunger."
-
-[Illustration: A SUBMARINE]
-
-Holland now formed a company to build his boats. In 1898 he produced
-the famous Holland submarine. This boat settled any doubt about what
-submarines could do. It was only fifty feet long, but it could dive
-under water and rise again at the will of the inventor. From that time
-the Holland company built many submarines for all the great nations of
-the world.
-
-[Sidenote: =The periscope=]
-
-From the top of the submarine there extends upward a long slender
-tube called a periscope. When the boat is under water the end of this
-tube extends above the surface. By means of a certain arrangement of
-lenses and mirrors in this tube, the observer in the submarine can see
-everything on the surface of the water. In this way the boat can be
-guided in any direction.
-
-Holland died in 1914.
-
-[Sidenote: =Value in war=]
-
-
-=213. The Submarine in War and Peace.= The submarine is much used in
-war time. The war diver is provided with one and sometimes two tubes
-through which torpedoes or bombs may be fired at enemy ships while the
-submarine is hidden under water. It is very hard to detect a submarine
-when it is under the water. The only sign of its approach is a slight
-ripple on the surface. But if we look straight down at the water from
-high up in the air, then the outlines of the boat can easily be seen.
-In war time airplanes are used in spying out the submarine.
-
-[Sidenote: =Use of the submarine in peace=]
-
-In times of peace, too, the submarine is of great value. It is not
-exposed to great storms on the sea, since it can escape the waves by
-submerging. These boats can cross the ocean and are large enough to
-carry cargoes of valuable goods. In July, 1916, the world was startled
-by the arrival of the merchant submarine, "Deutschland," at Baltimore.
-Loaded with articles of trade, mainly chemicals, she left Bremen,
-dodged the British and French blockade, and in fifteen days reached
-America.
-
-One cause of America's entering the World War was Germany's attempt to
-starve England by a submarine blockade.
-
-[Sidenote: =Fighting the submarine=]
-
-
-=214. Other Inventions in the War.= The "depth bomb" was an out and out
-new invention. 11 could be "dropped" over the spot where a submarine
-was seen. Very often it blew the submarine to pieces.
-
-The "tank" was a "moving iron fort" drawn by a tractor. It could tear
-wire entanglements to pieces and cross enemy trenches. The "depth bomb"
-and "tank" were used mainly by the Allies.
-
-The wide use of "poison gas" was first introduced by the Germans. Guns
-able to shoot many miles were invented. One of them carried seventy
-miles or more.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Edison learned telegraphy, and made his
-  own instruments. _2._ Edison saved the day in Wall Street, and
-  made his reputation, as well as plenty of money. _3._ He made
-  many telegraph and telephone inventions. _4._ He built great
-  laboratories in New Jersey, where many men worked helping him. _5._
-  Edison invented the phonograph, and worked to improve the electric
-  light. _6._ An argument about horseracing led to the invention of
-  moving pictures. _7._ Edison improved the moving picture camera.
-  _8._ C. Francis Jenkins invented the first complete moving picture
-  machine. _9._ During the World War remarkable moving pictures
-  were taken on all fronts. _10._ Moving pictures are often used
-  in schools and elsewhere for educational purposes. _11._ The
-  typewriter was really the work of many different inventors. _12._
-  Typing machines for the blind first invented. _13._ Christopher
-  Sholes' typewriter was the first practical one invented. _14._ The
-  dictaphone is really a development of Edison's phonograph. _15._
-  It consists of two machines, and is used in business offices to
-  save time. _16._ Steam automobiles were the first kind invented.
-  _17._ For one hundred years many inventors worked trying to build
-  automobiles. _18._ The first gasoline automobile in this country
-  was built by Charles Duryea. _19._ The United States is far in the
-  lead in the number of automobiles manufactured and used. _20._ Men
-  have for ages tried to discover a way to fly. _21._ They filled
-  balloons with gas or heated air which carried them far up. _22._
-  Dirigible balloons were invented by Zeppelin. _23._ Wilbur and
-  Orville Wright built a successful heavier-than-air machine. _24._
-  The gasoline engine made their success possible. _25._ Airplanes
-  can now go three miles a minute. _26._ All the great progress in
-  flying has come since Wright's first successful flight in 1903.
-  _27._ In the war airplanes were used for observing the enemy, for
-  fighting, and for bombing. _28._ In this country airplanes are now
-  used chiefly for carrying mail. _29._ A hydroplane has a boat-like
-  body. _30._ In 1919 three successful flights were made across
-  the Atlantic. _31._ John P. Holland was the first to succeed in
-  building a submarine. _32._ The submarine is guided by means of the
-  periscope, and is valuable in peace and war. _33._ Depth bombs and
-  tanks were new inventions. _34._ The Germans introduced poison gas.
-
-  =Study Questions.= _1._ What books could Edison read at twelve?
-  _2._ Tell of his thousand newspapers. _3._ What were the cause and
-  the effect of his first lessons in telegraphy? _4._ What was his
-  first great invention? _5._ What did he find in Wall Street, New
-  York? _6._ How much did Edison think of asking for his invention?
-  _7._ How much was offered him? _8._ Tell the story of the work
-  in Edison's shop at Newark, New Jersey, _9._ Why did he want a
-  great library at Menlo Park? _10._ How does sound travel? _11._
-  What was the trouble with Edison's first phonograph? _12._ Name
-  some of the uses of the phonograph. _13._ Make a list of Edison's
-  great inventions. _14._ Tell how the first moving pictures came to
-  be made? _15._ How did the machine Edison invented differ from a
-  real moving picture machine? _16._ Who invented the first complete
-  moving picture machine? _17._ How important is the moving picture
-  business? _18._ Tell some incidents of the war which you saw in
-  moving pictures. _19._ Does your school use a moving picture
-  machine in its classroom work? _20._ How are lessons studied when
-  moving pictures are used? _21._ Where can schools get their films?
-  _22._ Name two other uses for moving pictures. _23._ What earlier
-  invention resembled the typewriter? _24._ Name one simple thing the
-  lack of which kept men from inventing a typewriter sooner. _25._
-  Describe Sholes' first typewriter. _26._ From what invention did
-  the dictaphone come? _27._ How is dictating done by means of the
-  dictaphone? _28._ What difficulty held back the progress of the
-  automobile? _29._ Name two ways in which this has been overcome.
-  _30._ How old is the automobile business? _31._ How does the United
-  States compare with other countries in number of automobiles used?
-  _32._ How did auto trucks keep the Germans from capturing Paris?
-  _33._ What is a Zeppelin or dirigible? _34._ Tell about the studies
-  of the Wright brothers. _35._ What progress had others made before
-  the Wright brothers succeeded? _36._ What was unusual about Wilbur
-  Wright's flight in 1903? _37._ What is a monoplane? a biplane? a
-  hydroplane? an airship? _38._ Name some peace-time and war-time
-  uses of airplanes. _39._ Tell the story of Holland's inventions.
-  _40._ What are the uses of the submarine? _41._ Name the first
-  submarine to cross the Atlantic.
-
-  =Suggested Readings.= THOMAS A. EDISON: Mowry, _American Inventions
-  and Inventors_, 85-89; Dickson, _Life and Inventions of Edison_,
-  4-153, 280-388.
-
-  CHRISTOPHER L. SHOLES: Hubert, _Inventors_, 161-163.
-
-  THE AUTOMOBILE: Doubleday, _Stories of Inventors_, 69-84; Forman,
-  _Stories of Useful Inventions_, 161-163.
-
-  WILBUR AND ORVILLE WRIGHT: Wade, _The Light Bringers_, 112-141;
-  Delacombe, _The Boys' Book of Airships_; Simonds, _All about
-  Airships_; Holland, _Historic Inventions_, 273-295.
-
-  JOHN P. HOLLAND: Corbin, _The Romance of Submarine Engineering_;
-  Bishop, _The Story of the Submarine_; Williams, _Romance of Modern
-  Inventions_, 143-165.
-
-
-
-
-HEROINES OF NATIONAL PROGRESS
-
-
-
-
-ELIZABETH CADY STANTON AND SUSAN B. ANTHONY, TWO PIONEERS IN THE CAUSE
-OF WOMAN'S SUFFRAGE
-
-
-[Sidenote: =Women play an important part in early progress=]
-
-
-=215. The Women of Our Nation.= Women have had a large part in the
-progress of our nation. In colonial days women often had to defend
-their homes against Indians. They endured the hardships of the first
-settlements as bravely as did the men. They had larger rights and
-greater freedom than in England at that time, because their help was so
-plainly necessary in this new country.
-
-By 1850 nearly one-fourth of the nation's manufacturing was done by
-women, but otherwise until that time women's lives were spent almost
-entirely in their homes. Though no colleges were open to women until
-1833, many mothers knew enough of books to prepare their sons for
-college at home.
-
-[Sidenote: =Women's service in war=]
-
-During the Revolution women formed a society called "Daughters of
-Liberty," to spin and sew for their soldiers. They gave their treasured
-pewter spoons and dishes to be melted up for bullets. As women have
-always done, they cared for the sick and wounded after battles.
-
-In the great Civil War, women were needed still more to nurse the
-wounded, for even then there was no Red Cross or large body of women
-who were nurses by profession to call upon. Women took the place of the
-men called to war in many ways, and especially in teaching schools. On
-both sides women worked in the fields, and sometimes acted as spies,
-or served, disguised, in the ranks. Southern women also entered the
-factories in large numbers. They had to meet even greater hardship than
-women in the North, and were often face to face with starvation.
-
-On the frontier women had always worked in the fields when necessary,
-and often helped to build the houses they lived in. The fearless
-pioneering spirit and fine, sturdy character of these women won them
-the highest respect. This was one reason why western states were the
-first to grant women the right to vote.
-
-[Sidenote: =Women's equality with men=]
-
-Long before the Civil War great leaders in the cause of woman's
-advancement had appeared. These leaders saw that in many ways women
-had proved their equality with men. This encouraged them to appeal for
-wider opportunities for women, who then had almost no legal rights. The
-leaders now demanded the privileges enjoyed only by men. We should all
-know the stories of these women of wise and fearless vision.
-
-[Illustration: ELIZABETH CADY STANTON
-
-_From a photograph_]
-
-[Sidenote: =Born, 1815=]
-
-
-=216. Elizabeth Cady Stanton.= Elizabeth Cady was born in New York, in
-1815. Her girlhood was a happy one, spent with her brother and sisters.
-She was a healthy, rosy-cheeked girl, full of life and fun, who
-believed girls were the equals of boys and had just as much intellect.
-
-[Sidenote: =Studies hard=]
-
-When Elizabeth was eleven years old her brother died. Her father
-grieved deeply over the loss of his only son, and Elizabeth determined
-to try to be to her father all that her brother might have been. She
-therefore applied herself diligently to study and self-improvement.
-
-[Sidenote: =Finds woman's position unequal=]
-
-Her father was a lawyer. He had been a member of Congress. Many hours
-out of school Elizabeth spent in his office, listening while his
-clients stated their cases. She gradually became indignant at what she
-found to be the unequal position of women in almost every walk of life.
-She determined to devote her life to securing for women the same rights
-and privileges that men had.
-
-[Sidenote: =Marries Henry B. Stanton=]
-
-While studying she did not neglect the arts of housekeeping. She
-regarded these as occupations of the highest dignity and importance.
-When twenty-five years old she married Henry B. Stanton, a lawyer and
-journalist who since his student days had talked and written against
-slavery. But she did not forget her old resolve to struggle for the
-rights of women, even when occupied with the duties of home and
-children.
-
-[Sidenote: =Calls woman's rights convention=]
-
-
-=217. The First Woman's Rights Convention.= In 1848 Mrs. Stanton called
-a woman's rights convention--the first ever held. Its purpose was "to
-discuss the social, civil, and religious conditions and rights of
-women."
-
-[Sidenote: ="Declaration of Sentiments"=]
-
-[Sidenote: =Women demand the right to vote=]
-
-Mrs. Stanton read to the convention a set of twelve resolutions, the
-now famous "Declaration of Sentiments." It demanded for women equality
-with men and "all the rights and privileges which belong to them as
-citizens of the United States," including the right to vote. This was
-the first public demand for woman's suffrage. The resolutions were
-passed. A storm of ridicule followed the convention, but Mrs. Stanton's
-position remained unchanged.
-
-[Sidenote: =Susan B. Anthony, 1820=]
-
-
-=218. Susan B. Anthony.= A few years after this historic convention,
-Mrs. Stanton met Susan B. Anthony. Miss Anthony was the daughter of
-Friends, or Quakers as they are often called. She was born at South
-Adams, Massachusetts, in 1820. Her father maintained a school at
-Battenville, New York, and here Susan received her early education.
-
-[Illustration: SUSAN B. ANTHONY
-
-_From a photograph by Veeder, Albany, N.Y._]
-
-[Sidenote: =Teaches school=]
-
-[Sidenote: =Won to the cause of woman's rights=]
-
-From her seventeenth birthday until she met Mrs. Stanton, Miss Anthony
-had been engaged in teaching school. But now the great national
-questions of anti-slavery and temperance were drawing her away from her
-work as a teacher. At first Miss Anthony had not been in sympathy with
-the Declaration of Sentiments, but when she met Mrs. Stanton the cause
-of woman's rights won an able, enthusiastic, and untiring friend.
-
-[Sidenote: =National Woman's Suffrage Association=]
-
-From this time on these two fought side by side for the cause of
-women. They traveled and lectured in all parts of the country. In 1868
-they started a weekly paper, which they called _The Revolution_. Miss
-Anthony was the business manager and Mrs. Stanton was the editor. Its
-motto was, "The True Republic--men, their rights and nothing more;
-women, their rights and nothing less."
-
-[Sidenote: =Miss Anthony casts vote for President=]
-
-In 1869 they organized the National Woman's Suffrage Association. In
-many states the question of woman suffrage became an important one at
-election. Wherever they were needed, in California, in New York, or
-in any other state, these two women could be found. Every year from
-1869 until her death, in 1906, Miss Anthony addressed committees of
-Congress. In 1872 she cast a vote for President. She declared it to be
-her right under the Fourteenth Amendment to the Constitution. For this
-act she was arrested and fined, but the fine was never collected.
-
-[Sidenote: =Women win suffrage=]
-
-Mrs. Stanton died in 1902. The great movement she had started was on
-its way to certain victory. Congress passed the suffrage amendment in
-1919, and in August, 1920, it became law. Over twenty-five million
-women were entitled to vote in the presidential elections that year.
-
-
-
-
-JULIA WARD HOWE, AUTHOR OF THE "BATTLE HYMN OF THE REPUBLIC," AND
-HARRIET BEECHER STOWE WHO WROTE "UNCLE TOM'S CABIN"
-
-
-=219. Julia Ward Howe.= All the great wars in which our country has
-engaged have brought heavy burdens and sorrow to women. They could not
-march away to fight side by side with the men. Their duty was to cheer
-their loved ones as they went away to danger and perhaps to death.
-
-[Sidenote: =Women in the Civil War=]
-
-At the outbreak of the Civil War, from thousands and thousands of homes
-father, husband, son, or brother went away, in many instances never
-to return. Women were left behind, praying for their loved ones and
-working untiringly night and day to provide food and clothing and to
-keep up their homes.
-
-[Sidenote: =Born 1819=]
-
-But there were other women who could not serve their country in this
-way. Many had no one to send away to fight. Among these was Julia Ward
-Howe. She was born in New York in 1819, of wealthy and distinguished
-parents. She was carefully reared, but she knew little of the work that
-girls are usually taught to do. Practically everything was done for her
-by servants. However, Julia dearly loved to read and study, and very
-early she began to write poetry.
-
-[Sidenote: =Marries Doctor Howe=]
-
-[Sidenote: =Desires to be of service to the Union=]
-
-In 1841 she married Dr. Samuel Gridley Howe, a noted teacher and
-reformer. While visiting in Washington in 1861 she saw women nursing
-the wounded soldiers brought in from the battle field of Bull Run. She
-was deeply stirred by the sights around her. What service could she do
-for her country? Her husband was too old to enter the army, her son
-too young. She knew that there were thousands making clothes for the
-soldiers in the field. But she could not sew for the soldiers or care
-for the wounded, for she had never been taught to work with her hands.
-She could only write poetry. Of what use was that now?
-
-[Sidenote: =Writes "Battle Hymn of the Republic"=]
-
-One day her minister suggested that she write words for the popular
-army tune, "John Brown's Body Lies A-mouldering in the Grave." She did
-so, and the poem was published in a magazine under the name of "The
-Battle Hymn of the Republic."
-
-[Sidenote: =It helps to bring victory=]
-
-Soon the song was being sung through all the camps of the northern
-troops. The soldiers sang it on the march, in wild charges, or at night
-beside the camp fire. Everywhere its challenge roused the northern
-soldiers to a more determined fight for victory. In writing this poem
-Mrs. Howe had done a great service for the Union.
-
-[Sidenote: =Founds clubs for women=]
-
-
-=220. The Woman's Club.= After the war Mrs. Howe wished to continue
-serving her country in some way, and she took up the cause of woman's
-rights. Women had had little or no chance to educate themselves and
-broaden their minds by discussing with each other subjects outside
-their homes. She thought woman's clubs would work to free women
-from the narrowness of mind that comes from thinking only of dress,
-hired help, and housekeeping. From then on, she devoted herself to
-establishing clubs for women. She traveled over the country and wrote
-and lectured on this subject. She urged that the members of these clubs
-should seek not only for self-improvement but for means of serving
-others; and through their efforts hospitals for women and children,
-lodging houses, and labor schools were established.
-
-Mrs. Howe had found a means of serving her country even greater and
-more effective than the writing of her "Battle Hymn of the Republic."
-
-[Illustration: JULIA WARD HOWE
-
-_From a photograph by the Notman Photo. Co., Boston_]
-
-[Sidenote: =Born, 1811=]
-
-
-=221. Harriet Beecher Stowe.= Another woman who did great service for
-her country with her pen was Harriet Beecher Stowe. She was born in
-1811. Her father was a Connecticut minister, and she was brought up
-in a deeply religious home. At school she was apt at writing and she
-dreamed of becoming a great author.
-
-[Sidenote: =Marries Calvin E. Stowe=]
-
-She married Calvin E. Stowe, a student of theology, and thereafter
-devoted herself to her home and her children. During the years just
-before the Civil War there was much discussion of the slavery question.
-Mrs. Stowe had traveled in the South and had seen how the negroes were
-kept in ignorance, and how cruelly they were sometimes treated. She was
-aroused by the passage of the Fugitive Slave Law and by some of the
-things that happened as a result of it. She resolved to use her talent
-for writing to help the slaves.
-
-[Sidenote: =Writes "Uncle Tom's Cabin"=]
-
-In 1851 she began the story, _Uncle Tom's Cabin_. It was first
-published in serial form in an abolition paper in Washington. It was
-later published in book form. From the first, the sale of the book was
-enormous. It was translated into many languages and was very popular
-abroad as well as at home.
-
-Mrs. Stowe became famous. It is said that the book converted more than
-two million people to the cause of freedom for slaves. It helped to
-unite the North and to give it strength to stand firm in the great
-conflict.
-
-[Illustration: HARRIET BEECHER STOWE
-
-_From a photograph by Sarony, New York_]
-
-Mrs. Stowe continued writing in behalf of the slaves. She gave her
-son to the cause of freedom. He was wounded at Gettysburg and never
-regained his health. She aided in establishing schools for the negroes
-in the South, and worked among them earnestly until her death in 1896.
-
-
-
-
-FRANCES E. WILLARD, THE GREAT TEMPERANCE CRUSADER; CLARA BARTON, WHO
-FOUNDED THE RED CROSS SOCIETY IN AMERICA; AND JANE ADDAMS, THE FOUNDER
-OF HULL HOUSE SOCIAL SETTLEMENT IN CHICAGO
-
-
-[Sidenote: =Frances E. Willard, 1839=]
-
-[Sidenote: =Family moves to Wisconsin=]
-
-
-=222. Frances E. Willard.= In 1839, when Frances Elizabeth Willard
-was born, thousands were leaving the eastern states for the new West.
-Her father and mother were successful teachers in New York, but when
-Frances was two years old they decided to move with the westward
-current. After living five years at Oberlin, Ohio, the family went
-on to Janesville, Wisconsin, settling on a farm in the midst of
-picturesque hills and woods. There Frances and her brother and sister
-grew up healthy, happy children, playing together in the forest and
-fields. The parents were religious and were total abstainers, and the
-children never forgot their teachings.
-
-[Sidenote: =Stands at head of her class=]
-
-At fifteen years of age Frances went to school in Janesville, and at
-eighteen to a Milwaukee college for girls. The following year she
-entered the Northwestern Female College at Evanston, Illinois. At
-graduation she stood at the head of her class.
-
-[Sidenote: =Death breaks up the home=]
-
-Miss Willard began teaching. Then the death of her sister Mary, and
-shortly afterward, of her father, broke up her home. That home had been
-an ideal one. There the father and mother were equal in all things,
-and discussed together the affairs of the household. It was a perfect
-home, orderly and temperate. Frances Willard made up her mind to spend
-her life in spreading abroad a knowledge of such homes, and in helping
-women to become equal with men before the law.
-
-[Sidenote: =President of W.C.T.U.=]
-
-In 1874 came the anti-saloon crusade. Miss Willard saw that this
-movement was part of the fight for better and happier homes, and threw
-herself ardently into the work. When the Woman's Christian Temperance
-Union was organized in Chicago, Miss Willard became its president.
-
-In 1879 she became the president of the National Union. Her work was
-never-ending. She wrote books; she lectured all over the country. For
-twelve years she held an average of one meeting a day.
-
-[Illustration: FRANCES E. WILLARD
-
-_From a photograph_]
-
-[Sidenote: =Favors woman suffrage=]
-
-Miss Willard had seen that unless women had the right to assist in
-making laws, their cause was hopeless. Accordingly she declared herself
-in favor of woman suffrage. A few years later the Woman's Christian
-Temperance Union followed their leader into politics in an effort to
-encourage temperance legislation.
-
-[Sidenote: =Women united for the protection of the home=]
-
-Miss Willard's work constantly became wider. The organization of which
-she was the head became international in its influence, and the World's
-Woman's Christian Temperance Union was organized in 1883, with Miss
-Willard as president. She had united the women of the world in a great
-league for the protection of the home. Miss Willard remained to the
-end of her life president of the World's Woman's Christian Temperance
-Union. She died in 1898.
-
-[Sidenote: =Clara Barton, 1821=]
-
-
-=223. Clara Barton.= Clara Barton was born in 1821, near Oxford,
-Massachusetts. She was educated to be a school teacher, and for many
-years followed that profession. In 1861 she visited Washington, and
-there felt the impulse that led to her great life work.
-
-[Illustration: CLARA BARTON
-
-_From a photograph by Charles E. Smith, Evanston, Illinois_]
-
-[Sidenote: =Nurses the wounded=]
-
-The injured soldiers from the first battles of the Civil War were being
-brought to Washington. Miss Barton at once felt it her duty to help in
-caring for them. She not only nursed the wounded, but she encouraged
-those who were on the way to the line of battle.
-
-
-=224. Goes to the Battle Field.= The men that were being taken to the
-hospitals received no care until they arrived there. Miss Barton saw
-that her place was on the battle field.
-
-[Sidenote: =Constantly in danger=]
-
-[Sidenote: =Received no pay=]
-
-She secured a pass to the firing line, and for four years she followed
-the Union soldiers. She was constantly in danger; her clothing
-was pierced by bullets, her face blackened by powder. But she was
-undaunted. The soldiers needed her, and she must be there to help them.
-When she could, she nursed wounded Confederate as well as Federal
-soldiers. She received no pay for her work.
-
-[Sidenote: =Red Cross Society in Europe=]
-
-When the war was over Miss Barton went to Europe. There she learned
-of the Red Cross Society, founded in Geneva in 1863. The purpose of
-the society was to care for the wounded of any nation on the field of
-battle. A treaty among the nations agreed that the Red Cross nurses
-should be safe from capture. Miss Barton was asked to organize a branch
-of the Red Cross in the United States.
-
-[Sidenote: =American Red Cross=]
-
-In 1882 President Arthur signed the treaty, and the American Red Cross,
-with Miss Barton as its first president, was established. She continued
-as president until 1904, when she resigned.
-
-[Sidenote: =Goes to Armenia=]
-
-In 1896 Miss Barton went to Armenia at the head of her Red Cross to
-relieve the suffering caused by the massacres. She saved thousands from
-starvation and disease.
-
-Again she nobly responded to the call of President McKinley to go to
-the help of Cuba in the Spanish-American War.
-
-Miss Barton lived to see the Red Cross a world-wide society carrying
-comfort and cheer to all nations. In the World War after every great
-battle the Red Cross nurses worked on the field or in the hospital to
-lighten the awful sufferings of the wounded.
-
-[Sidenote: =Work of the society in times of peace=]
-
-
-=225. The Red Cross Society in Times of Peace.= It was Miss Barton's
-firm belief that the world needed the services of the Red Cross in
-times of peace as well as in times of war. Accordingly an amendment was
-made to the Geneva treaty. Local Red Cross societies sprang up in every
-part of the country. The suffering which followed the great Charleston
-earthquake, the Galveston flood, forest fires, mine explosions, and
-all similar accidents found the Red Cross Society on hand with aid and
-supplies.
-
-The greatest calamity that has befallen our country since the Red Cross
-was well organized was the burning of San Francisco following the great
-earthquake of 1906. Five hundred millions in property was destroyed,
-and two hundred and fifty thousand people were left homeless and
-without food. The Red Cross alone spent three million dollars in giving
-aid to the sufferers.
-
-[Sidenote: =Rural work of the Red Cross=]
-
-An important new undertaking is the rural work of the Red Cross. This
-is not limited to health questions, though a nurse is the first person
-sent into a country. But also if possible another worker is sent to
-help the country people with their social problems, their amusements,
-and the building up of a spirit of neighborhood coöperation.
-
-[Sidenote: =Jane Addams and the cause of the poor=]
-
-
-=226. Jane Addams.= There was still another great and vital field of
-service waiting for a leader. This was the cause of a better chance in
-life for the very poor. A better understanding among all people, rich
-and poor, and a knowledge of the interests which all have in common are
-aiding in this. Education, reform of unjust working conditions, and
-social service--the help or relief of poor or unfortunate people--are
-all means of progress through which people like Jane Addams have worked.
-
-In 1883 while traveling in Europe, Jane Addams, a daughter of wealthy
-and distinguished parents, was deeply touched by the terrible poverty
-and misery she saw everywhere around her. She herself had never known
-want or hunger. Indeed she had more wealth than she knew how to spend
-for things she herself needed or cared for.
-
-[Illustration: JANE ADDAMS
-
-_From a recent photograph_]
-
-[Sidenote: =Devotes herself to social service=]
-
-She determined to devote herself and her fortune to a fairer
-distribution of the world's goods and pleasures among those who were
-always hungry and in want. It was a vast undertaking, but Miss Addams
-was not dismayed. She hoped that some day the rich and the educated
-would see that all men are equal and would unite with the unfortunate
-in one great brotherhood.
-
-[Sidenote: =Hull House Social Settlement founded=]
-
-She returned to Chicago, and there with a group of workers established
-a social settlement in a building in a poor quarter of the city and
-called it Hull House.
-
-There everyone, however poor, was welcomed. People could come there
-for advice or help. Through personal influence they were led to become
-acquainted with the best books, to cultivate their minds, and to meet
-each other at times for study or social enjoyment.
-
-[Sidenote: =The settlement a success=]
-
-Men and women from all parts of the country and from abroad visited
-Hull House to see what Miss Addams and all her fellow-workers, through
-personal service, were doing to make the lives of the poor people
-around them a little brighter and happier. They found Hull House a
-success. The neighborhood was like a great family whose members sought
-each other's welfare. They regarded Miss Addams as one of themselves.
-This was a bit of the human brotherhood of which Miss Addams had
-dreamed.
-
-[Sidenote: =Greater opportunities for women=]
-
-
-=227. What Has Been Accomplished.= These great women of whom we have
-read have worked for the advancement, not alone of their sex, but of
-all mankind in the United States and the world over.
-
-Through their efforts great changes have taken place in woman's
-position. Throughout the country she has a place more equal to man's in
-the eyes of the law, almost unlimited opportunities in education and
-business, and whatever openings in public life she proves fitted for.
-Now looking back, we can see that the greater part of what Elizabeth
-Cady Stanton and Susan B. Anthony so relentlessly strove for has been
-gained. Woman suffrage will doubtless soon cause the more backward
-states to give women full legal rights, and it will also enable women
-to work more freely for the progress of the nation.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Women shared the hardships and dangers
-  of the early colonists. _2._ They did heroic service during the
-  Revolution and in the later progress of the nation; but they had
-  no legal or political rights. _3._ Leaders arose among the women
-  demanding for their sex the same rights and privileges that men
-  had. _4._ As a girl Elizabeth Cady Stanton became indignant at
-  what she found to be the unequal position of women in almost every
-  walk of life; she resolved to devote her life to the struggle for
-  the rights of women. _5._ In 1848 she called the first woman's
-  rights convention, where she made the first public demand for woman
-  suffrage. _6._ She met Susan B. Anthony, a school teacher, and won
-  her to the cause. _7._ Together they organized the National Woman's
-  Suffrage Association. _8._ Their great work succeeded in making
-  woman suffrage an election issue in many states. _9._ By 1915
-  eleven states had been won to woman suffrage; some voting rights
-  had been won in twenty-two other states.
-
-  _10._ Julia Ward Howe was the daughter of wealthy parents and knew
-  little of work. _11._ She began to write poetry early. _12._ When
-  the Civil War broke out Mrs. Howe wanted to be of service to the
-  Union. _13._ She wrote "The Battle Hymn of the Republic," a song
-  that proved a great aid to victory since it cheered the soldiers in
-  the field. _14._ After the war Mrs. Howe established women's clubs
-  in all parts of the country for self-improvement among the women,
-  and for social service.
-
-  _15._ Harriet Beecher Stowe as a girl was apt at writing. _16._ She
-  resolved to use her talent to help the slaves. _17._ _Uncle Tom's
-  Cabin_ helped the North to win the victory by uniting the people
-  against slavery. _18._ Frances E. Willard was raised in Wisconsin
-  in frontier days. _19._ In school she stood at the head of her
-  class. _20._ Joined the anti-saloon crusade; became president of
-  the Woman's Christian Temperance Union and later of the National
-  Union. _21._ Declared herself in favor of woman suffrage. _22._
-  As president of the World's Woman's Christian Temperance Union,
-  Miss Willard united the women of the world in a world union for
-  the protection of the home. _23._ Clara Barton took up the work of
-  nursing after the first battles of the Civil War. _24._ First in
-  the hospitals of Washington, she finally went to the battle fields
-  in order to give the wounded immediate help. _25._ The Red Cross
-  Society was founded in Europe; a branch was established in the
-  United States by Miss Barton. _26._ Following the great earthquake
-  and fire in San Francisco in 1906, the Red Cross did heroic work in
-  aiding the 250,000 people left homeless and without food.
-
-  _27._ Jane Addams while traveling in Europe was touched by the
-  sight of the poverty and misery everywhere. _28._ She determined
-  to devote herself and her fortune to make better and brighter the
-  lives of the poor. _29._ She established the Hull House Social
-  Settlement in Chicago.
-
-  =Study Questions.= _1._ How did women aid in the progress of the
-  nation? _2._ What did they do during the Revolution? during the
-  Civil War? _3._ What was their position in law and in affairs of
-  government? _4._ Who was the first to champion woman suffrage?
-  _5._ Describe Elizabeth Cady in her girlhood. What was her opinion
-  of boys and girls? _6._ To what did she determine to devote her
-  life? _7._ What was the purpose of the woman's rights convention?
-  _8._ What demand was first publicly made at this convention? _9._
-  What was Miss Anthony's occupation before she met Mrs. Stanton?
-  _10._ Describe the work of these two women for the cause of woman's
-  rights. _11._ In 1915 how many states had granted women the right
-  to vote? _12._ Why did Julia Ward Howe know so little of work?
-  _13._ What did she like to do? _14._ What sights did she see in
-  Washington in 1861? _15._ What did she do to serve her country?
-  _16._ How could a song count much for victory? _17._ What was the
-  purpose of women's clubs? _18._ How did Harriet Beecher Stowe
-  serve her country? _19._ What book did she write? What was its
-  effect? _20._ Describe Frances Willard's girlhood, her home, and
-  surroundings. _21._ Why did Miss Willard take up temperance work?
-  _22._ Did Miss Willard work hard for temperance, woman's rights,
-  and protection of the home? What makes you think so? _23._ How did
-  Miss Willard become of international influence? _24._ Where did
-  Clara Barton begin her work of nursing the wounded? _25._ Where
-  did she go then, and why? _26._ Where was the Red Cross Society
-  founded? _27._ What was its purpose? _28._ What great service does
-  it perform in time of peace? _29._ What was the result of the San
-  Francisco earthquake? _30._ How did the Red Cross relieve the
-  distress? _31._ How did the sight of poverty and suffering affect
-  Jane Addams? _32._ What did she determine to do? _33._ What did
-  she establish in Chicago? _34._ What did the Social Settlement
-  accomplish? _35._ Was it a success?
-
-  =Suggested Readings.= Wade, _The Light Bringers_, 64-111, 142-171;
-  Adams, _Heroines of Modern Progress_.
-
-
-
-
-RESOURCES AND INDUSTRIES OF OUR COUNTRY
-
-
-
-
-HOW FARM AND FACTORY HELPED BUILD THE NATION
-
-
-[Sidenote: =The great cotton crop of the southern states=]
-
-
-=228. Cotton Fields and Cotton Factories.= Since the days of Eli
-Whitney cotton has been grown in all the southern states from Virginia
-westward to Texas, and from the Gulf of Mexico north to Missouri. More
-than one half of all the cotton in the world is grown in southern
-United States. High-grade cotton is also grown in California,
-Arizona, and New Mexico, and California is now one of our leading
-cotton-producing states.
-
-A field of growing cotton is very picturesque. Its culture employs
-many laborers. The number of laborers needed, however, is not the same
-throughout the year. In the fall, when the bolls ripen, all hands,
-large and small, pick cotton. This work takes several months. Then the
-picked cotton is put through a gin which is still built along the
-lines of Whitney's invention. The cleaned cotton is pressed into large
-bales and is then ready for market.
-
-[Sidenote: =Cotton-seed oil=]
-
-The cotton seed goes to one mill, the cotton to another. For many years
-the seed was wasted. Farmers burned it or threw it away. But now in
-all parts of the South great mills crush the seed and make from it a
-valuable oil. What is left is cotton-seed cake, and is bought eagerly
-by cattle growers everywhere.
-
-[Sidenote: =Cotton mills in the South=]
-
-Only a few years ago almost all the cotton grown in the South was
-shipped away, either to Europe or to New England. In Massachusetts and
-Rhode Island cotton mills employ more people than any other industry,
-and great cities are supported almost entirely by manufacturing cotton
-goods. Now the South has also discovered that it can spin and weave its
-cotton at home. About many of its waterfalls is heard the hum of busy
-cotton mills. New cities are growing up, and prosperity has returned to
-the South.
-
-[Illustration: PICKING COTTON
-
-_From a photograph_]
-
-[Sidenote: =Wheat belt west of the Mississippi=]
-
-
-=229. The Grain that Feeds the Nation.= From the days of the early
-colonists, wheat has been one of the most valuable crops produced in
-this country. In the states east of the Mississippi River the farmers
-have long raised it in connection with a variety of other crops. But
-as the newer lands west of this river were taken up, the settlers
-discovered that in that region wheat yielded more abundantly than any
-other crop.
-
-From Kansas northward to Minnesota and western Canada lies a broad
-stretch of land which has cool spring weather and a light rainfall.
-This is the climate best suited to wheat, and here has developed the
-great wheat belt of America.
-
-[Sidenote: =Traction engines=]
-
-In this region there are vast wheat fields almost everywhere,
-stretching farther than the eye can see over the level surface. Most
-of the farms are very large, some of them including many thousands of
-acres. The work on these places is done with the most modern machines.
-Traction engines are used to pull the great plows, the largest of which
-turn fifty furrows at a time. In harvest time an army of reaping and
-binding machines harvests the golden grain. The harvesting machine and
-the thresher have also been combined. On some of the greatest farms a
-huge complex machine makes its way through the standing grain, leaving
-behind it rows of bags, filled with threshed grain ready for the market.
-
-[Sidenote: =Grain elevators=]
-
-With the aid of such machinery a few people can cultivate a great many
-acres. As a result, the country is thinly settled. The towns are few
-and far between. In most of them the principal building is the grain
-elevator, which holds the grain until it is ready to be shipped.
-
-[Sidenote: =Flour mills=]
-
-From the elevators the wheat goes to the flour mills. The largest of
-these are in Minneapolis, in the eastern part of the wheat belt. The
-flour in its turn goes to feed the many millions of people in all parts
-of the country.
-
-[Sidenote: =Grain exports decrease=]
-
-For many years this country grew much more wheat than we needed, and
-we shipped great quantities to Europe. But each year our growing
-population needs more food, and our exports of this grain decrease
-steadily. Even now our farms grow but little more of this grain than is
-needed at home, and the time is almost at hand when we shall no longer
-send any of it abroad.
-
-[Illustration: THE STEAM PLOW AT WORK ON A PRAIRIE FARM
-
-_From a photograph_]
-
-[Sidenote: =Texas and Iowa lead=]
-
-
-=230. Cattle Raising and Meat Packing.= Cattle raising, like wheat
-farming, is principally an industry of the West. As late as 1850 the
-states which raised the most cattle lay along the Atlantic coast. But
-to-day Texas and Iowa are in the lead, and Kansas and Nebraska follow
-closely.
-
-[Sidenote: =Cattle ranches of the West=]
-
-As the eastern states became peopled more densely, cattle grazing
-was forced west. The cattle pastures were broken up into fields. The
-prairies of Illinois and Iowa became a vast cornfield. Eastern Kansas
-and Nebraska were turned into corn and wheat farms. Always the cattle
-had to give way to the grain. At last the farmers came to a strip
-of country where the rainfall was not enough to make grain growing
-profitable. This comparatively narrow strip stretches north in an
-irregular area of plains from western Texas to Montana. This region
-grows fine grass and has become the great grazing country of the United
-States. Here vast herds of cattle still roam on large ranches and are
-cared for by cowboys.
-
-[Sidenote: =Corn-fed cattle=]
-
-East of the ranch country lies the corn belt, in which Illinois and
-Iowa are the leading states. Cattle fatten better on corn than on any
-other food, and the meat of corn-fed stock brings the best prices.
-
-The corn states have therefore taken up the raising and fattening of
-cattle on a tremendous scale. When western cattle leave the ranch they
-are generally not very heavy. Thousands of carloads are shipped into
-the corn country each year, there to be fattened before going to the
-packing houses.
-
-The Department of Agriculture, at Washington, is now taking great pains
-to induce the boys, especially of the South, to make experiments in
-corn raising. Some wonderful results have been produced, and the South
-is in a fair way to take to the raising of corn.
-
-[Illustration: COWBOYS DRIVING CATTLE FROM THE PRAIRIE PASTURAGE
-
-_From a photograph_]
-
-[Sidenote: =Invention of refrigerator cars=]
-
-The largest meat-packing plants are located in the corn belt at
-Chicago, Kansas City, Omaha, and other cities. To-day meat packing
-is the greatest business of Chicago and many other large cities. A
-generation ago it had scarcely begun. But the packers learned to can
-meat, to use ice for cold storage, and, most important of all, the
-refrigerator car was invented.
-
-By this last discovery it became possible to ship meat almost
-everywhere. Where before the packers had to sell their goods at home,
-now they have the world as a market. A steer raised on the western
-prairies may now be fattened for market in Illinois, slaughtered in
-Chicago, and served in New York, or sent to England or even to the
-Orient.
-
-
-
-
-MINES, MINING, AND MANUFACTURES
-
-
-[Sidenote: =Great value of coal and iron=]
-
-
-=231. Coal and Iron.= Next to the great farm crops, coal and iron are
-the most valuable products of our country. The coal that is mined in
-one year is worth five times as much as the gold and silver combined.
-Our iron mines yield as much wealth in one year as the gold mines do in
-three. Gold and silver are luxuries without which we could get along,
-but our great factories, railroads, and steamship lines could not exist
-without an abundance of iron and coal.
-
-A hundred years ago there was almost no coal mined in this country. Now
-we use more of it than any other land, and almost a million men make a
-living by mining it.
-
-[Sidenote: =Hard coal in Pennsylvania=]
-
-[Sidenote: =Factories need coal=]
-
-At first most of the coal produced was the hard anthracite of eastern
-Pennsylvania. But this hard coal is found only in one small section of
-Pennsylvania, whereas great beds of soft coal stretch from Pennsylvania
-west to Washington. At present there is far more soft coal used than
-anthracite. Pennsylvania is the leading state in the production of both
-hard and soft coal, but West Virginia, Illinois, and Ohio are also
-great coal states. Generally, where there are productive coal mines,
-factories have been built, because most of them need a great deal of
-coal for fuel.
-
-[Illustration: IRON AND STEEL WORKS IN A SOUTHERN CITY
-
-_From a photograph_]
-
-[Sidenote: =Largest iron-ore deposits in the world=]
-
-Iron was first worked by the colonists in the bogs of New England. Iron
-mining, however, did not become a great industry until the latter part
-of the last century. In that period the great iron "ranges" of Lake
-Superior were opened up. These are the largest deposits of iron ore in
-the world.
-
-[Sidenote: =Carried to the smelters=]
-
-Most of the ore lies in Minnesota. Here, far up in the northern woods,
-thousands of men are blasting or digging out the red and rusty ore.
-Huge steam shovels load a car in a few minutes, and in a short while a
-trainload of ore is on its way to Duluth or Superior. From there it is
-carried by steamer east, most likely to one of the Ohio towns on Lake
-Erie. Here much of the ore is again loaded into cars and hauled to the
-Pittsburgh region, there to be smelted.
-
-[Sidenote: =Coal and iron support great industries=]
-
-Pittsburgh has become the greatest iron and steel center of America.
-Enormous quantities of coal are mined here and used for smelting the
-iron ore that is shipped in. More people of western Pennsylvania and
-eastern Ohio make a living by mining coal and making steel and iron
-than anywhere else in America. Great blast furnaces melt the iron
-ore. Steel works turn out huge quantities of rail and sheet steel.
-Foundries make cast-iron products of all kinds. Vast shops are busily
-engaged in producing locomotives and machines of endless variety.
-Everywhere in this region are smoking chimneys and busy industrial
-plants, all supported by coal and iron. The southern states, Alabama,
-the Carolinas, Georgia, and Tennessee, also contain rich stores of coal
-and iron. These resources were little used during slavery days. Now,
-however, the southern states are digging coal for use in their great
-factories and cotton mills, or sending it abroad. Birmingham, Alabama,
-is one of the great coal and iron centers of the United States.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ The toilers in forest, mine, and factory
-  contributed to the development of our land. _2._ Cotton is grown
-  in all the southern states and from the Atlantic to the Pacific.
-  _3._ A valuable oil is made from the cotton seed. _4._ The climate
-  west of the Mississippi best suited to the raising of wheat.
-  _5._ The work of cultivating and harvesting is done by machines.
-  _6._ Wheat is sent to the flour mills, the largest of which are
-  in Minneapolis. _7._ Exports of wheat decreasing. _8._ Texas and
-  Iowa the leading cattle-raising states. _9._ Cattle from the
-  ranches are fed on corn in the corn states, principally Iowa and
-  Illinois. _10._ The refrigerator car permitted the shipment of
-  meat to all the world. _11._ Coal and iron mined in America worth
-  many times more than the gold and silver. _12._ Hard coal mined in
-  Pennsylvania. _13._ The Lake Superior iron ranges the greatest in
-  the world. _14._ Pittsburgh is the greatest iron and steel center
-  of America.
-
-  =Study Questions.= _1._ Describe the process of preparing cotton
-  for the market. _2._ What is done with the cotton seed? _3._ What
-  is the South preparing to do with the cotton crop? _4._ Where is
-  the wheat belt of America? _5._ How is the wheat cultivated and
-  harvested? _6._ Describe the progress of the wheat from the field
-  to its use as food. _7._ What are the leading cattle-raising
-  states? _8._ Where and how are the herds fattened? _9._ What was
-  the effect of the invention of the refrigerator car? _10._ How does
-  the value of coal and iron mined in America compare with the gold
-  and silver? _11._ Where is anthracite or hard coal mined? _12._
-  Where was iron first mined? _13._ Where is the largest deposit
-  in the world? _14._ Where is the great iron and steel center of
-  America? _15._ Give a list of all the things you can think of that
-  are made out of iron.
-
-  =Suggested Readings.= INDUSTRIES: Fairbanks, _The Western United
-  States_, 215-290; Brooks, _The Story of Cotton_; Shillig, _The Four
-  Wonders (Cotton, Wool, Linen, and Silk)_; Brooks, _The Story of
-  Corn_.
-
-
-
-
-AMERICA AND THE WORLD WAR
-
-
-
-
-EARLY YEARS OF THE WAR
-
-
-[Sidenote: =The hero of the World War=]
-
-
-=232. A War of All the People.= We have been studying in this history
-the lives of America's greatest men and women, and the ways they have
-served their country. But in the last great part of American history,
-the World War, what counted most was the loyalty of every one of the
-people to a free government, and their willingness to fight and work
-unitedly for its safety. The plain, everyday American is our hero in
-this chapter.
-
-The war was so big that if each citizen had not done his bit, Germany
-might have conquered. The work of shipping boards and directors of fuel
-supply was less important than the work done by ordinary people. Much
-was done to win the war in the homes of each boy and girl in the United
-States as well as on the battlefields of France. Every member of the
-family found things he could do without to help buy more Liberty bonds.
-Boy Scouts sold bonds and thrift stamps. Girls worked to get food-card
-pledges. Mothers planned the meals carefully to save the wheat, meat,
-and sugar that had to be sent across to our army. Brothers and fathers
-had to answer the draft call and go to training camps if necessary. Not
-only must food and money, gasoline and coal, be saved, but everyone who
-could not fight overseas was expected to do some useful work.
-
-[Illustration: A WAR GARDEN POSTER
-
-_In the "Food Will Win the War" campaign posters urged all school
-children to make gardens_]
-
-With one hundred million people in the country, we might think it would
-not make any difference if we let someone else do our part. But this
-was not the spirit of America. For the most part, each person himself
-felt that this was _his_ war, fought for _his_ rights and for _his_
-aims. And because for the most part each person acted as if success
-depended on him, Europe was amazed at America's swiftness in getting
-ready to fight.
-
-[Sidenote: =America by tradition aloof=]
-
-The United States did not decide to enter this war until it had been
-going on nearly three years, for its people had come from nations
-fighting on opposite sides. Besides, war had always been a common
-happening in Europe, and the United States had always tried to keep its
-hands free. Washington and Jefferson and later Monroe had advised that
-we should only be "interested spectators" of quarrels abroad.
-
-[Sidenote: =The powers involved=]
-
-
-=233. A World at Arms.= The outbreak of the war surprised the world by
-its suddenness. The heir to the throne of Austria, Archduke Ferdinand,
-was murdered in June, 1914. Austria blamed Serbia for the murder. When
-Serbia would not agree to all that was demanded of her, Austria at once
-declared war. The largest nations of Europe were united in two groups.
-Germany took up Austria's quarrel; Russia, France, and England combined
-to oppose Germany. Italy was bound to defend Germany and Austria if
-they should be attacked, but now believed they were the attacking
-nations, and later came in against them. Bulgaria and Turkey threw in
-their lot with Germany and Austria, these four nations forming the
-Central Powers, and Japan and Roumania with the Allies, as the nations
-opposing them were called.
-
-[Sidenote: =Invasion of Belgium=]
-
-Germany's first act was to rush her troops across the borders of
-Belgium, straight toward Paris. Belgium, of course, was too small a
-state to stand against the armies of her stronger neighbors. On this
-account the great nations of western Europe had agreed never to invade
-Belgium, and now England felt bound to go to her defense.
-
-[Sidenote: =Events at sea=]
-
-British, French, and Belgian soldiers, fighting in whatever order they
-could, checked the on-coming masses of Germans. The Allies stopped them
-at the Battle of the Marne, far within France. On the sea England's
-mighty navy quickly put an end to all German shipping. She kept
-the German navy from venturing even into the North Sea. But German
-submarines could not be so easily blocked up, and slipped out and sunk
-Allied vessels.
-
-[Sidenote: =Opinion favors the Allies=]
-
-
-=234. The American Government Neutral.= When Germany first attacked
-Belgium, some people believed that the United States should break off
-relations with her at once. Our government declared itself neutral.
-President Wilson asked the people to be friendly in their dealings
-with all the nations at war. But Germany's headlong haste in declaring
-war, and her methods of waging it made most Americans anxious for the
-success of the Allies.
-
-[Sidenote: =Germany protests=]
-
-The European countries were too busy fighting to raise all the food
-or forge all the guns their armies needed. They were producing these
-things on a very great scale, but had to buy vast quantities besides.
-The United States was the country best able to supply them. The great
-steel factories of the country worked night and day making shells,
-tanks, and war material of all kinds. Since England controlled the
-seas, everything we made went to the Allies. Germany protested strongly
-against our supplying her enemies with the means to fight her. But
-America, not being at war, had a right to trade with all countries. To
-give up this right would have been to take sides with Germany. American
-merchants were willing to manufacture goods for Germany, but she could
-not send ships to get them.
-
-
-=235. Disputes with England and Germany.= Our government had a just
-cause of complaint against England. Her acts were not always strictly
-lawful. She stopped our ships on the high seas and searched them,
-destroying mail which she thought was intended for Germany. When the
-United States objected, she promised to make good all losses.
-
-[Illustration: THE LUSITANIA]
-
-[Sidenote: =The Lusitania=]
-
-Germany, on the other hand, not only destroyed American goods but
-American lives. One of the two largest passenger ships ever built, the
-_Lusitania_, was sunk by a German submarine on May 7, 1915. Over one
-hundred Americans went down. Again there was a great cry that Germany
-should be punished. But President Wilson made every possible effort
-for peace. He gave Germany a chance to prove that she did not mean to
-continue such lawlessness. Finally Germany promised to take Americans
-off the ships to be sunk. In spite of her pledge Germany failed to
-change her methods. New notes protesting and more ships sunk was the
-order of things for almost two years.
-
-[Sidenote: =A peace-loving nation=]
-
-President Wilson was severely criticized for this "warfare of notes."
-But many people were not yet convinced that this was different from
-other European wars. Otherwise Congress, which like the President is
-the servant of the people, might have declared war sooner. The country
-was peace-loving, and far away from roaring guns and ruined towns of
-Europe. In a way it is to the credit of the American people that they
-were slow to believe in the world-wide plots of the Kaiser, and the
-reported cruelty of his soldiers.
-
-[Sidenote: =United support of war essential=]
-
-
-=236. The Need of a United Nation.= President Wilson sought to be a
-true public servant, by listening to the opinions of people throughout
-the land. He did not try to lead the nation into war while the feelings
-of the people were still divided. A divided people could have done
-little in this gigantic war.
-
-His training made him able to understand the temper of the American
-people well. He was a student of history, and the author of well-known
-books on the American government.
-
-[Sidenote: =Wilson's boyhood=]
-
-President Wilson's boyhood was much like that of any other boy. In his
-classes he was neither brilliant nor slow. He took part in all regular
-school sports, and at Davidson College once saved the day for his team
-in baseball. Later at Princeton and Johns Hopkins, two of the most
-famous eastern universities, he studied history and economics. At the
-age of twenty-three he began a book called _Congressional Government_,
-which shows his command of words and thorough knowledge of his subject.
-
-[Sidenote: =Governor of New Jersey=]
-
-He had tried practicing law, but did not make a success of it and
-decided to be a teacher. In this he is like many other Americans who
-have failed in their first undertaking, and have later been successful
-in a different line. He taught first at Bryn Mawr, a woman's college
-near Philadelphia, then at Wesleyan, the old Methodist university,
-then at Princeton. "Princeton, Trenton, Washington"--Wilson's career
-has been jokingly summed up, for he was in turn chosen president of
-Princeton, governor of New Jersey, whose capital Trenton is, and
-President of the United States. On the whole, his record at Princeton
-and Trenton, and as President during his first term, was that of a
-liberal and fearless chief. The elections of 1916 came at a critical
-time and President Wilson was reëlected partly because "he kept us
-out of war." Banners with this motto on them were largely used in the
-campaign. The American nation did not have that "warlike spirit" of
-loving war for war's sake which the Kaiser boasted of in his people.
-
-[Illustration: WOODROW WILSON]
-
-[Sidenote: =A Mexican Crisis=]
-
-In 1913 Mexico had been so upset that it looked as though the United
-States might be drawn into a clash with her. President Wilson avoided
-this except when our soldiers landed at Vera Cruz for a short time.
-Later General John J. Pershing was sent down to Mexico to punish Villa
-and his outlaw bands. He killed many of Villa's followers, but the wily
-old fox himself escaped.
-
-[Sidenote: =Germany's lawless acts=]
-
-After the _Lusitania_ was sunk, the submarine warfare grew more
-widespread and reckless month by month. In January, 1917, Germany
-openly declared that in the future she would not limit this warfare
-by any rules whatever. She aimed to cut off all supplies from Great
-Britain and to starve her people. She gave America one little port
-among the British Isles where the United States might send her
-passengers and commerce. Secret agents of the Central Powers had been
-blowing up factories in the United States, and purchasing newspapers
-to defend the German cause. Their treacherous acts had already caused
-President Wilson to dismiss the German ambassador.
-
-Germany's statement that hereafter her submarines would know no law at
-last proved to all the nation that America could not honorably remain
-out of the war.
-
-
-
-
-AMERICA ENTERS TO WIN
-
-
-[Sidenote: =Loans to the Allies=]
-
-
-=237. Congress Votes Billions.= Congress voted billions of money to be
-spent in various ways, and President Wilson loaned millions of dollars
-to England, France, and Italy. They in turn sent great men to talk with
-those who were managing our war preparations.
-
-Never did a nation given to peace turn so quickly to war. Thousands of
-Americans in Europe had already been taking part for years. Some had
-joined the Canadian army or the Lafayette Squadron, part of the French
-air service. Others were working under the Red Cross or the American
-Committee for the Relief of Belgium.
-
-[Sidenote: =Hoover as food administrator=]
-
-Other measures necessary to "mobilize" the nation were quickly passed.
-The railroads were put under the control of a director-general of
-railroads, who ran them first of all in the service of the army. A fuel
-administrator decided what factories and businesses were most necessary
-in the war and in the life of the nation. Others had to limit their use
-of coal, or to close down entirely for a short time. Herbert Hoover,
-head of the great committee which had charge of feeding the starving
-people of Belgium, was made food administrator. On one hand, he decided
-how much food whole nations could buy of us. On the other, he helped
-American housewives plan their daily meals to save the wheat, meat,
-and fat that were needed for the soldiers, because food would "win the
-war."
-
-
-[Sidenote: =An army of millions=]
-
-
-=238. The Selective Draft.= Millions of soldiers would have been
-America's share of the Allied fighting forces if the war had gone
-on longer. Congress decided that a "Selective Draft" would be the
-most fair and just method of raising these millions. All men between
-the ages of twenty-one and thirty, and later between nineteen and
-forty-five, had to be examined by "Draft Boards," and the proper number
-selected.
-
-[Sidenote: =Great training camps built=]
-
-Immense training camps were built, with railroad lines, electric light
-and water systems, and all the needs of a modern city. Many of these
-camps sprang up in a few months, ready to take care of fifty thousand
-men apiece.
-
-
-=239. The War's Nameless Heroes.= All these great preparations at home
-were more businesslike than they were stirring and warlike. They meant
-a great change in the life of the whole nation. Workers were shifted
-from all kinds of small, unimportant peace-time tasks to a few gigantic
-businesses on which the success of the war depended. All the efforts
-of the nation were centered on saving goods, time, and money, and
-producing goods to carry on the war.
-
-[Sidenote: =Not a war of great names=]
-
-The "home front" did not give great honors to those who held it. But
-the war was fought to preserve the rights of free citizens, and it had
-the nearly united support of a whole people. There are few famous names
-in the fighting abroad, and few, too, at home. It was a war in which
-the average man was the hero. He did not expect medals for doing his
-duty in battle, or a high salary for doing his duty at home. But he did
-it, and unbelievable deeds were accomplished--fleets built, factories
-multiplied, waste lands planted, two million men sent across the seas,
-and the war brought to a swift end.
-
-[Sidenote: =The Burial of an "Unknown Warrior"=]
-
-England had a great state funeral not long ago. It rivaled in ceremony
-the honors paid to dead queens and kings. Throngs followed the great
-procession to Westminster Abbey, where England's famous dead of all
-time are buried. A tablet was placed above the tomb of a hero whom
-a nation united to give its highest honors. The name on that tablet
-was "To an Unknown Warrior." In America, too, the deeds of the great
-number, in battle or at home, will always be nameless.
-
-[Sidenote: =The spirit of heroism needed in peace=]
-
-If each person, instead of looking straight ahead at the task to be
-done, had looked to see who else could do it, America's war program
-would have failed. It has been said that in a great nation any one
-person, by himself, is lost, and does not count. The chapter in
-American history just ended proves that when his country is in danger,
-each citizen can and must act as if the result depended on him. This
-spirit of patriotism among millions of those whom history will call
-nameless heroes brought victory in the war, and if it is still followed
-in peace, will bring "victories no less renowned."
-
-
-[Sidenote: =An unparalleled war=]
-
-
-=240. The World's Greatest War.= The war of 1914-1918 is the greatest
-history has ever known, because of the number of nations in it, the
-number of lives lost, the cost in goods and money, and the changes it
-has made among nations.
-
-[Sidenote: =A record in shipbuilding=]
-
-Its size is too vast for any one mind to picture it fully. The
-front-line trenches, with all their turns and twists, were six hundred
-miles long, nearly equal to the straight distance from Philadelphia
-to Chicago. Mountains of material had to be sent across to keep our
-soldiers well fed and warmly clothed, and furnished with the cannon
-and shells they must have to meet the enemy. Only about two out of
-three men in the army could fight, for the third man had to keep these
-mammoth quantities of supplies steadily moving toward the front. Ships
-were the thing our government needed most, since it was fighting so far
-away from home. American shipyards grew so rapidly that they broke all
-records for number of ships launched and swiftness in building them.
-The United States soon led the world in shipbuilding for this war.
-
-[Illustration: CARRIER PIGEONS, A MEANS OF COMMUNICATION AT THE FRONT]
-
-
-The War Department was so anxious to keep our men warm and comfortable
-that it bought up all the wool in the country. The army had to have
-thirty-five million more pairs of woolen socks than were made for the
-whole nation in 1914. It used more woolen blankets in one year than the
-one hundred million people in the United States buy in two ordinary
-years.
-
-[Sidenote: =Attacks carefully planned=]
-
-
-=241. A War of Science.= Every movement in the war had to be planned
-as exactly as possible. This was a war of science, rather than a war
-of dashing adventure, as those in the past had been. Before attacks
-were made on the enemy, a barrage, or curtain-like rain of shells, was
-turned on his lines. This "curtain of fire" moved forward at a fixed
-rate, and the men walked behind it. They had strict orders to go only
-so many yards a minute, or their own guns would kill them.
-
-[Sidenote: =Use of poison gas=]
-
-Poison gas was one of the new weapons of this war. It caused almost
-one-third of our losses in 1918. Science produced new gases so rapidly
-that inventors had to be continually making new gas masks to strain out
-the deadly fumes. Over thirty kinds of gas were used during the war.
-
-No one commander could be present at once on every part of the hundreds
-of miles of battle-lines, or even a small part of them. The war had to
-be carried on largely by telephone. The Americans strung one hundred
-thousand miles of wire in France.
-
-[Sidenote: =Pershing trained for his work=]
-
-
-=242. Pershing Heads the Army.= The youngest of American generals, John
-Joseph Pershing, was put at the head of the American forces. The choice
-of Pershing was hailed everywhere as a wise one. A war so immense and
-mechanical needed a general who had studied the art of war thoroughly,
-as Pershing had. He had seen much actual fighting, and was the only
-American general who had commanded a division in actual war. He carried
-with him the love and respect of all national guardsmen. They would
-have followed him anywhere he wished to lead.
-
-[Illustration: THE TANK, A NEW WEAPON IN THE WAR]
-
-We have already heard how he had routed Villa's bandits in Mexico.
-He had also led a charge of colored troops against the Spaniards in
-Cuba, and had conquered a powerful savage tribe in the Philippines.
-Before he was sent to Mexico he had been governor of a province in the
-Philippines for four years.
-
-[Sidenote: =Fights squarely=]
-
-
-=243. A Boy Who Was Made of Fighting Stuff.= As a boy, Pershing was
-brave and modest, with the ability to stay by a hard task until he
-finished it. John was a hardy, active boy. He played at mimic war
-and attended school. He played "hookey," and got into fights with
-his fellows, but he was square. One day the father saw the signs of
-battle-torn clothes and a bruised face. "Been fighting? Never let any
-boy say that he has licked you," was the father's remark. John had
-expected a whipping.
-
-[Illustration:
-
-                                       _From a Photograph by Clinedinst_
-
-JOHN J. PERSHING]
-
-At day school he was a plodder. But he did win a prize, a nicely bound
-volume of the _Life of Washington_. This was offered by the president
-of the school board. John's mother was there. The children clapped and
-called for a speech. "I'm sorry you didn't all win a prize. I'm going
-to grow up like Washington," he said.
-
-[Sidenote: =Studies at West Point=]
-
-In the 70's, when times were bad, John had to help earn the family
-living, and he did it by teaching some of the hardest schools in the
-district. He took the examinations for West Point when he was twenty,
-and defeated his friend. "I'm sorry you could not win too," he said.
-At the end of his first year at West Point he was made class leader, a
-position won only by hard study.
-
-[Sidenote: =Made a general by Roosevelt=]
-
-After he graduated from West Point, honors and promotions came fast.
-Roosevelt had passed by eight hundred and sixty-two older officers to
-make him a brigadier general. At the beginning of the war he was major
-general, and later Congress promoted him to the full rank of general, a
-very rare honor, and the highest in its power to give.
-
-[Sidenote: =Arrival in France=]
-
-When Pershing, with a few officers and engineers first landed in France
-the news spread quickly. "The Americans have come." Their arrival meant
-that the United States would soon take part in the fighting in earnest.
-New life and fresh resolution came into the hearts of the war-tired
-veterans of France.
-
-[Sidenote: =Germany's last great effort=]
-
-
-=244. The Great Danger in 1918.= Russia had fought bravely for the
-Allies at the beginning of the war, but about the time the United
-States entered, a revolution drove the Czar from his throne. Russia
-was so upset by the revolution that after a year it gave up trying to
-keep its army at the front, and made peace with Germany. Hundreds of
-thousands of German soldiers were thus left free to attack the Allies
-in the west. Germany thought that if she could succeed in taking Paris
-before many Americans arrived in the trenches, the war would be won. It
-was her last chance to win.
-
-
-
-
-THE CONCLUSION OF THE WAR
-
-
-[Sidenote: =Need of a united front=]
-
-
-=245. Foch the Allied Supreme Commander.= Before the spring of 1918
-each of the Allied armies had been acting on its own plan. The places
-where the trenches of two armies came together were, of course, the
-weakest, and were favorite points for German attacks. It was now
-decided to have one commander for all the Allied forces. Foch, a French
-general highly skilled in the science of war, was chosen for this great
-task.
-
-[Sidenote: =The German advance=]
-
-
-=246. The Crisis of the War.= In their great drive the Germans always
-struck at the weakest point. They found this where the French and
-English armies were joined. They drove forward in mass formations or
-solid blocks. Thousands upon thousands were mowed down by the English
-and French guns, but on they came. Back, back the Allies fell, day
-after day, until the Germans reached the Marne again. The world held
-its breath. Each day the Germans were expected to break through, but
-each day the Allied troops retreated. Slowly they moved, fighting like
-demons and always holding at vital points.
-
-[Illustration: TRANSPORTS CARRYING AMERICAN TROOPS CONVOYED BY
-BATTLESHIPS]
-
-[Sidenote: =American troops scattered along the front=]
-
-America was eager to be of the greatest possible help in the grave
-danger to Paris and France. The Allies were short of reserves. General
-Pershing, putting his own honors second in the same generous way he had
-done at school, decided to scatter the Yankee troops all through the
-French and British lines, wherever they were needed.
-
-[Sidenote: =Rushing troops to France=]
-
-Germany had sneered at our nation because she thought our people were
-so devoted to dollars that we could not or would not fight. Now she
-began to learn how high the war spirit flamed in the soldiers we were
-preparing to send by millions to France. By the help of England's great
-fleet, we were able to send over more than a million men by the summer
-of 1918. The American troops then formed a united army, fighting under
-their own flag. They took over a hundred miles of the front, relieving
-tired Frenchmen. Another million arrived by November.
-
-The Allied command gave Pershing command of the region between the
-Aisne and the Marne. The Germans thought the Americans untried, and
-expected to break through by using their best "shock troops."
-
-[Sidenote: =The battle of Château-Thierry=]
-
-In July the Germans struck a terrific blow at Château-Thierry. Without
-waiting for artillery, Pershing struck, and in six hours had captured
-as much ground as the Germans had spent six days in getting possession
-of. The Americans were advancing with great rapidity. The Germans were
-dumbfounded. They did not have time to remove their supplies.
-
-[Sidenote: =The turning point of the war=]
-
-By the brilliant generalship of Foch the great German attack was
-stopped in the middle of July, and after that it was the German army
-which was in danger.
-
-Now Pershing got ready for St. Mihiel. He drew from the French and
-English ranks the Americans he had sent to learn war from these
-veterans. Now he also had tried men. St. Mihiel was important. It
-threatened the famous battlefield of Verdun and protected the great
-German fortified city of Metz.
-
-[Sidenote: =American victory at St. Mihiel=]
-
-
-=247. Germans Cry "Kamerad."= On September 12 the Americans burst forth
-in a rain of shot and shell such as the Germans had seldom before
-witnessed. The fierce battle raged for four hours. The Americans then
-charged across the river yelling like demons. The German soldiers had
-been taught to despise these "green American troops." But these same
-Germans now cried "Kamerad" in dead earnest. Five miles of ground were
-gained before these "green" Americans halted.
-
-[Illustration: SUBMARINE PURSUED BY AIRPLANE]
-
-The next day our artillery opened fire at 1:30 in the morning. Before
-the day was done, more than one hundred and fifty square miles of
-German territory were in our possession.
-
-Both the French and the English were busy. The French were driving
-at the center of the great line stretching from the North Sea to
-Switzerland. The English were driving the Germans out of the Belgian
-cities.
-
-[Sidenote: =The greatest American battle=]
-
-
-=248. Battle of the Argonne.= Many large battles were fought by the
-Americans, besides the smaller clashes that occurred. The greatest one
-was in the Argonne Forest. This was a half-mountainous, woody country,
-much of which was covered with underbrush. The Germans had fortified
-it strongly. Besides their great cannon, they had filled the Argonne
-with nests of machine guns, placing them in gullies and behind trees,
-stumps, and rocks, for protection. Here too, they had their best
-fighting men.
-
-The battle started on September 26. This was the most bloody fighting
-of the war. Companies and regiments were cut off and lost for a time.
-The Germans were bound to hold the forest, and the Americans were
-bound to win it. Gradually the Germans were forced back, thousands
-were captured, and thousands more were killed. They could not stem the
-American tide. After many days of hard fighting in which the Americans
-proved themselves fully equal to the best shock troops of the German
-army, victory fell to the better army.
-
-[Sidenote: =Allied victories on all fronts=]
-
-The storm was just breaking loose on Germany. The combined navy of the
-Allies was choking out her life in spite of the submarines. The English
-in Asia were capturing the strongholds of the Turks, and the Italians
-now were gaining against the Austrians. Calamities came fast. Bulgaria,
-an ally of Germany, surrendered. Turkey followed. The hungry people of
-Germany began to plot revolution against their rulers, and the armies
-were retreating toward the Rhine.
-
-
-=249. The Kaiser Runs Away.= Seeing that his cause was lost, the German
-ruler, the Kaiser, gave up his throne and fled to Holland. The German
-generals agreed to an armistice November 11, 1918, by which they gave
-up much fighting material and moved back many miles across the Rhine
-into their own land.
-
-[Sidenote: =The bravery of ordinary men=]
-
-
-=250. American Soldiers in Battle.= The American doughboys were
-splendid fighters. The officers had to check the rash daring of their
-men, they did not need to urge them forward. The Americans were drilled
-in methods of attack rather than defense, from the start. A joking
-comment was made that it took only half as long to train American
-troops as it did others, because they only had to be taught to go one
-way.
-
-The ordinary American showed what courage lay behind the quiet round of
-his peace-time life. Our soldiers were clean and full of high spirits,
-and they were keyed to the most stubborn efforts by knowing that they
-were not fighting in a selfish cause. They "fraternized" famously with
-the French children of the villages.
-
-[Sidenote: =Work of the Peace Conference=]
-
-
-=251. The Treaty of Peace.= After the armistice, the nations which had
-won the victory planned to meet at Paris to make a treaty of peace.
-President Wilson went over to France to take part in this meeting.
-
-The men who made the peace treaty gave France her two states, Alsace
-and Lorraine, which Germany had taken in the war of 1870. They divided
-Austria into a number of separate states, giving to each kind of people
-its own government. They took land from Germany and Russia and created
-Poland. They also decided that Germany should pay Belgium and France
-for the destruction of property in those countries.
-
-[Sidenote: =Opinion favors a League=]
-
-[Sidenote: =Why the League was defeated=]
-
-
-=252. America and the League of Nations.= Included in the treaty was
-an agreement called the League of Nations. Its purpose was to combine
-all nations, great and small, in a covenant which would work for the
-peace of the world. The need of a league was urged by men of different
-parties in this country during the war. A great number of Americans
-were in favor of such a world agreement. This country had always been
-a peace-loving people, and had fought in the hope that this would be a
-war to end war. But after the armistice Europe remained more unsettled
-than anyone had expected. In spite of all the treaties, wars of various
-kinds continued in Europe. President Wilson toured the country speaking
-for the League, but met much opposition. The American people came to
-believe that under the League they would be too closely bound up with
-European affairs, which were now so disturbed.
-
-In 1920 the question of entering the League in its original form was
-widely debated. It was the chief point on which the presidential
-election turned, and the result was overwhelmingly against the League
-as it had been drawn up at Paris.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ This war was so great that it needed
-  the support of every American citizen. _2._ People at home had to
-  do without many things needed by the army and by the Allies. _3._
-  Nearly all the great powers of Europe were drawn into the war. _4._
-  Germany, contrary to treaty, invaded Belgium. _5._ The German navy
-  was quickly driven from the seas, and Germany was blockaded. _6._
-  The American government remained neutral, but most of its people
-  favored the Allies. _7._ Germany sank the _Lusitania_ and other
-  vessels illegally. _8._ President Wilson did not lead the nation
-  into war until the people were unitedly in favor of it. _9._ When
-  Germany declared that her submarines would obey no law, and the
-  United States entered the war. _10._ Congress voted billions of
-  dollars for war. _11._ A selective draft raised a great national
-  army. _12._ The part of the average man in this war stands out
-  more than that of famous leaders. _13._ This was a war of science,
-  and by far the greatest war in history. _14._ Pershing was given
-  command of the American army. _15._ When Russia withdrew from the
-  war Germany used her extra troops for a final great attack. _16._
-  Foch was put in command of all the Allied armies, and turned the
-  Germans back. _17._ The United States sent more than two million
-  men in all overseas. _18._ The peace treaty changed many boundary
-  lines. _19._ Americans wished to uphold world peace, but in the
-  election of 1920 defeated the League of Nations as it stood.
-
-  =Study Questions.= _1._ Name some of the things that were done in
-  American homes to win the war. _2._ Why did everyone wish to do
-  his part? _3._ Why was the United States so late in entering the
-  war? _4._ Make a list of the principal countries that took part
-  in the World War. _5._ What was the importance of the invasion of
-  Belgium? _6._ Give the story of the war at sea. _7._ What disputes
-  occurred between the United States and the different warring
-  countries before 1917? _8._ Tell briefly Wilson's life before he
-  became President. _9._ How did Germany's treatment of the United
-  States lead to war? _10._ How did the United States "mobilize" for
-  war? _11._ What means were used to raise a national army? _12._
-  What was done to take care of these millions of men? _13._ What did
-  the United States need most at the start? _14._ Why was this "a
-  war of science"? _15._ What training had Pershing had for his new
-  position? _16._ Tell some events of Pershing's boyhood. _17._ What
-  was the great danger in 1918? _18._ Give a number of reasons why
-  a supreme commander for the Allied armies was needed. _19._ What
-  action of General Pershing's reminds you of the boy, John Pershing?
-  Why? _20._ Tell about the battle of Château-Thierry; of St. Mihiel;
-  of the Argonne. _21._ What events led up to Germany's surrender?
-  _22._ Who in your opinion was the real hero of this war? _23._ What
-  did the Peace Conference do? _24._ Do you think we should enter a
-  world league of nations?
-
-  =Suggested Readings.= Rand McNally's _School Atlas of
-  Reconstruction_; Perry, _Our Navy in the War_, 170-175.
-
-
-
-
-WHERE THE AMERICAN PEOPLE AND THEIR CIVILIZATION CAME FROM
-
-
-
-
-INTRODUCTION
-
-
-[Sidenote: =First settlers from a built-up Europe=]
-
-
-=253. Why Boys and Girls Should Know about Europe.= In the part of the
-book just studied, you have become acquainted with men and women who
-have been great American leaders. Did you ever stop to think that the
-early settlers in this country, from whom most of our great men sprang,
-came from countries in Europe already built up? What the settlers gave
-to this country they got from people who had lived a long time ago.
-Therefore in many ways their habits and institutions were different
-from ours now. They had their own ways of living, their own schools,
-churches, and forms of government.
-
-[Sidenote: =The rulers=]
-
-In most European countries kings and queens ruled the people. Next to
-the king stood the lords, who were great men and owned acres and acres
-of land. They had their own soldiers and many servants to do their work
-and to wait on them.
-
-[Illustration:
-
-                                    _From an early 14th century psalter_
-
-SERFS OF THE MIDDLE AGES]
-
-[Sidenote: =The serfs=]
-
-Below the lords, who spent their time in war, in the chase, and in
-going to see play-battles, called mock-fights, were the common people.
-In some countries these people were not free, as you are, but lived in
-huts in small villages on the great man's land. They had to work on his
-land, and were only a little better off than slaves. These people were
-called serfs.
-
-In the few large cities there lived at that time rich merchants who
-traded in slaves, or went on long journeys to buy and sell their wares.
-In the cities, too, lived workers in wool, cotton, brass, iron, wood,
-and other materials. After a time the workers of a given class gathered
-into a sort of union called a guild, to protect themselves.
-
-[Sidenote: =The roots of our civilization=]
-
-But in neither country nor city did the common man have the many rights
-and privileges he has now-a-days in America.
-
-These people, so different from us, got their habits and their ways of
-doing things from still older nations in Asia, in Africa and in Europe.
-
-
-
-
-THE OLDEST NATIONS
-
-
-=254. Egypt, the Land of the Nile and the Pyramids.= Egypt has always
-been a land of curious things. It lies across the Mediterranean,
-southeast of Europe. It is a land of sunshine day after day. Were it
-not for the Nile River, it would be a part of the Great Sahara Desert.
-Every year for ages, the Nile has risen in a great flood and its waters
-have spread out over Egypt. In coming down from their mountain home
-these waters carry rich earth which they spread over a part of Egypt.
-The result is that Egypt, in an early day, became the garden spot for
-nations less favored.
-
-[Sidenote: =Egypt in Bible times=]
-
-Many of you can recall the Bible story of Joseph's brethren who were
-sent down into Egypt to buy corn because there was a famine in their
-land. Thanks to the Nile, there was plenty of corn in Egypt. The people
-of Egypt were among the first of the world's farmers and gardeners of
-which history has any record.
-
-[Sidenote: =Carrying the waters of the Nile to the land=]
-
-
-=255. Irrigation Systems of the Egyptians.= In a great many parts of
-western United States where little rain falls, how do farmers and
-gardeners get water for their plants? "Irrigation" is the word that
-tells the story. The Egyptians taught the people of the world how to
-save water for irrigation by building great dams in the Nile. This
-water they carried in ditches throughout the land so that the thirsty
-crops would have the moisture they needed for growing.
-
-[Sidenote: =The tombs of the kings=]
-
-
-=256. Egypt Ruled by Kings.= For several thousand years Egypt was ruled
-by kings. The most famous of these rulers was a great warrior called
-Rameses II. He built great tombs or monuments called "pyramids." These
-were built out of huge blocks of stone much larger than any now used in
-buildings. For many years he had the common man or the slave doing this
-work for him.
-
-[Illustration: THE PYRAMIDS OF GIZEH AND THE SPHINX]
-
-The Bible tells us about Moses, who became a great leader among the
-Israelites. The Israelites were slaves to the kings of Egypt. Moses led
-them forth from Egypt to escape the hard tasks of one of their kings.
-
-
-=257. What the Egyptians Gave to Other Nations.= Among the Egyptians
-there were great students for that early time. A few men among them
-studied the stars and learned about the movements of the heavenly
-bodies. In arithmetic they could count up to millions. They could weave
-cloth, cut jewels, and make most beautiful objects out of glass.
-
-[Sidenote: =Egyptian hieroglyphics=]
-
-But above all the Egyptians could write. Not as we do, of course, but
-they used letters, not rude pictures as seen in most early writings.
-Scholars have named the characters used in writing by Egyptians and
-other ancient peoples "hieroglyphics."
-
-
-=258. Babylon and Nineveh.= Asia, too, had early peoples. Perhaps some
-of them were older than the Egyptians. There lived in southwestern
-Asia, in the valleys of the Tigris and Euphrates rivers, two mighty
-nations whose chief cities were Babylon and Nineveh.
-
-[Sidenote: =The hanging gardens of Babylon=]
-
-Babylon on the Euphrates was a splendid city. It had great walls to
-protect it against enemy nations. Its hanging gardens were the wonders
-of the ancient world.
-
-To the north, on the banks of the Tigris, lay the great city of
-Nineveh. The fierce kings of Nineveh conquered many nations and forced
-them to pay tribute.
-
-In this region, nature furnished the kings no building stone such as
-was found in Egypt. But they made their homes and their palaces out of
-sun-dried brick. This soft material, as the years rolled on, fell into
-decay, and now men can find the ruins of these wonderful cities only by
-digging where they lay.
-
-[Sidenote: =How the Babylonians wrote=]
-
-The Babylonians did their writing upon bricks or clay tablets before
-they dried them. They had their own way of writing, using a sharp piece
-of metal for making wedged-shaped lines instead of letters. They used
-a sort of picture-writing too, making rude cuts of birds, animals,
-and man. On these clay tablets, buried centuries ago, we may read the
-stories of what they did and how they lived.
-
-
-=259. How Jews and Phoenicians Helped Mankind.= Along the eastern end
-of the Mediterranean lies Palestine, which was conquered by the Jews
-early in their history, and became their home. The Jews as a people
-interest us because they have given us our religious ideas. They have
-never been a warlike nation, but at times they could fight. David was
-one of their great kings, and Solomon another.
-
-During long years this people has held faithful and true to the idea
-of one God. Although the Jews were driven from Palestine and scattered
-among the nations of the world they have never given up their religion.
-They have always looked forward to the time when they might return to
-Jerusalem and set up a Jewish nation once more. As a result of the
-World War that time seems to have come.
-
-[Illustration: TYPES OF EARLY ALPHABETS]
-
-[Sidenote: =Phoenicians helped to advance learning=]
-
-The Phoenicians were akin to the Jews. They lived near the Jews on the
-Mediterranean and were a sea-going people, the traders of that early
-time. In their ships, driven by oar and sail, they braved the dangers
-of the Atlantic and reached Spain and England. To these people must
-be given the credit of carrying to the Greeks and Romans much of the
-learning of Egypt and Asia. To the Phoenicians also belongs the honor
-and fame of inventing an alphabet much like the one we have to-day,
-although with fewer letters.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ The first settlers in America came from
-  old and well-established countries in Europe. _2._ Their ways of
-  living were very different from ours. _3._ The classes of people
-  were very different from those we have. _4._ Egypt the oldest
-  nation. _5._ What the Nile does for Egypt. _6._ What Egypt taught
-  the world. _7._ Babylon and Nineveh, the early cities of Asia. _8._
-  How they differed from Egypt. _9._ How Egypt, Babylon, and Nineveh
-  recorded their deeds. _10._ What the Jews were noted for. _11._ Who
-  were great among them? _12._ How the World War has changed the hope
-  of some Jews. _13._ The Phoenicians were celebrated for carrying
-  trade and learning. _14._ They also invented the alphabet.
-
-  =Study Questions.= _1._ Name the different classes of people in
-  Europe. _2._ What would have happened if a great lord had carried
-  his people to America in an early day? _3._ Make a list of useful
-  things that the Egyptians knew. _4._ How do you imagine we know
-  about the ancient cities of Babylon and Nineveh? _5._ Why did they
-  use brick? _6._ Why is it better to use letters than pictures in
-  writing?
-
-  =Suggested Readings.= Dopp, _The Tree Dwellers_; _The Early
-  Cave-men_; _The Later Cave-men_; _The Early Sea People_; _Stories
-  of Ancient Peoples_; Ragozin, _A History of the World_, Vol. I.
-  Earliest Peoples; Retold from _St. Nicholas_, Stories of the
-  Ancient World, 3-52, 69-77, 92-124; Mace-Tanner, _Old Europe and
-  Young America_, 14-24.
-
-
-
-
-GREECE, THE LAND OF ART AND FREEDOM
-
-
-=260. Greece, a Beautiful Land.= Among the countries of the ancient
-world Greece was the one bright spot where men had the right to think
-and act for themselves.
-
-[Sidenote: =The geography of Greece=]
-
-Greece is a small peninsula in southeastern Europe cut up by many
-deep gulfs and bays and crossed by rugged mountains. The colors of
-its landscape have been thus described: "Against a deep blue sky,
-its bold hills and mountains, often powdered with snow, stand out in
-clear outline, and its fertile valleys please the eye with their green
-vineyards and groves of silver-gray olive trees."
-
-[Illustration: MOUNT OLYMPUS, IN GREEK MYTH THE HOME OF THE GODS]
-
-Greece is kissed by gentle winds of the Mediterranean Sea and has the
-warm, balmy climate that all the shores of this inland ocean have.
-
-[Sidenote: =Greek colonies=]
-
-
-=261. The Greeks of the Olden Times.= The Greeks were bold people and
-many of them went on long voyages in their small vessels. These voyages
-were not for plunder, but for trade and for planting colonies. Under
-the lead of some brave Greek they made their way to France, to Italy,
-to Africa, to Asia Minor, and to the shores of the Black Sea. Some of
-these colonies became rich and prospered greatly. There were so many
-Greeks living in southern Italy that it was called "Greater Greece." In
-the island of Sicily stood the largest and most splendidly built city
-in Greater Greece, called Syracuse.
-
-[Illustration: PART OF THE FRIEZE OF THE PARTHENON, THE GREAT ATHENIAN
-TEMPLE]
-
-[Sidenote: =An old Greek myth=]
-
-
-=262. The Brave Deeds of Ancient Greek Heroes.= The story of the Greek
-heroes was the invention of her early poets. The most famous of these
-heroes was Hercules, the most powerful man that ever lived, according
-to story. He performed twelve mighty labors, among them killing with
-his hands a big lion, and a terrible water serpent or snake which bore
-many heads.
-
-[Sidenote: =The blind singer of Greece=]
-
-
-=263. The Favorite Story of the Greeks.= The favorite tale of the old
-Greeks was the story of the capture of Troy. It was written by one of
-their poets, the blind Homer. He told how Paris, son of the king of
-Troy, stole Helen, the wife of the king of a Greek city called Sparta.
-Helen was said to be the most beautiful woman in the ancient world.
-
-The king of Sparta called upon all Greeks for help. From every city of
-Greece came bold warriors. The Trojans were great fighters, too. For
-nine years war was waged under the walls of Troy. The Greek leaders
-quarreled among themselves and the Trojans drove them to their ships.
-This united the Greeks, and their great leader Achilles, clad in new
-armor made for him by the god Vulcan, rushed forth and slew Hector,
-leader of the Trojans. There was great sorrow among the people of Troy,
-but they fought on.
-
-[Sidenote: =The fall of Troy=]
-
-Now Ulysses, another Greek of great fame, had built a huge wooden
-horse. The Greeks left the horse standing near the walls of Troy. Then
-they pretended to sail home. The Trojans drew the great wooden beast
-within the walls of the city. It was full of Greek warriors. They
-climbed out at dead of night and opened the gates. The Greeks rushed
-in, slew the Trojans, burned their city, and carried home the beautiful
-Helen to be queen of Sparta again. The ancient Greeks never tired of
-telling their children the wonderful story of these brave deeds.
-
-
-=264. Socrates, the Philosopher.= After ages had gone by the Greek
-nation still flourished, having improved in many ways, especially in
-art and in education.
-
-[Sidenote: =One of the world's greatest men=]
-
-One of the wisest of their great men was Socrates. Socrates was an ugly
-old man with a scolding wife. In spite of these drawbacks he stands out
-as one of the foremost teachers of the world. Socrates was truly a wise
-man, because he knew that the wisest man knows very little. He did not
-pretend to know things that he did not know.
-
-[Sidenote: =The method Socrates used=]
-
-Socrates taught, for the most part, by going among the people and
-asking them questions. Some people liked him, but some hated him
-because he asked questions that led persons on from one point to
-another until they saw their own mistakes.
-
-His enemies grew in numbers and brought false charges that Socrates had
-not respected the gods of the city.
-
-There came a day when he was called before the city's judges, who
-heard the charges against him. The judges decided that he must die by
-drinking a cup of poison. Some of the friends of Socrates found a way
-by which he could escape death. But the brave old Greek had faced death
-on the battlefield and was not afraid to die.
-
-[Illustration: PORCH OF THE CARYATIDES, ATHENS]
-
-[Sidenote: =The death of Socrates=]
-
-Socrates believed that the laws of the city should be obeyed even if
-they were unjust. He drank the fatal cup while telling his friends and
-followers of a life beyond the grave. It was a favorite doctrine of
-Socrates that men would live again after the body died.
-
-We know what Socrates taught from the writings of his most famous
-pupil, Plato. These _Dialogues_ of Plato's, in the form of question and
-answer, are among the greatest books ever written.
-
-[Sidenote: =A very learned man=]
-
-
-=265. Aristotle, the Scientist of Ancient Times.= Aristotle was one of
-the later Greeks. He was celebrated for his learning. He was called a
-"Scientist," for he was not simply a philosopher as Socrates and Plato
-were.
-
-[Sidenote: =Followed without question for ages=]
-
-Aristotle was indeed a wonderful man. He studied about every subject
-known to the ancients and won honors in all subjects; people for
-centuries and centuries after Aristotle's time accepted what he said
-and did not try very hard to study further. They thought that the giant
-mind of Aristotle had found out all there was to know.
-
-Aristotle studied animals and plants, putting them in different classes
-and finding out many of their characteristics. He also knew a great
-deal about music and his _Logic_ has been the great text book even down
-to modern times.
-
-[Sidenote: =One of the earliest geographers=]
-
-We have a special interest in Aristotle because in his studies in
-geography he taught that the world is round. From men who accepted
-Aristotle's teaching about the shape of the earth, Columbus, the
-discoverer of America, got his idea of sailing west to find eastern
-countries.
-
-
-=266. The Father of Alexander the Great.= Macedon was a country just
-north of Greece. Its great king was Philip, father of Alexander the
-Great. Philip was a brave king and had good soldiers. He taught them to
-form in bodies sixteen ranks deep and armed them with lances or spears
-fourteen feet long. A body of soldiers so formed and armed was called a
-Macedonian phalanx. "When the Macedonians leveled their long spears and
-advanced with steady step they bore down" the ranks of the enemy.
-
-[Illustration: ALEXANDER AT TWENTY]
-
-[Sidenote: =Alexander seeks to imitate the old Greek heroes=]
-
-With these soldiers Philip conquered Greece, but he ruled the Greeks
-kindly. He even employed one of them to give lessons to his young son.
-Aristotle was the teacher who opened to this young man all the learning
-of the Greeks. Alexander was a bright boy and learned quickly. Although
-not born a Greek, he admired their learning. He was fond of the blind
-poet Homer, and it was said could repeat his poems by heart.
-
-Achilles was his favorite among the Greek heroes, and he finally made
-himself believe that Achilles was one of his forefathers. At any rate
-he resolved to imitate his hero and to conquer cities more splendid
-than Troy.
-
-
-
-
-HOW THE GREEKS TAUGHT MEN TO BE FREE
-
-
-=267. Self-Government among the Greeks.= The Greeks were not many in
-number, if we compare them with modern nations. But we admire them
-because they were free and had the most democratic government in the
-ancient world.
-
-[Sidenote: =Greece a city-state=]
-
-They lived in little cities located in the valleys shut in by hills
-or mountains. Around their cities they built strong walls to shut out
-dangerous enemies. There were some benefits growing out of living in
-small cities. The people could know each other. The men could come
-together quickly and easily to talk of things needed for the good of
-the city. Only a small part of the men and women in a modern city can
-get together. These Greeks could know the best men for office, for they
-were their own neighbors. Now but a few men who want office can be
-known to all the voters in a city, and still fewer who want to run for
-governor or for president can be known by all the voters of a state or
-country.
-
-The most famous of the cities in ancient Greece were Athens and Sparta.
-Their history is well known to us because of the great deeds of their
-people. Another reason for remembering them is that the two cities
-were so very different, as we shall see.
-
-[Sidenote: =The Greeks their own rulers=]
-
-
-=268. The Government of the Cities.= At first, just as in the case of
-other nations, the Greeks had kings in all their cities. But unlike the
-other nations, the Greeks drove their kings out and made for themselves
-a kind of government called a republic. This was the best and wisest
-government for a people as intelligent as the Greeks. In a republic all
-the people, or a majority of them, take part in making and in carrying
-out the laws. This is the kind of government we have.
-
-But while a republican government is the best, it is also the hardest
-to run. It demands that each one of its citizens shall be educated so
-that he may be able to vote wisely.
-
-[Illustration: AN ATHENIAN SCHOOLBOY LEARNING TO PLAY THE LYRE
-
-_From an Athenian vase_]
-
-The Greeks had a hard time keeping their self-government. There were
-shrewd men among them who seized the power in the city and compelled
-the people to obey them. Such a man the Greeks called a "tyrant." A
-tyrant was either good or bad. He sometimes gave the people a better
-government than they had when they ruled themselves. But the Greeks
-were liberty-loving and liked to govern themselves even though their
-government was worse than a tyrant's government. So they generally
-drove out the tyrants and again set up a government under rulers of
-their own choosing.
-
-
-=269. The Two Rival Cities, Athens and Sparta.= The people of Athens
-were the most democratic in all Greece. The Spartans, on the other
-hand, were the most soldier-like of the Greeks. The Athenians loved
-new things while the Spartans liked old ways best. The Athenians made
-Athens the most beautiful city in the Old World. The Spartans cared
-nothing for beautiful things. They loved only things that were useful.
-
-All the citizens of Athens came together to make the laws. In the
-center of their city they met in their assembly, a semicircle of stone
-seats rising one above another. Here the men of Athens listened to
-their speakers. Each speaker placed a wreath upon his head before he
-began speaking.
-
-[Illustration: THE DISCUS THROWER]
-
-[Sidenote: =The public life of the Athenians=]
-
-Often there were exciting debates between great speakers called
-orators. They spoke eloquent words and sometimes stirred people deeply.
-The Athenians enjoyed these debates almost as much as they did their
-Greek plays.
-
-[Illustration: THE WRESTLERS]
-
-[Sidenote: =Athenian orators=]
-
-The people of Athens, because they made their laws after debating
-them in the assembly, placed emphasis on public speaking. All the
-citizens were taught how to speak in public and how to appear before
-the assembly. It was natural for the best orators to have the most
-influence. But the people were keen and quick to see the difference
-between orators who were interested only in winning applause and
-honor for themselves through their speeches and the ones who were true
-patriots and spoke for the good of the city.
-
-Yet while the people of Athens trained their citizens to make the laws
-they saw to it that their young men were trained to be good soldiers.
-Training began with the school boy. There were two schools, one called
-the music school and the other the wrestling school.
-
-[Sidenote: =The music school=]
-
-In the music school the Greek boys did not study music alone, but
-learned to read and write and do simple sums in arithmetic. More than
-this, their teachers wanted them to learn the poems written by blind
-Homer, their wonderful old poet. They learned to play and sing. A
-stringed instrument called a lyre was the favorite among the Greeks.
-
-[Sidenote: =The gymnasium=]
-
-In the wrestling school the boys learned to run, to jump, to dance, and
-especially to throw the javelin. At fifteen they attended the gymnasium
-where they were taught the more difficult athletic games. This led up
-to the next great event in the young man's life, his preparation for
-becoming a citizen.
-
-[Sidenote: =Soldier-citizens=]
-
-This important event came at the age of eighteen. It began with a great
-ceremony. The young men came into the assembly before all the men of
-the city. Here they were given a spear and shield. With their hands
-raised they took an oath never to bring shame upon the city nor to
-desert a companion in arms. They pledged themselves to give over the
-city of Athens to their children greater than when they had found it.
-
-After this ceremony was over, the young men marched away to be trained
-for two years more in the art of being soldiers. When they had reached
-their twentieth year, they returned to Athens to become citizens of
-the republic, to work for its good, and to enjoy the pleasures of that
-charming city.
-
-[Sidenote: =Character of Pericles=]
-
-
-=270. Pericles, the Wise Statesman.= Pericles lived in the "Golden
-Age of Athens." He was born nearly 500 years before Christ. He was
-trained in the same manner as any other boy in Athens. He became one
-of the first orators of Greece and his ability as a speaker gave him
-great power over his people. He became one of their leading officers.
-Pericles stood for the people and against those men of aristocratic
-ways who wanted the city ruled by the few.
-
-Cimon was the leader of the aristocracy. The people of Athens voted
-to banish him. But after a time Pericles had him brought back to
-Athens. This shows how very kind-hearted Pericles was toward his great
-political enemy.
-
-For thirty years Pericles was the most popular man in Athens. He ruled
-the people kindly and well during this time.
-
-It was Pericles who made Athens the City Beautiful. When you are older
-you may read all about the many wonderful buildings and monuments he
-erected.
-
-[Illustration: HEAD OF PERICLES
-
-_After the original in the British Museum_]
-
-The rule of Pericles had one bad result: He was so popular and had been
-the great man in the government so long that when he passed away there
-was no one who could take his place. The time in which he lived is
-often called the "Age of Pericles." After his death history handed his
-high ideas on to Rome and the rest of the world. No doubt these ideas
-influenced the great men of Rome.
-
-
-
-
-SPREAD OF GREEK CIVILIZATION
-
-
-[Sidenote: =The Greeks of Asia Minor=]
-
-
-=271. The Old Wars of the Greeks.= The once greatest enemies of
-the Greeks were the Persians, living in western Asia. The Persians
-conquered Asia Minor. Here on its coast the Greeks had planted many
-cities, and they naturally sent ships and soldiers to aid their kinsmen.
-
-[Illustration: AN ATHENIAN WAR GALLEY]
-
-[Sidenote: =The battle of Marathon=]
-
-The king of the Persians, Darius by name, whom we read about in the
-Bible, sailed with a great army across the sea to Greece. One hundred
-thousand Persians met ten thousand Greeks on the battlefield of
-Marathon. The Greeks won.
-
-The old folks and children among the Greeks waited for the news with
-breathless anxiety. The minutes grew into hours. At last they saw a
-runner coming. He was covered with dust. He had been on the battlefield
-and was running to tell the waiting people of the great victory. He
-dropped dead as he called out, "Victory!" He had run twenty-four miles!
-
-Both Europe and America have celebrated the victory at Marathon by
-naming one of their races in the great Olympic contest the Marathon
-race.
-
-[Sidenote: =Xerxes' forces=]
-
-Again, a new king, Xerxes, who reigned over Persia, decided to
-overthrow Greece. He gathered a vast host from forty-six tributary
-states. He also gathered a fleet greater than any Greece had.
-
-[Illustration: THE PERSIAN KING FLEEING IN THE BATTLE OF ISSUS]
-
-The city of Sparta gave three hundred brave soldiers. Their leader
-was Leonidas. The Persian army had to march along the narrow pass of
-Thermopylae that ran between high mountains and the sea. Here stood the
-brave Spartans. For two days Leonidas held the pass. Through a mountain
-road the Persians gained the rear of the Spartan army. But the Spartans
-did not retreat. Every Spartan fell fighting for his country. A noble
-example!
-
-[Sidenote: =The battle of Salamis=]
-
-The Greek warships met the Persians in the Bay of Salamis and overthrew
-them completely. Xerxes took his army and hastened back to Persia. Asia
-might be ruled by tyrants but the Greeks were bound to be free.
-
-
-=272. How Alexander Spread Greek Ideas.= But these wonderful deeds were
-not all the Greeks were to do. We have seen Alexander come to the head
-of the Greek Empire. He had a wonderful army and resolved to teach the
-Persians a lesson or two as well as to spread Greek ideas.
-
-[Sidenote: =The march of the Greeks=]
-
-Alexander's army was not large, but it was the best trained in the
-world. Think of the Macedonian phalanx! All the cities of Persia fell
-into his hands. Before he was thirty years old, southwestern Asia and
-Egypt recognized his rule. Alexandria, situated at the mouth of the
-Nile River, was founded by him. It became a center of Greek ideas and
-boasted the largest library in the Old World.
-
-
-=273. Why Alexander Failed.= Alexander's army made its way to India.
-But its great general, now only thirty-two, was drunk with power. He
-even permitted the people he conquered to worship him as a god. He
-loved the wine-cup too well and was stricken with a fever and died.
-
-There was no one to take his place, but much that was finest and best
-in Greek life remained to the world.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ Greece, a land of hills, mountains,
-  plains, bays, and gulfs. _2._ Greeks traded and planted colonies.
-  _3._ The deeds of Greek heroes. _4._ The great men of the newer
-  Greece. =5.= The reason why the Persians attacked the Greeks. =6.=
-  Marathon, Thermopylae, and Salamis. _7._ Alexander the Great, his
-  father, his education, his army, and his victories. =8.= Spread of
-  Greek ideas.
-
-  =Study Questions.= _1._ See map for the boundaries of "Greater
-  Greece." _2._ Name heroes among the ancient Greeks. Do you know
-  of any others? _3._ What was their favorite story? _4._ What was
-  the cause of the Trojan War? _5._ Who was Helen and for what was
-  she famous? _6._ Who was Socrates? Plato? Aristotle? _7._ How is
-  Aristotle connected with Columbus? _8._ Who were the Persians?
-  _9._ Why did they attack the Greeks? _10._ Name the great battles.
-  _11._ How was Alexander able to beat the Persians in their own
-  land? _12._ How did Alexander benefit the world in what he did?
-
-  =Suggested Readings.= Guerber. _The Story of the Greeks_; Hall,
-  _Life in Ancient Greece_, II, 166; Harding, _Stories of Greek Gods,
-  Heroes, and Men_; Tappan, _The Story of the Greek People_; Yonge,
-  _Young Folks' History of Greece_; Mace-Tanner, _Old Europe and
-  Young America_, 24-73; Hall, _Four Old Greeks_.
-
-
-
-
-WHEN ROME RULED THE WORLD
-
-
-=274. Rome, the Eternal City.= Italy looks like a big boot hanging from
-the Alps Mountains down into the Mediterranean Sea. "Sunny Italy,"
-people call it.
-
-[Sidenote: =An old Roman myth=]
-
-The ancient Romans all believed that their city, Rome, was founded by a
-hero called Romulus. He had a twin brother, Remus. A wicked uncle threw
-them while babies into a basket and set it adrift on the river Tiber.
-But the boys--so the story runs--were found by a she-wolf that nursed
-them until they became men, strong and cruel. With the aid of others as
-brave as himself, Romulus founded the city of Rome.
-
-[Sidenote: =How Rome was ruled=]
-
-
-=275. Rome Becomes a Republic.= Romulus was the first of six kings.
-The people drove out the sixth because he was cruel, and Rome became a
-republic. The republic was ruled by two men called "consuls," aided by
-the advice of great men called "senators." These senators were among
-the wisest men in the Old World.
-
-
-=276. Stories of Roman Heroes.= The people of Rome, like the Greeks,
-had their tales of what the bold heroes of olden times had done.
-
-[Sidenote: =Horatius saves Rome=]
-
-One of the most famous stories is about a hero named Horatius. The
-Romans sent for him to lead their soldiers against the last king, who
-was trying to get back the Roman throne. Bold Horatius took his stand
-on a narrow bridge leading across the Tiber to the city. Here he met
-the enemy, and defended the bridge with only his good sword until the
-Roman soldiers broke down the bridge behind him. When the bridge fell,
-he plunged into the fast rolling stream and swam ashore.
-
-[Illustration: THE PANTHEON, A ROMAN TEMPLE DEDICATED TO ALL THE GODS]
-
-[Sidenote: =The story of Cincinnatus=]
-
-The story that American boys and girls like best, perhaps, is one
-the Romans never tired of telling their children. It is about an old
-farmer-soldier named Cincinnatus. Rome's enemies were knocking at the
-very doors of the "Eternal City." The Romans called for Cincinnatus to
-head the army. They found him ploughing on his little farm. He left his
-plough and oxen in the field, took command of the Roman army, and by
-a night attack completely defeated the enemy. He was the most popular
-man in Rome and could have held any office in the government. But he
-returned to his plow as if nothing had happened.
-
-George Washington is often called the American Cincinnatus, for he,
-too, at the close of our Revolution, laid down his arms and went to
-live on his farm on the banks of the Potomac.
-
-[Sidenote: =How the common people gained new rights=]
-
-
-=277. The First Battle between Rich and Poor.= A fierce war between
-the rich and poor threatened to destroy the republic itself. The rich
-were selfish and thought they should have all the power. After a long
-struggle the poor gained some political rights by all moving to a
-sacred hill and beginning to build a rival city. The rich gave in and
-the poor in Rome had a right to choose a man who could raise his hand
-in the assembly and say: "I forbid," which he did by using the Latin
-word, "veto." This is where we get our word "veto."
-
-
-=278. The People Called Gauls Take Rome.= For many years the Romans
-quarreled among themselves. How could they defend Rome from the great
-bands of brave and fierce people who swarmed down from the North?
-These were the Gauls. They were very large men who dressed in skins of
-beasts. They defeated the Romans, burned their cities, and murdered the
-people.
-
-[Illustration: SAVAGE GAULS AND THEIR WEAPONS]
-
-[Sidenote: =Gauls become Romans=]
-
-After a time the Gauls lived among the Romans and finally became so
-mixed with them you could hardly tell them apart. They all became
-Romans, and Rome was then united and strong. The natural result was
-that Rome conquered all the other tribes or peoples living in Italy.
-
-
-
-
-HANNIBAL TRIES TO CONQUER ROME
-
-
-[Illustration: HANNIBAL'S ARMY CROSSING THE ALPS]
-
-[Sidenote: =A Phoenician colony=]
-
-
-=279. Carthage the Rival of Rome.= Just as Persia was the rival of
-Greece, so Carthage was the rival of Rome. Carthage had been settled
-by the Phoenicians, the traders of the ancient world. Carthage, the
-richest of their colonies, was just across the Mediterranean from Rome.
-In the days of her greatest power Carthage was said to have nearly a
-million people. Rome and Carthage quarreled about the island of Sicily,
-lying midway between them, and Rome was successful in driving her enemy
-out of the island. The great Carthaginian general, Hannibal, when only
-a boy took a solemn oath to carry on war with Rome without ceasing.
-When he later became a famous general he still remembered his oath
-against Rome. He gathered a mighty army from all Carthaginian colonies
-as well as from the homeland. Soldiers came from all parts of Spain
-and Gaul. From Africa came the finest body of cavalry in the world.
-The strangest part of the body was a long line of war elephants driven
-by their riders to trample down the Roman soldiers and to break their
-solid lines.
-
-[Illustration: ROMANS PLOWING THE GROUND WHERE CARTHAGE HAD STOOD]
-
-
-The army came together in Spain and marched over the mighty Alps into
-Italy. Their march was slow and hard. There were no roads at all
-through the mountains. The army was often attacked by people living in
-the mountains who hurled huge stones upon it.
-
-After five months the army finally reached the plains of Italy, though
-hundreds of brave soldiers had been lost.
-
-Rome was stirred to her depths. A great army was raised to meet the
-Carthaginians. But Rome had no general like Hannibal. For fifteen years
-he remained in Italy, defeating every general sent against him.
-
-[Sidenote: =How Hannibal made war=]
-
-Hannibal's greatest victory was on the field of Cannae. Rome raised a
-mighty army, 86,000 men. Hannibal had only 50,000, but he had faith
-in his veterans, especially in the African horsemen. He arranged his
-troops so that his center gave way easily. When the Romans thought
-victory near, Hannibal's heavy troops on each wing attacked them from
-both sides and his African horsemen struck them in the rear. The
-Romans lost in killed and wounded 70,000 men.
-
-The Romans hit upon the plan of sending an army to attack Carthage.
-Hannibal had to rush his troops home to save his beloved city. In the
-great battle of Zama Hannibal was defeated and Carthage fell.
-
-[Sidenote: =The fate of Carthage=]
-
-Rome would not permit a rival, so she wholly destroyed Carthage, her
-great fleets of ships, her hoards of money, her stores of goods and her
-great buildings. It is said that Romans sowed salt where Carthage once
-stood so that nothing might ever grow there.
-
-
-
-
-ROME CONQUERS THE WORLD BUT GROWS WICKED
-
-
-=280. How Rome Came to Win Victories.= The wars made great soldiers
-out of the Romans, who, now that they had trained generals, began to
-conquer all the nations about them. They invaded Macedonia, Greece,
-Asia, and Africa, destroying the mighty nations which had grown out of
-the work of Alexander the Great.
-
-[Sidenote: =How the Romans defeated the phalanx=]
-
-How do you suppose the Romans defeated the Macedonian phalanx? The
-Roman generals planned the battle with the Macedonians so that it
-always occurred in a forest or on rough broken ground where the phalanx
-could not stand in solid columns. With the phalanx already in disorder
-the Romans charged and defeated them easily.
-
-[Sidenote: =Roman slaves=]
-
-
-=281. The Effect on the Romans.= Long before the Romans began to
-conquer other nations they were a simple farmer-like people living by
-raising grain and horses and cattle and sheep. But as soon as they
-began to conquer other nations many of the Romans grew proud and
-haughty. A great many grew rich from what they took from the defeated
-nations. Hundreds of Romans who had been small farmers now lived on
-great farms. On these farms or plantations the work was done by slaves,
-who were prisoners taken in battle. Some of these slaves were rude men
-taken in wars against half-savage people. Others, like the Greeks,
-were well educated, and really knew more than their masters. Those who
-belonged to this class of slaves were treated kindly and often played
-the part of tutors to the children of their rich masters.
-
-
-=282. The Rich and Poor Quarrel Again.= The rich men oppressed the poor
-in many ways. A great many poor went to Rome to live because they found
-it hard to make a living on their little farms. Then, too, the great
-city was full of interesting doings. Besides, the city did not permit
-her poor to starve. Great shiploads of grain were brought from Egypt to
-feed them.
-
-[Sidenote: =The Gracchi=]
-
-In Rome at this time there lived two brothers called the Gracchi.
-They were both great orators and rose to high positions in Rome. They
-saw their city was in a bad way on account of the many poor that were
-flocking to it.
-
-The Gracchi tried to change this by taking away from the very rich
-landowners a part of their land and giving it to the poor. The Gracchi
-wanted to make farmers out of the poor. This plan roused the anger of
-the rich. They raised riots against the brothers and both men were
-killed. Rome never forgot the Gracchi, and even in our time they are
-looked upon as noble men laboring for the good of their country.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ What Italy looks like on the map. _2._
-  Romulus and Remus. _3._ The founding of Rome; the six kings.
-  _4._ A republic with "consuls" and "senators." _5._ The story
-  of Horatius; of Cincinnatus. Our Cincinnatus. _6._ The first
-  quarrel, and the removal to the second hill. _7._ The capture of
-  Rome by the Gauls; the Gauls become Romans. _8._ Rome and Carthage
-  rivals. _9._ Quarrel over Sicily. _10._ Hannibal takes a great
-  oath. _11._ Hannibal's army. _12._ How it reached Italy and how
-  long it remained. _13._ Hannibal's victory at Cannae. _14._ The
-  Romans invade Carthage and defeat Hannibal at Zama. _15._ How
-  Rome defeated the phalanx. _16._ Romans before conquests a simple
-  people. _17._ Effect on the Romans of conquering the world. _18._
-  Second great contest between rich and poor. _19._ The Gracchi to
-  the rescue. _20._ Death of the Gracchi and why they are remembered.
-
-  =Study Questions.= _1._ Why did the Romans believe the story of
-  Romulus and Remus? _2._ Tell the story of Horatius and Cincinnatus.
-  Which do you like best? _3._ Tell the origin of the word "veto."
-  _4._ Who was Hannibal and how could he stay so long in Italy with
-  his army? _5._ Who built Carthage? _6._ Describe the battle of
-  Cannae. _7._ Why did the Romans scatter salt over the ground where
-  Carthage stood? _8._ How did Rome overcome the Macedonian phalanx?
-  _9._ What bad effect did the world conquest have upon Rome? _10._
-  Tell the story of the Gracchi.
-
-  =Suggested Readings.= Tappan, _The Story of the Roman People_,
-  1-122; Yonge, _Young Folks' History of Rome_, 13-202; Harding, _The
-  City of the Seven Hills_, 7-165; Lang, _The Red Book of Heroes_,
-  43-94; Guerber, _The Story of the Romans_; Mace-Tanner, _Old Europe
-  and Young America_, 74-93.
-
-
-
-
-THE ROMAN REPUBLIC BECOMES THE ROMAN EMPIRE
-
-
-[Sidenote: =Conditions that favored Caesar=]
-
-
-=283. The Rise of Julius Caesar.= When a country is torn by quarrels
-between rich and poor, very often some great man rises, seizes the
-government, and rules the country himself. He may use the army in
-compelling all parties to submit quietly to his rule. So it was in Rome.
-
-Caesar was "tall and erect, with hooked nose, and piercing glance." He
-made the common people believe him to be their friend. They probably
-thought that he was another Gracchus.
-
-[Sidenote: =Governor of Gaul=]
-
-
-=284. Caesar Governor of Gaul.= Caesar was chosen consul, and then
-later made governor of Gaul. In Gaul the people were half savage and
-were constantly fighting.
-
-They made friends with Caesar because he helped them defeat the
-Germans. The Germans were carrying fire and sword into Gaul until
-Caesar put them to rout.
-
-[Sidenote: =War with the Gauls=]
-
-Caesar now decided that he must conquer all the country of the Gauls.
-He called for more of the Roman legions, such as had defeated the
-Macedonian phalanx. One after another the tribes of Gaul were overcome.
-Then suddenly, when Caesar least expected it, the Gauls rose as one
-man and defeated the Romans. But Caesar would not give up. He finally
-defeated the Gauls and sent their great leader a prisoner to Rome.
-
-
-=285. His Invasion of England.= The Britons were kinfolk of the Gauls
-and had sent them help in the fight against Caesar. The Britons were
-also half savage, and Caesar resolved to make them feel the power of
-Rome. But Caesar found the Britons ready for him when his ships tried
-to land his soldiers. The Britons, though bravely fighting for native
-land, were finally defeated.
-
-[Illustration: ROMAN REMAINS IN GREAT BRITAIN
-
-_The Lighthouse, Dover Castle_]
-
-Caesar made two invasions into England, but when his soldiers were
-needed at home, he withdrew.
-
-[Sidenote: =Trouble at home=]
-
-
-=286. He Crosses the Rubicon.= There were other great generals in Rome
-and they now became jealous of Caesar's many victories and of his
-popularity. They prepared to punish him. But Caesar was too quick for
-them. He marched his army rapidly into Italy until he reached a little
-stream called the Rubicon. To cross this stream meant war--victory or
-defeat. He stood awhile--so the story runs--in deep study. "The die is
-cast," said Caesar, and plunged into its waters.
-
-
-=287. Caesar the Ruler of Rome.= Caesar's enemies fled from Rome,
-so quickly did he come. He now held the great city in his hands. He
-followed his enemies and defeated them in a great battle. Other armies
-were raised against him, but he was the final victor. He sent a famous
-dispatch to Rome: "I came, I saw, I conquered." Julius Caesar was now
-master of the civilized world.
-
-[Illustration: JULIUS CAESAR]
-
-[Sidenote: =The plot against Caesar=]
-
-But in ruling the world Caesar had changed Rome from a republic into
-an empire. Many good Roman nobles could never forget that fact. Caesar
-planned to give Rome a good government. He was in many ways a wise
-ruler. Still many people could not forgive him. So those who believed
-Rome should still be a republic and others who were merely jealous of
-him, planned to kill him. As he came into the Senate Hall one day they
-stabbed him.
-
-But the death of Rome's greatest man did not set her free. Another and
-a worse tyrant ruled Rome.
-
-
-
-
-WHAT ROME GAVE TO THE WORLD
-
-
-[Sidenote: =How Rome ruled=]
-
-
-=288. Great Lawmakers and Governors.= Of all the ancient nations Rome
-was the most famous in establishing laws in regard to the ownership of
-property and in regard to the way men should act toward one another.
-
-Her consuls and senators were men skillful in planning laws not only
-for Rome but for the nations which she had conquered.
-
-[Sidenote: =The Colosseum=]
-
-
-=289. Romans Were Great Builders.= The buildings of Greece were
-beautiful but those of Rome were large and strong. The Colosseum, built
-as a place of entertainment for the people, was a gigantic affair
-seating 87,000 people. In this were held fights between gladiators, men
-trained to kill each other, and between men and wild beasts. The effect
-was to make the Romans lovers of such cruel sports.
-
-Other famous buildings put up by the Romans were the Forum and the
-Pantheon. You may see remains of these now in Rome. They are visited by
-hundreds of Americans every year.
-
-[Sidenote: =Roman roads=]
-
-The Romans also built wonderful roads in all parts of the empire for
-the use of armies and for travel and trade. Some of these roads are
-still used. They built strong bridges over the rivers and erected
-aqueducts in different parts of the empire. These Roman aqueducts
-brought good, pure water from the hills to supply the needs of the
-townspeople.
-
-[Illustration: ROMAN BRIDGE AND AQUEDUCT NEAR NIMES, FRANCE]
-
-
-=290. The Romans Gave a Literature to the World.= Not all Romans were
-educated. All boys and girls did not then go to school, as they do in
-America. Only the sons of the well-to-do could become educated.
-
-[Sidenote: =Classic Roman writers=]
-
-Rome became famous for her great writers. Even Julius Caesar found time
-to write the story of his war against the Gauls. High school boys and
-girls read Caesar's _Commentaries_. There was Vergil, a great poet, who
-told the story of how the Greeks beat the Trojans. Vergil made these
-Greek heroes the ancestors of the Romans. Horace was another of Rome's
-great poets. He amused the Romans "by his genial and quiet humor." But
-Cicero was the great orator of Rome. His voice went ringing down the
-senate halls as he challenged Catiline, who had plotted to overthrow
-the republic.
-
-
-=291. Rome Prepared the Way for the Spread of Christianity.= When Rome
-seemed sunk in wickedness there came out of Palestine the story of
-Jesus. His disciples were carrying the glad news everywhere over the
-empire. Paul, the most learned of these followers of Christ, carried
-the story to Greece and to Rome.
-
-[Sidenote: =Early Christian martyrs=]
-
-The emperors tried to stamp out the new religion, but the more they
-opposed the more it grew. Hundreds of Christians perished holding firm
-to the faith. Many were destroyed by wild beasts in the Colosseum
-before the eyes of thousands of Romans. But the new religion appealed
-to many, and especially to the poorer classes. The Emperor Constantine
-(305 A. D.) soon accepted the new religion and gave it protection. It
-then spread rapidly. Priests were sent into the villages to preach and
-to set up churches. Above the priest was a bishop in charge of all the
-churches in a district or province.
-
-The government of the new church was formed like that of the empire
-and became strong. Other religions were driven out. In time the many
-offices of the empire were in the hands of the priests or under their
-influence. Many years later these two governments of the church and the
-empire quarreled over their rights to rule the people.
-
-
-
-
-THE DOWNFALL OF ROME
-
-
-[Sidenote: =How the Teutonic tribes lived=]
-
-
-=292. The Coming of the Huns and Teutons.= North of the Alps, beyond
-the Danube and the Rhine, and between the North Sea and the Black Sea,
-was a vast region of wild lands. Here the German or Teutonic tribes
-had lived for hundreds of years. They had made little advance in ways
-of living. They still dwelt in poor villages. They loved to fight, or
-waste their time in idleness and feasts. They were noted for their
-love of liberty and pure family life. At the time of the invasions
-(4th century) they were learning to live in towns, to unite in
-confederations, and to be ruled by elected kings. They had so increased
-in numbers that more land was needed to afford them a living. This was
-the main cause of their moving south to the Roman frontiers.
-
-[Sidenote: =Gradual coming of the Germans=]
-
-For three hundred years the Germans were restless in their northern
-homes. But the Roman armies were strong enough to keep them beyond the
-Danube. Some had come over as soldiers in the Roman legions. By 330
-half the troops were German. Some of the more peaceful Germans were
-allowed to make settlements within the empire. Other Germans came in as
-slaves, but mainly to work on the farms.
-
-By the end of the fourth century after Christ the Romans had become too
-weak to keep the Germans back.
-
-[Illustration: THE COMING OF THE HUNS
-
-_From a print after the painting by Ulpiano Checa_]
-
-[Sidenote: =Battle of Chalons=]
-
-But the Germans were gentle compared with the fierce Huns from Asia
-who made the next great invasion into Europe. And under their terrible
-chief, Attila, they swept over Europe like firebrands, laying waste all
-they could not carry away. At last the Germans and the Romans united
-and defeated the Huns at Chalons (451). The Huns moved eastward, passed
-through northern Italy, and soon reëntered Asia. Europe was saved.
-
-
-=293. End of the Empire.= Other German tribes entered the empire,
-took possession of the lands, and even formed governments under their
-chiefs. In a quarrel over lands the German troops removed the Roman
-emperor and declared their chief, Odoacer, king (476). This marks the
-end of the Roman Empire and the rise of the kingdom of Italy, though
-the present United Kingdom, formed after centuries of division, among
-small, jealous city states, is only sixty years old.
-
-Other invasions went on for many years. Europe was in disorder and
-confusion for nearly four hundred years. It was a time of seeding, when
-the rough, brave, liberty-loving German peoples were intermarrying with
-the Greeks and Romans and learning from them the finer ways of living.
-From this fusion a new society was built on the ruins of the old, as
-shown in the nations of Italy, France, and Spain.
-
-
-
-
-THE ANGLES AND SAXONS IN GREAT BRITAIN
-
-
-=294. The Britons.= There were already two groups of people in these
-islands. Under the rule of the Romans one group, the Britons, had been
-weakened as fighters.
-
-[Sidenote: =Britons fight among themselves=]
-
-Rome called her legions out of Britain to fight the Germans. This left
-the Britons without good soldiers to keep order and the tribes began
-fighting one another. One tribe, the Britons proper, invited bands of
-Jutes from Denmark (449) to help them. After the Britons had forced
-back their enemies the Jutes refused to go away. They took possession
-of the land, making it their home.
-
-[Sidenote: =Where the name England came from=]
-
-
-=295. Coming of the Anglo-Saxons.= Other German tribes, chiefly the
-wild Angles and Saxons, now came over from Europe. The new tribes soon
-brought the Britons under their rule. They gave their names to the land
-they had taken--Angle land or England. The Angles and Saxons are the
-forefathers of the "English" people. The Britons who would not submit
-were driven into the lands to the west known as Wales, and became the
-"Welsh."
-
-
-=296. Rome Brings Christianity to the Germans.= When the western Roman
-Empire passed away in 476, the church remained the only strong central
-government in all that vast territory. It acted as a steady light
-when all about was dark and changing. Its priests came to be the only
-educated class, giving it great influence.
-
-[Sidenote: =Clovis, king of the Franks, converted=]
-
-Even before the invasions began, missionaries went among the German
-tribes on the frontiers to preach the religion of Christ. Many of the
-Germans had accepted the new religion either before or soon after
-entering Roman territory. Clovis, king of the Franks, was influenced by
-his Christian wife to accept the new religion. His army followed, and
-was baptized with its leader.
-
-[Sidenote: =England becomes Christian=]
-
-Missionaries under Augustine were sent from Rome to England. Through
-their earnest preaching and noble living the king of Kent and his
-followers accepted the new religion. A church was built at Canterbury.
-Others carried on the work until all England had accepted Christianity.
-Other missionaries went to the northern Germans, and many of these
-people became Christians.
-
-These early missionaries were mostly monks. Their homes (monasteries)
-were like small settlements among the people. They not only preached
-the new religion, but showed people better ways of farming and living.
-In their schools, they taught people to read and write.
-
-[Illustration: _After an engraving in Green's History of England_
-
-WORK COPYING MANUSCRIPT, 1200 A. D.]
-
-
-
-
-CHARLES THE GREAT, RULER OF THE FRANKS
-
-
-=297. Charlemagne.= While the Germans were still moving into the
-Roman Empire the Franks had set up a government under Clovis. They
-had become Christians and lived on friendly terms with the church.
-They grew strong and settled down to a more orderly and quiet way of
-living. Their first great king, Charles Martel, the Hammer, checked
-the invasion of the Mohammedans at Tours (732), and again Europe and
-Christianity were saved. But the greatest of all the leaders of the
-Franks was Charlemagne, the grandson of Charles Martel, for he was not
-only a great conqueror but a wise and able ruler.
-
-[Illustration: CHARLES THE GREAT AT THE SCHOOL OF THE PALACE]
-
-
-Charlemagne, or Charles the Great, was by far the most famous man of
-his time. He seemed to be a happy fusion of Germanic strength and Roman
-learning. He was tall and strong, with large, bright eyes, fair hair,
-and a face round and laughing. He exercised much, riding, hunting,
-and swimming. He liked the Frankish costume: "... next to his skin
-a linen shirt and linen breeches, and above these a tunic fringed
-with silk; while hose fastened by bands covered his lower limbs, and
-shoes his feet, and he shielded his shoulders and chest in winter by
-a close-fitting coat of otter or marten skin. Over all he cast a blue
-coat: always too he had a sword girt about him."
-
-[Sidenote: =Character of Charles=]
-
-[Sidenote: =The School of the Palace=]
-
-Charles ate and drank with care, never taking too much of either food
-or drink. During his meals his attendants entertained him with reading
-and music. He liked the stories and deeds of the olden time and the
-books of Augustine. He was a good speaker, easily understood. He loved
-learning, but had little education himself. He had the famous School
-of the Palace in his own home to educate his own children and those of
-the nobles. Wise teachers like Peter of Pisa, and Alcuin of England
-were brought to his court. He helped the priests in their study and
-in building schools. Charles loved the church and gave much to aid
-its educational and religious work. He really brought learning to the
-people.
-
-[Sidenote: =Charlemagne's wars=]
-
-Charles the Great was for three years ruler with his father (768-771),
-then sole ruler until 814. His kingdom was surrounded on all sides by
-fierce enemies. Most of his long rule was taken up in fighting the wild
-Germans to the north and east, the Arabs in Spain, or the Lombards and
-others to protect the church in Italy. He was a great warrior. Before
-his death he had brought most of western Europe under his rule.
-
-[Sidenote: =Crowned Emperor of Rome=]
-
-
-=298. The Crowning of Charlemagne.= So successful was he that it seemed
-the Roman Empire was again to live in the memories of men. God was
-surely with him. How simple it then seemed to bestow the symbol of
-divine blessing upon Charles! On Christmas day, 800, Charles was in
-Rome. And on that sacred day of the Christians he entered the great
-church and knelt in prayer before the altar. In that solemn moment
-the pope, as the messenger on earth of God, quietly stepped to where
-Charles was kneeling. Lifting the crown which he held in his hands, he
-placed it upon the head of the king of the Franks and proclaimed him
-Emperor of Rome (800). What glorious memories it must have brought to
-the thousands gathered there! In their joy they cried out: "Long life
-and victory to the mighty Charles, the great and pacific emperor of the
-Romans, crowned of God!"
-
-[Sidenote: =How he governed=]
-
-
-=299. The Ruler Charlemagne.= Charles was a great ruler as well as
-soldier. He divided his territory into districts over each of which
-a count ruled. An army officer cared for all military matters. At
-certain times inspectors passed over the several districts. These three
-officers reported directly to Charles and were checks on the conduct of
-each other.
-
-[Sidenote: =His just laws=]
-
-Some of the orders which he sent to his officers show how great and
-just a ruler he was. He orders that "all shall live entirely in
-accordance with God's precept, justly and under a just rule, and each
-one shall be admonished to live in harmony with his fellows." Let no
-one "do injury to the churches of God, or to the poor, or the widows,
-or the wards, or any Christian." He then lays down the rules of living
-for the clergy, nuns, bishops, and other church officers, that their
-lives may be holy and their influence good.
-
-He wanted to see justice done all over his kingdom--to the poor as well
-as to the rich. Wonderful stories, some true, have been woven about the
-name of the great emperor.
-
-[Sidenote: =Why his empire fell=]
-
-He built up a great empire, but it was too great to live long. There
-were too many races with different ways of living, and the provinces
-were too far apart. When the strength and wisdom of his hand and head
-passed away in death, the great empire began to crumble and fall apart.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPILS
-
-  =The Leading Facts.= _1._ Julius Caesar takes the popular side.
-  _2._ Governor of Gaul. _3._ Conquest of Gaul and the Germans. _4._
-  Caesar invades Britain. _5._ Crosses the Rubicon and becomes ruler
-  of the Roman Empire. _6._ Why he was assassinated. _7._ What Rome
-  gave to the world. _8._ Rome famous for its wonderful buildings
-  and roads. _9._ Her great literature. _10._ How Rome prepared the
-  way for Christianity. _11._ Coming of the Huns and Teutons marks
-  the downfall of Rome. _12._ The removal of the Roman emperor and
-  Odoacer made king. _13._ Anglo-Saxons in Britain. _14._ Rome takes
-  Christianity to the Germans. _15._ Charles the Great. _16._ The
-  Palace School. _17._ The crowning of Charlemagne.
-
-  =Study Questions.= _1._ Who was Julius Caesar? _2._ What did he
-  do to make people remember him? _3._ Why did good men join in
-  murdering him? _4._ Name the different things given to the world
-  by Rome? _5._ Explain how Rome helped Christianity. _6._ Who
-  were the Huns and the Teutons? _7._ Tell about the following in
-  Charlemagne's career: (1) The battle of Tours; (2) How Charlemagne
-  looked and dressed; (3) His Palace School; (4) How he ruled the
-  Franks; (5) How he was crowned; (6) Why his empire crumbled at his
-  death.
-
-  =Suggested Readings.= Tappan, _The Story of the Roman People_,
-  123-237; Harding, _The City of the Seven Hills_, 184-211; Yonge,
-  _Young Folks' History of Rome_, 229; Clarke, _The Story of Caesar_;
-  Guerber, _The Story of the Romans_.
-
-
-
-
-THE COMING OF THE NORTHMEN
-
-
-[Sidenote: =The vessels of the Northmen=]
-
-
-=300. The Vikings or Sea-Rovers.= The Northmen lived in the lands of
-Denmark, Norway, and Sweden. They lived on the inlets of the ocean,
-or viks, and were called "vikings." Their boats were long, and each
-one had a high prow with the head of a dragon or other fierce-looking
-animal upon it. They drove their vessels by sail or oar. Often there
-were as many as fifty rowers in a boat, their bright shields hanging
-over the sides. When the sun shone on them they looked like great
-moving lights. The Northmen were great sea-rovers and pirates.
-
-[Sidenote: =Movements of the Northmen=]
-
-In the eighth and ninth centuries these Northmen or Norsemen began
-moving out in great bands. Some overran the northern part of France and
-settled on the river Seine. They were called "Normans," and this region
-is now Normandy. Others sailed to the west and founded Iceland and
-Greenland. And their "sagas" or records tell us that Leif Ericson and
-his men even sailed as far as the coast of North America, although the
-settlements they made then did not prove to be lasting.
-
-[Illustration: THE LANDING OF LEIF ERICSON IN AMERICA]
-
-[Sidenote: =The conquest of England=]
-
-The Northmen, called Danes by the English, had made many attacks on
-the coasts of England. Now they came in armies to take the land for
-homes. As they were heathen they took the riches from the churches and
-slew the priests. They captured place after place, driving the English
-before them, until the greater part of England fell into their hands.
-Young Alfred, king of Wessex, finally forced them to stop. While he
-drove them back some distance, he could not make them leave England.
-
-
-
-
-ALFRED THE GREAT
-
-
-[Sidenote: =Childhood of Alfred=]
-
-
-=301. Alfred the Boy.= Alfred was born in 849. His mother was a good
-woman who gave much time and care to her children. Alfred learned
-early to read and to love books. A story is told of how Alfred won
-a beautiful book as a prize from his mother for learning to read it
-sooner than the other children. He spent much time in learning about
-wise men, in order to become wise himself.
-
-[Sidenote: =Alfred fights the Danes=]
-
-As he grew older he found other serious work to do. He aided his
-brother Ethelred, king of Wessex, to give battle to the Danes, who were
-moving south. In one battle Alfred led the English "with the rush of a
-wild boar," and defeated the Danes. Later the Danes drove them back and
-killed the English king. Alfred now became king of Wessex (871).
-
-[Sidenote: =The story of the cakes=]
-
-
-=302. Alfred as King.= Soon after Alfred became king his army was
-beaten and his men fled. With a little band of followers he hid in the
-marshes and there built a fort on an island. A story is told of how he
-was lost while wandering alone, and asked for shelter at the hut of a
-herdsman. The good wife told him to watch some cakes on the fire while
-she was busy. Alfred was bending his bow and arrows, and forgetting the
-cakes, let them burn. When she came back and saw the burnt cakes the
-good wife scolded the king.
-
-    "Can't you mind the cakes, man?
-    And don't you see them burn?
-    I'm bound you'll eat them fast enough,
-    As soon as 'tis the turn."
-
-Of course she did not know he was the king or she would not have
-scolded him.
-
-[Sidenote: =Makes a treaty with the Danes=]
-
-The next spring Alfred raised a large army, drove the Danes back, and
-forced them to make peace. By this treaty, and another later one, the
-Danes were given that part of England north and west of the river
-Thames. Alfred and his people ruled over the country south of them. The
-land of the Danes was called "Danelagh." They soon settled down to till
-the soil. Years later they became Christians and intermarried with the
-English.
-
-To protect England from other sea-rovers, Alfred now built many ships,
-and thus became the father of the English navy. The army was also
-made larger. Later, Vikings again reached the shores of England, but
-Alfred's navy beat them off. Peaceful times now gave Alfred a chance to
-help his people in other ways.
-
-[Illustration: STATUE OF ALFRED AT WINCHESTER]
-
-
-=303. What Alfred Did for England.= It is difficult to know what
-the law is if it is not written, and injustice is often done to the
-people. Alfred now began the work of collecting and changing the laws
-of England. It is interesting to know what he thought of his work, as
-shown in his writing: "I, Alfred, gathered these laws together, and
-commanded many of them to be written which our forefathers held, those
-which seemed to me good. And many of those which seemed to me not good,
-I rejected, and in other wise commanded them to be held. For I durst
-not venture to set down in writing much of my own, for it was unknown
-to me what if it would please those who should come after us."
-
-[Sidenote: =Advances learning=]
-
-In those far-away days learning and schools were found in monasteries
-and in the churches. When the Danes came they destroyed most of these
-buildings. The people, therefore, were growing up in ignorance. Alfred
-felt then, as we feel now, that the people should be educated. So he
-invited wise men from other countries to come to England to teach his
-people. He built many churches and monasteries, and set up schools
-where the people might go to learn. But there must be books for them to
-read.
-
-The learning of that day was mostly in Latin. Besides the priests and
-monks very few could read that language. "I wondered extremely," said
-Alfred, "that the good and wise men who were formerly all over England,
-and had perfectly learned all the books, did not wish to translate them
-into their own tongue."
-
-[Sidenote: =Translates Latin books into English=]
-
-He now began earnestly the work of making English books for his people.
-He translated a book containing a history of the world, and an account
-of two voyages to the north seas. He then put into English the famous
-book _Bede's History of England_. A book on religion by Pope Gregory
-the Great, and another of wise sayings, were soon after translated into
-English. In this way Alfred helped his people to learn to read, and to
-read good books. The English people have saved these works that their
-children for many generations to come might learn good things from
-them. Now, however, they must be translated into the English of our day
-before most of us can read them, for our language has changed greatly
-since Alfred's time.
-
-Alfred also helped his people to learn new trades, and to do their work
-better in those trades they already knew. He had skilled workers from
-other countries come to England to help his people.
-
-[Sidenote: =King Alfred's purpose=]
-
-Alfred was a true and good man. He loved his home and his people. He
-said: "To sum up all, it has ever been my desire to live worthily while
-I was alive, and after my death to leave to those that should come
-after me my memory in good works."
-
-[Sidenote: =His time well-ordered=]
-
-The daily life of the king was orderly. The twenty-four hours were
-divided into three parts; eight hours were given to the business of the
-people (governing), eight hours to study and prayer, and eight hours
-to exercise and rest. "As he had no clock, he measured out his time by
-burning candles, each of which lasted for four hours. In order that the
-candles might burn evenly and mark the time properly, he enclosed them
-in lanterns of thin horn" which he had invented.
-
-[Sidenote: =Alfred the Great=]
-
-Good King Alfred died in 901. A thousand years later the English raised
-a statue to him at Winchester. Because of his many good works he is
-called "Alfred the Great." He is one of the noblest men in all history.
-
-
-
-
-THE NORMAN CONQUEST
-
-
-[Illustration: _From an old print_
-
-ENGLISH ARCHERS]
-
-
-=304. England Conquered Many Times.= England had been conquered by the
-Romans, the Anglo-Saxons, and the Danes. Now she was conquered for the
-last time. The people who defeated her were the Normans of France. We
-have seen them come into France when the Normans scattered from their
-native lands in the north of Europe.
-
-After Alfred died several kings ruled in England. When Harold was
-chosen king, the Duke of Normandy claimed the throne of England. He
-made this claim on the ground that the former English king had promised
-it to him. The Duke of Normandy has always been called William the
-Conqueror. He was a stern man who knew how to rule and fight. To
-establish his claim to the English throne he gathered together an
-army, crossed the Channel, and landed at Senlac, near Hastings.
-
-[Illustration: ST. CUTHBERT, A NORMAN CATHEDRAL]
-
-
-=305. The Battle of Hastings (1066).= Harold had gathered his soldiers
-to resist the Normans. They fought bravely, as any good soldiers do
-when defending their native land. "All day long they stood stubbornly
-together on a hilltop and beat back every attack with their swords and
-axes." When Harold was wounded, his men still fought on. William of
-Normandy now thought of a trick. He ordered his soldiers to pretend
-to be beaten and to retreat. This they did. The English soldiers now
-rushed forward to follow on their heels and cut down as many as they
-could. What was their dismay to see the Normans turning around and
-cutting down the English! When night came the English army was no more.
-
-[Sidenote: =Character of the Normans=]
-
-England had staked all and had lost. Most of the country gave up.
-William was crowned king. He divided the land among his nobles, and
-England, which was democratic under the Anglo-Saxon became aristocratic
-under the rule of William. The Normans built the huge castles and
-cathedrals that dot the face of England. From their castles they lorded
-it over the Anglo-Saxon. But slowly this condition changed. After many
-years Normans and Anglo-Saxons commenced to grow friendly and their
-sons and daughters began to marry one another. The fusion of these
-two classes made the English people a more hardy and daring race than
-before.
-
-[Illustration: A NORMAN CASTLE BUILT IN 1078, NOW PART OF THE TOWER OF
-LONDON]
-
-[Sidenote: =How the Anglo-Saxons conquered the Normans=]
-
-The local institutions which had grown up under the Anglo-Saxons now
-began to appear again. And in time the Normans may be said to have
-been conquered by the Anglo-Saxons. The Anglo-Saxon way of doing
-things belonged to the shire, the county, and the township. The
-people were called together in the different districts and practiced
-self-government.
-
-
-
-
-THE STRUGGLE FOR THE GREAT CHARTER
-
-
-[Sidenote: =Lawlessness of the nobles=]
-
-
-=306. Henry II a Great Ruler.= Nearly a hundred years had gone by since
-William the Conqueror ruled England. There was great confusion in
-England. The Norman nobles were doing about as they pleased. They rode
-forth from their castles with their little armies and attacked each
-other, or attacked the citizens of a town, sometimes murdering them.
-
-Then Henry II, the grandson of William the Conqueror, came to the
-throne. He was like his ancestor in many ways. He could brook no
-opposition. He was short and powerfully built. "He had red hair, a bull
-neck, and bow legs." He was careless about his dress, but was a hard
-worker. He saw that England needed order first. He therefore first of
-all compelled the nobles to behave by destroying some of their castles
-and driving the soldiers, which they had hired, back to France.
-
-[Sidenote: =Trial by jury=]
-
-He changed the way of finding out whether or not a man was guilty.
-Instead of employing the "ordeal by fire," by water, or by battle, he
-sent judges around to different places. These judges called together
-sixteen good men who told them about those who they thought had broken
-the law. These men made up the Grand Jury.
-
-Twelve other men were selected to examine into all the facts of a given
-case before the man was condemned or set free. This way of "trying
-men by jury" was a great improvement over the old way. In these ways
-Henry II brought the evildoers in England, whether high or low, to obey
-the law or be severely punished. England was now once more an orderly
-country.
-
-[Sidenote: =John a worthless king=]
-
-
-=307. King John and the Pope.= The son of Henry II, John, was about the
-worst king that England ever had. John was bad; he would not keep a
-promise, was a great liar, was cruel, was cowardly, was a traitor and a
-tyrant.
-
-[Sidenote: =All the churches closed=]
-
-Ever since the days of William the Conqueror the kings of England had
-been the dukes of Normandy. In a war with the French king, John lost
-all of Normandy. The Pope named as Archbishop of Canterbury a man whom
-John opposed. The Pope and John quarreled. "The Pope closed every
-church in England. No bells rang to call the people to prayer or to
-service on the Sabbath. No priest could preach. The dead could not be
-buried; the living might not marry. Every church stood silent and grass
-grew about the doors."
-
-The Pope called on the king of France to take John's place, for in the
-eyes of the Pope John was no longer king of England. John turned about
-and begged for the Pope's mercy. He promised to submit to his will and
-to pay him a large amount of money each year.
-
-[Sidenote: =The barons revolt=]
-
-
-=308. John Compelled to Grant Magna Charta.= John was so cruel to his
-own people that the barons rose in revolt. Their forefathers had been
-free, and "why not we?" they asked. John only "laughed in his sleeve."
-But the barons meant business. They met in a meadow, called Runnymede,
-and summoned the king to face them. He came.
-
-[Sidenote: =The meeting at Runnymede=]
-
-It was a great scene. There stood the barons with their soldiers not
-far away. Their faces showed their anger and their decision to have
-their rights. The head of every house had his great banner which he
-had carried to victory on many a field of battle. But worse than all,
-there John saw the very Archbishop of Canterbury whom he had refused
-to permit to enter England. John was furious, but he could not help
-himself, for he heard the clanking of cold steel all around him.
-
-[Sidenote: =What the Great Charter meant=]
-
-The barons told him plainly that he must give all England a pledge to
-do right according to England's law. They told him that this promise
-must be signed by his own hand and on the signed paper he must place
-the royal seal. This great paper is called the Great Charter--"Magna
-Charta" (1215). Englishmen love it and have often shed their blood in
-defense of it.
-
-[Sidenote: =The Petition of Right=]
-
-For more than four hundred years this charter was the foundation of
-the rights of Englishmen. But they found in the charter only the old
-laws which had come down from good Edward the Confessor (1042-1066).
-In 1628 another English king, Charles I, was compelled by Parliament
-to sign another charter, called the "Petition of Right." In this new
-pledge to the English people they found nothing very new but mostly the
-old laws or principles contained in Magna Charta.
-
-[Sidenote: =The Bill of Rights=]
-
-When James II was driven from the throne by the English people they
-drew another charter, which King William signed (1689). This was called
-the "Bill of Rights." In this there were not many new things, but it
-contained mostly the principles of Magna Charta and the Petition of
-Right. Besides, this last charter contained several rules which made
-Parliament superior to the king.
-
-When the American people after their Revolution came to make a
-Constitution, they put in it many principles found in the English Bill
-of Rights. We ought to admire and love our Constitution because it
-contains ideas that have been tried out for more than ten centuries.
-
-
-SUGGESTIONS INTENDED TO HELP THE PUPIL
-
-  =The Leading Facts.= _1._ England almost ruined by the Danes. _2._
-  Alfred's youth. _3._ Alfred as king. _4._ What he did for his
-  people. _5._ The Norman conquest. _6._ Battle of Hastings. _7._
-  Norman nobles built castles and brought confusion to England after
-  William's time. _8._ The Normans and Anglo-Saxons mix. _9._ Henry
-  II a great king. _10._ Nobles forced to behave. _11._ Established
-  the Grand Jury and the jury to try cases. _12._ King John lost
-  Normandy and quarreled with the Pope. _13._ John submits to the
-  Pope. _14._ Barons at Runnymede force John to sign Magna Charta.
-  _15._ The Petition of Right, the Bill of Rights, and the American
-  Constitution.
-
-  =Study Questions.= _1._ Why did the Danes go to England? _2._ Tell
-  all the anecdotes about Alfred the Great. _3._ Prove that he was a
-  good man. _4._ Why did the Normans invade England? _5._ Tell the
-  story of Hastings. _6._ Explain the mixture of races in England.
-  _7._ How did the Anglo-Saxons conquer the Normans? _8._ Who was
-  Henry II, and what did he do? _9._ How did he prepare the way for
-  Magna Charta? _10._ Prove that John was a bad king. _11._ Tell
-  the story of Runnymede. _12._ Give the date of Magna Charta, the
-  Petition of Right, and the Bill of Rights. _13._ What do Americans
-  owe these charters?
-
-  =Suggested Readings.= Mowry, _First Steps in History of England_,
-  38-97; Tappan, _England's Story_, 24-93; Blaisdell, _Stories from
-  English History_, 27-77; Dickens, _A Child's History of England_,
-  18-24, 50-63, 89-110, 122-168; Guerber, _Story of the English_,
-  42-53, 73-84, 117-128; Yonge, _Young Folks' History of England_;
-  Mace-Tanner, _Old Europe and Young America_, 162-183.
-
-
-
-
-A PRONOUNCING INDEX
-
-
-Webster's New International Dictionary, the Century Cyclopedia of
-Names, and the Encyclopedia Americana have been used as authorities for
-spelling and pronunciation.
-
-  _Adirondack_ (ăd´ĭ-=rŏn´=dăk)
-  _Achilles_ (ă-=kĭl´=ēz)
-  _Aisne_ (ân)
-  _Alamo_ (=ä´=lä-mō)
-  _Alcuin_ (=ăl´=kwĭn)
-  _Algonquin_ (ăl-=gŏŋ´=kĭn)
-  _Allegheny_ (=ăl´=ē̍-gā´nĭ)
-  _Altamaha_ (ôl´t_ȧ_-m_ȧ_-=hô´=)
-  _Andes_ (=ăn´=dēz)
-  _Angles_ (=ăŋ´=g'lz)
-  _Annapolis_ (_ă_-=năp´=ō̍-lĭs)
-  _Antietam_ (ăn-=tē´=t_ă_m)
-  _Appalachian_ (ăp´_ȧ_-=lăch´=ĭ-_ă_n)
-  _Appomattox_ (ăp´ō̍-=măt´=_ŭ_ks)
-  _Argonne_ (är´=gō̍n´=)
-  _Aristotle_ (=ăr´=ĭs-tot'´l)
-  _Arizona_ (ăr´ĭ-=zō´=n_ȧ_)
-  _Arkansas_ (=är´=k_ă_n-sô´)
-  _Armenia_ (är-=mē´=ni-_ȧ_)
-  _Attila_ (ăt´ĭ-l_ȧ_)
-
-  _Babylon_ (băb´ ĭ-lŏn)
-  _Bahama_ (b_ȧ_-=hā´=m_ȧ_)
-  _Barcelona_ (bär´sē̍-=lō´=n_ȧ_ _or_ bär´thā̍-=lō´=nä)
-  _Bede_ (bēd)
-  _Birmingham_ (=bûr´=mĭng-_ă_m)
-  _Bon Homme Richard_ (bō̍´ =nō̍m´= rē´=shär´=)
-  _Boone_ (boo͞n)
-  _Boulton_ (=bōl´=t_ŭ_n)
-  _Breckinridge_ (=brĕk´=ĭn-rĭj)
-  _Bristol_ (=brĭs´=t_ŏ_l)
-  _Buchanan_ (b_ŭ_-=kăn´=_ă_n _or_ bū̍-=kăn´=_ă_n)
-  _Buena Vista_ (=bwā´=nä =vẽs´=tä)
-  _Burgoyne_ (bûr-=goin´=)
-
-  _Cabot, Sebastian_ (sē̍-=băs´=ch_ă_n =kăb´=_ŭ_t)
-  _Cadiz_ (=kā´=dĭz _or_ =kä´=thēth)
-  _Caesar_ (=sē´=z_ȧ_r)
-  _Cahokia_ (k_ȧ_-=hō´=kĭ-_ȧ_)
-  _Cairo_ (=kā´=rō)
-  _Calhoun_ (kăl-=hoo͞n´=)
-  _Canandaigua_ (kăn´_ă_n-=dā´=gw_ȧ_)
-  _Canaries_ (k_ȧ_-=nā´=rĭz)
-  _Cañon_ (=kăn´=y_ŭ_n)
-  _Cape Breton_ (=brĕt´=_ŭ_n)
-  _Carthage_ (=kär´=thā̍j)
-  _Cartier, Jacques_ (zhäk kär´=tyā´=)
-  _Catawba_ (k_ȧ_-=tô´=b_ȧ_)
-  _Cavite_ (kä-=vē´=tā)
-  _Cervera_ (thĕr-=vā´=rä)
-  _Chalons_ (shä´lôN)
-  _Champlain_ (shăm-=plān´=)
-  _Charlemagne_ (=shär´=lē̍-mān)
-  _Charles Martel_ (shȧrl or chärlz mär´=tel´=)
-  _Château-Thierry_ (shä-=tō´=tyĕ´=rē´=)
-  _Chattanooga_ (chăt´_ȧ_-=noo͞´=g_ȧ_)
-  _Cherokee_ (chĕr´ō-=kē´=)
-  _Chesapeake_ (=chĕs´=_ȧ_-pēk)
-  _Chickahominy_ (chĭk´_ȧ_-=hŏm´=ĭ-nĭ)
-  _Chickamauga_ (chĭk´_ȧ_-=mô´=g_ȧ_)
-  _Cicero_ (=sĭs´=ẽr-ō)
-  _Cimon_ (=sī´=mŏn)
-  _Cincinnati_ (sĭn´sĭ-=nȧt´=ĭ)
-  _Colorado_ (kŏl´ō̍-=rä´=dō)
-  _Concord_ (=kŏŋ´=kẽrd)
-  _Connecticut_ (k_ŏ_-=nĕt´=ĭ-k_ŭ_t)
-  _Constantinople_ (kŏn-stăn´tĭ-=nō´=p'l)
-  _Cornwallis_ (kôrn-=wŏl´=ĭs)
-  _Coronado_ (kō´rō̍-=nä´=thō)
-  _Cortés_ (kō̍r-=tās´=)
-  _Crèvecœur_ (krĕv´=kûr´=)
-
-  _Danelagh_ (=dān´=lâ)
-  _Darius_ (d_ȧ_-=rī´=_ŭ_s)
-  _Dewey_ (=dū´=ĭ)
-  _Diego_ (dē̍-=ā´=gō)
-  _Dinwiddie_ (dĭn-=wĭd´=ĭ _or_ =dĭn´=wĭd-ĭ)
-  _Duluth_ (doo͝-=loo͞th´=)
-  _Duquesne_ (doo͝-=kān´=)
-  _Duryea_ (=dṳr´=yȧ)
-
-  _Edison_ (=ĕd´=ĭ-s_ŭ_n)
-  _El Caney_ (ĕl =kä´=nā)
-  _Ericson_ (=ĕr´=ĭk-sȯn)
-  _Ethelred_ (=eth´=ĕl-rĕd)
-  _Eutaw Springs_ (=ū´=tô-)
-
-  _Faneuil_ (=fŭn´='l)
-  _Fannin_ (=făn´=ĭn)
-  _Farragut_ (=făr´=_ȧ_-gŭt)
-  _Foch_ (fōsh)
-  _Frontenac_ (=frŏn´=tē̍-năk _or_ frôN´tẽ-=nȧk´=)
-
-  _Gadsden_ (=gădz´=d_ĕ_n)
-  _Gama, da_ (dä =gä´=mä)
-  _Gaul_ (gôl)
-  _Geneva_ (jē̍-=nē´=v_ȧ_)
-  _Genoa_ (=jĕn´=ō̍-_ȧ_)
-  _Genoese_ (jĕn´ō̍-=ēz´= _or_-=ēs´=)
-  _Gettysburg_ (=gĕt´=ĭz-bûrg)
-  _Ghent_ (gĕnt)
-  _Gibault_ (zhē̍´=bō´=)
-  _Goethals_ (=gû´=tălz´)
-  _Goliad_ (gō´lĭ-=ăd´=)
-  _Gooch_ (goo͞ch)
-  _Gracchi_ (=grăk´=ī)
-  _Guam_ (gwäm)
-  _Guilford_ (=gĭl´=fẽrd)
-
-  _Haiti_ (=hā´=tĭ)
-  _Hannibal_ (hăn´ĭ-b_ă_l)
-  _Hawaiian Islands_ (hä-=wī´=y_ă_n)
-  _Hennepin_ (=hĕn´=ē̍-pĭn)
-  _Hercules_ (=hër´=kū-lēz)
-  _Herkimer_ (=hûr´=kĭ-mẽr)
-  _Hong-kong_ (=hŏng´=-=kŏng´=)
-  _Horatius_ (hō-=rā´=shĭ-ŭs)
-  _Houston_ (=hūs´=t_ŭ_n)
-  _Huguenot_ (=hū´=gẽ-nŏt)
-
-  _Iceland_ (=īs´=l_ă_nd)
-  _Indianapolis_ (ĭn´dĭ-_ă_n-=ăp´=ō̍-lĭs)
-  _Iroquois_ (ĭr´ō̍-=kwoi´=)
-  _Isthmus_ (=ĭs´=m_ŭ_s)
-
-  _Jamaica_ (j_ȧ_-=mā´=k_ȧ_)
-  _Joliet_ (zhō̍´=lyā´= _or_ =jō´=lĭ-ĕt)
-  _Jutes_ (joo͞tz)
-
-  _Kanawha_ (k_ȧ_-=nô´=w_ȧ_)
-  _Kaskaskia_ (kăs-=kăs´=kĭ-_ȧ_)
-  _Kieft_ (kēft)
-
-  _Labrador_ (lăb´r_ȧ_-=dôr´=)
-  _Lachine_ (l_ȧ_-=shēn´=)
-  _Lafayette, de_ (dẽ lä´fā̍-=yĕt´=)
-  _La Salle, de_ (dẽ lȧ =sȧl´=)
-  _Leiden_ (=lī´=d_ĕ_n)
-  _Leif Ericson_ (līf =ĕr´=ĭk-sȯn)
-  _Leonidas_ (lē̍-=ŏn´=ī-d_ȧ_s)
-  _Lisbon_ (=lĭz´=b_ŭ_n)
-  _Los Angeles_ (lōs =ăŋ´=gĕl-ĕs)
-  _Louisburg_ (=loo͞´=ĭs-bûrg)
-  _Luzerne_ (lū̍-=zûrn´=)
-
-  _McClellan_ (m_ȧ_-=klĕl´=_ă_n)
-  _McCrea_ (m_ȧ_-=krā´=)
-  _Macdonough_ (m_ȧ_k-=dŏn´=ō)
-  _Macedonia_ (măs´ē̍-=dō´=nĭ-_ȧ_)
-  _McGregor_ (m_ă_k-=grĕg´=ẽr)
-  _Mackinac_ (=măk´=ĭ-nô)
-  _McKinley_ (m_ȧ_-=kĭn´=lĭ)
-  _Magellan_ (m_ȧ_-=jĕl´=_ă_n)
-  _Magna Charta_ (=măg´=nă =kär´=tă)
-  _Manila_ (m_ȧ_-=nĭl´=_ȧ_)
-  _Manitou_ (=măn´=ĭ-too͞)
-  _Marathon_ (=măr´=_ȧ_-thŏn)
-  _Marianas_ (_Ladrones_) (mä´rē̍-=ä´=näs, l_ȧ_-=drōnz´=)
-  _Marne_ (märn)
-  _Marquette_ (=mär´==kĕt´=)
-  _Massachusetts_ (măs´_ȧ_-=choo͞´=sĕts)
-  _Massasoit_ (=măs´=_ȧ_-soit´)
-  _Matagorda_ (măt´_ȧ_-=gôr´=d_ȧ_)
-  _Maumee_ (mô-=mē´=)
-  _Mediterranean_ (mĕd´ĭ-tẽr-=ā´=nē̍-_ă_n)
-  _Memphis_ (=mĕm´=fĭs)
-  _Merrimac_ (=mĕr´=ĭ-măk)
-  _Milan_ (=mĭl´=_ă_n)
-  _Minneapolis_ (mĭn´ē̍-=ăp´=ō̍-lĭs)
-  _Minuit_ (=mĭn´=ū̍-ĭt)
-  _Missouri_ (mĭ-=soo͞´=rĭ)
-  _Mobile_ (mō̍-=bēl´=)
-  _Monmouth_ (=mŏn´=m_ŭ_th)
-  _Monongahela_ (mō̍-nŏŋ´g_ȧ_-=hē´=l_ȧ_)
-  _Montcalm_ (mŏnt-=käm´=)
-  _Monterey_ (mŏn´t_ĕ_-=rā´=)
-  _Montezuma_ (mŏn´tē̍-=zoo͞´=m_ȧ_)
-  _Monticello_ (mŏn´tē̍-=sĕl´=ō)
-  _Montpelier_ (mŏnt-=pē´=lĭ-ẽr)
-  _Moultrie_ (=mōl´=trĭ _or_ =moo͞´=trĭ)
-  _Munich_ (=mū´=nĭk)
-  _Muybridge_ (=moi´=brĭj)
-
-  _Nassau_ (=năs´=ô)
-  _Natchez_ (=năch´=ĕz)
-  _Newfoundland_ (=nū´=fŭnd-lănd´)
-  _New Orleans_ (nū =ôr´=lē̍-_ă_nz)
-  _Nez Percé_ (nā pẽr-=sā´=)
-  _Niagara_ (nī-=ăg´=_ȧ_-r_ȧ_)
-  _Ninevah_ (=nĭn´=ē̍-vĕ)
-  _Nolichucky_ (nŏl´ĭ-=chŭk´=ĭ)
-  _Normandy_ (=nôr´=m_ă_n-dĭ)
-
-  _Oberlin_ (=ō´=bẽr-lĭn)
-  _Oglethorpe_ (=ō´=g'l-thôrp)
-  _Oneida_ (ō̍-=nī´=d_ȧ_)
-  _Oregon_ (=ŏr´=ē̍-gŏn)
-  _Orinoco_ (ō´rĭ-=nō´=kō)
-  _Oriskany_ (ō̍-=rĭs´=k_ȧ_-nĭ)
-
-  _Palos_ (=pä´=lōs)
-  _Panama_ (păn´_ȧ_-=mä´=)
-  _Patagonia_ (păt´_ȧ_-=gō´=nĭ-_ȧ_)
-  _Penobscot_ (pē̍-=nŏb´=skŏt)
-  _Pensacola_ (pĕn´s_ȧ_-=kō´=l_ȧ_)
-  _Pericles_ (pĕr´ĭ-klēz)
-  _Peru_ (pē̍-=roo͞´=)
-  _Philadelphia_ (fĭl´_ȧ_-=dĕl´=fĭ-_ȧ_)
-  _Philippine Islands_ (=fĭl´=ĭ-pĭn-_or_-pēn-)
-  _Phoenician_ (fē̍-nĭsh´_ă_n)
-  _Pinzón_ (pēn-=thōn´=)
-  _Pisa_ (pē´sä)
-  _Pizarro_ (pĭ-=zär´=rō _or_ pē̍-thär´rō)
-  _Platte_ (plăt)
-  _Pocahontas_ (pō´k_ȧ_-=hŏn´=t_ȧ_s)
-  _Porto Rico_ (=pōr´=tō =rē´=kō)
-  _Portugal_ (=pōr´=tū̍͜-g_ă_l)
-  _Portuguese_ (=pō̍r´=tū̍͜-gēz)
-  _Potomac_ (pō̍-=tō´=m_ă_k)
-  _Poughkeepsie_ (pō̍-=kĭp´=sĭ)
-  _Powhatan_ (pou´h_ȧ_-=tăn´=)
-
-  _Raleigh_ (=rô´=lĭ)
-  _Rameses_ (=răm´=ē̍-sēz)
-  _Rapidan_ (răp´ĭ-=dăn´=)
-  _Rappahannock_ (răp´_ȧ_-=hăn´=_ŭ_k)
-  _Raritan_ (=răr´=ĭ-t_ă_n)
-  _Remus_ (=rē´=mŭs)
-  _Richelieu_ (rē´shẽ-=loo͞´=)
-  _Rio Grande_ (=rē´=ō =grän´=dā)
-  _Roanoke_ (rō´_ȧ_-=nōk´=)
-  _Rochambeau, de_ (dẽ rō̍´shäN´=bō´=)
-  _Rochelle_ (rō̍-=shĕl´=)
-  _Romulus_ (rŏm´ū-lŭs)
-  _Roosevelt_ (=rō´=zẽ-vĕlt)
-  _Rosecrans_ (=rō´=zē̍-krănz)
-
-  _Sacramento_ (săk´r_ȧ_-=mĕn´=tō)
-  _St. Louis_ (sā̍nt =loo͞´=ĭs _or_-=loo͞´=ĭ)
-  _St. Mihiel_ (săN´mē´=yel´=)
-  _Samoset_ (=săm´=ō̍-sĕt _or_ sȧ-=mŏs´=-ĕt)
-  _San Diego_ (săn dē̍-=ā´=gō)
-  _San Francisco_ (săn frăn-=sĭs´=kō)
-  _Sangamon_ (=săŋ´=g_ȧ_-mŏn)
-  _San Jacinto_ (săn j_ȧ_-=sĭn´=tō)
-  _San Joaquin_ (săn wä-=kēn´=)
-  _San Juan_ (săn =hwän´=)
-  _San Salvador_ (sän säl´vȧ-=dōr´=)
-  _Santa Ana_ (=sän´=tä =ä´=nä)
-  _Santa Maria_ (=sän´=t_ȧ_ m_ȧ_-=rē´=_ȧ_)
-  _Santiago_ (sän´tē̍-=ä´=gō)
-  _Savannah_ (s_ȧ_-=văn´=_ȧ_)
-  _Schenectady_ (sk_ĕ_-=nĕk´=t_ȧ_-dĭ)
-  _Schley_ (slī)
-  _Schuyler_ (=skī´=lẽr)
-  _Schuylkill_ (=skoo͞l´=kĭl)
-  _Seattle_ (sē̍-=ăt´='l)
-  _Seminole_ (=sĕm´=ĭ-nōl)
-  _Senlac_ (sĕn´lăk)
-  _Serapis_ (sē̍-=rā´=pĭs)
-  _Sevier_ (sē̍-=vēr´=)
-  _Shafter_ (=shȧf´=tẽr)
-  _Shawnee_ (shô´=nē´=)
-  _Shenandoah_ (shĕn´_ă_n-=dō´=_ȧ_)
-  _Sierra Nevada_ (sĭ-=ĕr´=_ȧ_ nē̍-=vä´=d_ȧ_)
-  _Sioux_ (soo͞)
-  _Sloat_ (slōt)
-  _Socrates_ (=sŏk´=r_ȧ_-tēz)
-  _Solway Firth_ (=sŏl´=wā-)
-  _Spokane_ (spō´=kăn´=)
-  _Spottsylvania_ (spŏt´sĭl-=vā´=nĭ-_ȧ_)
-  _Steuben, von_ (fō̍n =stū´=bĕn)
-  _Stuyvesant_ (=stī´=v_ĕ_-s_ă_nt)
-
-  _Tallapoosa_ (tăl´_ȧ_-=poo͞´=s_ȧ_)
-  _Tecumseh_ (tē̍-=kŭm´=sĕ)
-  _Terre Haute_ (=tĕr´=ẽ =hōt´=)
-  _Teutons_ (=tū´=tŏnz)
-  _Thames_ (thāmz)
-  _Thorvald_ (=tôr´=väld)
-  _Ticonderoga_ (tī-kŏn´dẽr-=ō´=g_ȧ_)
-  _Tippecanoe_ (tĭp´ē̍-k_ȧ_-=noo͞´=)
-
-  _Ulysses_ (ū̍-=lĭs´=ēz)
-
-  _Valparaiso_ (văl´p_ȧ_-=rī´=sō)
-  _Vancouver_ (văn-=koo͞´=vẽr)
-  _Van Rensselaer_ (văn =rĕn´=sẽ-lẽr)
-  _Venezuela_ (vĕn´ē̍-=zwē´=l_ȧ_)
-  _Venice_ (=vĕn´=ĭs)
-  _Vergil_ (vûr´jĭl)
-  _Vespucci, Amerigo_ (ä´mā̍-=rē´=gō vĕs-=poo͞t´=chē)
-  _Vikings_ (=vī´=kingz)
-  _Villa_ (=vē´=yȧ)
-  _Vincennes_ (vĭn-=sĕnz´=)
-
-  _Walla Walla_ (=wŏl´=_ȧ_ =wŏl´=_ȧ_)
-  _Watauga_ (w_ȧ_-=tô´=g_ȧ_)
-  _Weehawken_ (wē-=hô´=k_ĕ_n)
-  _Westminster_ (=wĕst´=mĭn-stẽr)
-  _Windsor_ (=wĭn´=zẽr)
-
-  _Xerxes_ (zûrk´zēz)
-
-  _Zuñi_ (=zoo͞´=nyē̍)
-
-
-
-
-THE INDEX
-
-
-  =Abolitionists=, 308-310, 318.
-
-  =Achilles=, 453, 456.
-
-  =Adams, John=, 131;
-    sent to First Continental Congress, 172;
-    at Second Continental Congress made Washington general of American troops, 131, 177;
-    appointed to help draw up Declaration of Independence, 232;
-    death, 238.
-
-  =Adams, Samuel=, 167-178;
-    portrait of, 167;
-    early turns to politics, 167;
-    leads movement against Stamp Act, 168;
-    forms "Sons of Liberty Society," 168;
-    opposes Tea Tax, 169;
-    writes Circular Letter, 169;
-    drives British out of Boston, 169;
-    and the Boston Tea Party, 129, 170, 171;
-    sends Paul Revere on his ride, 172;
-    goes to the First Continental Congress, 172;
-    forms companies of minutemen, 174;
-    goes to the Second Continental Congress, 177;
-    works for Declaration of Independence, 177;
-    made governor of Massachusetts, 178;
-    death, 178.
-
-  =Addams, Jane=, 412-413;
-    becomes interested in social service, 412;
-    portrait of, 412;
-    founds Hull House Social Settlement, 413.
-
-  ="Agamemnon," The=, 270.
-
-  =Agricultural development=, 374-376.
-
-  =Agriculture=, 416-421;
-    machinery used for, 418-419.
-
-  =Airplane=, 390-393;
-    uses of, 393, 397.
-
-  =Alamo=, capture of the, 279-281.
-
-  =Albany=, Fort Orange becomes, 90.
-
-  =Alexander the Great=, 455, 463, 469.
-
-  =Alfred the Great=, 484-488;
-    early life, 484-485;
-    king of Wessex, 485;
-    drives Danes back, 485;
-    begins to build fleet, 485-486;
-    re-makes the laws, 486;
-    advances learning, 486-487;
-    translations by, 487;
-    death, 488.
-
-  =Algonquin Indians=, 49-52.
-
-  ="Alliance," The=, 200-201.
-
-  =Alsace-Lorraine=, 442.
-
-  =Altamaha River=, colony on, 101-102.
-
-  =American Committee for the Relief of Belgium=, 431.
-
-  =American Red Cross Society=, 410-412.
-
-  =American River=, 289, 372.
-
-  =Amerigo Vespucci=, _see_ Vespucci, Amerigo.
-
-  =Anderson, Colonel=, 323.
-
-  =Anglo-Saxon tribes=, 478-479, 488.
-
-  =Annapolis=, founded, 70.
-
-  =Anthony, Susan B.=, 403-404;
-    portrait of, 403;
-    early life of, 403;
-    works for cause of woman's rights, 403-404;
-    death, 404.
-
-  =Anthracite=, 421-422.
-
-  =Antietam=, battle of, 338.
-
-  =Anti-saloon crusade=, 408.
-
-  =Appomattox Court House=, Lee's surrender at, 336.
-
-  =Argonne, battle of=, 441.
-
-  =Aristotle=, 454-455, 456.
-
-  ="Ark," The=, 69.
-
-  =Armada=, _see_ Spanish Armada.
-
-  =Arthur, President=, 346-347;
-    portrait of, 347.
-
-  =Ashland=, Clay's home, 295, 298.
-
-  =Athens=, 456, 457-460;
-    assembly of, 458;
-    orators of, 458-459;
-    schools of, 459;
-    training for citizenship in, 459-460;
-    in the "Age of Pericles," 460-461.
-
-  =Atlantic cable=, 268-271.
-
-  =Augusta=, settled, 102.
-
-  =Automobile=, 388-390.
-
-
-  =Babylonians=, 448-449.
-
-  =Ball, Mary=, mother of Washington, 115, 116.
-
-  =Baltimore=, colony of, 70.
-
-  =Baltimore, Lord=, _see_ Calvert, George _and_ Cecil.
-
-  =Baltimore and Ohio Railroad=, started, 263.
-
-  =Barlow, Captain=, 44.
-
-  =Barry, John=, 199-201;
-    early life of, 199;
-    portrait of, 199;
-    captain of the _Lexington_, 199;
-    on the Delaware, 199-200;
-    commands the _Alliance_, 200, 201;
-    first commodore of American navy, 201;
-    death, 201.
-
-  =Barton, Clara=, 409-412;
-    early life of, 409-410;
-    portrait of, 410;
-    goes to the battlefield, 410-411;
-    and the American Red Cross, 410-412;
-    goes to Armenia, 411;
-    in the Spanish-American War, 411.
-
-  "=Battle Hymn of the Republic=," 405, 406.
-
-  =Baxter=, 265.
-
-  =Belgium=, invasion of, 426-427;
-    American Committee for the Relief of, 431;
-    and the German Peace Treaty, 442.
-
-  =Bell, Alexander Graham=, invents telephone, 268.
-
-  =Benton=, Jessie, 285.
-
-  =Benton, Thomas H.=, 249, 253, 285.
-
-  "=Bill of Rights=," 493.
-
-  =Biplane=, 393.
-
-  =Birmingham, Alabama=, great coal and iron center, 423.
-
-  =Blackbeard the Pirate=, 72.
-
-  =Black Hawk War=, 317.
-
-  =Blockade of southern ports=, 324.
-
-  ="Bon Homme Richard," The=, 197, 198.
-
-  =Boone, Daniel=, 202-210;
-    early life of, 202-203;
-    crosses mountains, 203;
-    and the Indians, 204-209;
-    blazes famous "Wilderness Road," 205;
-    builds Fort Boonesboro, 206;
-    goes to Kentucky, 206;
-    at siege of Boonesboro, 208-209;
-    portrait of, 209;
-    moves to Missouri, 210;
-    death, 210.
-
-  =Boonesboro, Fort=, 206, 207, 208, 217.
-
-  =Booth, John Wilkes=, 327.
-
-  =Boston=, settled, 82;
-    British soldiers in, 129, 169, 172.
-
-  =Boston Port Bill=, 129, 172.
-
-  "=Boston Tea Party=," 162-163, 170-172.
-
-  =Boulton, Matthew=, inventor, 259.
-
-  =Bowie, Colonel=, 279.
-
-  =Braddock, General=, 123-124.
-
-  =Bradford, William=, 73, 76, 79, 81.
-
-  =Brandywine=, battle of the, 137.
-
-  =Breckenridge, John=, 322.
-
-  =Brewster, William=, 73.
-
-  =Bridgewater, Duke of=, 258.
-
-  =Britons=, 472, 478.
-
-  =Buchanan, President=, 270.
-
-  =Buckner, General=, 333.
-
-  =Buffalo=, herds of, 24.
-
-  =Bunker Hill=, battle of, 132, 176-177.
-
-  =Burgesses, House of=, 127, 159, 162, 167, 230, 231.
-
-  =Burgoyne, General=, 217;
-    compliments Morgan, 186.
-
-  =Burke, Edmund=, 162, 233.
-
-  =Bushnell, ----=, work on submarine, 394.
-
-
-  =Cabot, John=, 34-37;
-    born in Genoa, 34;
-    voyages of, 34-36;
-    statue of, 35;
-    seeks India and discovers Labrador, 35;
-    honored by king and people on return to England, 35, 36;
-    on second voyage, 36;
-    England claims large part of North America through discoveries of, 37.
-
-  =Caesar, Julius=, 471-473.
-
-  =Cahokia=, 220, 223.
-
-  =Calhoun, John C.=, 252, 297, 306-311;
-    early life of, 306;
-    portrait of, 307;
-    works hard for success of army in War of 1812, 307;
-    made Secretary of War, 307;
-    twice elected Vice-President, 307;
-    favors nullification, 308;
-    opposes Abolitionists, 308-309;
-    annexes Texas, 310;
-    opposes Compromise of 1850, 310;
-    death, 311.
-
-  =California=, conquest of, 288-289;
-    missionaries in, 291-292;
-    sends greatest number of volunteers to Spanish-American War, 356;
-    admitted as a state, 373;
-    an agricultural state, 375.
-
-  =Calvert, Cecil=, 69-70;
-    and the Indians, 69;
-    locates village of St. Marys, 69.
-
-  =Calvert, George=, 69;
-    prepares to found a colony for Catholics and Protestants, 69;
-    colony named after, 70.
-
-  =Camden=, battle of, 182.
-
-  =Campbell, Colonel=, 213, 214.
-
-  =Canada=, French in, 49-53, 106-114, 121.
-
-  =Cannae=, battle of, 468.
-
-  =Cape Breton Island=, 35.
-
-  =Cape of Good Hope=, rounded by Drake, 39.
-
-  =Carpenter's Hall=, 163, 173.
-
-  =Carroll, Charles=, 263.
-
-  =Carson, Kit=, 285, 286, 288.
-
-  =Cartier, Jacques=, takes possession of Montreal for France, 49.
-
-  =Carthage=, 467-469.
-
-  =Carver, John=, first Pilgrim governor, 73, 75, 78.
-
-  =Catholics=, 68, 69.
-
-  =Catiline=, 475.
-
-  =Cattle raising=, 419-421.
-
-  =Cavaliers=, settle in Virginia, 69.
-
-  =Cervera, Admiral=, 357.
-
-  =Chalons=, battle of, 477.
-
-  =Champlain, Lake=, discovered, 50.
-
-  =Champlain, Samuel de=, 49-53;
-    portrait of, 49;
-    founds Quebec, 49;
-    and Indians, 49-52;
-    discovers Lake Champlain, 50;
-    death, 53.
-
-  =Chancellorsville=, battle of, 338.
-
-  =Charlemagne=, 479-482;
-    grandson of Charles Martel, 479-480;
-    appearance, 480;
-    and the School of the Palace, 481;
-    crowned Emperor of Rome, 481;
-    methods of governing, 482;
-    fall of empire, 482.
-
-  =Charles I=, friend of Lord Baltimore, 69;
-    gives charter to Puritan colony, 81.
-
-  =Charles II=, and William Penn, 94;
-    gives Pennsylvania to Penn, 96.
-
-  =Charles Martel=, 479-480.
-
-  =Charles the Great=, _see_ Charlemagne.
-
-  =Charleston=, 101-102, 104;
-    surrenders to Cornwallis, 182.
-
-  =Charleston earthquake=, Red Cross Society relieves suffering caused by the, 411.
-
-  =Charleston Harbor=, 323.
-
-  =Château-Thierry=, battle of, 439.
-
-  =Cherokee Indians=, 104, 211, 277, 278.
-
-  =Chickamauga=, 335.
-
-  =Christianity=, rise of, 475;
-    becomes widespread, 478-479.
-
-  =Cicero=, 475.
-
-  =Cimon=, 461.
-
-  =Cincinnatus=, 465.
-
-  =Circular Letter=, Adams', 168-169, 173.
-
-  =Cities=, development of, in West, 376.
-
-  =Civil War=, 323-327, 337-341;
-    woman's part in the, 400-401, 404;
-    Clara Barton's part in the, 410.
-
-  =Clark, Captain William=, 239-244;
-    and Lewis sent to explore Louisiana Purchase, 239;
-    and Lewis and the Indians, 239-243;
-    portrait of, 240;
-    and Lewis cross Rocky Mountains, 240, 241;
-    with Lewis reaches Columbia River, 241;
-    with Lewis reaches the Pacific, 242;
-    and Lewis return to St. Louis, 242;
-    rewarded by Congress, 242;
-    appointed governor of Missouri Territory, 243.
-
-  =Clark, George Rogers=, 216-224, 236;
-    in Virginia, 216;
-    portrait of, 217;
-    becomes a leader in Kentucky, 217;
-    at Harrodsburg, 217;
-    receives aid from Patrick Henry to raise army, 218;
-    at old Vincennes, 218-224;
-    at Louisville, 218;
-    surprises Kaskaskia, 218-219;
-    builds the _Willing_, 220;
-    marches on Vincennes, 220-222;
-    retakes Vincennes, 223;
-    unrewarded, 224;
-    result of his work, 224;
-    death, 224.
-
-  "=Clark's Grant=," 224.
-
-  =Clay, Henry=, 294-300;
-    "mill boy of the Slashes," 294;
-    studies law, 295;
-    goes to Lexington, 295;
-    sent to United States Senate, 295;
-    speaker of House of Representatives, 296;
-    urges war in 1812, 296;
-    and the Treaty of Ghent, 296;
-    and the Missouri Compromise, 296;
-    and his Compromise Tariff Law, 297;
-    the "Pacificator," 297;
-    portrait of, 297;
-    retires to Ashland, 298;
-    and the Compromise of 1850, 298-299;
-    receives ovation from the people, 299;
-    death, 300.
-
-  ="Clermont," The=, first successful steamboat, 259-260.
-
-  =Clovis=, 479.
-
-  =Coal=, 421-422.
-
-  =Cold Harbor=, battle of, 336, 349.
-
-  =Cold storage of meat=, 421.
-
-  =Colorado, Grand Cañon of the=, 24.
-
-  ="Columbia," The=, 238.
-
-  =Columbia River=, discovered by Captain Gray, 238;
-    Lewis and Clark embark on, 242;
-    Fremont on, 286.
-
-  =Columbus, Christopher=, 2-16, 18, 31;
-    boyhood of, 2, 3;
-    goes to Lisbon, 4;
-    plans new route to India, 5;
-    unfairly treated by King of Portugal, 5;
-    seeks aid of Spain, 6;
-    begs bread for his son at monastery, 7;
-    portrait of, 8;
-    first voyage of, 9-13;
-    discovers the New World, 11;
-    names the natives Indians, 12;
-    honored on return to Spain, 13, 14, 15;
-    last voyages of, 15, 16;
-    death, 16;
-    effect in England of discoveries of, 34.
-
-  =Committees of Correspondence=, 232.
-
-  =Compromise of 1850=, 298, 300, 305, 310.
-
-  =Compromise Tariff Law=, 297.
-
-  =Concord=, battle of, 130, 175.
-
-  =Confederate States of America=, formed, 323;
-    capital of, 326;
-    war between Union and, 323-327.
-
-  =Congress=, 130, 134, 138, 141, 154, 155, 163, 232, 233;
-    First Continental, 172-174;
-    Second Continental, 177;
-    disputes in, 235;
-    Clay in, 296-300;
-    Webster in, 302;
-    Calhoun in, 306-307.
-
-  =Constantine=, Emperor of Rome, 475.
-
-  =Constitution of the United States=, 143, 144, 156, 157, 166, 493.
-
-  =Cooper, Peter=, 269.
-
-  =Corn-fed cattle=, 419-420.
-
-  =Corn Island=, 218;
-    Clark dies on, 224.
-
-  =Cornwallis, Lord=, 136, 137, 213;
-    Washington outwits, 139-140;
-    surrenders at Yorktown, 140;
-    gains victories, 182, 183;
-    Green turns tide against, 185;
-    pursues Morgan, 188;
-    at Guilford Court House, 189;
-    caught at Yorktown, 180;
-    orders Tarleton to catch Marion, 191.
-
-  =Coronado, Francisco=, 24;
-    searches for rich cities, 24;
-    discovers Grand Cañon of the Colorado, 24;
-    finds buffalo, 24;
-    returns home, 24.
-
-  =Cortés, Hernando=, 18-22, 23, 28, 37;
-    invades Mexico, 18;
-    sinks his ships, 18;
-    armor of, 19;
-    attacks the Indians, 20;
-    takes Mexican capital, 19, 20;
-    puts Montezuma to death, 21;
-    conquers Mexico, 21;
-    visits Spain, 21;
-    portrait of, 21;
-    shares Columbus' fate, 22.
-
-  =Cotton=, 227, 228;
-    fields and factories, 420-421.
-
-  =Cotton gin=, invention of, 227-228;
-    present-day machine built along lines of Whitney's, 416.
-
-  =Cotton-seed oil=, 417.
-
-  =Cowpens=, battle of the, 186, 188.
-
-  "=Cradle of Liberty=," 169.
-
-  =Creek Indians=, 104, 249.
-
-  =Crèvecœur=, Fort, 111.
-
-  "=Croatoan=," 46.
-
-  =Crockett, David=, 279, 282-283;
-    boyhood of, 282;
-    enlisted under Jackson, 282;
-    elected to Congress, 282;
-    fights for Texas at the Alamo, 282-283;
-    death, 283.
-
-  =Cuba=, discovered by Columbus, 13;
-    Spanish persecution in, 354-355;
-    United States at war with Spain in behalf of, 354-358;
-    made a republic, 358.
-
-  =Custis, Martha=, 126.
-
-  =Cuzco=, where Pizarro found fabulous riches, 23.
-
-
-  =Da Gama, Vasco=, rounds Africa, 28.
-
-  =Danes=, 484, 485, 486.
-
-  =Dare, Virginia=, first white child of English parents born in America, 45.
-
-  =Darius=, 461.
-
-  =Daughters of Liberty=, 400.
-
-  =Davis, Jefferson=, president of the Confederacy, 326, 336.
-
-  =Declaration of Independence=, Franklin appointed to help write, 155, 156;
-    made, 177, 178;
-    Samuel Adams worked hard for, 177;
-    Jefferson author of, 229, 232.
-
-  "=Declaration of Sentiments=," 402.
-
-  =Democratic party=, 322, 348, 351.
-
-  =Democratic-Republican party=, formed by Thomas Jefferson, 235.
-
-  =Depth bomb=, 397.
-
-  =De Soto, Hernando=, 24-28;
-    makes an expedition to Florida, 24-26;
-    welcomed at Cuba, 24;
-    portrait of, 25;
-    cruel to natives, 25;
-    fights way northward and inland, 25;
-    discovers Mississippi, 26-27;
-    marches far northward and westward, 27;
-    returns to the Mississippi and dies, 27.
-
-  ="Deutschland," The=, 397.
-
-  =Dewey, Admiral George=, 355;
-    portrait of, 355.
-
-  =Dictaphone=, 387-388.
-
-  =Diego=, son of Columbus, 6, 7.
-
-  =Dinwiddie, Governor=, 121.
-
-  =Dirigibles=, 391, 394.
-
-  "=Dogwood Papers=," 148.
-
-  =Dorchester Heights=, 133.
-
-  =Douglas, Stephen A.=, debates with Lincoln, 319-322;
-    nominated by northern Democrats, 322.
-
-  ="Dove," The=, 69.
-
-  =Drake, Sir Francis=, 37-42;
-    ruined by Spaniards, 37;
-    portrait of, 38;
-    returns to England with Spanish gold, 38;
-    on voyage around the world, 38-40;
-    captures Spanish treasure ships in Pacific, 39, 41, 43;
-    given title by Queen Elizabeth, 40;
-    takes command of fleet to fight Spain, 40;
-    destroys Spanish towns in Cuba, 41;
-    burns Spanish ships, 41;
-    and the Spanish Armada, 42;
-    takes Raleigh's colony home, 45.
-
-  ="Drake," The=, 196.
-
-  =Duquesne, Fort=, 122;
-    captured, 126.
-
-  =Duryea, Charles=, 389.
-
-  =Dutch=, explorations of the, 54-59;
-    establish trading posts, 56;
-    Indians and the, 56-57;
-    fur traders, 57-58;
-    settle New Netherland, 58-59;
-    governed by Stuyvesant, 88-90;
-    surrender to the English, 90-91;
-    manners and customs of the, 91-92.
-
-  =Dutch traders=, 56-59.
-
-  =Dutch West India Company=, 88.
-
-
-  "=Ebenezer=," German colony in Georgia,
-  102.
-
-  =Edison, Thomas A.=, 380-385, 387;
-    boyhood of, 380-381;
-    experiments in telegraphy, 381;
-    receives $40,000 for his inventions, 382;
-    portrait of, 382;
-    builds his first laboratory in Newark, 383;
-    builds a second laboratory at Menlo Park, 383;
-    invents microphone, megaphone, and phonograph, 383-384;
-    develops the electric light, 384-385;
-    and moving pictures, 385;
-    and the dictaphone, 387.
-
-  ="Edward," The=, 199.
-
-  ="Effingham," The=, 199.
-
-  =Egypt=, 446-448, 450;
-    and the Nile, 446-447;
-    irrigation in, 447;
-    and its kings, 447;
-    civilization in, 447-448;
-    Phoenicians spread learning of, 450.
-
-  =El Caney=, capture of, 356-357.
-
-  =Electricity=, Edison the wizard of, 383-385.
-
-  =Electric light=, developed by Edison, 384-385.
-
-  =Eliot, John=, preaches to the Indians, 83-84.
-
-  =Elizabeth, Queen of England=, knights Drake, 40;
-    favors Raleigh, 43, 44;
-    names colony of Virginia, 44.
-
-  =Emancipation Proclamation=, 326.
-
-  =England=, explorations made by, 34-47;
-    claims large part of North America, 37;
-    quarrel between Spain and, 37-42;
-    first permanent settlement in America by, 60-61.
-
-  =Ericson, Leif=, 1, 484.
-
-  =Ericson, Thorvald=, 1-2.
-
-  =Eric the Red=, 1.
-
-  =Erie, Lake=, battle of, 244-245.
-
-  =Erie Canal=, 262.
-
-  =Euphrates River=, 448.
-
-  =Eutaw Springs=, battle of, 189.
-
-  =Evans, Oliver=, 388.
-
-
-  =Fairfax, Lord=, 119, 122, 128;
-    friend of Washington, 120;
-    builds Greenway Court, 120;
-    makes Washington public surveyor, 120;
-    returns to England, 142.
-
-  =Fair Oaks=, battle of, 338.
-
-  =Faneuil Hall=, 169.
-
-  =Fannin, General=, 280.
-
-  =Farming=, _see_ Agriculture.
-
-  =Farragut, Captain David=, 325.
-
-  "=Father of Waters=," 112.
-
-  =Federalist party=, 235.
-
-  =Ferdinand and Isabella=, 6, 15.
-
-  =Ferguson, Colonel=, 213;
-    defeated at Kings Mountain, 213-214.
-
-  =Field, Cyrus W.=, 268-272;
-    early success of, 269;
-    becomes interested in telegraph lines, 269;
-    conceives idea of connecting Europe and America, 269;
-    aided by Peter Cooper and other wealthy men, 269;
-    success of invention of, 270;
-    portrait of, 270;
-    receives honors from many nations, 271;
-    death, 272.
-
-  =Fillmore, President=, 305.
-
-  =Fitch, John=, 257.
-
-  =Five Nations=, _see_ Iroquois.
-
-  =Fletcher, Grace=, 302.
-
-  =Florida=, De Leon takes possession of, 17;
-    De Soto's expedition to, 24-26.
-
-  =Flour mills=, 418.
-
-  =Foch, Ferdinand=, 437, 438, 439.
-
-  =Foote, Commodore=, 333.
-
-  =Forbes, General=, 126.
-
-  =Forts=, _see under_ names of forts.
-
-  =France=, aids Americans, 139;
-    discoverers and explorers of, 49-53;
-    missionaries of, 53, 106-114.
-
-  =Franciscan friars=, 300-302.
-
-  =Franklin, Benjamin=, 124, 147-157;
-    early life of, 147-151;
-    portrait of, 148;
-    in London, 150;
-    editor of _Pennsylvania Gazette_ in Philadelphia, 151;
-    founds three great institutions, 151;
-    invents stove, 151;
-    forms first fire department in America, 151;
-    author of _Poor Richard's Almanac_, 151-152;
-    clerk of Pennsylvania Assembly, 152;
-    postmaster-general, 152;
-    plans union of colonies, 153;
-    becomes famed as scientist, 153;
-    experiments with electricity, 153;
-    sent to England to defend colonies, 154;
-    appointed to help write Declaration of Independence, 155, 232;
-    secures French aid for America, 155;
-    helps make treaty of peace, 155;
-    helps make and signs Constitution, 156, 157;
-    death, 157.
-
-  =Franks=, 479.
-
-  =Fraunces' Tavern=, 140.
-
-  =Frederica=, 103.
-
-  =Fredericksburg=, battle of, 346.
-
-  =Fremont, John C.=, 283-290;
-    early life of, 284;
-    goes to South America, 284;
-    becomes a civil engineer, 284;
-    loves the wild life, 284;
-    portrait of, 285;
-    marries Jessie Benton, 285;
-    receives permission to explore South Pass, 285;
-    unfurls Stars and Stripes from summit of Fremonts Peak, 285;
-    seeks a more southerly route to Oregon and California, 285;
-    reaches Great Salt Lake, 286;
-    goes to Fort Vancouver, 286;
-    makes a circuit of the Great Basin and crosses mountains to California, 287;
-    third expedition of, 288;
-    in Mexican War, 288-289;
-    elected to United States Senate, 289;
-    fifth expedition of, 289;
-    first Republican candidate for president, 289;
-    major general in Civil War, 290;
-    governor of Arizona, 290;
-    death, 290.
-
-  =Fremonts Peak=, 285.
-
-  =French=, in North America, 49-53, 106-113.
-
-  =French allies=, in Revolutionary War, 139.
-
-  =French and Indian War=, 114, 121, 126, 130.
-
-  =French in Canada=, 121.
-
-  =Friends=, _see_ Quakers.
-
-  ="Friendship," The=, 194.
-
-  =Frontenac, Count=, sends Joliet and Marquette to find Mississippi, 53;
-    sends La Salle and Hennepin, 106;
-    "children of," 111.
-
-  =Frontenac, Fort=, 106, 107, 111.
-
-  =Fruit growing=, 375.
-
-  =Fugitive Slave Law=, 407.
-
-  =Fulton, Robert=, 257-264, 395;
-    portrait of, 258;
-    starts life as portrait painter, 258;
-    meets James Watt, 258;
-    becomes interested in driving power of steam, 258;
-    makes trial steamboat in France, 258;
-    builds the _Clermont_, 259;
-    wonderful success of invention of, 260, 261;
-    death, 261;
-    and the invention of the submarine, 395.
-
-  =Fur traders=, 56-58 106-107, 243-244.
-
-
-  =Gadsden, Christopher=, 173.
-
-  =Gage, General=, 130, 131, 183.
-
-  =Galena=, 332.
-
-  =Galveston flood=, Red Cross relieves suffering caused by the, 411.
-
-  =Gama, Vasco da=, _see_ Da Gama, Vasco.
-
-  =Garfield, James J.=, 345-347;
-    portrait of, 345.
-
-  =Gates, General=, 182.
-
-  =Gauls=, 466, 472, 475.
-
-  =George II=, grants charter to Oglethorpe, 101.
-
-  =George III=, 135, 136, 141, 158, 159, 173.
-
-  =Georgia=, founded, 101-103;
-    planters of, 103-104.
-
-  =Germanic tribes=, 476, 477, 478, 479, 481.
-
-  =Germany=, one of the Central Powers, 426;
-    protests against United States trading with Allies, 427;
-    lawless submarine policy of, 428, 430-431;
-    America enters the war against, 431;
-    makes last great attack, 437;
-    defeated on all fronts, 441;
-    accepts armistice, 442;
-    treaty of peace with, 442-443.
-
-  =Gettysburg=, battle of, 335, 338.
-
-  =Ghent=, _see_ Treaty of.
-
-  =Gibault=, Father, 220, 221.
-
-  =Gilbert, Sir Humphrey=, 43.
-
-  =Gist, Christopher=, 122.
-
-  =Goethals, George Washington=, 376-378;
-    portrait of, 376;
-    early life of, 377;
-    in Spanish-American War, 377;
-    in charge of construction of Panama Canal, 377-378;
-    appointed governor of Canal Zone, 377.
-
-  =Gold=, discovery and mining of, 289, 372-373, 375.
-
-  ="Golden Hind," The=, Drake's ship, 38, 39, 40.
-
-  =Gold Fleet, Spanish=, 41.
-
-  =Goliad=, massacre at, 280.
-
-  =Gooch, Daniel=, 271.
-
-  ="Good Man Richard," The=, 197-198.
-
-  =Gore, Christopher=, 311.
-
-  =Gracchi, the=, 470.
-
-  =Grain=, 417-419;
-    elevators for 418.
-
-  =Grant, Ulysses S.=, 325, 327, 331-337;
-    early life of, 331-332;
-    in Mexican War, 332;
-    promoted in the army, 333;
-    at Forts Henry and Donelson, 333;
-    portrait of, 333;
-    at Vicksburg, 334;
-    at Gettysburg, 335;
-    made commander of the Union armies, 336;
-    in the "Wilderness," 336;
-    Lee surrenders to, 336;
-    elected president, 337;
-    death, 337.
-
-  =Gray, Captain Robert=, the first to carry the Stars and Stripes around the world, 238;
-    discovers the Columbia River, 238.
-
-  =Gray, ----=, invents telephone, 268.
-
-  =Great Basin=, Fremont explores the, 287-288.
-
-  =Great Charter=, struggle for the, 490-493.
-
-  =Great Salt Lake=, 286.
-
-  =Greater Greece=, 451-452.
-
-  =Greece=, 450-463;
-    geography of, 450-451;
-    legendary heroes of, 452-453;
-    philosophers of, 453-455;
-    wins admiration of Philip of Macedon, 455;
-    government of, 456-460;
-    civilization of, 458-460;
-    in "Age of Pericles," 460-461;
-    defeats Persian kings, 461-463;
-    Alexander's conquests spread civilization of, 463.
-
-  =Green Bay=, 108.
-
-  =Greene, Mrs.=, 227-228.
-
-  =Greene, Nathanael=, 182-185, 188, 189, 190, 191;
-    portrait of, 182;
-    given command of army in South, 182;
-    goes to Boston and meets Washington, 184;
-    made one of Washington's generals, 184;
-    divides army, 184;
-    on great march, 188;
-    at Guilford Court House, 189;
-    drives British into Charleston, 189;
-    honored by his country, 189;
-    praises General Marion, 191.
-
-  =Greenland=, discovered by Northmen, 1, 484.
-
-  =Greenway Court=, 120-121, 125.
-
-  =Grenville, Sir Richard=, 44.
-
-  ="Griffin," The=, 108-109.
-
-  =Guam=, annexed by United States, 359.
-
-  =Guatemotzin=, statue of, 20.
-
-  =Guilds=, 446.
-
-  =Guilford Court House=, battle of, 189.
-
-
-  =Hale, Nathan=, 134, 179-182;
-    in college, 179;
-    statue of, 180;
-    joins Washington, 180;
-    captures British man-of-war, 180;
-    passes safely through British lines, 181;
-    captured, 181;
-    death, 181.
-
-  ="Half Moon," The=, 54, 55.
-
-  =Hamilton, Alexander=, 235.
-
-  =Hamilton, General=, 220, 222.
-
-  =Hancock, John=, 177, 233.
-
-  =Hanks, John=, 315, 316, 321.
-
-  =Hannibal=, 467-469.
-
-  =Harlem Heights=, 134.
-
-  =Harrison, Benjamin=, 142, 232, 349, 351.
-
-  =Harrison, William Henry=, 304, 319.
-
-  =Harrodsburg=, 217.
-
-  =Harvard Elm=, 132.
-
-  =Harvesting machines=, 418.
-
-  =Hastings=, battle of, 489.
-
-  =Hawaiian Islands=, annexed by United States, 356.
-
-  =Hawkins, Captain=, 37.
-
-  =Hayes, Lucy Webb=, 344.
-
-  =Hayes, Rutherford B.=, 342-344;
-    portrait of, 343.
-
-  =Hayne, Senator=, 303.
-
-  "=Hearts Content=," 271.
-
-  =Helen of Troy=, 452-453.
-
-  =Helm, Captain=, 220.
-
-  =Henderson, Richard=, 205.
-
-  =Hennepin=, a missionary, 106, 107, 110, 111.
-
-  =Henry, Patrick=, 129-130, 153, 158-167, 217, 230, 234;
-    portrait of, 158;
-    opposes Stamp Act, 159;
-    birth and parentage of, 160;
-    early failures of, 160;
-    orator of the Revolution, 160-167;
-    succeeds as a lawyer, 161;
-    first great speech of, 161;
-    elected to House of Burgesses, 161-162;
-    speaks against Stamp Act, 162;
-    sent to Continental Congress, 163;
-    offers resolutions for arming Virginia, 164;
-    defends his resolutions in great speech, 164-165;
-    in forefront of struggle with England, 166;
-    statue of, 166;
-    aids George Rogers Clark in raising an army, 217-218;
-    death, 166.
-
-  =Henry=, Prince of Portugal, 3.
-
-  =Henry II=, 490-491.
-
-  =Henry VII=, 35, 37.
-
-  =Henry VIII=, 37.
-
-  =Hercules=, 452.
-
-  =Hermitage, The=, 254.
-
-  =Hessians, The=, 135, 136.
-
-  =Hieroglyphics=, 448-449.
-
-  =Hobkirks Hill=, 189.
-
-  =Holland, John P.=, and the submarine, 395-397;
-    portrait of, 395.
-
-  =Homestead Law=, 373.
-
-  =Hooker=, 335.
-
-  =Hoover, Herbert=, 431-432.
-
-  =Horace=, 475.
-
-  =Horatius=, 464-465.
-
-  =Horseshoe Bend=, battle of, 249, 277.
-
-  =Houston, General Sam=, 277-281;
-    lives with Cherokees, 277;
-    in battle of Horseshoe Bend, 277;
-    portrait of, 278;
-    studies law, 278;
-    goes to Congress, 278;
-    governor of Tennessee, 278;
-    visits Washington, 279;
-    goes to Texas, 279;
-    in Texas War with Mexico, 279-281;
-    at battle of San Jacinto, 280-281;
-    elected first president of Texas, 281;
-    sent to United States Senate, 281;
-    death, 281.
-
-  =Howe, Elias=, 274-276.
-
-  =Howe, General=, 133, 134, 137, 181.
-
-  =Howe, Julia Ward=, 404-406;
-    early life of, 404-405;
-    writes "Battle Hymn of the Republic," 405;
-    and the Woman's Club, 405-406;
-    portrait of, 406.
-
-  =Howe, Samuel Gridley=, 405.
-
-  =Hudson, Henry=, 54-56;
-    discovers Hudson River, 54;
-    portrait of, 55;
-    cruel to Indians, 55;
-    seeks northwest passage, 55-56;
-    set adrift by sailors, 56.
-
-  =Hudson Bay Company=, 286.
-
-  =Hudson River=, 54-55.
-
-  =Hull House=, 413.
-
-  =Huns=, 476-477.
-
-  =Hydroplane=, 394.
-
-
-  =Iceland=, discovered by Northmen, 1.
-
-  =Illinois Indians=, 111.
-
-  =Illinois River=, 109, 110, 111.
-
-  =Inca=, captured by Pizarro, 23.
-
-  =Independence, Declaration of=, _see_ Declaration of Independence.
-
-  =India=, search for new route to, 2-16, 34-37;
-    Magellan first to reach, 31.
-
-  =Indian corn=, taken to England, 45;
-    best crop of the Pilgrims, 79.
-
-  =Indians=, first seen by white men, 12;
-    named by Columbus, 12;
-    Cortés and the Mexican, 18-21;
-    great city of the, 18-21;
-    cruelly treated by De Soto, 25;
-    welcomed Raleigh's sailors, 44;
-    Lane cruel to, 45;
-    hostile to English settlers, 45;
-    Champlain and the, 49-53;
-    Marquette loved by the, 53;
-    carried Champlain's remains to Mackinac, 53;
-    friendly to Hudson but repaid with cruelty, 55;
-    and the Dutch, 56-58, 59;
-    and the Jamestown Colony, 61-66;
-    friendly to Lord Baltimore, 69;
-    Pilgrims and, 76, 78-81, 84-85;
-    John Eliot and the, 83-84;
-    Penn's treaty with the, 98;
-    Oglethorpe made treaty with the, 103;
-    La Salle and the, 107, 110-112;
-    French trappers and, 113-114;
-    in French and Indian War, 114, 121-126;
-    war dance of the, 119;
-    Boone and the, 204-209;
-    fought with British in Revolutionary War, 207-209;
-    Sevier and the, 211-215;
-    Clark and the, 216, 217;
-    friendly to Lewis and Clark, 239-243;
-    missionaries among the, 243-244, 301;
-    Jackson and the, 247-249;
-    War of the Seminole, 252;
-    Houston and the, 277-278;
-    placed on reservations by U. S. government, 375;
-    _see also_ names of Indians.
-
-  =Indigo=, 104.
-
-  =Iron=, 422-423.
-
-  =Iroquois Indians=, 50, 52, 56, 107, 111, 112, 114.
-
-  =Irrigation=, 375, 446-447.
-
-  =Isabella, Queen of Spain=, 6, 8, 15.
-
-  =Italians=, 102.
-
-
-  =Jackson, Andrew=, 245-254, 282, 308;
-    early life of, 246-247;
-    taken prisoner by the English, 246;
-    lawyer before twenty, 247;
-    emigrates to Tennessee, 247;
-    made U. S. senator, 248;
-    in War of 1812, 248-252;
-    wins the name "Old Hickory," 249;
-    fights Indians, 249;
-    at battle of New Orleans, 250-252;
-    portrait of, 252;
-    twice elected president, 252;
-    and the United States Bank, 252-253;
-    and nullification, 254, 308;
-    death, 254.
-
-  =Jackson, General "Stonewall,"= 338.
-
-  =James I=, puts Raleigh to death, 47;
-    gives London Company a charter, 60;
-    makes Calvert, Baron of Baltimore, 69.
-
-  =Jamestown=, settled, 61;
-    life in the colony of, 60-66, 71-72.
-
-  =Jefferson, Thomas=, 229-238;
-    early life of, 229;
-    studies law, 230;
-    meets Patrick Henry, 230;
-    member of House of Burgesses, 231;
-    marries, 231;
-    and Committee of Correspondence, 232;
-    and the Declaration of Independence, 232-233;
-    governor of Virginia, 234;
-    minister to France, 234;
-    first Secretary of State, 235;
-    leader of the Democratic-Republican party, 235;
-    elected president, 235;
-    portrait of, 235;
-    purchases Louisiana, 236;
-    sends out Lewis and Clark Expedition, 237;
-    elected president second time, 237;
-    "Sage of Monticello," 238;
-    death, 238.
-
-  =Jenkins, C. Francis=, 385.
-
-  =Jews=, 447, 449.
-
-  =John, King of England=, 491-492.
-
-  =John II=, of Portugal, 5.
-
-  =Johnson, Andrew=, 328-329, 337;
-    portrait of, 328.
-
-  =Johnston, General Joseph E.=, 338, 340.
-
-  =Johnston, Sarah Bush=, stepmother of President Lincoln, 314.
-
-  =Joliet=, 53, 106, 112;
-    with Marquette sets out to find the Mississippi, 53;
-    sails down the Mississippi, 53;
-    death, 53.
-
-  =Jones, John Paul=, 194-198;
-    early life of, 194;
-    enters American navy, 195;
-    portrait of, 195;
-    shows his mettle in West Indies, 196;
-    sent to France, 196;
-    in Whitehaven, 196;
-    on English coast, 197;
-    captain of _Bon Homme Richard_, 197;
-    and the _Serapis_, 197-198;
-    great naval hero, 198.
-
-  =Jonesboro=, 247.
-
-  =Jutes=, 478.
-
-
-  =Kaiser, The German=, 430, 442.
-
-  =Kansas-Nebraska Bill=, 319-322.
-
-  =Kaskaskia=, Clark at, 218, 219, 223.
-
-  =Keith, Sir William=, 150.
-
-  =Kentucky=, Boone in, 204-210, 216.
-
-  =Kieft, Governor=, 59.
-
-  =King Philip=, Indian chief, 84-85.
-
-  =Kings Mountain=, battle of, 184, 213-214.
-
-  =Knox, General=, 201.
-
-  =Knoxville=, 215, 216.
-
-
-  =Labrador=, discovered by John Cabot, 35.
-
-  =Lachine=, 106.
-
-  =Lafayette, Marquis de=, 137, 139, 140, 189;
-    visits Washington after war, 142-143;
-    rewarded by Congress, 143.
-
-  =Lafayette Squadron=, 431.
-
-  =Lake Superior=, iron "ranges" of, 422.
-
-  =Lane, Ralph=, 44.
-
-  =La Salle, Robert Cavelier, Sieur de=, 106-113;
-    seeks Canada, 106;
-    builds Fort Frontenac, 106;
-    portrait of, 107;
-    returns to France for permission to explore Mississippi Valley, 107;
-    sets out for Mississippi, 107;
-    builds _Griffin_, 108-109;
-    builds Fort Crèvecœur, 111;
-    plans union of Indian tribes, 111;
-    journeys to mouth of Mississippi, 112;
-    takes possession for France, 112;
-    builds Fort St. Louis on Starved Rock, 112;
-    returns to France and brings over colony, 113;
-    killed by disappointed colonists, 113.
-
-  ="Lawrence," The=, Perry's flagship, 245.
-
-  =Lee, Henry=, "Light Horse Harry," 184.
-
-  =Lee, Richard Henry=, 130, 173, 177, 232.
-
-  =Lee, Robert E.=, 325, 326, 327, 335, 336, 337-341;
-    at West Point, 337;
-    wins fame and honor in Mexican War, 337;
-    in charge at West Point, 337;
-    in charge of Confederate army at Richmond, 338;
-    defeats McClellan, 338;
-    retreats from Maryland after battle of Antietam, 338;
-    at Fredericksburg and Chancellorsville, 338;
-    at Gettysburg, 338;
-    in the "Wilderness," 339;
-    plans to join Johnston, 340;
-    meets Sheridan, 340;
-    surrenders to Grant, 341;
-    president of Washington College, 341;
-    death, 341;
-    portrait of, 341.
-
-  =Leonidas=, 462.
-
-  =Lewis, Captain Meriwether=, 239-244;
-    portrait of, 239;
-    and Clark sent to explore Louisiana Purchase, 239;
-    and Clark and the Indians, 239-243;
-    and Clark cross Rocky Mountains, 240-241;
-    and Clark reach the Columbia River, 242;
-    and Clark reach the Pacific, 242;
-    and Clark return to St. Louis, 242;
-    rewarded by Congress, 242;
-    made governor of Louisiana Territory, 243.
-
-  =Lewis and Clark Expedition=, 237, 239.
-
-  =Lexington=, battle of, 130, 175.
-
-  ="Lexington," The=, 199.
-
-  =Lincoln, Abraham=, 313-329;
-    born in Kentucky backwoods, 313;
-    early life of, 313-317;
-    in Black Hawk War, 317;
-    goes to Illinois legislature, 318;
-    speaks for General Harrison and Henry Clay, 319;
-    goes to Congress, 319;
-    the champion against Douglas, 319;
-    in the U. S. Senate, 320;
-    debates between Douglas and, 320-322;
-    elected president, 322;
-    calls for troops, 323;
-    portrait of, 325;
-    issues Emancipation Proclamation, 326;
-    assassinated, 327;
-    and reconstruction, 328-329.
-
-  =Lincoln, General=, 182.
-
-  =Lincoln, Nancy Hanks=, 314.
-
-  =Livingston, Robert R.=, helps draw up Declaration of Independence, 232;
-    helps make Louisiana Purchase, 236;
-    aids Fulton, 258, 259.
-
-  =Locomotive invented=, 263.
-
-  =Loe, Thomas=, 92, 94.
-
-  =London Company=, formed, 60.
-
-  "=Lone Star Republic=," 281.
-
-  =Longstreet, William=, 257.
-
-  =Lookout Mountain=, battle of, 335.
-
-  =Los Angeles=, 376.
-
-  =Louisiana Purchase=, 236-238;
-    Lewis and Clark explore territory obtained by, 237, 239-244.
-
-  =Louisiana Purchase Exposition=, 237.
-
-  =Louisville=, 218.
-
-  ="Lusitania," The=, 428, 430.
-
-  ="Luzerne," The=, 201.
-
-
-  =McClellan, General=, and Lee, 325, 338;
-    at Antietam, 338.
-
-  =Mace, Samuel=, 46.
-
-  =Macedonian phalanx=, 455, 463, 469.
-
-  =McCormick, Cyrus H.=, 272-274.
-
-  =McKinley, William=, 352-359;
-    early life of, 352-353;
-    in the Civil War, 353;
-    becomes a successful lawyer, 353;
-    portrait of, 353;
-    in Congress, 354;
-    and the Spanish-American War, 354-359;
-    assassinated, 359.
-
-  =Madison, James=, 250, 296.
-
-  =Magellan, Ferdinand=, 28-31;
-    portrait of, 28;
-    first to sail around earth and prove it round, 28-31;
-    names, and is first to cross Pacific Ocean, 30;
-    visits the Philippines, 30;
-    killed defending his sailors, 31.
-
-  =Magellan, Strait of=, discovered, 30;
-    Drake sails through, 38.
-
-  "=Magna Charta=," _see_ Great Charter.
-
-  ="Maine," The=, 355.
-
-  =Manhattan Island=, trading posts established on, 56;
-    purchase of, 58.
-
-  =Manila=, bay, 355-356;
-    city of, 357.
-
-  =Manufactures=, 421-423.
-
-  =Marathon=, battle of, 461-462.
-
-  =Marconi=, invents wireless telegraphy, 268.
-
-  =Marianas=, 30.
-
-  =Marion, Francis=, 184, 189-192;
-    portrait of, 190;
-    the "Swamp Fox," 190, 191;
-    sets free one hundred and fifty prisoners, 191;
-    honored by friends, 192.
-
-  =Marne=, first battle of, 427;
-    second battle of, 438.
-
-  =Marquette, Father=, 53, 106, 112.
-
-  =Maryland=, 68-70.
-
-  =Massachusetts Bay=, Colony of, 82, 83.
-
-  =Massasoit=, Indian chief, 78, 79, 80, 84.
-
-  ="Mayflower," The=, 73-75, 77, 78, 80, 81.
-
-  =Meat packing=, 376, 419-421.
-
-  =Megaphone=, 275.
-
-  =Menlo Park=, Edison's laboratory at, 383, 385.
-
-  ="Merrimac," The=, 324-325.
-
-  =Mexican Indians=, 18-21.
-
-  =Mexico=, invaded and conquered by Cortés, 18-22;
-    mines of, 22;
-    war between Texas and, 279-283;
-    Fremont in the war with, 288-289;
-    war between United States and, 298, 310;
-    Grant in war with, 332;
-    Lee in war with, 337;
-    Pershing sent into, 430.
-
-  =Microphone=, 383.
-
-  "=Mill boy of the Slashes=," 294.
-
-  =Mims, Fort=, massacre at, 249.
-
-  =Mines and mining=, 375, 421-423.
-
-  =Minuit, Peter=, first governor of New Netherland, 58.
-
-  =Minutemen=, 174-175, 183.
-
-  =Missionaries=, 53, 106-114, 243.
-
-  =Missionary Ridge=, battle of, 335.
-
-  =Missions=, in the Southwest, 300-302.
-
-  =Mississippi River=, discovered by De Soto, 26, 27;
-    explored by Joliet and Marquette, 53;
-    La Salle reached mouth of, 112;
-    western boundary of United States, 224, 236.
-
-  =Mississippi Valley=, La Salle explores the, 107, 109-113.
-
-  =Missouri=, state of, 210, 238, 296.
-
-  =Missouri Compromise=, 296, 319.
-
-  =Missouri River=, Falls of the, 240.
-
-  =Mohave Desert=, 288.
-
-  "=Mohawks=," 171.
-
-  ="Monitor," The=, 324-325.
-
-  =Monoplane=, 392-393.
-
-  =Monmouth=, battle of, 138, 139.
-
-  =Monroe James=, 236, 307, 426.
-
-  =Monterey=, 289.
-
-  =Montezuma=, 20.
-
-  =Monticello=, home of Jefferson, 231, 232, 234, 237, 238.
-
-  =Moravians=, 102.
-
-  =Morgan, General=, 184, 185-189;
-    fights French and Indians, 185;
-    helps capture Burgoyne, 186;
-    complimented by Burgoyne, 186;
-    at battle of Cowpens, 186, 188;
-    portrait of, 186; joins Greene, 188;
-    last days of, 188-189.
-
-  =Morristown=, 137.
-
-  =Morse, Samuel F. B.=, 264-268;
-    interested in electricity, 264;
-    plans instrument, 265;
-    meets helper in Alfred Vail, 265;
-    gets government aid, 267;
-    portrait of, 267;
-    receives rewards and honors, 268;
-    death, 268.
-
-  =Moving pictures=, 385-386.
-
-  =Moultrie, Colonel=, 182.
-
-  =Mount Vernon=, 116, 119, 121, 123, 128, 129, 141, 142, 143, 145.
-
-  =Murfreesboro=, 335.
-
-  =Murray, Mrs.=, entertains Lord Howe, 133.
-
-
-  =Napoleon=, sells Louisiana Territory to the United States, 236.
-
-  =Nassau, Fort=, 56.
-
-  =Natick, Mass.=, 84.
-
-  =National Woman's Suffrage Association=, 403.
-
-  =Necessity, Fort=, 123.
-
-  =Negro slaves=, _see_ Slavery.
-
-  =Neutrality=, American in World War, 426, 427-429.
-
-  =New Amsterdam=, 58, 91, 92;
-    becomes New York, 90.
-
-  =New England=, Puritans in, 68, 81-86;
-    Pilgrims in, 73-81;
-    industries, manners, and customs of colonists in, 85-86.
-
-  =New France=, 52;
-    trappers, soldiers, and missionaries of, 113-114.
-
-  =New Netherland=, 88-90;
-    settlement of, 58-59;
-    industries, manners, and customs of, 91-92.
-
-  =New Orleans=, 236;
-    battle of, 250-252.
-
-  =Newport, Captain=, 60, 62.
-
-  =New York=, New Amsterdam becomes, 90;
-    William and Mary give representative assembly to, 90;
-    British in, 133;
-    Washington inaugurated in, 143-144.
-
-  =Nez Percé Indians=, 241, 243.
-
-  ="Niagara," The=, 245.
-
-  =Niagara River=, 108, 109.
-
-  =Nile River=, 446-447, 463.
-
-  ="Niña," The=, 10, 13.
-
-  =Ninevah=, 448.
-
-  "=Nolichucky Jack=," 212-216.
-
-  =Nolichucky River=, 212.
-
-  "=No-Man's-Land=," 203.
-
-  =Normans=, 483, 488-490.
-
-  =Northmen=, voyages of, 1-2;
-    in Iceland and Greenland, 1;
-    discover Vinland, 1;
-    wanderings of, 483, 484, 486.
-    _See also_ Normans _and_ Danes.
-
-  ="North River," The=, 260.
-
-  =Nullification=, and President Jackson, 254, 308;
-    Webster's great speech on, 303-304;
-    Calhoun favors, 307-308;
-    South Carolina and, 253-254, 308.
-
-
-  =Odoacer=, 477.
-
-  =Oglethorpe, James=, 100-103, 104;
-    friend of the unfortunate, 100;
-    portrait of, 101;
-    settles Georgia, 101-103;
-    death, 103.
-
-  "=Old Hickory=," 249.
-
-  =Old North Church=, 174.
-
-  =Old South Church=, 169, 171.
-
-  =Orange, Fort=, 56, 57, 90.
-
-  =Orange growing=, 375.
-
-  ="Oregon," The=, 377.
-
-  =Oregon Country=, Lewis and Clark Expedition sent to, 237, 243;
-    sought by fur traders and missionaries, 243-244;
-    United States and Great Britain occupy, 244;
-    northern boundary of the established, 244;
-    Benton speaks on the, 285.
-
-
-  ="Pacificator," The=, 297.
-
-  =Pacific Northwest=, 333.
-
-  =Pacific Ocean=, named by Magellan, 30.
-
-  =Pakenham, General=, 251.
-
-  =Palos=, 7, 9, 13, 15.
-
-  =Panama-California Exposition=, 378.
-
-  =Panama Canal=, 376-378.
-
-  =Panama-Pacific International Exposition=, 378.
-
-  =Paris=, son of the king of Troy, 452.
-
-  =Parker, ----=, 243.
-
-  =Parsons' Case, The=, 161-162.
-
-  =Patagonia=, 29, 38.
-
-  =Patroons, The=, 58-59, 89.
-
-  =Paul, John=, _see_ Jones, John Paul.
-
-  ="Pelican," The=, Drake's ship, 38.
-
-  =Penn, Admiral=, 93, 94, 95, 96.
-
-  =Penn, William=, 92-98;
-    becomes a Quaker, 93;
-    sent to Paris and Ireland, 93-94;
-    portrait of, 94;
-    King Charles and, 94;
-    founds Pennsylvania as home for Quakers, 95-98;
-    invites all persecuted people, 96;
-    founds Philadelphia, 97;
-    treaty with the Indians, 98;
-    death, 98.
-
-  =Penn's Woods=, 96.
-
-  =Pennsylvania=, founded, 95-96;
-    coal in, 421-422.
-
-  =Pennsylvania, University of=, founded, 151.
-
-  "=Pennsylvania Dutch=," 98.
-
-  "=Pennsylvania Gazette=," 151.
-
-  =Pericles=, 460-461.
-
-  =Perry, Oliver Hazard=, 244-245;
-    midshipman at fourteen, 244;
-    in war against Barbary States, 244;
-    ordered to Lake Erie, 244;
-    battle of Lake Erie, 244-245;
-    portrait of, 245;
-    highly honored, 245.
-
-  =Pershing, John J.=, sent to Mexico, 430;
-    heads American forces, 436;
-    portrait of, 436;
-    early life, 436-437;
-    lands in France, 437;
-    divides his troops among the Allies, 438-439;
-    defeats the Germans at Château-Thierry, 439;
-    wins battle of St. Mihiel, 439-440.
-
-  =Peru=, Pizarro in, 23.
-
-  =Petersburg=, siege of, 336.
-
-  "=Petition of Right=," 493.
-
-  =Philadelphia=, 137;
-    founded, 97;
-    British at, 138;
-    first Continental Congress at, 172;
-    Second Continental Congress at, 177.
-
-  =Philip=, _see_ King Philip.
-
-  =Philip of Macedon=, 455.
-
-  =Philippines=, Magellan visits, 30;
-    United States pays Spain for, 357.
-
-  =Phoenicians=, 449-450.
-
-  =Phonograph=, 384, 387.
-
-  =Pickett, General George E.=, 338.
-
-  =Pierce, President=, 269.
-
-  =Pilgrims, The=, 73-81;
-    seek Holland, 73;
-    land in America, 74-77;
-    and the Indians, 76, 78-81, 84-85;
-    settle at Plymouth, 77;
-    build homes in the forest, 77;
-    celebrate Thanksgiving, 80;
-    industries, manners, and customs of, 85-86.
-
-  ="Pinta," The=, 10, 11, 13, 14.
-
-  =Pinzón=, 7;
-    sails with Columbus, 10.
-
-  =Pitt, Fort=, 126, 218.
-
-  =Pitt, William=, 126, 154, 162, 233.
-
-  =Pittsburgh=, iron and steel center of America, 423.
-
-  =Pittsburg Landing=, 334-335, 380.
-
-  =Pizarro, Francisco=, 23-24;
-    marches army to Cuzco and finds vast wealth, 23;
-    killed by his men, 24.
-
-  =Planters=, industries, manners, and customs of the southern, 103-104.
-
-  =Plato=, 454.
-
-  =Plymouth=, landing place of the Pilgrims, 77;
-    colony of, 83.
-
-  =Plymouth Rock=, 77.
-
-  =Pocahontas=, 66-68;
-    rescues John Smith, 64;
-    carries corn to settlers, 64;
-    warns settlers of danger, 65;
-    marries John Rolfe, 66;
-    received as a princess in England, 67;
-    portrait of, 68;
-    death, 68.
-
-  =Ponce de Leon=, 17-18;
-    takes possession of Florida, 17;
-    death, 18.
-
-  "=Pony express=," 373.
-
-  "=Poor Richard's Almanac=," 151, 152, 197.
-
-  =Pope, General=, 338.
-
-  =Portland=, 376.
-
-  =Porto Rico=, annexed by United States, 357.
-
-  =Port Royal=, founded, 49.
-
-  =Potato, white=, taken to England, 45.
-
-  =Powhatan=, famous Indian chief, 63, 64, 65, 67.
-
-  =Prescott, Colonel=, 176.
-
-  =Princeton=, 136.
-
-  =Protestants=, 68, 69, 102.
-
-  "=Puffing Billy=," 263.
-
-  =Puritans=, 68, 70, 81-83, 85;
-    in England, 81;
-    seek America, 81;
-    at Salem, 81;
-    found Boston, 82, 83;
-    found colony of Massachusetts, 92.
-
-  =Put-In-Bay=, 244.
-
-
-  =Quakers=, 92-100;
-    called themselves Society of Friends, 99.
-
-  =Quebec=, founded, 49;
-    fall of, 114;
-    expedition against, 126.
-
-
-  =Railroads=, 263-264, 373.
-
-  =Raleigh, Sir Walter=, 42-47;
-    Drake carries back to England colony of, 41;
-    as student, soldier, seaman, 42-43;
-    plants colonies in America, 43-46;
-    portrait of, 44;
-    wins favor with Queen Elizabeth, 44;
-    put to death, 47.
-
-  ="Raleigh," The=, 200.
-
-  =Rameses II=, 447.
-
-  ="Ranger," The=, 196, 197.
-
-  ="Ranges" of Lake Superior=, 422.
-
-  =Reaper=, 272-274.
-
-  =Red Cross Society=, 355, 410-412, 431.
-
-  =Reed, Deborah=, wife of Franklin, 149, 151.
-
-  =Refrigerator cars=, 421.
-
-  =Remus=, 464.
-
-  =Republican party=, 289, 320, 344, 348, 351, 370.
-
-  =Resources and industries of the United States=, 416-423.
-
-  =Revere, Paul=, 172, 174.
-
-  ="Revolution," The=, 403.
-
-  =Revolution, War of the=, 207, 209, 211, 224, 246, 247;
-    debt of the, 235;
-    woman's part in the, 400.
-
-  =Rice=, in the South, 104.
-
-  =Richmond=, 325, 326, 327.
-
-  =Roanoke Island=, 44, 45.
-
-  =Rochambeau, General=, 139.
-
-  =Rocky Mountains=, 240, 243.
-
-  =Rolfe, John=, 66, 67.
-
-  =Rolfe, Thomas=, 68.
-
-  =Rome=, 464-477;
-    legends and myths of, 464-466;
-    threatened with civil war, 466;
-    taken by Gauls, 466;
-    conquers all tribes of Italy, 466;
-    war with Carthage, 466-469;
-    conquers many nations, 469;
-    changed character of, 469-470;
-    uprisings in, 470;
-    conquests under Caesar, 472;
-    becomes an empire, 473;
-    establishes a system of laws, 473-474;
-    builds famous roads and engineering works, 474;
-    literature of, 475;
-    prepares way for spread of Christianity, 475-476;
-    conquered by Teutons, 476-477;
-    later invasions, 477;
-    brings Christianity to Germans, 478-479;
-    Charlemagne crowned emperor of, 481.
-
-  =Romulus=, 464.
-
-  =Roosevelt, Theodore=, 356, 360-372;
-    early life, 360-363;
-    as New York assemblyman, 363-364;
-    western life, 364-365;
-    as Civil Service Commissioner, 365;
-    as Police Commissioner, 365-366;
-    in Spanish-American War, 366;
-    governor of New York, 366;
-    as vice-president, succeeds McKinley, 367;
-    record as president, 368;
-    as an author, 368-369;
-    defeated for reëlection, 370;
-    explores a Brazilian river, 370-371;
-    death, 371.
-
-  =Rosecrans, General=, 335.
-
-  "=Rough Riders=," 366.
-
-  =Rubicon=, 472-473.
-
-  =Rumsey, James=, 257.
-
-  =Runnymede=, meeting at, 492.
-
-  =Russia=, takes part in World War, 421;
-    makes peace with Germany, 437.
-
-
-  =Sacajawea=, statue of, 241.
-
-  =Sacramento Valley=, 287-288.
-
-  "=Sage of Monticello=," 238.
-
-  =St. Francis=, 290.
-
-  =St. Gaudens=, statue of Lincoln by, 326-327.
-
-  =St. John's Church=, 163.
-
-  =St. Joseph River=, 109, 110.
-
-  =St. Lawrence River=, French on, 49, 50, 52.
-
-  =St. Louis=, 210, 242.
-
-  =St. Louis, Fort=, 112.
-
-  =St. Marys=, 69.
-
-  =St. Mihiel=, battle of, 439-440.
-
-  =Salamis=, battle of, 462.
-
-  =Salem=, colony at, 81, 82.
-
-  =Samoset=, 78.
-
-  =Sampson, Rear Admiral=, 357.
-
-  =San Antonio=, 282.
-
-  =San Diego=, mission at, 290-291;
-    exposition at, 378.
-
-  =San Francisco=, importance of, 376;
-    exposition at, 378;
-    Red Cross relieves suffering caused by earthquake at, 411-412.
-
-  =San Jacinto=, battle of, 280-281.
-
-  =San Juan=, 356-357.
-
-  =San Salvador=, discovered by Columbus, 12.
-
-  =Santa Ana, General=, 280, 281, 282.
-
-  ="Santa Maria," The=, 9.
-
-  =Santiago=, 356-357.
-
-  =Savannah=, founded, 102;
-    captured by British, 182.
-
-  =Saxons=, _see_ Anglo-Saxon tribes.
-
-  =Schley, Commodore=, 357.
-
-  =Schuyler, Philip=, 132.
-
-  =Scott, General=, 254.
-
-  =Seminole Indians=, war with the, 252.
-
-  ="Serapis," The=, 197, 198.
-
-  =Serfs=, 445.
-
-  =Serra, Junipero=, 290-291.
-
-  =Settlement=, _see_ Social Settlement.
-
-  =Sevier, John=, 210-216, 247;
-    goes to school at Fredericksburg, 210;
-    famous Indian fighter, 210;
-    captain in Washington' regiment, 210;
-    portrait of, 211;
-    at siege of Fort Watauga, 211-212;
-    Kate Sherrill and, 211-212;
-    moves to the Nolichucky, 212;
-    fights battle of Kings Mountain, 213-214;
-    destroys Indian towns, 214;
-    governor of Tennessee, 215;
-    dies while working, 215.
-
-  =Sewing Machine=, 274-276.
-
-  =Shafter, General=, 356.
-
-  =Shawnee Indians=, 216.
-
-  =Shelby, Colonel=, 213.
-
-  =Sheridan, General=, 340.
-
-  =Sherman, Roger=, 232.
-
-  =Sherrill, Kate=, 211-212.
-
-  =Sholes, Christopher L.=, 386-387.
-
-  =Silver=, 373.
-
-  =Slavery=, in Virginia, 71;
-    in the South, 229;
-    Calhoun on question of, 308-310;
-    petitions in favor of abolishing, 308;
-    new view of, 310;
-    Lincoln's attitude toward, 316, 318;
-    question of, 320;
-    destroyed, 326;
-    Harriet Beecher Stowe's efforts against, 407.
-
-  =Sloat, Commander=, 289.
-
-  =Smith, John=, 61-66, 77;
-    portrait of, 61;
-    as a soldier, 62;
-    and the Indians, 62-65;
-    saved from death by Pocahontas, 64;
-    returns to Jamestown, 64;
-    returns to England, 66;
-    on last visit to America, 66;
-    meets Pocahontas in England, 67.
-
-  =Snake River=, Lewis and Clark on the, 242.
-
-  =Social Settlement=, Jane Addams and the, 413.
-
-  =Socrates=, 453-454.
-
-  "=Soldier's Rest=," Morgan's home, 188.
-
-  "=Sons of Liberty=," 162, 168.
-
-  =South Carolina=, and nullification, 253-254, 308.
-
-  =South Pass=, 243, 285.
-
-  =Spain=, in America, 11-16, 18-28;
-    Englishmen check progress of, 37-42;
-    missions of, 290-292;
-    war between United States and, 366-370.
-    _See also_ Spanish-American War.
-
-  =Spanish-American War=, 366-370;
-    Goethals in the, 377;
-    Clara Barton and the Red Cross in the, 411.
-
-  =Spanish Armada, The=, 42.
-
-  =Spanish missions=, in the Southwest, 290-292;
-    in California, 290-292;
-    treatment of Indians at, 291-292;
-    present condition of, 292.
-
-  =Sparta=, 452, 453, 456, 458, 462.
-
-  ="Speedwell," The=, 73, 74.
-
-  =Spottsylvania=, battle of, 336, 337.
-
-  =Squanto=, friend of Pilgrims, 78, 79, 80.
-
-  =Stamp Act=, 129, 154, 158-160, 162, 168, 230.
-
-  =Standish, Miles=, 75, 76, 78, 79, 80;
-    portrait of, 78.
-
-  =Stanton, Elizabeth Cady=, 401-404;
-    early life of, 401-402;
-    portrait of, 401;
-    calls woman's rights convention, 402;
-    works with Miss Anthony for suffrage, 403;
-    death, 404.
-
-  =Stanton, Henry B.=, 402, 403.
-
-  =Starved Rock=, 110, 111.
-
-  =Steamboat=, invented by Fulton, 257-260;
-    used on all rivers, 260-261.
-
-  =Steel=, manufacture of, 423.
-
-  =Stephenson, George=, 263.
-
-  =Steuben, General=, 138.
-
-  =Stewart=, Boone's companion, 204.
-
-  =Stowe, Calvin E.=, 407.
-
-  =Stowe, Harriet Beecher=, 406-407;
-    early life of, 406-407;
-    in behalf of freedom for slaves, 407;
-    writes _Uncle Tom's Cabin_, 407;
-    portrait of, 407;
-    death, 407.
-
-  =Strait of Magellan=, _see_ Magellan.
-
-  "=Stump speaking=," 319.
-
-  =Stuyvesant, Peter=, 87-91;
-    in West Indies, 87;
-    portrait of, 88;
-    governor of New Amsterdam, 88-90;
-    makes strict laws, 88;
-    disputes with people, 89;
-    surrenders to English, 90-91.
-
-  =Submarine=, 395-397.
-
-  =Suffrage, Woman=, 402, 403-404, 414.
-
-  =Sumter, Fort=, 323.
-
-  =Sumter, Thomas=, 184.
-
-  =Superior=, iron "ranges" of Lake, 422.
-
-  =Sutter, Colonel=, 288.
-
-  =Sutter's Fort=, 287.
-
-
-  =Taft, William Howard=, 369-370;
-    portrait of, 369.
-
-  =Tanks=, 397.
-
-  =Tariff=, collecting in South Carolina, 297;
-    protective, 303-307;
-    Calhoun and, 307-308.
-
-  =Tariff Law, Compromise=, 297, 304, 308.
-
-  =Tarleton, Colonel=, sent to capture Morgan, 185-187;
-    defeated at battle of the Cowpens, 186-188;
-    stories of, 187-188;
-    sent to capture Marion, 191.
-
-  =Tea Tax=, 129, 162-163, 168-170, 231.
-
-  =Tecumseh=, 249.
-
-  =Telegraph=, invented by Morse, 264-268;
-    Marconi invents wireless, 268;
-    Edison and the, 381-383.
-
-  =Telephone=, invented by Bell and Gray, 268.
-
-  =Temperance=, _see_ Woman's Christian Temperance Union.
-
-  =Tennessee=, 215, 247, 248.
-
-  =Texas=, 279-283, 310.
-
-  =Thanksgiving=, the first American, 80.
-
-  =Thermopylae=, 462.
-
-  =Threshing machines=, 418.
-
-  =Ticonderoga=, 132.
-
-  =Tigris River=, 448.
-
-  =Tobacco=, chief crop of Virginia planters, 71.
-
-  =Tonti=, comes to America with La Salle, 107;
-    goes to hunt the _Griffin_, 109, 110;
-    at Starved Rock, 111, 113;
-    in command of Fort St. Louis, 112.
-
-  =Tories=, 169, 190.
-
-  =Tours=, battle of, 479.
-
-  =Trade routes=, old, 2;
-    Turks destroy, 3.
-
-  =Trading posts=, 56.
-
-  =Transportation=, development of, 373-374.
-
-  "=Traveler=," Lee's horse, 341.
-
-  =Travis, Colonel=, 279.
-
-  =Treaty of 1783= (Revolution), 140, 155.
-
-  =Treaty of Ghent= (War of 1812), 306.
-
-  =Treaty of 1846=, 244.
-
-  =Trenton=, 135.
-
-  =Trojans=, 452-453.
-
-  =Turkey=, 45.
-
-  =Tyler, President=, 314, 320.
-
-  =Typewriter=, 386-388.
-
-
-  =Ulysses=, 453.
-
-  "=Uncle Tom's Cabin=," 407.
-
-  "=Unknown Warrior=," burial of, 433.
-
-  =Union-Pacific Railway=, completed, 374.
-
-  =United States=, resources and industries of the, 316-323.
-
-  =United States Bank=, President Jackson and the, 252-253.
-
-
-  =Vail, Alfred=, 265.
-
-  =Valley Forge=, 137, 138.
-
-  =Van Buren, President=, 254.
-
-  =Vancouver, Fort=, 286.
-
-  =Van Rensselaer=, a patroon, 58.
-
-  =Vernon, Admiral=, 116.
-
-  =Vespucci, Amerigo=, 16.
-
-  =Vicksburg=, siege of, 334.
-
-  =Victoria, Queen=, 270.
-
-  =Vikings=, _see_ Northmen.
-
-  =Villa=, 430.
-
-  =Vincennes=, campaign against, 218-224.
-
-  =Vinland=, visited by Northmen, 1.
-
-  =Virgil=, 475.
-
-  =Virginia=, 60, 130, 163, 166;
-    named by Queen Elizabeth, 44;
-    colony planted in, 46;
-    Charles I gives Baltimore a part of, 69;
-    slavery introduced into, 71;
-    life in the colony of, 71;
-    industries, manners, and customs of, 71-72;
-    old days in, 126-129;
-    the change in, 141.
-
-
-  =Wabash=, Clark and his men in the "drowned lands" of the, 221-222.
-
-  =War of 1812=, heroes of, 244-254;
-    Perry in, 244-245;
-    Jackson in, 248-252;
-    Clay's part in the, 296;
-    treaty ending, 296;
-    Webster's part in, 302;
-    Calhoun's work in, 307.
-
-  =Warren, General Joseph=, 177.
-
-  =Washington, Augustine=, 115.
-
-  =Washington, George=, 114-145, 153, 166, 173, 180, 182, 184, 234;
-    birthday and birthplace of, 115;
-    mother of, 115;
-    a skilled woodsman, 118;
-    meets Lord Fairfax, 119;
-    as a surveyor, 119-120;
-    in the wilderness and at Greenway Court, 119-121;
-    as a soldier against the French, 121-123;
-    builds Fort Necessity, 123;
-    joins Braddock's army, 123;
-    visits Boston, 125;
-    meets Martha Custis, 126;
-    at Fort Duquesne, 126;
-    married, 126-127;
-    elected to House of Burgesses, 127;
-    at Mount Vernon, 128-129;
-    modesty of, 128, 131;
-    sent to Continental Congress, 130;
-    made commander in chief of American armies, 130, 155, 177;
-    takes command of army, 132;
-    appoints Schuyler to take command in New York, 132;
-    outwits Howe, 133;
-    retreats but fights, 134;
-    at Trenton, 135-136;
-    defeats British at Princeton, 137;
-    at battle of Brandywine, 137;
-    at Valley Forge, 137-138;
-    at Yorktown, 139-140;
-    portrait of, 139;
-    bids farewell to army and returns to Mount Vernon, 140-142;
-    elected first president, 143-145, 234;
-    loved by the people, 143;
-    character of administration of, 144;
-    reëlected president and refuses third term, 145;
-    death, 145.
-
-  =Washington, Lawrence=, 116, 117, 121.
-
-  =Washington, William=, 184, 185, 186, 187.
-
-  =Watauga, Fort=, 211, 212.
-
-  =Watt, James=, 258, 259.
-
-  =Webster, Daniel=, 300-306;
-    early life of, 300;
-    best student at Dartmouth, 301;
-    studies law, 301;
-    marries, 302;
-    in Congress, 302;
-    opposes nullification, 303, 304;
-    portrait of, 304;
-    Secretary of State, 304, 306;
-    supports the Compromise of 1850, 305;
-    dies at Marshfield, 306.
-
-  =Wesley, John and Charles=, 103.
-
-  =West, Benjamin=, 258.
-
-  =West, The New=, 372-376.
-
-  =West Indies=, Columbus discovers and explores, 13, 15;
-    devastated by Drake, 41;
-    Paul Jones' expedition to, 196.
-
-  =Wheat=, 375, 417-419.
-
-  =Whig party, The=, 297, 298, 304, 319, 322.
-
-  =White, John=, 45, 46.
-
-  =Whitehaven=, Paul Jones' exploit at, 196.
-
-  =White Plains=, 134.
-
-  =Whitman, Marcus=, missionary, 243, 244.
-
-  =Whitney, Eli=, 226-229;
-    in his father's tool shop, 226;
-    goes to Savannah, 227;
-    invited to Mulberry Grove, 227;
-    becomes interested in cotton, 228;
-    invents cotton gin, 228;
-    effect of cotton gin invented by, 416.
-
-  "=Wilderness=," fighting in the, 336, 337.
-
-  ="Wilderness Road," The=, 205-206.
-
-  =Willard, Frances E.=, 408-409;
-    early life of, 408;
-    and the Woman's Christian Temperance Union, 409;
-    death, 409;
-    portrait of, 409.
-
-  =William and Mary=, 90.
-
-  =William the Conqueror=, 488-489, 490.
-
-  =Williamsburg=, 159, 163, 230.
-
-  ="Willing," The=, 220, 223.
-
-  =Wilson, Woodrow=, 428-431;
-    early life, 429;
-    practises law, 429;
-    as a teacher, 429;
-    president of Princeton, 429;
-    governor of New Jersey, 429-430;
-    portrait of, 430;
-    and Mexico, 430;
-    dismisses German ambassador, 431;
-    makes loans to Allies, 431;
-    at Paris, 442;
-    tours the United States, 443.
-
-  =Winslow, Edward=, 73.
-
-  =Winthrop, John=, 81-83, 147.
-
-  =Wireless telegraphy=, 268.
-
-  =Wolfe, General=, 114, 126.
-
-  =Woman's Christian Temperance Union=, 409.
-
-  =Woman's club=, 405-406.
-
-  =Woman's rights=, 401-404, 414;
-    Elizabeth Cady Stanton and, 402;
-    Susan B. Anthony and, 403-404;
-    Julia Ward Howe and, 406.
-
-  =Woman's Rights Convention=, first, 402.
-
-  =Woman suffrage=, 402, 403-404, 414.
-
-  =Women of our nation=, 400-416.
-
-  =Wood, Colonel Leonard=, 356.
-
-  =World's Columbian Exposition=, 16.
-
-  =World's Woman's Christian Temperance Union=, 409.
-
-  =World War=, 371, 424-443;
-    support of by the American people, 424-426;
-    attitude of United States in early years of, 426-429, 430-431;
-    nations involved in, 426,
-    naval events of, 427;
-    United States enters, 431-432;
-    size of, 433-434;
-    character of, 434-435;
-    Russia withdraws from, 437;
-    crisis of, 437-439;
-    American battles in, 439-441;
-    Allied victories in, 441;
-    close of, 442-443.
-
-  =Wright, Orville=, 390-394.
-
-  =Wright, Wilbur=, 390-394.
-
-  =Wyeth, Nathaniel=, 243.
-
-
-  =Xerxes=, 462.
-
-
-  =Yadkin River=, Greene crosses, 188;
-    Boone on the, 203;
-    Boone returns to home on the, 205.
-
-  =York, Duke of=, 89.
-
-  =Yorktown=, victory at, 139-140, 189.
-
-
-  =Zama=, battle of, 469.
-
-  =Zeppelins=, 391.
-
-[Illustration: UNITED STATES
-
-                          _Copyright, 1909, by Rand, McNally & Company._]
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-
-  Enclosed italics font in _underscores_.
-
-  Enclosed bold font in =equals=.
-
-
-
-
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-
-<pre>
-
-The Project Gutenberg EBook of A Beginner's History, by William H. Mace
-
-This eBook is for the use of anyone anywhere in the United States and most
-other parts of the world at no cost and with almost no restrictions
-whatsoever.  You may copy it, give it away or re-use it under the terms of
-the Project Gutenberg License included with this eBook or online at
-www.gutenberg.org.  If you are not located in the United States, you'll have
-to check the laws of the country where you are located before using this ebook.
-
-Title: A Beginner's History
-
-Author: William H. Mace
-
-Release Date: November 25, 2015 [EBook #50548]
-
-Language: English
-
-Character set encoding: UTF-8
-
-*** START OF THIS PROJECT GUTENBERG EBOOK A BEGINNER'S HISTORY ***
-
-
-
-
-Produced by Richard Tonsing, Richard Hulse and the Online
-Distributed Proofreading Team at http://www.pgdp.net (This
-file was produced from images generously made available
-by The Internet Archive)
-
-
-
-
-
-
-</pre>
-
-<div class="tnotes covernote">
-  <p>The cover image was created by the transcriber and is placed in the public domain.</p>
-</div>
-
-<div class="figcenter" style="width: 500px;">
-<img src="images/i_infront.jpg" width="500" height="324" alt="" />
-<div class="caption"><p>THE WORLD
-showing the
-UNITED STATES
-and its
-Outlying Possessions</p>
-
-<p class="right"><em>Copyright, 1909, by Rand, McNally &amp; Company.</em></p>
-
-</div>
-</div>
-
-<div class="figcenter" style="width: 650px;">
-<img src="images/i_frontispiece.jpg" width="650" height="417" alt="" />
-<div class="caption"><p>THE SURRENDER OF CORNWALLIS</p></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_i" id="Page_i">[Pg i]</a></span></p>
-<div id="titlepage">
-<div class="chapter"></div>
-
-
-
-
-
-<h1><i><span class="large">A</span></i><br />
-
-Beginner's History</h1>
-
-
-<p><em>by</em></p>
-
-<p class="xlarge">WILLIAM H. MACE</p>
-
-<p><em>Formerly Professor of History in Syracuse University, Author of<br />
-"Method in History," "A Working Manual of American<br />
-History," "A School History of the United<br />
-States," "Lincoln: The Man of the<br />
-People," and "Washington:<br />
-A Virginia Cavalier"</em></p>
-
-<p class="large"><em>Illustrated by</em><br />
-HOMER W. COLBY</p>
-
-<p class="large"><em>Portraits by</em><br />
-JACQUES REICH, P. R. AUDIBERT,
-<em>and</em> B. F. WILLIAMSON</p>
-
-<div class="figcenter" style="width: 419px;">
-<img src="images/i_titlepage.jpg" width="419" height="315" alt="" />
-</div>
-
-<p class="xlarge">RAND McNALLY &amp; COMPANY</p>
-
-<p><em>Chicago</em> <em>New York</em> <em>London</em>
-</p>
-</div>
-<p><span class="pagenum"><a name="Page_ii" id="Page_ii">[Pg ii]</a></span></p>
-
-<p class="center">Mace's Primary History<br />
-<em>Copyright, 1909</em>,<br />
-By <span class="smcap">William H. Mace</span><br />
-<em>All rights reserved</em><br />
-Mace's Elementary History<br />
-<em>Copyright, 1914</em>,<br />
-By <span class="smcap">William H. Mace</span><br />
-Mace's Beginner's History<br />
-<em>Copyright, 1914</em>,<br />
-By <span class="smcap">William H. Mace</span><br />
-<em>Copyright, 1916</em>,<br />
-By <span class="smcap">William H. Mace</span><br />
-<em>Copyright, 1921</em>,<br />
-By <span class="smcap">William H. Mace</span>
-</p>
-
-<div class="figcenter p6" style="width: 540px;">
-<img src="images/i_versoa.jpg" width="540" height="309" alt="" />
-</div>
-
-<div class="figcenter p6" style="width: 540px;">
-<img src="images/i_versob.jpg" width="540" height="50" alt="" />
-<div class="caption"><p>The Rand-McNally Press</p></div>
-</div>
-<p class="center"><em>Chicago</em>
-</p>
-
-<p><span class="pagenum"><a name="Page_iii" id="Page_iii">[Pg iii]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE PREFACE</h2>
-
-
-<p>The material out of which the child pictures history lies
-all about him. When he learns to handle objects or observes
-men and other beings act, he is gathering material to form
-images for the stories you tell him, or those he reads. So
-supple and vigorous is the child's imagination that he can put
-this store of material to use in picturing a fairy story, a legend,
-or a myth.</p>
-
-<p>From this same source&mdash;his observation of the people
-and things about him&mdash;he gathers simple meanings and ideas
-of his own. He weaves these meanings and ideas, in part,
-into the stories he reads or is told. From the cradle to the
-grave he should exercise this habit of testing the men and
-institutions he studies by a comparison with those he has seen.</p>
-
-<p>The teacher should use the stories in this book to impress
-upon the pupil's mind the idea that life is a constant struggle
-against opposing difficulties. The pupil should be able to
-see that the great men of American history spent their lives
-in a ceaseless effort to conquer obstacles. For everywhere
-men find opponents. What a struggle Lincoln had against
-the twin difficulties of poverty and ignorance! What a battle
-Roosevelt waged with timidity and a sickly boyhood!
-And what a tremendously courageous and vigorous man he
-became!</p>
-
-<p>In the fight which men wage for noble or ignoble ends
-the pupil finds his greatest source of interest. Here he forms
-his ideas of right and wrong, and deals out praise and blame
-among the characters. Hence the need of presenting true
-Americans&mdash;patriotic Americans&mdash;for his study.</p>
-
-<p>This book of American history includes the stirring scenes
-of the world's greatest war. It shows how a vast nation,
-loving peace and hating war, worked to get ready to fight,<span class="pagenum"><a name="Page_iv" id="Page_iv">[Pg iv]</a></span>
-how it trained its soldiers and planned a great navy, and how,
-when all was ready, it hurled two million men against the
-Germans and helped our brave allies to crush the cruelest foe
-that war ever let loose.</p>
-
-<p>With the knowledge of American men and events which
-the study of our history should give him, the pupil is ready
-to ask where the first Americans came from. To answer that
-question, and many others, we must go to European history.
-We must look at the great peoples of the world's earlier history,
-and see how their civilization finally developed into that which
-those colonists who pushed across the Atlantic to America
-brought with them.</p>
-
-<p>But the civilization brought to this country by earlier
-or by later comers must not cease to grow. America has
-her part to add to its development. With the close of the
-World War we must not forget one fact which that conflict
-brought out&mdash;the vast number of people in the United States
-almost untouched by the spirit of American institutions.
-Teachers of history, the subject-matter of which is the story of
-American institutions and American leaders, can do much to
-change such conditions. This need for more thorough Americanization
-they can help to fill by teaching in their classes
-not a mechanical patriotism but a loyal understanding of
-American ideals.</p>
-
-<p class="right"><span class="smcap">William H. Mace</span></p>
-
-<p>
-<em>Syracuse University</em><br />
-</p>
-
-<p><span class="pagenum"><a name="Page_v" id="Page_v">[Pg v]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE TABLE OF CONTENTS</h2>
-
-
-<div class="center">
-<table width="90%" border="0" cellpadding="4" cellspacing="0" summary="TABLE OF CONTENTS">
-  <tr>
-    <td></td>
-    <th>PAGE</th>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Northmen Discover the New World</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Leif Ericson, Who Discovered Vinland</td>
-    <td class="tdr"><a href="#Page_1">1</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Early Explorers in America</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Christopher Columbus, the First Great Man in American History</td>
-    <td class="tdr"><a href="#Page_2">2</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Ponce de Leon, Who Sought a Marvelous Land and Was Disappointed</td>
-    <td class="tdr"><a href="#Page_17">17</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Cortés, Who Found the Rich City of Mexico</td>
-    <td class="tdr"><a href="#Page_18">18</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Pizarro, Who Found the Richest City in the World</td>
-    <td class="tdr"><a href="#Page_23">23</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Coronado, Who Penetrated Southwestern United States but Found Nothing but Beautiful Scenery</td>
-    <td class="tdr"><a href="#Page_24">24</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">De Soto, the Discoverer of the Mississippi</td>
-    <td class="tdr"><a href="#Page_24">24</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Magellan, Who Proved that the World Is Round</td>
-    <td class="tdr"><a href="#Page_28">28</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Men Who Made America Known to England and Who Checked the Progress of Spain</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">John Cabot also Searches for a Shorter Route to India and Finds the Mainland of North America</td>
-    <td class="tdr"><a href="#Page_34">34</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Sir Francis Drake, the English "Dragon," Who Sailed the Spanish Main and Who "Singed the King of Spain's Beard"</td>
-    <td class="tdr"><a href="#Page_37">37</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Sir Walter Raleigh, the Friend of Elizabeth, Plants a Colony in America to Check the Power of Spain</td>
-    <td class="tdr"><a href="#Page_42">42</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Men Who Planted New France in America, Founded Quebec, Explored the Great Lake Region, and Penetrated the Mississippi Valley</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Samuel de Champlain, the Father of New France</td>
-    <td class="tdr"><a href="#Page_49">49</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Joliet and Marquette, Fur Trader and Missionary, Explore the Mississippi Valley for New France</td>
-    <td class="tdr"><a href="#Page_53">53</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">What the Dutch Accomplished in the Colonization of the New World</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Henry Hudson, Whose Discoveries Led Dutch Traders to Colonize New Netherland</td>
-    <td class="tdr"><a href="#Page_54">54</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Famous People in Early Virginia</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">John Smith the Savior of Virginia, and Pocahontas its Good Angel</td>
-    <td class="tdr"><a href="#Page_60">60</a><span class="pagenum"><a name="Page_vi" id="Page_vi">[Pg vi]</a></span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Lord Baltimore, in a Part of Virginia, Founds Maryland as a Home for Persecuted Catholics and Welcomes Protestants</td>
-    <td class="tdr"><a href="#Page_68">68</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Industries, Manners, and Customs of First Settlers of Virginia</td>
-    <td class="tdr"><a href="#Page_71">71</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Pilgrims and Puritans in New England</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Miles Standish, the Pilgrim Soldier, and the Story of "Plymouth Rock"</td>
-    <td class="tdr"><a href="#Page_73">73</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">John Winthrop, the Founder of Boston; John Eliot, the Great English Missionary; and King Philip, an Indian Chief the Equal of the White Man</td>
-    <td class="tdr"><a href="#Page_81">81</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Industries, Manners, and Customs</td>
-    <td class="tdr"><a href="#Page_85">85</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Men Who Planted Colonies for Many Kinds of People</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Peter Stuyvesant, the Great Dutch Governor</td>
-    <td class="tdr"><a href="#Page_87">87</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Manners and Customs of New Netherland</td>
-    <td class="tdr"><a href="#Page_91">91</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">William Penn, the Quaker, Who Founded the City of Brotherly Love</td>
-    <td class="tdr"><a href="#Page_92">92</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Quaker Ways in Old Pennsylvania</td>
-    <td class="tdr"><a href="#Page_98">98</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">James Oglethorpe, the Founder of Georgia as a Home for English Debtors, as a Place for Persecuted Protestants, and as a Barrier against the Spaniards</td>
-    <td class="tdr"><a href="#Page_100">100</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Industries, Manners, and Customs of the Southern Planters</td>
-    <td class="tdr"><a href="#Page_103">103</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Robert Cavelier de la Salle, Who Followed the Father of Waters to its Mouth, and Established New France from Canada to the Gulf of Mexico</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">La Salle Pushed Forward the Work Begun by Joliet and Marquette</td>
-    <td class="tdr"><a href="#Page_106">106</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">The Men of New France</td>
-    <td class="tdr"><a href="#Page_113">113</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">George Washington, the First General and First President of the United States</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">The "Father of His Country"</td>
-    <td class="tdr"><a href="#Page_115">115</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Man Who Helped Win Independence by Winning the Hearts of Frenchmen for America</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Benjamin Franklin, the Wisest American of His Time</td>
-    <td class="tdr"><a href="#Page_147">147</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Patrick Henry and Samuel Adams, Famous Men of the Revolution, Who Defended America with Tongue and Pen</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Patrick Henry, the Orator of the Revolution</td>
-    <td class="tdr"><a href="#Page_158">158</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Samuel Adams, the Firebrand of the Revolution</td>
-    <td class="tdr"><a href="#Page_167">167</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Men Who Fought for American Independence with Gun and Sword</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Nathan Hale</td>
-    <td class="tdr"><a href="#Page_179">179</a><span class="pagenum"><a name="Page_vii" id="Page_vii">[Pg vii]</a></span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Generals Greene, Morgan, and Marion, the Men Who Helped Win the South from the British</td>
-    <td class="tdr"><a href="#Page_182">182</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Men Who Helped Win Independence by Fighting England on the Sea</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">John Paul Jones, a Scotchman, Who Won the Great Victory in the French Ship, <em>Bon Homme Richard</em></td>
-    <td class="tdr"><a href="#Page_194">194</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">John Barry, Who Won More Sea Fights in the Revolution than Any Other Captain</td>
-    <td class="tdr"><a href="#Page_199">199</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Men Who Crossed the Mountains, Defeated the Indians and British, and Made the Mississippi River the Western Boundary of the United States</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Daniel Boone, the Hunter and Pioneer of Kentucky</td>
-    <td class="tdr"><a href="#Page_202">202</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">John Sevier, "Nolichucky Jack"</td>
-    <td class="tdr"><a href="#Page_210">210</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">George Rogers Clark, the Hero of Vincennes</td>
-    <td class="tdr"><a href="#Page_216">216</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Development of the New Republic</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Eli Whitney, Who Invented the Cotton Gin and Changed the History of the South</td>
-    <td class="tdr"><a href="#Page_226">226</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Thomas Jefferson, Who Wrote the Declaration of Independence, Founded the Democratic Party, and Purchased the Louisiana Territory</td>
-    <td class="tdr"><a href="#Page_229">229</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Lewis and Clark, American Explorers in the Oregon Country</td>
-    <td class="tdr"><a href="#Page_238">238</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Oliver Hazard Perry, Victor in the Battle of Lake Erie</td>
-    <td class="tdr"><a href="#Page_244">244</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Andrew Jackson, the Victor of New Orleans</td>
-    <td class="tdr"><a href="#Page_245">245</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Men Who Made the Nation Great by Their Inventions and Discoveries</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Robert Fulton, the Inventor of the Steamboat</td>
-    <td class="tdr"><a href="#Page_257">257</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Samuel F. B. Morse, Inventor of the Telegraph</td>
-    <td class="tdr"><a href="#Page_264">264</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Cyrus West Field, Who Laid the Atlantic Cable between America and Europe</td>
-    <td class="tdr"><a href="#Page_268">268</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Cyrus McCormick, Inventor of the Reaper</td>
-    <td class="tdr"><a href="#Page_272">272</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Elias Howe, Inventor of the Sewing Machine</td>
-    <td class="tdr"><a href="#Page_274">274</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Men Who Won Texas, the Oregon Country, and California</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Sam Houston, Hero of San Jacinto</td>
-    <td class="tdr"><a href="#Page_277">277</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">David Crockett, Great Hunter and Hero of the Alamo</td>
-    <td class="tdr"><a href="#Page_282">282</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">John C. Fremont, the Pathfinder of the Rocky Mountains</td>
-    <td class="tdr"><a href="#Page_283">283</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Spanish Missions in the Southwest</td>
-    <td class="tdr"><a href="#Page_290">290</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Three Greatest Statesmen of the Middle Period</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Henry Clay, the Founder of the Whig Party and the Great Pacificator</td>
-    <td class="tdr"><a href="#Page_294">294</a><span class="pagenum"><a name="Page_viii" id="Page_viii">[Pg viii]</a></span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Daniel Webster, the Defender of the Constitution</td>
-    <td class="tdr"><a href="#Page_300">300</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">John C. Calhoun, the Champion of Nullification</td>
-    <td class="tdr"><a href="#Page_306">306</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Abraham Lincoln, the Liberator and Martyr</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">A Poor Boy Becomes a Great Man</td>
-    <td class="tdr"><a href="#Page_313">313</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Andrew Johnson and the Progress of Reconstruction</td>
-    <td class="tdr"><a href="#Page_328">328</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Two Famous Generals</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Ulysses S. Grant, the Great General of the Union Armies</td>
-    <td class="tdr"><a href="#Page_331">331</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Robert Edward Lee, the Man Who Led the Confederate Armies</td>
-    <td class="tdr"><a href="#Page_337">337</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Men Who Helped Determine New Political Policies</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Rutherford B. Hayes</td>
-    <td class="tdr"><a href="#Page_342">342</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">James A. Garfield</td>
-    <td class="tdr"><a href="#Page_345">345</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Chester A. Arthur</td>
-    <td class="tdr"><a href="#Page_346">346</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Grover Cleveland</td>
-    <td class="tdr"><a href="#Page_347">347</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Benjamin Harrison</td>
-    <td class="tdr"><a href="#Page_349">349</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Beginning of Expansion Abroad</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">William McKinley and the Spanish-American War</td>
-    <td class="tdr"><a href="#Page_352">352</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">The Man Who Was the Champion of Democracy</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Theodore Roosevelt, the Typical American</td>
-    <td class="tdr"><a href="#Page_360">360</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">William Howard Taft</td>
-    <td class="tdr"><a href="#Page_369">369</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Westward Expansion and Development</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">The Westward Movement of Population and the Development of Transportation</td>
-    <td class="tdr"><a href="#Page_372">372</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">George Washington Goethals, Chief Engineer of the Panama Canal</td>
-    <td class="tdr"><a href="#Page_376">376</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Men of Recent Times Who Made Great Inventions</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Thomas A. Edison, the Greatest Inventor of Electrical Machinery in the World</td>
-    <td class="tdr"><a href="#Page_380">380</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Two Inventions Widely Used in Business</td>
-    <td class="tdr"><a href="#Page_386">386</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Automobile Making in the United States</td>
-    <td class="tdr"><a href="#Page_388">388</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Wilbur and Orville Wright, the Men Who Gave Humanity Wings</td>
-    <td class="tdr"><a href="#Page_390">390</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">John P. Holland, Who Taught Men to Sail Under the Sea</td>
-    <td class="tdr"><a href="#Page_395">395</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Heroines of National Progress</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Elizabeth Cady Stanton and Susan B. Anthony, Who Were the first to Struggle for the Rights of Women</td>
-    <td class="tdr"><a href="#Page_400">400</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Julia Ward Howe, Author of "The Battle Hymn of the Republic," and Harriet Beecher Stowe, Who Wrote <em>Uncle Tom's Cabin</em></td>
-    <td class="tdr"><a href="#Page_404">404</a></td>
-  </tr>
-  <tr>
-    <td><span class="pagenum"><a name="Page_ix" id="Page_ix">[Pg ix]</a></span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Frances E. Willard, the Great Temperance Crusader; Clara Barton, Who Founded the Red Cross Society in America; and Jane Addams, the Founder of Hull House Social Settlement in Chicago</td>
-    <td class="tdr"><a href="#Page_408">408</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Resources and Industries of Our Country</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">How Farm and Factory Helped Build the Nation</td>
-    <td class="tdr"><a href="#Page_416">416</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Mines, Mining, and Manufactures</td>
-    <td class="tdr"><a href="#Page_421">421</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">America and the World War</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Early Years of the War</td>
-    <td class="tdr"><a href="#Page_424">424</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">America Enters to Win</td>
-    <td class="tdr"><a href="#Page_431">431</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">The Conclusion of the War</td>
-    <td class="tdr"><a href="#Page_437">437</a></td>
-  </tr>
-  <tr>
-    <td><span class="smcap">Where the American People and Their Civilization Came From</span></td>
-  </tr>
-  <tr>
-    <td class="tdp">Introduction</td>
-    <td class="tdr"><a href="#Page_445">445</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">The Oldest Nations</td>
-    <td class="tdr"><a href="#Page_446">446</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Greece, the Land of Art and Freedom</td>
-    <td class="tdr"><a href="#Page_450">450</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">How the Greeks Taught Men to be Free</td>
-    <td class="tdr"><a href="#Page_456">456</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Spread of Greek Civilization</td>
-    <td class="tdr"><a href="#Page_461">461</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">When Rome Ruled the World</td>
-    <td class="tdr"><a href="#Page_464">464</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Hannibal Tries to Conquer Rome</td>
-    <td class="tdr"><a href="#Page_467">467</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Rome Conquers the World, but Grows Wicked</td>
-    <td class="tdr"><a href="#Page_469">469</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">The Roman Republic Becomes the Roman Empire</td>
-    <td class="tdr"><a href="#Page_471">471</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">What Rome Gave to the World</td>
-    <td class="tdr"><a href="#Page_473">473</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">The Downfall of Rome</td>
-    <td class="tdr"><a href="#Page_476">476</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">The Angles and Saxons in Great Britain</td>
-    <td class="tdr"><a href="#Page_478">478</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Charles the Great, Ruler of the Franks</td>
-    <td class="tdr"><a href="#Page_479">479</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">The Coming of the Northmen</td>
-    <td class="tdr"><a href="#Page_483">483</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">Alfred the Great</td>
-    <td class="tdr"><a href="#Page_484">484</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">The Norman Conquest</td>
-    <td class="tdr"><a href="#Page_488">488</a></td>
-  </tr>
-  <tr>
-    <td class="tdp">The Struggle for the Great Charter</td>
-    <td class="tdr"><a href="#Page_490">490</a></td>
-  </tr>
-  <tr>
-    <td><em>A Pronouncing Index</em></td>
-    <td class="tdr"><a href="#Page_xi">xi</a></td>
-  </tr>
-  <tr>
-    <td><em>The Index</em></td>
-    <td class="tdr"><a href="#Page_xv">xv</a></td>
-  </tr>
-</table></div>
-
-<p class="ph1">MACE'S
-BEGINNER'S HISTORY</p>
-<div class="chapter"><span class="pagenum"><a name="Page_x" id="Page_x">[Pg x]</a><br /><a name="Page_1" id="Page_1">[Pg 1]</a></span></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE NORTHMEN DISCOVER THE
-NEW WORLD</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>LEIF ERICSON, WHO DISCOVERED VINLAND</h3>
-
-
-<div class="sidenote"><strong>The
-Northmen
-discover
-Iceland
-and
-Greenland</strong></div>
-
-
-<p><strong>1. The Voyages of the Northmen.</strong> The Northmen
-were a bold seafaring people who lived in northern
-Europe hundreds of years ago. Some of the very boldest
-once sailed so far to the west that they reached the
-shores of Iceland and Greenland, where many of them
-settled. Among these were Eric the Red and his son
-Leif Ericson.</p>
-
-<p>Now Leif had heard of a land to the south of Greenland
-from some Northmen who had been driven far south
-in a great storm. He determined to set out in search
-of it. After sailing for many days he reached the shore of
-this New World (<span class="smcap">A. D.</span> 1000). There he found vines with
-grapes on them growing so abundantly that he called
-the new land Vinland, a country of grapes.</p>
-
-<p>Leif's discovery caused great excitement among his
-people. Some of them could hardly wait until the
-winter was over, and the snow and ice broken up, so as
-to let their ships go out to this new land.</p>
-
-<p>This time Thorvald, one of Leif's brothers, led the
-expedition. On reaching land, as they stepped ashore,
-he exclaimed: "It is a fair region and here I should like<span class="pagenum"><a name="Page_2" id="Page_2">[Pg 2]</a></span>
-to make my home." But Thorvald was killed in a
-battle with the Indians and was buried where he had
-wanted to build his home. The Northmen continued to
-visit the new land, but finally the Indians became so
-unfriendly that the Northmen went away and never
-came again.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> The Northmen, bold sailors,
-settled Iceland and Greenland. <em>2.</em> Leif Ericson reached the
-shores of North America and called the country Vinland. <em>3.</em>
-The Northmen continued to visit the new land, but finally
-ceased to come on account of the Indians.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> In what new countries did the Northmen
-settle? <em>2.</em> Tell the story of Leif Ericson's voyage. <em>3.</em>
-What did he call the new land, and why?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">The Northmen</span>: Glascock, <cite>Stories of
-Columbia</cite>, 7-9; Higginson, <cite>American Explorers</cite>, 3-15; <cite>Old South
-Leaflets</cite>, <span class="smcap">No. 31</span>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>EARLY EXPLORERS IN AMERICA</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>CHRISTOPHER COLUMBUS, THE FIRST GREAT MAN IN
-AMERICAN HISTORY</h3>
-
-
-<div class="sidenote"><strong>Boyhood
-of
-Columbus</strong></div>
-
-
-<p><strong>2. Old Trade Routes to Asia.</strong> More than four hundred
-fifty years ago Christopher Columbus spent his
-boyhood in the queer old Italian town of Genoa on the
-shore of the Mediterranean Sea. Even in that far-away
-time the Mediterranean was dotted with the white sails
-of ships busy in carrying the richest trade in the world.
-But no merchants were richer or had bolder sailors than
-those of Columbus' own town.</p>
-
-<p>Genoa had her own trading routes to India, China,
-and Japan. Her vessels sailed eastward and crossed the
-Black Sea to the very shores of Asia. There they found<span class="pagenum"><a name="Page_3" id="Page_3">[Pg 3]</a></span>
-stores of rich shawls and silks and of costly spices and
-jewels, which had already come on the backs of horses
-and camels from the Far East. As fast as winds and
-oars could carry them, these merchant ships hastened
-back to Genoa, where other ships and sailors were waiting
-to carry their goods to all parts of Europe.</p>
-
-<div class="figcenter" style="width: 282px;">
-<img src="images/i_003.jpg" width="282" height="540" alt="" />
-<div class="caption"><p>THE BOY COLUMBUS</p>
-
-<p><em>After the statue by Giulio Montverde
-in the Museum of Fine
-Arts, Boston</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Why
-Columbus
-learned
-to like
-the sea</strong></div>
-
-<p>Every day the boys of Genoa, as they played along
-the wharves, could see the ships from different countries
-and could hear the stories of adventure told by the sailors.
-No wonder Christopher found it hard to work at his
-father's trade of combing wool; he
-liked to hear stories of the sea and
-to make maps and to study geography
-far better than he liked to
-comb wool or study arithmetic or
-grammar. He was eager to go to
-sea and while but a boy he made
-his first voyage. He often sailed
-with a kinsman, who was an old sea
-captain. These trips were full of
-danger, not only from storms but
-from sea robbers, with whom the
-sailors often had hard fights.</p>
-
-<div class="sidenote"><strong>Prince
-Henry's
-work</strong></div>
-
-<p>While Columbus was growing
-to be a man, the wise and noble
-Prince Henry of Portugal was
-sending his sailors to brave the unknown
-dangers of the western coast
-of Africa to find a new way to India.
-The Turks, by capturing Constantinople,
-had destroyed Genoa's overland trade routes.</p>
-
-<div class="sidenote"><strong>Columbus
-goes
-to Lisbon</strong></div>
-
-<p>The bold deeds of Henry's sailors drew many seamen<span class="pagenum"><a name="Page_4" id="Page_4">[Pg 4]</a></span>
-to Lisbon, the capital of Portugal. Columbus went,
-too, where he was made welcome by his brother and
-other friends. Here he soon earned enough by making
-maps to send money home to aid his parents, who were
-very poor.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_004.jpg" width="540" height="331" alt="" />
-<div class="caption"><p>A SEA FIGHT BETWEEN GENOESE AND TURKS</p>
-
-<p><em>The Genoese were great seamen and traders. When the Turks tried to ruin their trade
-with the Far East by destroying their routes many fierce sea fights took place</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Sailors
-hope to
-reach
-India</strong></div>
-
-<p>Columbus was now a large, fine-looking young man
-with ruddy face and bright eyes, so that he soon won the
-heart and the hand of a beautiful lady, the daughter of
-one of Prince Henry's old seamen. Columbus was in
-the midst of exciting scenes. Lisbon was full of learned
-men, and of sailors longing to go on voyages. Year
-after year new voyages were made in the hope of reaching
-India, but after many trials, the sailors of Portugal had
-explored only halfway down the African coast.</p>
-
-<div class="figcenter" style="width: 185px;">
-<img src="images/i_005.jpg" width="185" height="540" alt="" />
-<div class="caption"><p>THE HOME OF COLUMBUS, GENOA</p></div>
-</div>
-
-<div class="sidenote"><strong>Columbus'
-new idea</strong></div>
-
-<p>It is said that one day while looking over his father-in-law's
-maps, Columbus was startled by the idea of reaching<span class="pagenum"><a name="Page_5" id="Page_5">[Pg 5]</a></span>
-India by sailing directly
-west. He thought that this
-could be done, because he
-believed the world to be
-round, although all people,
-except the most educated,
-then thought the world flat.
-Columbus also believed
-that the world was much
-smaller than it really is.</p>
-
-<p>The best map of that
-time located India, China,
-and Japan about where
-America is. For once, a
-mistake in geography
-turned out well. Columbus,
-believing his route to
-be the shortest, spent several
-years in gathering proof
-that India was directly
-west. He went on long voyages
-and talked with many
-old sailors about the signs
-of land to the westward.</p>
-
-<div class="sidenote"><strong>A tricky
-king</strong></div>
-
-<p>Finally Columbus laid his
-plans before the new King
-of Portugal, John II. The
-king secretly sent out a ship
-to test the plan. His sailors,
-however, became frightened
-and returned before going
-very far. Columbus was<span class="pagenum"><a name="Page_6" id="Page_6">[Pg 6]</a></span>
-indignant at this mean trick and immediately started
-for Spain (1484), taking with him his little son, Diego.</p>
-
-<div class="sidenote"><strong>What the
-Spaniards
-thought
-of Columbus</strong></div>
-
-
-<p><strong>3. Columbus at the Court of Spain.</strong> The King and
-Queen of Spain, Ferdinand and Isabella, received him
-kindly; but some of their wise men did not believe the world
-is round, and declared Columbus foolish for thinking that
-countries to the eastward could be reached by sailing to
-the westward. He was not discouraged at first, because
-other wise men spoke in his favor to the king and queen.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_006.jpg" width="540" height="361" alt="" />
-<div class="caption"><p>COLUMBUS SOLICITING AID FROM ISABELLA</p>
-
-<p><em>From the painting by the Bohemian artist, Vaczlav Brozik, now in the
-Metropolitan Museum, New York</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Some
-thought
-him
-crazy</strong></div>
-
-<p>It was hard for these rulers to aid him now because
-a long and costly war had used up all of Spain's money.
-Columbus was very poor and his clothes became threadbare.
-Some good people took pity on him and gave
-him money but others made sport of the homeless
-stranger and insulted him. The very boys in the street,<span class="pagenum"><a name="Page_7" id="Page_7">[Pg 7]</a></span>
-it is said, knowingly tapped their heads when he went
-by to show that they thought him a bit crazy.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_007a.jpg" width="540" height="231" alt="" />
-<div class="caption"><p>LA RABIDA CONVENT NEAR PALOS</p>
-
-<p><em>At this monastery, on his way to France, Columbus
-met the good prior</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Begs
-bread
-for his
-son</strong></div>
-
-
-<p><strong>4. New Friends
-of America.</strong> Disappointed
-and discouraged,
-after
-several years of
-weary waiting, Columbus
-set out on
-foot to try his fortunes
-in France. One day while passing along the road,
-he came to a convent or monastery. Here he begged a
-drink of water and some bread for his tired and hungry
-son, Diego, who was then about twelve years of age.
-The good prior of the monastery was struck by the fine
-face and the noble bearing of the stranger, and began
-to talk with him. When Columbus explained his bold
-plan of finding a shorter route to India, the prior sent in
-haste to the little
-port of Palos, near
-by, for some old
-seamen, among
-them a great sailor,
-named Pinzón.
-These men agreed
-with Columbus, for
-they had seen
-proofs of land to
-the westward.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_007b.jpg" width="540" height="439" alt="" />
-<div class="caption"><p>COLUMBUS AT THE CONVENT OF LA RABIDA</p>
-
-<p><em>Columbus explaining his plan for reaching India to the
-prior and to Pinzón, the great sailor</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The prior
-goes to
-Queen
-Isabella</strong></div>
-
-<p>The prior himself
-hastened with
-all speed to his<span class="pagenum"><a name="Page_8" id="Page_8">[Pg 8]</a></span>
-good friend, Queen Isabella, and begged her not to allow
-Columbus to go to France, for the honor of such a discovery
-ought to belong to Isabella and to Spain. How happy
-was the prior when the queen gave him money to pay
-the expenses for Columbus to visit her in proper style!
-With a heart full of hope, once more Columbus hastened
-to the Spanish Court, only to find both king and queen
-busy in getting ready for the last great battle of the long
-war. Spain won a great victory, and while the people
-were still rejoicing, the queen's officers met Columbus
-to make plans for the long-thought-of voyage. But because
-the queen refused to make him governor over all
-the lands he might
-discover, Columbus
-mounted his mule
-and rode away, once
-more bent on seeking
-aid from France.</p>
-
-<div class="figcenter" style="width: 487px;">
-<img src="images/i_008.jpg" width="487" height="540" alt="" />
-<div class="caption"><p>CHRISTOPHER COLUMBUS</p>
-
-<p><em>From the portrait by Antonis van Moor, painted in
-1542, from two miniatures in the Palace of
-Pardo. Reproduced by permission
-of C. F. Gunther, Chicago</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Why
-Columbus
-did
-not go to
-France</strong></div>
-
-<p>Some of the queen's
-men hastened to her
-and begged her to recall
-Columbus. Isabella
-hesitated, for
-she had but little
-money in her treasury.
-Finally, it is
-said, she declared that
-she would pledge her
-jewels, if necessary,
-to raise the money
-for a fleet. A swift horseman overtook Columbus, and
-brought him back. The great man cried with joy when<span class="pagenum"><a name="Page_9" id="Page_9">[Pg 9]</a></span>
-Isabella told him that she would fit out an expedition and
-make him governor over all the lands he might discover.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_009.jpg" width="540" height="324" alt="" />
-<div class="caption"><p>COLUMBUS BIDDING FAREWELL TO THE PRIOR</p>
-
-<p><em>From the painting by Ricardo Balaca</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Columbus'
-unselfish
-vow</strong></div>
-
-<p>Columbus now took a solemn vow to use the riches
-obtained by his discovery in fitting out a great army
-which should drive out of the holy city of Jerusalem
-those very Turks who had destroyed the greatness of his
-native city.</p>
-
-<div class="sidenote"><strong>First
-voyage
-begun</strong></div>
-
-
-<p><strong>5. The First Voyage.</strong> Columbus hastened to Palos.
-What a sad time in that town when the good queen commanded
-her ships and sailors to go with Columbus on
-a voyage where the bravest seamen had never sailed!
-When all things were ready for the voyage, Columbus'
-friend, the good prior, held a solemn religious service,
-the sailors said good-by to sorrowing friends, and the
-little fleet of three vessels and ninety stout-hearted men
-sailed bravely out of the harbor, August 3, 1492.</p>
-
-<div class="sidenote"><strong>The stop
-at the
-Canary
-Islands</strong></div>
-
-<p>Columbus commanded the <em>Santa Maria</em>, the largest<span class="pagenum"><a name="Page_10" id="Page_10">[Pg 10]</a></span>
-vessel, only about ninety feet long. Pinzón was captain
-of the <em>Pinta</em>, the fastest vessel, and Pinzón's brother of
-the <em>Niña</em>, the smallest vessel. The expedition stopped
-at the Canary Islands to make the last preparations for
-the long and dangerous voyage. The sailors were in
-no hurry to go farther, and many of them broke down
-and cried as the western shores of the Canaries faded
-slowly from their sight.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_010.jpg" width="540" height="468" alt="" />
-<div class="caption"><p>THE SANTA MARIA, THE FLAGSHIP OF
-COLUMBUS</p>
-
-<p><em>From a recent reconstruction approved
-by the Spanish Minister
-of Marine</em></p></div>
-</div>
-
-<p>After many days, the ships sailed into an ocean filled
-with seaweed, and so wide that no sailor could see the
-end. Would the ships stick fast or were they about to
-run aground on some hidden island and their crews be
-left to perish? The little fleet was already in the region
-of the trade winds whose gentle but steady breezes were
-carrying them farther and farther from home. If these
-winds never changed, they thought, how could the ships
-ever make their way back?</p>
-
-<div class="sidenote"><strong>The sailors
-lost
-heart,
-but
-Columbus
-grew
-hopeful</strong></div>
-
-<p>The sailors begged Columbus
-to turn back, but
-he encouraged them by
-pointing out signs of land,
-such as flocks of birds,
-and green branches floating
-in the sea. He told them
-that according to the maps
-they were near Japan, and
-offered a prize to the one
-who should first see land.
-One day, not long after,
-Pinzón shouted, "Land!
-Land! I claim my prize." But he had seen only a dark
-bank of clouds far away on the horizon. The sailors,<span class="pagenum"><a name="Page_11" id="Page_11">[Pg 11]</a></span>
-thinking land near, grew cheerful and climbed into the
-rigging and kept watch for several days. But no land
-came into view and they grew more
-downhearted than ever. Because Columbus
-would not turn back, they threatened
-to throw him into the sea, and
-declared that he was a madman leading
-them on to certain death.</p>
-
-<div class="figcenter" style="width: 300px;">
-<img src="images/i_011.jpg" width="300" height="540" alt="" />
-<div class="caption"><p>THE ARMOR OF
-COLUMBUS</p>
-
-<p><em>Now in the Royal
-Palace, Madrid</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Land
-at last
-discovered</strong></div>
-
-
-<p><strong>6. Columbus the Real Discoverer.</strong>
-One beautiful evening, after the sailors
-sang their vesper hymn, Columbus made
-a speech, pointing out how God had
-favored them with clear skies and gentle
-winds for their voyage, and said that since
-they were so near land the ships must
-not sail any more after midnight. That very night
-Columbus saw, far across the dark waters, the glimmering
-light of a torch. A few hours later the <em>Pinta</em> fired a
-joyful gun to tell that land had been surely found. All
-was excitement on board the ships, and not an eye was
-closed that night. Overcome with joy, some of the sailors
-threw their arms around Columbus' neck, others kissed
-his hands, and those who had opposed him most, fell
-upon their knees, begged his pardon, and promised
-faithful obedience in the future.</p>
-
-<div class="sidenote"><strong>Taking
-possession
-of
-the
-country
-for
-Spain</strong></div>
-
-<p>On Friday morning, October 12, 1492, Columbus,
-dressed in a robe of bright red and carrying the royal
-flag of Spain, stepped upon the shores of the New World.
-Around him were gathered his officers and sailors, dressed
-in their best clothes and carrying flags, banners, and
-crosses. They fell upon their knees, kissed the earth,
-and with tears of joy, gave thanks. Columbus then<span class="pagenum"><a name="Page_12" id="Page_12">[Pg 12]</a></span>
-drew his sword and declared that the land belonged to
-the King and Queen of Spain.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_012.jpg" width="540" height="334" alt="" />
-<div class="caption"><p>THE LANDING OF COLUMBUS</p>
-
-<p><em>From the painting by Dioscoro Puebla, now in the National Museum, Madrid</em></p></div>
-</div>
-
-
-<p><strong>7. How the People Came to be Called "Indians."</strong>
-When the people of this land first saw the ships of Columbus,
-they imagined that the Spaniards had come up from
-the sea or down from the sky and that they were beings
-from Heaven. They, therefore, at first ran frightened
-into the woods. Afterwards, as they came back, they fell
-upon their knees as if to worship the white men.</p>
-
-<div class="sidenote"><strong>Columbus
-and
-his men
-disappointed</strong></div>
-
-<p>Columbus called the island on which he landed San
-Salvador and named the people Indians because he
-believed he had discovered an island of East India,
-although he had really discovered one of the Bahama
-Islands, and, as we suppose, the one known to-day as
-San Salvador. He and his men were greatly disappointed
-at the appearance of these new people, for<span class="pagenum"><a name="Page_13" id="Page_13">[Pg 13]</a></span>
-instead of seeing them dressed in rich clothes, wearing
-ornaments of gold and silver, and living in great cities,
-as they had expected, they saw only half-naked, painted
-savages living in rude huts.</p>
-
-<div class="sidenote"><strong>First
-Spanish
-colony
-planted
-in the
-New
-World</strong></div>
-
-
-<p><strong>8. Discovery of Cuba.</strong> After a few days Columbus
-sailed farther on and found the land now called Cuba,
-which he believed was Japan. Here his own ship was
-wrecked, leaving him only the <em>Niña</em>, for the <em>Pinta</em> had
-gone, he knew not where. He was now greatly alarmed,
-for if the <em>Niña</em> should be wrecked he and his men would
-be lost and no one would ever hear of his great discovery.
-He decided to return to Spain at once, but some
-of the sailors were so in love with the beautiful islands
-and the kindly people that they resolved to stay and
-plant the first Spanish colony in the New World. After
-collecting some gold and silver articles, plants, animals,
-birds, Indians, and other proofs of his discovery, Columbus
-spread the sails of the little <em>Niña</em> for the homeward
-voyage, January 4, 1493.</p>
-
-<div class="sidenote"><strong>The
-homeward
-voyage</strong></div>
-
-
-<p><strong>9. Columbus Returns to Spain.</strong> On the way home a
-great storm knocked the little vessel about for four days.
-All gave up hope, and Columbus wrote two accounts
-of his discovery, sealed them in barrels, and set them
-adrift. A second storm drove the <em>Niña</em> to Lisbon, in
-Portugal, where Columbus told the story of his great
-voyage. Some of the Portuguese wished to imprison
-Columbus, but the king would not, and in the middle of
-March the <em>Niña</em> sailed into the harbor of Palos.</p>
-
-<div class="sidenote"><strong>The joy
-of Palos</strong></div>
-
-<p>What joy in that little town! The bells were set
-ringing and the people ran shouting through the streets
-to the wharf, for they had long given up Columbus and
-his crew as lost. To add to their joy, that very night<span class="pagenum"><a name="Page_14" id="Page_14">[Pg 14]</a></span>
-when the streets were bright with torches, the <em>Pinta</em>,
-believed to have been lost, also sailed into the harbor.</p>
-
-<p>Columbus immediately wrote a letter to the king
-and queen, who bade him hasten to them in Barcelona.
-All along his way, even the villages and the country
-roads swarmed with people anxious to see the great discoverer
-and to look upon the strange people and the
-queer products which he had brought from India, as
-they thought.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_014.jpg" width="540" height="396" alt="" />
-<div class="caption"><p>THE RECEPTION OF COLUMBUS AT BARCELONA</p>
-
-<p><em>From the celebrated painting by the distinguished Spanish artist, Ricardo Balaca</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The
-people's
-reception</strong></div>
-
-<p>As he came near the city, a large company of fine
-people rode out to give him welcome. He entered the
-city like a hero. The streets, the balconies, the doors,
-the windows, the very housetops were crowded with
-happy people eager to catch sight of the great hero.</p>
-
-<p><span class="pagenum"><a name="Page_15" id="Page_15">[Pg 15]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_015.jpg" width="540" height="457" alt="" />
-<div class="caption"><p>COLUMBUS IN CHAINS</p>
-
-<p><em>After the clay model by the Spanish sculptor,
-Vallmitjiana, at Havana</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Reception
-by
-the king
-and
-queen</strong></div>
-
-<p>In a great room of the palace, Ferdinand and Isabella
-had placed their throne. Into this room marched
-Columbus surrounded by
-the noblest people of
-Spain, but none more noble
-looking than the hero.
-The king and queen arose
-and Columbus fell upon
-his knees and kissed their
-hands. They gave him a
-seat near them and bade
-him tell the strange story
-of his wonderful voyage.</p>
-
-<p>When he finished, the
-king and queen fell upon their knees and raised their
-hands in thanksgiving. All the people did the same,
-and a great choir filled the room with a song of praise.
-The reception was now over and the people, shouting
-and cheering, followed Columbus to his home. How like
-a dream it must have seemed to Columbus, who only a
-year or so before, in threadbare clothes, was begging
-bread at the monastery near Palos!</p>
-
-<div class="sidenote"><strong>Fails to
-find rich
-cities</strong></div>
-
-
-<p><strong>10. The Second Voyage.</strong> But all Spain was on fire
-for another expedition. Every seaport was now anxious
-to furnish ships, and every bold sailor was eager to go.
-In a few months a fleet of seventeen fine ships and fifteen
-hundred people sailed away under the command of Columbus
-(1493) to search for the rich cities of their dreams.
-After four years of exploration and discovery among the
-islands that soon after began to be called the West Indies,
-Columbus sailed back to Spain greatly disappointed. He
-had found no rich cities or mines of gold and silver.</p>
-
-<p><span class="pagenum"><a name="Page_16" id="Page_16">[Pg 16]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_016.jpg" width="540" height="458" alt="" />
-<div class="caption"><p>THE HOUSE IN WHICH COLUMBUS DIED</p>
-
-<p><em>This house is in Valladolid, Spain, and
-stands in a street named after
-the great discoverer</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Death of
-Columbus</strong></div>
-
-
-<p><strong>11. The Third and Fourth Voyages.</strong> On his third
-voyage (1498) Columbus sailed along the northern shores
-of South America, but
-when he reached the West
-Indies the Spaniards who
-had settled there refused
-to obey him, seized him,
-put him in chains, and
-sent him back to Spain.
-But the good queen set
-Columbus free and sent
-him on his fourth voyage
-(1502). He explored the
-coast of what is now
-Central America, but
-afterward met shipwreck on the island of Jamaica. He
-returned to Spain a broken-hearted man because he had
-failed to find the fabled riches of India. He died soon afterward,
-not knowing that he had discovered a new world.</p>
-
-<div class="sidenote"><strong>Naming
-the
-country</strong></div>
-
-<p>In 1501 Amerigo Vespucci made a voyage to South
-America. He was sent out by Portugal. It was thought
-that Vespucci had discovered a different land than that
-seen by Columbus. Without intending to wrong Columbus,
-the country he saw, and afterward all land to the
-northward, was called America.</p>
-
-<div class="sidenote"><strong>Honor to
-his memory</strong></div>
-
-<p>Spain was too busy exploring the new lands to give
-proper heed to the death of the man whose discoveries
-would, after a few years, make the kingdom richer even
-than India. But it was left to the greatest nation in
-all the western world to do full honor to the memory
-of Columbus in the World's Columbian Exposition at
-Chicago (1892-1893).</p>
-
-<p><span class="pagenum"><a name="Page_17" id="Page_17">[Pg 17]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>PONCE DE LEON, WHO SOUGHT A MARVELOUS LAND
-AND WAS DISAPPOINTED</h3>
-
-
-<div class="sidenote"><strong>A magic
-fountain</strong></div>
-
-
-<p><strong>12. Ponce de Leon.</strong> When the Spaniards came to
-America they were told many strange stories by the
-Indians about many marvelous places. Perhaps most
-wonderful of all was the story of Bimini, where every
-day was perfect and every one was happy. Here was
-also the magic fountain which would make old men young
-once more, and keep young men from growing old.</p>
-
-<p>When Columbus sailed to America for the second time
-he brought with him a brave and able soldier, named
-Ponce de Leon. De Leon spent many years on the new
-continent fighting for his king against the Indians. After
-a while he was made governor of Porto Rico. While
-thus serving his country he too heard the story of this
-wonderful land which no white man had explored. Like
-most Spaniards, he loved adventure. Also he was weary
-of the cares of his office, and soon resolved to find this
-land and to explore it.</p>
-
-<div class="sidenote"><strong>De Leon
-sets out
-to find
-Bimini</strong></div>
-
-<p>In the spring of 1513 De Leon set sail with three ships
-from Porto Rico. Somewhere to the north lay this land
-of perfect days. Northward he steered for many days,
-past lovely tropical islands. At last, on Easter Sunday,
-an unknown shore appeared. On its banks were splendid
-trees. Flowers bloomed everywhere, and clear streams
-came gently down to the sea. De Leon named the new
-land Florida and took possession of it for the King of
-Spain.</p>
-
-<div class="sidenote"><strong>The first
-settlement
-in
-America
-founded</strong></div>
-
-<p>Various duties kept him away from the new land for
-eight years after its discovery. In 1521 he again set out
-from Porto Rico, with priests and soldiers, and amply
-provided with cattle and horses and goods. He wrote<span class="pagenum"><a name="Page_18" id="Page_18">[Pg 18]</a></span>
-to the King of Spain: "Now I return to that island, if
-it please God's will, to settle it." He was an old man
-then and hoped to found a peaceful and prosperous colony
-of which he was to be governor. But Indians attacked
-his settlement and sickness laid low many of his men.
-He had been in Florida only a short time when he himself
-was wounded in a fight with the Indians. Feeling that
-he would soon die, he hastily set sail with all his men for
-Cuba, where he died shortly after.</p>
-
-<p>De Leon had failed to find the wonderful things of
-which the Indians had told him. He had failed even to
-establish the colony of which he was to be governor. But
-De Leon did discover a new and great land which now
-forms one of the states of the Union. To him also goes
-the honor of having been the first man to make a settlement
-in what is now a part of the United States.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>CORTÉS, WHO FOUND THE RICH CITY OF MEXICO</h3>
-
-
-<div class="figcenter" style="width: 399px;">
-<img src="images/i_019a.jpg" width="399" height="540" alt="" />
-<div class="caption"><p>THE ARMOR OF CORTÉS</p>
-
-<p><em>Now in the museum at Madrid</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Cortés
-sank
-his
-ships</strong></div>
-
-<div class="sidenote"><strong>Spaniards
-saw signs
-of riches</strong></div>
-
-
-<p><strong>13. Cortés Invades Mexico.</strong> Columbus died disappointed
-because he had not found the rich cities which
-everybody believed were somewhere in India. Foremost
-among Spanish soldiers was Hernando Cortés, who, in
-1519, sailed with twelve ships from Cuba to the coast
-of what is now Mexico. His soldiers and sailors were
-hardly on land before he sank every one of his ships.
-His men now had to fight. They wore coats of iron, were
-armed with swords and guns, and they had a few cannon
-and horses. Every few miles they saw villages and now
-and then cities. The Indians wore cotton clothes, and
-in their ears and around their necks and their ankles
-they had gold and silver ornaments. The Spaniards
-could hardly keep their hands off these ornaments, they<span class="pagenum"><a name="Page_19" id="Page_19">[Pg 19]</a></span>
-were so eager for gold. They were now sure that the
-rich cities were near at hand, which Columbus had
-hoped to find, and which every Spaniard
-fully believed would be found.</p>
-
-<div class="sidenote"><strong>Difference
-in
-Spanish
-and Indian
-ways of
-fighting</strong></div>
-
-<p>The people of Mexico had neither
-guns nor swords, but they were brave.
-Near the first large city, thousands upon
-thousands of fiercely painted
-warriors wearing leather shields
-rushed upon the little band of
-Spaniards. For two days the
-fighting went on, but not a single
-Spaniard was killed. The arrows
-of the Indians could not pierce
-iron coats, but the sharp Spanish
-swords could easily cut leather
-shields. The simple natives thought they must be fighting
-against gods instead of men, and gave up the battle.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_019b.jpg" width="540" height="361" alt="" />
-<div class="caption"><p>HOUSE OF CORTÉS, COYOACAN, MEXICO</p>
-
-<p><em>Over the main doorway are graven the arms of the
-Conqueror, who lived here while the building
-of Coyoacan, which is older than the
-City of Mexico, went on</em></p></div>
-</div>
-
-<p>Day after day Cortés marched on until a beautiful
-valley broke upon his view. His men
-now saw a wonderful sight: cities
-built over lakes, where canals took the
-place of streets and
-where canoes carried
-people from
-place to place. It
-all seemed like a
-dream. But they
-hastened forward
-to the great capital
-city. It, too, was
-built over a lake,<span class="pagenum"><a name="Page_20" id="Page_20">[Pg 20]</a></span>
-larger than any seen before, and it could be reached only
-along three great roads of solid mason work.</p>
-
-<div class="figcenter" style="width: 290px;">
-<img src="images/i_020a.jpg" width="290" height="540" alt="" />
-<div class="caption"><p>GUATEMOTZIN</p>
-
-<p><em>The nephew of Montezuma
-and the last Indian emperor
-of Mexico. After
-the statue by Don
-Francisco
-Jimenes</em></p></div>
-</div>
-
-<div class="sidenote"><strong>A great
-Indian
-City</strong></div>
-
-<p>These roads ran to the center of the
-city where stood, in a great square, a
-wonderful temple. The top of this
-temple could be reached by one hundred
-fourteen stone steps running around the
-outside. The city contained sixty thousand
-people, and there were many stone
-buildings, on the flat roofs of which the
-natives had beautiful flower gardens.</p>
-
-<div class="figcenter" style="width: 465px;">
-<img src="images/i_020b.jpg" width="465" height="540" alt="" />
-<div class="caption"><p>AN INDIAN CORN BIN, TLAXCALA</p>
-
-<p><em>These are community or public bins,
-stand in the open roadway, and
-are still fashioned as in
-the days of Cortés</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Cortés
-makes
-Montezuma
-a
-prisoner</strong></div>
-
-<p>Montezuma, the Indian ruler, received
-Cortés and his men very politely and
-gave the officers a house near the great
-temple. But Cortés was in danger.
-What if the Indians should rise against
-him? To guard against this danger,
-Cortés compelled Montezuma to live in
-the Spanish quarters. The people did not like to see their
-beloved ruler a prisoner in his own city.</p>
-
-<div class="sidenote"><strong>The
-Spaniards
-driven
-out of
-the city</strong></div>
-
-<p>But no outbreak came until the Spaniards,
-fearing an attack, fell upon
-the Indians, who were holding a
-religious festival, and killed
-hundreds of them. The Indian
-council immediately chose Montezuma's
-brother to be their
-ruler and the whole city rose in
-great fury to drive out the now
-hated Spaniards. The streets
-and even the housetops were
-filled with angry warriors. Cortés<span class="pagenum"><a name="Page_21" id="Page_21">[Pg 21]</a></span>
-compelled Montezuma to stand upon the roof of the
-Spanish fort and command his people to stop fighting.</p>
-
-<div class="figcenter" style="width: 405px;">
-<img src="images/i_021a.jpg" width="405" height="540" alt="" />
-<div class="caption"><p>HERNANDO CORTÉS</p>
-
-<p><em>From the portrait painted by Charles Wilson
-Peale, now in Independence Hall,
-Philadelphia</em></p></div>
-</div>
-
-<p>But he was ruler no
-longer. He was struck
-down by his own warriors,
-and died in a few days,
-a broken-hearted man.
-After several days of hard
-fighting, Cortés and his
-men tried to get out of
-the city, but the Indians
-fell on the little army and
-killed more than half of
-the Spanish soldiers before
-they could get away.</p>
-
-<div class="sidenote"><strong>The great
-Indian
-city
-almost
-destroyed</strong></div>
-
-
-<p><strong>14. Cortés Conquers
-Mexico.</strong> Because of jealousy
-a Spanish army was
-sent to bring Cortés back
-to Cuba. By capturing
-this army Cortés secured more soldiers. Once more he
-marched against the city. What could bows and arrows
-and spears and stones do against the terrible horsemen
-and their great swords, or against the Spanish foot
-soldiers with their muskets and cannon? At length
-the great Indian city was almost destroyed, but thousands
-of its brave defenders were killed before the
-fighting ceased (1521). From this time on, the country
-gradually filled with Spanish settlers.</p>
-
-
-<p><strong>15. Cortés Visits Spain.</strong> After several years, Cortés
-longed to see his native land once more. He set sail,
-and reached the little port of Palos from which, many<span class="pagenum"><a name="Page_22" id="Page_22">[Pg 22]</a></span>
-years before, the great Columbus had sailed in search
-of the rich cities of the Far East. Here, now, was the
-very man who had found the splendid cities and had
-returned to tell the wonderful story to his king and countrymen.
-All along the journey to the king the people
-now crowded to see Cortés as they had once crowded
-to see Columbus.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_022a.jpg" width="540" height="345" alt="" />
-<div class="caption"><p>CORTÉS BEFORE MONTEZUMA</p>
-
-<p><em>After the original painting by the Mexican artist, J. Ortega; now in the National
-Gallery of San Carlos, Mexico</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Cortés
-shares
-Columbus'
-fate</strong></div>
-
-<p>Cortés afterwards returned to Mexico, where he spent
-a large part of his fortune in trying to improve the country.
-The Spanish king permitted great wrong to be
-done to Cortés and, like Columbus the discoverer,
-Cortés the conqueror died neglected by the king whom
-he had made so rich. For three hundred years the mines
-of Mexico poured a constant stream of gold and silver
-into the lap of Spain.</p>
-
-<p><span class="pagenum"><a name="Page_23" id="Page_23">[Pg 23]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>PIZARRO, WHO FOUND THE RICHEST CITY IN THE
-WORLD</h3>
-
-
-<div class="figcenter" style="width: 473px;">
-<img src="images/i_023a.jpg" width="473" height="540" alt="" />
-<div class="caption"><p>ROUTES OF THE CONQUERORS, CORTÉS AND PIZARRO</p>
-
-<p><em>Their conquests of Mexico and of Peru brought untold stores
-of riches to Spain</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Pizarro
-finds
-great
-riches in
-Peru</strong></div>
-
-
-<p><strong>16. Pizarro's Voyages.</strong> Another Spaniard, Francisco
-Pizarro, dreamed of finding riches greater than De Leon
-or Cortés had ever heard of. He set out for Peru with
-an army of two hundred men. Reaching the coast, he
-started inland and in a few days came to the foot of the
-Andes. They crossed the mountains and, marching
-down the eastern side, the Spaniards came upon the
-Inca, the native ruler, and his army. By trickery they
-made the Inca a prisoner, put him to death, and then
-subdued the army. The Spaniards then marched on to
-Cuzco, the capital
-of Peru,
-where they
-found enormous
-quantities
-of gold and
-silver. Never
-before in the
-history of the
-world had so
-many riches
-been found.
-This great
-wealth was divided
-among
-the Spaniards
-according to
-rank. But the
-greedy Spaniards
-fell to<span class="pagenum"><a name="Page_24" id="Page_24">[Pg 24]</a></span>
-quarreling and fighting among themselves, and Pizarro
-fell by the hand of one of his own men.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>CORONADO, WHO PENETRATED SOUTHWESTERN UNITED
-STATES BUT FOUND NOTHING BUT BEAUTIFUL SCENERY</h3>
-
-
-<p><strong>17. Coronado's Search for Rich Cities.</strong> Stories of
-rich cities to the north of Mexico led Francisco Coronado
-with a thousand men into the rocky regions now known
-as New Mexico and Arizona. They looked with wonder
-at the Grand Cañon of the Colorado, but they found no
-wealthy cities or temples ornamented with gold and silver.</p>
-
-<p>They pushed farther north into what is now Kansas
-and Nebraska, into the great western prairies with their
-vast seas of waving grass and herds of countless buffalo.
-"Crooked-back oxen" the Spaniards named the buffalo.</p>
-
-<div class="sidenote"><strong>Coronado
-finds no
-gold or
-silver</strong></div>
-
-<p>But Coronado was after gold and silver, and cared
-nothing for beautiful and interesting scenes. Disappointed,
-he turned southward and in 1542, after three
-years of wandering, reached home in Mexico. He
-reported to the King of Spain that the region he had
-explored was too poor a place for him to plant colonies.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>DE SOTO, THE DISCOVERER OF THE MISSISSIPPI</h3>
-
-
-<p><strong>18. The Expedition to Florida.</strong> While Coronado and
-his men were searching in vain for hidden cities with
-golden temples, another band of men was wandering
-through the forests farther to the eastward. Hernando
-de Soto had been one of Pizarro's bravest soldiers. The
-news that this bold adventurer was to lead an expedition
-to Florida stirred all Spain. Many nobles sold their
-lands to fit out their sons to fight under so great a leader.</p>
-
-<div class="figcenter" style="width: 438px;">
-<img src="images/i_025a.jpg" width="438" height="540" alt="" />
-<div class="caption"><p>HERNANDO DE SOTO</p>
-
-<p><em>After an engraving to be found in the
-works of the great Spanish
-historian, Herrera</em></p></div>
-</div>
-
-<p>The Spanish settlers of Cuba gave a joyful welcome<span class="pagenum"><a name="Page_25" id="Page_25">[Pg 25]</a></span>
-to De Soto and to the brave men from the homeland.
-After many festivals and solemn religious ceremonies,
-nine vessels, carrying many
-soldiers, twelve priests, six
-hundred horses, and a herd
-of swine, sailed for Florida
-(1539).</p>
-
-<div class="sidenote"><strong>The
-settlers
-of Cuba
-welcome
-De Soto</strong></div>
-
-<p>What a grand sight to the
-Indians as the men and
-horses clad in steel armor
-landed! There were richly
-colored banners, beautiful
-crucifixes, and many things
-never before seen by the
-Indians. But this was by
-far the most cruel expedition
-yet planned.</p>
-
-<div class="sidenote"><strong>The
-Spaniards'
-cruelty
-to the
-Indians</strong></div>
-
-<p>Wherever the Spaniards
-marched Indians were seized as slaves and made to carry
-the baggage and do the hard work. If the Indian guides
-were false, they were burned at the stake or were torn to
-pieces by bloodhounds. Hence the Indians feared the
-Spaniards, and Indian guides often misled the Spanish soldiers
-on purpose to save the guides' own tribes from harm.</p>
-
-<p>De Soto fought his way through forests and swamps
-to the head of Apalachee Bay, where he spent the winter.
-In the spring a guide led the army into what is now
-Georgia, in search of a country supposed to be rich in
-gold and ruled by a woman. The soldiers suffered and
-grumbled, but De Soto only turned the march farther
-northward.</p>
-
-<div class="sidenote"><strong>Attacked
-by
-Indians</strong></div>
-
-<p>The Appalachian Mountains caused them to turn<span class="pagenum"><a name="Page_26" id="Page_26">[Pg 26]</a></span>
-south again until they reached the village of Mavilla
-(Mobile), where the Indians rushed on them in great
-numbers and tried to crush the army. But Spanish
-swords and Spanish guns won the day against Indian
-arrows and Indian clubs. De Soto lost a number of
-men, at least a dozen horses, and the baggage of his
-entire army, yet he boldly refused to send to the coast
-for the men and supplies waiting for him there.</p>
-
-
-<p><strong>19. The Discovery of the Mississippi.</strong> Again De
-Soto's men followed him northward, this time into what
-we know as northern Mississippi, where the adventuring
-army spent the second winter in a deserted Indian village.
-In the spring, in 1541, De Soto demanded two
-hundred Indians to carry baggage, but the chief and his
-men one night stole into camp, set fire to their own rude
-houses, gave the war whoop, frightened many horses into
-running away, and killed a number of the Spaniards.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_026a.jpg" width="540" height="319" alt="" />
-<div class="caption"><p>THE ROUTES OF CORONADO AND DE SOTO</p>
-
-<p><em>Following these pathways, the soldier-explorers discovered the Grand Cañon of the
-Colorado and the great Mississippi River</em></p></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_27" id="Page_27">[Pg 27]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_027a.jpg" width="540" height="435" alt="" />
-<div class="caption"><p>DE SOTO DISCOVERS THE MIGHTY MISSISSIPPI</p></div>
-</div>
-
-<div class="sidenote"><strong>They
-reached
-a great
-river</strong></div>
-
-<p>The army then marched westward for many days,
-wading swamps and wandering through forests so dense
-that at times they
-could not see the
-sun. At last, a
-river was reached
-greater than any
-the Spaniards had
-ever seen. It was
-the Mississippi,
-more than a mile
-wide, rushing on at
-full flood toward
-the Gulf.</p>
-
-<p>On barges made
-by their own hands, De Soto and his men crossed to the
-west bank of the broad stream. There they marched
-northward, probably as far as the region now known as
-Missouri, and then westward two hundred miles. Nothing
-but hardships met them on every hand. In the spring
-of 1542, the little army came upon the Mississippi again.</p>
-
-<div class="sidenote"><strong>Burial of
-De Soto</strong></div>
-
-<p>De Soto was tiring out. He grew sad and asked the
-Indians how far it was to the sea. But it was too far
-for the bold leader. A fever seized him, and after a few
-days he died. At dead of night his companions buried
-him in the bosom of the great river he had discovered.</p>
-
-
-<p><strong>20. Only Half the Army Returns to Cuba.</strong> There
-were bold leaders still left in the army. They turned
-westward again, but after finding neither gold nor silver,
-they returned to the Mississippi and spent the winter
-on its banks. There they built boats, and then floated
-down to the Gulf. Only one half of the army returned<span class="pagenum"><a name="Page_28" id="Page_28">[Pg 28]</a></span>
-to tell the sad tales of hardships, battles, and poverty.</p>
-
-<div class="sidenote"><strong>What
-Coronado
-and De
-Soto
-proved to
-the King
-of Spain</strong></div>
-
-<p>Thus it came about that Coronado and De Soto proved
-that northward from Mexico there were no rich cities,
-such as Columbus had dreamed about, and such as Cortés
-and Pizarro had really found. Hence it was that the
-King of Spain and his brave adventurers took less interest
-in that part of North America which is now the United
-States, and more in Mexico and in South America.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>MAGELLAN, WHO PROVED THAT THE WORLD IS ROUND</h3>
-
-
-<div class="figcenter" style="width: 524px;">
-<img src="images/i_028a.jpg" width="524" height="540" alt="" />
-<div class="caption"><p>FERDINAND MAGELLAN</p>
-
-<p><em>From the portrait designed and engraved by
-Ferdinand Selma in 1788</em></p></div>
-</div>
-
-
-<p><strong>21. Magellan's Task.</strong> Columbus died believing that
-he had discovered a part of India. But he had not
-proved that the earth is round by sailing around it. This
-great task was left for Ferdinand Magellan, a Portuguese
-sailor. Columbus' great voyage had stirred up the Portuguese.
-One of their boldest sailors, Vasco da Gama,
-had reached India in
-1498 by rounding Africa,
-and Magellan
-had made voyages for
-seven years among the
-islands of the East.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_029a.jpg" width="540" height="499" alt="" />
-<div class="caption"><p>MAGELLAN'S FIRST VIEW OF THE PACIFIC OCEAN</p>
-
-<p><em>Beyond the stormy strait he found the waters of the
-ocean smooth and quiet; hence its name
-Pacific, meaning peaceful</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Magellan,
-too,
-goes to
-Spain</strong></div>
-
-<p>After returning to
-Portugal, Magellan
-sought the king's aid,
-but without success;
-then, like Columbus,
-he went to Spain, and
-in less than two years
-his fleet of five vessels
-sailed for the coast of
-South America (1519).<span class="pagenum"><a name="Page_29" id="Page_29">[Pg 29]</a></span>
-Severe storms tossed the vessels about for nearly a month.
-Food and water grew scarce. The sailors threatened to
-kill Magellan, but
-the brave captain,
-like Columbus,
-kept boldly on until
-he reached cold
-and stormy Patagonia.</p>
-
-<div class="sidenote"><strong>His
-sailors
-rebel</strong></div>
-
-<p>It was Easter
-time, and the long,
-hard winter was
-already setting in.
-Finding a safe harbor
-and plenty of
-fish, Magellan decided
-to winter
-there. But the
-captains of three ships refused to obey, and decided to
-kill Magellan and lead the fleet back to Spain. Magellan
-was too quick for them. He captured one of the ships,
-turned the cannon on the others, and soon forced them
-to surrender.</p>
-
-<p>There were no more outbreaks that winter. One of
-the ships was wrecked. How glad the sailors were when,
-late in August, they saw the first signs of spring! But
-they were not so happy when Magellan commanded
-the ships to sail still farther south in search of a passage
-to the westward.</p>
-
-<p>In October, his little fleet entered a wide, deep channel
-and found rugged, snow-clad mountains rising high on
-both sides of them. Many of the sailors believed they<span class="pagenum"><a name="Page_30" id="Page_30">[Pg 30]</a></span>
-had at last found the westward passage, and that it was
-now time to turn homeward.</p>
-
-<div class="sidenote"><strong>Magellan's
-bold
-resolution</strong></div>
-
-<p>But Magellan declared that he would "eat the leather
-off the ship's yards" rather than turn back. The sailors
-on one ship seized and bound the captain and sailed back
-to Spain. Magellan with but three ships sailed bravely
-on until a broad, quiet ocean broke upon his sight. He
-wept for joy, for he believed that now the western route
-to India had indeed been found. This new ocean, so
-calm, so smooth and peaceful, he named the Pacific, and
-all the world now calls the channel he discovered the
-Strait of Magellan.</p>
-
-<div class="sidenote"><strong>The first
-voyage
-across
-the
-Pacific
-begins</strong></div>
-
-<p>No man had yet sailed across the Pacific, and no man
-knew the distance. Magellan was as bold a sailor as
-ever sailed the main, and he had brave men with him.
-In November (1520) the three little ships boldly turned
-their prows toward India. On and on they sailed.
-Many of the crew, as they looked out upon a little island,
-saw land for the last time. Many thousand miles had
-yet to be sailed before land would again be seen. After
-long weeks their food supply gave out and starvation
-stared them in the face. Many grew sick and died. The
-others had to eat leather taken from the ship's yards like
-so many hungry beasts.</p>
-
-<p>How big the world seemed to these poor, starving
-sailors! But the captain never lost courage. Finally
-they beheld land. It was the group of islands now known
-as the Marianas (Ladrones). Here the sailors rested
-and feasted to their hearts' content.</p>
-
-<div class="sidenote"><strong>Visits
-the
-Philippines</strong></div>
-
-<p>Then Magellan pressed on to another group of islands
-which were afterwards called the Philippines, from King
-Philip of Spain.</p>
-
-<p><span class="pagenum"><a name="Page_31" id="Page_31">[Pg 31]</a></span></p>
-
-<div class="sidenote"><strong>Magellan
-loses his
-life for
-his men</strong></div>
-
-<p>Here in a battle with the inhabitants, while bravely
-defending his sailors, Magellan was killed. Their great
-commander was gone and they were still far from Spain.
-Sadly his sailors continued the voyage, but only one of the
-vessels, with about twenty men, ever reached home to tell
-the story of that wonderful first voyage around the world.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_031a.jpg" width="540" height="217" alt="" />
-<div class="caption"><p>MAGELLAN'S ROUTE AROUND THE WORLD</p>
-
-<p><em>Magellan, the bold Portuguese sailor, discovered the strait that bears his name and
-planned the first successful trip made around the world</em></p></div>
-</div>
-
-<div class="sidenote"><strong>What the
-voyage
-proved</strong></div>
-
-<p>Thus Magellan proved that Columbus was right in thinking
-the world round and that India could be reached by
-sailing west, while other men like Cortés and Pizarro found
-rich cities like those Columbus had dreamed of finding.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Columbus was born near the shores
-of the Mediterranean and trained for the sea by study and by
-experience. <em>2.</em> The people of Europe traded with the Far
-East, but the Turks destroyed their trade routes. <em>3.</em> Columbus
-was drawn to Portugal because of Prince Henry's great
-work. <em>4.</em> Columbus thought he could reach the rich cities of
-the East by sailing west. <em>5.</em> After many discouragements
-he won aid from Isabella and discovered the Bahama Islands,
-Cuba, and Haiti. <em>6.</em> The king and queen of Spain received
-Columbus with great ceremony. <em>7.</em> Columbus made three
-more voyages, but was disappointed in not finding the rich<span class="pagenum"><a name="Page_32" id="Page_32">[Pg 32]</a></span>
-cities of India. <em>8.</em> Ponce de Leon sailed from Porto Rico to
-find a land of which strange stories had been told of riches
-and of a fountain of eternal youth. <em>9.</em> He reached Florida
-on Easter Sunday, 1513. <em>10.</em> Eight years later he returned
-to found a settlement. <em>11.</em> He was attacked by the Indians,
-wounded, and forced to return to Porto Rico, where he died of
-his wounds. <em>12.</em> His is the distinction of being the first
-white man to plant a settlement in the United States after the
-discovery of America by Columbus. <em>13.</em> Cortés marched
-against a rich city, afterward called Mexico, captured the ruler,
-and fought great battles with the people. <em>14.</em> Cortés captured
-the city and ruled it for several years. <em>15.</em> From this time
-on Mexico gradually filled with Spanish settlers. <em>16.</em> Pizarro
-invaded Peru, the richest of all countries, and captured and put
-to death the ruler. <em>17.</em> Pizarro was killed by his own men.
-<em>18.</em> Coronado marched north from Mexico into Arizona
-and New Mexico, but found no rich cities. <em>19.</em> He wandered
-into the great prairies and the rocky country of Colorado but
-finally turned back in disappointment. <em>20.</em> De Soto wandered
-over the country east of the Rocky Mountains in search
-of rich cities, but found a great river, the Mississippi, and later
-was buried in its waters. <em>21.</em> Hence the Spaniards, eager for
-gold, went to Mexico and South America rather than farther
-to the north. <em>22.</em> Columbus thought the world was round,
-but Magellan proved it. <em>23.</em> Magellan sailed around South
-America into the Pacific Ocean, and across this new sea to
-the Philippine Islands, where he was killed. <em>24.</em> His ship
-reached Spain&mdash;the first to sail around the world.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Make a list of articles which the
-caravans (camels and horses) of the East brought to the Black
-Sea. <em>2.</em> What studies fitted Columbus for the sea? <em>3.</em> Why
-were there so many sailors in Lisbon? <em>4.</em> How did Columbus
-get his idea of the earth's shape? <em>5.</em> What did men in Portugal
-and Spain think of this idea? <em>6.</em> Tell the story of Columbus
-in Spain. <em>7.</em> What is the meaning of the vow taken
-by him? <em>8.</em> Make a picture in your mind of the first voyage
-of Columbus. Read the poem "Columbus," by Joaquin Miller.
-<em>9.</em> Shut your eyes and imagine you see Columbus land and
-take possession of the country. <em>10.</em> Why was Columbus so
-disappointed? <em>11.</em> How did the people of Palos act when
-Columbus returned? <em>12.</em> Picture the reception of Columbus<span class="pagenum"><a name="Page_33" id="Page_33">[Pg 33]</a></span>
-by the people, and by the king and queen. <em>13.</em> Why was
-Columbus disappointed in the second expedition? <em>14.</em> What
-did Columbus believe he had accomplished? <em>15.</em> What had he
-failed to do that he hoped to do? <em>16.</em> Why did Ponce de Leon
-go in search of the new land? <em>17.</em> What was the strange tradition
-about the country? <em>18.</em> What did Ponce de Leon set
-out to do on his second trip? <em>19.</em> Did he succeed? <em>20.</em> What
-is his distinction? <em>21.</em> Why did Cortés sink his ships?
-<em>22.</em> How were Spaniards armed and how were Indians armed?
-<em>23.</em> Describe the city of Mexico. <em>24.</em> Who began the war,
-and what does that show about the Spaniards? <em>25.</em> How did
-Cortés get more soldiers? <em>26.</em> How did the people and king
-receive Cortés in Spain? <em>27.</em> How was he treated on his
-return to Mexico? <em>28.</em> What did Pizarro find in Peru? <em>29.</em>
-How did he treat the Inca? <em>30.</em> What was Pizarro's fate?
-<em>31.</em> What was Coronado searching for, and why were the
-Spaniards disappointed? <em>32.</em> What things did the Spaniards
-see that they never before had seen? <em>33.</em> What report did
-Coronado make? <em>34.</em> Why were De Soto's Indian guides
-false? <em>35.</em> Show that De Soto was a brave man. <em>36.</em> How
-far north did the Spaniards go both east and west of the Mississippi?
-<em>37.</em> Tell the story of De Soto's death and burial.
-<em>38.</em> What proof can you give to show that the Spaniards were
-more cruel than necessary? <em>39.</em> What part of the problem
-of Columbus did Magellan solve? <em>40.</em> What was Magellan's
-preparation? <em>41.</em> Where is Patagonia, and how could there
-be signs of spring late in August? <em>42.</em> What did Magellan's
-voyage prove, and what remained of Columbus' plans yet
-to be accomplished? <em>43.</em> Who accomplished this?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Columbus</span>: Hart, <cite>Colonial Children</cite>,
-4-6; Pratt, <cite>Exploration and Discovery</cite>, 17-32; Wright, <cite>Children's
-Stories in American History</cite>, 38-60; Higginson, <cite>American Explorers</cite>,
-19-52; Glascock, <cite>Stories of Columbia</cite>, 10-35; McMurry,
-<cite>Pioneers on Land and Sea</cite>, 122-160; Brooks, <cite>The True Story of
-Christopher Columbus</cite>, 1-103, 112-172.</p>
-
-<p><span class="smcap">Ponce de Leon</span>: Pratt, <cite>Explorations and Discoveries</cite>, 17-23.</p>
-
-<p><span class="smcap">Cortés</span>: McMurry, <cite>Pioneers on Land and Sea</cite>, 186-225; Hale,
-<cite>Stories of Adventure</cite>, 101-126; Ober, <cite>Hernando Cortés</cite>, 24-80,
-82-291.</p>
-
-<p><span class="smcap">Pizarro</span>: Hart, <cite>Colonial Children</cite>, 12-16: Towle, <cite>Pizarro</cite>,
-27-327.</p>
-<span class="pagenum"><a name="Page_34" id="Page_34">[Pg 34]</a></span>
-<p><span class="smcap">Coronado</span>: Griffis, <cite>Romance of Discovery</cite>, 168-182; Hale,
-<cite>Stories of Adventure</cite>, 136-140.</p>
-
-<p><span class="smcap">De Soto</span>: Hart, <cite>Colonial Children</cite>, 16-19; Higginson, <cite>American
-Explorers</cite>, 121-140.</p>
-
-<p><span class="smcap">Magellan</span>: McMurry, <cite>Pioneers on Land and Sea</cite>, 186-225;
-Butterworth, <cite>Story of Magellan</cite>, 52-143; Ober, <cite>Ferdinand
-Magellan</cite>, 108-244.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE MEN WHO MADE AMERICA KNOWN TO
-ENGLAND AND WHO CHECKED THE
-PROGRESS OF SPAIN</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOHN CABOT ALSO SEARCHES FOR A SHORTER ROUTE TO
-INDIA AND FINDS THE MAINLAND OF NORTH AMERICA</h3>
-
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_034a.jpg" width="540" height="438" alt="" />
-<div class="caption"><p>CABOT TAKING POSSESSION OF NORTH AMERICA FOR
-THE KING OF ENGLAND</p>
-
-<p><em>On the spot where he landed Cabot planted a large cross
-and beside it flags of England and of St. Mark</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The
-effect in
-England
-of Columbus'
-discovery</strong></div>
-
-
-<p><strong>22. Cabot's Voyages.</strong> When the news of Columbus'
-great discovery reached England, the king was sorry,
-no doubt, that he had not helped him. The story is
-that Columbus had gone to Henry VII, King of England,
-for aid to make his voyage. But England had a brave
-sailor of her own,
-John Cabot, an
-Italian, born in
-Columbus' own
-town of Genoa,
-who also had
-learned his lessons
-in voyages
-on the Mediterranean.
-Cabot
-had gone to live
-in the old town
-of Venice. Afterward
-he made<span class="pagenum"><a name="Page_35" id="Page_35">[Pg 35]</a></span>
-England his home and lived in the old seaport town
-of Bristol, the home of many English sailors.</p>
-
-<div class="figcenter" style="width: 384px;">
-<img src="images/i_035a.jpg" width="384" height="540" alt="" />
-<div class="caption"><p>JOHN CABOT AND HIS SON SEBASTIAN</p>
-
-<p><em>From the statue modeled by John
-Cassidy, Manchester, England</em></p></div>
-</div>
-
-<p>He, too, believed the
-world to be round, and that
-India could be reached by
-sailing westward. King Henry
-VII gave Cabot permission to
-try, providing he would give
-the king one fifth of all the gold
-and silver which everybody believed
-he would find in India.</p>
-
-<div class="sidenote"><strong>What
-John
-Cabot
-discovered</strong></div>
-
-<p>Accordingly, John Cabot,
-and it may be his son, Sebastian,
-set out on a voyage in
-May, 1497. After many weeks,
-Cabot discovered land, now
-supposed to be either a part of
-Labrador or of Cape Breton
-Island. He landed and planted
-the flag of England, and by its
-side set up that of Venice, which had been his early home.</p>
-
-<p>Later, he probably saw parts of Newfoundland, but
-nowhere did he see a single inhabitant. He did, however,
-find signs that the country was inhabited, but he found no
-proof of rich cities or of gold and silver. In the seas all
-around Cabot saw such vast swarms of fish that he told
-the people of England they would not need to go any
-more to cold and snowy Iceland to catch fish.</p>
-
-<div class="sidenote"><strong>The
-king and
-people
-pay
-honor to
-Cabot</strong></div>
-
-<p>How John Cabot was treated by the king and people
-of England when he came back is seen in an old letter
-written from England by a citizen of Venice to his friends
-at home. "The king has promised that in the spring<span class="pagenum"><a name="Page_36" id="Page_36">[Pg 36]</a></span>
-our countryman shall have ten ships, armed to his order.
-The king has also given him money wherewith to amuse
-himself till then, and he is now at Bristol with his wife,
-who is also a Venetian, and with his sons. His name is
-John Cabot, and he is called the great admiral. Vast
-honor is paid to him; he dresses in silk, and the English run
-after him like mad people, so that he can enlist as many
-of them as he pleases, and a number of our own rogues
-besides. The discoverer of these places planted on his new-found
-land a large cross, with one flag of England and
-another of St. Mark, by reason of his being a Venetian."</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_036a.jpg" width="540" height="344" alt="" />
-<div class="caption"><p>THE FINDING OF AMERICA</p>
-
-<p><em>The first voyages of Columbus, the discoverer of the New World, and of Cabot, the first
-man to reach the mainland of North America</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Cabot's
-second
-voyage</strong></div>
-
-<p>Again, in May, 1498, John Cabot started for India
-by sailing toward the northwest. This time the fleet
-was larger, and filled with eager English sailors. But
-Cabot could not find a way to India, so he altered his<span class="pagenum"><a name="Page_37" id="Page_37">[Pg 37]</a></span>
-course and coasted southward as far as the region now
-called North Carolina.</p>
-
-<p>Now because of these two voyages of Cabot, England
-later claimed a large part of North America, for he had
-really seen the mainland of America before Columbus.
-Spain also claimed the same region, but we have seen
-how Mexico and Peru drew Spaniards to those countries.</p>
-
-<div class="sidenote"><strong>Why
-England
-was slow
-in settling
-America</strong></div>
-
-<p>If England had been quick to act and had made settlements
-where Cabot explored, she would have had little
-trouble in getting a hold in North America. But she
-did not do so. Henry VII was old and stingy. Cabot
-had twice failed to find India with its treasures of gold
-and silver, so little attention was given to the new lands.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>SIR FRANCIS DRAKE, THE ENGLISH "DRAGON," WHO SAILED
-THE SPANISH MAIN AND WHO "SINGED THE KING
-OF SPAIN'S BEARD"</h3>
-
-
-<p><strong>23. The Quarrel between Spain and England.</strong> After
-John Cabot failed to find a new way to India, King Henry
-did nothing more to help English discovery. His son,
-Henry VIII, got into a great quarrel with the King of
-Spain. He was too busy with this quarrel to think much
-about America. But during this very time, Cortés and
-Pizarro were doing their wonderful deeds. Spain grew
-bold, seized English seamen, threw them into dungeons,
-and even burned them at the stake. Englishmen robbed
-Spanish ships and killed Spanish sailors in revenge.</p>
-
-<div class="sidenote"><strong>Their
-sailors
-take up
-the
-quarrel</strong></div>
-
-<div class="sidenote"><strong>Why
-Drake
-hated the
-Spaniards</strong></div>
-
-
-<p><strong>24. Sir Francis Drake.</strong> A most daring English seaman
-was Sir Francis Drake. From boyhood days he
-had been a sailor. His cousin, Captain Hawkins, gave
-him command of a ship against Mexico, but the Spaniards
-fell upon it, killed many of the sailors, and took all they
-had. Drake came back ruined, and eager to take revenge.<span class="pagenum"><a name="Page_38" id="Page_38">[Pg 38]</a></span>
-Besides, he hated the Spaniards because he thought they
-were plotting to kill Elizabeth, the Queen of England.</p>
-
-<p>In 1573 Drake returned to England with his ship loaded
-with gold and precious stones, captured from the Spaniards
-on the Isthmus of Panama.</p>
-
-<div class="sidenote"><strong>Begins
-his most
-famous
-voyage</strong></div>
-
-
-<p><strong>25. Drake's Voyage around the World.</strong> After four
-years Drake, with four small but fast vessels, sailed
-direct for the Strait of Magellan. He was determined
-to sail the Pacific, which he had seen while on the Isthmus
-of Panama. In June his fleet entered the harbor of
-Patagonia where Magellan had spent the winter more
-than fifty years before.</p>
-
-<div class="figcenter" style="width: 396px;">
-<img src="images/i_038a.jpg" width="396" height="540" alt="" />
-<div class="caption"><p>SIR FRANCIS DRAKE</p>
-
-<p><em>From the original portrait attributed to
-Sir Antonis van Moor, in the possession
-of Viscount Dillon, at
-Ditchly Park, England</em></p></div>
-</div>
-
-<p>After destroying his smallest vessel, which was leaky,
-Drake sailed to the entrance of the Strait. Here he
-changed the name of his ship from the <em>Pelican</em> to the <em>Golden
-Hind</em>, with ceremonies fitting
-the occasion.</p>
-
-<p>The fleet passed safely
-through the Strait, but as it
-sailed out into the Pacific a terrible
-storm scattered the ships.
-One went down, and one returned
-to England, believing
-that Drake's ship, the <em>Golden
-Hind</em>, had been destroyed.</p>
-
-<p>But Drake had a bold heart,
-good sailors, and a stout ship.
-After the storm he sailed
-north to Valparaiso, where
-his men saw the first great
-treasure ship. The Spanish
-sailors jumped overboard, and<span class="pagenum"><a name="Page_39" id="Page_39">[Pg 39]</a></span>
-left four hundred pounds of gold to Drake and his men.
-Week after week Drake sailed northward until he reached
-Peru, the land conquered by Pizarro.</p>
-
-<div class="figcenter" style="width: 410px;">
-<img src="images/i_039a.jpg" width="410" height="540" alt="" />
-<div class="caption"><p>DRAKE'S CHAIR, OXFORD
-UNIVERSITY</p>
-
-<p><em>It was made from the timbers
-of the "Golden Hind"</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Capturing
-treasure
-ships
-on the
-Pacific
-coast</strong></div>
-
-<p>Another great treasure ship had just
-sailed for Panama. Away sped the
-<em>Golden Hind</em> in swift pursuit. For a
-thousand miles, day and night, the
-chase went on. One evening, just at
-dark, the little ship rushed upon the
-great vessel, and captured her. What
-a rich haul! More than twenty tons
-of silver bars, thirteen chests of silver
-coin, one hundredweight of gold, besides
-a great store of precious stones.</p>
-
-<div class="sidenote"><strong>The
-"Golden
-Hind"
-winters
-in California</strong></div>
-
-<p>The little ship continued northward. Hoping for a
-northeast passage to the Atlantic, Drake sailed along the
-coast as far as what was afterward known as the Oregon
-country. But the increasing cold and fog and the strong
-northwest winds made him turn southward again. Sailing
-close inshore, he found a small harbor, just north of
-the great bay of San Francisco. Here his stout little ship
-came to anchor. The natives believed that Drake and
-his men were gods, and begged them to remain with them
-always. Drake named the country New Albion and took
-possession in the name of the queen, Elizabeth. When
-he had refitted his ship for the long voyage home, Drake
-set sail, to the great sorrow of the natives.</p>
-
-<div class="sidenote"><strong>Drake
-crosses
-the
-Pacific
-and
-Indian
-oceans</strong></div>
-
-<p>Week after week went by, until he saw the very islands
-where Magellan had been. He made his way among
-the islands and across the Indian Ocean until the Cape
-of Good Hope was rounded, and the <em>Golden Hind</em> spread
-her sails northward toward England.</p>
-
-<p><span class="pagenum"><a name="Page_40" id="Page_40">[Pg 40]</a></span></p>
-
-<div class="sidenote"><strong>Drake
-given a
-title by
-Queen
-Elizabeth</strong></div>
-
-<p>Drake reached home in 1580, the first Englishman to
-sail around the world. The people, who had given him
-up as lost, shouted for joy when they heard he was safe.
-Queen Elizabeth visited his ship in person, and there gave
-him a title, so that now he was Sir Francis Drake. Years
-after, a chair was made from the timbers of the famous
-<em>Golden Hind</em> and presented to Oxford University, where
-it can now be seen.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_040a.jpg" width="540" height="410" alt="" />
-<div class="caption"><p>QUEEN ELIZABETH MAKING DRAKE A NOBLEMAN</p>
-
-<p><em>After the drawing by Sir John Gilbert. It pictures the scene that took place on board the
-"Golden Hind" at the close of the great voyage. Queen Elizabeth visited Drake
-in his ship and conferred knighthood on him for his great services to England</em></p></div>
-</div>
-
-<div class="sidenote"><strong>He goes
-to find
-the Gold
-Fleet</strong></div>
-
-
-<p><strong>26. Drake Again Goes to Fight the Spaniards.</strong> Drake
-soon took command of a fleet of twenty-five vessels and
-two thousand five hundred men, all eager to fight the
-Spaniards (1585). He sailed boldly for the coast of<span class="pagenum"><a name="Page_41" id="Page_41">[Pg 41]</a></span>
-Spain, frightened the people, and then went in search
-of the Gold Fleet, which was bringing shipload after
-shipload of treasure from America to the King of Spain.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_041a.jpg" width="540" height="259" alt="" />
-<div class="caption"><p>THE SPANISH ARMADA</p>
-
-<p><em>More than one hundred twenty-five vessels sailed from Lisbon to conquer England,
-but only about fifty returned to the home port</em></p></div>
-</div>
-
-<div class="sidenote"><strong>In the
-West
-Indies</strong></div>
-
-<p>No sooner had Drake missed the fleet than he made
-direct for the West Indies, where he spread terror among
-the islands. The Spaniards had heard of Drake, the
-"Dragon." He attacked and destroyed three important
-towns, and intended to seize Panama itself, but the yellow
-fever began to cut down his men, so he sailed to Roanoke
-Island, and carried back to England the starving and
-homesick colony which Raleigh had planted there.</p>
-
-<div class="sidenote"><strong>Singeing
-the
-King of
-Spain's
-beard</strong></div>
-
-<p>The Spanish king was angry. He resolved to crush
-England. More than one hundred ships, manned by
-thousands of sailors, were to carry a great army to the
-hated island. Drake heard about it, and quickly gathered
-thirty fast ships manned by sailors as bold as himself.
-His fleet sailed right into the harbor of Cadiz, past
-cannon and forts, and burned so many Spanish ships
-that it took Spain another year to get the great fleet<span class="pagenum"><a name="Page_42" id="Page_42">[Pg 42]</a></span>
-ready. Drake declared that he had "singed the King
-of Spain's beard."</p>
-
-<div class="sidenote"><strong>Spain
-aims to
-crush
-England,
-but is
-badly defeated</strong></div>
-
-
-<p><strong>27. The Spanish Armada.</strong> The King of Spain was
-bound to crush England at one mighty blow. In 1588
-the Spanish Armada, as the great fleet was called, sailed
-for England. There were scores of war vessels manned
-by more than seven thousand sailors, carrying nearly
-twenty thousand soldiers. Almost every noble family in
-Spain sent one or more of its sons to fight against England.</p>
-
-<p>When this mighty fleet reached the English Channel,
-Drake and other sea captains as daring as himself dashed
-at the Spanish ships, and by the help of a great storm
-that came up, succeeded in destroying almost the whole
-fleet. No such blow had ever before fallen upon the great
-and powerful Spanish nation.</p>
-
-<p>From that time on her power grew less and less, while
-England's power on the sea grew greater and greater.
-Englishmen could now go to America without much
-thought of danger from Spaniards.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>SIR WALTER RALEIGH, THE FRIEND OF ELIZABETH, PLANTS
-A COLONY IN AMERICA TO CHECK THE POWER OF SPAIN</h3>
-
-
-<div class="sidenote"><strong>Raleigh,
-student,
-soldier,
-seaman</strong></div>
-
-
-<p><strong>28. Sir Walter Raleigh.</strong> Born (1552) near the sea,
-Raleigh fed his young imagination with stories of the wild
-doings of English seamen. He went to college at Oxford
-at the age of fourteen, and made a good name as a student.</p>
-
-<p>In a few years young Raleigh went to France to take
-part in the religious wars of that unhappy country.
-At the time he returned home all England was rejoicing
-over Drake's first shipload of gold. When Queen Elizabeth
-sent an army to aid the people of Holland against
-the Spaniards, young Raleigh was only too glad to go.</p>
-
-<p><span class="pagenum"><a name="Page_43" id="Page_43">[Pg 43]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_043a.jpg" width="540" height="371" alt="" />
-<div class="caption"><p>THE BOYHOOD OF RALEIGH</p>
-
-<p><em>After the painting by Sir John E. Millais</em></p></div>
-</div>
-
-<p>On his return from this war he went with his half-brother,
-Sir Humphrey Gilbert, on two voyages to
-America, at the
-very same time
-Drake was plundering
-the Spanish
-treasure ships in
-the Pacific Ocean.
-Afterward Raleigh
-turned soldier
-again and, as captain,
-went to Ireland,
-where Spain
-had sent soldiers to
-stir up rebellion. Thus, before he was thirty years old,
-he had been a seaman and a soldier, and had been in
-France, Holland, America, and Ireland.</p>
-
-<div class="sidenote"><strong>Raleigh
-when
-thirty
-years old</strong></div>
-
-<p>At this time Raleigh was a fine-looking man, about
-six feet tall, with dark hair and a handsome face. He
-had plenty of wit and good sense, although he was fond,
-indeed, of fine clothes. He was just the very one to
-catch the favor of Queen Elizabeth.</p>
-
-<p>One day Elizabeth and her train of lords and ladies
-were going down the roadway from the royal castle to
-the river. The people crowded both sides of the road
-to see their beloved queen and her beautiful ladies go
-by. Raleigh pressed his way to the front.</p>
-
-<div class="figcenter" style="width: 370px;">
-<img src="images/i_044a.jpg" width="370" height="540" alt="" />
-<div class="caption"><p>SIR WALTER RALEIGH</p>
-
-<p><em>From the original portrait painted
-by Federigo Zuccaro</em></p></div>
-</div>
-
-<div class="sidenote"><strong>How he
-won the
-favor of
-the queen</strong></div>
-
-<p>As Elizabeth drew near, she hesitated about passing
-over a muddy place. In a moment the feeling that
-every true gentleman has in the presence of ladies told
-Raleigh what to do, and the queen suddenly saw his
-beautiful red velvet cloak lying in the mud at her feet.<span class="pagenum"><a name="Page_44" id="Page_44">[Pg 44]</a></span>
-She stepped upon it, nodded to its gallant owner, and
-passed on. From this time forward Raleigh was a great
-favorite at the court of Queen
-Elizabeth.</p>
-
-<div class="sidenote"><strong>Raleigh's
-plan for
-checking
-the power
-of Spain</strong></div>
-
-
-<p><strong>29. Trying to Plant English
-Colonies.</strong> In 1584 Raleigh
-caused a friend to write
-a letter to the queen, explaining
-that English colonies
-planted on the coast of North
-America would not only
-check the power of Spain but
-would also increase the power
-of England. That very year
-the queen gave him permission
-to plant colonies. Thus a better
-way of opposing Spain was
-found than by robbing treasure
-ships and burning towns.</p>
-
-<div class="sidenote"><strong>The
-Indians
-welcome
-the
-English</strong></div>
-
-<div class="sidenote"><strong>Why the
-land was
-named
-Virginia</strong></div>
-
-<p>Raleigh immediately sent a ship to explore. The
-captain landed on what is now Roanoke Island. The
-Indians came with a fleet of forty canoes to give them a
-friendly welcome. After a few days an Indian queen
-with her maidens came to entertain the English. "We
-found the people most gentle, loving, and faithful, void
-of all guile and treason," said Captain Barlow. His
-glowing account of the land and people so pleased Elizabeth
-that she named the country Virginia, in honor of
-her own virgin life.</p>
-
-<p>Raleigh next sent out a kinsman, Sir Richard Grenville,
-with a fleet of seven vessels and one hundred settlers,
-under Ralph Lane as governor. But the settlers<span class="pagenum"><a name="Page_45" id="Page_45">[Pg 45]</a></span>
-were bent on finding gold and silver, instead of making
-friends with the Indians.</p>
-
-<div class="sidenote"><strong>Why the
-Indians
-became
-hostile</strong></div>
-
-<p>An Indian stole a silver cup from the English. Because
-of this theft Lane and his men fell upon the Indian village,
-drove out men, women, and children, burned their
-homes, and destroyed their crops. This was not only
-cruel but also foolish, for the story of his cruelty spread
-to other tribes, and after that wherever the English
-went they were always in danger from the Indians.</p>
-
-<div class="figcenter" style="width: 262px;">
-<img src="images/i_045a.jpg" width="262" height="540" alt="" />
-<div class="caption"><p>INDIAN CORN</p></div>
-</div>
-
-<div class="sidenote"><strong>Indian
-corn and
-the
-white
-potato
-taken to
-England</strong></div>
-
-<p>When Drake came along the
-next spring with his great fleet,
-the settlers were only too glad
-to get back to England, and be
-once more among friends. They
-took home from America the
-turkey and two food plants, the
-white potato and Indian corn&mdash;worth
-more to the world than
-all the gold and silver found in
-the mines of Mexico and Peru!</p>
-
-<div class="sidenote"><strong>Raleigh
-tries
-again</strong></div>
-
-<p>Although Raleigh had already
-spent thousands of dollars, he
-would not give up. He immediately
-sent out a second colony
-of one hundred fifty settlers, a
-number of whom were women.
-John White was governor. Roanoke
-was occupied once more,
-and there, shortly afterwards,
-was born Virginia Dare, the first
-white child of English parents in North America. Before a
-year went by, the governor had to go to England for aid.</p>
-
-<p><span class="pagenum"><a name="Page_46" id="Page_46">[Pg 46]</a></span></p>
-
-<div class="figcenter" style="width: 516px;">
-<img src="images/i_046a.jpg" width="516" height="540" alt="" />
-<div class="caption"><p>A WILD TURKEY</p></div>
-</div>
-
-<p>But Raleigh and all England had little time to think
-of America. The Armada was coming, and every English
-ship and sailor was needed to
-fight the Spaniards. Two years
-went by before Governor White
-reached America with supplies.
-When he did reach there practically
-no trace of the colony could
-be found. Not a settler was left
-to tell the tale.</p>
-
-<div class="figcenter" style="width: 465px;">
-<img src="images/i_046b.jpg" width="465" height="540" alt="" />
-<div class="caption"><p>POTATO PLANT AND TUBERS</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-"lost
-colony"</strong></div>
-
-<p>The only trace of Raleigh's "lost
-colony" was the word "Croatoan"
-cut in large letters on a post. Croatoan was the name
-of an island near by. White returned home, but
-Raleigh sent out an old seaman, Samuel Mace, to search
-for the lost colony. It was all in vain. Many years
-later news reached England that a tribe of Indians had
-a band of white slaves, but
-the mystery of the lost colony
-never was cleared up.</p>
-
-<div class="sidenote"><strong>Raleigh's
-money
-gives out,
-but not
-his hope</strong></div>
-
-<p>Raleigh had now spent his
-great fortune. But he did not
-lose heart, for he said that he
-would live to see Virginia a
-nation. He was right. Before
-he died a great colony had
-been planted in Virginia, and
-a ship loaded with the products
-of Virginia had sailed
-into London port and an
-Indian "princess" had married a Virginian and had been
-received with honor by the King and Queen of England.</p>
-
-<p><span class="pagenum"><a name="Page_47" id="Page_47">[Pg 47]</a></span></p>
-
-<div class="figcenter" style="width: 331px;">
-<img src="images/i_047a.jpg" width="331" height="540" alt="" />
-<div class="caption"><p>EARLY SETTLEMENTS IN VIRGINIA AND
-MARYLAND</p></div>
-</div>
-
-
-<p><strong>30. The Death of Raleigh.</strong> But the great Elizabeth
-was dead, and an unfriendly king, James I, was on the
-throne. He threw Raleigh
-into prison, and kept him
-there thirteen years. The
-Spaniards urged the king
-to put Raleigh to death.
-He had been a life-long
-enemy of Spain and they
-knew they were not safe if
-he lived.</p>
-
-<div class="sidenote"><strong>Raleigh
-bravely
-meets
-death</strong></div>
-
-<p>At last Spanish influence
-was too strong, and Sir
-Walter faced death on the
-scaffold as bravely as he
-had faced the Spaniards
-in battle.</p>
-
-<p>Thus died a noble man
-who gave both his fortune
-and his life for the purpose
-of planting an English colony
-in America.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> John Cabot, trying for a short
-route to India, discovered what is supposed to be Labrador,
-or Cape Breton. <em>2.</em> On a second voyage he coasted along
-eastern North America as far south as the Carolinas. <em>3.</em>
-Later, England claimed all North America. <em>4.</em> Francis Drake
-sailed to the Pacific in the <em>Pelican</em> and then turned northward
-after the Spanish gold ships. <em>5.</em> He wintered in California,
-and then started across the Pacific&mdash;the first Englishman to
-cross. <em>6.</em> Drake reached England, and was received with
-great joy. <em>7.</em> Once more Drake went to fight the Spaniards,<span class="pagenum"><a name="Page_48" id="Page_48">[Pg 48]</a></span>
-until the Great Armada attacked England. <em>8.</em> Walter Raleigh,
-a student, a soldier, and a seaman, won the favor of the
-queen. <em>9.</em> He hated the Spaniards, and planted settlements
-in what is now North Carolina. <em>10.</em> What was Raleigh's
-prophecy?</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Tell the story of John Cabot before
-he came to England. <em>2.</em> What did Cabot want to find when
-he sailed away and what did he find? <em>3.</em> How was Cabot
-treated by King Henry VII, according to a "Citizen of Venice,"
-after he returned? <em>4.</em> Why was little attention given to the
-new lands by the English?</p>
-
-<p><em>5.</em> Prove that Spanish and English sailors did not like each
-other. <em>6.</em> Who was Francis Drake? <em>7.</em> What was Magellan
-after and what was Drake after? <em>8.</em> Find out why Drake renamed
-his ship the <em>Golden Hind</em>. <em>9.</em> Tell the story of Drake's
-voyage from Valparaiso to Oregon. <em>10.</em> Tell the story of the
-voyage across the Pacific and how he was received at home.
-<em>11.</em> What did Drake do when he missed the "Gold Fleet"?
-<em>12.</em> What did Drake mean when he said he had "singed the
-King of Spain's beard"? <em>13.</em> What became of the Spanish
-Armada, and what effects did its failure produce?</p>
-
-<p><em>14.</em> What other brave man went to America before the
-Armada was destroyed? <em>15.</em> Give the early experiences of
-Raleigh before he was thirty. <em>16.</em> Make a mental picture of
-the cloak episode. <em>17.</em> Explain how kind the Indians were;
-how did the English repay the Indians? <em>18.</em> What did the
-colonists take home with them? <em>19.</em> Who was the first white
-child of English parents born in America? <em>20.</em> How did the
-destruction of the Armada affect Englishmen who wanted to go
-to America? <em>21.</em> Read in other books about Raleigh's death.
-<em>22.</em> How did the English treatment of the Indians compare
-with that of the Spaniards?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Cabot</span>: Hart, <cite>Colonial Children</cite>, 7-8;
-Griffis, <cite>Romance of Discovery</cite>, 105-111.</p>
-
-<p><span class="smcap">Drake</span>: Hart, <cite>Source Book of American History</cite>, 9-11;
-Hale, <cite>Stories of Discovery</cite>, 86-106; Frothingham, <cite>Sea Fighters</cite>,
-3-44.</p>
-
-<p><span class="smcap">Raleigh</span>: Hart, <cite>Colonial Children</cite>, 165-170; Pratt, <cite>Early
-Colonies</cite>, 33-40; Wright, <cite>Children's Stories in American History</cite>,
-254-258; Higginson, <cite>American Explorers</cite>, 177-200; Bolton,
-<cite>Famous Voyagers</cite>, 154-234.</p></div>
-
-<p><span class="pagenum"><a name="Page_49" id="Page_49">[Pg 49]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE MEN WHO PLANTED NEW FRANCE IN
-AMERICA, FOUNDED QUEBEC, EXPLORED
-THE GREAT LAKE REGION, AND PENETRATED
-THE MISSISSIPPI VALLEY</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>SAMUEL DE CHAMPLAIN, THE FATHER OF NEW FRANCE</h3>
-
-
-<div class="sidenote"><strong>Cartier,
-1534</strong></div>
-
-
-<p><strong>31. The French in North America.</strong> France was the
-slowest of the great nations in the race for North America.
-Not until 1534 did Jacques Cartier, a French sea captain
-searching for a shorter route to India, sail into the mouth
-of the St. Lawrence River. He reached an Indian village
-where Montreal now stands and took possession of the
-country for his king.</p>
-
-<div class="figcenter" style="width: 450px;">
-<img src="images/i_049a.jpg" width="450" height="540" alt="" />
-<div class="caption"><p>SAMUEL DE CHAMPLAIN</p>
-
-<p><em>From the portrait painting in Independence
-Hall, Philadelphia, Pennsylvania</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Champlain
-founded
-Quebec,
-1608</strong></div>
-
-<p>One year after Jamestown was settled, and one year before
-the <em>Half Moon</em> sailed
-up the Hudson, Samuel de
-Champlain laid the foundations
-of Quebec (1608).
-Champlain was of noble
-birth, and had been a soldier
-in the French army.
-He had already helped
-found Port Royal in Nova
-Scotia.</p>
-
-<div class="sidenote"><strong>Made
-friends
-and foes
-among
-the
-Indians</strong></div>
-
-<p>Wherever he went,
-Champlain made fast
-friends with the Algonquin
-Indians, who lived along
-the St. Lawrence. He gave
-them presents and bought
-their skins of beaver and of other animals. In the fur
-trade he saw a golden stream flowing into the king's<span class="pagenum"><a name="Page_50" id="Page_50">[Pg 50]</a></span>
-treasury. Champlain certainly made a good beginning in
-winning over these Indians, but he also made one great
-blunder out of which grew many bitter
-enemies among other Indian tribes.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_050a.jpg" width="540" height="346" alt="" />
-<div class="caption"><p>THE SITE OF QUEBEC</p>
-
-<p><em>Here, 1608, on a narrow belt of land at the foot of the high
-bluff, Champlain laid out the city of Quebec</em></p></div>
-</div>
-
-<div class="sidenote"><strong>An
-Indian
-war
-party</strong></div>
-
-
-<p><strong>32. Champlain
-and
-the Indians.</strong>
-The Algonquins
-were bitter
-foes of the
-Iroquois or
-Five Nations.
-One time they
-begged Champlain
-and his
-men, clad in steel and armed with the deadly musket, to
-join their war party (1609). This he did. They made
-their way up the St. Lawrence to the mouth of the
-Richelieu, and up that river to the falls. The Indians
-then carried the canoes and the baggage around the falls.</p>
-
-<div class="sidenote"><strong>Discovery
-of
-Lake
-Champlain</strong></div>
-
-<p>What must have been Champlain's feelings when they
-glided out of the narrow river into the lake now bearing
-his name! A lake no white man had ever seen, and
-greater than any in his beloved France! On the left
-he saw the ridges of the Green Mountains, on the right
-the pine-clad slopes of the Adirondacks, the hunting
-grounds of the hated Iroquois.</p>
-
-<p>One evening, near where the ruins of Ticonderoga now
-stand, they saw the war canoes of their enemies. That
-night the hostile tribes taunted each other and boasted
-of their bravery. On the shores of the lake the next day
-they drew up in battle array. The Iroquois chiefs wore<span class="pagenum"><a name="Page_51" id="Page_51">[Pg 51]</a></span>
-tall plumes on their heads, and their warriors carried
-shields of wood or hide.</p>
-
-<div class="sidenote"><strong>Why the
-Iroquois
-came to
-hate the
-French</strong></div>
-
-<p>All at once the Algonquins opened their ranks and
-Champlain, in full armor, walked forth. The Iroquois
-gazed in wonder on the first European soldier they had
-ever seen. Champlain leveled his musket and fired. Two
-chiefs fell. Then another report rang through the woods,
-and the boldest warriors in North America broke and fled
-in confusion. The Algonquins, yelling like demons, ran
-after them, killing and capturing as many as possible.</p>
-
-<p>There was great rejoicing among the victors, and Champlain
-was their hero. But there must have been great
-sorrow and vows of revenge among the Iroquois.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_051a.jpg" width="540" height="307" alt="" />
-<div class="caption"><p>THE ROUTES FOLLOWED BY CHAMPLAIN</p></div>
-</div>
-
-<div class="sidenote"><strong>Champlain
-and
-the
-Algonquins
-invade
-the
-Iroquois
-country</strong></div>
-
-<p>The next year Champlain joined another Algonquin
-war party, and helped win another victory from the
-Iroquois. Again, in 1615, he joined a party of more than
-five hundred fiercely painted warriors. They traveled
-to the shore of Lake Ontario and boldly crossed to the
-other side in their bark canoes. They hid their boats and
-then silently marched into the country of the Iroquois.</p>
-
-<p><span class="pagenum"><a name="Page_52" id="Page_52">[Pg 52]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_052a.jpg" width="540" height="330" alt="" />
-<div class="caption"><p>THE DEFEAT OF THE IROQUOIS AT LAKE CHAMPLAIN</p>
-
-<p><em>After an engraving of Champlain's published in 1613</em></p></div>
-</div>
-
-<p>Some miles south of Oneida Lake they came upon a
-fortified Indian town. For several days Champlain and
-his Indians tried
-to break into or
-burn the fort, but
-had to give it up.
-These campaigns
-made the Iroquois
-hate the French
-almost as much
-as they did the
-Algonquins.</p>
-
-<div class="figcenter" style="width: 363px;">
-<img src="images/i_052b.jpg" width="363" height="540" alt="" />
-<div class="caption"><p>A FRENCH FUR TRADER ON SNOWSHOES</p></div>
-</div>
-
-<div class="sidenote"><strong>Iroquois
-make St.
-Lawrence
-unsafe
-for
-French</strong></div>
-
-<p>For this reason
-Frenchmen found it safer to go west by traveling up the
-Ottawa River and crossing over to Lake Huron than
-by paddling up the St. Lawrence and through lakes
-Ontario and Erie. The result
-was that the French discovered
-Lake Michigan and Lake Superior
-long before they ever
-saw Lake Erie. On the other
-hand, we are soon to see how
-the Dutch made friends with
-the Iroquois.</p>
-
-<div class="sidenote"><strong>Champlain
-true to
-king and
-country</strong></div>
-
-<p>Champlain remained many
-years in Canada, always working
-for the good of New France,
-as the country was called. He
-helped on the work of the missionaries,
-made peace between
-hostile tribes of Indians, and
-encouraged the fur trade and<span class="pagenum"><a name="Page_53" id="Page_53">[Pg 53]</a></span>
-the coming of new settlers. Worn out with toil and
-travel, far away from kindred and native land, Champlain
-died at Quebec on Christmas Day, 1635.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOLIET AND MARQUETTE, FUR TRADER AND MISSIONARY,
-EXPLORE THE MISSISSIPPI VALLEY FOR NEW FRANCE</h3>
-
-
-<div class="sidenote"><strong>Stories
-of a new
-country</strong></div>
-
-
-<p><strong>33. French Explorers in the Northwest.</strong> Year after
-year, traders and missionaries, returning to Montreal
-and Quebec from the west, told strange stories of a great
-river larger than any the French had yet seen. In May,
-1673, Joliet, a fur trader, and Marquette, a missionary,
-were sent out by Count Frontenac, governor of the French
-settlements in Canada, to explore this river.</p>
-
-<div class="sidenote"><strong>Joliet
-and
-Marquette
-find
-the
-Mississippi</strong></div>
-
-<p>With five others they paddled in canoes along the north
-shore of Lake Michigan, through Green Bay, up the Fox
-River, and then crossed overland to the beautiful Wisconsin.
-Quietly and rapidly their boats passed down the
-Wisconsin until they reached a great valley several miles
-in width and a great river.</p>
-
-<p>Following the current, they passed the mouth of the
-gently flowing Illinois, then the rushing and muddy Missouri,
-the slow and clear Ohio, and finally, in July, they
-reached the mouth of the Arkansas. Convinced that
-the Mississippi flowed into the Gulf of Mexico, they set
-out on the return trip of two thousand miles.</p>
-
-<p>Joliet reached Quebec in safety, but Marquette fell ill
-and remained among the Indians. The next spring while
-preaching in Illinois near where Ottawa now stands, he
-fell ill again, and died. The Indians showed their love
-and respect by bearing his remains by canoe to Mackinac,
-where he was buried beneath the chapel floor of his own
-mission house.</p>
-
-<p><span class="pagenum"><a name="Page_54" id="Page_54">[Pg 54]</a></span></p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Champlain laid the foundations
-of New France at Quebec, and made a treaty with the Indians
-on the St. Lawrence. <em>2.</em> Joliet and Marquette were sent out
-from Canada to explore the Mississippi River. <em>3.</em> Joliet
-returned to tell the story of their discoveries and Marquette
-remained among the Indians in Illinois.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> What part of North America did
-France first settle? <em>2.</em> Who was Champlain? <em>3.</em> Tell the
-story of his first battle with the Iroquois. <em>4.</em> What things
-in New France did Champlain help? <em>5.</em> What was Champlain's
-blunder? <em>6.</em> Who were Joliet and Marquette? <em>7.</em> Tell
-the story of Joliet and Marquette. <em>8.</em> How did they get back
-to Canada? Near what place in Illinois did Marquette preach?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Champlain</span>: Wright, <cite>Children's
-Stories in American History</cite>, 269-280; McMurry, <cite>Pioneers on
-Land and Sea</cite>, 1-34.</p>
-
-<p><span class="smcap">Joliet</span> and <span class="smcap">Marquette</span>: McMurry, <cite>Pioneers of the
-Mississippi Valley</cite>, 1-15; Thwaites, <cite>Father Marquette</cite>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>WHAT THE DUTCH ACCOMPLISHED IN THE
-COLONIZATION OF THE NEW WORLD</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>HENRY HUDSON, WHOSE DISCOVERIES LED DUTCH TRADERS
-TO COLONIZE NEW NETHERLAND</h3>
-
-
-<p><strong>34. Hudson's Explorations.</strong> One year after the men
-of New France had founded the city of Quebec the Dutch
-began the colony which became the Empire State. About
-the time John Smith was working hard for Jamestown, his
-friend Henry Hudson was sailing for some Dutch merchants
-in search of a northern sea route to India (1609).</p>
-
-<div class="sidenote"><strong>The
-discovery
-of
-the
-Hudson
-by the
-Dutch</strong></div>
-
-<p>One bright fall day Hudson sailed into the mouth of
-the great river which now bears his name. He hoped
-that he had entered the arm of the sea which might carry
-him to India. He turned the prow of his vessel, the
-<em>Half Moon</em>, up stream.</p>
-
-<p><span class="pagenum"><a name="Page_55" id="Page_55">[Pg 55]</a></span></p>
-
-<div class="figcenter" style="width: 483px;">
-<img src="images/i_055a.jpg" width="483" height="540" alt="" />
-<div class="caption"><p>HENRY HUDSON</p>
-
-<p><em>From the painting by Count Pulaski in the
-Aldermanic Chamber of the City
-Hall, New York</em></p></div>
-</div>
-
-<div class="sidenote"><strong>What
-Hudson
-and his
-men saw</strong></div>
-
-<p>Soon the beauty of the river, the rich colors of the great
-forests, the steep sides of the palisades, the slopes of the
-highlands, the strange Indians
-in their bark canoes, so
-took the attention of Hudson
-and his crew that, for a time,
-they forgot all about a route
-to India.</p>
-
-<p>What a flutter of excitement
-the <em>Half Moon</em> must
-have caused among the Indians!
-They came on board
-to give welcome and presents
-to Hudson and his men.</p>
-
-<p>On the return, probably
-near the present city of Hudson,
-an old chief came on board and invited Hudson to
-visit the little village of wigwams located on the river.
-There these Dutchmen saw beautiful meadows, fields of
-corn, and gardens of pumpkins, grapes, and plums.</p>
-
-<p>The chief showed Hudson his palace of bark, and spread
-a feast of roasted pigeons and other Indian food before
-him. In spite of such kind treatment, Hudson would
-not stay over night with the Indians, who even broke
-their bows and arrows and then threw them into the fire
-to prove that they meant no harm to the white man, but
-Hudson and his men were still afraid.</p>
-
-<div class="sidenote"><strong>Indians
-kind but
-Hudson
-cruel</strong></div>
-
-<p>Indeed, Hudson had every reason to fear the Indians,
-for he had treated them badly and his men had even
-murdered some. In less than a month, Indian friendship
-had been turned into Indian hatred.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_056a.jpg" width="540" height="355" alt="" />
-<div class="caption"><p>INDIANS WELCOMING THE "HALF MOON," HUDSON'S SHIP</p></div>
-</div>
-
-<p>The next year Hudson sailed in an English vessel in<span class="pagenum"><a name="Page_56" id="Page_56">[Pg 56]</a></span>
-search of the long-wished-for passage. On he went, far
-to the northward, past Iceland and Greenland, into the
-great bay which
-bears his name.
-In this desolate
-region, surrounded
-by fields of ice
-and snow, Hudson
-and his men
-spent a fearful
-winter.</p>
-
-<div class="sidenote"><strong>Fate of
-Hudson
-and his
-men</strong></div>
-
-<p>In the spring
-his angry sailors
-threw him and a few faithful friends into a boat and sent
-them adrift. Nothing more was ever heard of them. In
-Irving's "Rip Van Winkle" the story tells of nightly
-scenes in the Catskills in which the ghosts of Hudson and
-his friends were the actors.</p>
-
-<div class="sidenote"><strong>A trading
-post
-on Manhattan</strong></div>
-
-
-<p><strong>35. Dutch Traders and the Indians.</strong> Just as soon
-as the news of Hudson's first voyage reached Holland,
-the Dutch merchants claimed all the region explored
-by Hudson and his men and hastened to open up trade
-with the Indians. As early as 1614 a trading post was
-established on Manhattan Island&mdash;the beginning of a
-great city, New York.</p>
-
-<p>Other posts were soon located: one up the Hudson
-became Fort Orange, another on the Delaware was named
-Fort Nassau, and a fourth was placed where Jersey City
-now stands. Later the Dutch traders went as far east
-as the Connecticut Valley.</p>
-
-<div class="sidenote"><strong>A lasting
-Indian
-treaty</strong></div>
-
-<p>The Dutchmen treated the Indians kindly and early
-made a great treaty with the Iroquois, or Five Nations.<span class="pagenum"><a name="Page_57" id="Page_57">[Pg 57]</a></span>
-The chiefs of many tribes came to Fort Orange dressed
-for the event. Their bows and arrows and tomahawks
-were decorated, their garments tasseled and fringed, and
-on their heads they wore nodding plumes of many sorts,
-while their faces were hideous with paint. A peace belt
-of deer skin covered with beads was held at one end by
-the chiefs and at the other by the Dutch traders. They
-"smoked the pipe of peace, buried the tomahawk," and
-made vows of everlasting friendship.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_057a.jpg" width="540" height="422" alt="" />
-<div class="caption"><p>THE TREATY BETWEEN THE DUTCH AND THE
-INDIANS AT FORT ORANGE</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-Indians
-liked the
-Dutch</strong></div>
-
-<div class="sidenote"><strong>The fur
-trade</strong></div>
-
-<p>The Indians liked the Dutch, who often visited them in
-their wigwams and sat around their camp fires. The fur
-trade grew rapidly. The Indians hunted and trapped as
-never before. They paddled up the Hudson, and crossed
-over to lakes George and Champlain. They went up the
-Mohawk far beyond where Schenectady now is, plunged
-deeper into the unbroken forests, and even climbed the
-mountains in search of fur-coated animals. The favorite
-fur-bearing animal
-was the beaver.
-Besides, the
-otter, mink, and
-weasel were
-hunted.</p>
-
-<p>When the fur
-pack was made up
-the dusky hunters
-from every direction
-made their
-way to the nearest
-trading post.
-There they traded their furs for guns, powder, and ball,
-and for whatever else the white trader had that pleased<span class="pagenum"><a name="Page_58" id="Page_58">[Pg 58]</a></span>
-Indian fancy. Great Dutch ships came every year to
-carry to Amsterdam and other Dutch cities rich cargoes
-of furs.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_058a.jpg" width="540" height="330" alt="" />
-<div class="caption"><p>THE HOME OF A PATROON</p>
-
-<p><em>The old Van Rensselaer House at Greenbush, New York</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Peter
-Minuit
-bought
-Manhattan
-Island
-for
-twenty-four
-dollars</strong></div>
-
-
-<p><strong>36. The Settlement
-of New Netherland.</strong>
-Already a
-great company of
-Amsterdam merchants
-were sending
-settlers, as well
-as fur traders, to
-the new colony,
-which now was
-called New Netherland. Peter Minuit, the first governor,
-bought the island of Manhattan from the Indians
-for twenty-four dollars' worth of glass beads and other
-trinkets, built a town of log cabins on the end of the
-island, and named it New Amsterdam.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_058b.jpg" width="540" height="368" alt="" />
-<div class="caption"><p>THE SALE OF MANHATTAN TO THE DUTCH</p>
-
-<p><em>Peter Minuit, who made the trade with the Indians, is
-known as the founder of New York City</em></p></div>
-</div>
-
-<p>But settlers did not come rapidly enough, so the company
-offered its members large tracts of land and the
-title of "patroon"
-or "patron," on
-the condition that
-they plant colonies
-at their own
-expense. Each
-patroon was to
-govern the people
-on his own land.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_059a.jpg" width="540" height="333" alt="" />
-<div class="caption"><p>CHILD'S CHAIR AND CRADLE</p>
-
-<p><em>Furniture used by the patroons</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The
-patroons
-and their
-way of
-living</strong></div>
-
-<p>The greatest of
-the patroons was
-Van Rensselaer,<span class="pagenum"><a name="Page_59" id="Page_59">[Pg 59]</a></span>
-whose plantation in the region of Fort Orange included
-one thousand square miles. The farmers and servants on
-these plantations
-looked upon the
-patroon as being
-much above them
-in authority and
-social position.</p>
-
-<p>Every year the
-farmers and their
-families came
-with their wagons
-filled with what they had raised to pay the patroon for
-the use of the land. He set them a great feast, and
-there was merrymaking all day long.</p>
-
-<div class="sidenote"><strong>A wicked
-Indian
-war</strong></div>
-
-<p>The growth of New Netherland attracted bad men as
-well as good men. Some mean traders robbed and murdered
-a number of Indians not of the Five Nations.
-The Indians robbed and murdered in return. War broke
-out, and before it ended many settlements were broken
-up, and hundreds of settlers killed.</p>
-
-<p>Parties of Indians roved day and night over Manhattan
-Island, killing the Dutch even in sight of Fort Amsterdam.
-The people blamed their governor, Kieft, and
-threatened to arrest him and send him to Holland. He
-finally made peace with the Indians just before the new
-governor arrived.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Henry Hudson, searching for a
-shorter route to India, discovered the river which now bears
-his name. <em>2.</em> Dutch traders built trading posts throughout
-the region, made a treaty with the Indians, purchased<span class="pagenum"><a name="Page_60" id="Page_60">[Pg 60]</a></span>
-Manhattan Island, and built the town of New Amsterdam.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Tell the story of Henry Hudson
-and the <em>Half Moon</em>. <em>2.</em> What was the fate of Hudson?
-<em>3.</em> When was a trading post planted on Manhattan? <em>4.</em>
-Make a mental picture of the treaty with the Indians. <em>5.</em>
-How did the Dutch treatment of the Indians compare with
-the Spanish? <em>6.</em> What three things did Peter Minuit do?
-<em>7.</em> Who were the patroons?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Hudson</span>: Williams, <cite>Stories from
-Early New York History</cite>, 1-4, 32-36; Wright, <cite>Children's Stories
-in American History</cite>, 292-299; Griffis, <cite>Romance of Discovery</cite>,
-233-245.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>FAMOUS PEOPLE IN EARLY VIRGINIA</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOHN SMITH THE SAVIOR OF VIRGINIA, AND POCAHONTAS
-ITS GOOD ANGEL</h3>
-
-
-<p><strong>37. The First Permanent English Settlement.</strong> Raleigh
-had made it impossible for Englishmen to forget America.
-They sent out ships every year to trade with the Indians.
-In 1606 a great company was formed of London merchants
-and other rich men to plant a colony in Virginia.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_060a.jpg" width="540" height="262" alt="" />
-<div class="caption"><p>THE SITE OF JAMESTOWN</p>
-
-<p><em>After a drawing made early in the nineteenth century by an
-English traveler, Catherine C. Hopley</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Raleigh's
-wish
-comes
-true</strong></div>
-
-<p>King James gave them a charter, ministers preached
-sermons about Virginia, and poets sang her praises. At
-Christmas time one
-of Raleigh's old sea
-captains, Newport,
-sailed
-with a
-colony
-of more
-than one
-hundred
-settlers.
-They<span class="pagenum"><a name="Page_61" id="Page_61">[Pg 61]</a></span>
-went by way of the West Indies, and the Spaniards,
-although watching, did not dare to attack them.</p>
-
-<div class="figcenter" style="width: 423px;">
-<img src="images/i_061a.jpg" width="423" height="540" alt="" />
-<div class="caption"><p>JOHN SMITH</p>
-
-<p><em>From an engraving made by Simon van
-Pass, in 1614, on the margin of Smith's
-map of "New England" in "A Description
-of New England." This
-shows him at the age of thirty-seven</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Jamestown
-settled,
-1607</strong></div>
-
-<p>In the spring, when Virginia
-is in her gayest dress, the ships
-sailed up Chesapeake Bay into
-the James River, and landed on
-a peninsula. Here they began
-to plant Jamestown, named in
-honor of their king, the first permanent
-English settlement in the
-New World.</p>
-
-<div class="sidenote"><strong>Settlers
-still hunt
-for gold</strong></div>
-
-<p>They first built a fort to protect
-them from any attacks of
-Indians and Spaniards. But
-most of the settlers wanted to
-get rich quick, go back to England,
-and spend the rest of their
-days in ease. Therefore, instead of building comfortable
-houses and raising something to eat, they spent their time
-in searching for gold.</p>
-
-<p>The result was that most of them fell sick and food grew
-scarce. Within a few months more than half of the settlers
-were dead, and the others were discouraged and homesick.
-Would this colony fail, too, as Raleigh's colony had?</p>
-
-
-<p><strong>38. John Smith.</strong> There was one man, however, in
-the colony who could make Jamestown a success. He
-bore the plain name of John Smith. But he was no
-common man. John Smith had already had as wonderful
-adventures as the knights of old.</p>
-
-<div class="sidenote"><strong>John
-Smith,
-a soldier</strong></div>
-
-<p>While yet a young man he went to the land of dikes
-and windmills to help the brave Hollanders fight against
-the Spaniards. But he grew tired of seeing Christians<span class="pagenum"><a name="Page_62" id="Page_62">[Pg 62]</a></span>
-fighting one another, and resolved to go and fight the
-Turks. On his way he was robbed in France and left
-half dead in a great forest, but was rescued and made his
-way to the sea. Then he sailed with a colony of pilgrims
-going to the Holy Land. After many adventures John
-Smith found himself in eastern Europe. He was made
-captain of a troop of cavalry and was soon fighting the
-Turks. In three hand-to-hand combats, Captain Smith
-slew his enemies, cut off their heads, and presented them
-to his commander.</p>
-
-<div class="sidenote"><strong>Smith
-wins a
-queer
-coat of
-arms</strong></div>
-
-<p>The Christian army looked on Smith as a hero, and the
-ruler of the land gave him a shield with three Turks'
-heads painted on it as a coat of arms. The Turks afterwards
-captured Smith and made a slave of him. His
-master's cruelty was so great that Smith slew him,
-mounted his horse, and rode away to Russia. He finally
-returned to England in time to talk with Captain Newport
-about America. Just such a man was needed in founding
-Jamestown.</p>
-
-<div class="sidenote"><strong>Fails to
-gain his
-position
-but
-works
-instead
-of sulking</strong></div>
-
-<p>The king had made Smith an officer of the new colony,
-but the other officers would not permit him to take part
-in governing Virginia. John Smith was not a man to
-sulk and idle his time away, but resolved to do something
-useful, by visiting the Indians and gathering food for
-the colony.</p>
-
-<div class="sidenote"><strong>Taken
-prisoner
-by the
-Indians</strong></div>
-
-<p>While on an expedition up the Chickahominy, Smith's
-party was attacked by two hundred Indians. Smith
-seized his Indian guide, tied him in front for a shield, and
-with his gun was able to hold the Indians at bay until he
-fell into a swamp and had to surrender.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_063a.jpg" width="540" height="511" alt="" />
-<div class="caption"><p>SMITH SHOWING HIS POCKET COMPASS TO THE INDIANS</p></div>
-</div>
-
-<p>He immediately showed the red men his ivory pocket
-compass. They saw the little needle tremble on its pivot,<span class="pagenum"><a name="Page_63" id="Page_63">[Pg 63]</a></span>
-but could not touch it. He wrote a letter to Jamestown.
-An Indian took it and returned with the articles asked for
-in the letter. This
-was still more mysterious
-than the
-compass.</p>
-
-<div class="sidenote"><strong>Smith
-learns
-how
-Indians
-live</strong></div>
-
-<p>The Indians
-marched him from
-one village to another
-to show off
-their prisoner.
-This gave Smith
-a chance to learn
-a great deal about
-the Indians. Some
-of them lived in
-houses made of the
-bark and branches of trees; others had rude huts to
-shelter them. Now and then a wigwam was seen large
-enough to hold several families.</p>
-
-<p>The Indian warriors painted their bodies to make
-themselves look fierce. They carried bows and arrows
-and clubs as weapons, for they had no guns at that time.
-The men did the hunting and fighting, but in other things
-they were lazy. The Indian women not only cared for
-the children, did the cooking, and made the clothes, but
-also gathered wood, tilled the soil, and built the wigwams.
-The Indian wife was the warrior's drudge.</p>
-
-<div class="figcenter" style="width: 292px;">
-<img src="images/i_064a.jpg" width="292" height="540" alt="" />
-<div class="caption"><p>AN INDIAN WARRIOR</p></div>
-</div>
-
-<div class="sidenote"><strong>An
-Indian
-council
-tries
-Smith</strong></div>
-
-<p>Smith saw a more wonderful sight still, when he was
-led to the village where lived Powhatan. The old chief
-had prepared a real surprise for this Englishman. Powhatan,
-tall, gaunt, and grim, was wrapped in a robe of<span class="pagenum"><a name="Page_64" id="Page_64">[Pg 64]</a></span>
-raccoon skins. He sat upon a bench before the wigwam
-fire. His wives sat at his side. Along the walls stood
-a row of women with faces and shoulders
-painted bright red, and with chains of white
-shells about their necks. In front
-of the women stood Powhatan's
-fierce warriors. This council of
-Indians was to decide the fate of
-Smith.</p>
-
-<div class="sidenote"><strong>Smith's
-rescue
-by Pocahontas</strong></div>
-
-<p>Two big stones were rolled in
-front of Powhatan, and a number
-of powerful warriors sprang upon
-Smith, dragged him to the stones,
-and forced his head upon one of
-them. As the warriors stood, clubs
-in hand, ready to slay Smith, Pocahontas,
-the beautiful twelve-year-old
-daughter of Powhatan, rushed
-forward, threw her arms around
-the prisoner, and begged for his life.</p>
-
-<p>Pocahontas had her way. Powhatan adopted Smith
-as a son and set him to making toys for the little maid.
-This was strange work for the man who had fought the
-Spaniards and slain the Turks, and who was to save a
-colony. This story is doubted by some people, but is
-believed by many good historians.</p>
-
-<div class="sidenote"><strong>Pocahontas
-proves
-a friend
-in need</strong></div>
-
-<p>After a time Smith returned to Jamestown only to find
-the settlers facing starvation, and the officers planning
-to escape to England in the colony's only vessels. He
-promptly arrested the leaders and restored order. In a
-few days a band of Indians, led by Pocahontas, entered
-the fort. They were loaded down with baskets of corn.</p>
-
-<p><span class="pagenum"><a name="Page_65" id="Page_65">[Pg 65]</a></span></p>
-
-<p>The fear of starvation was now gone, because every
-few days the little maiden came with food for the settlers.
-Ever afterwards they called her "the dear blessed Pocahontas."
-She was the good angel of the colony.</p>
-
-<div class="sidenote"><strong>Powhatan
-refuses
-to give
-any more
-corn</strong></div>
-
-<p>When winter came on, Smith resolved to secure another
-supply of corn. But Powhatan had noticed the increase
-of settlers and the building of more houses. He feared
-that his people might be driven from their hunting
-grounds. Smith knew that Powhatan's women had
-raised plenty of corn, so immediately sailed up the river
-to the old chief's village.</p>
-
-<div class="sidenote"><strong>Pocahontas
-shows
-her
-friendship</strong></div>
-
-<p>Powhatan bluntly told Smith he could have no corn
-unless he would give a good English sword for each
-basketful. Smith promptly refused, and compelled the
-Indians to carry the corn on board his boat. That very
-night, at the risk of her life, Pocahontas stole through the
-woods to tell Smith of her father's plot to kill his men.
-They kept close watch all night, and next morning sailed
-safely away.</p>
-
-<p>But Smith needed still more corn, and stopped at
-another Indian town. Suddenly he found himself and
-his men surrounded by several hundred Indian warriors.
-A moment's delay, and all would have been over. Smith
-rushed into the chief's wigwam, seized him by the scalp-lock,
-dragged him out before his astonished warriors,
-pointed a pistol at his breast, and demanded corn. He
-got it; and the English sailed back to Jamestown with
-three hundred bushels of corn on board.</p>
-
-<div class="sidenote"><strong>Smith
-induces
-the
-settlers
-to go
-to work</strong></div>
-
-<div class="sidenote"><strong>Industry
-brings
-contentment</strong></div>
-
-<p>When spring came Smith resolved that the settlers
-must go to work. He called them together and made a
-speech declaring that "he that will not work shall not eat.
-You shall not only gather for yourself, but for those that<span class="pagenum"><a name="Page_66" id="Page_66">[Pg 66]</a></span>
-are sick. They shall not starve." The people in the
-colony not only planted more grain, but repaired the
-fort and built more and better houses. Thus they grew
-happier and more contented with their home in the
-Virginia woods.</p>
-
-<div class="sidenote"><strong>Smith
-returns
-to
-England</strong></div>
-
-<p>Unfortunately for the colony, Smith was wounded so
-badly by an explosion of gunpowder that he had to return
-to England for medical treatment. The settlers again
-fell into idleness after he left, and many of them died.
-Still the colony had gained such a foothold that it was
-strong enough to live.</p>
-
-<p>Some years later, Smith sailed to America again, explored
-the coast from Penobscot Bay to Cape Cod, drew
-a map of it, and named the region New England. This
-was his last visit to America.</p>
-
-
-<p><strong>39. Pocahontas.</strong> After John Smith left, Pocahontas
-did not visit the English any more. One time she was
-seized by an Englishman, put on board a vessel, and
-carried weeping to Jamestown.</p>
-
-<div class="figcenter" style="width: 344px;">
-<img src="images/i_066a.jpg" width="344" height="540" alt="" />
-<div class="caption"><p>JAMESTOWN BAPTISMAL
-FONT</p>
-
-<p><em>From this font, now in
-Bruton Parish Church,
-Va., it is said Pocahontas
-was baptized</em></p></div>
-</div>
-
-<p>Before long an English settler, John
-Rolfe, fell in love with her and she with
-him. What should they do? Did not
-this beautiful maiden of eighteen years
-have a strange religion? But she was
-anxious to learn about the white man's
-religion, so the minister at Jamestown
-baptized her and gave her the Christian
-name of Rebecca.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_067a.jpg" width="540" height="418" alt="" />
-<div class="caption"><p>THE MARRIAGE OF ROLFE AND POCAHONTAS</p>
-
-<p><em>After the painting by Henry Brueckner</em></p></div>
-</div>
-
-<p>The wedding took place in the little
-wooden church. No doubt it was made
-bright with the wild flowers of Virginia
-and that all the settlers crowded to see<span class="pagenum"><a name="Page_67" id="Page_67">[Pg 67]</a></span>
-the strange event. Powhatan gave his consent, but would
-not come to the wedding himself. But we may be sure
-that the sisters
-and brothers and
-the Indian friends
-of Pocahontas
-were there.</p>
-
-<div class="sidenote"><strong>Pocahontas
-marries
-John
-Rolfe</strong></div>
-
-<div class="sidenote"><strong>Settlers
-and
-Indians
-become
-good
-friends</strong></div>
-
-<p>It was a happy
-day in Jamestown,
-for all the people,
-white and red,
-loved Pocahontas.
-The marriage of
-Pocahontas and
-John Rolfe was
-taken to mean the uniting of the Indians and settlers by
-ties of peace and friendship. For several years white
-men and red men lived as good neighbors. Rolfe took
-Pocahontas to England, where she was received "as
-the daughter of a king." The fine people, lords and
-ladies, called on her; and the king and queen received
-her at court as if she were a princess of the royal blood.</p>
-
-<div class="sidenote"><strong>Lady
-Rebecca
-treated
-like a
-princess</strong></div>
-
-<p>How different the rich clothes, the carriages, and the
-high feasting from her simple life in the woods of Virginia!
-Here, too, she met her old friend, John Smith. He called
-her "Lady Rebecca," as did everybody. But the memory
-of other days and other scenes came before her mind.
-She covered her face with her hands for a moment, and
-then said he must call her "child," and that she would
-call him "father." Smith must have thought of the days
-when she brought corn to Jamestown to feed his starving
-people.</p>
-
-<p><span class="pagenum"><a name="Page_68" id="Page_68">[Pg 68]</a></span></p>
-
-<div class="figcenter" style="width: 402px;">
-<img src="images/i_068a.jpg" width="402" height="540" alt="" />
-<div class="caption"><p>POCAHONTAS</p>
-
-<p><em>After the engraved portrait by Simon van Pass,
-known as the Bootan Hall portrait and
-now at Scalthorpe Hall, Norfolk</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Pocahontas
-dies in
-England</strong></div>
-
-<p>When about to sail for her native land, Pocahontas
-became ill and died (1617). Her son, Thomas Rolfe, was
-educated in England
-by his father's brother,
-but later he returned to
-the land of his mother.
-He became the ancestor
-of many noted Virginians;
-among these the
-best known was the
-famous orator and
-statesman, John Randolph
-of Roanoke.</p>
-
-<p>So ended the life of
-one who had indeed
-been a good and true
-friend of the people of
-Virginia. Her name,
-Pocahontas, meant
-"Bright Stream between
-Two Hills."</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>LORD BALTIMORE, IN A PART OF VIRGINIA, FOUNDS MARYLAND
-AS A HOME FOR PERSECUTED CATHOLICS (1634)
-AND WELCOMES PROTESTANTS</h3>
-
-
-<div class="sidenote"><strong>Religious
-disputes
-drove
-people to
-America</strong></div>
-
-
-<p><strong>40. A Colony of Catholics and Protestants.</strong> When
-the people of England began to change their religion,
-some became Puritans, others members of the English
-Church, and still others Catholics. Great disputes arose
-among the religious sects. There was much persecution.
-To escape this, many English people fled to the New
-World. The Puritans settled in New England, and<span class="pagenum"><a name="Page_69" id="Page_69">[Pg 69]</a></span>
-the Cavalier members of the English Church found new
-homes in Virginia.</p>
-
-<p>George Calvert desired to find a home for his people,
-the Catholics. He had studied at Oxford University,
-and had been secretary to one of Queen Elizabeth's great
-statesmen. When James I became king, he made Calvert
-Baron of Baltimore.</p>
-
-<div class="sidenote"><strong>Charles I
-gives
-Baltimore
-a part of
-Virginia</strong></div>
-
-<p>His successor, Charles I, was also Baltimore's friend,
-and when the latter asked the king for permission to
-found a colony of Catholics in America, Charles gave
-him the whole of what is now Maryland. He also
-declared that the colony should bear the name of Maryland
-in honor of his queen, Henrietta Maria.</p>
-
-<div class="sidenote"><strong>All permitted
-to
-worship
-as they
-pleased</strong></div>
-
-<p>Lord Baltimore immediately began to gather a colony
-of emigrants. He welcomed Protestants as well as Catholics,
-for it was decided that in the colony of Maryland
-all Christians were to have the same rights. Very few
-nations in the world at that time permitted people to
-worship as they pleased.</p>
-
-<p>Lord Baltimore died before the expedition was ready,
-and according to the custom of England, Cecil Calvert,
-his eldest son, fell heir to his estate and titles. The
-new Lord Baltimore sent more than three hundred persons
-in two ships, the <em>Ark</em> and the <em>Dove</em>. The long voyage
-had a happy ending; the immigrants reached the mouth
-of the Potomac in the springtime, when Maryland is at
-the height of its beauty (1634).</p>
-
-<div class="sidenote"><strong>The
-Indians
-are
-friendly</strong></div>
-
-<p>Governor Calvert, in the <em>Dove</em>, sailed up the Potomac.
-He decided to locate his little village, which was to be
-called St. Mary's, on land occupied by the Indians. He
-paid for the land on which the wigwams and cornfields
-stood, and the Indians invited the settlers to live with<span class="pagenum"><a name="Page_70" id="Page_70">[Pg 70]</a></span>
-them until their log cabins could be built. This good
-feeling lasted a long time, and these settlers escaped the
-savage wars from which many of the colonists suffered
-in the early days.</p>
-
-<div class="sidenote"><strong>Annapolis
-founded</strong></div>
-
-<p>Many Puritans came into Maryland and settled a town
-afterwards named Annapolis. A number of interesting
-events took place there in the early days. Later the
-city became the home of the famous training school for
-the American navy, the United States Naval Academy.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_070a.jpg" width="540" height="337" alt="" />
-<div class="caption"><p>GOVERNOR CALVERT LOCATING THE VILLAGE OF ST. MARY'S</p></div>
-</div>
-
-<p>Once Baltimore's authority was taken away because
-there were some disputes with a Virginian high in
-authority. The Puritans joined him and overthrew
-Baltimore's rule. Later, however, his authority was
-restored and religious freedom reëstablished.</p>
-
-<div class="sidenote"><strong>Baltimore
-settled</strong></div>
-
-<p>Baltimore, named after the founder of the colony, and
-afterward the most important town of Maryland, was
-settled in 1720.</p>
-
-<p><span class="pagenum"><a name="Page_71" id="Page_71">[Pg 71]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>INDUSTRIES, MANNERS, AND CUSTOMS OF FIRST SETTLERS
-OF VIRGINIA</h3>
-
-
-<div class="sidenote"><strong>The
-Jamestown
-colony
-prospers</strong></div>
-
-
-<p><strong>41. How the Virginia Colonists Lived.</strong> After the first
-hardships the colony grew and prospered. Ships continued
-to bring settlers from England and other countries of
-Europe. In a few years the little settlement at Jamestown
-was surrounded on all sides by newly cleared farms.</p>
-
-<div class="sidenote"><strong>The
-planters
-grow
-rich</strong></div>
-
-<p>To any one living to-day the old colony would seem
-strange indeed. There were practically no towns; almost
-every one lived on a large farm, called a plantation.
-On these plantations were great fields of tobacco, whose
-broad leaves in summer almost concealed the ground.
-Here and there a field of corn could be seen, but little
-else was grown. After a time the owners, or planters,
-built themselves great houses and kept an army of servants
-to grow the crops and do the work about the house.
-The planters did no work with their hands, but looked
-after their estates and enjoyed such pleasures as hunting
-and horseback riding. Many of these old places were the
-scenes of brilliant dinners and balls at which the fine
-ladies and gentlemen of the colony gathered.</p>
-
-<div class="sidenote"><strong>Negro
-slaves
-are
-brought
-to Virginia</strong></div>
-
-<p>Many poor people in England wanted to come to
-America, but had no money. To pay for the cost of bringing
-them over, these people were forced to work for the
-planters, often for six years or more. During this time
-they were almost slaves, but at the end of their service they
-became free. Then negroes were brought from Africa,
-and soon most of the work was done by black slaves.</p>
-
-<p>Tobacco supported the colony and made the planters
-wealthy. It bought the food, clothes, and luxuries, and
-paid the taxes. It was even used as money, and people
-reckoned the value of an article in pounds of tobacco,<span class="pagenum"><a name="Page_72" id="Page_72">[Pg 72]</a></span>
-as we do in dollars and cents. Most of the crop was
-shipped to England. The plantations lay along creeks
-or rivers up which boats could sail from the sea. When
-the tobacco was cured, it was packed in hogsheads, which
-were then rolled on board ship.</p>
-
-<div class="sidenote"><strong>A
-famous
-robber
-and
-trader</strong></div>
-
-
-<p><strong>42. Blackbeard the Pirate.</strong> The streams on which the
-planters shipped their goods also served as hiding places
-for pirates. When these sea robbers had plundered a
-ship on the open sea, they would hide away in a bend of
-one of the wooded streams. Most famous of these lawless
-men was Blackbeard. For years his very name was a
-terror to sailors along the coast. He plundered scores of
-merchant ships before he was run down and captured.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> London merchants carried out
-Raleigh's idea by planting a colony in Virginia. <em>2.</em> John
-Smith saved the colony by putting the settlers to work, by
-trading with the Indians, and by winning the friendship of
-Pocahontas. <em>3.</em> Lord Baltimore, a Catholic, got permission
-to plant a colony in Virginia; he named it Maryland, and
-the first settlement, St. Mary's. <em>4.</em> Protestants as well as
-Catholics were welcomed in the new colony. <em>5.</em> Negroes
-were brought to Virginia as slaves.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> How long did it take Captain
-Newport to reach Virginia? <em>2.</em> How long does it take a
-ship to cross the Atlantic now? <em>3.</em> Why were the settlers
-afraid of the Indians and Spaniards? <em>4.</em> Why did the
-Virginia settlers hunt for gold instead of raising something
-to eat? <em>5.</em> What did Smith learn about the Indians?
-<em>6.</em> Show how Pocahontas was a friend of the colony. <em>7.</em>
-Tell the story of George Calvert, Lord Baltimore. <em>8.</em> How
-was the colony different from that at Jamestown? <em>9.</em>
-Picture the settlers at St. Mary's. <em>10.</em> What town did
-the Puritans establish? <em>11.</em> When was the richest and most
-important town in Maryland settled, and after whom was<span class="pagenum"><a name="Page_73" id="Page_73">[Pg 73]</a></span>
-it named? <em>12.</em> Why were slaves brought to Virginia?
-<em>13.</em> Tell the story of Blackbeard.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Smith</span>: McMurry, <cite>Pioneers on Land
-and Sea</cite>, 68-102; Hart, <cite>Source Book</cite>, 33-37; Higginson,
-<cite>American Explorers</cite>, 231-246.</p>
-
-<p><span class="smcap">Baltimore</span>: Pratt, <cite>Early Colonies</cite>, 132-137; Smith and Dutton,
-<cite>The Colonies</cite>, 39-50; Sparks, <cite>American Biography</cite>, 5-229.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>PILGRIMS AND PURITANS IN NEW ENGLAND</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>MILES STANDISH, THE PILGRIM SOLDIER, AND THE STORY
-OF "PLYMOUTH ROCK"</h3>
-
-
-<div class="sidenote"><strong>They
-board
-the
-"Speedwell"</strong></div>
-
-<div class="sidenote"><strong>The
-Pilgrims'
-dearest
-country</strong></div>
-
-
-<p><strong>43. The Pilgrims.</strong> Persecuted for their religion in
-England, the Pilgrims first went to Holland. There
-they wandered from place to place, finally settling in the
-city of Leiden. But they saw that they could not keep
-their own language and customs among the Dutch, so
-they decided to go to America and found a colony of
-their own. John Carver, William Bradford, William
-Brewster, and Edward Winslow were the leaders of the
-little band that had chosen to go on the long and dangerous
-journey. The parting was sad. Eyes were wet with
-weeping and voices were choked with sorrow as the last
-words were spoken before going on board the <em>Speedwell</em>.
-Even the Dutch bystanders were moved to tears. Listen
-to the words of Bradford: "So they left that goodly and
-pleasant city which had been their resting place nearly
-twelve years; but they knew they were Pilgrims, and
-looked not much on those things, but lifted up their
-eyes to the heavens, their dearest country, and quieted
-their spirits."</p>
-
-<p>The <em>Speedwell</em> carried them across to England, where
-they found the <em>Mayflower</em>.</p>
-
-<p><span class="pagenum"><a name="Page_74" id="Page_74">[Pg 74]</a></span></p>
-
-<div class="sidenote"><strong>The
-"Mayflower"
-carried
-the Pilgrims
-to
-America</strong></div>
-
-<p>In August, 1620, the two ships spread their sails for
-America. Twice they were forced to return&mdash;once after
-they had sailed three hundred miles&mdash;because the <em>Speedwell</em>
-was leaking, and her captain declared she would
-sink before reaching America.</p>
-
-<div class="sidenote"><strong>Storms
-did not
-drive
-them
-back</strong></div>
-
-<p>Finally the <em>Mayflower</em>, with one hundred two Pilgrims
-on board, started alone. Not many days passed
-before great storms overtook her. The waves rolled
-over her deck and threatened to swallow her. For
-many days the passengers had to spend nearly all the
-time below deck, not knowing what moment would be
-their last. Strained by the storm, the <em>Mayflower</em> also
-began to leak, but the stout-hearted Pilgrims would not
-turn back.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_074a.jpg" width="540" height="392" alt="" />
-<div class="caption"><p>EMBARKATION OF THE PILGRIM FATHERS</p>
-
-<p><em>After the original painting by Charles West Cope</em></p></div>
-</div>
-
-<div class="sidenote"><strong>How
-they
-missed
-the
-Hudson</strong></div>
-
-<div class="sidenote"><strong>Signing
-the
-compact</strong></div>
-
-
-<p><strong>44. Landing of the Pilgrims in America.</strong> For days
-at a time, during the storm, the ship<span class="pagenum"><a name="Page_75" id="Page_75">[Pg 75]</a></span>
-could not use her sails and was driven far out of her
-course, to the northward. The Pilgrims had intended to
-land near the mouth of the Hudson, but
-on November 20, 1620, the little band of
-exiles found themselves looking with glad hearts upon the
-sandy but heavily-wooded shores of Cape Cod. How
-they poured out their hearts in gratitude that they
-had crossed the stormy sea in safety! The men all
-gathered in the little cabin of the <em>Mayflower</em> to sign
-a compact or an agreement in regard to the government
-of the colony. Then they elected John Carver their
-first governor.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_075a.jpg" width="540" height="344" alt="" />
-<div class="caption"><p>THE "MAYFLOWER" AND THE "SPEEDWELL" IN DARTMOUTH HARBOR</p>
-
-<p><em>It was to this harbor the Pilgrims returned to repair the leak in the "Speedwell"</em></p></div>
-</div>
-
-<p>Everybody was now anxious to get on shore. Captain
-Miles Standish, with an exploring party of sixteen men,
-each armed with a sword and a musket and equipped
-with a corselet, waded ashore through the ice-cold water
-and disappeared in the dark forest in search of a good
-place to plant the colony.</p>
-
-<p><span class="pagenum"><a name="Page_76" id="Page_76">[Pg 76]</a></span></p>
-
-<div class="sidenote"><strong>Miles
-Standish
-and his
-men explore
-the
-region</strong></div>
-
-<p>For three days they tramped through forests, up and
-down hills, and along the sandy coast, but found no
-suitable place. They found springs, however, and ponds
-of fresh water, and some Indian mounds containing stores
-of corn. What should they do, take the corn, or leave it
-and run the risk of starvation? They decided to take
-only enough to plant in the spring. They afterwards
-paid the owners double for what they had taken.</p>
-
-<div class="sidenote"><strong>They
-learn to
-set snares</strong></div>
-
-<p>Everywhere they saw flocks of wild fowl, good for food,
-and the tracks of wild deer. While Bradford was examining
-an Indian snare set for game he found himself suddenly
-swinging by one leg in the air. They had a hearty
-laugh, and learned a new lesson in the art of catching game!</p>
-
-<div class="figcenter" style="width: 507px;">
-<img src="images/i_076a.jpg" width="507" height="540" alt="" />
-<div class="caption"><p>READING THE COMPACT ON BOARD THE "MAYFLOWER"</p></div>
-</div>
-
-<div class="sidenote"><strong>Their
-first
-Indian
-battle</strong></div>
-
-<p>Twice again Standish led his little company to search
-out a place. On
-the third trip, as
-they were at breakfast,
-their ears were
-suddenly filled with
-the most fearful
-shouts. A shower
-of arrows fell near
-them. It was an
-Indian attack.
-Captain Standish
-and his men seized
-their guns and fired
-at the red men as
-fast as they could.
-Happily, the Indians,
-frightened by the roar and smoke of English muskets,
-ran away before any one was killed on either side.</p>
-
-<p><span class="pagenum"><a name="Page_77" id="Page_77">[Pg 77]</a></span></p>
-
-<div class="sidenote"><strong>Plymouth
-Harbor
-chosen</strong></div>
-
-<div class="sidenote"><strong>"Plymouth
-Rock"</strong></div>
-
-<p>On this trip they found the harbor of Plymouth, which
-John Smith had explored and named several years before.
-Its shore was now to become their home. They immediately
-hastened back to the ship to tell the good news, and
-in a few days the <em>Mayflower</em> carried the Pilgrims into Plymouth
-Harbor. The little party landed on December 21,
-1620, and that day is still celebrated as "Forefathers' Day."
-The story is that when they landed they stepped on a large
-stone&mdash;a bowlder, itself a "pilgrim"&mdash;brought there by the
-mighty ice sheet ages ago. This bowlder is called "Plymouth
-Rock," and may still be seen in Plymouth.</p>
-
-
-<p><strong>45. Their Home in the Forest.</strong> Although it was
-winter, the men immediately began to chop down trees
-and build a great log storehouse which could be used
-for a hospital and for worship.</p>
-
-<div class="sidenote"><strong>Building
-a town
-in the
-woods</strong></div>
-
-<p>Then they began building their own homes. They
-cut down the trees, sawed off the logs, hewed them
-roughly, and then dragged them by hand to the place
-where the house was to stand. When the logs were
-ready the men lifted them up by hand, or when the walls
-grew too high for lifting they slid them up "skids."</p>
-
-<p>The roof was made of boards which had been split from
-logs of wood. These were held in place by smaller logs.
-The wind and rain were kept out by "chinking" or
-daubing the cracks between the logs with mortar. The
-windows were few and small, for they had no glass and
-used oiled skins instead.</p>
-
-<p>This first winter in America was the saddest the Pilgrims
-had ever seen. Their storehouse was turned into
-a hospital. They had been used to the gentler winters
-of England and Holland. Before the warm days of
-spring came, one half of the little band had perished,<span class="pagenum"><a name="Page_78" id="Page_78">[Pg 78]</a></span>
-among them Governor Carver. But the Pilgrims bore
-brave hearts, and not a man or woman among those
-left went back to England
-when the <em>Mayflower</em> sailed.</p>
-
-<div class="figcenter" style="width: 446px;">
-<img src="images/i_078a.jpg" width="446" height="540" alt="" />
-<div class="caption"><p>MILES STANDISH</p>
-
-<p><em>From a portrait now in possession
-of Mrs. A. M. Harrison, Plymouth</em></p></div>
-</div>
-
-<div class="sidenote"><strong>True
-courage</strong></div>
-
-
-<p><strong>46. Friendship with the Indians.</strong>
-Brave Miles Standish
-kept his little army&mdash;what was
-left of it&mdash;ready for any danger.
-He built a fort on a hill, and
-mounted the cannon brought
-over in the <em>Mayflower</em>.</p>
-
-<div class="sidenote"><strong>Samoset
-introduces
-them to
-the
-Indians</strong></div>
-
-<p>But the Indians were not so
-bad after all, for had it not been
-for them, the Pilgrims would
-have had a much harder time.
-One day while the leaders were talking over military
-affairs, they saw a fine-looking Indian coming toward
-them. He called out in the English language, "Welcome!
-Welcome!" This was a double surprise. The Indian
-was Samoset, who had already saved the lives of two
-white men taken by the Indians.</p>
-
-<p>In a few days Samoset brought other Indians, dressed
-in deer and panther skins. They made the Pilgrims
-think of gypsies seen in Holland. Their long black hair
-was braided and ornamented with feathers and foxtails.
-They sang and danced for the Pilgrims.</p>
-
-<div class="sidenote"><strong>Massasoit
-visits
-the
-Pilgrims</strong></div>
-
-<p>When Samoset came again, he brought Squanto, an
-Indian who had been captured and carried to London,
-and who could speak English. They gave the news that
-the great Indian chief, Massasoit, was coming to visit
-his strange neighbors.</p>
-
-<div class="figcenter" style="width: 487px;">
-<img src="images/i_079a.jpg" width="487" height="540" alt="" />
-<div class="caption"><p>POUNDING CORN TO MAKE MEAL</p></div>
-</div>
-
-<p>A messenger was sent to welcome him and to give him<span class="pagenum"><a name="Page_79" id="Page_79">[Pg 79]</a></span>
-presents. Massasoit, and twenty other Indians without
-bows and arrows, were met by Captain Standish, and
-escorted into the presence
-of Bradford, the longtime
-governor of Plymouth.
-They agreed not to harm
-each other, and to be
-friends forever.</p>
-
-<div class="sidenote"><strong>What the
-Pilgrims
-learned
-from
-Squanto</strong></div>
-
-<p>Squanto taught the Pilgrims
-many new things.
-He showed them how to
-raise corn by putting dead
-fish in the hill when planting
-corn, how to hoe the
-corn while growing, and
-how to pound the corn to make meal. Indian corn
-proved to be the Pilgrims' best food crop.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_079b.jpg" width="540" height="433" alt="" />
-<div class="caption"><p>INDIANS TEACHING THE PILGRIMS HOW TO
-CATCH EELS</p></div>
-</div>
-
-<p>They had no means of fishing, but Squanto taught
-them how to catch eels by wading into shallow water,
-and treading them out with their feet. From the Indians
-the white men also
-learned how to make
-Indian shoes or moccasins,
-and snowshoes,
-birch-bark canoes, and
-other useful things.</p>
-
-<div class="figcenter" style="width: 290px;">
-<img src="images/i_080a.jpg" width="290" height="540" alt="" />
-<div class="caption"><p>GOVERNOR CARVER'S
-LAMP</p></div>
-</div>
-
-<p>The first summer
-was now over and the
-Pilgrims' first harvest
-had been gathered.
-Their houses had been
-repaired, and the health<span class="pagenum"><a name="Page_80" id="Page_80">[Pg 80]</a></span>
-of the settlers was good. Fish and wild game were
-plentiful. They decided that the time for rejoicing and
-thanksgiving had also come, and invited Massasoit
-and his warriors to join them in the
-celebration.</p>
-
-<div class="sidenote"><strong>The first
-American
-Thanksgiving</strong></div>
-
-<p>For three days the games, military movements,
-feastings, and rejoicing went on, and
-at the end the Pilgrims and Indians were
-better friends than before. This was
-the beginning of our custom of having
-a day of thanksgiving each year.</p>
-
-<div class="sidenote"><strong>More
-Pilgrims
-from
-Holland
-and
-England</strong></div>
-
-<p>For a whole year the Pilgrims had not
-heard a word from the great world across
-the sea. How eager they must have
-been for just one word from their old homes! One day
-the Indians sent runners to tell them that a ship was
-in sight. The cannon boomed on the hilltop. Captain
-Standish and his men ran for their guns and stood
-ready to defend the colony against Spaniards or French.
-But it was a ship with news and friends from Leiden
-and England.</p>
-
-<p>After a few weeks this ship returned to England loaded
-with furs, clapboards, and sassafras to pay those English
-merchants who had furnished the Pilgrims the <em>Mayflower</em>
-to bring them to America.</p>
-
-<div class="figcenter" style="width: 520px;">
-<img src="images/i_080b.jpg" width="520" height="340" alt="" />
-<div class="caption"><p>WEDDING SLIPPER WORN
-BY A MAYFLOWER BRIDE</p></div>
-</div>
-
-<div class="sidenote"><strong>An
-Indian's
-challenge
-to war</strong></div>
-
-<p>An Indian chief, not far away,
-decided that he would rather fight
-with the Englishmen than be friendly
-with them. So he sent a bundle of
-arrows, wrapped in a rattlesnake's
-skin, to the governor of Plymouth. Squanto told the
-Pilgrims that this was an Indian's challenge to war.</p>
-
-<p><span class="pagenum"><a name="Page_81" id="Page_81">[Pg 81]</a></span></p>
-
-<div class="sidenote"><strong>Bradford's
-answer</strong></div>
-
-<p>The Pilgrims were men of peace, but they were not
-cowards. Governor Bradford filled the skin with powder
-and shot and sent it back to the hostile chief. But the
-Indians would not touch it and the chief would not permit
-it to be left in his wigwam an hour, but sent it from place
-to place, until it again reached Plymouth.</p>
-
-<p>Thus the Pilgrims went on year by year, living in peace
-when they could, but fighting when they must. Every
-year or so new settlers came from their old homes, and
-the colony grew slowly, but steadily.</p>
-
-<div class="sidenote"><strong>The
-Pilgrims
-the most
-famous
-of all the
-Puritans
-in
-America</strong></div>
-
-<p>After a few years the new King of England was so
-hard upon the Puritans in England that thousands of
-them followed the example of the Pilgrims and came to
-America, and planted many other colonies in New England.
-But none have held so warm a place in the hearts
-of Americans as the little band brought to the New World
-by the <em>Mayflower</em>.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOHN WINTHROP, THE FOUNDER OF BOSTON; JOHN ELIOT,
-THE GREAT ENGLISH MISSIONARY; AND KING PHILIP,
-AN INDIAN CHIEF THE EQUAL OF THE WHITE MAN</h3>
-
-
-<div class="sidenote"><strong>Colony
-at Salem</strong></div>
-
-
-<p><strong>47. The Puritans.</strong> While the Pilgrims were planting
-their home on the lonely American shore, the Puritans
-in England were being cruelly persecuted by Charles I.
-So great became their sufferings and dangers that the
-Puritan leaders decided to go to America, where they
-could worship as they pleased. Charles I, fortunately,
-gave them a very good charter. But even before this,
-some of the Puritans had already planted a colony at
-Salem.</p>
-
-<div class="figcenter" style="width: 390px;">
-<img src="images/i_082a.jpg" width="390" height="540" alt="" />
-<div class="caption"><p>JOHN WINTHROP</p>
-
-<p><em>From a portrait painted by John
-Singleton Copley; reproduced by
-permission of the trustees
-of Harvard University</em></p></div>
-</div>
-
-<div class="sidenote"><strong>John
-Winthrop
-founded
-Boston,
-1630</strong></div>
-
-
-<p><strong>48. John Winthrop.</strong> The Puritan leaders elected
-John Winthrop governor of the new colony. In the spring<span class="pagenum"><a name="Page_82" id="Page_82">[Pg 82]</a></span>
-of 1630, nearly ten years after the <em>Mayflower</em> sailed,
-more than seven hundred Puritans, in eleven ships, bade
-good-by to their beautiful English
-homes, crossed the ocean,
-and settled in what is now
-Boston.</p>
-
-<p>John Winthrop, the leader
-and governor of the Colony of
-Massachusetts Bay, the name
-given to the Salem and Boston
-settlements, was then about
-forty years old, and had been
-in college at Cambridge, in
-England. He was a man of
-high social position.</p>
-
-<div class="sidenote"><strong>What the
-Puritans
-gave up</strong></div>
-
-<p>The Puritans who came with
-Winthrop were people of property,
-and not only parted from
-friends and kindred when they
-came to the wild shores of America, but both men and
-women gave up lives of comfort and pleasure for lives
-of suffering and hardship. In America, the men had to
-cut down trees, work in the fields, and fight Indians.
-Only brave men and women act in this way. But no
-one among them gave up more or was willing to suffer
-more than their leader. The people elected him governor
-almost every year until his death, in 1649.</p>
-
-<div class="sidenote"><strong>Character
-of
-Winthrop</strong></div>
-
-<p>John Winthrop was a firm man with many noble qualities,
-and not once, while governor, did he do anything
-merely to please the people if he thought it wrong.</p>
-
-<p>When a leading man in the colony sent him a bitter
-letter, he returned it saying that he did not wish to keep<span class="pagenum"><a name="Page_83" id="Page_83">[Pg 83]</a></span>
-near him so great a cause of ill feeling. This answer made
-the writer Winthrop's friend. When food was scarce
-in the colony, Winthrop divided his last bit of bread
-with the poor, and worked with his laborers in the fields.</p>
-
-<div class="sidenote"><strong>Many
-new
-towns
-in Massachusetts</strong></div>
-
-<p>While Winthrop was ruling the colony, hundreds of
-settlers came and settled many other towns around
-Boston, and the Massachusetts Bay Colony grew large
-in the number of its people. Later the old Plymouth
-Colony was united with it to form one colony. But
-these settlers did not always agree, especially in regard
-to religion and government.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOHN ELIOT, A SUCCESSFUL MISSIONARY TO THE INDIANS</h3>
-
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_083a.jpg" width="540" height="459" alt="" />
-<div class="caption"><p>THE NEW ENGLAND SETTLEMENTS</p></div>
-</div>
-
-<div class="sidenote"><strong>Eliot
-translates
-the
-Bible</strong></div>
-
-
-<p><strong>49. John Eliot.</strong> The treatment of the Indians by
-the colonists was generally just and kind. Trading with
-the white man had brought the Indians better food
-and clothing.
-Schools were being
-set up to give
-them some of the
-white man's education,
-and many
-preachers tried to
-teach them to become
-Christians.
-One man who
-spent his whole
-life in this work
-was John Eliot.
-His first care was
-to learn the language of the Indians of Massachusetts.
-He succeeded so well that he was able to translate the<span class="pagenum"><a name="Page_84" id="Page_84">[Pg 84]</a></span>
-entire Bible into the Indian language and to preach to the
-Indians in their native tongue.</p>
-
-<p>The converts that he made he gathered together into
-communities which settled near the English towns.
-These converts were taught how to build themselves log
-cabins and to live and dress like the English. The principal
-village established by Eliot was at Natick, Massachusetts.
-Others quickly followed Eliot's example, and
-several other Christian Indian villages sprang up. These
-communities flourished, and in a few years Eliot could
-count as many as four thousand converts among the
-Indians of Massachusetts.</p>
-
-<p>Eliot continued to preach until his death in 1690.
-Even the fierce King Philip's War could not check his
-success.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>KING PHILIP, INDIAN CHIEF AND HATER OF WHITE MEN</h3>
-
-
-<div class="sidenote"><strong>The
-Indians
-are
-persecuted</strong></div>
-
-
-<p><strong>50. King Philip.</strong> After the death of old Massasoit
-the friendship between Pilgrims and Indians soon came
-to an end. More and more white settlers came in and
-built homes. The Indians began to fear that they would
-be crowded out of the country which belonged to them
-and to their fathers before them. No longer were they
-treated with respect as at first. They were a proud people,
-and grew bitter because they saw that they were despised.</p>
-
-<p>One of the proudest of the race was Philip, son of
-Massasoit and ruler of his people. Several times the
-governor of Plymouth forced him to do things against
-his will. This hurt the pride of Philip, and he began to
-hate the English. His own people also came to him frequently
-with complaints against the white men. Philip
-grew surly, while the colonists began to distrust him.</p>
-
-<p><span class="pagenum"><a name="Page_85" id="Page_85">[Pg 85]</a></span></p>
-
-<p>The bad feeling grew on both sides, and gradually
-both Indians and colonists came to believe all the evil
-stories that were told of each other. Both sides collected
-arms, powder, and lead. After a short while war with all
-its horrors began. The Indians burned many villages and
-massacred hundreds of white men, women, and children.</p>
-
-<div class="sidenote"><strong>Philip
-is
-defeated
-and
-killed</strong></div>
-
-<p>There was much fighting, and finally the Indians were
-completely defeated. Most of the braves were killed;
-those who were captured were sold as slaves. Philip's
-family was killed or captured. He himself fled to a
-swamp, where he met death at the hands of one of his
-own people.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>INDUSTRIES, MANNERS, AND CUSTOMS</h3>
-
-
-<div class="sidenote"><strong>The
-Pilgrims
-have
-a hard
-struggle</strong></div>
-
-
-<p><strong>51. How the New England Colonists Lived.</strong> The
-Puritans and the Pilgrims had a hard struggle in their
-new homes. The winters were long and colder than in
-England. For the cold weather they had to build warm
-houses and barns, and store up much grain, hay, and
-provisions. The summers were cool and short; tobacco
-and even corn did not ripen so well as in Virginia. Most
-of the land was hilly and stony and hard to cultivate.
-But these things did not discourage the settlers, who
-merely worked so much harder. Soon they raised all
-the corn, wheat, cattle, and sheep they needed, and even
-had some left to sell. Where the streams had waterfalls
-they built mills with big water wheels. In these they
-ground their flour and meal and sawed their lumber.</p>
-
-<p>While the men farmed the land, or ran mills, or fished,
-the women also did their share of the work. They made
-butter and cheese, spun and wove the wool into cloth, and
-made many other things which now we buy from stores.</p>
-
-<p><span class="pagenum"><a name="Page_86" id="Page_86">[Pg 86]</a></span></p>
-
-<div class="sidenote"><strong>The
-Pilgrims
-build
-towns
-and
-villages</strong></div>
-
-<p>Unlike the Virginia colonists, many people of New England
-lived in towns and villages. They built churches,
-schools, and town halls. All the people went to church.
-Most of the children attended school. Whenever any
-question arose in which every one was interested, they
-talked it over at the town meeting. In these ways the
-New England colonists differed from the Virginians.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> The Puritans first migrated to
-Holland to gain religious freedom. <em>2.</em> Later they decided
-to go to America, where they planted the colony of Plymouth,
-made peace with the Indians, and began to worship in their
-own way. <em>3.</em> John Winthrop founded the Massachusetts
-Bay Colony of 700 Puritans. <em>4.</em> He was such a good governor
-that he was elected almost every year until his death. <em>5.</em> John
-Eliot converted many Indians and established several Christian
-Indian communities. <em>6.</em> King Philip was goaded into
-a war with the whites of Massachusetts. <em>7.</em> He was defeated
-and treacherously killed.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Why did the Pilgrims decide to
-leave England? <em>2.</em> What new danger threatened them in
-Holland? <em>3.</em> Picture the <em>Mayflower</em> in a storm at sea.
-<em>4.</em> Tell the story of Miles Standish and his little army. <em>5.</em>
-What useful things did the Pilgrims learn from the Indians?
-<em>6.</em> Why would putting dead fish in the hill help the corn to
-grow? <em>7.</em> Why have Americans loved the Pilgrims so well?
-<em>8.</em> How did the Pilgrims' treatment of the Indians compare
-with that of the Spaniards? <em>9.</em> Tell the story of John Winthrop
-and the Puritans. <em>10.</em> Tell the story of John Eliot.
-<em>11.</em> What did he do before he began to teach the Indians?
-<em>12.</em> Tell the story of King Philip.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Pilgrims and Puritans</span>: Pumphrey,
-<cite>Pilgrim Stories</cite>; Warren, <cite>The Little Pioneers</cite>; Hart, <cite>Colonial
-Children</cite>, 136-140, 177-182; Glascock, <cite>Stories of Columbia</cite>,
-69-81; Pratt, <cite>Early Colonies</cite>, 113-123; Drake, <cite>Making of New
-England</cite>, 67-87, 149-186; Hart, <cite>Source Book</cite>, 45-48; Higginson,
-<cite>American Explorers</cite>, 341-361.</p>
-
-<p><span class="smcap">John Eliot</span>: Tappan, <cite>American Hero Stories</cite>, 59-72, 84-96.</p></div>
-
-<p><span class="pagenum"><a name="Page_87" id="Page_87">[Pg 87]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE MEN WHO PLANTED COLONIES FOR
-MANY KINDS OF PEOPLE</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>PETER STUYVESANT, THE GREAT DUTCH GOVERNOR</h3>
-
-
-<div class="sidenote"><strong>Young
-Peter
-Stuyvesant</strong></div>
-
-
-<p><strong>52. Peter Stuyvesant.</strong> This sturdy son of Holland
-was born at a time when his country was fighting hard
-against Spain for independence. His father was a
-minister, who, it may be supposed, brought up young
-Peter after the strict manner common to Dutch boys.</p>
-
-<div class="figcenter" style="width: 343px;">
-<img src="images/i_087a.jpg" width="343" height="540" alt="" />
-<div class="caption"><p>THE DUTCH SETTLEMENTS</p></div>
-</div>
-
-<p>Peter early began
-to study Latin.
-He was vain of his
-knowledge, and
-later took pride in
-showing it off to
-the settlers of New
-Amsterdam.</p>
-
-<div class="sidenote"><strong>Becomes
-a soldier</strong></div>
-
-<p>When he left
-school young Peter
-joined the army.
-He found plenty
-of hard work; but
-he performed his
-duties as a soldier
-more quickly and
-better than some
-of his comrades,
-and before many
-years was given
-command over a
-Dutch colony in
-the West Indies.</p>
-
-<p><span class="pagenum"><a name="Page_88" id="Page_88">[Pg 88]</a></span></p>
-
-<div class="figcenter" style="width: 462px;">
-<img src="images/i_088a.jpg" width="462" height="540" alt="" />
-<div class="caption"><p>PETER STUYVESANT</p>
-
-<p><em>From a seventeenth-century portrait at present
-in the collection of the New York
-Historical Society</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Goes to
-New
-Netherland</strong></div>
-
-<p>In an attack on a Portuguese fort Stuyvesant lost a leg
-and had to return to Holland. As soon as he was well the
-Dutch West India Company
-sent him to New Netherland
-(1647) to save that colony
-from the Indians.</p>
-
-<div class="sidenote"><strong>What
-Stuyvesant
-said
-to the
-settlers</strong></div>
-
-<p>The arrival of Stuyvesant,
-with his little army
-and fleet of four vessels,
-brought great joy to the
-discouraged settlers and fur
-traders. He said to the
-people: "I shall reign over
-you as a father over his children."
-But he ruled the
-colony far more like a king
-than a father. He was not
-only commander in chief of the army, but was also lawmaker,
-judge, and governor, all in one.</p>
-
-<div class="sidenote"><strong>Strict
-order in
-New
-Amsterdam</strong></div>
-
-<p>The new laws made by Stuyvesant showed that he intended
-to keep order in the colony. He forbade Sabbath-breaking,
-drunkenness, the sale of drink to the Indians
-or to any one else after the nine o'clock bell had rung.
-He ordered the owners of all vacant lots in New Amsterdam
-to improve them, and tried to fix the location of all
-new buildings. He taxed traders, whether they shipped
-goods to Europe or brought goods into New Netherland.</p>
-
-<p>Stuyvesant did, indeed, restore order to the colony,
-but he stirred up the people until they demanded a voice
-in the government. He finally agreed that they might
-select nine of their wisest men to advise with him. They
-were called the council. He had no idea of following<span class="pagenum"><a name="Page_89" id="Page_89">[Pg 89]</a></span>
-anybody's advice unless it agreed with his own notions,
-but the people had gained something.</p>
-
-<div class="sidenote"><strong>Stuyvesant
-and
-his
-neighbors</strong></div>
-
-<p>At the same time Stuyvesant was just as busy with his
-neighbors' affairs. He quarreled with the English in New
-England, as well as with the patroons in his own colony.</p>
-
-<p>Stuyvesant claimed all the region now included in New
-Jersey, a large part of that in the states of New York,
-Delaware, and Pennsylvania, and also a part of the territory
-of New England.</p>
-
-<div class="sidenote"><strong>Government
-by the
-people
-demanded</strong></div>
-
-<p>The colony grew in numbers. New towns sprang up
-along the Hudson and on Long Island. But the increase
-in the number of the towns only made the call for a
-government by the people still louder.</p>
-
-<p>For several years the dispute between the people and
-the governor went on until, one day in 1664, news came
-that a fleet of English war vessels was in sight. Although
-England and Holland were at peace, the English king had
-given New Netherland to his brother, the Duke of York,
-and the English fleet had come to take it for the duke.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_089a.jpg" width="540" height="251" alt="" />
-<div class="caption"><p>A VIEW OF THE CITY AND HARBOR OF NEW AMSTERDAM (NEW YORK), 1656</p></div>
-</div>
-
-<p>Governor Stuyvesant was resolved to defend the colony
-to the last. But he was surprised to find that his people<span class="pagenum"><a name="Page_90" id="Page_90">[Pg 90]</a></span>
-were not willing to fight for a governor who had given
-them so little share in governing themselves.</p>
-
-<div class="sidenote"><strong>What
-Stuyvesant
-learned
-after it
-was too
-late</strong></div>
-
-<div class="sidenote"><strong>Brave to
-the last</strong></div>
-
-<p>The commander of the fleet sent a letter to Stuyvesant
-offering very favorable terms of surrender. The council
-wanted the governor to surrender, but he grew angry,
-tore the letter to pieces, and declared he would never
-give up. The council put the pieces of the letter together
-and read it to the people. The minister of his own
-church begged the governor not to fight, and leading
-citizens, and mothers with their children, pleaded with
-Stuyvesant to surrender. Now what could the brave
-old Dutchman do? He could not fight a whole fleet
-alone. He turned sadly away, saying, "I would rather
-go to my grave than to surrender the city."</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_090a.jpg" width="540" height="360" alt="" />
-<div class="caption"><p>A DUTCH COTTAGE AND STREET SCENE IN
-NEW YORK, 1679</p></div>
-</div>
-
-<div class="sidenote"><strong>New
-Netherland
-becomes
-New
-York</strong></div>
-
-
-<p><strong>53. The Dutch Surrender to the English.</strong> The
-English took possession, and the colony of New Netherland
-became the colony of New York, and at the same
-time the town of New Amsterdam became the town of
-New York. Fort Orange became Albany. English
-governors came
-to rule instead of
-Dutch governors.
-A few years later a
-Dutch fleet recaptured
-the colony;
-but, by a treaty
-at the close of
-the war, Holland
-returned it to
-England. When
-William and Mary came to the throne of England
-(1689) they gave New York a representative assembly.</p>
-
-<p><span class="pagenum"><a name="Page_91" id="Page_91">[Pg 91]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_091a.jpg" width="540" height="400" alt="" />
-<div class="caption"><p>A DUTCH SOLDIER</p></div>
-</div>
-
-<div class="sidenote"><strong>Dutch
-ideas and
-customs
-remain</strong></div>
-
-<p>Although Dutch rule was gone forever, the Dutch people
-and Dutch ideas and customs remained. They were
-given no cause to
-regret the change.
-Peter Stuyvesant
-himself had become
-so attached to the
-colony that he came
-back from Holland
-and spent his last
-years on his great
-farm, or bowery, as
-the Dutch called it.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>MANNERS AND CUSTOMS OF NEW NETHERLAND</h3>
-
-
-<p><strong>54. Life in New Netherland.</strong> The Dutch colonists
-brought with them the quaint and simple ways of their
-old home in Holland&mdash;the land of dikes and windmills.
-Even long years after the colony had passed into the
-hands of the English, many places in New York remained
-Dutch in customs and appearance.</p>
-
-<div class="sidenote"><strong>The
-colonists
-built
-houses
-like
-those in
-Holland</strong></div>
-
-<p>New Amsterdam looked for all the world like a city
-back in Holland. The houses were built solidly. They
-stood close to the street and had high, steep roofs with
-gable ends that were like series of steps. On the front
-of each house large iron numerals told the year in which
-it was built. On the roof were curious weathervanes.</p>
-
-<p>About the fireplace the family gathered in the evening.
-The burgher would tell jovial stories to the children as
-he smoked his long pipe. The good wife, resting from
-her day's work, found some needlework to busy her
-fingers.</p>
-
-<p><span class="pagenum"><a name="Page_92" id="Page_92">[Pg 92]</a></span></p>
-
-<p>The Dutch wives were famous housekeepers and prided
-themselves on their spotless homes. They scoured and
-scrubbed from morning to night. But they also knew
-how to make doughnuts and crullers and to cook good
-dishes that made their husbands round and good-natured
-and their children rosy and plump.</p>
-
-<div class="sidenote"><strong>The
-Dutch
-liked
-merrymaking</strong></div>
-
-<p>The Dutch liked merrymaking and good times far
-better than did their Puritan neighbors. The big brass
-knocker on the door&mdash;shaped generally like the head of
-some animal&mdash;was kept busy in the afternoon by people
-coming to drink tea or coffee. A great copper kettle, hung
-in the fireplace, furnished enough to drink for every one,
-and sweet cookies were always on hand. They celebrated
-many holidays. At Christmas we still look for old Santa
-Claus, whom the Dutch first brought to this country.</p>
-
-<p>In Holland the burghers had been good farmers and
-shrewd merchants. When they came to this country
-they continued to make their living chiefly in these two
-ways. On Long Island and along the Hudson River
-were fine farms with well-kept fields and large gardens.
-The merchants mostly lived at New Amsterdam, which
-soon became a busy seaport. Here many sailing vessels
-lay at anchor and exchanged their cargoes for the products
-of the Dutch farms and of the Indian trade. From
-the small beginnings made by these Dutch merchants
-has grown the largest city of the western world.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>WILLIAM PENN, THE QUAKER, WHO FOUNDED THE CITY
-OF BROTHERLY LOVE</h3>
-
-
-<p><strong>55. William Penn.</strong> One day Thomas Loe, a Quaker
-preacher, ventured into the old university town of
-Oxford. He talked with the students and explained to<span class="pagenum"><a name="Page_93" id="Page_93">[Pg 93]</a></span>
-them the beliefs of the Quakers. He declared that all
-men were equal, and he refused to recognize rank or
-title. He taught men to live and worship in simplicity.</p>
-
-<div class="sidenote"><strong>William
-Penn
-converted</strong></div>
-
-<p>A few students believed his teachings and resolved to
-become members of the hated sect of Quakers. Among
-them was William Penn, the son of a great naval officer,
-Admiral Penn. What a buzzing there was in that old
-college town when the news spread that William Penn,
-the fine scholar, the skilled oarsman, the all-round athlete,
-had become a Quaker!</p>
-
-<div class="sidenote"><strong>Why
-Penn
-was expelled
-from
-college</strong></div>
-
-<p>Some of his comrades would not believe it. But when
-they saw him put off the cap and gown of his college,
-which some of the greatest men in English history had
-worn with pride, and put on the plain garb of the Quakers,
-they gave up! The college officers were also convinced
-when Penn and other Quakers tore off the gowns of fellow
-students. The authorities promptly expelled these young
-and over-enthusiastic Friends.</p>
-
-<div class="sidenote"><strong>What
-Penn's
-family
-and
-friends
-thought</strong></div>
-
-<p>What more disgraceful thing could happen to the family
-of Admiral Penn? To have a son expelled from Oxford
-was bad enough, but to have him become a Quaker was
-a disgrace not to be borne&mdash;so thought his family. The
-stern old admiral promptly drove him from home. But
-William resolutely refused to give up his Quaker views,
-and the admiral decided to try the plan of sending him
-to Paris, where life was as un-Quaker-like as it could be.</p>
-
-<p>William Penn himself looked little like a Quaker. He
-was then eighteen years old, fine looking, with large eyes
-and long, dark, curly hair reaching to his shoulders.</p>
-
-<div class="sidenote"><strong>Penn in
-Paris</strong></div>
-
-<p>Young Penn, however, did not entirely waste his time
-in the gay life of Paris. He attended school and traveled
-in Italy. At the end of two years he came back.</p>
-
-<p><span class="pagenum"><a name="Page_94" id="Page_94">[Pg 94]</a></span></p>
-
-<div class="sidenote"><strong>Returns
-more of
-a Quaker
-than ever</strong></div>
-
-<p>It was not long before the admiral again saw Quaker
-signs in his son and hastened him off to Ireland to cure
-him entirely. But who should be preaching in Ireland
-but Thomas Loe. William went to hear his old preacher,
-and this time became a Quaker forever. No suffering
-was great enough to cause him ever to waver again,
-although fines were heaped on him and at four different
-times he was thrown into foul jails to be the companion
-of criminals.</p>
-
-<div class="figcenter" style="width: 448px;">
-<img src="images/i_094a.jpg" width="448" height="540" alt="" />
-<div class="caption"><p>WILLIAM PENN</p>
-
-<p><em>At the age of 22, from a painting in the rooms of the
-Historical Society of Pennsylvania, presented by his
-grandson, Granville Penn of Stoke Poges</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Penn
-refuses
-to lift his
-hat</strong></div>
-
-<p>Penn's family now felt the disgrace very keenly, but
-his father promised to forgive him if he would take off
-his hat to the king, to the king's brother, and to his
-father. One day, the story goes, King Charles, the
-merry monarch, met
-William Penn and
-others. All hats
-were promptly removed
-except the
-king's and Penn's.
-Presently the king,
-too, removed his
-hat. Whereupon,
-Penn said: "Friend
-Charles, why dost
-thou remove thy
-hat?" The king
-replied: "Because,
-wherever I am, it is
-customary for but
-one to remain covered."</p>
-
-<p>Penn's father<span class="pagenum"><a name="Page_95" id="Page_95">[Pg 95]</a></span>
-would not permit such conduct toward his royal friends.
-He therefore drove his son from his home a second time.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_095a.jpg" width="540" height="351" alt="" />
-<div class="caption"><p>THE MEETING BETWEEN WILLIAM PENN AND KING CHARLES</p></div>
-</div>
-
-<div class="sidenote"><strong>William
-Penn
-makes a
-noble
-choice</strong></div>
-
-<p>But Penn's mother finally made peace between the
-father and the son before the admiral died. William
-Penn, then but twenty-six years old, came into possession
-of a fortune. Once more he stood "where the roads
-parted." He could now be a great man and play the
-part of a fine English gentleman who would always be
-welcome at court, or he could remain a Quaker.</p>
-
-<div class="sidenote"><strong>Turns to
-America</strong></div>
-
-<p>We do not know that he even thought of forsaking
-his Quaker comrades. On the contrary, he resolved to
-devote his fortune and his life to giving them relief.
-Like Winthrop for the Puritans and Baltimore for the
-Catholics, Penn thought of America for his persecuted
-Friends. With other Quaker leaders, he became an
-owner of West Jersey, part of New Jersey.</p>
-
-<div class="figcenter" style="width: 429px;">
-<img src="images/i_096a.jpg" width="429" height="540" alt="" />
-<div class="caption"><p>A WEATHER VANE</p>
-
-<p><em>Set above their mill by Penn
-and two partners in 1699, to
-show which way the wind
-might blow</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The king
-pays an
-old debt</strong></div>
-
-<div class="sidenote"><strong>Penn's
-Woods</strong></div>
-
-
-<p><strong>56. The Founding of Pennsylvania.</strong> King Charles II<span class="pagenum"><a name="Page_96" id="Page_96">[Pg 96]</a></span>
-owed Penn's father about eighty thousand dollars.
-William Penn asked him to pay it in American land.
-Charles was only too glad to grant
-this request of the son of his old
-sea captain. The land he gave to
-Penn is the present great state of
-Pennsylvania. Penn wanted the colony
-called Sylvania, meaning woodland,
-but the king declared it should
-be called Pennsylvania in memory of
-Admiral Penn.</p>
-
-<p>By means of letters and pamphlets
-Penn sent word to the Quakers
-throughout England, Scotland, and
-Ireland. He told them of Quaker homes across the
-sea, where jails would not trouble them.</p>
-
-<p>There was great rejoicing among them over Penn's
-"Holy Experiment," as his plan was called.</p>
-
-<div class="figcenter" style="width: 432px;">
-<img src="images/i_096b.jpg" width="432" height="540" alt="" />
-<div class="caption"><p>A QUAKER</p></div>
-</div>
-
-<div class="sidenote"><strong>Penn
-invited
-all persecuted
-people</strong></div>
-
-<p>Penn even visited Europe, especially
-the country along the
-Rhine, and told the persecuted
-and oppressed about the new
-colony where every sort of Christian
-was to find a hearty welcome,
-and where no one was to be
-punished for religion's sake.</p>
-
-<p>Hundreds of settlers hastened
-to the new colony. When Penn
-reached Newcastle on the Delaware
-in the fall of 1682 he met a
-hearty welcome from scores of happy people who were
-already enjoying their long-wished-for religious freedom.</p>
-
-<p><span class="pagenum"><a name="Page_97" id="Page_97">[Pg 97]</a></span></p>
-
-<p>One of Penn's first acts was to call a meeting of the
-colonists to talk over their government. This pleased
-the people greatly, for although the land was Penn's
-he not only gave them land for their houses and farms,
-but he also gave them the right to choose their own rulers
-and to make their own laws.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_097a.jpg" width="540" height="361" alt="" />
-<div class="caption"><p>WILLIAM PENN'S TREATY WITH THE INDIANS</p>
-
-<p><em>After the painting by Benjamin West, which hangs in Independence Hall, Philadelphia</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The
-founding
-of Philadelphia</strong></div>
-
-<p>Penn next turned his attention to founding the great
-Quaker city to which he gave the name Philadelphia,
-signifying brotherly love&mdash;a name truly expressing
-Penn's feeling toward other men. He marked off the
-streets right in the midst of a great forest, and called
-them Walnut, Mulberry, Chestnut, and so on, after
-the trees that grew there. Some of the streets in Philadelphia
-are still so named.</p>
-
-<div class="sidenote"><strong>Some
-settlers
-lived in
-caves</strong></div>
-
-<p>But the settlers came faster than houses could be built,
-and some families had to live in caves dug in the banks<span class="pagenum"><a name="Page_98" id="Page_98">[Pg 98]</a></span>
-along the river. Philadelphia grew faster than the other
-colonial towns, and soon led them all.</p>
-
-<div class="sidenote"><strong>Penn
-visits the
-Indians</strong></div>
-
-<p>William Penn won the love and the respect of the
-Indians of Pennsylvania. He visited them in their own
-towns and ate with them. He even took part in their
-athletic games and outran them all. Like Roger Williams,
-he believed that the Indians should be paid for their
-lands. Accordingly, he made them rich gifts and entered
-into solemn treaties with the chiefs.</p>
-
-<div class="sidenote"><strong>Kind
-treatment
-produced
-kind
-treatment</strong></div>
-
-<p>At a treaty under a great elm tree on the banks of the
-Delaware, Penn said to the Indians: "We are the same
-as if one man's body were divided into two parts: We
-are all one flesh and one blood." In return the Indians
-said: "We will live in love with William Penn and his
-children as long as the moon and the sun shall endure."
-If the Indians admired a white man they said: "He is
-like William Penn."</p>
-
-<div class="sidenote"><strong>The
-coming
-of the
-"Pennsylvania
-Dutch"</strong></div>
-
-<p>The news of the establishment of free government and
-free religious worship brought crowds of settlers from
-Germany. Hundreds of German families in the valleys
-of the Rhine and the Neckar escaped to "Penn's Woods,"
-and there their children's children are to be found to-day
-under the name of the "Pennsylvania Dutch." Without
-boasting, William Penn could say that no other one man,
-at his own expense, had planted so great a colony in the
-wilds of America as he had. Few nobler men ever lived
-than William Penn. He died July 30, 1718.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>QUAKER WAYS IN OLD PENNSYLVANIA</h3>
-
-
-<div class="sidenote"><strong>Believed
-in
-simple
-things</strong></div>
-
-
-<p><strong>57. How Quakers Differed from other Colonists.</strong>
-The people who formed Penn's colony were unlike those
-of any of the other settlements. They did not wear<span class="pagenum"><a name="Page_99" id="Page_99">[Pg 99]</a></span>
-gorgeous clothes and jewelry like the Virginia cavaliers.
-The men carried no swords or pistols. They were not
-stern like the Puritans. Games and social pleasures
-were not to be seen among them as in Dutch New
-Netherland.</p>
-
-<div class="sidenote"><strong>Quakers
-called
-themselves
-the
-Society
-of
-Friends</strong></div>
-
-<p>These people wore clothes of the plainest cut, made
-from dull gray or brown cloth. They were gentle and
-soft-spoken, and did not fight or quarrel among themselves.
-People who did not understand or like them
-called them Quakers, because some of them were so
-carried away at religious meetings that they fell to
-quaking. They themselves took the name of the Society
-of Friends. And Friends is a much better name, for they
-were friends to every man.</p>
-
-<div class="sidenote"><strong>All
-religions
-welcomed
-by the
-Friends</strong></div>
-
-<p>The customs of the Quakers grew out of their religious
-views. Above all, they believed that every one should
-be free to do as his own conscience taught him. Their
-religious meetings were as simple as their own lives.
-They did not think it necessary to have ministers or
-priests. The men sat in one part of the church, the
-women in another. All was silence until some Friend felt
-called to speak. Some days no one spoke, and then they
-all sat in silence until the meeting was over. As a rule,
-not even a hymn was sung.</p>
-
-<div class="sidenote"><strong>Opposed
-war
-and
-slavery</strong></div>
-
-<p>The Quakers have always believed that war is unnecessary
-and wrong, and only a few of them have ever carried
-arms. Because Friends speak only the truth, they do
-not take an oath. In the courts of law their simple word
-is as good as an oath. They have always been quick to
-help the poor and oppressed. The Quakers were the
-first to oppose slavery, and they did much to end it both
-in this country and in the English colonies. It is strange<span class="pagenum"><a name="Page_100" id="Page_100">[Pg 100]</a></span>
-that these kind, gentle people should ever have been so
-cruelly persecuted.</p>
-
-<div class="sidenote"><strong>The
-colony
-prospered</strong></div>
-
-<p>While the Quakers were strongly religious, they also
-took good heed of the things of this world. At first they
-cleared and planted farms in the fertile Schuylkill and
-Delaware valleys. Soon groups of them took up townships
-of five thousand acres each and built villages at
-their centers. The swift streams which tumbled down
-the mountain slopes they used to turn mills. In these
-they ground flour, sawed lumber, made paper, and wove
-woolen cloth.</p>
-
-<p>The rich land and good climate of Pennsylvania and its
-liberal government attracted many people from outside.
-After a short time the Quakers were outnumbered by
-the other settlers, and to-day the Quakers are but a
-handful in that great state.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JAMES OGLETHORPE, THE FOUNDER OF GEORGIA AS A
-HOME FOR ENGLISH DEBTORS, AS A PLACE FOR
-PERSECUTED PROTESTANTS, AND AS A BARRIER
-AGAINST THE SPANIARDS</h3>
-
-
-<div class="sidenote"><strong>Oglethorpe
-a
-soldier</strong></div>
-
-
-<p><strong>58. A Friend of the Unfortunate.</strong> James Oglethorpe
-was an Englishman. At an early age he went to Oxford
-to study, but he was drawn away from college by the
-clash of arms. Oglethorpe was a soldier for many years.
-Later he became a member of Parliament.</p>
-
-<div class="sidenote"><strong>English
-jails and
-jailers</strong></div>
-
-<p>A friend of Oglethorpe's died in a debtor's prison, which
-aroused his sympathies for the poor. He examined
-English jails, and found them so dirty and dark and damp
-that strong-bodied men, to say nothing of women and
-children, soon sickened and died in them. Besides, he
-found that the jailers were often bad men, who whipped<span class="pagenum"><a name="Page_101" id="Page_101">[Pg 101]</a></span>
-the prisoners on their bare backs and stole their food.</p>
-
-<div class="figcenter" style="width: 432px;">
-<img src="images/i_101a.jpg" width="432" height="540" alt="" />
-<div class="caption"><p>JAMES EDWARD OGLETHORPE</p>
-
-<p><em>From an original portrait painted by Simon Francois
-Ravenet, from a mezzotint by Burford in the
-print room at the British Museum</em></p></div>
-</div>
-
-<p>The prison was a poor place for a man in debt, anyway.
-How could a man pay
-his debts while he was
-shut up in prison?</p>
-
-<div class="sidenote"><strong>King
-George II
-grants a
-charter</strong></div>
-
-<p>Oglethorpe, like many
-other noble men before
-him, thought of America
-as a place of refuge
-for the unfortunate.
-King George II gave
-him a charter for the
-land between the Savannah
-and the Altamaha,
-and made his heart glad
-by declaring that all
-Protestants should be
-tolerated there.</p>
-
-<div class="sidenote"><strong>A select
-body of
-emigrants</strong></div>
-
-<p>When the debtors
-heard the news that
-Oglethorpe was to plant
-a colony for them there was great excitement among
-them. But he carefully selected his settlers, so that no
-lazy man might be found among them. Arms and tools
-with which to work on the farms were given to the settlers.</p>
-
-<div class="sidenote"><strong>At
-Charleston</strong></div>
-
-<p>When the time came, thirty families were ready to sail.
-Oglethorpe carried them direct to Charleston, South
-Carolina. When they landed, in 1733, the people of
-Charleston were only too glad to have a colony south of
-them as a "buffer" against the Spaniards who occupied
-Florida, and who had already attacked South Carolina.</p>
-
-<div class="sidenote"><strong>Savannah
-laid
-out</strong></div>
-
-<p>Therefore, the people of Charleston, to give the new<span class="pagenum"><a name="Page_102" id="Page_102">[Pg 102]</a></span>
-colony a good start, presented the settlers with one hundred
-head of cattle, a drove of hogs, and fifteen or twenty
-barrels of rice. Rejoicing in their new supplies, the
-colony sailed to the Savannah River, and not far from its
-mouth, on a beautiful bluff, Oglethorpe marked out the
-streets of the new city. The settlers went to work with
-a will, cutting down trees and making them into cabins.
-They soon had comfortable homes, although very different
-from what they had known in England.</p>
-
-<div class="sidenote"><strong>Italians</strong></div>
-
-<p>Soon other colonists came to Savannah. Among these
-was a company of Italians who had come to raise the
-silkworm and to manufacture silk.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_102a.jpg" width="540" height="379" alt="" />
-<div class="caption"><p>OGLETHORPE SURVEYING THE SITE OF SAVANNAH</p></div>
-</div>
-
-<div class="sidenote"><strong>German
-Protestants</strong></div>
-
-<p>In the next year after Oglethorpe planted the settlement
-a band of sturdy German Protestants arrived.
-These settlers built their homes to the north of Savannah,
-and called the colony "Ebenezer," which means
-"the Lord hath helped us." Between these two settlements
-a band of pious Moravian immigrants founded
-a colony. Then followed the settlement of Augusta, far
-up the Savannah
-River and well
-out among the
-Indians, which
-served as a sort
-of outpost.</p>
-
-<div class="sidenote"><strong>Highlanders</strong></div>
-
-<p>To these were
-added a colony
-on the Altamaha
-River. This colony
-was settled
-by a company of brave Highlanders from Scotland.</p>
-
-<div class="figcenter" style="width: 516px;">
-<img src="images/i_103a.jpg" width="516" height="540" alt="" />
-<div class="caption"><p>OGLETHORPE'S STRONGHOLD</p>
-
-<p><em>Standing on a bold rocky bluff overlooking
-a beautiful bay, it guarded the
-entrance to Frederica</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The
-Wesleys
-come</strong></div>
-
-<p>In the meantime, Oglethorpe had gone to England, but<span class="pagenum"><a name="Page_103" id="Page_103">[Pg 103]</a></span>
-he soon returned with more than two hundred English
-and German immigrants, who came to Georgia to better
-their condition. With these
-immigrants came John and
-Charles Wesley, who were soon
-to awake all England with a
-revival of religion.</p>
-
-<div class="sidenote"><strong>Oglethorpe
-foresees
-war</strong></div>
-
-<p>While in England Oglethorpe
-was made a colonel. He saw that
-trouble with Spain must soon
-come. From the beginning of
-the settlement of Georgia Oglethorpe
-had been careful to treat
-the Indians well. He had made
-treaties with them and had paid them for their lands.
-He now went to visit the Creek and the Cherokee
-Indians.</p>
-
-<div class="sidenote"><strong>Frederica
-fortified</strong></div>
-
-<p>On an island at the mouth of the Altamaha Oglethorpe
-planted a town to serve as an outpost against the Spaniards.
-He fortified it, and made it very strong. This
-town was called Frederica.</p>
-
-<p>In 1742 a Spanish fleet of fifty-one vessels and five
-thousand men attacked Frederica. Oglethorpe beat them
-off, and thereafter Georgia was left in peace. He went
-back to England and became a general. Oglethorpe
-lived to a good old age. He died in 1785.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>INDUSTRIES, MANNERS, AND CUSTOMS OF THE
-SOUTHERN PLANTERS</h3>
-
-
-<div class="sidenote"><strong>Farms
-near the
-sea</strong></div>
-
-
-<p><strong>59. The Carolina and Georgia Planters.</strong> The colonial
-farms south of Virginia lay mostly in a narrow strip
-near the sea. Inland were the "pine barrens," a poor,<span class="pagenum"><a name="Page_104" id="Page_104">[Pg 104]</a></span>
-sandy country grown up in pine woods. Inland also
-were strong and fierce tribes of Indians like the Cherokees
-and Creeks.</p>
-
-<div class="sidenote"><strong>Rice
-becomes
-an
-important
-product</strong></div>
-
-<p>The younger colonies could not live by growing tobacco.
-Virginia was nearer to the English market, and supplied
-it with most of the tobacco needed. They did raise corn
-and cattle for their own use. One day a ship captain
-from the Orient sailed into Charleston with some rice.
-The story runs that he gave a few handfuls of this to
-the governor as a curiosity. The wise old governor
-heard that this rice had been grown in swamps, and he
-thought of the swamps all along the coast of Carolina
-and Georgia. He had some of it planted in this wet
-land, and it grew beyond all hopes. In a few years rice
-was produced in such quantity that it could be shipped to
-England, where it was thought the best on the market.</p>
-
-<div class="sidenote"><strong>Indigo
-also
-grown</strong></div>
-
-<p>Some one else discovered that the low, wet land would
-also grow indigo, a plant used for making a brilliant
-and valuable blue dye. Indigo soon brought the settlers
-as much money as did the rice.</p>
-
-<div class="sidenote"><strong>Lumber,
-tar, and
-turpentine</strong></div>
-
-<p>The great pine woods furnished lumber that was sent
-to Europe by the boatload. From the sap of the pine
-trees the colonists also learned to make turpentine and
-rosin. By heating or distilling the wood itself they
-produced tar. To this day one of the most striking
-sights in these states are the great sawmills and the
-stills, where negroes are making turpentine much as it
-was made a century and a half ago.</p>
-
-<p>When Georgia was settled Oglethorpe did not permit
-slaves to be brought in, and the colonists had to do all
-their own work. But later there were as many slaves in
-Georgia as in the Carolinas or Virginia.</p>
-
-<p><span class="pagenum"><a name="Page_105" id="Page_105">[Pg 105]</a></span></p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Peter Stuyvesant was sent out
-by the Dutch West India Company as Governor of New York.
-<em>2.</em> He ruled the colony in his own way and gave the people
-very little power. <em>3.</em> The council surrendered the colony
-to the English against the will of Stuyvesant. <em>4.</em> New
-Netherland became the colony of New York. <em>5.</em> The Dutch
-kept up the customs of their native country. <em>6.</em> William
-Penn, son of a great English naval officer, became a Quaker
-while a student at Oxford. <em>7.</em> He founded a colony in
-America on a tract of land given him in payment of the king's
-debt to his father. <em>8.</em> Penn gave the colonists the right to
-choose their own rulers and to make their own laws. <em>9.</em> He
-gave a free constitution and made friends with the Indians.
-<em>10.</em> He founded the city of Philadelphia, which grew faster
-than the other colonial towns. <em>11.</em> The Quakers were gentle
-and friendly to everybody. <em>12.</em> All religions were welcomed
-in the colony. <em>13.</em> When a friend of Oglethorpe's died in a
-debtors' prison, Oglethorpe determined to do something for the
-unfortunates shut up in jail for debt. <em>14.</em> He obtained a
-charter from the king for some land in Georgia. <em>15.</em> In his
-selection of settlers no lazy men were allowed. <em>16.</em> The town
-was built near the mouth of the Savannah River. <em>17.</em> The
-Savannah colony flourished, and many other settlers came to
-Georgia. <em>18.</em> Oglethorpe built Frederica to keep back the
-Spaniards. <em>19.</em> The colonies south of Virginia thrived on the
-production of rice, indigo, lumber, tar, and turpentine.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Tell the story of Peter Stuyvesant
-until the time he became governor. <em>2.</em> What reforms did
-Stuyvesant bring to the colony? <em>3.</em> How did he rule? <em>4.</em>
-What part did the nine men play in the government? <em>5.</em> What
-were they called? <em>6.</em> Why were the people glad when the
-English fleet came? <em>7.</em> What did William and Mary do for
-the colony? <em>8.</em> Tell what you know about the way the
-Dutch lived. <em>9.</em> Why should the students at Oxford be surprised
-to hear that William Penn had turned Quaker? <em>10.</em>
-Why did his father drive him from home? <em>11.</em> What shows
-that William Penn did not waste his time in Paris? <em>12.</em> Who
-made peace between Penn and his father? <em>13.</em> What was
-William Penn's noble resolution? <em>14.</em> How did Penn come
-into possession of Pennsylvania? <em>15.</em> Prove that Penn was a<span class="pagenum"><a name="Page_106" id="Page_106">[Pg 106]</a></span>
-very generous man. <em>16.</em> Why did William Penn call his town
-the "city of brotherly love"? <em>17.</em> Make a picture of the
-great treaty under the elm. <em>18.</em> Tell the story of Oglethorpe.
-<em>19.</em> Why did Charleston lend a helping hand to Oglethorpe's
-colony? <em>20.</em> Where did the settlers of Georgia come from?
-<em>21.</em> What did Oglethorpe build Frederica for? <em>22.</em> What
-did the colonists south of Virginia raise?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Stuyvesant</span>: Williams, <cite>Stories from
-Early New York History</cite>, 21-32; Smith and Dutton, <cite>The Colonies</cite>,
-189-202.</p>
-
-<p><span class="smcap">Penn</span>: Pratt, <cite>Early Colonies</cite>, 158-165; Hart, <cite>Colonial Children</cite>,
-144-148, Dixon, <cite>William Penn</cite>, 11-273.</p>
-
-<p><span class="smcap">Oglethorpe</span>: Smith and Dutton, <cite>The Colonies</cite>, 78-89;
-Pratt, <cite>Early Colonies</cite>, 173-176; Hart, <cite>Source Book</cite>, 71-73;
-Cooper, <cite>James Oglethorpe</cite>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>ROBERT CAVELIER DE LA SALLE, WHO
-FOLLOWED THE FATHER OF WATERS TO
-ITS MOUTH, AND ESTABLISHED NEW
-FRANCE FROM CANADA TO THE
-GULF OF MEXICO</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>LA SALLE PUSHED FORWARD THE WORK BEGUN BY JOLIET
-AND MARQUETTE</h3>
-
-
-<p><strong>60. Robert Cavelier, Sieur de La Salle.</strong> While
-Joliet and Marquette were on their long journey, Frontenac
-was making use of another fur trader, La Salle, and
-of another missionary, Hennepin. La Salle belonged to
-a rich French family, and had left home at the age of
-twenty-three (1666) for the wild life in the American
-forests.</p>
-
-<div class="sidenote"><strong>Fort
-Frontenac
-built</strong></div>
-
-<p>He first built a fort-like post just above Montreal and
-named it Lachine, because he supposed it was located on
-the route to China. In 1673 he helped build Fort Frontenac
-where the Canadian city of Kingston now stands.</p>
-
-<p><span class="pagenum"><a name="Page_107" id="Page_107">[Pg 107]</a></span></p>
-
-<div class="figcenter" style="width: 483px;">
-<img src="images/i_107a.jpg" width="483" height="540" alt="" />
-<div class="caption"><p>LA SALLE</p>
-
-<p><em>Reproduced from a design based on an
-old engraving</em></p></div>
-</div>
-
-<p>La Salle returned home, and the king received him
-with honor and made him governor of the region around
-Fort Frontenac. He came
-back and built a great stone
-fort. Settlers soon came and
-built their cabins around the
-fort, making a little frontier
-village.</p>
-
-<p>Here the fur trader came
-each season with his pack,
-and here the faithful missionary
-said good-by before
-plunging into the wilds of
-the unknown wilderness, perhaps
-never to return.</p>
-
-<div class="sidenote"><strong>La Salle
-not content
-to
-get rich
-only</strong></div>
-
-<p>La Salle was growing rich,
-but he longed to make good his country's right to the
-richer soil and to the milder climate of the Mississippi
-Valley. Once more he returned to France, and the king
-gave him permission to explore the great valley and to
-build forts along the way.</p>
-
-<div class="sidenote"><strong>Hennepin
-and
-his altar</strong></div>
-
-<p>La Salle came back bringing sailors, carpenters,
-anchors, and cables, for he intended to build a ship on
-the lakes. But best of all, he brought Tonti, his faithful
-Italian friend and helper. Hennepin, the missionary,
-carried an altar so made that he could strap it on his back
-and set it up for worship wherever he chose.</p>
-
-<p>La Salle had resolved to build his first fort at the mouth
-of the Niagara River, but the Iroquois permitted him to
-build only a large storehouse. They were greatly displeased
-when he set about building a ship above Niagara to
-sail the Great Lakes to the west, and threatened to burn it.</p>
-
-<p><span class="pagenum"><a name="Page_108" id="Page_108">[Pg 108]</a></span></p>
-
-<div class="figcenter" style="width: 276px;">
-<img src="images/i_108a.jpg" width="276" height="540" alt="" />
-<div class="caption"><p>ROUTES OF THE FRENCH MISSIONARIES
-AND TRADERS WHO EXPLORED THE
-MISSISSIPPI VALLEY</p></div>
-</div>
-
-<div class="sidenote"><strong>The first
-ship on
-the Great
-Lakes</strong></div>
-
-<p>When the
-new ship,
-the <em>Griffin</em>,
-was ready
-to sail, they
-towed her up
-the Niagara
-River and
-then into
-Lake Erie.
-There was
-great rejoicing
-over the
-<em>Griffin</em>. Amid
-the firing of
-cannon and the singing of songs she
-spread her sails, the first to whiten the
-waters of Lake Erie.</p>
-
-<div class="sidenote"><strong>The visit
-to
-Mackinac</strong></div>
-
-<p>On they sailed, through sunshine and
-storm, up Lake Huron until the mission
-town where Marquette was buried came
-into view. When the <em>Griffin</em> fired her
-cannon, all was astir in that town of fur
-traders, missionaries, and Indians. La
-Salle's men landed with great show.
-They marched to the little chapel and
-knelt before the altar.</p>
-
-<div class="sidenote"><strong>The
-"Griffin"
-sails
-for the
-storehouse</strong></div>
-
-<p>La Salle then sailed through the straits
-and to the head of Green Bay, where
-some of his men, sent out many months
-before, had collected a great quantity
-of furs. Laden with these, the <em>Griffin</em><span class="pagenum"><a name="Page_109" id="Page_109">[Pg 109]</a></span>
-sailed for the storehouse on the Niagara, but La Salle
-never saw again this first ship of the lakes.</p>
-
-
-<p><strong>61. Exploring the Mississippi Valley.</strong> With fourteen
-men in four large canoes, La Salle set out for the Illinois
-River. They passed southward along the Wisconsin
-shore, sometimes living only on parched corn and wild
-berries, but at other times feasting on the wild game
-killed by their Indian hunter.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_109a.jpg" width="540" height="389" alt="" />
-<div class="caption"><p>FRENCH FUR TRADERS BARTERING WITH THE INDIANS</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-journey
-by canoe
-to the
-Illinois
-River</strong></div>
-
-<p>They passed the spot where Chicago stands, and
-reached the mouth of the St. Joseph River. Here
-another fort was built while waiting for the return of
-Tonti, who had gone to find the <em>Griffin</em>. Three
-months had passed since the ship sailed. Tonti finally
-came, but brought no word of the ill-fated <em>Griffin</em>.</p>
-
-<div class="sidenote"><strong>They
-reach
-Starved
-Rock</strong></div>
-
-<p>Disappointed, but still brave, La Salle with a party<span class="pagenum"><a name="Page_110" id="Page_110">[Pg 110]</a></span>
-of thirty men and fourteen canoes paddled up the St.
-Joseph River to where South Bend now is. From this
-point the party, carrying canoes and baggage, made its
-way over to the headwaters of the Illinois. They were
-glad to reach the region near the present site of Ottawa,
-where Marquette had been a few years before. They
-saw Buffalo Rock and Starved Rock, high bluffs renowned
-in Indian history.</p>
-
-<div class="sidenote"><strong>Surprising
-an
-Indian
-camp</strong></div>
-
-<p>Just as the little fleet was passing through Peoria
-Lake, some one saw the smoke of an Indian camp. At
-once every Frenchman dropped his paddle, seized his
-gun, and sprang ashore. The Indians ran about in wild
-excitement, but La Salle talked peace to the chiefs while
-Hennepin tried to quiet the children.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_110a.jpg" width="540" height="389" alt="" />
-<div class="caption"><p>LA SALLE AND HENNEPIN SURPRISING THE INDIANS ON THE SHORES OF PEORIA LAKE</p></div>
-</div>
-
-<p>The Indians told La Salle of fierce warriors farther on<span class="pagenum"><a name="Page_111" id="Page_111">[Pg 111]</a></span>
-who would kill them, and of great monsters ready to
-eat them. These stories frightened some of La Salle's
-men and they ran
-away.</p>
-
-<div class="figcenter" style="width: 481px;">
-<img src="images/i_111a.jpg" width="481" height="540" alt="" />
-<div class="caption"><p>LA SALLE AT THE MOUTH OF THE MISSISSIPPI</p></div>
-</div>
-
-<div class="sidenote"><strong>The fort
-of the
-broken
-heart</strong></div>
-
-<p>La Salle decided
-to build a fort on
-the bluff overlooking
-the river and remain
-there through the
-winter (1680). They
-named it Fort Crèvecœur,
-meaning that
-the builders had
-grieved until their
-hearts were broken.</p>
-
-<p>La Salle returned
-to Fort Frontenac.
-In the meantime
-he ordered Tonti to
-fortify Starved Rock, and Hennepin to explore the Illinois
-and the upper Mississippi rivers.</p>
-
-<div class="sidenote"><strong>Iroquois
-destroy
-villages
-of the
-Illinois</strong></div>
-
-<p>While La Salle was gone, a great army of fierce Iroquois
-destroyed the villages of the Illinois Indians, "the
-children of Count Frontenac."</p>
-
-<div class="sidenote"><strong>A union
-of Indian
-tribes
-proposed</strong></div>
-
-<p>La Salle's heart was indeed full of grief when he returned
-and saw the awful desolation where once stood the
-villages of his Indian friends. But worse still, he could
-not find Tonti. With a sad but brave heart the great
-leader resolved to bring all the Illinois tribes into a union
-that should be a match for the Iroquois. He went from
-tribe to tribe, and night after night he sat around the
-council fires with the chiefs.</p>
-
-<p><span class="pagenum"><a name="Page_112" id="Page_112">[Pg 112]</a></span></p>
-
-<div class="sidenote"><strong>La Salle
-journeys
-to the
-mouth of
-the Mississippi</strong></div>
-
-<p>Before he could unite them he heard that Tonti was
-safe at Mackinac. He hastened to meet his long-lost
-friend, and there he and Tonti once more planned the
-exploration of the lower Mississippi. He returned to
-Fort Frontenac, collected supplies, and was soon crossing
-the portage between the Chicago and Illinois rivers.
-On they went, till early in February their canoes floated
-out upon the bosom of the "Father of Waters" (1682).</p>
-
-<p>Down the river they floated, passing the Missouri,
-the Ohio, and the Arkansas, where Joliet and Marquette
-had turned back. With the kindly help of new guides,
-they passed on until they found the Mississippi branching
-into three streams. La Salle divided his party, and
-each took a stream to the Gulf.</p>
-
-<div class="sidenote"><strong>La Salle
-takes
-possession
-of
-new
-country</strong></div>
-
-<p>On shore, just above the mouth, a cross was raised and
-La Salle took possession of all the country he had explored
-"in the name of Louis the Great, King of France."
-The company shouted, "Long live the king!" La Salle's
-first great object had been accomplished.</p>
-
-<p>Then the party began the slow journey up stream.
-La Salle finally reached Mackinac, and there again began
-to lay great plans. The first thing he did was to go to
-Starved Rock and build a fort for the protection of his
-union of Indian tribes.</p>
-
-<div class="sidenote"><strong>Builds
-Fort St.
-Louis on
-Starved
-Rock</strong></div>
-
-<p>Starved Rock is a rough cliff which rises one hundred
-thirty-five feet high, right out of the valley. Its sides
-are almost perpendicular. La Salle and his men cut
-away the trees on top and built storehouses, log huts,
-and a palisade. They named it Fort St. Louis. In the
-valley below, hundreds of Indians came and built their
-wigwams that they might be safe from their enemies, the
-Iroquois. Tonti was put in command of the fort.</p>
-
-<p><span class="pagenum"><a name="Page_113" id="Page_113">[Pg 113]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_113a.jpg" width="540" height="371" alt="" />
-<div class="caption"><p>STARVED ROCK ON THE ILLINOIS RIVER</p>
-
-<p><em>Many interesting Indian legends are connected with this rock,
-which stands one hundred thirty-five feet above the river below</em></p></div>
-</div>
-
-<div class="sidenote"><strong>La Salle
-misses
-the
-mouth of
-the
-Mississippi</strong></div>
-
-<p>La Salle's next step was to return to France and ask
-the king to plant a colony of Frenchmen at the mouth
-of the Mississippi
-River. The king
-agreed, and La
-Salle set sail for
-the Gulf of Mexico
-with a fleet
-of four ships and
-a colony of more
-than one hundred
-fifty persons
-(1684). But he
-missed the Mississippi
-and landed
-at Matagorda Bay in Texas. The colonists blamed
-La Salle. He tried in vain to find the Mississippi.</p>
-
-<div class="sidenote"><strong>La Salle's
-death</strong></div>
-
-<p>Suffering and discontent increased until a party of
-La Salle's men lay in ambush and shot him, and left his
-body in the woods. More than a year went by before
-the faithful Tonti at Starved Rock heard of the sad fate
-of the great leader.</p>
-
-<div class="sidenote"><strong>The
-heroic
-Tonti</strong></div>
-
-<p>The French king refused to send aid to the starving
-colonists in Texas, but the brave and heroic Tonti,
-though saddened by the death of La Salle, resolved to
-rescue them. His rescuing party suffered awful hardships.
-They deserted Tonti on the lower Mississippi,
-and he was at last forced to return to Starved Rock.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE MEN OF NEW FRANCE</h3>
-
-
-<div class="sidenote"><strong>Men of
-New
-France
-lived
-as the
-Indians
-lived</strong></div>
-
-
-<p><strong>62. Life of the Trapper, Jesuit Missionary, and Soldier
-of New France.</strong> For more than a hundred years after<span class="pagenum"><a name="Page_114" id="Page_114">[Pg 114]</a></span>
-the explorations of Joliet and La Salle the French in
-Canada sent trappers, missionaries, and soldiers into the
-new territory. The trappers lived on friendly terms with
-the Indians. They took shelter in the Indian wigwam
-and sat at the Indian camp fire. Together they searched
-the forest for game, and paddled up and down the rivers
-and lakes in the Indian canoes. They joined in the
-Indian sports, lived as the Indians lived, and often married
-the Indian maidens.</p>
-
-<p>The lives of the missionaries who went to preach
-among the Indians were full of self-sacrifice. They had
-great difficulties to overcome. The Indians were ignorant
-and hard to teach, but they treated the missionaries
-with respect and loved them for their kind deeds.</p>
-
-<div class="sidenote"><strong>Long
-years
-of war</strong></div>
-
-<p>From the mouth of the St. Lawrence to the Gulf of
-Mexico the soldiers of New France built many forts.
-Their chief danger was from the Iroquois Indians, who
-sided with the English in the long years of war. Many
-times their settlements were destroyed, their forts burned.
-But they were courageous and determined. They went
-on with their work of establishing New France in America,
-fighting the English and the Indians, until 1759. Then
-Wolfe captured Quebec and New France became English
-territory.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> La Salle was sent to complete the
-exploration of the Mississippi. <em>2.</em> La Salle made his way to
-the Gulf of Mexico and later built the fort at Starved Rock.
-<em>3.</em> The French sent trappers, missionaries, and soldiers into
-New France to strengthen it against the English. <em>4.</em> The
-French trappers lived on intimate terms with the Indians.
-<em>5.</em> With the fall of Quebec, England won New France.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Why was La Salle not satisfied<span class="pagenum"><a name="Page_115" id="Page_115">[Pg 115]</a></span>
-merely to get rich? <em>2.</em> Describe the first voyage on the Lakes.
-<em>3.</em> Find on the map the places named, from Mackinac to Fort
-Crèvecœur. <em>4.</em> How did La Salle reach the Mississippi?
-<em>5.</em> Picture Tonti's fort on Starved Rock. <em>6.</em> Tell the story
-of the fate of La Salle. <em>7.</em> What Indian tribe sided with the
-English? <em>8.</em> What was the effect of the fall of Quebec?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">La Salle</span>: Wright, <cite>Children's Stories
-in American History</cite>, 316-330; Pratt, <cite>Later Colonial Period</cite>,
-1-28.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>GEORGE WASHINGTON, THE FIRST GENERAL
-AND FIRST PRESIDENT OF THE
-UNITED STATES</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE "FATHER OF HIS COUNTRY"</h3>
-
-
-<div class="sidenote"><strong>Washington's
-birthday
-and birthplace</strong></div>
-
-
-<p><strong>63. George Washington as a Boy.</strong> When Washington
-was born, February 22, 1732, in the old colony of Virginia,
-the early settlements had grown into towns, and planters
-had prospered. His father's house stood upon a gentle
-hill slope which ran down to the lazily flowing Potomac.
-Across the river one could see the wooded Maryland
-shore, broken with a few great farms and plantations.</p>
-
-<div class="sidenote"><strong>The
-mother
-of Washington</strong></div>
-
-<p>Washington's father owned more than one plantation,
-and had many negro slaves. He was also a partner in
-some iron mines, and once had been captain of a ship
-carrying iron ore to London. It was in London that he
-had fallen in love with Mary Ball, called, on account of
-her beauty, the "Rose of Epping Forest." She, too, was
-a Virginian, and she married Augustine Washington, and
-became the greatly revered mother of George.</p>
-
-<div class="sidenote"><strong>School
-in Fredericksburg</strong></div>
-
-<p>When George was but three years old his parents
-moved to the plantation on the Rappahannock. Across
-the river, in the old town of Fredericksburg, George went
-to a school taught by the church sexton. Both teachers<span class="pagenum"><a name="Page_116" id="Page_116">[Pg 116]</a></span>
-and schools were scarce in Virginia then because the
-people lived miles apart on their great plantations.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_116a.jpg" width="540" height="352" alt="" />
-<div class="caption"><p>THE BOYHOOD HOME OF WASHINGTON</p>
-
-<p><em>Here on the site of the farmhouse, a slope on the river bank,
-stands the first monument erected to Washington, the bricks
-from the great chimney forming its foundation</em></p></div>
-</div>
-
-<p>In Washington's
-day the plantations
-were usually located
-on the rivers or
-bays. The rivers
-were the best roadways
-in those old
-times. Besides, the
-planter was glad
-to have the yearly
-ship from London
-stop at his door.</p>
-
-<div class="sidenote"><strong>The
-yearly
-ship from
-London</strong></div>
-
-<p>The coming of the ship brought happy days to the
-young people, for it often brought furniture for the house
-and fine clothes for the family. Sometimes, too, it
-brought back some long-absent son or daughter, or letters
-from relatives in the old English home. Then there
-were the stories such as only sailors can tell.</p>
-
-<p>When all the stores of tobacco and grain had been
-loaded, once more the great ship spread her wings and
-sailed away. Then many a Virginia boy longed to go
-on board and sail away, too.</p>
-
-<div class="sidenote"><strong>Mary
-Washington</strong></div>
-
-<p>George's father died and left him, at the age of eleven,
-to the care of his mother. Mary Washington was a wise,
-firm mother, and always held the love and admiration
-of her children.</p>
-
-<div class="sidenote"><strong>The
-eldest
-son in
-Virginia</strong></div>
-
-<p>According to the custom of those old Virginia days, the
-eldest son, Lawrence Washington, received the beautiful
-plantation on the Potomac, which he named Mount
-Vernon in honor of Admiral Vernon, an English naval<span class="pagenum"><a name="Page_117" id="Page_117">[Pg 117]</a></span>
-officer under whom he had fought in the West Indies.</p>
-
-<div class="sidenote"><strong>George
-studied
-hard and
-played
-hard</strong></div>
-
-<p>To George fell a smaller plantation on the Rappahannock.
-He could hardly hope to go to England to
-study, but went to a school near his birthplace. Here
-he studied hard, mastering mathematics, and business
-papers of all sorts. The book into which he copied
-business letters, deeds, wills, and bills of sale and exchange
-shows how careful he was and how he mastered everything
-he undertook.</p>
-
-<p>At school, George was a spirited leader in all outdoor
-sports. He outran, outjumped, as well as outwrestled
-all his comrades. He could throw farther than any of
-them. The story is told that he once threw a stone across
-the Rappahannock, and that at another time he threw
-a stone from the valley below to the top of the Natural
-Bridge, a distance of more than two hundred feet.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_117a.jpg" width="540" height="471" alt="" />
-<div class="caption"><p>WASHINGTON DREAMING OF A SEAMAN'S LIFE</p></div>
-</div>
-
-<div class="sidenote"><strong>Playing
-war</strong></div>
-
-<p>Washington was
-captain when the
-boys played at war.
-Every boy among
-them expected to
-be a soldier some
-day. George listened
-to the stories
-told by his brother
-Lawrence, who had
-been a captain in
-the West Indies.</p>
-
-<div class="figcenter" style="width: 153px;">
-<img src="images/i_118a.jpg" width="153" height="540" alt="" />
-<div class="caption"><p>WASHINGTON'S
-SURVEYING
-INSTRUMENTS</p></div>
-</div>
-
-<div class="sidenote"><strong>A horseback
-rider</strong></div>
-
-<p>As a boy George
-Washington also
-learned many useful things outside of school. He became
-a skillful horseback rider, for every Virginia<span class="pagenum"><a name="Page_118" id="Page_118">[Pg 118]</a></span>
-plantation had fine riding horses. People lived so far apart
-that they had to ride horseback when they visited each
-other and when they went to church or to
-town. Whether George rode a wild colt to
-"break" it, or whether he rode with his
-neighbors through woods and fields, jumping
-fences or swimming streams, or in a wild chase
-after the fox, he always kept his seat.</p>
-
-<div class="sidenote"><strong>A woodsman</strong></div>
-
-<p>Even while a boy Washington was learning
-the ways of a woodsman. With only a
-gun and a dog for companions, he made long
-trips into the deep, dark Virginia forests,
-where no road or path showed the way. He
-could cross rivers without bridge or boat,
-could build a shelter at night, could trap,
-and shoot, and cook over the fire by the
-side of which he slept. All this knowledge
-was soon put to use by Washington.</p>
-
-<div class="figcenter" style="width: 436px;">
-<img src="images/i_118b.jpg" width="436" height="540" alt="" />
-<div class="caption"><p>WASHINGTON AS A WOODSMAN</p></div>
-</div>
-
-<div class="sidenote"><strong>Washington
-wanted
-to be a
-sailor</strong></div>
-
-<p>When George was fourteen
-it was decided that he
-might "go to sea." No doubt
-he dreamed of the time when
-he should be a seaman, or
-perhaps an officer on one of
-the king's great war ships.
-But when all was ready, he
-gave up his plans to please
-his mother and went back to
-school. He now studied surveying,
-and was soon able
-to mark off the boundaries
-of farms and lay out roads.</p>
-
-<p><span class="pagenum"><a name="Page_119" id="Page_119">[Pg 119]</a></span></p>
-
-<div class="sidenote"><strong>Lord
-Fairfax</strong></div>
-
-<p>George was now more and more at Mount Vernon,
-where he met many fine people. Among these visitors
-he admired most an old English nobleman, Lord Fairfax,
-who had come to spend the rest of his days beyond the
-Blue Ridge in the beautiful valley of the Shenandoah.</p>
-
-<div class="sidenote"><strong>A surveyor
-at
-sixteen</strong></div>
-
-
-<p><strong>64. Washington as Surveyor.</strong> Lord Fairfax was
-pleased with Washington, who was then tall, strong,
-active, and manly looking, although but sixteen years
-old. Accordingly, one spring Washington, with a number
-of companions, started over the mountains to survey the
-wild lands of Lord Fairfax.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_119a.jpg" width="540" height="538" alt="" />
-<div class="caption"><p>THE SURVEYING PARTY AT AN INDIAN WAR DANCE</p></div>
-</div>
-
-<div class="sidenote"><strong>Life in
-the Shenandoah
-in 1748</strong></div>
-
-<p>The trip was full of danger. There were no roads,
-bridges, or houses after the party reached the mountains;
-but deep rivers, wild animals, and savage Indians were
-plentiful. Some nights they slept in rude huts, other
-nights in tents, but more often under the stars and
-around the camp fire. One night they saw a party of Indians
-dance their
-wild war dance to
-the music of a
-rude drum, made
-by stretching a
-hide over a pot,
-and to the noise
-of a rattle, made
-by putting shot in
-a gourd.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_120a.jpg" width="540" height="520" alt="" />
-<div class="caption"><p>WASHINGTON SURVEYING LORD FAIRFAX'S
-LANDS</p></div>
-</div>
-
-<div class="sidenote"><strong>Work
-well done</strong></div>
-
-<p>Within a month
-Washington was
-back with maps
-and figures showing
-what lands<span class="pagenum"><a name="Page_120" id="Page_120">[Pg 120]</a></span>
-belonged to Lord Fairfax. Few men could have done
-better, and a warm friendship grew up between this
-white-haired English
-nobleman and the young
-Virginian. Lord Fairfax
-immediately built a great
-hunting lodge in the
-Shenandoah, near where
-Winchester is, and named
-it Greenway Court. It
-became a favorite visiting
-place for many Virginians.</p>
-
-<div class="sidenote"><strong>A public
-surveyor</strong></div>
-
-<p>Washington had done
-his work so well that
-Lord Fairfax had him
-made a public surveyor, and invited him to make Greenway
-Court his headquarters.</p>
-
-<p>For three years Washington was hard at work in that
-western wilderness marking out the lands of settlers.
-It was a rough but health-giving life and made his bones
-and muscles strong. He had to take many risks and
-face many dangers.</p>
-
-<p>Once he wrote to a friend: "Since you received my
-letter in October I have not slept above three or four
-nights in a bed; but, after walking a great deal all the
-day, I have lain down upon a little hay, straw, fodder,
-or a bear skin, whichever was to be had, with man, wife,
-and children, like dogs and cats, and happy is he who
-gets the berth nearest the fire."</p>
-
-<div class="sidenote"><strong>At
-Greenway
-Court</strong></div>
-
-<p>But the young surveyor was often at Greenway Court
-taking part in its pastimes, or spending his time in sober<span class="pagenum"><a name="Page_121" id="Page_121">[Pg 121]</a></span>
-conversation with Lord Fairfax, or in reading the books
-on history which were found in his friend's library.</p>
-
-<div class="sidenote"><strong>Heavy
-responsibility
-at
-twenty</strong></div>
-
-
-<p><strong>65. Washington as a Soldier against the French.</strong>
-Suddenly Washington's whole life was changed. His
-brother Lawrence died and left to George the beautiful
-Mount Vernon home and the care of his only daughter.
-At the age of twenty Washington found himself at the
-head of two large plantations. But he had hardly begun
-his new duties before he was called to serve his governor
-and the king.</p>
-
-<p>The French in Canada were building a chain of outposts
-from Lake Erie into Pennsylvania to the headwaters
-of the Ohio River so that they might have a shorter
-route to their trading posts on the Mississippi. Governor
-Dinwiddie of Virginia had sent orders for them to get
-out of the country, but his messenger did not get within
-a hundred miles of the French soldiers.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_121a.jpg" width="540" height="329" alt="" />
-<div class="caption"><p>GREENWAY COURT, THE VIRGINIA HOME OF LORD FAIRFAX</p>
-
-<p><em>Surmounting the broad, sweeping roof, pierced by dormer windows, were two belfries, doubtless
-designed for bells to call the settlers together when an Indian uprising was feared</em></p></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_122" id="Page_122">[Pg 122]</a></span></p>
-
-<p>It was probably Lord Fairfax who said to the governor:
-"Here is the very man for you; young and daring, but
-sober minded and responsible, who only lacks opportunity
-to show the stuff that is in him."</p>
-
-<div class="sidenote"><strong>George
-Washington
-sent
-to order
-the
-French
-out of
-Virginia
-territory</strong></div>
-
-<p>In October, 1753, Washington, not then twenty-two,
-set out with servants, horses, and two companions for
-the French posts. One companion was the old Dutch
-soldier who had taught Washington to use the sword,
-and the other was the famous backwoodsman, Christopher
-Gist. They pushed on through deep forests, over the
-mountains, across swift rivers, to the Indian village near
-where Pittsburgh now stands. From there Washington
-hurried on to the fort on French Creek.</p>
-
-<p>The French commander received him with great
-politeness, and tried to keep him many days. But
-Washington saw that the French were really preparing
-to fight to hold this "gateway to the West."</p>
-
-<div class="sidenote"><strong>The trip
-back to
-Virginia</strong></div>
-
-<p>The Frenchmen very politely said that they intended
-to hold that region at all hazard. Washington and his
-party at once started back with the answer.</p>
-
-<p>Washington's party traveled through rain and snow,
-hurrying through dense forests where savages lurked
-ready to scalp them. An Indian shot at Washington,
-but missed him. Their horses gave out, and Washington
-and Gist plunged into the forest alone, on foot, anxious
-to lose no time. At last they reached Williamsburg.</p>
-
-<div class="figcenter" style="width: 502px;">
-<img src="images/i_123a.jpg" width="502" height="540" alt="" />
-<div class="caption"><p>WASHINGTON ON HIS WAY BACK FROM
-THE FRENCH POSTS</p></div>
-</div>
-
-<div class="sidenote"><strong>Washington
-cuts a
-road over
-the
-mountains</strong></div>
-
-<p>War now seemed certain, and the governor hurried
-Washington forward with about one hundred fifty men
-to cut a road through the forests and over the mountains.
-But the French had already reached and built Fort
-Duquesne, where the Ohio is formed, and were then
-hurrying forward a party to look for the English. Just<span class="pagenum"><a name="Page_123" id="Page_123">[Pg 123]</a></span>
-after Washington's men crossed the mountains they
-surprised the French scouts, killed their commander, and
-took the rest prisoners.
-Young Washington wrote
-home that he had heard
-the whistle of bullets and
-liked the music.</p>
-
-<div class="sidenote"><strong>He wins
-one battle,
-and
-loses
-another</strong></div>
-
-<p>Although Washington's
-company soon grew to
-three hundred fifty men,
-he built Fort Necessity, for
-a French force numbering
-four times his own was now
-close upon him. A battle
-followed. Standing knee
-deep in mud and water, the
-English fired all day at the hidden foe. Their ammunition
-was about gone, and their men were falling. Washington
-surrendered the fort, and the little army, with sad
-hearts, started home along their newly made road.</p>
-
-<div class="sidenote"><strong>Washington
-joins
-Braddock's
-army</strong></div>
-
-
-<p><strong>66. Washington and Braddock.</strong> But these were
-stirring times in Virginia, for an English general, Braddock,
-had come up the Potomac; and soldiers, cannon,
-and supplies were passing right by the doors of Mount
-Vernon. Every day Washington looked upon the king's
-soldiers, and saw the flash of sword and bayonet. How
-could he keep out of it? General Braddock liked the
-young Virginian, and made him an officer on his staff.</p>
-
-<p>Braddock was a brave man, but he had never made war
-in the woods, or against Indians. One day Washington
-suggested that a long train of heavily loaded wagons
-would make the march very, very slow. He was thinking<span class="pagenum"><a name="Page_124" id="Page_124">[Pg 124]</a></span>
-of Indians. Braddock only smiled, as if to say that a
-young backwoodsman could not teach him how to fight.</p>
-
-<div class="sidenote"><strong>Braddock
-too vain
-to take
-good advice</strong></div>
-
-<p>Benjamin Franklin, a very wise man from Philadelphia,
-was also troubled when he thought of how the Indians
-and French would cut to pieces that long line of troops
-as they marched through the deep, dark forests. Braddock
-smiled again, and said: "These savages may be
-dangerous to the raw American militia, but it is impossible
-that they should make any impression on the king's
-troops."</p>
-
-<div class="figcenter" style="width: 309px;">
-<img src="images/i_124a.jpg" width="309" height="540" alt="" />
-<div class="caption"><p>A VIRGINIA RIFLEMAN</p></div>
-</div>
-
-<p>The army, over two thousand strong, slowly crossed
-the mountains, and by July had almost reached Fort
-Duquesne. One day nearly one thousand French and
-Indians swarmed on both sides of the road, and from
-behind the safe cover of trees
-poured a deadly fire upon Braddock's
-men. "God save the king!"
-cried the British soldiers, as they
-formed in line of battle.</p>
-
-<div class="sidenote"><strong>A great
-defeat</strong></div>
-
-<div class="sidenote"><strong>Washington
-thanked
-for his
-bravery
-by the
-Burgesses</strong></div>
-
-<p>Washington urged Braddock to
-permit the English to take to the
-trees and fight Indian fashion, as
-the Virginians were doing, but
-Braddock forced his men to stand
-and be shot down by the unseen
-foe. Braddock himself was mortally
-wounded. Washington had
-two horses shot under him and his
-clothes pierced by four bullets.
-The British regulars soon ran
-madly back upon the soldiers in the rear. They threw
-away guns and left their cannon and wagons, while the<span class="pagenum"><a name="Page_125" id="Page_125">[Pg 125]</a></span>
-Virginians under Washington kept the Indians back.
-The British army retreated to Philadelphia, but Washington
-returned to Virginia, where he received the thanks
-of the Burgesses. He at once collected troops, and hastened
-into the Shenandoah Valley to protect the settlers
-from the French and Indians.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_125a.jpg" width="540" height="402" alt="" />
-<div class="caption"><p>WASHINGTON AND THE VIRGINIANS SAVE BRADDOCK'S ARMY</p></div>
-</div>
-
-<div class="sidenote"><strong>Colonel
-Washington
-visits
-Boston</strong></div>
-
-<p>The next year (1756) Washington journeyed on horseback
-to Boston. He wore his colonel's uniform of buff
-and blue, with a white and scarlet cloak over his shoulders.
-At his side hung a fine sword. With him rode two aids
-in uniform, besides two servants. Many an admiring
-eye was turned toward this stately young cavalier. After
-this journey he returned to the frontier, near Greenway
-Court, and remained there a year or two more.</p>
-
-<p><span class="pagenum"><a name="Page_126" id="Page_126">[Pg 126]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_126a.jpg" width="540" height="389" alt="" />
-<div class="caption"><p>THE OLD BLOCK HOUSE, PITTSBURGH</p>
-
-<p><em>Still standing to-day in the heart of the city, formed
-part of Fort Pitt</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Washington
-introduced
-to
-Martha
-Custis</strong></div>
-
-
-<p><strong>67. Washington Meets his Future Wife.</strong> One day
-while on his way to Williamsburg with war dispatches,
-Washington halted at
-a plantation to take
-dinner with a friend.
-There he was introduced
-to Mrs. Martha
-Custis, a charming
-young widow of his
-own age.</p>
-
-<p>After dinner the conversation
-with her was
-too interesting for the
-young officer to see the horses being led back and forth
-near the window. The horses were stabled again. After
-supper Washington was not yet ready to mount. Not
-until late in the afternoon next day did he mount and
-ride away with all speed for the capital. On his return
-he visited Mrs. Custis at her own beautiful plantation,
-and did not leave until he had her promise of marriage.</p>
-
-<div class="sidenote"><strong>Wolfe
-made it
-easy to
-capture
-Fort Duquesne</strong></div>
-
-<p>Great armies were already gathering. William Pitt,
-who sent Wolfe to capture Quebec, also ordered General
-Forbes to march against Fort Duquesne. But it was
-November before the army reached the Ohio. The
-French and Indians had nearly all gone to fight on the
-St. Lawrence, and the place was easily captured. It
-is said that Washington himself ran up the English flag.
-The fort's name was changed to Fort Pitt.</p>
-
-<div class="sidenote"><strong>A
-Virginia
-wedding</strong></div>
-
-
-<p><strong>68. Old Days in Virginia.</strong> Washington now hastened
-home to claim his bride. To the wedding came the new
-royal governor in scarlet and gold, and the king's officers
-in bright uniforms. There, too, came the great planters<span class="pagenum"><a name="Page_127" id="Page_127">[Pg 127]</a></span>
-with their wives dressed in the best that the yearly ship
-could bring from London. The bride rode home in a
-coach drawn by six beautiful horses, while Washington,
-well mounted, rode by the side of the coach, attended by
-many friends on horseback.</p>
-
-<div class="sidenote"><strong>Elected
-to the
-House
-of Burgesses</strong></div>
-
-<p>The hardy settlers of the frontier, grateful to their
-brave defender, had already elected him to represent
-them in the House of Burgesses. He was proud to take
-his young wife to the meeting of the Burgesses when the
-old capital town was at its gayest, and when the planters
-came pouring in to attend the governor's reception.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_127a.jpg" width="540" height="392" alt="" />
-<div class="caption"><p>A RECEPTION AT THE GOVERNOR'S</p>
-
-<p><em>At these receptions gay cavaliers and high-born ladies trod the stately minuet or danced
-the famous Virginia reel</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Too confused
-to
-make a
-speech</strong></div>
-
-<p>Washington had already taken his seat among the
-Burgesses when the speaker arose and, in a very eloquent
-speech, praised him and presented him the thanks of the<span class="pagenum"><a name="Page_128" id="Page_128">[Pg 128]</a></span>
-House for his gallant deeds as a soldier. Washington
-was so confused to hear himself so highly praised that,
-when he arose to reply, he could not say a word. "Sit
-down, Mr. Washington," said the speaker, "your modesty
-is equal to your valor, and that surpasses any language
-that I possess."</p>
-
-<p>Washington took his young bride to Mount Vernon,
-and there began the life that he enjoyed far more than
-the life of a soldier. He felt a deep interest in everything
-on the plantation. Early every morning he visited his
-stables and his kennel, for he liked horses and dogs very
-much. He then mounted a spirited horse and rode over
-his plantation to look at the growing fields of tobacco
-or wheat, or at the work of his slaves.</p>
-
-<p>When the king's inspectors in the West Indies and in
-London saw barrels of flour marked "George Washington,
-Mount Vernon," they let them pass without examining
-them, for they were always good. He looked after
-his own and his wife's plantations so well that in a few
-years he was one of the richest men in America.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_128a.jpg" width="540" height="316" alt="" />
-<div class="caption"><p>FOX HUNTING IN VIRGINIA</p>
-
-<p><em>In some sections of our country this popular sport of the Virginia
-colonists is still followed as in the days of George
-and Martha Washington</em></p></div>
-</div>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_129a.jpg" width="540" height="384" alt="" />
-<div class="caption"><p>SCENE AT MOUNT VERNON IN THE DAYS OF WASHINGTON</p></div>
-</div>
-
-<div class="sidenote"><strong>Old
-Mount
-Vernon
-days</strong></div>
-
-<p>But besides
-such duties,
-there were
-many simple
-pleasures to
-be enjoyed at
-Mount Vernon.
-Here his soldier
-friends always
-found a
-warm welcome.
-Lord Fairfax<span class="pagenum"><a name="Page_129" id="Page_129">[Pg 129]</a></span>
-and other Virginia gentlemen went often to Mount Vernon
-to enjoy a fox chase. Sometimes Mrs. Washington
-and the ladies rode
-with dash and
-courage after the
-hounds. Now and
-then boating parties
-on the wide
-Potomac were the
-order of the day.
-Many times the
-halls and grounds
-of Mount Vernon
-rang with the shouts and laughter of younger people,
-guests, who had come from miles around, for George and
-Martha Washington were young in spirit.</p>
-
-<div class="sidenote"><strong>Washington
-took
-sides with
-Patrick
-Henry</strong></div>
-
-
-<p><strong>69. The Mutterings of War.</strong> One day in June, 1765,
-Washington came back from Williamsburg and told his
-family and neighbors about the bold resolutions and fiery
-speech of a rustic-looking member named Patrick Henry.
-He said that many of the older members opposed Henry.
-Washington took Henry's side, but his friends, the Fairfaxes,
-took the king's side in favor of the Stamp Act.</p>
-
-<p>When the king put a tax on tea, Washington and many
-of his neighbors signed an agreement not to buy any more
-tea of England until the tax was taken off. When he
-heard that Samuel Adams and the "Mohawks" had
-thrown the tea into Boston Harbor, he knew that
-exciting times would soon be at hand.</p>
-
-<div class="sidenote"><strong>Sent to
-the Continental
-Congress</strong></div>
-
-<p>The very next year the king ordered more soldiers to
-go to Boston and put in force the Boston Port Bill and
-other unjust laws. The colonies saw the danger, and<span class="pagenum"><a name="Page_130" id="Page_130">[Pg 130]</a></span>
-sent their best men to hold the first Continental Congress
-at Philadelphia. Virginia sent George Washington, Patrick
-Henry, Richard Henry Lee, and other great men.
-Washington, however, was not an orator, and made no
-speech in the Congress, as others did. He was a man of
-deeds. His time had not yet come.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_130a.jpg" width="540" height="363" alt="" />
-<div class="caption"><p>WASHINGTON DRILLING HIS VIRGINIANS</p></div>
-</div>
-
-<div class="sidenote"><strong>A
-youthful
-colonel</strong></div>
-
-<p>Many persons were surprised to find him so young, for
-twenty years before they had heard of his deeds against
-the French, and how he had saved the broken pieces of
-Braddock's army. A member of Congress declared that
-"if you speak of
-solid information,
-and of sound
-judgment, Colonel
-Washington is
-unquestionably
-the greatest man
-on the floor."</p>
-
-<p>The Congress,
-among other
-things, resolved
-to stand by Boston, if General Gage should make war on
-that town. Washington knew what that meant. He was
-not at home many months before he was busy drilling
-his brave Virginians, many of whom had been with him
-in the French and Indian War.</p>
-
-<div class="sidenote"><strong>In Congress
-again</strong></div>
-
-<div class="sidenote"><strong>What
-John
-Adams
-said</strong></div>
-
-
-<p><strong>70. Washington Made Commander of the American
-Armies.</strong> In the last days of April, 1775, the news of the
-fight at Lexington and Concord was spreading rapidly
-southward. Washington, dressed in the buff and blue
-uniform of a Virginia colonel, hurried to Philadelphia
-to the meeting of the second Continental Congress. His<span class="pagenum"><a name="Page_131" id="Page_131">[Pg 131]</a></span>
-day had come. It was now a time for deeds. The
-American army that surrounded Gage in Boston must
-have a head. John Adams arose in Congress and said
-that for the place of commander he had "but one gentleman
-in mind&mdash;a gentleman from Virginia&mdash;whose
-skill and experience as an officer, whose independent
-fortune, great talents, and excellent universal character
-would command the approbation of all America, and
-unite the colonies better than any other person in the
-Union."</p>
-
-<div class="sidenote"><strong>What
-Washington
-said to
-Congress
-and
-wrote to
-his wife</strong></div>
-
-<p>Before all these words were spoken, Washington,
-much moved, had left the room. Congress elected him
-unanimously to be commander in chief of its armies.
-When he accepted the honor, he said: "I beg it may
-be remembered by every gentleman in this room,
-that I this day declare, with the utmost sincerity, I
-do not think myself equal to the command I am honored
-with."</p>
-
-<p>Washington wrote immediately to his wife: "You may
-believe me, my dear Patsey, that so far from seeking this
-appointment, I have used every endeavor in my power to
-avoid it, not only from my own unwillingness to part
-from you and the family, but from the consciousness
-of its being a trust too great for my capacity." Great
-men are often the most modest.</p>
-
-<div class="sidenote"><strong>On the
-way to
-take command</strong></div>
-
-<div class="sidenote"><strong>News
-from
-Bunker
-Hill</strong></div>
-
-<p>Washington was soon on the way to Boston by the
-very route he had gone nearly twenty years before.
-But how different the journey! Then he was a Virginia
-colonel. Now he was the honored commander of all the
-American armies. Then only a few friends were with
-him. Now congressmen, citizens of Philadelphia, and
-great crowds cheered him on the way. Only twenty<span class="pagenum"><a name="Page_132" id="Page_132">[Pg 132]</a></span>
-miles out from Philadelphia, they met the news from
-Bunker Hill. When Washington heard how the Americans
-faced the British bayonets, and twice forced the
-Redcoats to retreat, he exclaimed: "The liberties of the
-country are safe!"</p>
-
-<div class="sidenote"><strong>Took
-command
-of
-the army,
-July 3,
-1775</strong></div>
-
-<p>Through New Jersey he was hailed by the people with
-delight. A military procession escorted him through
-New York City, where he appointed that noble general,
-Philip Schuyler, to take command in New York. The
-students at Yale gave him a real college welcome&mdash;a
-parade with a band and student songs.</p>
-
-<p>On Cambridge Common, under the famous Harvard
-Elm, on July 3, 1775, Washington drew his sword and
-took command of the Continental army. There was a
-great task before him. He had to drill the troops, collect
-cannon from Ticonderoga, which Americans had captured,
-and get ready to drive the British out of Boston.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_132a.jpg" width="540" height="309" alt="" />
-<div class="caption"><p>A COLLEGE WELCOME AT YALE</p></div>
-</div>
-
-<div class="sidenote"><strong>A
-bloodless
-victory</strong></div>
-
-<p>It took all winter to do these things. One night in<span class="pagenum"><a name="Page_133" id="Page_133">[Pg 133]</a></span>
-March, 1776, Washington secretly sent some of his
-best troops to build a fort on Dorchester Heights. The
-next morning Howe, the
-new British general, saw
-Washington's cannon pointing
-down on his army and
-ships. He immediately put
-his army on board and sailed away. This was a victory
-without a fight.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_133a.jpg" width="540" height="388" alt="" />
-<div class="caption"><p>WASHINGTON TAKING COMMAND OF THE
-ARMY</p></div>
-</div>
-
-<div class="sidenote"><strong>Washington
-outwits
-Howe</strong></div>
-
-<p>Washington took his army to New York, and built
-a fort on Long Island to protect the city. He was none
-too quick, for Howe came with thirty thousand men
-and many war ships.</p>
-
-<p>In the battle on Long Island a part of Washington's
-army was defeated. General Howe planned to capture
-the defeated troops next day, but Washington was too
-shrewd. In the night he collected all the boats in that
-region and rowed his army over to New York before the
-British knew what he was doing.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_134a.jpg" width="540" height="408" alt="" />
-<div class="caption"><p>ENTERTAINING GENERAL HOWE AND HIS OFFICERS</p>
-
-<p><em>At Murray Hill, then a great farmstead, now the heart of New York
-City, Mrs. Murray entertained them so delightfully two hours
-slipped away, and the Americans were out of reach</em></p></div>
-</div>
-
-<div class="sidenote"><strong>New
-York
-captured</strong></div>
-
-<p>The great British army and fleet took the city, but
-by the help of a patriotic lady, Mrs. Murray, who entertained
-General Howe and his officers too long for their<span class="pagenum"><a name="Page_134" id="Page_134">[Pg 134]</a></span>
-own good, all of Washington's regiments got away safely
-up the Hudson. During the fall of 1776, General Howe
-tried to get
-above Washington's
-army
-and capture
-it. But he did
-neither, for
-Washington's
-troops defeated
-the British
-both at Harlem
-Heights and at
-White Plains.</p>
-
-<div class="sidenote"><strong>Heroic
-Nathan
-Hale</strong></div>
-
-<p>While at
-Harlem Heights
-Washington felt that he must learn some secrets about
-the enemy. Nathan Hale, a young officer, volunteered
-to bring General Washington the information he wanted;
-but Hale was caught by the British and hanged. "I
-only regret," he said, "that I have but one life to lose
-for my country."</p>
-
-<div class="sidenote"><strong>Washington
-retreats,
-but fights</strong></div>
-
-<p>Howe then turned back as if to march against Philadelphia
-and capture Congress. Washington quickly
-threw a part of his army across the Hudson into New
-Jersey, but he had to retreat. The British followed in a
-hot chase across New Jersey. Washington crossed the
-Delaware, and took with him all the boats for many
-miles up and down the river. The British decided to
-wait till they could cross on the ice. Some of their
-generals thought the war was about over, and hastened
-back to New York to spend the Christmas holidays.</p>
-
-<p><span class="pagenum"><a name="Page_135" id="Page_135">[Pg 135]</a></span></p>
-
-<div class="sidenote"><strong>Americans
-discouraged</strong></div>
-
-
-<p><strong>71. The People Did Not Know Washington.</strong> Those
-were, indeed, dark days for the Americans. Hundreds
-of Washington's soldiers had gone home discouraged,
-and many other faint-hearted Americans thought
-the cause lost, and were again promising obedience to
-George III. But the people did not yet know Washington.</p>
-
-<p>On Christmas night, with two thousand five hundred
-picked men, Washington took to his boats, and crossed
-the Delaware in spite of the floating ice. Nine miles
-away, in Trenton, lay the Hessians, those soldiers from
-Hesse-Cassel, in Europe, whom George III had hired
-to fight his American subjects, because Englishmen
-refused to fight Americans.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_135a.jpg" width="540" height="408" alt="" />
-<div class="caption"><p>SCENE OF WASHINGTON'S CAMPAIGNS IN THE NORTH</p></div>
-</div>
-
-<p>On went the little army in spite of the biting cold and
-the blinding snow. During this fearful night two men
-froze to death and many others were numb with cold.</p>
-
-<p><span class="pagenum"><a name="Page_136" id="Page_136">[Pg 136]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_136a.jpg" width="540" height="348" alt="" />
-<div class="caption"><p>WASHINGTON ON THE MARCH TO TRENTON</p>
-
-<div class="sidenote"><strong>An early
-morning
-surprise</strong></div>
-
-<p>"Our guns are wet," said an officer. "Then use the
-bayonet!" replied Washington. There was a sudden
-rush of tramping feet and the roar of cannon in the
-streets. The Hessian general was killed, and one thousand
-of his men surrendered.</p>
-
-<p><em>All night, thinly clad, many without shoes and with bleeding feet, over the frozen ground,
-on marched the shivering men, bringing at daybreak disaster to the
-Hessians asleep after their Christmas revels</em></p></div>
-</div>
-
-<p>These were a strange lot of prisoners. Not one could
-speak a word of English or cared a thing for George III.
-No doubt they wished themselves at home on that
-morning. But the Hessians were not more surprised
-than the British generals in New York.</p>
-
-<div class="figcenter" style="width: 353px;">
-<img src="images/i_137a.jpg" width="353" height="540" alt="" />
-<div class="caption"><p>HESSIAN FLAG</p>
-
-<p><em>From a photo of the flag
-taken by Washington from
-the Hessians at Trenton and
-now in the museum at
-Alexandria</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Washington
-outwits
-another
-English
-general</strong></div>
-
-<p>Cornwallis, the British commander, hurried forward
-with troops to capture Washington, but rested his army
-at Trenton. That night Washington's army stole away,
-and Cornwallis awoke in the morning to hear the
-booming of Washington's cannon at Princeton, where<span class="pagenum"><a name="Page_137" id="Page_137">[Pg 137]</a></span>
-Washington was defeating another part of the British
-army. Cornwallis hastened to Princeton. It was too
-late. Washington was safe among the
-heights of Morristown, where Cornwallis
-did not dare attack him.</p>
-
-<p>These two victories turned the tide
-and aroused the Americans. Reënforcements
-and supplies made Washington's
-army stronger and more comfortable.</p>
-
-<p>The next spring (1777) General Howe
-decided to capture Philadelphia. But
-Washington boldly moved his army
-across Howe's line of march. Howe
-did not want to fight, so he put his army
-on board his ships, sailed around into
-the Chesapeake, landed, and marched
-for the "rebel capital," as the British called Philadelphia.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_137b.jpg" width="540" height="317" alt="" />
-<div class="caption"><p>KNEE BUCKLES WORN BY GENERAL
-WASHINGTON</p></div>
-</div>
-
-<div class="sidenote"><strong>Washington
-and
-Howe
-meet at
-the Brandywine</strong></div>
-
-<p>At Brandywine Creek, south of Philadelphia, Washington
-faced him. A severe battle was fought. Each side
-lost about one thousand men. The Americans slowly
-retreated. In this battle Lafayette, a young French
-nobleman, was wounded. Lafayette had heard in France
-how the American farmers
-had beaten the king's regulars
-at Lexington, and he
-had made up his mind
-to go to help them. On
-his arrival Congress had
-made Lafayette a general
-in the Continental army.</p>
-
-<div class="sidenote"><strong>Valley
-Forge</strong></div>
-
-
-<p><strong>72. The Winter at Valley Forge.</strong> After the battle at
-Brandywine Creek the British slowly made their way to<span class="pagenum"><a name="Page_138" id="Page_138">[Pg 138]</a></span>
-Philadelphia. Washington took post for the winter at
-Valley Forge, on the Schuylkill River, twenty miles
-northwest of Philadelphia. There, in the deep woods
-among the hills, and in log huts built by their own hands,
-the American forces passed a winter so full of suffering
-that it makes one shudder to read the story.</p>
-
-<div class="sidenote"><strong>What the
-soldiers
-suffered
-for independence</strong></div>
-
-<p>When the army marched into Valley Forge, "their
-route could be traced on the snow by the blood that
-oozed from their bare, frost-bitten feet." Washington
-wrote to Congress that nearly three thousand of his men
-were "barefoot or otherwise naked."</p>
-
-<p>A part of the army had no bread for three days, and for
-two days no meat. Hundreds had no beds, and gladly
-slept on piles of straw. Others had no blankets, and sat
-up nights before the fire to keep from freezing. Many sickened
-and died. But in Philadelphia the well-fed British
-soldiers had a gay season, with balls and banquets.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_138a.jpg" width="540" height="420" alt="" />
-<div class="caption"><p>CAMP AT VALLEY FORGE</p></div>
-</div>
-
-<div class="sidenote"><strong>Steuben
-helps
-drill
-the men</strong></div>
-
-<p>Washington grieved over the suffering of his men, but
-never lost heart.
-All the long winter
-through, with the
-aid of General
-Steuben, a noble
-German officer, he
-drilled his men.
-In the spring when
-the British started
-back to New York,
-he gave them such
-a bayonet charge at
-Monmouth, New Jersey (1778), they were glad to escape
-that night, instead of stopping to rest and bury their dead.</p>
-
-<p><span class="pagenum"><a name="Page_139" id="Page_139">[Pg 139]</a></span></p>
-
-
-<p><strong>73. The Crowning Victory at Yorktown.</strong> For the
-next three years the British army remained in New
-York, not daring to come out and
-attack Washington.</p>
-
-<div class="figcenter" style="width: 423px;">
-<img src="images/i_139a.jpg" width="423" height="540" alt="" />
-<div class="caption"><p>GEORGE WASHINGTON</p>
-
-<p><em>From the Gibbs-Channing portrait
-painted by Gilbert Stuart, the first
-portrait of Washington, now in
-the possession of Samuel P. Avery
-of New York</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Good
-news
-from Lafayette</strong></div>
-
-<p>Finally, in the summer of 1781,
-General Lafayette, who had now
-recovered from his wound, and
-had fought with the Americans
-at Monmouth, was sent to Virginia
-by Washington to watch the
-British army there. Lafayette
-sent Washington word that Cornwallis
-had come up from the
-Carolinas, and had taken post at
-Yorktown. After receiving more
-soldiers, Lafayette followed Cornwallis
-to Yorktown and stationed
-his army near that place. Washington also got word
-that a large French war fleet was coming to the coast
-of Virginia to aid the Americans. This fleet had been
-sent to aid the Americans by the King of France.
-Washington also had six thousand fine French troops
-under the command of General Rochambeau. This aid
-had been secured through the influence of Lafayette, who
-had visited his home in France in 1779.</p>
-
-<div class="sidenote"><strong>Washington
-again
-outwits
-Cornwallis</strong></div>
-
-<p>Washington now saw his chance. He ordered Lafayette
-to watch Cornwallis while he himself took two
-thousand ragged Continentals and four thousand French
-troops in bright uniforms, and slipped away from New
-York. He was almost in Philadelphia before the British
-or his own soldiers could guess where he was going.</p>
-
-<p>At Yorktown, Washington and his army found both<span class="pagenum"><a name="Page_140" id="Page_140">[Pg 140]</a></span>
-Lafayette and the French fleet keeping watch. Day
-and night the siege went on amid the roar of cannon.
-When all was ready, then came the wild charge of the
-Americans and the French in the face of British cannon
-and over British breastworks. The outer works were
-won, and Cornwallis saw that he must surrender. Seven
-thousand of the king's troops marched out and gave up
-their arms.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_140a.jpg" width="540" height="335" alt="" />
-<div class="caption"><p>THE SURRENDER OF CORNWALLIS</p>
-
-<p><em>After the painting by John Trumbull which hangs in the rotunda of the Capitol at Washington</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Cornwallis
-surrenders</strong></div>
-
-<p>The victory at Yorktown made all Americans happy,
-and they rang bells, fired cannon, built bonfires, and
-praised Washington and Lafayette. But England was
-now tired of war, and many of her great men declared in
-favor of peace, which was soon made, in 1783.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_141a.jpg" width="540" height="344" alt="" />
-<div class="caption"><p>WASHINGTON'S RESIGNATION</p>
-
-<p><em>After the painting by Trumbull in the Capitol at Washington</em></p></div>
-</div>
-
-<div class="sidenote"><strong>A
-touching
-scene</strong></div>
-
-
-<p><strong>74. Washington Bids Farewell to his Officers and to
-Congress.</strong> Washington bade farewell to his brave
-soldiers, with whom he had fought so long. The parting
-with his officers in Fraunces' Tavern, New York, was<span class="pagenum"><a name="Page_141" id="Page_141">[Pg 141]</a></span>
-a touching scene. With tears in his eyes, and with a
-voice full of tenderness, he embraced each one as he bade
-him good-by. It
-was like the parting
-of a father
-from his sons.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_141b.jpg" width="540" height="317" alt="" />
-<div class="caption"><p>MOUNT VERNON, THE HOME OF WASHINGTON</p></div>
-</div>
-
-<div class="sidenote"><strong>A noble
-act</strong></div>
-
-<p>Washington
-now journeyed to
-Annapolis, Maryland,
-where Congress
-was then
-held, to give back
-the authority of
-commander in chief which Congress had bestowed on
-him eight years before. How unselfish had been the
-conduct of Washington in refusing pay for his services!
-How noble was the act of giving up his power over an
-army which idolized him, and which he might have used
-to make himself king! But he did not think of these
-things as he hastened to his beautiful Mount Vernon to
-enjoy Christmas
-time once more
-with his loved
-ones.</p>
-
-<div class="sidenote"><strong>How the
-war had
-changed
-things</strong></div>
-
-<div class="sidenote"><strong>Many
-people
-visit
-Washington</strong></div>
-
-<p>But what a
-change had come
-to Virginia!
-Eight years before
-George III was
-king over all the
-Thirteen Colonies, and Virginia was ruled by one of his
-governors. Now the people were ruling themselves, and<span class="pagenum"><a name="Page_142" id="Page_142">[Pg 142]</a></span>
-had elected one of Washington's neighbors, Benjamin
-Harrison, to be their governor. He missed some old
-friends. Some had died on the field of battle; others,
-like Lord Fairfax, had gone back to England, where they
-could be ruled by George III. Soon visitors began to
-come&mdash;old soldiers, beloved generals, and great statesmen
-from America, as well as distinguished people from
-Europe. They all wanted the honor of visiting the man
-who had led the American armies to victory, but who,
-again, was only a Virginia planter.</p>
-
-
-<p><strong>75. Lafayette Visits Washington.</strong> The year after
-peace was made Lafayette came back to America to visit
-General Washington. There were great times at Mount
-Vernon. Washington, Lafayette, and other noble men
-sat around the table and there told stories of their
-struggles and of their triumphs.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_142a.jpg" width="540" height="387" alt="" />
-<div class="caption"><p>LAFAYETTE AT MOUNT VERNON</p>
-
-<p><em>After a painting by Rossiter and Mignot</em></p></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_143" id="Page_143">[Pg 143]</a></span></p>
-
-<p>Lafayette visited many other places and received a
-warm welcome wherever he went; he had taken active
-part in many battles of the Revolution; his blood had
-flowed for the American cause. At Monmouth he had
-saved the Americans from retreat by sending for Washington.
-He had had an important part in the crowning
-victory at Yorktown. The Americans loved and admired
-him, and did all in their power to show their gratitude.
-Many years after, on another visit to America, Congress
-voted him two hundred thousand dollars and twenty-four
-thousand acres of land as a reward for his great services.</p>
-
-<div class="sidenote"><strong>Another
-call to
-duty</strong></div>
-
-
-<p><strong>76. Washington Elected First President.</strong> The American
-people would not let Washington long enjoy Mount
-Vernon, for when they met to make a new constitution,
-or plan of government, he was chairman of the meeting,
-and when that government was to go into operation they
-would have no other man for their first president than
-George Washington.</p>
-
-<div class="sidenote"><strong>A triumphal
-procession
-from
-Mount
-Vernon
-to New
-York</strong></div>
-
-<p>In 1789 he once more bade Mount Vernon and his
-aged mother good-by, and began the journey to New York,
-which was at that time the capital of the new nation.
-What a journey! It was almost one continual procession
-and celebration! At every town and roadside the people
-came to show their love for Washington, whom they
-rightly called the "Father of his Country." School
-children scattered flowers in his way and beautiful young
-women sang patriotic songs as he passed under decorated
-arches. When he reached New York Harbor the bay was
-white with the sails of many nations. Crowds thronged
-the streets, cannon boomed, and flags were thrown to
-the breeze to welcome him.</p>
-
-<div class="sidenote"><strong>Washington
-takes the
-oath as
-first
-president</strong></div>
-
-<p>On April 30, 1789, standing on the balcony of Federal<span class="pagenum"><a name="Page_144" id="Page_144">[Pg 144]</a></span>
-Hall in Wall Street, Washington took the oath of office,
-and pledged himself to govern the people according to
-the Constitution they had just made. He reverently
-bent and kissed the Bible, and became the first President
-of the United States. From the street, from doors and
-windows, and from the housetops, the people cried out:
-"Long live George Washington, President of the United
-States!"</p>
-
-<p>His new office was almost as hard a task as the Revolution
-had been. He was now in charge of the affairs of
-the country. He had to see to it that laws were made
-to protect the rights of every one. Then he had to see
-that these laws were carried out. He could not guide
-himself by what another president had done, for there
-had been none before him.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_144a.jpg" width="540" height="378" alt="" />
-<div class="caption"><p>WASHINGTON'S GRAND ENTRY INTO NEW YORK CITY, 1789</p>
-
-<p><em>From a chromo-lithograph after an original drawing by Alphonse Bigot</em></p></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_145" id="Page_145">[Pg 145]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_145a.jpg" width="540" height="337" alt="" />
-<div class="caption"><p>WASHINGTON'S TOMB, MOUNT VERNON</p></div>
-</div>
-
-<p>But Washington directed the new ship of state so that
-it suffered no harm. When it looked as though we should
-have another war
-with England, he
-wisely preserved
-peace. So well
-were the people
-satisfied that they
-made him president
-a second time.
-When they offered
-him the office for
-a third term he refused. Thousands gathered to see him
-leave the capital. As he gave them his final farewell,
-tears rolled down his cheeks, and men cried like children.</p>
-
-<div class="sidenote"><strong>Death
-in 1799</strong></div>
-
-<p>He was glad to get back to Mount Vernon, for he had
-grown old and weary in serving his country. He spent
-his remaining years among the scenes he loved so well.
-There he died in 1799, mourned as a father by the whole
-people.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Washington was born on the
-Potomac, spent his early days on the Rappahannock, and went
-to school at Fredericksburg. <em>2.</em> He learned many things
-outside of school, such as horseback riding, fox hunting, and
-how to find his way in the deep forests. <em>3.</em> He became a
-surveyor in the Shenandoah for Lord Fairfax. <em>4.</em> Governor
-Dinwiddie sent Washington to order the French to leave the
-Ohio. <em>5.</em> Washington joined Braddock's campaign against
-the French, and in the battle tried to save the army. <em>6.</em> Washington
-married young Mrs. Martha Custis, and was elected
-to the House of Burgesses. <em>7.</em> Heard Patrick Henry's fiery
-speech, went to first Continental Congress, and the second
-Congress made him commander over the Continental army.<span class="pagenum"><a name="Page_146" id="Page_146">[Pg 146]</a></span>
-<em>8.</em> Washington drove the British out of Boston, outwitted
-them around New York, retreated across the Jerseys, and
-then beat them at Trenton and Princeton, <em>9.</em> He fought at
-Brandywine, suffered at Valley Forge, penned the British up
-in New York, and finally captured Cornwallis at Yorktown.
-<em>10.</em> Washington gave up his command and retired to Mount
-Vernon, but was called to be the first president of the new
-republic.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Who was Washington's father and
-where did he meet Washington's mother? <em>2.</em> What was a
-plantation and why so large? <em>3.</em> What things did Washington
-love to do besides study? <em>4.</em> Why did George make a
-good captain? <em>5.</em> Picture the yearly ship from London at
-Mount Vernon. <em>6.</em> Who was Lord Fairfax and what did he
-engage Washington to do? <em>7.</em> What did Washington do at
-Greenway Court? <em>8.</em> Why was Washington chosen for the
-mission to the French, and what was the result? <em>9.</em> What
-were the preliminary events before the great war? <em>10.</em> Picture
-Braddock's defeat. <em>11.</em> How old was Washington when he
-first visited Boston? <em>12.</em> How did he become so rich? <em>13.</em>
-What news did Washington bring back to Mount Vernon in
-1765? <em>14.</em> Who went to Congress with George Washington,
-and how did a member speak of him? <em>15.</em> What did he learn
-at Congress? <em>16.</em> Picture the scene in the second Congress.
-<em>17.</em> Describe the trip to Boston. <em>18.</em> What task did he set
-before himself, and how did he accomplish it? <em>19.</em> How did
-Washington outwit Howe? <em>20.</em> Who was Nathan Hale?
-<em>21.</em> What discouraged the Americans? <em>22.</em> Picture the
-surprise and capture of the Hessians. <em>23.</em> How did Washington
-outwit Cornwallis? <em>24.</em> What effect did these victories
-have? <em>25.</em> What sort of a time did the soldiers spend at
-Valley Forge? <em>26.</em> Who was Steuben, and what did he do?
-<em>27.</em> How did Lafayette aid Washington? <em>28.</em> Picture the
-surrounding and capture of Cornwallis. <em>29.</em> What changes
-had the war made in Virginia? <em>30.</em> In what way did Congress
-honor Lafayette? <em>31.</em> Picture Washington's journey to New
-York.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Washington</span>: Cooke, <cite>Stories of the
-Old Dominion</cite>, 94-139; Blaisdell and Ball, <cite>Hero Stories from
-American History</cite>, 62-76, 123-155; Hart, <cite>Camps and Firesides
-of the Revolution</cite>, 239-255, 261-266, 307-309; Glascock, <cite>Stories<span class="pagenum"><a name="Page_147" id="Page_147">[Pg 147]</a></span>
-of Columbia</cite>, 101-113; Baldwin, <cite>Four Great Americans</cite>, 9-68;
-Hart, <cite>How our Grandfathers Lived</cite>, 45-47; Mabie, <cite>Heroes
-Every Child Should Know</cite>, 274-288; Hawthorne, <cite>Grandfather's
-Chair</cite>, 186-191; Magell, <cite>Stories from Virginia History</cite>, 56-78,
-79-94; Brooks, <cite>True Story of Lafayette</cite>; Wister, <cite>The Seven Ages
-of Washington</cite>; Mace, <cite>George Washington: A Virginia Cavalier</cite>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE MAN WHO HELPED WIN INDEPENDENCE
-BY WINNING THE HEARTS OF FRENCHMEN
-FOR AMERICA</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>BENJAMIN FRANKLIN, THE WISEST AMERICAN OF HIS
-TIME</h3>
-
-
-<div class="sidenote"><strong>Born in
-colonial
-times</strong></div>
-
-
-<p><strong>77. Benjamin Franklin, the Boy Printer.</strong> When
-Franklin was born in Boston (1706) there were men
-still living who had seen John Winthrop, the first governor
-of Massachusetts, and Roger Williams, the founder of
-Rhode Island.</p>
-
-<div class="sidenote"><strong>The
-scholar
-of the
-family</strong></div>
-
-<p>Franklin's father was a poor but hard-working man.
-He made soap and candles. Benjamin's nine brothers
-had learned trades, but his parents had decided that he
-should be the "scholar of the family." At eight he went
-to school to prepare for college and was soon at the head
-of his class.</p>
-
-<div class="sidenote"><strong>Put to
-work</strong></div>
-
-<p>But it was hard to feed and clothe a family of seventeen,
-and Benjamin was sent to another school where he
-could fit himself for business. But he did poorly in arithmetic,
-and at ten was taken out of school and put to
-work with his father.</p>
-
-<div class="sidenote"><strong>Longs
-for the
-sea</strong></div>
-
-<p>In the port of Boston Franklin saw the ships and sailors
-of all nations, and longed to go to sea, but his father took
-him to visit the shops, where he saw men busy at work
-with all kinds of tools. Although Benjamin liked to<span class="pagenum"><a name="Page_148" id="Page_148">[Pg 148]</a></span>
-work with tools, he liked to read better, and spent all
-his little earnings in buying books. He borrowed books
-when he could not buy them.</p>
-
-<div class="figcenter" style="width: 438px;">
-<img src="images/i_148a.jpg" width="438" height="540" alt="" />
-<div class="caption"><p>BENJAMIN FRANKLIN</p>
-
-<p><em>From the original portrait by Joseph Siffrein
-Duplessis, in the Museum of Fine Arts,
-Boston</em></p></div>
-</div>
-
-<div class="sidenote"><strong>How he
-improved
-his
-language</strong></div>
-
-<p>Finally Franklin's parents
-decided that since he
-loved books so well he might
-be a printer, and put him
-to learn the trade with an
-older brother. Benjamin
-was to serve his brother for
-his board and clothes until
-he was twenty-one.
-He worked hard at his
-trade, and read more
-books than before. He
-improved his own language
-by writing out in
-his own words what he had
-read, and then comparing his account with the author's.</p>
-
-<p>He now offered to take half the money that his board
-cost, and board himself. His brother agreed to this plan,
-and Benjamin saved money and bought more books.</p>
-
-<div class="sidenote"><strong>Writes
-for his
-brother's
-paper</strong></div>
-
-<p>He longed to write something for his brother's paper.
-He did so, and put it at night under the door, but he did
-not dare sign his name to what he had written. His
-brother showed it to his friends. They praised it, and
-it was printed. It was fun for Benjamin to hear people
-guessing that the writer must be some great man in Boston.
-Franklin wrote several other articles, and called
-them the "Dogood Papers," but his brother was angry
-when he learned who wrote them.</p>
-
-<div class="sidenote"><strong>Leaves
-home</strong></div>
-
-<p>Franklin was now only seventeen, but because of his<span class="pagenum"><a name="Page_149" id="Page_149">[Pg 149]</a></span>
-brother's cruelty he sold his books and took a boat for
-New York without saying good-by to his parents. He
-afterwards said that leaving home in this way was a
-great mistake.</p>
-
-<div class="sidenote"><strong>From
-New
-York to
-Philadelphia</strong></div>
-
-<p>No one in New York wanted a printer, so young
-Franklin took a boat for Perth-Amboy, New Jersey, on
-his way to Philadelphia. His ship was caught in a
-storm, and the passengers were wet and hungry when
-they landed.</p>
-
-<p>Franklin set out on foot across the state for Burlington.
-For nearly three days he walked in the rain along muddy
-roads, looking so rough people thought he was a runaway
-servant. He was tired and homesick. But he took
-boat again, and reached Philadelphia on Sunday morning,
-landing at the foot of Market Street.</p>
-
-<div class="figcenter" style="width: 434px;">
-<img src="images/i_149a.jpg" width="434" height="540" alt="" />
-<div class="caption"><p>FRANKLIN AND DEBORAH REED</p>
-
-<p><em>The first meeting of Franklin and the young
-girl who was to be his wife</em></p></div>
-</div>
-
-<div class="sidenote"><strong>His
-sorry
-plight</strong></div>
-
-<p>He was so hungry, he thought more of something to
-eat than of dressing up
-for Sunday. He was in
-a sorry plight. With his
-pockets stuffed with soiled
-shirts and stockings, and
-a roll of bread under each
-arm and one in his hand,
-Franklin walked up Market
-Street, and passed the
-home of his future wife,
-Deborah Reed. No wonder
-she laughed at him.
-She would have laughed
-more if some one had
-said: "There goes a boy
-who will some day become<span class="pagenum"><a name="Page_150" id="Page_150">[Pg 150]</a></span>
-your husband and the greatest man in Philadelphia."</p>
-
-<div class="sidenote"><strong>Good
-books
-and good
-company</strong></div>
-
-<p>Franklin found work in a printing office, saved his
-money, and bought books to study. He got acquainted
-with other young people who also loved books, and he
-often spent his evenings with them.</p>
-
-<div class="sidenote"><strong>A call
-from the
-governor</strong></div>
-
-<p>To the surprise of Franklin and his brother printers,
-one day Sir William Keith, the governor of Pennsylvania,
-called at the shop to see Franklin. Governors
-did not then pay much attention to poor printers. The
-governor, who was dissatisfied with Philadelphia printers,
-promised to send him to England to buy a printing
-press.</p>
-
-<div class="figcenter" style="width: 399px;">
-<img src="images/i_150a.jpg" width="399" height="540" alt="" />
-<div class="caption"><p>PRINTING PRESS</p>
-
-<p><em>From a photo of the press used by
-Franklin when in London, and
-now in the National Museum,
-Washington, D.C.</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Returns
-home
-before
-going to
-London</strong></div>
-
-<p>Franklin, with the governor's letter in his pocket,
-hastened back to Boston in order to get his father's help
-to go to London. How happy were parents, brothers,
-and sisters to see the long-absent son and brother! But
-his father could give him no aid, and the young printer
-returned to Philadelphia. The
-governor, however, promised to
-pay his expenses, and Benjamin
-took ship for England.</p>
-
-<p>The governor had not even
-given him letters of introduction,
-to say nothing of money, and
-Franklin found himself a stranger
-in one of the largest cities in the
-world.</p>
-
-<div class="sidenote"><strong>In a
-London
-printing
-office</strong></div>
-
-<p>He did not whine or spend
-his time grumbling, but went
-bravely to work in a printing
-office. He set a good example
-to his beer-drinking comrades by<span class="pagenum"><a name="Page_151" id="Page_151">[Pg 151]</a></span>
-drinking only water and proving he was stronger and
-able to do more work and do it better than any of them.</p>
-
-<div class="figcenter" style="width: 275px;">
-<img src="images/i_151a.jpg" width="275" height="540" alt="" />
-<div class="caption"><p>A FRANKLIN STOVE</p>
-
-<p><em>After a model in the rooms
-of the American Philosophical
-Society, Philadelphia</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Returns
-to Philadelphia
-and
-marries</strong></div>
-
-<p>The next year a Philadelphia merchant
-persuaded Franklin to return to
-America to become his clerk. But in
-a few years he went to work again
-at his old trade as printer, and in a
-short time became the editor of the
-<em>Pennsylvania Gazette</em>.</p>
-
-<p>Franklin had already married Miss
-Reed, the young lady who had laughed
-at him for making a show of himself
-on his first day in Philadelphia.</p>
-
-<div class="sidenote"><strong>Founds
-three
-great
-institutions</strong></div>
-
-
-<p><strong>78. A Rising Young Man.</strong> He
-was now a rising young man in the old
-Quaker city. From year to year he
-did many things to help others. He
-started a circulating library, the first
-in America, out of which has grown
-the Philadelphia Public Library. He founded a school
-which has become the great University of Pennsylvania,
-and a society, called the American Philosophical Society,
-which still holds important meetings.</p>
-
-<div class="sidenote"><strong>Invents
-a stove</strong></div>
-
-<div class="sidenote"><strong>Forms
-the
-first fire
-department</strong></div>
-
-<p>Franklin improved the heating of houses by inventing
-the "Franklin stove," but refused to take out a patent
-and thus make himself rich at other people's expense.
-He also formed the first "fire department" in any American
-town.</p>
-
-<div class="sidenote"><strong>Poor
-Richard's
-sayings</strong></div>
-
-<p>Who has not heard of <em>Poor Richard's Almanac</em>?
-Franklin printed it, and the people liked it so well that
-he sometimes printed ten thousand copies. Here are a
-few of the quaint and true sayings: "A word to the wise<span class="pagenum"><a name="Page_152" id="Page_152">[Pg 152]</a></span>
-is enough." "God helps those who help themselves."</p>
-
-<div class="center"><div class="poem"><div class="stanza">
-<span class="i0">"Early to bed and early to rise,<br /></span>
-<span class="i0">Makes a man healthy, wealthy, and wise."<br /></span>
-</div></div>
-</div>
-<div class="sidenote"><strong>Economy
-is the
-road to
-wealth</strong></div>
-
-<p>Franklin and his young wife kept these rules faithfully.
-She worked in the printing office as well as in the house.
-They hired no servants: Their furniture, dress, and
-food were plain. He ate his breakfast of bread and milk
-out of a wooden bowl with a pewter spoon. Mrs. Franklin
-surprised him one day by giving him a china bowl and
-a silver spoon. She said her husband deserved such
-things as well as other men.</p>
-
-<div class="sidenote"><strong>Elected
-to office</strong></div>
-
-<p>The people of Philadelphia admired Benjamin Franklin
-more and more. At the age of thirty he was chosen
-clerk of the Assembly of Pennsylvania, and afterward
-was elected a lawmaker in the Assembly. Every year
-for ten years his neighbors elected him to help make the
-laws of the colony.</p>
-
-<div class="figcenter" style="width: 473px;">
-<img src="images/i_152a.jpg" width="473" height="540" alt="" />
-<div class="caption"><p>MILESTONE, LYME, CONN.</p>
-
-<p><em>This milestone, still standing at Lyme, marks
-the distance on a road surveyed by Franklin</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Deputy
-postmaster-general</strong></div>
-
-<p>In a few years Franklin was made deputy postmaster-general
-for all the colonies
-by the king. He surprised
-the people by declaring that
-the mail should be carried
-from Philadelphia to Boston
-every week! He was postmaster-general
-for more than
-twenty years.</p>
-
-<div class="sidenote"><strong>Franklin
-plans a
-union
-of the
-colonies</strong></div>
-
-<p>In 1754 Franklin was sent
-by the colony of Pennsylvania
-to Albany, New York,
-to meet men from other
-colonies to make a treaty
-with the Iroquois, and to<span class="pagenum"><a name="Page_153" id="Page_153">[Pg 153]</a></span>
-plan a union of the Thirteen Colonies. While George
-Washington was still a surveyor, before Wolfe captured
-Quebec, and when Patrick Henry was yet a boy,
-Franklin wrote out a plan of union which pointed the
-way toward that greater Union, the United States of
-America.</p>
-
-<div class="sidenote"><strong>Fame
-begins
-to come</strong></div>
-
-<p>Franklin was now becoming famous outside of Pennsylvania.
-Yale College honored him with the degree of
-Master of Arts. The old University of Cambridge,
-England, gave him the same degree.</p>
-
-<p>All the wise men in England and France were excited
-by news of an experiment made by Benjamin Franklin.
-He had made electricity by using glass tubes, and he
-had seen the lightning flash in the storm cloud. He
-decided to prove, if he could, that lightning and electricity
-are the same. No one had yet done this.</p>
-
-<div class="sidenote"><strong>Proves
-that
-lightning
-and electricity
-are the
-same</strong></div>
-
-<p>He made a kite out of silk, to which he fastened a small
-iron rod. Then he tied a hempen string to the kite and
-the rod. To the lower end of the string he tied a silken
-cord to protect his hand from the electricity. On the
-string he tied a key.</p>
-
-<p>One day when the storm clouds came rolling up,
-Franklin sent his kite high up among them, while he
-waited. Soon the loose fibers on the hempen string
-moved. Franklin placed his knuckles close to the key,
-and sparks came flying at his hand.</p>
-
-<div class="sidenote"><strong>More
-honors</strong></div>
-
-<p>When the news of this experiment was published some
-very wise men smiled; others said it was a trick. The
-great universities of Oxford and Edinburgh, however,
-gave him the doctor's degree, and societies of wise men
-in England, France, and Spain elected him a member.
-He was now the most famous American.</p>
-
-<p><span class="pagenum"><a name="Page_154" id="Page_154">[Pg 154]</a></span></p>
-
-<div class="figcenter" style="width: 194px;">
-<img src="images/i_154a.jpg" width="194" height="540" alt="" />
-<div class="caption"><p>FRANKLIN'S CLOCK</p></div>
-</div>
-
-<div class="sidenote"><strong>Sent to
-England
-to defend
-the
-colonies</strong></div>
-
-
-<p><strong>79. Franklin's Part in the Revolution.</strong> Already we
-have seen that England and her colonies were beginning
-to quarrel. What wiser man could
-be sent to England to defend the colonies
-by tongue and pen than Benjamin
-Franklin? He made friends for
-America among the great men of
-England.</p>
-
-<div class="sidenote"><strong>How
-Franklin
-helped
-the English
-understand
-the
-Stamp
-Act</strong></div>
-
-<p>When the Stamp Act was passed
-the members of Parliament asked
-him nearly two hundred questions
-about the effects of the Stamp Act
-on America. He wrote many letters
-to great men, and long articles to
-the English newspapers, explaining
-how the Stamp Act injured America.
-Both England and America rejoiced
-when the king and Parliament
-repealed the Stamp Act, and Franklin
-sent his wife a fine London gown
-in honor of the event.</p>
-
-<div class="sidenote"><strong>Franklin
-and Pitt</strong></div>
-
-<p>For eight years more, while America
-was busy opposing the tax on tea, Franklin was in England
-trying to get Parliament and the king to give the Americans
-better treatment. But it was all in vain. He often
-talked with William Pitt, the great friend of America, who
-introduced into Parliament a plan for making friends between
-the two countries. But the plan was defeated.</p>
-
-<div class="sidenote"><strong>Hastens
-home</strong></div>
-
-<p>Franklin saw that war would come, and hastened back
-to his beloved America, where he arrived just after the
-battle at Lexington and Concord (1775).</p>
-
-<div class="sidenote"><strong>Franklin
-plans
-union</strong></div>
-
-<p>Pennsylvania sent him to the Congress of 1775, which,<span class="pagenum"><a name="Page_155" id="Page_155">[Pg 155]</a></span>
-sitting in Philadelphia, made George Washington general
-of the Continental army. Franklin saw that if the
-thirteen scattered colonies were to defeat Great Britain
-they must unite. So he introduced into Congress a plan
-of union, but the other members were not ready for it.</p>
-
-<div class="sidenote"><strong>Helps
-write the
-Declaration
-of
-Independence</strong></div>
-
-<p>Franklin was one of five men who were named by Congress
-to write the Declaration of Independence (1776).</p>
-
-<div class="sidenote"><strong>Franklin
-in France</strong></div>
-
-<p>Soon after, Congress sent him to France to influence the
-king and the people of that country to aid America in
-winning independence. The French hated the English,
-but admired Benjamin Franklin. The king gave money
-secretly, and many French officers came to serve in the
-American army.</p>
-
-<div class="sidenote"><strong>France
-sends aid</strong></div>
-
-<p>In 1778 Franklin influenced the King of France to take
-sides openly with the Americans. French warships and
-French soldiers by thousands now came to help fight
-our battles.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_155a.jpg" width="540" height="356" alt="" />
-<div class="caption"><p>INDEPENDENCE HALL, PHILADELPHIA, IN THE DAYS OF FRANKLIN</p>
-
-<p><em>From an old print</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Treaty
-with
-England</strong></div>
-
-<p>After helping to make the treaty of
-peace with England in 1783, Franklin
-came home with many honors. Though<span class="pagenum"><a name="Page_156" id="Page_156">[Pg 156]</a></span>
-nearly eighty years old, the people of Pennsylvania
-immediately elected him governor.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_156a.jpg" width="540" height="407" alt="" />
-<div class="caption"><p>FRANKLIN AT THE COURT OF FRANCE</p></div>
-</div>
-
-<p>Franklin did one more great work for his country.
-In 1787 the states sent their wisest men to Philadelphia
-to make a constitution, or plan of government. Pennsylvania
-chose Franklin, with others, to meet with these
-men in Independence Hall.</p>
-
-<div class="sidenote"><strong>Helps
-make our
-Constitution</strong></div>
-
-<div class="sidenote"><strong>Franklin
-signs
-the Constitution</strong></div>
-
-<p>George Washington, as we have seen, was the president
-of this meeting. Many speeches were made, and there
-was debating for many weeks. The meeting was always
-glad to hear Franklin speak, for he was a very wise man.
-As he had helped to make, and had signed, the Declaration
-of Independence, so now, after helping make the Constitution,
-he signed it. Many persons did not like the<span class="pagenum"><a name="Page_157" id="Page_157">[Pg 157]</a></span>
-Constitution. Franklin said there were some things in
-the new plan which he did not like, but declared that he
-signed it because of the good things it did contain. He
-showed his wisdom, for it is one of the best plans of
-government ever made.</p>
-
-<div class="sidenote"><strong>Died in
-1790</strong></div>
-
-<p>Franklin spent his last days with his daughter, and,
-surrounded by his grandchildren, died in 1790, at the age
-of eighty-four.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Franklin's parents were poor, had
-seventeen children; hence Benjamin, though a studious fellow,
-was put to the printer's trade. <em>2.</em> Franklin wrote the
-"Dogood Papers." Left home for New York, but went on to
-Philadelphia. <em>3.</em> Persuaded to go to London. He returned
-and married. <em>4.</em> Franklin started a circulating library, a
-school which became the University of Pennsylvania, and a
-society called the American Philosophical Society. <em>5.</em> He
-invented a stove, founded the first fire department in America,
-and printed <em>Poor Richard's Almanac</em>. <em>6.</em> Wrote the first
-plan of an American Union, and won degrees from English
-and Scotch universities. <em>7.</em> Franklin was one of the committee
-to write the Declaration of Independence. <em>8.</em> Was
-sent to France, where he won the help of France in the War
-of the Revolution. <em>9.</em> Franklin was governor of the state
-of Pennsylvania, was a delegate to help make the Constitution,
-and died at the age of 84.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> How long ago was Franklin born?
-<em>2.</em> Tell of his school experiences. <em>3.</em> Why did Franklin not
-go to sea? <em>4.</em> Tell the story of his bargain with his brother.
-<em>5.</em> What did Franklin hear about the "Dogood Papers"?
-<em>6.</em> Tell the story of the "runaway printer." <em>7.</em> How did
-he save his time in Philadelphia? <em>8.</em> How did he happen to
-go to London the first time? <em>9.</em> What good example did he
-set to London printers? <em>10.</em> Why did he return to Philadelphia?
-<em>11.</em> What three great institutions did he found?
-<em>12.</em> Why did the people like <em>Poor Richard's Almanac</em>? <em>13.</em>
-What public offices did he hold? <em>14.</em> Picture Franklin
-proving that electricity and lightning are the same. <em>15.</em> What<span class="pagenum"><a name="Page_158" id="Page_158">[Pg 158]</a></span>
-did he go to England a second time for? <em>16.</em> How did
-Franklin aid in the repeal of the Stamp Act? <em>17.</em> In what
-great events did he have a part? <em>18.</em> What was his work
-in France? <em>19.</em> What was his last great work? <em>20.</em> How
-did he spend his last days? <em>21.</em> Point out the obstacles he
-overcame all along in his career.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Franklin</span>: Baldwin, <cite>Four Great
-Americans</cite>, 71-122; Hart, <cite>Camps and Firesides of the Revolution</cite>,
-158-162; Hart, <cite>Colonial Children</cite>, 197-199, 210-214;
-Wright, <cite>Children's Stories of Great Scientists</cite>, 71-89; Bolton,
-<cite>Famous American Statesmen</cite>, 38-66; Brooks, <cite>Century Book of
-Famous Americans</cite>, 65-76.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>PATRICK HENRY AND SAMUEL ADAMS,
-FAMOUS MEN OF THE REVOLUTION,
-WHO DEFENDED AMERICA WITH
-TONGUE AND PEN</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>PATRICK HENRY, THE ORATOR OF THE REVOLUTION</h3>
-
-
-<div class="figcenter" style="width: 484px;">
-<img src="images/i_158a.jpg" width="484" height="540" alt="" />
-<div class="caption"><p>PATRICK HENRY</p>
-
-<p><em>After the painting by Thomas Sully, owned by
-William Wirt Henry, the orator's
-grandson, Richmond, Virginia</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Why the
-king
-wished
-to tax
-America</strong></div>
-
-
-<p><strong>80. The Stamp Act.</strong> The surrender of Quebec and
-the fall of New France
-caused great rejoicing
-among the thirteen colonies.
-But the long, hard
-war had left both England
-and her colonies deeply in
-debt. King George III,
-however, thinking only of
-England's debt, decided
-that England ought to tax
-the colonies to pay for an
-army which he wished to
-keep in America.</p>
-
-<div class="figcenter" style="width: 487px;">
-<img src="images/i_159a.jpg" width="487" height="540" alt="" />
-<div class="caption"><p>PATRICK HENRY SPEAKING IN THE HOUSE OF
-BURGESSES</p>
-
-<p><em>From an engraving after the original painting
-by Rothermal</em></p></div>
-</div>
-
-<div class="sidenote"><strong>What the
-Stamp
-Act was</strong></div>
-
-<p>So the Parliament of England
-passed a law that all<span class="pagenum"><a name="Page_159" id="Page_159">[Pg 159]</a></span>
-licenses to marry, all deeds to property, licenses to trade,
-newspapers, almanacs, and other pamphlets had to be
-printed on stamped paper.
-This paper ranged in
-value from a few cents
-to many dollars.</p>
-
-<p>Leading men in every
-one of the thirteen colonies
-spoke and wrote
-against the Stamp Act.
-Of all the men who did
-so, Patrick Henry, of Virginia,
-was the most eloquent
-and fiery. He had
-been elected by the people
-of his county to go
-up to Williamsburg, the
-capital of Virginia, to
-help make the laws. There were many able men in that
-old House of Burgesses, but none of them wished to
-take the lead in opposing the king's plan of a stamp tax.</p>
-
-<div class="sidenote"><strong>Patrick
-Henry
-in the
-House
-of Burgesses</strong></div>
-
-<p>One day young Henry, although a new member,
-snatched a blank leaf from a law book and wrote down
-a set of resolutions declaring that only the Virginia
-Assembly could tax Virginians, and that any one who
-asserted the contrary was an enemy of the colony.</p>
-
-<div class="sidenote"><strong>Patrick
-Henry's
-famous
-speech</strong></div>
-
-<p>He backed up these resolutions with a speech that
-stirred the Burgesses. He was so fiery and bold that
-men almost held their breath while they listened to the
-young orator. He closed by declaring that George III
-was acting like a tyrant, and that "Caesar had his Brutus,
-Charles the First his Cromwell, and George the Third&mdash;"<span class="pagenum"><a name="Page_160" id="Page_160">[Pg 160]</a></span>
-"Treason! treason!" shouted the Speaker of the House.
-Waiting a moment till the noise ceased, the orator,
-with a calm and steady voice, added, "may profit by
-their example. If this be treason, make the most of it."</p>
-
-<p>Henry's resolutions were passed, and were printed in
-almost every newspaper in the colonies. They made the
-people more determined than ever not to buy stamped
-paper.</p>
-
-<p>Who was this young lawyer that stirred these dignified
-Virginia gentlemen in powdered hair, knee breeches, and
-silver buckles?</p>
-
-<div class="sidenote"><strong>Patrick
-as a boy</strong></div>
-
-
-<p><strong>81. The Orator of the Revolution.</strong> Patrick Henry
-was born in Virginia (1736). His father was a well-educated
-Scotchman, who taught school and became a
-lawyer. His mother was of Welsh blood. Young
-Patrick went to school, but he liked to hunt and fish far
-better than to study. He was a puzzle to his parents.</p>
-
-<div class="sidenote"><strong>Early
-failures</strong></div>
-
-<p>By the time he was eighteen he had failed as a student,
-as a clerk, and as a storekeeper. He then married. The
-parents on both sides helped them to start farming with
-a few slaves. In two years Patrick Henry was forced
-to sell. Once more he tried keeping a country store. In
-three years the store closed its doors and Patrick Henry,
-aged twenty-three, was without an occupation.</p>
-
-<div class="sidenote"><strong>Liked to
-study
-history
-and law</strong></div>
-
-<p>He now turned to the study of law. Although not in
-love with school when a boy, he loved to read the Bible.
-He also had a strong liking for history, and, in his youth,
-read the histories of Greece, of Rome, of England, and
-of the colonies. By a few months of hard study of the
-law he passed the examination. He succeeded from the
-first, and in less than four years had been engaged in more
-than one thousand cases.</p>
-
-<p><span class="pagenum"><a name="Page_161" id="Page_161">[Pg 161]</a></span></p>
-
-<div class="sidenote"><strong>Succeeded
-as a
-lawyer</strong></div>
-
-<div class="sidenote"><strong>Patrick's
-father
-the
-judge</strong></div>
-
-
-<p><strong>82. The Parsons' Case.</strong> In 1763 Patrick Henry set
-all Virginia to talking about him as a lawyer. This
-colony had paid its clergymen from the beginning.
-Each one received a certain number of pounds of tobacco
-for his salary. But the price was now high and now low.
-A dispute arose because of this and was taken into court.
-But no great lawyer would take the people's side. Patrick
-Henry did. The courthouse was filled with people,
-many clergymen among them. In the judge's chair sat
-Patrick's own father.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_161a.jpg" width="540" height="431" alt="" />
-<div class="caption"><p>PEOPLE OF THE COURT CARRYING PATRICK HENRY ON
-THEIR SHOULDERS AROUND THE GREEN</p></div>
-</div>
-
-<div class="sidenote"><strong>Henry's
-first
-great
-speech</strong></div>
-
-<div class="sidenote"><strong>The
-people
-overjoyed</strong></div>
-
-<p>Henry began his speech in an awkward way. The
-clergymen felt encouraged, while his friends and father
-felt uneasy. Soon he began to warm up. His words
-came more freely, and his gestures grew more graceful.
-The people began to listen, and then to lean forward
-spellbound by the charm of his eloquence and the power
-of his argument. The clergy grew angry and left the
-room. His father,
-forgetting that he
-was judge, cried
-for joy. When
-Henry finished, the
-people seized him
-and carried him
-on their shoulders
-from the court
-room and around
-the yard, shouting
-and cheering all
-the while.</p>
-
-<div class="sidenote"><strong>Elected
-a lawmaker</strong></div>
-
-<p>Patrick Henry was now the people's hero. At the
-election the following year his friends chose him to go to<span class="pagenum"><a name="Page_162" id="Page_162">[Pg 162]</a></span>
-the House of Burgesses, and there, in 1765, he made
-his stirring speech against the Stamp Act.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_162a.jpg" width="540" height="499" alt="" />
-<div class="caption"><p>ON THE WAY TO THE GREAT CONGRESS
-AT PHILADELPHIA</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-Stamp
-Act repealed</strong></div>
-
-<p>Many great Englishmen,
-such as
-William Pitt and
-Edmund Burke,
-opposed the
-Stamp Tax. Finally,
-King George
-and his Parliament
-repealed the unpopular
-act. The
-Americans were
-happy when they
-heard of its repeal.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_162b.jpg" width="540" height="420" alt="" />
-<div class="caption"><p>ST. JOHN'S CHURCH, RICHMOND</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-Americans
-angry
-over the
-Tea Tax</strong></div>
-
-
-<p><strong>83. New Taxes.</strong>
-As if the king
-and Parliament could learn nothing, they passed a Tea
-Tax the very next year, placing a tax on all the tea
-imported into the
-colonies. Then the
-Americans everywhere
-refused to buy the
-tea and pay the tax.
-When the tea ships
-came to America the
-people of New York
-and Philadelphia
-sent them back, and
-the "Sons of Liberty"
-at Annapolis burned a ship full of tea. The king's governor
-at Boston refused to permit the ships to carry the<span class="pagenum"><a name="Page_163" id="Page_163">[Pg 163]</a></span>
-tea back to England, but the people, one night, threw
-the tea into the sea. King George grew angry at such
-"tea parties," and had laws passed
-to punish Boston. More British
-soldiers were sent there to force the
-people to obey these detested laws.</p>
-
-<div class="figcenter" style="width: 338px;">
-<img src="images/i_163a.jpg" width="338" height="540" alt="" />
-<div class="caption"><p>THE STOVE IN THE HOUSE OF THE
-BURGESSES</p>
-
-<p><em>This stove is now in the State Library
-of Virginia</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Patrick
-Henry
-meets
-Samuel
-Adams at
-the great
-Congress</strong></div>
-
-<p>The colonies, more excited than
-ever, decided to hold a great Congress
-in Philadelphia (1774). Virginia,
-like the others, sent
-her best men. There in
-Carpenter's Hall, a building
-still standing, Henry made
-friends of leading men of
-other colonies. There he met
-Samuel Adams, who was doing
-with his pen what Henry
-was doing with his tongue,
-and they became life-long
-friends.</p>
-
-<div class="sidenote"><strong>A new
-sentiment</strong></div>
-
-<p>One day, when speaking in favor of united action,
-Patrick Henry declared: "The distinctions between
-Virginians, Pennsylvanians, New Yorkers, and New
-Englanders are no more. I am not a Virginian, but an
-American."</p>
-
-<p>As Patrick Henry talked with men from other colonies
-and heard how the king's troops were acting at Boston,
-he was convinced that war must come. He went home
-and urged the people of Virginia to arm for the coming
-struggle. The king's governor refused to permit meetings
-in the old capitol at Williamsburg, so they were held in
-St. John's Church, Richmond, a church still standing.</p>
-
-<p><span class="pagenum"><a name="Page_164" id="Page_164">[Pg 164]</a></span></p>
-
-<div class="figcenter" style="width: 421px;">
-<img src="images/i_164a.jpg" width="421" height="540" alt="" />
-<div class="caption"><p>DECLAIMING PATRICK HENRY'S FAMOUS SPEECH</p>
-
-<p><em>As a favorite declamation this great speech still rouses
-the spirit of patriotism in America</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Patrick
-Henry's
-new resolutions</strong></div>
-
-<p>Here Patrick Henry offered resolutions declaring that
-Virginia should arm herself for the coming war. It was
-a serious time, and
-these were serious resolutions.
-Should the
-thirteen colonies go to
-war with one of the
-greatest nations in the
-world? Would it not
-be wise to send more
-petitions to the king?
-Some of the ablest
-men in Virginia opposed
-Henry's resolutions.</p>
-
-<div class="figcenter" style="width: 477px;">
-<img src="images/i_165a.jpg" width="477" height="447" alt="" />
-<div class="caption"><p>THE FLAG OF THE
-VIRGINIA MINUTEMEN</p></div>
-</div>
-
-<div class="sidenote"><strong>Patrick
-Henry's
-greatest
-speech</strong></div>
-
-<div class="sidenote"><strong>War is
-inevitable</strong></div>
-
-
-<p><strong>84. Patrick Henry
-Defends his Resolutions.</strong>
-Patrick Henry
-listened to the speeches
-with smothered excitement.
-When he rose to defend his resolutions his face
-was pale and his voice was trembling. But soon his
-audience forgot what other men had said. They leaned
-forward and listened as if no other man had spoken.
-He stirred their deepest feelings when he declared:
-"We must fight! I repeat it, Sir, we must fight! An
-appeal to arms and the God of Hosts is all that is left to
-us. They tell us, Sir, that we are weak; unable to cope
-with so formidable an adversary. But when shall we
-be stronger? Will it be the next week or the next year?
-Sir, we are not weak, if we make a proper use of the
-means which the God of Nature hath placed in our<span class="pagenum"><a name="Page_165" id="Page_165">[Pg 165]</a></span>
-power. There is no retreat but in submission and
-slavery. Our chains are forged! Their clanking may be
-heard on the plains of Boston! The
-war is inevitable, and let it come!
-I repeat it, Sir: Let it come!&mdash;The
-war is actually begun! The next
-gale that sweeps from the north will
-bring to our ears the clash of resounding
-arms. Our brothers are already
-in the field! Why stand we here idle! Is life so dear,
-or peace so sweet, as to be purchased at the price of
-chains and slavery? Forbid it, Almighty God! I know
-not what course others may take; but as for me, give
-me liberty, or give me death."</p>
-
-<div class="figcenter" style="width: 477px;">
-<img src="images/i_165b.jpg" width="477" height="540" alt="" />
-<div class="caption"><p>OLD POWDER HOUSE,
-WILLIAMSBURG</p>
-
-<p><em>The removal of the powder
-from this house to a British
-man-of-war caused the first
-uprising of the Virginians</em></p></div>
-</div>
-
-<div class="sidenote"><strong>What a
-listener
-in St.
-John's
-Church
-saw and
-heard</strong></div>
-
-<p>One who heard this speech says that when the orator
-spoke the words "chains and slavery," he stood like a
-slave with his body bent, his wrists crossed, as if bound
-by chains, and that his face looked like that of a hopeless
-slave. After a solemn pause he raised his eyes and
-chained hands toward heaven, and said, as if in prayer:
-"Forbid it, Almighty God!" He then slowly bent his
-body still nearer the floor, looking
-like a man oppressed, heart-broken,
-and helpless, and said: "I know not
-what course others may take."
-Then, rising grandly and proudly,
-with every muscle strained, as if
-he would break his imaginary chains,
-he exclaimed: "Give me liberty, or
-give me death!"</p>
-
-<div class="figcenter" style="width: 345px;">
-<img src="images/i_166a.jpg" width="345" height="540" alt="" />
-<div class="caption"><p>PATRICK HENRY</p>
-
-<p><em>From the bronze figure of the Washington
-monument by Crawford at Richmond</em></p></div>
-</div>
-
-<div class="sidenote"><strong>What
-Washington
-saw
-in Boston
-in 1775</strong></div>
-
-<p>The men who heard this great
-speech never forgot it. The people of<span class="pagenum"><a name="Page_166" id="Page_166">[Pg 166]</a></span>
-Virginia now pushed forward the work of arming her men.
-And when her own Washington went to take command of
-the army at Boston he found
-Virginia soldiers there wearing
-on their hunting shirts
-the words "Liberty or death!"</p>
-
-<div class="sidenote"><strong>Patrick
-Henry
-loved by
-Virginians</strong></div>
-
-<p>From this time on Patrick
-Henry was in the forefront
-of the struggle with England.
-Virginia sent him to
-Congress, then she made
-him an officer in the army,
-and finally not only made
-him the first governor after
-independence was declared,
-but elected him to that office
-three times in succession, and
-offered him the same office
-three times more.</p>
-
-<p>After independence was won
-Patrick Henry opposed the adoption of our constitution,
-although Washington, Madison, and many of his friends
-were in favor of it. When, however, he saw that the
-new constitution was a good one, he gave his support
-to his friend, President Washington.</p>
-
-<div class="sidenote"><strong>Patrick
-Henry
-in his old
-age</strong></div>
-
-<p>Patrick Henry finally retired to his plantation and
-refused all offers of office. Many old friends and many
-great strangers went to visit him in his old age as one of
-the great men of the American Revolution. In the year
-of his death (1799), when some danger threatened Virginia,
-Patrick Henry came forth at Washington's request,
-old and feeble as he was, and aroused the people once<span class="pagenum"><a name="Page_167" id="Page_167">[Pg 167]</a></span>
-more with his burning words. They elected him to the
-House of Burgesses by a great majority, but he did not
-live to take office.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>SAMUEL ADAMS, THE FIREBRAND OF THE
-REVOLUTION</h3>
-
-
-<div class="sidenote"><strong>Samuel
-Adams
-the pen
-of the
-Revolution</strong></div>
-
-
-<p><strong>85. Samuel Adams.</strong> While Patrick Henry was stirring
-the feelings of the people by his fiery eloquence,
-Samuel Adams was stirring them by strong arguments in
-his writings, to oppose the acts of king and of Parliament.</p>
-
-<div class="figcenter" style="width: 382px;">
-<img src="images/i_167a.jpg" width="382" height="540" alt="" />
-<div class="caption"><p>SAMUEL ADAMS</p>
-
-<p><em>From the original painting by John
-Singleton Copley, representing Adams
-in 1771, now hanging in the Museum
-of Fine Arts, Boston</em></p></div>
-</div>
-
-<div class="sidenote"><strong>A
-student</strong></div>
-
-<p>Samuel Adams was born in Massachusetts (1722).
-While he loved school and books he cared very little for
-spending his time in outdoor amusements. At eighteen
-Samuel was graduated from Harvard College. His
-parents hoped that he would be a minister, but he began
-to study law. His mother was so opposed to his becoming
-a lawyer that he gave up the
-study and turned to business.
-He set up in business for himself,
-but, like Patrick Henry, soon lost
-all. He next went into business
-with his father, but in that, too,
-he failed. Finally Samuel Adams
-turned to politics.</p>
-
-<div class="sidenote"><strong>Early
-love for
-politics</strong></div>
-
-<p>While a student in Harvard
-he had debated the question
-whether it was right to resist
-the king to save the country
-from ruin. He took an active
-part in debating clubs and very
-soon began to write for the newspapers,
-encouraging resistance.<span class="pagenum"><a name="Page_168" id="Page_168">[Pg 168]</a></span>
-He never hesitated to take what he thought the right
-side of any question.</p>
-
-<div class="sidenote"><strong>Why
-Adams
-opposed
-the
-Stamp
-Act</strong></div>
-
-<p>Speaking before a meeting of Boston people, Samuel
-Adams boldly declared that if England could tax the
-business of the colonies, then, "why not tax our lands
-and everything we possess or make use of?" Such
-taxes, he said, would make the colonists slaves.</p>
-
-<p>In a short time the people of Boston were reading in
-the papers the fiery resolutions and the still more fiery
-speech of Patrick Henry. Samuel Adams seized his
-pen and also began to pour hot shot into the Stamp Act.</p>
-
-<div class="sidenote"><strong>How he
-opposed
-the
-Stamp
-Act</strong></div>
-
-<p>The Boston people elected him to be their representative
-in the Massachusetts Assembly. More and more
-he took the lead in the movement against the Stamp Act.
-He went about the shops, into the stores, wherever he
-found people to listen to him.</p>
-
-<p>He helped them form a society, called the Sons of
-Liberty, which destroyed the hated stamps as soon as
-they arrived. He talked with the merchants, and they
-signed a pledge not to buy any more goods from England
-until the Stamp Act was repealed. At this the British
-merchants felt the loss of trade and joined in the cry
-against the Stamp Act.</p>
-
-
-<p><strong>86. The Tea Tax.</strong> We have seen that Parliament,
-after the Stamp Act was repealed, passed the famous
-Tea Act. The Americans were angry again, and the
-Sons of Liberty declared that no tea should be landed.
-The merchants took the pledge again to buy no more
-English goods, and patriotic women began to make tea
-out of the leaves of other plants.</p>
-
-<div class="figcenter" style="width: 481px;">
-<img src="images/i_169a.jpg" width="481" height="540" alt="" />
-<div class="caption"><p>SAMUEL ADAMS WRITING THE FAMOUS
-CIRCULAR LETTER</p></div>
-</div>
-
-<div class="sidenote"><strong>Samuel
-Adams
-writes
-the "Circular
-Letter"</strong></div>
-
-<p>Samuel Adams again sharpened his pen, and wrote
-the famous old "Circular Letter," which urged all the<span class="pagenum"><a name="Page_169" id="Page_169">[Pg 169]</a></span>
-colonies to unite and stand firm in opposing the tax on
-tea. This letter made King George very angry, but
-Samuel Adams only wrote
-the more.</p>
-
-<p>Night after night as
-the people passed his
-window they saw by his
-lamp that he was busy
-with his pen, and said
-to one another: "Samuel
-Adams is hard at work
-writing against the Tories."
-People in England
-and America who took
-the king's side in these disputes
-were called Tories.</p>
-
-<div class="sidenote"><strong>Conflicts
-between
-people
-and
-soldiers</strong></div>
-
-<p>The king now sent two
-regiments of soldiers to Boston to force the people to
-pay the Tea Tax. There were frequent quarrels between
-the soldiers and the people. One evening in a street
-quarrel the soldiers killed three men and wounded eight
-others (1770). Immediately the fire bells rang and
-great crowds of angry people filled the streets. The
-next day they filled to overflowing Faneuil Hall, the
-"Cradle of Liberty." A still larger meeting in the Old
-South Church cried out that both regiments of soldiers
-must leave town.</p>
-
-<div class="sidenote"><strong>Samuel
-Adams
-and the
-people
-drive the
-soldiers
-out of
-Boston</strong></div>
-
-<p>Adams and other leaders were sent to the king's officers
-to tell them what the people had said. Before the
-governor and the general, backed by the king's authority
-and by two regiments, stood plain Samuel Adams, with
-only the voice of the people to help him.</p>
-
-<p><span class="pagenum"><a name="Page_170" id="Page_170">[Pg 170]</a></span></p>
-
-<p>The governor, unwilling to obey the demand of the
-people, said he would send one regiment away. But
-Samuel Adams stood firm, and said: "Both regiments
-or none!" The governor finally gave up, and Samuel
-Adams, the man of the people, was a greater leader than
-ever before.</p>
-
-<p>The king now tried to trick the Americans into paying
-the tax by making tea cheaper in America than in England,
-but leaving on the tax. But the people everywhere
-declared that they did not object to the price, but to
-the tax.</p>
-
-<div class="sidenote"><strong>The tea
-ships
-guarded
-while
-town
-meetings
-are held</strong></div>
-
-
-<p><strong>87. The Boston Tea Party.</strong> When the ships carrying
-this cheaper tea arrived in Boston, Samuel Adams set a
-guard of armed men to keep the tea from being landed.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_170a.jpg" width="540" height="352" alt="" />
-<div class="caption"><p>THE BOSTON MASSACRE</p></div>
-</div>
-
-<p>Town meeting followed town meeting. On December
-16, 1773, the greatest one of all was held. Early that
-morning hundreds of country people started for Boston.<span class="pagenum"><a name="Page_171" id="Page_171">[Pg 171]</a></span>
-They found the shops and stores closed and people
-standing on the street corners talking earnestly.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_171a.jpg" width="540" height="413" alt="" />
-<div class="caption"><p>THE BOSTON TEA PARTY ABOARD THE TEA SHIP
-IN THE HARBOR</p></div>
-</div>
-
-<p>At ten o'clock
-the people met
-in the Old South
-Church, and
-voted that the
-tea should never
-be landed.
-They also sent
-the owner of the
-ships to the governor
-for permission
-to take
-the tea ships out
-of the harbor.</p>
-
-<div class="sidenote"><strong>Permission
-to
-return
-tea
-denied</strong></div>
-
-<p>In the afternoon still greater crowds pushed and
-jammed into the seats, aisles, and galleries of that famous
-church. Samuel Adams was chairman. He made a
-speech. Other leaders spoke. One stirred the audience
-by asking "how tea would mix with salt water." Evening
-came, and candles were lighted. The owner of the tea
-vessels returned and said the governor would not give
-him the permission.</p>
-
-<div class="sidenote"><strong>The
-Boston
-Tea
-Party</strong></div>
-
-<p>Immediately Samuel Adams arose and said: "This
-meeting can do nothing to save the country!" In a moment
-the war whoop of the "Mohawks" sounded outside.
-The crowd rushed out and found the people following
-a band of men disguised as Indians down where the tea
-ships lay at anchor. The "Mohawks" went on board,
-brought up the boxes of tea, broke them open, and threw
-the tea into the sea.</p>
-
-<p><span class="pagenum"><a name="Page_172" id="Page_172">[Pg 172]</a></span></p>
-
-<div class="sidenote"><strong>Paul
-Revere's
-first ride</strong></div>
-
-<p>That very night Samuel Adams sent fast riders to
-carry the news to the country towns. The next day,
-with letters to the leaders in other colonies in his saddlebags,
-Paul Revere, the great courier of the Revolution,
-started on his long ride to New York and Philadelphia.
-As he went from town to town and told the story of the
-Tea Party the people cheered him, spread dinners for
-him, built bonfires, and fired cannon. He saw thousands
-of people gather in New York and Philadelphia, and
-heard them declare that they would stand by Boston.</p>
-
-<div class="sidenote"><strong>Boston
-Port Bill</strong></div>
-
-<p>Boston soon needed help, for the king and Parliament
-passed a law that no ship could enter or leave Boston
-Harbor, and another which forbade town meetings.
-Other hard laws were also passed, and an army was
-sent to Boston to force the people to obey them.</p>
-
-
-<p><strong>88. The First Continental Congress.</strong> We have seen
-a call go forth for a Congress at Philadelphia (1774).
-The Massachusetts legislature chose Samuel Adams and
-his cousin, John Adams, with two others to go to the
-Congress.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_172a.jpg" width="540" height="336" alt="" />
-<div class="caption"><p>ASSEMBLY ROOM IN CARPENTER'S HALL</p>
-
-<p><em>Here met the first Continental Congress of the colonies</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Strange
-visitors</strong></div>
-
-<p>But Samuel Adams was very poor and could not afford
-to dress in a style suited to meet the rich merchants
-of New York and
-Philadelphia and
-the great planters
-of the southern
-colonies. One evening
-while the
-family was at tea,
-in came the most
-fashionable tailor
-of the town to take<span class="pagenum"><a name="Page_173" id="Page_173">[Pg 173]</a></span>
-his measure. Next came a hatter, and then a shoemaker.
-In a few days a new trunk at his door told the story, for
-in it were a suit of clothes, two
-pairs of shoes, silver shoe buckles,
-gold knee buckles, a cocked hat,
-a gold-headed cane, and a fashionable
-red cloak. What proof
-of the people's love for their
-neighbor!</p>
-
-<div class="figcenter" style="width: 444px;">
-<img src="images/i_173a.jpg" width="444" height="540" alt="" />
-<div class="caption"><p>CARPENTER'S HALL,
-PHILADELPHIA</p></div>
-</div>
-
-<div class="sidenote"><strong>Poor
-but loyal</strong></div>
-
-<p>Although Samuel Adams was
-a very poor man, George III did
-not have offices enough to bribe
-him or gold enough to buy his
-pen. Several times the king's
-officers had tried to do both, but they did not succeed.</p>
-
-<div class="sidenote"><strong>What
-Samuel
-and John
-Adams
-saw on
-the way
-to Philadelphia</strong></div>
-
-<p>In a carriage drawn by four horses, the delegates to
-Congress were escorted by their friends right by the king's
-soldiers. The people of the large towns met them,
-escorted them, rang bells, fired cannon, feasted them at
-banquets, and talked of the Congress.</p>
-
-<div class="sidenote"><strong>New and
-noble
-friends</strong></div>
-
-<p>At New York Samuel Adams and his friends were
-kept nearly a week. Many persons in carriages and on
-horseback came out to welcome them to Philadelphia,
-the city of William Penn. People were anxious to see the
-man who had written the "Circular Letter," who had
-driven the king's regiments out of Boston, who had
-planned the Tea Party, and whom the king could not
-bribe. Here, in Carpenter's Hall, for the first time, he
-met George Washington, Patrick Henry, and Richard
-Henry Lee, of Virginia, Christopher Gadsden, who was
-called the "Samuel Adams of South Carolina," and many
-other noble men who became his life-long friends.</p>
-
-<p><span class="pagenum"><a name="Page_174" id="Page_174">[Pg 174]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_174a.jpg" width="540" height="504" alt="" />
-<div class="caption"><p>PAUL REVERE ALARMING THE MINUTEMEN</p>
-
-<p><em>The old Hancock House, where, guarded by the minutemen,
-Samuel Adams and John Hancock lay sleeping when
-Paul Revere rode by, still stands in Lexington</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Other
-colonies
-to help
-Boston</strong></div>
-
-<p>Soon Paul Revere came riding into Philadelphia with
-the news that the patriots of Boston were in danger of
-being attacked
-by the British.
-The Congress
-immediately declared
-that if the
-British made
-war on Boston,
-it was the duty
-of every colony
-to help her people
-fight. It now
-looked as if war
-might come at
-any moment.</p>
-
-<div class="sidenote"><strong>Minutemen</strong></div>
-
-<p>When Congress
-was over,
-Samuel Adams hastened home to help form, in all the
-Massachusetts towns, companies of minutemen ready to
-fight at a moment's warning. The next spring the news
-got out that British soldiers were going to Concord to
-destroy the powder and provisions collected there by
-the minutemen, and also to capture Samuel Adams and
-John Hancock and send them to England to be tried for
-treason. Paul Revere agreed to alarm the minutemen the
-moment the soldiers left Boston.</p>
-
-<div class="sidenote"><strong>Alarming
-the
-minutemen</strong></div>
-
-
-<p><strong>89. Paul Revere's Midnight Ride.</strong> Standing by his
-horse across the river from Boston, one April evening,
-waiting for signals, Paul Revere saw two lanterns flash
-their light from the tower of the Old North Church.
-He mounted and rode in hot haste toward Lexington,<span class="pagenum"><a name="Page_175" id="Page_175">[Pg 175]</a></span>
-arousing the sleeping villages as he cried out: "Up and
-arm, the regulars are coming!" Soon he heard the
-alarm gun of the minutemen and the excited ringing of
-the church bells. He knew the country was rising.</p>
-
-<p>At Lexington minutemen who guarded the house
-where Samuel Adams and John Hancock were sleeping
-ordered Revere not to make so much noise. "You will
-soon have noise enough," he shouted. "The regulars
-are coming!" And he rode on toward Concord.</p>
-
-<div class="sidenote"><strong>The first
-conflict
-of the
-minutemen</strong></div>
-
-
-<p><strong>90. The Battle at Lexington and at Concord Bridge.</strong>
-As the British soldiers reached Lexington at sunrise,
-April 19, 1775, the captain of the minutemen gave the
-command: "Stand your ground. Don't fire unless fired
-upon. But if they mean to have war, let it begin here!"
-A bold speech for a captain of only about sixty men
-when facing as brave soldiers as Europe had ever seen!
-The minutemen stood their ground till seven were killed
-and nine wounded&mdash;nearly one third of their number.
-Then they retreated.</p>
-
-<div class="sidenote"><strong>The
-retreat
-of the
-British</strong></div>
-
-<p>The British pushed on to Concord. But the minutemen,
-now coming from every direction, made a stand at
-Concord Bridge. Their musket fire was so deadly that
-the British started back, running at times to escape with
-their lives. At Lexington they fell upon the ground,
-tired out with the chase the minutemen gave them, and
-were met by fresh troops from Boston.</p>
-
-<div class="sidenote"><strong>Many
-redcoats
-fall</strong></div>
-
-<p>Soon the British soldiers were forced to run again, for
-minutemen by hundreds were gathering, and they
-seldom missed their aim. From behind rocks, trees,
-fences, and houses they cut down the tired redcoats.
-Nearly three hundred British soldiers were killed or
-wounded before Boston was reached that night.</p>
-
-<p><span class="pagenum"><a name="Page_176" id="Page_176">[Pg 176]</a></span></p>
-
-<div class="sidenote"><strong>Bunker
-Hill,
-June 17,
-1775</strong></div>
-
-
-<p><strong>91. The Battle of Bunker Hill.</strong> Day and night for
-weeks minutemen from other New England colonies,
-and even from as far south as Virginia, marched in hot
-haste to Boston. The British general soon found his
-army in Boston entirely cut off from the mainland. He
-resolved to fortify Bunker Hill, but what was his surprise
-to wake one morning (June 17) and find the Americans
-under Colonel Prescott already building breastworks on
-the hill.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_176a.jpg" width="540" height="355" alt="" />
-<div class="caption"><p>THE BATTLE OF BUNKER HILL</p></div>
-</div>
-
-<div class="sidenote"><strong>Three
-fierce
-charges</strong></div>
-
-<p>That afternoon three thousand picked troops, in solid
-columns and with bayonets gleaming, marched up the
-hill to storm that breastwork. "Don't fire till you can
-see the whites of their eyes!" said the commander of the
-minutemen. On came the lines of red, with banners
-flying and drums beating. From the breastworks there
-ran a flame of fire which mowed the redcoats down like<span class="pagenum"><a name="Page_177" id="Page_177">[Pg 177]</a></span>
-grass. They reeled, broke, and ran. They rested.
-Again they charged; again they broke and ran. They
-were brave men, and, although hundreds of their companions
-had fallen, a third time the British charged, and
-won, for the Americans had used up their powder, and
-they had no bayonets. More than one thousand British
-soldiers fell that day. The Americans did not lose half
-that number. But among the killed was brave General
-Joseph Warren.</p>
-
-<div class="sidenote"><strong>Adams
-and Hancock
-on
-the way
-to the
-second
-Congress</strong></div>
-
-
-<p><strong>92. The Second Continental Congress.</strong> Just as the
-British were marching into Lexington on that famous
-April morning, Samuel Adams, with John Hancock, was
-leaving for Philadelphia, where Congress was to meet
-again. As he heard the guns of the minutemen answer
-the guns of the regulars, Adams said to Hancock: "What
-a glorious morning is this!"</p>
-
-<p>The members from Massachusetts, Connecticut, and
-New York were escorted across the Hudson to Newark,
-New Jersey, and entertained at a great dinner, with
-speeches. Near Philadelphia a large procession of armed
-men and carriages met and escorted them into the city,
-where bells told of their coming.</p>
-
-<p>When this Congress met, Samuel Adams seconded the
-motion of his cousin, John Adams, that George Washington,
-of Virginia, be made the general of all the American
-troops. He saw his own neighbor, John Hancock, made
-president of the Congress.</p>
-
-<div class="sidenote"><strong>Samuel
-Adams
-among
-the first
-to favor
-independence</strong></div>
-
-
-<p><strong>93. The Declaration of Independence.</strong> For more
-than a year Samuel Adams worked hard to get the
-Congress to make a Declaration of Independence.
-Richard Henry Lee, of Virginia, introduced a motion
-into the Congress for independence. The Declaration<span class="pagenum"><a name="Page_178" id="Page_178">[Pg 178]</a></span>
-was made, July 4, 1776, and Samuel Adams, as a great
-leader of the Revolution, had done his work.</p>
-
-<div class="figcenter" style="width: 162px;">
-<img src="images/i_178a.jpg" width="162" height="540" alt="" />
-<div class="caption"><p>AN OLD QUILL
-PEN</p></div>
-</div>
-
-<p>But, with other noble men, he still labored
-with all his powers, in Congress and at home,
-to help America win her independence.</p>
-
-<div class="sidenote"><strong>Governor
-of Massachusetts</strong></div>
-
-<p>After independence had been won, Samuel
-Adams still served his state, and was
-elected governor of Massachusetts only a
-few years before his death, which occurred
-in 1803, at the age of eighty-one.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> The French and Indian
-War put both England and her colonies in
-debt, but the king thought only of England's debt.
-<em>2.</em> Great opposition to the Stamp Act in all the
-colonies. <em>3.</em> Patrick Henry made a great speech
-against the Virginia parsons, and a second on the
-Stamp Act. <em>4.</em> He went to the first Continental
-Congress and made many friends; came home and made a
-great speech saying that war would come. <em>5.</em> Made governor
-of Virginia many times. <em>6.</em> Samuel Adams studied hard, failed
-in several occupations, and went into politics. <em>7.</em> Led the
-patriots against the soldiers, the Stamp Act, and planned the
-Tea Party. <em>8.</em> Samuel Adams sent to Continental Congress,
-where he made many friends. <em>9.</em> Urged a Declaration of
-Independence in 1776. <em>10.</em> Made governor of Massachusetts.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Why were the colonists happy because
-England defeated France? <em>2.</em> What was the Stamp
-Act, and why did men in America oppose this act? <em>3.</em> What
-did Patrick Henry say in his resolution and in his speech?
-<em>4.</em> Picture the scene while Patrick Henry spoke and afterwards.
-<em>5.</em> Why did not the Americans like the Tea Tax? <em>6.</em> Why
-did not the king like the American "Tea Parties"? <em>7.</em> What
-is a Congress; and why should Patrick Henry and Samuel
-Adams become good friends? <em>8.</em> Commit to memory a part
-of Henry's famous "liberty or death" speech. <em>9.</em> How did<span class="pagenum"><a name="Page_179" id="Page_179">[Pg 179]</a></span>
-the people trust Patrick Henry? <em>10.</em> What did Samuel Adams
-do against the Stamp Act? <em>11.</em> What was the Circular Letter
-and why should the king be angry about it? <em>12.</em> Tell how
-Samuel Adams drove two regiments out of Boston. <em>13.</em> What
-caused a Congress? <em>14.</em> Tell what Samuel and John Adams
-saw and did on their way to Philadelphia. <em>15.</em> Why were
-people glad to see Samuel Adams? <em>16.</em> What made war
-seem likely to happen at any time? <em>17.</em> Read Longfellow's
-poem, "The Midnight Ride of Paul Revere." <em>18.</em> Give an
-account of the Battle of Lexington. <em>19.</em> Picture the retreat
-from Concord to Boston. <em>20.</em> Picture the charge of the British
-soldiers at Bunker Hill. <em>21.</em> What did Samuel Adams see on
-his way to the second Continental Congress? <em>22.</em> Who introduced
-the motion for independence into the Congress?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Patrick Henry</span>: Cooke, <cite>Stories of the
-Old Dominion</cite>, 158-180; Brooks, <cite>Century Book of Famous Americans</cite>,
-93-101; Magill, <cite>Stories from Virginia History</cite>, 116-128.</p>
-
-<p><span class="smcap">Samuel Adams</span>: Dawes, <cite>Colonial Massachusetts</cite>, 42-72;
-Brooks, <cite>Century Book of Famous Americans</cite>, 10-30; Hart,
-<cite>Camps and Firesides of the Revolution</cite>, 162-166; Hawthorne,
-<cite>Grandfather's Chair</cite>, 153-189, 205, 206.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE MEN WHO FOUGHT FOR AMERICAN INDEPENDENCE
-WITH GUN AND SWORD</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>NATHAN HALE</h3>
-
-
-<div class="sidenote"><strong>Hale
-a leader
-in class
-affairs
-and
-athletic
-sports</strong></div>
-
-
-<p><strong>94. Nathan Hale, the Martyred Patriot.</strong> Nathan
-Hale was born in Connecticut in 1755. He was brought
-up by his Puritan parents in the fear of God and in
-obedience to duty. At the age of sixteen Nathan left his
-native farm to enter Yale University. Here he soon
-became well liked for his gentle nature, lively spirit,
-and studious habits. In spite of his youth he was a
-leader in the affairs of his class and in all athletic sports.
-He graduated from college with honor and then taught
-school for almost two years. These were quiet days
-for the active young man.</p>
-
-<p><span class="pagenum"><a name="Page_180" id="Page_180">[Pg 180]</a></span></p>
-
-<div class="sidenote"><strong>Enrolled
-to
-fight
-for
-liberty</strong></div>
-
-<p>At this time the people were talking a great deal about
-their troubles with Great Britain. In secret, bands of
-young men were even forming companies of militia.
-Suddenly the news of the fight at Lexington came to the
-place where Nathan Hale was teaching. The citizens
-gathered in meeting and he made a speech, in which he
-said: "Let us march immediately and never lay down
-our arms until we obtain our independence." The next
-day he and many others enrolled to fight for liberty.</p>
-
-<div class="figcenter" style="width: 308px;">
-<img src="images/i_180a.jpg" width="308" height="540" alt="" />
-<div class="caption"><p>NATHAN HALE</p>
-
-<p><em>From the statue by William Ordway Partridge</em></p></div>
-</div>
-
-<p>Washington was in command of the Continental army at
-Boston and soon sent for Hale's company. None worked
-harder than he at drills, or
-did more to keep the men
-cheerful in hardships. On
-New Year's day, 1776, Congress
-made him captain for
-his bravery and faithfulness.</p>
-
-<div class="sidenote"><strong>Captures
-a British
-war
-vessel</strong></div>
-
-<p>In the following spring
-Washington moved his
-army to New York. One
-night Nathan Hale and a
-small band of men slipped
-out into the harbor where
-a British sloop lay. They
-boarded the ship gently,
-locked the sailors in before
-they knew what had happened,
-then they sailed their
-prize past a British man-of-war
-and over to the American
-side. It was a brave
-feat, well carried out.</p>
-
-<p><span class="pagenum"><a name="Page_181" id="Page_181">[Pg 181]</a></span></p>
-
-<div class="sidenote"><strong>Offers
-to find
-out
-the
-British
-plans</strong></div>
-
-<p>Soon after, the American troops were badly defeated
-in the battle of Long Island. The army was half starved
-and losing hope. The British general, Howe, was preparing
-to attack again. If Howe should win, the American
-cause would be lost. Washington saw that it was necessary
-to find out the British plans, or he would be
-caught and his army destroyed. A brave man was
-needed to go into the British camp to spy out their plans.
-No one was willing to go. Hale had been sick, but when
-he heard of his country's need he offered himself. Friends
-pleaded with him in vain.</p>
-
-<div class="sidenote"><strong>Passes
-the
-British
-lines
-safely</strong></div>
-
-<p>The young officer took off his uniform and put on the
-clothes of a schoolmaster. Under cover of night he was
-rowed to a place near the British camp. This was the
-last his friends saw of him. He spent several days with
-the British troops and got the needed information. On
-his return he passed safely through the whole British army.
-He went to the spot where the boat was to come for him.
-There he waited until the boat came into view and then
-walked down to the water's edge to meet it. A dozen
-muskets were leveled at him; instead of fellow-soldiers he
-found himself in the hands of the British!</p>
-
-<div class="sidenote"><strong>Hale
-sentenced
-to death</strong></div>
-
-<div class="sidenote"><strong>Gives
-his life
-for his
-country</strong></div>
-
-<p>Hale was sent to New York immediately and placed
-before General Howe, to whom he said frankly that he
-was a spy. The British general wrote out his death
-warrant, "to be hanged to-morrow morning at sunrise."
-Not even the death of a soldier was to be his. His
-brutal guard refused to let him send a last letter to his
-people. Alone he spent the night, without the comfort
-of friend or minister. At daybreak he was dragged
-forth to execution. A crowd of strange people had
-gathered to see him die. It is said that the officer asked<span class="pagenum"><a name="Page_182" id="Page_182">[Pg 182]</a></span>
-him if there was anything he wished to say. Brave to
-the last, Nathan Hale answered: "I only regret that I
-have but one life to lose for my country." Thus, at the
-age of twenty-two, died Nathan Hale, who held his
-country dearer than his own life.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>GENERALS GREENE, MORGAN, AND MARION, THE MEN
-WHO HELPED WIN THE SOUTH FROM THE BRITISH</h3>
-
-
-<div class="sidenote"><strong>Moultrie
-repulses
-attack on
-Charleston</strong></div>
-
-
-<p><strong>95. The War in the South.</strong> Early in the Revolutionary
-War British vessels made an attack on Charleston,
-South Carolina (1776). But Colonel Moultrie, from his
-rude fort of palmetto logs, gave them such a welcome that
-they were glad to get away, and for two years the British
-gave the southern colonies little trouble.</p>
-
-<div class="figcenter" style="width: 396px;">
-<img src="images/i_182a.jpg" width="396" height="540" alt="" />
-<div class="caption"><p>NATHANAEL GREENE</p>
-
-<p><em>From a painting by Charles Wilson Peale,
-once owned by Mrs. William Brenton
-Greene, Jr., Princeton, New Jersey,
-and now in Independence Hall,
-Philadelphia</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Charleston
-surrenders
-to Cornwallis</strong></div>
-
-<p>But in 1778 another British
-army captured Savannah,
-Georgia. In 1780 the city
-of Charleston, South Carolina,
-with General Lincoln's
-entire army, surrendered to
-Cornwallis. Congress hastened
-General Gates to the
-South to check the British,
-but Cornwallis surprised
-Gates and cut his army to
-pieces near Camden.</p>
-
-<div class="figcenter" style="width: 128px;">
-<img src="images/i_183a.jpg" width="128" height="540" alt="" />
-<div class="caption"><p>GREENE'S
-GUN</p>
-
-<p><em>Now in the
-possession of
-the Rhode Island
-Historical
-Association</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Greene
-goes
-south to
-watch
-Cornwallis</strong></div>
-
-
-<p><strong>96. Nathanael Greene,
-the Quaker General.</strong> Washington
-now chose Nathanael
-Greene, the "Quaker general,"
-to go south, take command
-of the American army,<span class="pagenum"><a name="Page_183" id="Page_183">[Pg 183]</a></span>
-and to watch Cornwallis, who had just defeated Gates.
-Greene was born in Roger Williams' old colony, and was
-ten years younger than Washington. His father
-was a farmer, a miner, and a blacksmith on
-week days, and a Quaker preacher on Sundays.</p>
-
-<div class="sidenote"><strong>The
-"learned
-blacksmith"</strong></div>
-
-<p>As a boy Nathanael had plenty of hard work
-to do, and at thirteen could "only read, write,
-and cipher." But he was hungry for more
-knowledge, and began to study Latin, mathematics,
-philosophy, and history. Besides, he
-made iron toys, and sold them to buy books.
-His family got into a lawsuit, and Nathanael
-took up the study of law. He was called the
-"learned blacksmith."</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_183b.jpg" width="540" height="489" alt="" />
-<div class="caption"><p>GREENE CONCEALING THE MUSKET IN HIS WAGON</p></div>
-</div>
-
-<div class="sidenote"><strong>He buys
-a musket</strong></div>
-
-<p>When Greene saw that King George was likely
-to force the Americans to fight, he joined the
-militia and went to Boston to buy a musket, a
-very unusual thing for a man in Quaker dress
-to do. He hid the
-gun in his wagon.
-There he watched
-General Gage drilling
-British soldiers.
-He persuaded one
-of them to go
-with him to drill
-his company of
-minutemen.</p>
-
-<div class="sidenote"><strong>News
-from
-Lexington
-sends
-Greene
-to Boston</strong></div>
-
-<p>When the stirring
-news from
-Lexington reached
-him, Greene was<span class="pagenum"><a name="Page_184" id="Page_184">[Pg 184]</a></span>
-among the first to start for Boston, and there Washington
-found him when he arrived to take command of the army.</p>
-
-<p>Greene was made one of Washington's generals, and followed
-his great commander till Washington sent him to the
-South to win back that part of the country from Cornwallis.</p>
-
-<div class="figcenter" style="width: 360px;">
-<img src="images/i_184a.jpg" width="360" height="540" alt="" />
-<div class="caption"><p>SCENE OF THE CAMPAIGNS IN THE SOUTH</p></div>
-</div>
-
-<p>He found only a small army in North Carolina, but he
-knew the southern men would fight if they had a chance,
-for the backwoodsmen
-had just killed
-or captured one
-thousand British
-soldiers at Kings
-Mountain.</p>
-
-<div class="sidenote"><strong>Men who
-helped
-Greene in
-the South</strong></div>
-
-<p>Besides, he had
-some of the bravest
-and ablest leaders
-in America to help
-him, among them
-Daniel Morgan,
-Francis Marion,
-William Washington
-(a cousin of
-General Washington),
-Henry Lee
-(called "Light
-Horse Harry"),
-and Thomas
-Sumter.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_185a.jpg" width="540" height="428" alt="" />
-<div class="caption"><p>MORGAN'S ESCAPE FROM THE INDIANS</p></div>
-</div>
-
-<div class="sidenote"><strong>Greene
-divides
-his army</strong></div>
-
-<p>Greene divided
-his army into two
-parts. He took one thousand men and marched into
-northeastern South Carolina, where Marion and Lee, with<span class="pagenum"><a name="Page_185" id="Page_185">[Pg 185]</a></span>
-small bands of cavalry, stole upon the British outposts.
-In broad daylight they charged pellmell into Georgetown,
-captured the officer
-in command
-there, and got safely
-away before the
-British were over
-their fright.</p>
-
-<div class="sidenote"><strong>Morgan
-goes to
-northwestern
-South
-Carolina</strong></div>
-
-<p>Greene sent General
-Morgan and
-Colonel William
-Washington with
-nine hundred men
-into northwestern
-South Carolina to
-threaten some British posts, and to encourage the
-patriots in the mountains. Very shortly after this,
-Washington and his cavalry swooped down on a party of
-British soldiers and captured two hundred fifty of them.</p>
-
-<div class="sidenote"><strong>Tarleton
-sent to
-capture
-him</strong></div>
-
-<p>Cornwallis was now thoroughly roused, and resolved
-to put an end to such events. He therefore ordered his
-favorite cavalry officer, Colonel Tarleton, to take eleven
-hundred picked soldiers and capture Morgan and his men.</p>
-
-
-<p><strong>97. General Morgan.</strong> But Morgan was not the kind of
-man to be caught napping. When a young man, he had
-fought the French and Indians on the Virginia frontier.</p>
-
-<div class="sidenote"><strong>Morgan's
-training</strong></div>
-
-<p>He was at Braddock's defeat. He had once knocked a
-British officer down for striking him. In an Indian fight
-he had been shot through the neck and thought himself
-dying, but, to escape being scalped, locked his arms
-tightly around his horse's neck, while the horse ran wildly
-through the woods.</p>
-
-<p><span class="pagenum"><a name="Page_186" id="Page_186">[Pg 186]</a></span></p>
-
-<div class="figcenter" style="width: 454px;">
-<img src="images/i_186a.jpg" width="454" height="540" alt="" />
-<div class="caption"><p>DANIEL MORGAN</p>
-
-<p><em>From a miniature painted by John Trumbull
-now in the Art Gallery of
-Yale University</em></p></div>
-</div>
-
-<p>At the head of a company of ninety-six Virginia backwoodsmen,
-Morgan had marched six hundred miles in
-twenty-one days, and joined
-Washington at Boston.</p>
-
-<div class="sidenote"><strong>Burgoyne's
-compliment</strong></div>
-
-<p>Later, Washington sent
-him to join in the capture
-of Burgoyne, at Saratoga.
-His men did such splendid
-fighting that Burgoyne said
-to Morgan: "Sir, you command
-the finest regiment
-in the world!" Fighting in
-the woods of America, such
-a man was likely to be a
-match for any British officer.</p>
-
-<p>When Morgan heard of
-Tarleton's approach he retreated
-to a good place for fighting, called the Cowpens.
-On the top of a long, rising slope he placed the Continental
-troops&mdash;men trained to fight. In the rear he hid Colonel
-Washington and his cavalrymen.</p>
-
-<div class="sidenote"><strong>Morgan
-places
-his men</strong></div>
-
-<p>Some distance in front of the Continentals he placed
-the militia with orders not to retreat till they had fired
-twice. In front of the militia Morgan hid a company of
-deadly sharpshooters in the woods on the right and
-another company in the woods on the left.</p>
-
-<p>As soon as Tarleton's men came in sight they charged
-pellmell, thinking victory an easy matter. The militia
-and sharpshooters poured in their fire not twice, but several
-times, and retreated behind the Continentals, who now
-poured deadly volleys into the ranks of the on-coming
-British, and then made at them with their bayonets.</p>
-
-<p><span class="pagenum"><a name="Page_187" id="Page_187">[Pg 187]</a></span></p>
-
-<div class="sidenote"><strong>A
-brilliant
-victory</strong></div>
-
-<p>Just at this moment, Colonel Washington's cavalry
-dashed out and struck the right flank of the redcoats. In
-another moment the militia, which had reformed and
-reloaded, rushed out and struck their left flank. Most of
-Tarleton's men threw down their guns and surrendered
-on the spot. Only two hundred seventy redcoats got
-away. Tarleton barely escaped after being wounded in a
-hand-to-hand sword fight with Colonel Washington.</p>
-
-<div class="sidenote"><strong>Stories
-of
-Tarleton</strong></div>
-
-<p>Tarleton was not permitted to forget his defeat. In
-conversation one day he remarked that he had never seen
-Colonel Washington. A patriotic lady present replied:
-"If you had only looked behind you at the battle of
-Cowpens, you would have had that pleasure."</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_187a.jpg" width="540" height="329" alt="" />
-<div class="caption"><p>THE BATTLE OF THE COWPENS</p>
-
-<p><em>Where General Morgan, in one of the most brilliant battles of the war, defeated the brave but
-overconfident General Tarleton, destroying the famous legion Tarleton
-boasted could not be defeated</em></p></div>
-</div>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_188a.jpg" width="540" height="353" alt="" />
-<div class="caption"><p>THE LAST SALUTE TO MORGAN</p></div>
-</div>
-
-<p>On another occasion it is told that Tarleton said to a
-lady, in a sneering way, that he understood Colonel
-Washington was so ignorant he could not even write his<span class="pagenum"><a name="Page_188" id="Page_188">[Pg 188]</a></span>
-own name. This lady looked at Tarleton's wounded
-hand, and said: "You certainly carry proof that he can
-at least 'make his
-mark.'"</p>
-
-<p>The defeat of
-Tarleton at the
-Cowpens roused
-Cornwallis. He
-destroyed all his
-heavy baggage,
-and started in hot
-haste after Morgan.
-But Morgan
-knew a thing or two, and marched for the fords of the
-Catawba River as soon as the battle was over.</p>
-
-<div class="sidenote"><strong>Greene's
-great
-march</strong></div>
-
-<p>There Greene joined him, and away the armies went
-for the Yadkin River. Greene had brought along boats on
-light wheels, and had no trouble in crossing, but Cornwallis
-had to march up the river until his army could
-wade across. Greene was already on his way to the Dan,
-which he crossed into southern Virginia.</p>
-
-<div class="sidenote"><strong>General
-Morgan
-retires</strong></div>
-
-<p>General Morgan, now broken in health by long years
-of hard fighting, retired to his home, "Soldiers' Rest,"
-in the Shenandoah Valley. After the war was over his
-neighbors elected him to Congress, where he gave hearty
-support to President Washington.</p>
-
-<div class="sidenote"><strong>A touching
-scene</strong></div>
-
-<p>When Daniel Morgan died he was followed to the
-grave by the largest procession that the valley had yet
-seen. The people, who had come from near and far,
-witnessed a touching sight. They saw seven gray-haired
-veterans, with old rifles in their hands, stand beside
-the grave of the hero, and fire a military salute. They<span class="pagenum"><a name="Page_189" id="Page_189">[Pg 189]</a></span>
-were the last of that hardy band of ninety-six which had
-marched with Morgan to Boston to join Washington,
-nearly thirty years before. This was their last military
-farewell!</p>
-
-<div class="sidenote"><strong>Greene's
-"victory"</strong></div>
-
-
-<p><strong>98. The Battle of Guilford Court House.</strong> General
-Greene won a great victory by retreating. He and his
-army were still among friends, and his army was growing.
-Cornwallis was hundreds of miles from his supplies and
-from reënforcements. After a few weeks, Greene crossed
-back into North Carolina and fiercely attacked Cornwallis
-at Guilford Court House, and killed or wounded one
-fourth of his army.</p>
-
-<p>Cornwallis claimed the victory, but instead of attacking
-Greene he marched his army rapidly to Wilmington,
-on the seacoast, and from there marched into Virginia,
-where Washington and Lafayette caught him in a trap
-at Yorktown.</p>
-
-<div class="sidenote"><strong>Greene
-drives
-the British
-to
-Charleston</strong></div>
-
-<p>Greene turned back to South Carolina, where the
-British still held Charleston and a few other towns. The
-British lost so many men at Hobkirks Hill and at Eutaw
-Springs, their last important battles in the South, that
-they were compelled to retreat to Charleston, where
-they were when the news from Yorktown put an end to
-serious fighting.</p>
-
-<div class="sidenote"><strong>Congress,
-South
-Carolina,
-and
-Georgia
-honor
-Greene</strong></div>
-
-<p>General Greene's work as a soldier was done. Besides
-the medal presented to him by Congress for the battle of
-Eutaw Springs, South Carolina, as a token of affection,
-gave him a large sum of money, and the state of Georgia
-a beautiful plantation on the Savannah River, where
-he died in 1786. Greene's fame as a soldier of the
-Revolution stands next to that of Washington.</p>
-
-<div class="sidenote"><strong>The
-"Swamp
-Fox"</strong></div>
-
-
-<p><strong>99. Francis Marion.</strong> Of all the brave men who<span class="pagenum"><a name="Page_190" id="Page_190">[Pg 190]</a></span>
-helped Greene win back the South, none was braver
-than General Francis Marion, whom the British named
-the "Swamp Fox." Marion was born in the same year
-as Washington. He was of French parentage. He was
-so very small in size that people wondered how he could
-be so great a soldier.</p>
-
-<div class="sidenote"><strong>Marion's
-"Brigade"</strong></div>
-
-<p>Marion's "Brigade," as his company was called, was
-made up of only a handful of men, usually less than one
-hundred. But they owned and rode the swiftest horses,
-carried their own guns, and wore their own swords,
-hammered out of old saws by country blacksmiths.</p>
-
-<div class="figcenter" style="width: 406px;">
-<img src="images/i_190a.jpg" width="406" height="540" alt="" />
-<div class="caption"><p>FRANCIS MARION</p>
-
-<p><em>After the portrait in the painting
-by T. Stothard, R.A.</em></p></div>
-</div>
-
-<p>Marion and his men seldom were two successive nights
-in the same place. The night was their time for work.
-At sundown they swung into their saddles, and were soon
-riding for the enemy's camp. When near, they quietly
-surrounded the camp, took aim by the light of the fires,
-fired, and then rushed upon the frightened British or
-Tories, and cut them down
-with their terrible broadswords.</p>
-
-<div class="sidenote"><strong>How
-they
-escaped</strong></div>
-
-<p>Before daybreak, Marion
-and his men were hiding
-safely in some distant swamp
-or other safe place. If the
-British chased him too closely
-his men scattered in different
-directions, but always made
-their way to the common hiding
-place. In a few days they
-were ready to strike again.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_191a.jpg" width="540" height="471" alt="" />
-<div class="caption"><p>ONE OF MARION'S MEN</p></div>
-</div>
-
-<div class="sidenote"><strong>One hundred
-fifty
-prisoners
-set free</strong></div>
-
-<p>Just after Cornwallis defeated
-Gates, near Camden,<span class="pagenum"><a name="Page_191" id="Page_191">[Pg 191]</a></span>
-Marion pounced upon a guard of British soldiers that
-was taking one hundred fifty prisoners to Charleston,
-captured them all, and set
-the prisoners free.</p>
-
-<div class="sidenote"><strong>Tarleton
-cannot
-catch
-Marion</strong></div>
-
-<p>At last Cornwallis ordered
-Colonel Tarleton
-to get "Mr. Marion," as
-he called him. But before
-Tarleton could act
-Marion had fallen on a
-large party of Tories going
-to join Cornwallis, and
-killed, captured, or scattered
-the entire party. Tarleton chased Marion for
-twenty-five miles, only to find a large swamp through
-which he could see neither road nor path. He gave up
-the chase in disgust, declaring he would pursue the
-"Swamp Fox" no farther.</p>
-
-<div class="sidenote"><strong>Congress
-gives
-Marion a
-vote of
-thanks</strong></div>
-
-<p>When Greene returned to the last campaign in South
-Carolina he found no better, bolder, or more vigilant
-helpers than Marion and his "Brigade." Greene gave
-Marion high praise, and Congress gave him a vote of
-thanks.</p>
-
-<p>Marion was the true soldier of liberty. He cared
-nothing for display, only for the success of the patriot
-cause. Marion thought of his men before himself. He
-was watchful, patient, and silent. He always struck
-his foes where and when they did not look for him. If
-they were too strong for him he vanished like smoke in
-a brisk breeze.</p>
-
-<div class="sidenote"><strong>After
-the war</strong></div>
-
-<p>Marion was as true and gentle as he was bold and brave.
-He was never cruel to prisoners, and was greatly opposed<span class="pagenum"><a name="Page_192" id="Page_192">[Pg 192]</a></span>
-to punishing the Tories after the war was over. Marion's
-neighbors often elected him to high office and in many
-other ways showed that they admired him, even if some
-did not agree with him.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_192a.jpg" width="540" height="402" alt="" />
-<div class="caption"><p>"MARION AND HIS MEN" SURPRISE THE BRITISH</p>
-
-<p><em>Dashing out of the swamp, Marion fell upon the guard of a band of patriot prisoners,
-killed or captured the British, then set the prisoners to guarding the redcoats</em></p></div>
-</div>
-
-<div class="sidenote"><strong>A potato
-feast</strong></div>
-
-<p>During the war a British officer was invited to take
-dinner with Marion. What was his surprise to see only
-sweet potatoes, baked in the ashes, set before him.
-After this feast the officer resigned, saying it was useless
-trying to defeat such soldiers.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> When Hale heard the news of the
-fight at Lexington he hastened to the front. <em>2.</em> He went
-inside the British lines to learn their plans, was caught, and<span class="pagenum"><a name="Page_193" id="Page_193">[Pg 193]</a></span>
-executed. <em>3.</em> Greene went to Boston, saw the British army,
-returned home and prepared his minutemen. <em>4.</em> Washington
-sent him to the Carolinas after the defeat of Gates. <em>5.</em> In
-the retreat of the American army after the battle of Cowpens,
-Greene turned and fought the battles of Guilford Court House,
-Hobkirks Hill, and Eutaw Springs. <em>6.</em> Daniel Morgan with
-ninety-six men marched from the Shenandoah Valley to Boston
-to join Washington. <em>7.</em> He won the battle of Cowpens against
-Colonel Tarleton. <em>8.</em> Francis Marion's "Brigade" was made
-up of a small number, mounted on their own horses, and armed
-with their own guns and swords. <em>9.</em> He was called the "Swamp
-Fox," because his men, attacking after nightfall, usually
-escaped to a swamp before daylight.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> What was Hale doing when war
-broke out? <em>2.</em> Why did he go within the British lines? <em>3.</em>
-Where was Greene born, and why was he called "the learned
-blacksmith"? <em>4.</em> How did he get his company of minutemen
-drilled? <em>5.</em> What leaders did Greene have to help him?
-<em>6.</em> Who was General Morgan? <em>7.</em> What did Burgoyne say
-to Morgan? <em>8.</em> Explain how Morgan prepared for the battle
-of Cowpens. <em>9.</em> Picture the battle. <em>10.</em> What anecdotes are
-told of Tarleton? <em>11.</em> Picture the scene at General Morgan's
-burial. <em>12.</em> How did Greene win a victory by retreating?
-<em>13.</em> What became of Cornwallis after the battle of Guilford
-Court House? <em>14.</em> What other battles did Greene fight?
-<em>15.</em> What proofs of affection did South Carolina and Georgia
-give? <em>16.</em> What is the rank of Greene as a general? <em>17.</em> How
-many were in Marion's "Brigade," how were they armed, and
-how did they fight? <em>18.</em> Why did Tarleton call Marion the
-"Swamp Fox"? <em>19.</em> Who praised General Marion? <em>20.</em> Read
-<em>The Song of Marion's Men</em>, by William Cullen Bryant.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Nathan Hale</span>: Brown, <cite>Nathan Hale,
-the Martyr Spy</cite>.</p>
-
-<p><span class="smcap">Nathanael Greene</span>: Fiske, Irving's <cite>Washington</cite>, 430-456;
-Francis V. Greene, <cite>General Greene</cite>, 1-22, 94-105, 160-262;
-Frost, <cite>Heroes of the Revolution</cite>, 27-75.</p>
-
-<p><span class="smcap">Daniel Morgan</span>: Blaisdell and Ball, <cite>Hero Stories from
-American History</cite>, 105-122; Brooks, <cite>Century Book of the American
-Revolution</cite>, 168-173; Frost, <cite>Heroes of the Revolution</cite>, 76-89.</p>
-
-<p><span class="smcap">Francis Marion</span>: McCrady, <cite>South Carolina in the Revolution</cite>,
-568-572, 577-652, 660-672, 748-752, 816-881.</p></div>
-
-<p><span class="pagenum"><a name="Page_194" id="Page_194">[Pg 194]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE MEN WHO HELPED WIN INDEPENDENCE
-BY FIGHTING ENGLAND ON THE SEA</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOHN PAUL JONES, A SCOTCHMAN, WHO WON THE GREAT
-VICTORY IN THE FRENCH SHIP, "BON HOMME RICHARD"</h3>
-
-
-<div class="sidenote"><strong>John
-Paul
-born in
-Scotland</strong></div>
-
-
-<p><strong>100. John Paul.</strong> In 1747, in far-away Scotland, on
-the arm of the sea called Solway Firth, a great sailor
-was born. John Paul played along the seashore, saw
-tall ships, and heard wonderful stories of a new land
-called America, whose ships filled with tobacco came into
-the firth.</p>
-
-<div class="sidenote"><strong>Sails on
-the
-"Friendship"
-to
-America</strong></div>
-
-<p>John Paul did not get much schooling, and at the age
-of thirteen he went as a sailor lad on the <em>Friendship</em> to
-America. The ship sailed into Chesapeake Bay and up
-the Rappahannock River to the town of Fredericksburg,
-where he found his brother William living on a plantation.
-In the very same town where George Washington had
-just been to school, John Paul also went to school. He
-studied hard to make up for lost time, and left a great
-name among the boys.</p>
-
-<div class="sidenote"><strong>Returns
-and sails
-for Africa</strong></div>
-
-<p>He afterward returned to Scotland, and at the age of
-nineteen sailed as an officer on a slave-trading ship to
-Africa, and carried a load of negroes away from their
-native land. Many people did not then think it wrong
-to do this, but John Paul hated the cruel business, and
-left the slave ship as soon as he reached Jamaica.</p>
-
-<div class="sidenote"><strong>Made
-captain</strong></div>
-
-<p>On his way back to Scotland the officers of the ship
-died, and John Paul, although but twenty years old, had
-to take charge. The owners of the vessel were so pleased
-with the way he handled it that they made him captain,
-and he went on many voyages to different countries.</p>
-
-<div class="figcenter" style="width: 391px;">
-<img src="images/i_195a.jpg" width="391" height="540" alt="" />
-<div class="caption"><p>JOHN PAUL JONES</p>
-
-<p><em>From a painting by Charles Wilson Peale
-in Independence Hall, Philadelphia</em></p></div>
-</div>
-
-<div class="sidenote"><strong>In
-Virginia
-again</strong></div>
-
-<p>After a time John Paul went to Virginia to take care<span class="pagenum"><a name="Page_195" id="Page_195">[Pg 195]</a></span>
-of his dead brother's plantation. While he was living in
-Virginia he watched the quarrel between England and
-her colonies break out in
-open war.</p>
-
-<div class="sidenote"><strong>Offers
-his services
-to
-Congress</strong></div>
-
-
-<p><strong>101. John Paul Jones
-Enters the American
-Navy.</strong> He hastened to
-Philadelphia and offered
-his services to Congress.
-He knew England would
-send thousands of soldiers
-to America; and that she
-would send her war ships
-along our seacoasts and
-up and down our bays
-and rivers, to capture and
-burn our towns. He also
-knew that the Congress
-did not own a single war
-ship when the war began.</p>
-
-<p>Congress ordered war ships to be built. While these
-were being made, Congress ordered trading vessels to be
-fitted with cannon and sent out to capture British ships.</p>
-
-<div class="sidenote"><strong>Changes
-his name</strong></div>
-
-<p>When John Paul went to Philadelphia he gave his name
-as Paul Jones, probably in honor of Willie Jones, a friend
-who lived in North Carolina. Some have thought that
-he did not want the British to know him, if they should
-capture him in a sea fight.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_196a.jpg" width="540" height="527" alt="" />
-<div class="caption"><p>THE FIRST AMERICAN ENSIGN</p>
-
-<p><em>This, the first flag to float above an American
-man-of-war, was raised by John Paul Jones</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Really
-wants to
-fight</strong></div>
-
-<div class="sidenote"><strong>What he
-could do</strong></div>
-
-<p>Although Paul Jones really knew more about war ships
-than most of the men in Philadelphia, Congress gave him
-a very low office. But that made no difference to him,
-for he really wanted to get into a sea fight. In 1775 he<span class="pagenum"><a name="Page_196" id="Page_196">[Pg 196]</a></span>
-was made a lieutenant, and joined an expedition to
-capture cannon and powder from the British in the
-West Indies. He did so well
-that Congress made him
-captain and gave him a ship.
-He then went on a cruise to
-the West Indies, where in six
-weeks he captured sixteen
-prizes and destroyed a number
-of small vessels.</p>
-
-<div class="sidenote"><strong>Sent to
-France</strong></div>
-
-<p>Congress afterward gave
-him command of the ship
-<em>Ranger</em>, and sent him to
-carry letters to Benjamin
-Franklin, who was in France
-trying to get the king to take sides with the Americans.</p>
-
-<div class="sidenote"><strong>With the
-"Ranger"
-at
-Whitehaven</strong></div>
-
-<p>Franklin planned for Jones to take the <em>Ranger</em> to
-the coast of England, and show that American as well as
-English ships could burn, destroy, and fight. He captured
-two vessels, made straight for his old town of
-Whitehaven, "spiked" the cannon in the fort, set some
-ships on fire, and escaped without harm.</p>
-
-<p>Near by this place, his sailors took all the silver from
-the home of a rich lady. This robbery troubled him so
-much that, afterward, at great expense to himself, he
-returned the silver to its owner.</p>
-
-<div class="sidenote"><strong>"Paul,
-the
-Pirate"</strong></div>
-
-<p>"Look out for Paul Jones, the pirate!" the people said;
-and the <em>Drake</em>, carrying two more cannon than the
-<em>Ranger</em>, was sent to capture her. Five boatloads of
-people went to see the pirate captured. The fight
-lasted more than an hour. When the <em>Drake</em> surrendered,
-her captain and forty-two men had been killed.<span class="pagenum"><a name="Page_197" id="Page_197">[Pg 197]</a></span>
-The <em>Ranger</em> had lost only two men. After this fight the
-English towns were still more afraid of Paul Jones.</p>
-
-<div class="figcenter" style="width: 300px;">
-<img src="images/i_197a.jpg" width="300" height="540" alt="" />
-<div class="caption"><p>MARINE CANDLESTICK</p>
-
-<p><em>From man-of-war
-"Constitution"</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The
-"Good
-Man
-Richard"</strong></div>
-
-<p>There was great joy in France when
-Paul Jones sailed into port. The king,
-who was now making war on England,
-promised him a larger fleet of war vessels.
-So, in 1779, he found himself captain
-of a large ship armed with fifty
-cannon. He called the ship the <em>Bon
-Homme Richard</em> in honor of Franklin's
-Almanac, the "Poor Richard." Three
-smaller vessels joined him, and he again
-set sail for the English coast. The
-news of his coming caused great alarm.</p>
-
-<div class="sidenote"><strong>The
-"Richard"
-and
-the "Serapis"</strong></div>
-
-
-<p><strong>102. A Great Sea Fight and a
-Great Victory.</strong> As Paul Jones sailed along the British
-coasts he captured many trading ships and frightened the
-people. At last he came upon two British war ships. Just
-at dark the <em>Richard</em> attacked a larger English ship, the
-<em>Serapis</em>. At the first fire two of Jones' cannon burst,
-tearing up the deck and killing a dozen of his own men.</p>
-
-<div class="figcenter" style="width: 424px;">
-<img src="images/i_197b.jpg" width="424" height="462" alt="" />
-<div class="caption"><p>NAVAL PITCHER</p>
-
-<p><em>This was made in commemoration
-of the
-American Navy, 1795</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The
-great sea
-fight</strong></div>
-
-<p>The fight went on for an hour, when the <em>Serapis</em>
-came near, and Jones ran the <em>Richard</em> into her. "Have
-you struck your colors?" called out the
-English captain. "I have not yet begun
-to fight!" replied Captain Jones.
-When the ships came together again
-Paul Jones himself seized a great rope
-and tied them together. Now the fighting
-was terrific. The cannon tore huge
-holes in the sides of the ships.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_198a.jpg" width="540" height="357" alt="" />
-<div class="caption"><p>THE CAPTURE OF THE SERAPIS</p>
-
-<p><em>Because of this victory three nations, France, Russia, and
-Denmark, bestowed special honors upon John Paul Jones
-as "the valiant assertor of the freedom of the sea"</em></p></div>
-</div>
-
-<p>A great explosion on the <em>Serapis</em><span class="pagenum"><a name="Page_198" id="Page_198">[Pg 198]</a></span>
-killed twenty of her men. Both ships were on fire, and
-the <em>Richard</em> began to fill with water. The men on each
-ship had to fight
-fire. It was ten
-o'clock at night.</p>
-
-<p>The British prisoners
-on the <em>Richard</em>
-had to help
-pump out water to
-keep the ship from
-sinking.</p>
-
-<div class="sidenote"><strong>A
-great
-victory</strong></div>
-
-<p>Only a few cannon
-on each ship
-could be fired. The
-decks of both ships were covered with dead and wounded,
-but neither captain would give up. Finally Paul Jones,
-with his own hands, pointed two cannon at the great
-mast of the <em>Serapis</em>. Just as it was about to fall, the
-English captain surrendered.</p>
-
-<div class="sidenote"><strong>A
-great
-naval
-hero</strong></div>
-
-<p>All night Jones and his men were kept busy fighting
-fire and pumping water, while the wounded were removed
-to the <em>Serapis</em>. The <em>Good Man Richard</em> sank the
-next day at ten o'clock. Paul Jones sailed to France
-with his two English ships, where he was praised and
-rewarded by the King of France. He was a great hero
-in the eyes of the French people, and in the eyes of the
-Americans, too.</p>
-
-<div class="sidenote"><strong>Finally
-buried in
-America</strong></div>
-
-<p>After the war Paul Jones was an officer in the Russian
-navy. He died in France in 1792. His grave was
-forgotten for many years, but was discovered in 1905,
-and his bones were brought to America with great honor,
-and buried at Annapolis, Maryland.</p>
-
-<p><span class="pagenum"><a name="Page_199" id="Page_199">[Pg 199]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOHN BARRY, WHO WON MORE SEA FIGHTS IN THE REVOLUTION
-THAN ANY OTHER CAPTAIN</h3>
-
-
-<div class="sidenote"><strong>Barry
-visits
-America</strong></div>
-
-
-<p><strong>103. John Barry.</strong> Although born on a farm in Ireland
-(1745), John Barry wanted to be a sailor lad. While
-still young he was put to service on board a merchant
-ship. Here young Barry learned more than being a mere
-sailor. Between voyages he studied hard, and soon gained
-a useful education. At the age of fifteen he came to
-Philadelphia, and was so pleased with the country and
-the people that he resolved to make America his home.</p>
-
-<div class="sidenote"><strong>Offers his
-services
-to
-Congress</strong></div>
-
-<p>He rose rapidly as a sailor and, when the news of the
-first bloodshed between England and her colonies came,
-he offered his services to Congress.</p>
-
-<div class="figcenter" style="width: 423px;">
-<img src="images/i_199a.jpg" width="423" height="540" alt="" />
-<div class="caption"><p>JOHN BARRY</p>
-
-<p><em>From the portrait painted by Colin
-Campbell Cooper after the Stuart
-painting, now in Independence Hall,
-Philadelphia</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Made
-captain
-of the
-"Lexington"</strong></div>
-
-<p>In 1776 Congress made him captain of the ship
-<em>Lexington</em>, the first Continental vessel to sail from
-William Penn's old city. Barry immediately put to sea,
-and met and captured the <em>Edward</em>
-after a fierce fight. Thus
-the <em>Lexington</em> was the first
-ship to bear the American flag
-to victory.</p>
-
-<p>Congress, pleased with the
-result, put him in charge of a
-larger ship, called the <em>Effingham</em>.
-The British, however, bottled
-up the <em>Effingham</em> in the
-Delaware.</p>
-
-<p>But Barry was not idle.
-Arming four boatloads of men,
-with muffled oars he rowed
-down the Delaware at night.</p>
-
-<p><span class="pagenum"><a name="Page_200" id="Page_200">[Pg 200]</a></span></p>
-
-<div class="sidenote"><strong>He captures
-a
-British
-vessel
-and four
-transports</strong></div>
-
-<p>Just as the sun was rising Barry saw a British vessel
-of ten guns. With this ship were four transports
-loaded with forage for the British army. Barry's boats
-made for the British ship. His men climbed on board
-with guns and swords in hand. The British soldiers
-threw down their arms and ran below. Barry fastened
-down the hatchways, and then turned his attention to the
-four transports, which quickly surrendered. Barry then
-took his five prizes across the river to an American fort.</p>
-
-<div class="figcenter" style="width: 491px;">
-<img src="images/i_200a.jpg" width="491" height="540" alt="" />
-<div class="caption"><p>BARRY'S BOATS ATTACKING THE BRITISH</p></div>
-</div>
-
-<div class="sidenote"><strong>He takes
-command
-of
-the "Raleigh"</strong></div>
-
-<p>In 1778 Congress promoted John Barry to the command
-of the <em>Raleigh</em>. He set sail for Boston, and on
-his way met a British ship carrying thirty-two guns.
-His sailors had
-taken an oath
-never to surrender.
-They
-fought bravely,
-and had every
-hope of winning,
-when a British
-64-gun ship
-came in sight.
-To keep their
-oaths, they ran
-the <em>Raleigh</em>
-ashore, and set
-her on fire. The
-British put out
-the fire and
-saved the ship.</p>
-
-<div class="sidenote"><strong>Wounded,
-but
-forces the
-British to
-strike
-their
-colors</strong></div>
-
-
-<p><strong>104. Barry Given Command of the "Alliance."</strong> In
-1781 Barry was placed in command of the <em>Alliance</em>, a<span class="pagenum"><a name="Page_201" id="Page_201">[Pg 201]</a></span>
-ship whose name was given in honor of France's helping
-America in this war. In May the <em>Alliance</em> met two
-British ships, and a hard battle followed. Barry was
-badly wounded, but would not surrender. He fought on
-and forced the British ships to strike their colors.</p>
-
-<p>In 1783 Barry, in the <em>Alliance</em>, sailed on his last
-voyage of the Revolution. His companion ship was the
-<em>Luzerne</em>. Three British ships discovered the Americans
-and quickly gave chase. The <em>Luzerne</em> was slow and threw
-her guns overboard.</p>
-
-<div class="sidenote"><strong>On his
-last voyage
-of
-the Revolution</strong></div>
-
-<p>Another vessel came into view; it was a French ship
-of fifty guns. With her aid Barry immediately decided
-to fight. He made a speech urging the men not to fire
-until ordered. A terrific battle with the foremost British
-ship followed. After fifty minutes' fighting, the British
-showed signals of distress. The remaining British ships
-now came up to rescue her, and the <em>Alliance</em> sailed away.
-The French ships took no part in the battle.</p>
-
-<div class="sidenote"><strong>Named
-first commander
-of a navy</strong></div>
-
-<p>After the war was over, Congress provided for a navy,
-and General Knox, Washington's Secretary of War and
-of the Navy, named John Barry as first commodore.
-He served as the senior commander of the American
-navy until his death, in 1803. The people of Philadelphia
-have erected a monument to his memory (1907).</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> John Paul was born a sailor in
-Scotland and went to America. <em>2.</em> He was in America when
-war broke out; offered his service and was made lieutenant.
-<em>3.</em> Congress sent him to France, and Franklin sent him to
-prey on English commerce. <em>4.</em> Paul Jones won the great sea
-fight in the <em>Bon Homme Richard</em>. <em>5.</em> John Barry was born
-in Ireland, and went to sea early. <em>6.</em> Congress made him
-captain in 1776, in charge of the <em>Lexington</em>. <em>7.</em> Barry set<span class="pagenum"><a name="Page_202" id="Page_202">[Pg 202]</a></span>
-the country talking by capturing a war vessel and four transports.
-<em>8.</em> John Barry won more naval victories in the Revolutionary
-War than any other office. <em>9.</em> Named first commodore
-in 1794 by the Secretary of the Navy.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Give an account of John Paul's
-boyhood. <em>2.</em> What of his first visit to America? <em>3.</em> How
-did Paul happen, at so early an age, to have full charge of a
-vessel? <em>4.</em> Why did he go to Virginia a second time? <em>5.</em> Why
-did he hasten to Congress as soon as war began? <em>6.</em> How did
-Paul Jones prove his right to be captain? <em>7.</em> Tell the story
-of the battle between the <em>Drake</em> and the <em>Ranger</em>. <em>8.</em> Picture
-the battle between the <em>Bon Homme Richard</em> and the <em>Serapis</em>.
-<em>9.</em> What rewards came to Paul Jones? <em>10.</em> Where is he buried?
-<em>11.</em> Give an account of John Barry's youth. <em>12.</em> When the
-war came, what was Barry's action? <em>13.</em> What was the first
-victory on the part of the navy? <em>14.</em> What was the outcome
-of the battle on the <em>Raleigh</em>? <em>15.</em> What were Barry's experiences
-in the <em>Alliance</em>? Picture Barry's last battle.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Paul Jones</span>: Beebe, <cite>Four American
-Naval Heroes</cite>, 17-68; Abbot, <cite>Blue Jackets of '76</cite>, 83-154;
-Frothingham, <cite>Sea Fighters</cite>, 226-266; Hart, <cite>Camps and Firesides
-of the American Revolution</cite>, 285-289; Hart, <cite>How Our
-Grandfathers Lived</cite>, 217-219; Seawell, <cite>Paul Jones</cite>.</p>
-
-<p><span class="smcap">John Barry</span>: Griffin, <cite>Commodore John Barry</cite>, 1-96.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE MEN WHO CROSSED THE MOUNTAINS,
-DEFEATED THE INDIANS AND BRITISH,
-AND MADE THE MISSISSIPPI RIVER
-THE FIRST WESTERN BOUNDARY
-OF THE UNITED STATES</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>DANIEL BOONE, THE HUNTER AND PIONEER OF KENTUCKY</h3>
-
-
-<div class="sidenote"><strong>Boone
-born in
-Pennsylvania</strong></div>
-
-
-<p><strong>105. A Famous Frontier Hero.</strong> Daniel Boone was
-born in Pennsylvania in 1735. He was only three years
-younger than Washington. While yet a boy he loved
-the woods, and often spent days deep in the forest with
-no companion but his rifle and dog.</p>
-
-<p><span class="pagenum"><a name="Page_203" id="Page_203">[Pg 203]</a></span></p>
-
-<div class="sidenote"><strong>Moved to
-the
-Yadkin</strong></div>
-
-<p>Boone's parents moved to North Carolina, and settled
-on the Yadkin River. There he married at the early
-age of twenty, and, pioneer-like, moved farther into the
-forest, where people were scarcer and game more plentiful.
-He built a log cabin for his bride, and made a "clearing"
-for raising corn and vegetables. But his trusty rifle
-furnished their table with all kinds of wild meat, such as
-bear, deer, squirrel, and turkey.</p>
-
-<div class="sidenote"><strong>Crossed
-the
-mountains
-in
-1760</strong></div>
-
-<p>In 1760 Boone with a friend crossed the mountains
-to the Watauga in east Tennessee, on a hunting expedition,
-where he killed a bear, and cut the date of the event
-on a beech tree, which still stands on Boone's Creek in
-east Tennessee.</p>
-
-<div class="figcenter" style="width: 424px;">
-<img src="images/i_203a.jpg" width="424" height="540" alt="" />
-<div class="caption"><p>BOONE AND HIS BEAR TREE</p></div>
-</div>
-
-<div class="sidenote"><strong>News
-from
-across
-the Cumberland</strong></div>
-
-<p>One of Boone's hunter
-friends came back
-from a journey across
-the Cumberland Mountains
-and told of the
-beauty of the land
-beyond&mdash;its hills and
-valleys, its forests and
-canebrakes, full of
-game. Boone was
-anxious to go. Too
-many people were settling
-near him. But
-Kentucky was a dangerous
-country, even
-if beautiful. It was
-called "No-man's-land,"
-because not even Indians lived there, and also the
-"dark and bloody ground," because the tribes from the<span class="pagenum"><a name="Page_204" id="Page_204">[Pg 204]</a></span>
-north and from the south met there in deadly conflict.</p>
-
-<div class="sidenote"><strong>Boone
-and companions
-go to
-Kentucky</strong></div>
-
-
-<p><strong>106. Boone Goes to the Land of Canebrakes and
-Blue Grass.</strong> While the people along the seacoast were
-disputing with the king, Boone and five companions,
-after climbing over mountains, fording rivers, and making
-their way through pathless forests, reached Kentucky,
-the land of salt springs, canebrakes, and blue grass.</p>
-
-<div class="sidenote"><strong>Danger
-from
-animals</strong></div>
-
-<p>They built a log camp and spent several months
-enjoying the wild life so dear to the hunter. But it was
-full of danger. Sometimes it was a battle with a father
-and a mother bear fighting for their little ones. The
-sneaking panther or the lurking wildcat threatened their
-lives. Now and then, hundreds of buffaloes came
-rushing through the canebrakes.</p>
-
-<div class="sidenote"><strong>Danger
-from
-Indians
-ever
-present</strong></div>
-
-<p>But danger from the Indians was present every moment.
-Day and night, sleeping in their camp or tramping through
-the woods, the hunters had to be ready for the death
-grapple. One day Boone and a companion named
-Stewart were off their guard. The Indians rushed upon
-them and captured them.</p>
-
-<div class="sidenote"><strong>Captured
-but
-escapes</strong></div>
-
-<p>Boone and his companion understood the ways of the
-Indians, and won their confidence. One night, as the savages
-slept around the camp fire, Boone arose and quietly
-awoke Stewart. They stole silently from the camp and
-hastened by night and day back to their old camp, only
-to find it destroyed and their comrades gone.</p>
-
-<div class="sidenote"><strong>News
-from the
-old home</strong></div>
-
-<p>One day Daniel Boone saw his brother coming through
-the woods. What a happy meeting five hundred miles
-from home! The brother brought good news from
-kindred and friends.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_205a.jpg" width="540" height="400" alt="" />
-<div class="caption"><p>BOONE FIGHTING OVER THE BODY OF HIS SON</p></div>
-</div>
-
-<div class="sidenote"><strong>His
-brother
-returns
-home for
-supplies</strong></div>
-
-<p>Stewart was shot by the Indians, but Boone and his
-brother remained all winter in Kentucky. Powder, lead,<span class="pagenum"><a name="Page_205" id="Page_205">[Pg 205]</a></span>
-and salt were growing scarce. What should be done?
-Boone's brother returned home for supplies, but Daniel
-remained without
-even a dog for a
-companion. He
-very seldom slept
-twice in the same
-place for fear of the
-Indians.</p>
-
-<p>He wandered to
-the banks of the
-Ohio, and was
-charmed with all
-he saw. He then
-decided that some day he would make Kentucky his home.</p>
-
-<div class="sidenote"><strong>Brings
-supplies
-and both
-go home</strong></div>
-
-<p>Boone's brother returned in the spring, bringing
-supplies on two pack horses. After further explorations
-the two brothers returned to their home on the Yadkin
-and told their neighbors of the wonders of the new land.</p>
-
-<div class="sidenote"><strong>An
-Indian
-attack</strong></div>
-
-<p>In the fall of 1773 several families, with cattle and
-horses, bade farewell to their friends and started for
-Kentucky, a "second Paradise," as Boone called it.
-Before they reached the new land Indians fell upon them
-and killed six. Among the killed was Boone's eldest
-son. The party returned for a time to a settlement
-in Virginia.</p>
-
-<div class="sidenote"><strong>Making
-the "Wilderness
-Road"</strong></div>
-
-<p>Richard Henderson, a rich planter, claimed a great
-tract of land in Kentucky, and put Boone at the head
-of thirty brave men to cut and blaze a road from the
-Holston River over the mountains, through Cumberland
-Gap to the Kentucky River. The result was the
-famous "Wilderness Road," the first road across the<span class="pagenum"><a name="Page_206" id="Page_206">[Pg 206]</a></span>
-mountains, and over which hundreds of pack horses
-and thousands of settlers made their way.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_206a.jpg" width="540" height="372" alt="" />
-<div class="caption"><p>FORT BOONESBORO IN WINTER</p>
-
-<p><em>After the plan by Colonel Henderson in Collins'
-"Historical Collections of Kentucky"</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Fort
-Boonesboro</strong></div>
-
-<p>When the road
-was finished to the
-banks of the Kentucky
-River, Daniel
-Boone built Fort
-Boonesboro. The
-fort was about two
-hundred sixty feet
-long, and one hundred
-fifty feet wide.
-At each corner of
-it stood a two-story
-blockhouse with loopholes, through which the settlers
-could shoot at Indians. Cabins with loopholes were
-built along the sides of the fort. Between the cabins
-a high fence was made by sinking log posts into the
-ground. Two heavy gates were built on opposite sides
-of the fort. Every night the horses and cattle were
-driven inside the fort.</p>
-
-<div class="sidenote"><strong>His family
-in the
-"second
-Paradise"</strong></div>
-
-
-<p><strong>107. Boone Takes His Family to Kentucky.</strong> When
-the fort was finished Boone brought his family, and several
-others, over the mountains to his "second Paradise."
-Other settlers came, and Boonesboro began to grow.
-Some of the bolder settlers built cabins outside of the
-fort, where they cut away and burned the trees to raise
-corn and vegetables.</p>
-
-<div class="sidenote"><strong>Three
-girl
-prisoners</strong></div>
-
-<p>To the Indian all this seemed to threaten his hunting
-ground. The red men were anxious, therefore, to kill
-and scalp these brave pioneers. One day Boone's
-daughter and two girl friends were out late in a boat<span class="pagenum"><a name="Page_207" id="Page_207">[Pg 207]</a></span>
-near the shore opposite the fort when the Indians suddenly
-seized the girls and hastened away with them. The
-people heard their screams for help, but too late to risk
-crossing the river.</p>
-
-<div class="sidenote"><strong>The
-chase
-and the
-capture</strong></div>
-
-<p>What sorrow in the fort that night! Had the Indians
-scalped the girls, or were they hastening to cross the
-Ohio with them? The next day Boone with eight men
-seized their guns, found the Indian trail, and marched
-with all speed. What if the Indians should see the
-white men first! On the second day Boone's party
-came upon the Indians building a fire, and fired before
-they were seen. Two of the Indians fell, and the others
-ran away, leaving the girls behind, unharmed, but
-badly frightened.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_207a.jpg" width="540" height="456" alt="" />
-<div class="caption"><p>BOONE AND HIS MEN TRAILING THE INDIANS</p></div>
-</div>
-
-<div class="sidenote"><strong>Kentucky
-in
-the War
-of the
-Revolution</strong></div>
-
-<p>The War of the Revolution was already raging east
-of the mountains, and the Indians were taking the side
-of the British.
-In April, 1777,
-a small army of
-Indians crossed
-the Ohio and attacked
-Boonesboro.
-The little
-fort made a bold
-fight. The Indians
-retreated,
-but returned on
-the Fourth of
-July in large
-numbers, to destroy
-the fort and scalp the settlers. For two days
-and nights the battle went on. The fierce war cry of the<span class="pagenum"><a name="Page_208" id="Page_208">[Pg 208]</a></span>
-Indians filled the woods around the fort. The white men
-took deadly aim. The women aided by melting lead into
-bullets. The Indians again failed, and finally retreated.</p>
-
-<div class="sidenote"><strong>The
-prize
-prisoner</strong></div>
-
-<p>While making salt at the "Blue Licks," Boone and
-twenty-seven of his men were captured by the Indians
-and marched all the way to Detroit, the headquarters
-of the British army in the Northwest. The British
-offered the Indians five hundred dollars for Boone, but
-the savages were too proud of their great prisoner, and
-marched him back to their towns in what is now Ohio.</p>
-
-<div class="sidenote"><strong>Adopted
-by an
-Indian
-family</strong></div>
-
-<p>Here he was adopted by an Indian chief. They plucked
-out all of Boone's hair except a "scalp lock," which they
-ornamented with feathers. They painted and dressed
-him like an Indian. His new parents were quite proud
-of their son. Sometimes he went hunting alone, but the
-Indians counted his bullets and measured his powder.
-But Boone was too shrewd for them. He cut the bullets
-in two, and used half charges of powder.</p>
-
-<div class="sidenote"><strong>Steals
-away to
-Boonesboro</strong></div>
-
-<p>One day he saw four hundred fifty painted warriors
-getting ready to march against Boonesboro. He went
-hunting that day, but he did not come back. What
-excitement in that Indian town! Soon the woods were
-full of Indians hunting for Boone. In five days&mdash;with
-but one meal&mdash;he reached Boonesboro.</p>
-
-<p>All hands fell to repairing the fort. The horses,
-cattle, and provisions were brought inside the fort, and
-water was brought from the river.</p>
-
-<p>The Indians came, and Boone's Indian "father"
-called on him to surrender. Boone asked for two days
-to think about it, but he used this time in getting ready
-to fight. At the end of the two days Boone told him
-that his men would fight to the last.</p>
-
-<p><span class="pagenum"><a name="Page_209" id="Page_209">[Pg 209]</a></span></p>
-
-<div class="figcenter" style="width: 379px;">
-<img src="images/i_209a.jpg" width="379" height="540" alt="" />
-<div class="caption"><p>DANIEL BOONE</p>
-
-<p><em>From a portrait made in 1819 when
-Boone was 85 years old, painted by
-Chester Harding, and now in possession
-of the Massachusetts Historical Society,
-Boston, Massachusetts</em></p></div>
-</div>
-
-<div class="sidenote"><strong>An
-Indian
-trick
-spoiled</strong></div>
-
-<p>The Indians then proposed that twelve from each
-side meet to make a treaty of peace. Boone took his
-strongest men. While parleying,
-each Indian suddenly seized
-a white man. The white men
-broke away, and ran for the fort.
-Boone's riflemen were ready,
-and poured a hot fire into the
-Indians.</p>
-
-<div class="sidenote"><strong>The
-Indians
-cannot
-capture
-Boone's
-fort</strong></div>
-
-<p>The Indians climbed into
-trees to shoot down into the
-fort. They tried to set the fort
-on fire, but failed. They then
-tried to dig a tunnel under the
-fort, but failed in that also.</p>
-
-<p>After nine days of failure,
-and after losing many warriors,
-the Indians gave up the
-fight and recrossed the Ohio.
-Although the settlers had to keep a daily watch for
-Indians, and had to fight them in other parts of
-Kentucky, they never attacked Boonesboro again.</p>
-
-<div class="sidenote"><strong>Boone's
-reason
-for again
-moving
-west</strong></div>
-
-<p>During the Revolutionary War other brave men came
-as pioneers into Kentucky, and built forts, and defended
-their settlements against the Indians. As the settlements
-grew thicker, game grew scarcer. Boone resolved once
-more to move farther west. When asked why, he replied:
-"Too much crowded. I want more elbow room."</p>
-
-<div class="sidenote"><strong>Moves to
-Missouri</strong></div>
-
-<p>At the age of sixty, while Washington was still president,
-and after he had seen Kentucky become a state,
-Daniel Boone and his faithful wife made the long journey
-to the region beyond the Mississippi, into what is now<span class="pagenum"><a name="Page_210" id="Page_210">[Pg 210]</a></span>
-Missouri. There he lived and hunted. He saw this
-region pass from Spain to France, and from France to
-the United States (1803). He was still a hunter at
-eighty-two, and saw Missouri preparing to enter the
-Union as the twenty-fourth state.</p>
-
-<div class="sidenote"><strong>Died
-in 1820</strong></div>
-
-<p>He died in 1820 at the age of eighty-six. Years afterward,
-remembering the noble deeds of the great pioneer,
-Kentucky brought his body to the capital city and buried
-it with great honors.</p>
-
-<div class="sidenote"><strong>The
-Louisiana
-country
-and the
-French</strong></div>
-
-
-<p><strong>108. Life in the Mississippi Valley.</strong> When Boone
-led his brave men into Kentucky, white men had been
-living for years in the Mississippi Valley, farther west.
-These were the French of Louisiana, as they called their
-country. Their chief settlement was St. Louis.</p>
-
-<p>These people came at first to dig lead from the old
-Indian mines of southern Missouri and to trade for furs.
-They were a quiet people who knew little and cared less
-about the rest of the world. They did not work hard,
-and they loved good times. A traveler who visited them
-says they were "the happiest people on the globe."</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOHN SEVIER, "NOLICHUCKY JACK"</h3>
-
-
-<div class="sidenote"><strong>Sevier
-born in
-Virginia</strong></div>
-
-<div class="sidenote"><strong>Early
-life in
-the Shenandoah</strong></div>
-
-
-<p><strong>109. A Famous Indian Fighter.</strong> John Sevier was born
-in the Shenandoah Valley in 1745. His mother taught
-him to read, but he obtained most of his schooling in Washington's
-old school town, Fredericksburg. He quit school
-at sixteen. He built a storehouse on the Shenandoah and
-called it Newmarket. He lived there, selling goods and
-fighting Indians, until, at the early age of twenty-six, he
-was a wealthy man. He had already made such a name
-as an Indian fighter that the governor made him captain in
-the militia of which George Washington was then colonel.</p>
-
-<p><span class="pagenum"><a name="Page_211" id="Page_211">[Pg 211]</a></span></p>
-
-<div class="sidenote"><strong>Fine
-looking</strong></div>
-
-<p>Sevier was a fine-looking man. He was tall, slender,
-erect, graceful in action, fair skinned, blue eyed, and had
-pleasing manners, which had come to him from his
-French parents. He charmed everybody who met him,
-from backwoodsmen up to the king's governor at
-Williamsburg.</p>
-
-<div class="sidenote"><strong>He goes
-to the
-Watauga</strong></div>
-
-<p>A most promising future opened before him in Virginia.
-But hearing of a band of pioneers on the Watauga, he
-rode over one day to see them and resolved to cast in
-his lot with them.</p>
-
-<div class="figcenter" style="width: 450px;">
-<img src="images/i_211a.jpg" width="450" height="540" alt="" />
-<div class="caption"><p>JOHN SEVIER</p>
-
-<p><em>After an engraving from a miniature now in
-possession of one of his descendants at
-New York</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Tennessee
-in the
-Revolution</strong></div>
-
-<p>During the Revolutionary War, British agents went
-among the Cherokee Indians and gave them guns and
-ammunition. Indian-like, they planned to take Fort
-Watauga by surprise. They came creeping up to the
-fort one morning just at daybreak. Forty deadly rifles
-suddenly blazed from
-portholes and drove them
-back to the woods. During
-the siege of three
-weeks, food grew scarce
-at the fort, and the men
-became tired of being
-cooped up so long.
-Some of them ventured
-out and were shot or
-had very narrow escapes
-from death.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_212a.jpg" width="540" height="380" alt="" />
-<div class="caption"><p>KATE SHERRILL RACING FOR LIFE</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-story of
-Jack Sevier
-and
-Kate
-Sherrill</strong></div>
-
-<p>The story is told that
-Sevier, during the siege,
-fell in love with the beautiful,
-tall, brown-haired
-Kate Sherrill. One day<span class="pagenum"><a name="Page_212" id="Page_212">[Pg 212]</a></span>
-she ventured out of the fort. It was a daring act, for
-four men had lost their lives in this way. The Indians
-tried to catch the
-girl, for they did
-not want to kill
-her. But she could
-run like a deer, and
-almost flew to the
-fort. Sevier was
-watching, and shot
-the Indian nearest
-her. The gate was
-closed, but she
-jumped with all her might, seized the top of the stockade,
-drew herself up, and sprang over into the arms of
-Sevier. Not long after she became his wife.</p>
-
-<div class="sidenote"><strong>Sevier
-acts
-quickly</strong></div>
-
-<p>In 1778 Sevier heard that the Indians were coming
-again. He quickly called his men together, took boats,
-and paddled rapidly down the Tennessee to the Indian
-towns. He burned the towns, captured their store of
-hides, and marched home on foot. How surprised the
-Indians were when they returned!</p>
-
-<div class="sidenote"><strong>Moves
-to the
-Nolichucky</strong></div>
-
-
-<p><strong>110. Nolichucky Jack.</strong> The Watauga Settlement
-was growing in numbers, and Sevier went to live on the
-Nolichucky, a branch of the French Broad River. There
-he built a large log house, or rather two houses, and
-joined them by a covered porch. Outside were large
-verandas, while inside were great stone fireplaces.</p>
-
-<div class="sidenote"><strong>Welcomes
-rich and
-poor</strong></div>
-
-<p>Here Sevier gave hearty welcome to friend and stranger,
-no matter how poor, if they were honest. The settlers
-far and wide, and new settlers from over the mountains,
-partook of his cider, hominy, corn bread, and of wild<span class="pagenum"><a name="Page_213" id="Page_213">[Pg 213]</a></span>
-meat of many kinds. Sometimes he invited them with
-their families to a barbecue. Whether people came for
-advice or to call him to arms against the Indians, no one
-was turned away. "Nolichucky Jack," as his neighbors
-loved to call him, held a warm place in every settler's heart.</p>
-
-<div class="sidenote"><strong>British
-challenge</strong></div>
-
-<p>In 1780 Cornwallis, then victorious in South Carolina,
-sent Colonel Ferguson with one thousand British soldiers
-into western North Carolina to punish the backwoodsmen.
-Ferguson grew bold, and sent word across the
-mountains, threatening to punish Sevier and his brave
-riflemen. This was enough. Colonel Shelby of Kentucky
-and Sevier resolved to rouse the frontiersmen,
-cross the mountains, and teach Colonel Ferguson a lesson.
-Colonel Campbell with his men from the Holston, in
-Virginia, joined them. A thousand well-mounted backwoodsmen,
-with their long rifles, fringed hunting shirts,
-and coonskin caps, began the march from the Watauga
-across the mountains. Once across they were joined
-by several hundred Carolinians. Ferguson retreated to
-Kings Mountain, too steep on one side to be climbed.
-He felt safe behind his thousand gleaming bayonets.</p>
-
-<div class="sidenote"><strong>The plan
-of battle</strong></div>
-
-<div class="sidenote"><strong>Battle of
-Kings
-Mountain</strong></div>
-
-<p>The backwoodsmen picked nine hundred men to make
-the charge up the mountain in face of the bayonets,
-although among themselves there was not a bayonet.
-Three divisions, one for each side, marched up the mountain.
-Down the mountain side came the flashing bayonets.
-The backwoodsmen in the center retreated from
-tree to tree, firing steadily all the time. The British,
-now shot at from both sides as well as in front, turned
-and charged at one side. Then one division fired into
-their backs and the other on their side. What could
-bayonets do in the midst of trees?</p>
-
-<p><span class="pagenum"><a name="Page_214" id="Page_214">[Pg 214]</a></span></p>
-
-<div class="sidenote"><strong>The
-result</strong></div>
-
-<p>The backwoodsmen kept to the trees and their rifles seldom
-missed their aim. The British retreated to the top
-of the mountain. Colonel Ferguson was killed and his
-entire army was killed or captured. This victory caused
-great rejoicing among the Americans and prepared the
-way for the work of Greene and Morgan.</p>
-
-<div class="sidenote"><strong>A deadly
-blow</strong></div>
-
-<p>Sevier and Campbell hastened back over the mountains,
-for the Indians were scalping and burning again. With
-seven hundred riflemen, they marched against the Indian
-towns and burned a thousand cabins and fifty thousand
-bushels of corn. This was a hard blow, but the Indians
-kept fighting several years longer.</p>
-
-<p>Sevier, in all, fought thirty-five battles. He was the
-most famous Indian fighter of his time.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_214a.jpg" width="540" height="413" alt="" />
-<div class="caption"><p>THE BATTLE OF KING'S MOUNTAIN</p>
-
-<p><em>Where 900 frontiersmen attacked and totally destroyed 1,000 British soldiers entrenched
-and better armed</em></p></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_215" id="Page_215">[Pg 215]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_215a.jpg" width="540" height="459" alt="" />
-<div class="caption"><p>"NOLICHUCKY JACK'S A-COMING"</p>
-
-<p><em>Sevier welcomed by the congregation of the country church</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Governor
-of Tennessee
-many
-times</strong></div>
-
-<div class="sidenote"><strong>Indians
-trusted
-him</strong></div>
-
-<p>When Tennessee became a state the people elected
-him governor. They reëlected him till he had held the
-office for twelve
-years. The people
-of Tennessee almost
-worshiped the bold
-pioneer. He had
-spent all his time
-and all his wealth
-in their service.
-And while he was
-governor, and living
-in Knoxville,
-the early capital,
-one or more of his
-old riflemen were
-always living at his home. Even the Indian chiefs
-often came to visit him. When the people of Tennessee
-were debating questions of great importance, they always
-asked: "What says the good old governor?"</p>
-
-<div class="sidenote"><strong>The
-boy's disappointment</strong></div>
-
-<p>One Sunday, when all the people of a backwoods settlement
-were at the country church, a bareheaded runner
-rushed in and shouted, "Nolichucky Jack's a-coming!"
-The people rushed out to see their governor. As he came
-near, he greeted one of his old riflemen, put his hand
-upon the head of the old soldier's son, spoke a kindly
-word, and rode on. The boy looked up at his father
-and said: "Why, father, 'Chucky Jack' is only a man!"</p>
-
-<div class="sidenote"><strong>Died
-in 1815</strong></div>
-
-<p>Sevier died in 1815, while acting as an officer in marking
-the boundary line between Georgia and the Indian lands.
-Only a few soldiers and Indians were present. There he
-lies, with only the name "John Sevier" cut on a simple<span class="pagenum"><a name="Page_216" id="Page_216">[Pg 216]</a></span>
-slab. But for generations the children of the pioneers
-went on repeating to their children the story of the courage
-and goodness of "Nolichucky Jack." His name is yet a
-household word among the people of eastern Tennessee.
-Their children are taught the story of his life. In the
-courthouse yard at Knoxville stands a monument
-erected to his memory.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>GEORGE ROGERS CLARK, THE HERO OF VINCENNES</h3>
-
-
-<div class="sidenote"><strong>Clark
-born in
-Virginia</strong></div>
-
-<div class="sidenote"><strong>A
-surveyor</strong></div>
-
-
-<p><strong>111. A Successful Leader against the Indians and
-the British.</strong> George Rogers Clark was born in Virginia
-in 1752. From childhood Clark liked to roam the woods.
-He became a surveyor and an Indian fighter at the age
-of twenty-one. Like Washington, with chain and compass,
-and with ax and rifle, he made his way far into
-the wild and lonely forests of the upper Ohio.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_216a.jpg" width="540" height="413" alt="" />
-<div class="caption"><p>INDIANS ATTACKING A FORT</p>
-
-<p><em>Again and again, when a surprise was not possible, the
-Indians from safe hiding places picked off the
-men in a garrison</em></p></div>
-</div>
-
-<div class="sidenote"><strong>A scout</strong></div>
-
-<p>Clark was a
-scout for the governor
-of Virginia
-in the expedition
-which defeated
-the great Shawnee
-chief Cornstalk
-at the mouth
-of the Kanawha.</p>
-
-<p>Two years later
-Clark made his
-way alone over the
-mountains and
-became a leader
-in Kentucky, along with Boone. The Kentucky hunters
-chose Clark to go to Virginia as their lawmaker.</p>
-
-<p><span class="pagenum"><a name="Page_217" id="Page_217">[Pg 217]</a></span></p>
-
-<div class="figcenter" style="width: 437px;">
-<img src="images/i_217a.jpg" width="437" height="540" alt="" />
-<div class="caption"><p>GEORGE ROGERS CLARK</p>
-
-<p><em>From a painting on wood by John Wesley
-Jarvis, now in the State Library at
-Richmond, Virginia</em></p></div>
-</div>
-
-<div class="sidenote"><strong>In Kentucky</strong></div>
-
-<p>He told Governor Patrick Henry that if Kentucky
-was not worth defending against the Indians, it was not
-worth having. At this
-the Virginian lawmakers
-made Kentucky into a
-Virginia county and gave
-Clark five hundred pounds
-of powder, which he carried
-down the Ohio River
-to Kentucky.</p>
-
-<div class="sidenote"><strong>Life at
-Harrodsburg</strong></div>
-
-<p>Clark lived at Harrodsburg
-where, for more than
-a year, he was kept busy
-helping the settlers fight
-off the Indians. This was
-the very time when Boonesboro
-and other settlements
-were so often surrounded
-by Indians who had been
-aroused by the British officers at Detroit. These officers
-paid a certain sum for each scalp of an American the
-Indians brought them.</p>
-
-<div class="sidenote"><strong>Turns to
-Patrick
-Henry in
-time of
-need</strong></div>
-
-<p>After having seen brave men and women scalped by
-the Indians, Clark decided to strike a blow at the British
-across the Ohio. But where could he find money and
-men for an army? Kentucky did not have men enough.
-Clark thought of that noble patriot across the mountains,
-Patrick Henry. He mounted his horse and guided some
-settlers back to Virginia, but kept his secret. In Virginia
-he heard the good news that Burgoyne had surrendered.</p>
-
-<p>Governor Henry was heart and soul for Clark's plan.<span class="pagenum"><a name="Page_218" id="Page_218">[Pg 218]</a></span>
-He made Clark a colonel, gave him six thousand dollars
-in paper money, and ordered him to raise an army to
-defend Kentucky.</p>
-
-<div class="sidenote"><strong>A colonel
-with
-a secret</strong></div>
-
-
-<p><strong>112. The Campaign against Old Vincennes.</strong> In
-May, 1778, Clark's little army of about one hundred
-fifty backwoodsmen, with several families, took their
-flatboats and floated down the Monongahela to Fort
-Pitt. Clark did not dare tell the riflemen where they
-were going, for fear the British might get the word. Here
-they took on supplies and a few small cannon.</p>
-
-<div class="sidenote"><strong>Floating
-down the
-beautiful
-Ohio</strong></div>
-
-<p>On they floated, in the middle of the river to keep away
-from the Indians who might be hiding in the deep, dark
-forests on the river banks. At the falls of the Ohio, on
-Corn Island, Clark landed his party. He built a blockhouse
-and cabins, and drilled the riflemen into soldiers
-while the settlers planted corn. This was the beginning
-of the city of Louisville.</p>
-
-<div class="sidenote"><strong>Clark
-tells his
-secret</strong></div>
-
-<p>One day Clark called his men together and told them
-the secret&mdash;he was really leading them against the British
-forts on the Illinois and the Wabash rivers.</p>
-
-<p>A few of the men refused to go so far from home&mdash;a
-thousand miles&mdash;but the rest were willing to follow their
-leader.</p>
-
-<div class="sidenote"><strong>A long
-march
-begun</strong></div>
-
-<p>In June, Clark's boats "shot the falls" and were soon
-at the mouth of the Tennessee, where a band of hunters
-joined the party. There Clark hid the boats and began
-the long march through tangled forests and over grand
-prairies. But they did not know what minute the
-Indians might attack, or some British scout discover
-them and carry the news to General Hamilton at Detroit.</p>
-
-<div class="sidenote"><strong>Kaskaskia,
-July
-4, 1778</strong></div>
-
-<p>They reached the old French town of Kaskaskia at
-dusk on July 4. They did not dare give a shout or fire<span class="pagenum"><a name="Page_219" id="Page_219">[Pg 219]</a></span>
-a gun, for the British officer had more men than Clark.</p>
-
-<div class="sidenote"><strong>Surrounds
-the town</strong></div>
-
-<p>Clark sent part of his men silently to surround the
-town, while he led the others to the fort, where they
-heard the merry music of the violin and the voices of
-the dancers.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_219a.jpg" width="540" height="370" alt="" />
-<div class="caption"><p>CLARK'S SURPRISE AT KASKASKIA</p></div>
-</div>
-
-<div class="sidenote"><strong>Virginia,
-not Great
-Britain</strong></div>
-
-<div class="sidenote"><strong>The
-French
-settlers
-alarmed</strong></div>
-
-<p>Clark himself slipped into the great hall, folded his
-arms, and looked in silence on the dimly lighted scene.
-An Indian lying on the floor saw Clark's face by the
-light of the torches. He sprang to his feet, and gave
-the terrible war whoop. Instantly the dancing ceased,
-the women screamed, and the men rushed toward Clark.
-But Clark simply said: "Go on with your dance, but
-remember that you dance under Virginia and not under
-Great Britain!" The British general surrendered, and
-the French inhabitants trembled, when they learned
-that the backwoodsmen had captured the town. They<span class="pagenum"><a name="Page_220" id="Page_220">[Pg 220]</a></span>
-sent their priest, Father Gibault, and other chief men to
-beg for their lives. Imagine their surprise and joy when
-Clark told them that not only were their lives safe, but
-that the new republic made war on no church, and
-protected all from insult.</p>
-
-<div class="sidenote"><strong>The
-treaty
-with
-France</strong></div>
-
-<p>He also told them that the King of France had made
-a treaty with the United States and was sending his
-great war ships and soldiers to help America. The
-town of Cahokia also surrendered.</p>
-
-<div class="sidenote"><strong>Vincennes
-surrenders</strong></div>
-
-<p>Father Gibault went to Vincennes to tell the French
-settlers about the doings of Clark and to give them the
-news that France had taken sides with the Americans.
-The people rejoiced, and ran up the American flag. Clark
-sent Captain Helm to command the fort.</p>
-
-<p>General Hamilton at Detroit was busy planning to
-attack Fort Pitt and to encourage the Ohio Indians to
-kill and scalp Kentuckians.</p>
-
-<div class="sidenote"><strong>General
-Hamilton
-stirred up</strong></div>
-
-<div class="sidenote"><strong>Stays in
-Vincennes
-until
-spring</strong></div>
-
-<p>How astonished he was when he heard that the forts
-on the Illinois and the Wabash had fallen! He gathered
-a mixed army of British, Canadians, and Indians, crossed
-Lake Erie to the mouth of the Maumee, and "poled"
-and paddled up that river to the portage. Down the
-Wabash they floated, five hundred strong. Vincennes
-surrendered without a blow. Hamilton decided to stay
-there for the winter and march against Clark in the
-spring. This was a blunder. He did not yet know
-Clark and his backwoodsmen.</p>
-
-<p>"I must take Hamilton or Hamilton will take me,"
-said Clark, when he heard the news. He immediately
-set to work to build a rude sort of gunboat, which he
-fitted out with his cannon and about forty men. He
-sent the <em>Willing</em>, as it was called, down the Mississippi,<span class="pagenum"><a name="Page_221" id="Page_221">[Pg 221]</a></span>
-around into the Ohio, and up the Wabash to meet him
-at Vincennes.</p>
-
-<div class="sidenote"><strong>Clark
-begins
-the
-march</strong></div>
-
-<p>All was excitement in the French towns. Forty or
-fifty French joined Clark's riflemen. Father Gibault
-gave them his blessing, and the march overland to Vincennes
-began.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_221a.jpg" width="540" height="357" alt="" />
-<div class="caption"><p>CLARK'S MEN ON THEIR WAY THROUGH THE DROWNED LANDS OF THE WABASH VALLEY</p></div>
-</div>
-
-<div class="sidenote"><strong>On the
-march</strong></div>
-
-<p>Clark divided his men into parties. Each, in its turn,
-did the hunting, and at night invited the others to sit
-around great camp fires to feast on "bear ham, buffalo
-hump, elk saddle, and venison haunch." They ate,
-sang, danced, and told stories. No doubt they often
-talked of their loved ones far away in the cabins of
-Virginia and Kentucky.</p>
-
-<div class="sidenote"><strong>The
-drowned
-lands</strong></div>
-
-<p>On they pushed till they came to the "drowned lands
-of the Wabash," and there they saw miles and miles
-of muddy water. They made a rude boat to carry<span class="pagenum"><a name="Page_222" id="Page_222">[Pg 222]</a></span>
-them over the deepest parts. The horses had to swim.</p>
-
-<div class="figcenter" style="width: 322px;">
-<img src="images/i_222a.jpg" width="322" height="540" alt="" />
-<div class="caption"><p>THE BIG TROOPER CARRIED THE
-DRUMMER BOY</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-morning
-gun</strong></div>
-
-<p>Soon they were near enough Vincennes to hear the
-"morning gun" at the fort,
-but they did not dare fire a
-gun themselves for fear of
-being discovered by parties
-of hunters. Food grew scarce,
-game was hard to find, and
-starvation threatened them.</p>
-
-<div class="sidenote"><strong>Terrible
-suffering</strong></div>
-
-<p>Sometimes, after wading all
-day, they could hardly find a
-dry spot to camp for the night.
-Some grew too weak to wade
-and were carried in boats. The
-stronger sang songs to keep
-up the courage of the weak.
-When they finally reached
-the opposite shore of the Wabash
-many fell, worn out&mdash;some
-lying partly in the water.</p>
-
-<p>Those who were well built great fires and warmed and
-fed the faint ones on hot deer broth. But these brave
-men soon forgot their hardships and again were full of fight.</p>
-
-<div class="sidenote"><strong>Clark's
-letter</strong></div>
-
-<p>Clark now decided to take a bold course. He sent a
-letter to the people of Vincennes telling them that he
-was about to attack the town. He advised all friends
-of America to remain quietly in their homes, and asked
-all friends of the British to go to the fort and join the
-"hair buyer," as the backwoodsmen called Hamilton.</p>
-
-<div class="sidenote"><strong>The
-attack</strong></div>
-
-<p>At dark, Clark's men charged into the town and
-attacked the fort. The fight went on all night. As
-soon as it was daylight the backwoodsmen fired through<span class="pagenum"><a name="Page_223" id="Page_223">[Pg 223]</a></span>
-the portholes and drove the gunners from the cannon.</p>
-
-<div class="sidenote"><strong>Hamilton
-surrenders</strong></div>
-
-<p>Clark's men begged to storm the fort. Only one
-American had been wounded, but several British soldiers
-had been killed and others wounded. In the afternoon
-Hamilton surrendered and once more the Stars and
-Stripes floated over "old Vincennes."</p>
-
-<p>The <em>Willing</em> appeared in a few days. Her men
-were deeply disappointed because they were too late
-to take part in the fight.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_223a.jpg" width="540" height="499" alt="" />
-<div class="caption"><p>EXPEDITIONS TO THE WEST AND THE SCENE OF GEORGE ROGERS CLARK'S CAMPAIGN</p></div>
-</div>
-
-<p>Clark put men in the forts at Kaskaskia, Cahokia,
-and Vincennes, and made peace with the Indians round<span class="pagenum"><a name="Page_224" id="Page_224">[Pg 224]</a></span>
-about. But he was never able to march against Detroit,
-as once he had planned to do.</p>
-
-<div class="sidenote"><strong>Clark's
-Grant</strong></div>
-
-<p>Virginia rewarded the brave men who had followed
-Clark by giving to each three hundred acres of land in
-southern Indiana. The land was surveyed and is known
-to-day as "Clark's Grant."</p>
-
-<p>Clark and his men had performed one of the greatest
-deeds of the Revolutionary War. They made it possible
-for the United States to have the Mississippi River for
-her western boundary when England acknowledged our
-independence.</p>
-
-<div class="sidenote"><strong>Clark
-unrewarded</strong></div>
-
-<p>George Rogers Clark was never properly rewarded.
-He spent his last days in poverty at the falls of the
-Ohio, on Corn Island, and died in 1818. In 1895 a
-monument was erected in honor of his memory in the
-city of Indianapolis, Indiana.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Boone loved the woods, crossed
-the mountains into east Tennessee, and later went to Kentucky.
-<em>2.</em> He wintered alone in Kentucky; his brother returned home
-for supplies. <em>3.</em> Boone built the "Wilderness Road," and also
-built Fort Boonesboro. <em>4.</em> Boone took part in the War of the
-Revolution, was captured by the Indians, carried to Detroit,
-but escaped. <em>5.</em> Years after his death his remains were taken
-to Frankfort, Kentucky.</p>
-
-<p><em>6.</em> John Sevier studied at Fredericksburg; fought Indians in
-the Shenandoah. <em>7.</em> He went over to the settlement on the
-Watauga; helped defend it against the Indians. <em>8.</em> Sevier
-helped win the great victory at Kings Mountain. <em>9.</em> He was
-many times governor of Tennessee.</p>
-
-<p><em>10.</em> George Rogers Clark loved the woods; was a surveyor
-and an Indian fighter at twenty-one. <em>11.</em> Moved to Kentucky,
-saw men and women scalped, and resolved to capture
-the British posts north of the Ohio. <em>12.</em> Clark received
-permission from Patrick Henry, collected his little army, and<span class="pagenum"><a name="Page_225" id="Page_225">[Pg 225]</a></span>
-floated down the Ohio to the falls. <em>13.</em> He drilled his men;
-set out for Kaskaskia, which he captured. <em>14.</em> Clark
-marched for Vincennes through the drowned lands; attacked
-and captured Vincennes. <em>15.</em> Clark was not rewarded by
-the government, but the state of Indiana has erected a great
-monument to his memory.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> What did Boone do that was
-pioneer-like? <em>2.</em> What was the country doing in 1760? <em>3.</em>
-Why did Boone wish to leave North Carolina? <em>4.</em> What
-were the early names of Kentucky, and what did these names
-mean? <em>5.</em> Tell the story of Boone's first visit to Kentucky.
-<em>6.</em> Picture the capture and escape of Boone and Stewart. <em>7.</em>
-Find the places on the map which are named on Boone's
-Wilderness Road. <em>8.</em> Picture the scene in Boonesboro the
-night of the capture of the girls and also their rescue and return
-home. <em>9.</em> Go with Boone to Blue Licks and help make salt.
-<em>10.</em> Be captured, and tell of the long journey to Detroit, what
-you saw there, and how and why Boone made his escape.
-<em>11.</em> Tell the story of the last attack on Boonesboro. <em>12.</em> Why
-did Boone move to Missouri?</p>
-
-<p><em>13.</em> What famous men went to school at Fredericksburg?
-<em>14.</em> What famous men have lived a part of their time in the
-Shenandoah? <em>15.</em> What changed Sevier's career? <em>16.</em> Tell
-what happened to Sevier at the siege of Fort Watauga. <em>17.</em>
-Why did Sevier leave Watauga, and what sort of life did he lead
-on the Nolichucky? <em>18.</em> Tell of the gathering of the clans, and
-picture the battle of Kings Mountain. <em>19.</em> Why did the people
-of Tennessee love Sevier? <em>20.</em> Why was the boy disappointed?</p>
-
-<p><em>21.</em> What were Clark's surroundings in boyhood? <em>22.</em>
-When was he a scout? a leader in Kentucky? <em>23.</em> What
-made Clark learn to hate the British? <em>24.</em> Tell the story of
-his secret. <em>25.</em> Picture the voyage to the falls of the Ohio.
-<em>26.</em> What did Clark do here? <em>27.</em> Tell the story of events
-from the falls of the Ohio till he reached Kaskaskia. <em>28.</em>
-Picture the scene of the dance at Kaskaskia. <em>29.</em> What news
-did Clark give Father Gibault? <em>30.</em> Where were the British,
-and what did they do? <em>31.</em> Picture Clark's march to Vincennes.
-<em>32.</em> Be one of the soldiers of Clark and tell what was
-seen, heard, and done the night of the attack on Vincennes and
-the next day. <em>33.</em> Where was Clark's Grant? <em>34.</em> Why do
-we call Clark's conquest of Kaskaskia and Vincennes one of<span class="pagenum"><a name="Page_226" id="Page_226">[Pg 226]</a></span>
-the greatest events in American history? <em>35.</em> Where is a
-monument erected to his memory? <em>36.</em> Find on the map the
-places mentioned in the campaign.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Daniel Boone</span>: Wright, <cite>Children's
-Stories of American Progress</cite>, 1-40; Glascock, <cite>Stories of Columbia</cite>,
-138-147; Hart, <cite>Camps and Firesides of the Revolution</cite>,
-101-116; McMurry, <cite>Pioneers of the Mississippi Valley</cite>, 68-83.</p>
-
-<p><span class="smcap">John Sevier</span>: Blaisdell and Ball, <cite>Hero Stories from American
-History</cite>, 90-104; McMurry, <cite>Pioneers of the Mississippi Valley</cite>,
-104-123; Phelan, <cite>History of Tennessee</cite>, 57-66, 241-257.</p>
-
-<p><span class="smcap">George Rogers Clark</span>: McMurry, <cite>Pioneers of the
-Mississippi Valley</cite>, 124-149; Blaisdell and Ball, <cite>Hero Stories
-from American History</cite>, 1-17; Eggleston, <cite>Tecumseh and the
-Shawnee Prophet</cite>, 41-51; Roosevelt, <cite>The Winning of the West</cite>,
-II, 31-85.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>DEVELOPMENT OF THE NEW REPUBLIC</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>ELI WHITNEY, WHO INVENTED THE COTTON GIN AND
-CHANGED THE HISTORY OF THE SOUTH</h3>
-
-
-<div class="sidenote"><strong>Eli at
-work
-in his
-father's
-tool
-shop</strong></div>
-
-
-<p><strong>113. What a Boy's Love of Tools Led to.</strong> Before
-the Revolution there lived in a Massachusetts village
-a boy named Eli Whitney. His father had a farm, on
-which there was also a tool shop. This was the most
-wonderful place in the world to young Eli. Whenever he
-had a moment to spare, he was sure to be working away
-with his father's lathe or cabinet tools. At the age of
-twelve he made a good violin. After that people with
-broken violins came to him to have them mended.</p>
-
-<p>One day, when his father had gone to church, Eli got
-Mr. Whitney's fine watch and took it all apart. He
-then showed his wonderful mechanical ability by putting
-it together again, and it ran as smoothly as before.
-During the war he made quite a bit of money as a nail-smith.
-At college he helped pay his expenses by mending
-things and doing a carpenter's work.</p>
-
-<p><span class="pagenum"><a name="Page_227" id="Page_227">[Pg 227]</a></span></p>
-
-<div class="sidenote"><strong>Goes
-to
-Georgia
-to teach</strong></div>
-
-<p>If Eli Whitney were living to-day he would surely
-have been an engineer. But there were no engineers in
-those days, so he decided to teach. He found a position
-in far-off Georgia, and took passage on a ship to Savannah.
-On board ship he found the widow of the old war
-hero, General Nathanael Greene, whom he had met a
-short time before. She liked the young man for his
-friendly nature and his intelligence. He had a very
-pleasant voyage. But sad was his disappointment
-when he arrived at Savannah! The people who had
-asked him to come had engaged another tutor, and he
-was left without a position.</p>
-
-<div class="sidenote"><strong>Invited
-to
-Mulberry
-Grove</strong></div>
-
-<p>He was in a strange place, without money, and did not
-know what to do. Just then came an invitation to visit
-at Mulberry Grove, where Mrs. Greene lived. He went
-gladly and was treated very kindly. He made many
-new friends. The men liked the interest he took in their
-farms and their work. The children were his friends
-because he made for them wonderful toys of all sorts.</p>
-
-<div class="sidenote"><strong>Cotton
-fiber
-separated
-from
-seed
-by
-hand</strong></div>
-
-<p>One day some visitors were talking with Mrs. Greene
-about cotton. This plant was little grown at that time.
-People knew that it had a fine soft fiber which could be
-made into excellent cloth. But the fiber had to be separated
-from the seed before it could be spun. In those
-days the seeds were taken out by hand, and even a skillful
-slave could clean only about a pound a day. Think of
-working a whole day for a handful of cotton! Because
-of this difficulty, cotton was very expensive, more so
-even than wool or linen. Only well-to-do people could
-wear cotton clothes.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_228a.jpg" width="540" height="341" alt="" />
-<div class="caption"><p>ELI WHITNEY WORKING ON HIS COTTON GIN</p></div>
-</div>
-
-
-<p><strong>114. The Cotton Gin Invented.</strong> One of the visitors
-said that a machine ought to be invented which would<span class="pagenum"><a name="Page_228" id="Page_228">[Pg 228]</a></span>
-clean the cotton. Mrs. Greene thought of Whitney. She
-had seen him make many wonderful things. She believed
-he could make
-such a machine,
-and asked him to
-try. He thought
-about it, and believed
-he could
-make iron fingers
-do the work that
-the fingers of the
-slaves had done.</p>
-
-<div class="sidenote"><strong>Whitney
-sets to
-work</strong></div>
-
-<div class="sidenote"><strong>Invents
-cotton
-gin</strong></div>
-
-<p>Whitney got a
-basketful of cotton and fixed up a shop. Then he went
-to work. He had a good deal of trouble, but he kept on.
-One day he called in Mrs. Greene and her overseer and
-proudly showed them his little machine, made of rollers
-and wires and brushes. Into this he poured the cotton
-just as it came from the field. When he turned a crank
-the soft, clean cotton came tumbling out of one side and
-the seeds out of another. This was the cotton gin, which
-in a few years was to change the entire life of the South.</p>
-
-<p>A few years before Whitney made the cotton gin a
-vessel came to Liverpool with cotton from the United
-States. The people in Liverpool were astonished. They
-did not know that cotton grew in America! As soon as
-Whitney began to sell his new machines, all the South
-became a great cotton field. In 1825, the year of
-Whitney's death, the South shipped abroad thirty-seven
-million dollars' worth of cotton, more than that of all
-other goods exported from this country!</p>
-
-<div class="sidenote"><strong>More
-slaves
-brought
-into
-the
-South</strong></div>
-
-<p>Before this time many planters had thought that<span class="pagenum"><a name="Page_229" id="Page_229">[Pg 229]</a></span>
-slavery was unnecessary. But when Whitney's gin
-made cotton growing so profitable, they had to have
-many more laborers to raise this new crop. Thousands
-of black slaves were sold to the cotton-growing parts of
-the South. The planters then believed they could not
-grow cotton without slaves, and it took a terrible war
-to settle the great question of slave labor.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THOMAS JEFFERSON, WHO WROTE THE DECLARATION OF
-INDEPENDENCE, FOUNDED THE DEMOCRATIC PARTY,
-AND PURCHASED THE LOUISIANA TERRITORY</h3>
-
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_229a.jpg" width="540" height="535" alt="" />
-<div class="caption"><p>WHERE JEFFERSON WENT TO SCHOOL BEFORE HE WENT
-TO WILLIAM AND MARY COLLEGE</p></div>
-</div>
-
-<div class="sidenote"><strong>Jefferson
-born in
-Virginia</strong></div>
-
-<div class="sidenote"><strong>A lover
-of books
-from
-boyhood</strong></div>
-
-
-<p><strong>115. The Early Years of Jefferson.</strong> The author of
-the Declaration of Independence was born in 1743, near
-Charlottesville, Virginia. Like most other Virginia boys,
-Thomas Jefferson
-lived on a large
-plantation, and
-spent much time
-in hunting, fishing,
-and horseback riding.
-While yet a
-boy, and throughout
-his long life,
-Jefferson loved
-books and studied
-hard every subject
-that came before
-his mind.</p>
-
-<div class="sidenote"><strong>Goes to
-William
-and Mary
-College</strong></div>
-
-<p>When seventeen
-years old he rode
-away to Williamsburg to attend the College of William
-and Mary, the second oldest college in America.</p>
-
-<p><span class="pagenum"><a name="Page_230" id="Page_230">[Pg 230]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_230a.jpg" width="540" height="339" alt="" />
-<div class="caption"><p>THE OLD CAPITOL, WILLIAMSBURG</p>
-
-<p><em>Here Jefferson heard Patrick Henry make his famous
-Caesar-Charle the First speech</em></p></div>
-</div>
-
-<div class="sidenote"><strong>A wonderful
-old town</strong></div>
-
-<p>Although Williamsburg was the capital of the largest
-and oldest of all the colonies, it had scarcely more than two
-hundred houses,
-and not more
-than a thousand
-people. But it
-was a wonderful
-town in Jefferson's
-eyes, although it
-had but one main
-street. The capitol
-stood at one
-end of the street
-and the college at the other. It was the first town
-Thomas Jefferson had ever seen.</p>
-
-<p>At the opening of the House of Burgesses, Jefferson
-saw the best people in the Old Colony come pouring in.
-The planters came in fine coaches drawn by beautiful
-horses. The wives and daughters came to attend the
-governor's reception, and to enjoy meeting their old
-friends.</p>
-
-<div class="sidenote"><strong>He knew
-great
-men</strong></div>
-
-<p>Jefferson became acquainted with the great men of
-his colony, and with many young men who were to be
-the future leaders in America. Here he met Patrick
-Henry, a student in a law office. Jefferson liked the
-fun-making Henry, and the two young men enjoyed
-many happy hours together, playing their violins.</p>
-
-<div class="sidenote"><strong>Studies
-law</strong></div>
-
-<p>After his graduation Jefferson remained in his old
-college town to study law in the office of one of Virginia's
-ablest lawyers. Henry often lodged in Jefferson's rooms
-when he came to attend the meetings of the Burgesses.
-When Henry made his stirring speech against the Stamp<span class="pagenum"><a name="Page_231" id="Page_231">[Pg 231]</a></span>
-Act, Jefferson stood in the doorway of the House and
-listened spellbound to his friend's fiery eloquence.</p>
-
-<div class="sidenote"><strong>Jefferson
-a member
-of the
-House of
-Burgesses</strong></div>
-
-<p>In a few years Jefferson himself was honored with a
-seat in the House of Burgesses. He immediately took a
-leading part in opposing the tax on tea. The king's governor
-became angry and sent the members of the House
-of Burgesses home. But before they went, the bolder
-ones met and signed a paper which pledged the people
-of Virginia to buy no more goods from England.</p>
-
-<div class="figcenter" style="width: 466px;">
-<img src="images/i_231a.jpg" width="466" height="540" alt="" />
-<div class="caption"><p>JEFFERSON AND HIS WIFE AT MONTICELLO</p></div>
-</div>
-
-<div class="sidenote"><strong>Marries
-and begins
-life
-at Monticello</strong></div>
-
-<p>The next important event in Jefferson's life was his
-falling in love, and his marriage to a young widow. She
-was beautiful in looks, winning in her manner, and rich
-in lands and slaves. Jefferson took his young wife to a
-handsome mansion
-which he had built
-on his great plantation.
-He called the
-home Monticello.
-Here these two Virginians,
-like Washington
-and his wife
-at Mount Vernon,
-spent many happy
-days.</p>
-
-<div class="sidenote"><strong>A rich
-man</strong></div>
-
-<p>Jefferson, with his
-wife's estate added
-to his own, was a very
-wealthy man. Together
-they owned
-at this time nearly a
-hundred thousand acres of land and three hundred slaves.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_232a.jpg" width="540" height="222" alt="" />
-<div class="caption"><p>THE RALEIGH TAVERN, WILLIAMSBURG</p>
-
-<p><em>When barred from the House of the Burgesses the Committee of
-Correspondence met in this tavern</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Committee
-of
-Correspondence</strong></div>
-
-<p>But stirring events took Jefferson away from the quiet<span class="pagenum"><a name="Page_232" id="Page_232">[Pg 232]</a></span>
-life at Monticello. After his marriage, he went to the
-meeting of the Burgesses, and there with other leaders
-formed a Committee
-of Correspondence.
-This
-committee wrote
-to the other colonies
-to get news
-of what the leaders
-were doing,
-and to tell them
-what the men in Virginia were planning to do. Each of the
-other colonies appointed committees of correspondence.
-They kept the news going back and forth as fast as
-rapid horsemen could carry it. These committees had a
-strong influence in uniting the colonies against England.</p>
-
-<div class="sidenote"><strong>In the
-Continental
-Congress</strong></div>
-
-
-<p><strong>116. Writes the Declaration of Independence.</strong> In
-1775 the Burgesses chose Thomas Jefferson, Richard
-Henry Lee, and Benjamin Harrison as delegates to the
-Continental Congress in Philadelphia. In this Congress
-Richard Henry Lee made a motion declaring that the
-thirteen colonies were free and independent of Great
-Britain.</p>
-
-<p>The Congress appointed Thomas Jefferson of Virginia,
-John Adams of Massachusetts, Benjamin Franklin of
-Pennsylvania, Roger Sherman of Connecticut, and
-Robert R. Livingston of New York, to draw up a Declaration
-of Independence.</p>
-
-<div class="sidenote"><strong>Jefferson
-writes
-the Declaration
-of Independence</strong></div>
-
-<p>When these great men met to talk over the Declaration,
-the others urged Jefferson to do the writing, for he was
-able to put his thoughts on paper in plain, strong words.
-How important that the Declaration should be well<span class="pagenum"><a name="Page_233" id="Page_233">[Pg 233]</a></span>
-written, and should contain powerful reasons for breaking
-away from England and setting up an independent
-government! A large number of people in America
-were opposed to separating from England. Besides, good
-reasons must be given to those brave Englishmen who,
-like Pitt and Burke, had been our defenders in Parliament.</p>
-
-<div class="sidenote"><strong>The other
-members
-liked
-what
-Jefferson
-wrote</strong></div>
-
-<p>When Jefferson showed what he had written, the others
-liked it so well only a few words were changed. Even
-after several days' debate in Congress, only a few more
-words were changed. Then it was signed by the members
-of the Congress and sent out for all the world to see why
-America was driven to fight for independence.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_233a.jpg" width="540" height="348" alt="" />
-<div class="caption"><p>SIGNING THE DECLARATION OF INDEPENDENCE</p>
-
-<p><em>From the first historical painting of John Trumbull, now in the
-rotunda of the Capitol at Washington</em></p></div>
-</div>
-
-<p>John Hancock, the president of the Congress, was the
-first to sign the Declaration, and he did so in large letters,
-saying that George III might read his name without<span class="pagenum"><a name="Page_234" id="Page_234">[Pg 234]</a></span>
-spectacles. He also said: "We must all hang together
-in this matter." "Yes," replied Franklin, "we must all
-hang together, or we shall hang separately."</p>
-
-<p>Jefferson returned to Virginia, and later became
-governor, on the resignation of Patrick Henry.</p>
-
-<div class="sidenote"><strong>Minister
-to
-France</strong></div>
-
-<div class="sidenote"><strong>Helps
-France
-become a
-republic</strong></div>
-
-<p>After the war was over and England had taken her
-armies home, Congress sent Thomas Jefferson as minister
-to France (1785). The French people liked Jefferson very
-much, because, like Franklin, he was very democratic,
-and treated all men alike. The French people were just
-beginning to overthrow the power of their king, and plan
-a republic. Jefferson told them how happy the Americans
-were since they had broken away from George III.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_234a.jpg" width="540" height="421" alt="" />
-<div class="caption"><p>JEFFERSON WELCOMED BACK TO MONTICELLO
-BY HIS NEGROES</p></div>
-</div>
-
-<div class="sidenote"><strong>Greeted
-by his
-slaves</strong></div>
-
-<p>After five years Jefferson returned home. When his
-negro slaves heard that he was coming back to Monticello
-they went several miles to greet him. When the carriage
-reached home they carried him on their shoulders into
-the house. The
-slaves were happy
-for Jefferson, like
-Washington, was
-a kind master,
-and hoped for the
-day to come when
-slavery would be
-no more.</p>
-
-<div class="sidenote"><strong>First
-Secretary
-of
-State</strong></div>
-
-<p>Washington
-had just been
-elected the first
-President of the
-United States (1789), and was now looking for a good
-man to be his adviser on questions relating to foreign<span class="pagenum"><a name="Page_235" id="Page_235">[Pg 235]</a></span>
-nations. He chose Thomas Jefferson to do that work
-and gave him the office of Secretary of State.</p>
-
-<div class="figcenter" style="width: 351px;">
-<img src="images/i_235a.jpg" width="351" height="540" alt="" />
-<div class="caption"><p>THOMAS JEFFERSON</p>
-
-<p><em>From a painting by Rembrandt Peale, now
-in the possession of the New York Historical
-Society, New York City</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Leader
-of the
-Democratic-Republican
-party</strong></div>
-
-<p>Congress disputed and
-debated over the best ways
-of paying the Revolutionary
-War debt, and also over
-the question as to whether
-America should take sides
-with France in the great war
-between that country and
-England. The people also
-disputed over these questions,
-and formed themselves
-into two parties. One, the
-Democratic-Republican, was
-led by Thomas Jefferson,
-and the other, the Federalist
-party, was led by Alexander
-Hamilton.</p>
-
-<div class="sidenote"><strong>Elected
-president</strong></div>
-
-
-<p><strong>117. Jefferson President.</strong>
-In 1800 the people elected
-Jefferson president. He was very popular because he
-was a friend of the poor as well as of the rich people. He
-declared that the new national government should in
-every way be plain and simple, instead of showy like the
-governments of Europe.</p>
-
-<p>Presidents Washington and Adams had had fine receptions,
-where people wore wigs, silver shoe buckles, and
-fine lace. When Jefferson became president he did
-away with all this show and style.</p>
-
-<div class="sidenote"><strong>Reduces
-expenses</strong></div>
-
-<p>Jefferson also pleased the people by reducing the
-expenses of the government. He cut down the number<span class="pagenum"><a name="Page_236" id="Page_236">[Pg 236]</a></span>
-of government clerks, soldiers in the army, and sailors in
-the navy. He spent just as little money as possible in
-running the government.</p>
-
-<p>One of Jefferson's most important acts while president
-was the purchase of Louisiana. Thanks to George
-Rogers Clark and his brave men, England had been
-forced to give the United States the Mississippi as our
-western boundary.</p>
-
-<div class="sidenote"><strong>Napoleon
-forces
-Spain to
-give
-France
-Louisiana</strong></div>
-
-<p>In 1800 Napoleon, the great French general, forced
-Spain to give France all the region then known as
-Louisiana, which extended from the Mississippi to the
-Rocky Mountains, and from Canada to the Gulf of
-Mexico. Spain, a weak country, had already refused to
-permit American boats to use the mouth of the Mississippi.
-What if Napoleon should send his victorious army to
-Louisiana and close the Mississippi entirely? Jefferson
-saw the danger at once, and sent James Monroe to Paris
-to help our minister, Robert R. Livingston, one of the
-signers of the Declaration of Independence, buy New
-Orleans and a strip of land on the east side of the Mississippi
-River near its mouth.</p>
-
-<div class="sidenote"><strong>Sells
-Louisiana
-to
-America</strong></div>
-
-<p>Napoleon was about to enter on a terrible war with
-England, and needed money badly. He was only too
-glad to sell all of Louisiana for fifteen million dollars
-(1803). This was more than Livingston was told to
-buy, but he and Monroe accepted his offer.</p>
-
-<div class="sidenote"><strong>The greatness
-of the
-purchase</strong></div>
-
-<p>If you will count the number of great states which
-have been carved out of the "Louisiana Purchase," and
-look at the great cities and the number of towns which
-have grown up within "old Louisiana," you will understand
-why great honor is given to the men who purchased
-this vast region.</p>
-
-<p><span class="pagenum"><a name="Page_237" id="Page_237">[Pg 237]</a></span></p>
-
-<div class="sidenote"><strong>The
-Lewis
-and Clark
-expedition</strong></div>
-
-<p>In the very next year Jefferson sent out an expedition
-under the command of Meriwether Lewis and William
-Clark to explore this vast country of Louisiana. With
-white men, Indians, and boats they made their way
-slowly up the Missouri, across the mountains, and down
-the Columbia River to the Pacific coast.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_237a.jpg" width="540" height="333" alt="" />
-<div class="caption"><p>THE UNITED STATES IN 1803, AFTER THE LOUISIANA PURCHASE</p></div>
-</div>
-
-<div class="sidenote"><strong>Louisiana
-Purchase
-Exposition</strong></div>
-
-<p>The wonderful stories told by Lewis and Clark gave
-Americans their first real knowledge of parts of the
-Louisiana Purchase and of the Oregon region. In 1904,
-America, with the help of all the great nations of the
-world, celebrated at St. Louis the buying of this region
-by holding the Louisiana Purchase Exposition.</p>
-
-<div class="sidenote"><strong>President
-a second
-time</strong></div>
-
-<div class="sidenote"><strong>Friends
-visit him
-at Monticello</strong></div>
-
-<p>In 1804 Jefferson was elected president again by a
-greater majority than before. After serving a second
-term, he, like Washington, refused to be president for a
-third time. He retired to Monticello, where he spent his
-last days pleasantly and where hundreds of friends from<span class="pagenum"><a name="Page_238" id="Page_238">[Pg 238]</a></span>
-all parts of America and Europe came to consult him.
-The people called him the "Sage of Monticello."</p>
-
-<div class="sidenote"><strong>Died July
-4, 1826</strong></div>
-
-<p>Jefferson lived to see the first two great states, Louisiana
-and Missouri, carved out of the Louisiana Purchase. He
-died at Monticello, July 4, 1826. On the same day, at
-Quincy, Massachusetts, died his longtime friend, John
-Adams. These two patriots, one the writer the other
-the defender of the Declaration of Independence, died
-just half a century after it was signed.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>LEWIS AND CLARK, AMERICAN EXPLORERS IN THE
-OREGON COUNTRY</h3>
-
-
-<div class="sidenote"><strong>A vast
-unexplored
-country</strong></div>
-
-<div class="sidenote"><strong>Gray
-visits
-the
-Pacific</strong></div>
-
-
-<p><strong>118. Discovery of the Columbia River.</strong> The purchase
-of the Louisiana territory by Jefferson opened up a great
-new field for settlers. It was necessary to know something
-about the new territory. It was a vast unexplored
-country stretching from the Mississippi River to the
-Rockies. The Pacific shore had already been visited by
-explorers. Boston merchants had sent Captain Robert
-Gray to the Pacific coast to buy furs of the Indians. He
-did not try to find an overland route, but sailed around
-South America and up the coast to Vancouver Island,
-where he obtained a rich cargo of furs. He then made his
-way across the Pacific to China, and came back to Boston
-by way of the Cape of Good Hope&mdash;the first American
-to carry the Stars and Stripes around the world.</p>
-
-<div class="sidenote"><strong>Discovers
-the
-mouth
-of the
-Columbia</strong></div>
-
-<p>On a second voyage to the same region, in the good ship
-<em>Columbia</em>, Gray discovered the mouth of a great river
-(1792). Up this river he went for nearly thirty miles,
-probably the first white man to sail upon its waters.
-Captain Gray named the river the Columbia after his
-vessel. The Indians had called it the Oregon.</p>
-
-<p><span class="pagenum"><a name="Page_239" id="Page_239">[Pg 239]</a></span></p>
-
-<div class="figcenter" style="width: 409px;">
-<img src="images/i_239a.jpg" width="409" height="540" alt="" />
-<div class="caption"><p>CAPTAIN MERIWETHER LEWIS</p>
-
-<p><em>From the original painting by Charles
-Wilson Peale in Independence Hall,
-Philadelphia</em></p></div>
-</div>
-
-
-<p><strong>119. The Lewis and Clark Expedition.</strong> The next
-important step in finding a route to the Oregon country
-was the great expedition undertaken
-while Thomas Jefferson
-was yet president.</p>
-
-<div class="sidenote"><strong>Expedition
-leaves
-St. Louis</strong></div>
-
-<p>Lewis and Clark were two
-young men chosen by Jefferson
-to explore the region known
-as the Louisiana Purchase and
-to make their way across the
-Rocky Mountains to the Oregon
-country and to the Pacific.
-They chose forty-two men to go
-with them&mdash;some as soldiers,
-others as servants, and still
-others as hunters. From the
-little French village of St. Louis
-they began their adventurous journey in boats in the
-spring of 1804.</p>
-
-<p>Up the Missouri River they slowly made their way
-against the current of the muddy, rushing stream. At
-one time it was so swift that they could not force boats
-against it, and at another time the brushwood that came
-down the river broke their oars.</p>
-
-<div class="sidenote"><strong>Smoked
-the "pipe
-of peace"</strong></div>
-
-<p>Near where the city of Council Bluffs now stands,
-Lewis and Clark held a great meeting with the Indians.
-They told the Indians that the people of the United
-States and not the people of France were now the owners
-of this great land. Together they smoked the "pipe of
-peace," and the Indians promised to be friendly.</p>
-
-<p>On they went till the region near the Black Hills was
-reached. It was the fall of the year and the trees were<span class="pagenum"><a name="Page_240" id="Page_240">[Pg 240]</a></span>
-bright with color, and the wild ducks and geese in large
-numbers were seen going southward.</p>
-
-<div class="sidenote"><strong>Spent the
-winter
-with the
-Indians</strong></div>
-
-<p>The company spent the winter on an island sixteen hundred
-miles from St. Louis. The men built rude homes and
-fortified them. The Indians were friendly and the explorers
-spent many evenings around the wigwam fires listening
-to stories of the country the Indians had to tell them.</p>
-
-<div class="sidenote"><strong>The
-Rocky
-Mountains</strong></div>
-
-<p>In the spring they bade the Indians good-by, passed
-the mouth of the Yellowstone, and traveled on till the
-Rocky Mountains with their long rows of snow-covered
-peaks came into view.</p>
-
-<p>On the thirteenth day of June they beheld wonderful
-pictures of the "Falls of the Missouri." The water
-tore through a vast gorge a dozen miles or more in length.</p>
-
-<div class="figcenter" style="width: 409px;">
-<img src="images/i_240a.jpg" width="409" height="540" alt="" />
-<div class="caption"><p>CAPTAIN WILLIAM CLARK</p>
-
-<p><em>From the original painting by Charles
-Wilson Peale in Independence
-Hall, Philadelphia</em></p></div>
-</div>
-
-
-<p><strong>120. The Way over the Mountains.</strong> On they went
-until their boats could go no farther. They had reached
-rough and rugged hills and mountains. They climbed
-the heights as best they could.
-From now on the suffering was
-very great indeed.</p>
-
-<div class="sidenote"><strong>The
-source
-of the
-Missouri</strong></div>
-
-<p>One day Captain Lewis
-went ahead with three men to
-find Indian guides for the
-party. They climbed higher
-and higher until finally they
-came to a place where the
-Missouri River takes its rise.
-They went on and at last
-came to the western slope of
-the mountains, down which
-flowed a stream toward the
-Pacific Ocean.</p>
-
-<p><span class="pagenum"><a name="Page_241" id="Page_241">[Pg 241]</a></span></p>
-
-<div class="figcenter" style="width: 268px;">
-<img src="images/i_241a.jpg" width="268" height="540" alt="" />
-<div class="caption"><p>STATUE OF SACAJAWEA</p>
-
-<p><em>This Indian woman, as
-interpreter and guide,
-was a great aid to the
-exploring party</em></p></div>
-</div>
-
-<p>Finally Captain Lewis came upon a company of
-Indian women who could not get away. They all bowed
-their heads as if expecting to be
-killed. They led the white men to a
-band of Indians, who received them
-with all the signs of kindness they
-could show.</p>
-
-<div class="sidenote"><strong>Indians
-are
-friendly</strong></div>
-
-<p>Now they all turned back to find
-Clark and his party. When they
-reached Clark the Indians smoked
-the "pipe of peace" and Lewis and
-Clark told the Indians why the United
-States had sent them out.</p>
-
-<p>They were the first white men
-these Indians had ever seen. They
-looked the men over carefully and
-took a deep interest in their clothing,
-their food, and in their guns.</p>
-
-<div class="sidenote"><strong>Explorers
-suffer
-from
-hunger
-and cold</strong></div>
-
-<p>The mountains were now rough
-and barren and the streams ran through deep gorges. The
-explorers took an old Indian guide and crossed the Bitter
-Root Mountains into a valley of the same name. They
-followed an Indian trail over the mountains again and
-into the Clearwater. They suffered for want of food
-and on account of the cold. When they reached a tribe
-of the Nez Percé (Pierced Nose) Indians they ate so
-much they were all ill.</p>
-
-<div class="sidenote"><strong>Reach
-the
-Columbia
-River</strong></div>
-
-
-<p><strong>121. On Waters Flowing into the Pacific.</strong> In five
-log boats, which they had dug out of trees, they glided
-down the Clearwater to where it meets the Snake River.
-They camped near the spot where now stands the present
-town of Lewiston, Idaho. Then they embarked on the<span class="pagenum"><a name="Page_242" id="Page_242">[Pg 242]</a></span>
-Snake River and floated down to where it joins the
-mighty Columbia.</p>
-
-<p>They were among the Indians again, who had plenty
-of dried fish, for here is the home of the salmon, a fish
-found in astonishing numbers. The men had never
-seen so many fish before.</p>
-
-<div class="sidenote"><strong>Explorers
-reach the
-Pacific</strong></div>
-
-<p>The number of Indians increased as they went toward
-the Pacific. Finally the party of explorers passed through
-the Cascade Mountains and were once more on the
-smooth current of the Columbia. They soon beheld
-the blue waters of the Pacific.</p>
-
-<p>During their five months' stay on the Pacific, Captain
-Clark made a map of the region they had gone through.
-They repaired their guns and made clothes of the skins
-of elk and of other game.</p>
-
-<div class="sidenote"><strong>Lewis
-and
-Clark
-travel
-different
-routes</strong></div>
-
-<p>The Indians told them of a shorter route to the Falls
-of the Missouri, and Captain Lewis and nine men went
-by this route while Captain Clark with others retraced
-the old route. They saw nothing of each other for two
-months, when they all met again in August on the
-banks of the Missouri.</p>
-
-<div class="sidenote"><strong>All
-return to
-St. Louis</strong></div>
-
-<p>They reached St. Louis September 23, 1806. The
-people of the United States were glad to hear of the
-safe return of the exploring party, for they had long
-thought the men were dead.</p>
-
-<div class="sidenote"><strong>Rewarded
-by
-Congress</strong></div>
-
-<p>Both President Jefferson and Congress put great value
-upon the useful information that the expedition gathered.
-Congress rewarded every one connected with the expedition.
-Each man was granted double pay for the time
-he spent and was given three hundred acres of land. To
-Captain Lewis was given fifteen hundred acres and to Captain
-Clark a thousand acres. Lewis was appointed first<span class="pagenum"><a name="Page_243" id="Page_243">[Pg 243]</a></span>
-governor of Louisiana Territory and Clark was made
-the governor of Missouri Territory.</p>
-
-
-<p><strong>122. Fur Traders and Missionaries Lead the Way.</strong>
-Soon after this expedition the fur traders pushed their
-way across the Rocky Mountains from St. Louis to the
-Pacific. They found the "gateway of the Rockies,"
-called the South Pass, which opened the way to the
-Oregon country (1824).</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_243a.jpg" width="540" height="370" alt="" />
-<div class="caption"><p>LEWIS AND CLARK ON THEIR WAY DOWN SNAKE RIVER</p></div>
-</div>
-
-<div class="sidenote"><strong>The coming
-of
-the missionaries</strong></div>
-
-<p>After the fur traders came the missionary, Nathaniel
-Wyeth, a New Englander who led a party to the Columbia
-and established a post (1832). Five missionaries followed
-him and began to work among the Indians. Very soon
-Parker and Whitman went out to the Nez Percé Indians,
-who came over the mountains to meet them near the
-headwaters of the Green River. Parker returned with
-the Indians and visited Walla Walla, Vancouver, and<span class="pagenum"><a name="Page_244" id="Page_244">[Pg 244]</a></span>
-the Spokane and Colville regions. Whitman returned
-East, was married, and found a missionary, Spaulding,
-and his wife, and the party went out to the Oregon
-country to work among the Indians.</p>
-
-<div class="sidenote"><strong>The
-treaty
-of 1846</strong></div>
-
-
-<p><strong>123. The Boundary Established.</strong> During this time
-fur traders from Canada and Great Britain were occupying
-the Oregon country as far as the Columbia River.
-The United States and Great Britain made a treaty by
-which they agreed to occupy the country together. This
-treaty lasted till settlers from the United States made it
-necessary to have a new treaty. In 1846 a new treaty was
-made and the present northern boundary was established.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>OLIVER HAZARD PERRY, VICTOR IN THE BATTLE OF
-LAKE ERIE</h3>
-
-
-<div class="sidenote"><strong>A Rhode
-Islander</strong></div>
-
-
-<p><strong>124. A Young Man Who Captured a British Fleet.</strong>
-Perry was born in Rhode Island in 1785. He went to
-the best schools, and learned the science of navigation.
-At fourteen years of age he was a midshipman on his
-father's vessel, and before he was twenty-one he had
-served in a war against the Barbary pirates.</p>
-
-<div class="sidenote"><strong>Perry
-bitter
-toward
-the
-British</strong></div>
-
-<div class="sidenote"><strong>Ready
-for
-battle</strong></div>
-
-<p>When young Perry returned to his home the British
-were seizing American ships, claiming the right to search
-them for British sailors. Perry was very bitter toward
-the British for these insults to his country, and when
-war was declared he was eager to fight. A fleet of vessels
-was being built on Lake Erie, and Perry was sent as
-commandant to take charge of their construction. He
-promptly set to work, and in a few weeks the ships were
-ready for battle.</p>
-
-<div class="figcenter" style="width: 437px;">
-<img src="images/i_245a.jpg" width="437" height="540" alt="" />
-<div class="caption"><p>OLIVER HAZARD PERRY</p>
-
-<p><em>After an engraving by Edwin made in 1813
-from the Waldo picture</em></p></div>
-</div>
-
-<p>He immediately set sail for Put-In-Bay, where the
-British fleet was stationed. There he arranged his ships<span class="pagenum"><a name="Page_245" id="Page_245">[Pg 245]</a></span>
-for battle and raised a banner containing the last words
-of Captain Lawrence, who had been killed earlier in the
-war while bravely fighting.
-"Don't give up the ship!"
-were the words the flag
-showed as it was unfurled
-to the breeze.</p>
-
-<div class="sidenote"><strong>Drives
-the
-"Lawrence"
-into the
-British
-fleet</strong></div>
-
-<p>Driving his flagship, the
-<em>Lawrence</em>, right in among
-the enemy's ships, Perry
-made them turn all their
-cannon against it. The
-loss of life was dreadful,
-but Perry kept cool. When
-the last gun of the <em>Lawrence</em>
-could no longer be
-fired, he ordered a boat to
-be lowered and with some
-brave men rowed through a storm of shot and shell to
-the <em>Niagara</em>, another of Perry's large ships. Then he
-drove this ship into the midst of the fight. In fifteen
-minutes the two largest British ships struck their colors.
-The remainder of the fleet then surrendered.</p>
-
-<div class="sidenote"><strong>Broke
-British
-power
-in the
-West</strong></div>
-
-<p>This victory broke the British power in the West.
-Congress voted resolutions in praise of Perry and ordered
-a gold medal struck in his honor. Wherever he went
-the people paid him great attention, and at his home he
-was given a royal welcome.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>ANDREW JACKSON, THE VICTOR OF NEW ORLEANS</h3>
-
-
-<div class="sidenote"><strong>Jackson
-a Scotch-Irishman</strong></div>
-
-
-<p><strong>125. How a Poor Boy Began to Rise.</strong> Andrew
-Jackson was born of Scotch-Irish parents who had<span class="pagenum"><a name="Page_246" id="Page_246">[Pg 246]</a></span>
-emigrated from Ireland to South Carolina. His father
-died and his mother moved to North Carolina to be
-among her own people. Here, a few days after his
-father's death, in the same year in which England passed
-the Tea Act (1767), Andrew was born.</p>
-
-<div class="sidenote"><strong>Learns
-from the
-woods</strong></div>
-
-<p>Schools were few and poor. In fact, Andrew was
-too poor himself to do anything but work. He learned
-far more from the pine woods in which he played than
-from books. At nine he was a tall, slender, freckle-faced
-lad, fond of sports, and full of fun and mischief.
-But woe to the boy that made "Andy" angry!</p>
-
-<div class="sidenote"><strong>Learns to
-hate the
-British</strong></div>
-
-<p>When thirteen, he learned what war meant, for it was
-in the days of the Revolution when Colonel Tarleton
-came along and killed more than a hundred and wounded
-one hundred fifty of Jackson's neighbors and friends.
-Among the killed was one of the boy's own brothers.
-Andrew never forgave the British.</p>
-
-<div class="figcenter" style="width: 517px;">
-<img src="images/i_246a.jpg" width="517" height="540" alt="" />
-<div class="caption"><p>JACKSON REFUSES TO SHINE THE
-OFFICER'S BOOTS</p></div>
-</div>
-
-<div class="sidenote"><strong>A prisoner
-of war</strong></div>
-
-<div class="sidenote"><strong>Loses
-his
-mother</strong></div>
-
-<p>At fourteen he was taken
-prisoner by the British.
-"Boy," shouted an officer,
-"clean these boots!" "I
-will not," replied Jackson.
-"I am a prisoner of war,
-and claim to be treated as
-such." The officer drew his
-sword and struck Jackson
-a blow upon the head, and
-another upon the hand.
-These blows left scars
-which Jackson carried to
-his grave. He was taken a prisoner to Camden, where
-smallpox killed his remaining brother and left Andrew poor<span class="pagenum"><a name="Page_247" id="Page_247">[Pg 247]</a></span>
-and sickly looking. His mother had come to Camden to
-nurse her sons. A little later she lost her life in caring
-for American prisoners
-on British
-ships in Charleston
-Harbor, so
-Jackson was now
-an orphan of the
-Revolution.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_247a.jpg" width="540" height="382" alt="" />
-<div class="caption"><p>THE HERMITAGE NEAR NASHVILLE</p>
-
-<p><em>This historic house, the home of Andrew Jackson, is now
-owned by the state of Tennessee</em></p></div>
-</div>
-
-<div class="sidenote"><strong>A lawyer
-before
-twenty</strong></div>
-
-<p>After the Revolutionary
-times
-had gone by,
-Jackson studied
-law and at the
-age of twenty
-was admitted to practice in the courts of the state.</p>
-
-<div class="sidenote"><strong>Follows
-the
-settlers
-over the
-mountains</strong></div>
-
-<p>But stories of the beautiful country that were coming
-over the mountains from Tennessee, stirred his blood.
-He longed to go, and in company with nearly a hundred
-men, women, and children, Jackson set out for the
-goodly land.</p>
-
-<p>They crossed the mountains into east Tennessee, where
-was the town of Jonesboro, not far from where Governor
-Sevier lived.</p>
-
-<div class="sidenote"><strong>Outwits
-the
-Indians</strong></div>
-
-<p>Jackson and the others rested awhile before taking up
-their march to Nashville. From Jonesboro to Nashville
-they had to look out for Indians. Only once were they
-troubled. One night, when men, women, and children
-were resting in their rude tents, Jackson sat at the foot
-of a tree smoking his corncob pipe. He heard "owls"
-hooting near by. These were Indian signals. "A little
-too natural," thought Jackson. He aroused the people,<span class="pagenum"><a name="Page_248" id="Page_248">[Pg 248]</a></span>
-and silently they marched away. Another party, coming
-an hour or two later, stopped in the same place, and
-were massacred by Indians.</p>
-
-<div class="sidenote"><strong>Practicing
-law
-on the
-frontier</strong></div>
-
-<p>Arriving in Nashville, Jackson began the practice of
-law. To reach the court, he sometimes had to ride miles
-and miles, day after day, through thick forests where
-the Indians might lie in wait.</p>
-
-<p>When Tennessee was made a territory, Jackson became
-district attorney. He had many "ups and downs"
-with the bad men of the frontier. Jackson himself had
-a bad temper, and woe to the man who made him angry.
-He either got a sound thrashing or had to fight a duel.</p>
-
-<div class="sidenote"><strong>In
-Congress</strong></div>
-
-<p>When Tennessee became a state, Jackson was elected
-to Congress. A year or so afterward (1797) he was
-appointed a United States senator to fill a vacancy.
-But such a position did not give him excitement enough,
-so he resigned the next year and returned to Nashville.
-He was a frontier judge for a time, then he became a
-man of business.</p>
-
-<div class="sidenote"><strong>A call to
-arms</strong></div>
-
-
-<p><strong>126. How Jackson Won a Great Victory.</strong> When
-the War of 1812 broke out there was a call to arms!
-The British will capture New Orleans! Twenty-five
-hundred frontiersmen rallied to Jackson's call. He was
-just the man to lead them. They decided to go to New
-Orleans by water.</p>
-
-<p>Down the Cumberland to the Ohio in boats! Down
-the Ohio to the Mississippi, and down the Mississippi
-to Natchez! Here they stopped, only to learn that there
-were no British near.</p>
-
-<div class="sidenote"><strong>How he
-won the
-name
-"Old
-Hickory"</strong></div>
-
-<p>The twenty-five hundred men marched the long,
-dreary way home. Jackson was the toughest one among
-them. He could march farther and last longer without<span class="pagenum"><a name="Page_249" id="Page_249">[Pg 249]</a></span>
-food than any of them. The soldiers nicknamed him
-"Old Hickory."</p>
-
-<p>Once more he was at home, where he now was a great
-man among his friends. About this time Jackson had
-a fierce fight with Thomas H. Benton and received a
-pistol shot in the shoulder. Before he was again well the
-people who suffered from the Fort Mims massacre were
-calling loudly for help. Tecumseh had stirred up the
-Creeks to murder five hundred men, women, and children
-at this fort in Alabama.</p>
-
-<div class="figcenter" style="width: 450px;">
-<img src="images/i_249a.jpg" width="450" height="540" alt="" />
-<div class="caption"><p>JACKSON SHARES HIS ACORNS WITH THE
-HUNGRY SOLDIER</p></div>
-</div>
-
-<div class="sidenote"><strong>Another
-call to
-arms</strong></div>
-
-<div class="sidenote"><strong>Jackson
-and the
-hungry
-soldier</strong></div>
-
-<p>Twenty-five hundred men answered Jackson's call.
-They marched south through a barren country. Food
-was scarce. His army, almost starved, threatened to go
-home. A half-starved soldier saw Jackson sitting under
-a tree and asked him for something to eat. Looking up,
-Jackson said: "It has always been a rule with me never
-to turn away a hungry
-man. I will cheerfully
-divide with you."
-Then he drew from his
-pocket a few acorns,
-saying: "This is the
-best and only fare I
-have."</p>
-
-<p>But Jackson soon
-received reënforcements,
-and then, in spite of all
-these drawbacks, he
-broke the power of the
-Creeks in the great
-battle of Horseshoe
-Bend on the Tallapoosa<span class="pagenum"><a name="Page_250" id="Page_250">[Pg 250]</a></span>
-River in Alabama. After that the Indians were only
-too glad to cease fighting and sue for peace.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_250a.jpg" width="540" height="302" alt="" />
-<div class="caption"><p>A BREASTWORK OF COTTON BALES</p></div>
-</div>
-
-<div class="sidenote"><strong>A third
-call to
-arms</strong></div>
-
-<p>Jackson was
-hardly home again
-before President
-Madison made
-him a major-general,
-and sent him
-with an army to
-guard New Orleans
-from the British.</p>
-
-<p>After attacking and capturing Pensacola, a Spanish
-fort which the English occupied, he hurried his army on
-to New Orleans. Nothing had been done to defend the
-city. Jackson immediately declared martial law. He
-threw himself with all the energy he had into getting
-New Orleans ready, for the British troops were already
-landing.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_250b.jpg" width="540" height="339" alt="" />
-<div class="caption"><p>A LITTLE BREASTWORK OF SUGAR BARRELS</p></div>
-</div>
-
-<div class="sidenote"><strong>The two
-armies</strong></div>
-
-<p>The British general had twelve thousand veterans,
-fresh from their victory over the great Napoleon.
-Jackson had only
-half as many men.
-But nearly every
-man was a sharpshooter.
-They were
-riflemen from the
-wilds of Kentucky,
-Tennessee, and Mississippi,
-and every
-man was burning
-with an ardent desire to fight and defeat the redcoats.</p>
-
-<p>Jackson had not long to wait. On came the British<span class="pagenum"><a name="Page_251" id="Page_251">[Pg 251]</a></span>
-in solid column, with flags flying and drums beating.
-The fog was breaking away. Behind the breastworks
-stood the Americans with cannon loaded to the muzzle
-and with deadly rifles primed for the fight.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_251a.jpg" width="540" height="343" alt="" />
-<div class="caption"><p>THE BATTLE OF NEW ORLEANS</p>
-
-<p><em>Won by Jackson after peace was made, this battle helped to make him
-president and to change history</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The beginning
-of the
-battle</strong></div>
-
-<p>The cannon were the first to fire, but the redcoats
-closed up their shattered ranks, and moved on. Those
-lines of red! How splendid and terrible they looked!
-The Americans gave three cheers. "Fire!" rang out
-along the line. The breastworks were instantly a sheet
-of fire. Along the whole line it blazed and rolled. No
-human being could face that fire. The British soldiers
-broke and fled.</p>
-
-<div class="figcenter" style="width: 424px;">
-<img src="images/i_252a.jpg" width="424" height="540" alt="" />
-<div class="caption"><p>ANDREW JACKSON</p>
-
-<p><em>From a painting by Thomas Sully
-which hangs in the rooms of the
-Historical Society of Pennsylvania
-at Philadelphia</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The battle
-in
-earnest</strong></div>
-
-<div class="sidenote"><strong>The
-victory
-after the
-treaty</strong></div>
-
-<p>Once more they rallied, led by General Pakenham, a
-relative of the great Duke of Wellington. But who
-could withstand that fire? Pakenham was slain, and
-again his troops fled. The battle was over. The British<span class="pagenum"><a name="Page_252" id="Page_252">[Pg 252]</a></span>
-had lost two thousand six hundred men and the Americans
-only twenty-one! This victory was won after peace had
-been made between England
-and America. A ship was
-then hurrying to America with
-the glad news.</p>
-
-<div class="sidenote"><strong>Jackson
-a hero</strong></div>
-
-<p>Everywhere the people rejoiced
-greatly over the victory
-of New Orleans. Jackson
-was a great hero, and wherever
-he went crowds followed
-him, and cried out, "Long live
-the victor of New Orleans!"</p>
-
-<p>For several years Jackson
-remained at the head of the
-army in the South. The
-Seminole War was fought, and
-those Indians were compelled to make peace.</p>
-
-<div class="sidenote"><strong>Elected
-president</strong></div>
-
-
-<p><strong>127. The People's President.</strong> The people of the
-United States elected Jackson president in 1828, and
-reëlected him in 1832 by a greater majority than before,
-showing that he was very popular.</p>
-
-<div class="sidenote"><strong>Quarrels
-with the
-bank</strong></div>
-
-<div class="sidenote"><strong>Great
-men
-oppose
-Jackson</strong></div>
-
-<p>President Jackson had a quarrel with the men who
-were managing the United States Bank. This bank
-kept the money for the government. He ordered that
-the money of the government be taken out of this bank
-and put in different State Banks which were called
-"pet" banks. In the Senate of the United States at
-this time were three men of giant-like ability&mdash;Henry
-Clay, Daniel Webster, and John C. Calhoun. They
-joined together to oppose President Jackson in his fight
-against the United States Bank. These men made many<span class="pagenum"><a name="Page_253" id="Page_253">[Pg 253]</a></span>
-long and very bitter speeches against the president.</p>
-
-<p>The Senate finally passed a resolution blaming President
-Jackson for taking the money away from the United
-States Bank. President Jackson was furious. He wrote
-a protest and sent it to the Senate. The people in the
-states took sides, and the excitement spread to all parts
-of the country.</p>
-
-<div class="sidenote"><strong>Jackson
-and
-Benton
-friends</strong></div>
-
-<p>In the Senate was another great man, Thomas H.
-Benton of Missouri. Although Jackson and Benton
-had once fought a terrible duel in Nashville, they now
-were good friends. Benton attacked Clay, Webster,
-and Calhoun in powerful speeches and defended President
-Jackson in every way he could. At last, after
-several years, he succeeded in getting the Senate to
-expunge, or take away, from their records the resolution
-blaming President Jackson.</p>
-
-<div class="figcenter" style="width: 459px;">
-<img src="images/i_253a.jpg" width="459" height="540" alt="" />
-<div class="caption"><p>THE SCENE OF JACKSON'S CAMPAIGNS</p></div>
-</div>
-
-<p>There was great rejoicing
-among Jackson's
-friends, and Senator Benton
-was the hero of the
-day. President Jackson
-gave a great dinner party
-in Washington in Benton's
-honor.</p>
-
-<div class="sidenote"><strong>Nullification</strong></div>
-
-<p>For a long time South
-Carolina and other southern
-states had been complaining
-about the high
-tariff which Congress had
-passed. In 1832 South
-Carolina declared in a state convention that her people
-should not pay the tariff any longer. She resolved to<span class="pagenum"><a name="Page_254" id="Page_254">[Pg 254]</a></span>
-fight rather than obey the law and pay the tariff. This
-act of the convention was called nullification.</p>
-
-<div class="figcenter" style="width: 453px;">
-<img src="images/i_254a.jpg" width="453" height="540" alt="" />
-<div class="caption"><p>THE TOMB OF ANDREW JACKSON</p></div>
-</div>
-
-<div class="sidenote"><strong>President
-Jackson's
-proclamation</strong></div>
-
-<p>President Jackson was very
-angry when he heard of this
-act of South Carolina. He
-told General Scott to take
-soldiers and war vessels to
-Charleston, and enforce the
-law at all hazards. The president
-published a letter to
-the people of South Carolina,
-warning them not to nullify
-a law of Congress.</p>
-
-<div class="sidenote"><strong>Jackson
-a Union
-man</strong></div>
-
-<p>These acts made President
-Jackson very popular at the
-North, where the people all believed the president had
-saved the Union from breaking up.</p>
-
-<p>In 1837 his second term as president expired and he
-retired from public life after having seen his good friend,
-Martin Van Buren of New York, made president.</p>
-
-<div class="sidenote"><strong>Death at
-the Hermitage</strong></div>
-
-<p>Jackson returned to Tennessee, greatly beloved by
-the people. There, in his home, called the Hermitage,
-he spent the rest of his life. He died in 1845, at the age
-of seventy-eight.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Eli Whitney was born in Massachusetts.
-<em>2.</em> As a boy he was very much interested in tools,
-and worked in his father's shop with all kinds of mechanical
-contrivances. <em>3.</em> He earned his way through college doing
-carpenter work. <em>4.</em> After graduation he set out to teach in
-Savannah. <em>5.</em> He failed to get the situation, and went to
-visit a friend who had taken much interest in him. <em>6.</em> The
-South needed a machine to separate the cotton fiber from the<span class="pagenum"><a name="Page_255" id="Page_255">[Pg 255]</a></span>
-seed. <em>7.</em> Whitney set to work to make one, at the suggestion
-of his friend, Mrs. Greene. <em>8.</em> The cotton gin revolutionized
-the South. <em>9.</em> It made cotton raising the chief industry, and
-brought thousands of slaves into the country.</p>
-
-<p><em>10.</em> Thomas Jefferson, born in Virginia, loved books; while
-in college he met Patrick Henry. <em>11.</em> Went to the Burgesses
-and planned the committees of correspondence. <em>12.</em> Jefferson
-was sent to the Congress of 1776 and wrote the Declaration of
-Independence. <em>13.</em> After the war Jefferson was sent as
-Minister to France. <em>14.</em> Washington chose him as Secretary
-of State, and he founded the Democratic-Republican party.
-<em>15.</em> Jefferson was popular as president. <em>16.</em> He cut down
-expenses, and with his savings in running the government
-purchased Louisiana.</p>
-
-<p><em>17.</em> The Columbia River was discovered by Gray. <em>18.</em> The
-way to the Oregon country was made known by Lewis and
-Clark. <em>19.</em> The Indians received them with kindness along
-the route. <em>20.</em> They followed the Columbia until they reached
-the Pacific; Clark made a map of the region they had gone
-through. <em>21.</em> As a reward, Lewis was appointed governor of
-the Louisiana Territory and Clark of the Missouri Territory.
-<em>22.</em> Fur traders and missionaries soon found their way to the
-Oregon country.</p>
-
-<p><em>23.</em> Perry went to serve against the pirates, was eager to
-fight the English when war broke out, and was appointed
-commandant at Lake Erie. <em>24.</em> Perry built a fleet and won a
-famous victory over the English. <em>25.</em> A gold medal was
-struck in his honor by Congress.</p>
-
-<p><em>26.</em> Andrew Jackson was born of poor parents; learned from
-the woods more than from books. <em>27.</em> Jackson was captured
-by the British. <em>28.</em> His mother died nursing American soldiers.
-<em>29.</em> He studied law, went over the mountains to Nashville,
-and was elected to Congress. <em>30.</em> He also served as United
-States senator. <em>31.</em> Jackson defeated the Indians, captured
-Pensacola, and won a brilliant victory at New Orleans. <em>32.</em>
-Jackson was elected president and was opposed in his policy
-by Clay, Webster, and Calhoun. <em>33.</em> Threatened South
-Carolina over nullification. <em>34.</em> Died at the Hermitage in
-1845.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> What did Whitney like to do as a
-boy? <em>2.</em> How did he help himself through college? <em>3.</em> Why<span class="pagenum"><a name="Page_256" id="Page_256">[Pg 256]</a></span>
-did he go to Savannah? <em>4.</em> Whom did he meet on the way?
-<em>5.</em> Describe how cotton was then separated from the seed.
-<em>6.</em> Describe the action of the machine made by Whitney. <em>7.</em>
-What was the effect of his invention? <em>8.</em> How did the value
-of cotton shipped out of the country compare with other goods?
-<em>9.</em> What effect did the invention have on negro slavery in the
-South?</p>
-
-<p><em>10.</em> Name some things boys did on a Virginia plantation
-in Jefferson's time. <em>11.</em> Name some of Virginia's great men
-whom Jefferson knew. <em>12.</em> Explain how the committees of
-correspondence worked. <em>13.</em> Who were the men appointed
-to make a Declaration of Independence? <em>14.</em> Why did Jefferson
-write the Declaration? <em>15.</em> Why did French people like
-Jefferson? <em>16.</em> Picture Jefferson's return home. <em>17.</em> How
-was Jefferson fitted for Secretary of State? <em>18.</em> What were
-the people then disputing about, and who were their leaders?
-<em>19.</em> Why did Jefferson want the government to be plain and
-simple? <em>20.</em> Who wanted it different? <em>21.</em> Tell the story
-of the buying of Louisiana. <em>22.</em> Why did Americans think
-the buying a great event? <em>23.</em> Why did Jefferson not become
-president a third time? <em>24.</em> What can you tell of the friendship
-of John Adams and Thomas Jefferson? <em>25.</em> Describe
-the trip of Lewis and Clark up the Missouri River. <em>26.</em>
-How did the Indians on the way receive them? <em>27.</em> How
-did they return home? <em>28.</em> What offices were given Lewis
-and Clark?</p>
-
-<p><em>29.</em> What important command was given to Perry? <em>30.</em>
-Tell what he did when his ships were ready for the "Battle of
-Lake Erie." <em>31.</em> Picture the battle. <em>32.</em> What honors were
-given to Perry?</p>
-
-<p><em>33.</em> Where was Andrew Jackson born? <em>34.</em> Name some
-other boys who learned more from the woods than from books.
-<em>35.</em> Mention some early experiences Jackson had with the
-British soldiers. <em>36.</em> What other experiences did he have in
-the war? <em>37.</em> What led him to go to Nashville? <em>38.</em> Explain
-how Jackson outwitted the Indians. <em>39.</em> What did he do as
-a young lawyer? <em>40.</em> Tell the story of Jackson's first call to
-arms. <em>41.</em> Give a full account of Jackson's second call to
-arms. <em>42.</em> Imagine yourself one of Jackson's soldiers, and
-tell what you saw and heard at the battle of New Orleans.
-<em>43.</em> Give an account of Jackson's fight against the United<span class="pagenum"><a name="Page_257" id="Page_257">[Pg 257]</a></span>
-States Bank. <em>44.</em> Who was Thomas H. Benton, and why
-did he defend President Jackson? <em>45.</em> What action did South
-Carolina take in 1832, and what did the president do? <em>46.</em>
-Where did Jackson live after his last term as president?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Eli Whitney</span>: Brooks, <cite>The Story
-of Cotton</cite>, 90-99; Southworth, <cite>Builders of Our Country</cite>, Vol. II,
-108-116; Shillig, <cite>The Four Wonders</cite>, 1-32.</p>
-
-<p><span class="smcap">Jefferson</span>: Wright, <cite>Children's Stories of American Progress</cite>,
-55-85; Cooke, <cite>Stories of the Old Dominion</cite>, 180-192; Hart, <cite>How
-Our Grandfathers Lived</cite>, 317-320; Butterworth, <cite>In the Days of
-Jefferson</cite>, 32-168, 175-206, 216-264.</p>
-
-<p><span class="smcap">Perry</span>: Beebe, <cite>Four American Naval Heroes</cite>, 71-130;
-Wright, <cite>Children's Stories of American Progress</cite>, 130-144;
-Hart, <cite>How Our Grandfathers Lived</cite>, 241-242, 248-249; Glascock,
-<cite>Stories of Columbia</cite>, 172-174.</p>
-
-<p><span class="smcap">Jackson</span>: Brooks, <cite>Century Book of Famous Americans</cite>,
-162-172; Blaisdell and Ball, <cite>Hero Stories from American
-History</cite>, 185-198; Hart, <cite>How Our Grandfathers Lived</cite>, 284-291;
-Barton, <cite>Four American Patriots</cite>, 133-192; Frost, <cite>Old Hickory</cite>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE MEN WHO MADE THE NATION GREAT BY
-THEIR INVENTIONS AND DISCOVERIES</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>ROBERT FULTON, THE INVENTOR OF THE STEAMBOAT</h3>
-
-
-<div class="sidenote"><strong>How
-boats
-were
-driven</strong></div>
-
-
-<p><strong>128. The Invention of the Steamboat.</strong> Once there
-were no steam engines to drive boats. On sea and river
-they were driven by wind, and on canals they were
-pulled along by horses.</p>
-
-<div class="sidenote"><strong>Inventors
-before
-Fulton</strong></div>
-
-<p>James Rumsey on the Potomac, John Fitch on the
-Delaware, and William Longstreet on the Savannah had
-each invented and tried some kind of steamboat, before
-Robert Fulton.</p>
-
-<p>Fulton was born of Irish parents, in New Britain,
-Pennsylvania, in 1765. At the age of three he lost his
-father. Young Fulton had a great taste for drawing,
-painting, and inventing.</p>
-
-<p><span class="pagenum"><a name="Page_258" id="Page_258">[Pg 258]</a></span></p>
-
-<div class="figcenter" style="width: 383px;">
-<img src="images/i_258a.jpg" width="383" height="540" alt="" />
-<div class="caption"><p>ROBERT FULTON</p>
-
-<p><em>After the painting by Benjamin West</em></p></div>
-</div>
-
-<p>He went to Philadelphia, then the largest city in the
-Union, when he was twenty, and engaged in painting
-and drawing. His first savings
-were given to his widowed
-mother to make her comfortable.</p>
-
-<div class="sidenote"><strong>Studied
-under
-Benjamin
-West</strong></div>
-
-<p>Fulton finally decided to be
-an artist, and went to England
-to make his home with
-Benjamin West, a great painter
-who once lived at Philadelphia.</p>
-
-<div class="sidenote"><strong>Influenced
-to
-become
-an engineer</strong></div>
-
-<p>There he became acquainted
-with the Duke of Bridgewater,
-who influenced him to become
-a civil engineer. Fulton now
-met James Watt, who had
-greatly improved the steam
-engine. At one time the young man aided Watt in
-building an engine.</p>
-
-<div class="sidenote"><strong>Meets
-Livingston
-in
-France</strong></div>
-
-<p>Fulton next went to France, where he became interested
-in plans for inventing diving boats, torpedoes, and
-steamboats. Here he met Robert R. Livingston, a signer
-of the Declaration of Independence, then United States
-Minister to France. Livingston took a deep interest in
-his experiments in driving boats by steam, and furnished
-him the means to make them.</p>
-
-<div class="sidenote"><strong>Fulton's
-trial
-boats</strong></div>
-
-<p>Fulton made a "model" boat, which he left in France.
-Shortly afterward, he built a boat twenty-six feet long
-and eight feet wide. In this vessel he put a steam engine.
-The trial trips proved beyond a doubt that steamboats
-could be made.</p>
-
-<div class="sidenote"><strong>Twenty
-years'
-rights</strong></div>
-
-<p>Livingston believed in Fulton and his steamboat.<span class="pagenum"><a name="Page_259" id="Page_259">[Pg 259]</a></span>
-When he returned to New York, Livingston obtained
-from the legislature the right to navigate the waters of
-the state by steam for twenty years. The one condition
-was that the boat should go against the current of the
-Hudson at the rate of four miles an hour.</p>
-
-<div class="sidenote"><strong>Gets engine
-in
-England</strong></div>
-
-<div class="sidenote"><strong>The
-"Clermont"</strong></div>
-
-<p>Fulton got his engine from the inventors, Watt and
-Boulton, in England&mdash;the only place where suitable
-engines could be found. The engine came in 1806.
-A boat called the <em>Clermont</em> was built to carry it. She was
-one hundred thirty feet long and eighteen feet wide.
-She had a mast with a sail. At both ends she was decked
-over, and in the middle the engine was placed. Two
-large side-wheels dipped two feet into the water.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_259a.jpg" width="540" height="338" alt="" />
-<div class="caption"><p>SCENE ON A CANAL</p></div>
-</div>
-
-
-<p><strong>129. The "Clermont" Moves.</strong> At one o'clock in the
-afternoon of August 7, 1807, a great crowd gathered to
-see the first voyage of the <em>Clermont</em>. Many people did
-not expect to see the vessel go. They believed Fulton<span class="pagenum"><a name="Page_260" id="Page_260">[Pg 260]</a></span>
-and Livingston had spent their money for nothing.
-Fulton gave his signal from the deck of the <em>Clermont</em>.
-The people looked on in astonishment as the boat moved
-steadily up the pathway of the Hudson.</p>
-
-<div class="sidenote"><strong>A great
-victory
-for
-Fulton
-and Livingston</strong></div>
-
-<p>The <em>Clermont</em> kept on going till out of sight, and
-the crowds of wondering people went home hardly
-believing the evidence of their eyes. Up the river,
-against the current of the mighty Hudson, she made her
-way till Albany was reached. She had gone one hundred
-fifty miles in thirty-two hours, and won a great victory
-for Fulton and Livingston.</p>
-
-<div class="sidenote"><strong>Name
-of boat
-changed
-to "North
-River"</strong></div>
-
-<p>When winter came the <em>Clermont</em> was taken out of
-the water and rebuilt. They covered her from stem to
-stern with a deck. Under the deck they built two
-cabins, with a double row of berths. Everything was done
-to make her attractive in the eyes of the people. They
-changed her name to the <em>North River</em>. In the spring she
-made her trips regularly up and down the Hudson.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_260a.jpg" width="540" height="340" alt="" />
-<div class="caption"><p>THE "CLERMONT"</p></div>
-</div>
-
-<div class="sidenote"><strong>Steamboats
-appear on
-different
-rivers</strong></div>
-
-
-<p><strong>130. Steamboats on All the Rivers.</strong> In 1809 a
-steamboat was
-built on Lake
-Champlain,
-another on the
-Raritan, and a
-third on the
-Delaware.
-From this time
-forward, steamboats,
-carrying
-passengers and
-freight from place to place, began to appear on all the
-great rivers in the settled portions of the United States.</p>
-
-<p><span class="pagenum"><a name="Page_261" id="Page_261">[Pg 261]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_261a.jpg" width="540" height="409" alt="" />
-<div class="caption"><p>WATCHING THE "CLERMONT" ON ITS FIRST VOYAGE
-UP THE HUDSON</p></div>
-</div>
-
-<div class="sidenote"><strong>People
-along
-the Ohio
-frightened</strong></div>
-
-<p>In 1811 a steamboat was built on the Ohio River at
-Pittsburgh. It started on its trip down the beautiful
-Ohio. People
-gathered on the
-banks of the river
-to see it go by.
-The steamboat,
-at first, made a
-frightful noise.
-Hence when it
-came to places
-where news traveled
-slowly, the
-people were sometimes
-frightened,
-and the negroes, terror stricken, ran crying into the woods.</p>
-
-<div class="sidenote"><strong>A steamboat
-helped
-Jackson</strong></div>
-
-<p>In 1814 a steamboat carried supplies to General Jackson
-at New Orleans, and helped him to win the great battle
-fought there.</p>
-
-<p>Seven steamboats were running on the Ohio and the
-Mississippi at the close of the War of 1812. Before
-another year went by, a steamboat had made its way
-from New Orleans against the currents of the Mississippi
-and the Ohio rivers to Louisville, laden with goods from
-Europe.</p>
-
-<p>The steamboat had now won a place on the American
-rivers. It aided in the rapid settlement of the country.
-It made travel quick and easy, and it carried the goods of
-settlers up and down the rivers.</p>
-
-<div class="sidenote"><strong>Robert
-Fulton
-dies, 1815</strong></div>
-
-<p>Robert Fulton died in 1815, deeply mourned by all his
-countrymen, and was buried in Trinity churchyard,
-New York City.</p>
-
-<p><span class="pagenum"><a name="Page_262" id="Page_262">[Pg 262]</a></span></p>
-
-<div class="sidenote"><strong>Steamboats
-carry
-goods
-up the
-Mississippi</strong></div>
-
-<div class="sidenote"><strong>Erie
-Canal
-across
-New
-York</strong></div>
-
-
-<p><strong>131. The Erie Canal.</strong> Before Fulton invented the
-steamboat, supplies had been carried to the western
-settlers over the mountains from the East. Now,
-however, steamboats puffed up the Mississippi from
-New Orleans loaded down with goods that had been
-brought all the way from Europe. The settlers could get
-all the supplies they wanted and at a much lower cost.
-For this reason the merchants of New York and the East
-were in danger of losing all their trade with the settlers.
-They saw that they must have some connection with the
-West by water, and so they planned the Erie Canal.
-It took seven years to dig. When it was finished it
-was three hundred sixty-three miles long, forty feet wide,
-and four feet deep. The depth was later increased to
-seven feet. It stretched straight across the state of
-New York from Lake Erie to the Hudson River.</p>
-
-<p>In the autumn of 1825, when the canal was finished,
-there was a great celebration. A "fleet" of canal boats
-carried Governor Clinton of New York and a number of
-other distinguished men across the state.</p>
-
-<div class="sidenote"><strong>New York
-recovered
-her trade</strong></div>
-
-<p>The merchants of the East were no longer afraid of the
-Mississippi route, for they had a route of their own.
-The canal became the great highway of commerce from
-the East to the West and from the West to the East.
-New York recovered her trade, and flourishing cities grew
-up along the canal.</p>
-
-<p>But there were cities in the East that could not use
-the canal. Farther south they could not dig a canal
-across the mountains. All their goods had to be carried
-over the Cumberland Gap on the backs of horses. But
-a new means of travel and transportation had been
-invented, which was to far surpass the steamboat and<span class="pagenum"><a name="Page_263" id="Page_263">[Pg 263]</a></span>
-which was to help every city no matter where located.</p>
-
-<div class="sidenote"><strong>The
-first
-railroad</strong></div>
-
-
-<p><strong>132. Railroad Building.</strong> The first railroad in America
-was a very rude affair. There were no "palace cars"
-or steel rails, nor did the trains run at a speed of sixty
-miles an hour. Instead, cars that looked like huge
-wagons ran on wooden rails and were dragged along by
-horses.</p>
-
-<div class="sidenote"><strong>Stephenson's
-"Puffing
-Billy"</strong></div>
-
-<p>But George Stephenson had thought out a plan for a
-machine that would pull the cars along by steam. He
-called his engine "Puffing Billy." He kept at work
-always improving it. In 1825, after eleven years of hard
-work, he made an engine that could pull both passengers
-and freight.</p>
-
-<div class="sidenote"><strong>The
-first
-long
-railroad</strong></div>
-
-<p>In 1828 the first long railroad in America was started.
-A great ceremony took place. It was a very solemn
-occasion. Charles Carroll, the only living signer of the
-Declaration of Independence, drove the first spade into
-the ground where the first rail was to be laid. As he
-did so he said, "I consider this among the most important
-acts of my life, second only to that of signing the
-Declaration of Independence." This railroad was the
-famous Baltimore &amp; Ohio.</p>
-
-<p>Inventors continued to improve the locomotive. In
-1831 an American company built one which ran at the
-rate of fifteen miles an hour. At that time that was considered
-a very rapid rate.</p>
-
-<div class="sidenote"><strong>By rail
-from
-Boston to
-Buffalo</strong></div>
-
-<p>Since then railroad building and transportation have
-improved wonderfully. By 1842 one could travel by rail
-from Boston to Buffalo. But it was not until ten years
-later that Chicago was connected by rail with the East.</p>
-
-<div class="sidenote"><strong>To the
-Pacific
-coast</strong></div>
-
-<p>Gradually the railroads spread a network over the
-country. In 1857 St. Louis and Chicago were connected.<span class="pagenum"><a name="Page_264" id="Page_264">[Pg 264]</a></span>
-A railroad to the Pacific coast was much needed, and
-Congress voted an appropriation of $50,000,000 for the
-work. By 1869 the great work was completed. Other
-lines to the coast were started, and to-day many railroads
-cross the mountains, connecting the Pacific with the
-North, South, and Atlantic regions.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>SAMUEL F. B. MORSE, INVENTOR OF THE TELEGRAPH</h3>
-
-
-<div class="sidenote"><strong>Morse,
-1791</strong></div>
-
-
-<p><strong>133. The Coming of the Telegraph.</strong> Samuel Morse
-was born in Massachusetts (1791). His father was a
-Presbyterian minister. Young Morse went to the
-common schools and to Yale College.</p>
-
-<div class="figcenter" style="width: 477px;">
-<img src="images/i_264a.jpg" width="477" height="540" alt="" />
-<div class="caption"><p>MORSE WORKING ON HIS MACHINE</p></div>
-</div>
-
-<div class="sidenote"><strong>Paints
-portraits</strong></div>
-
-<p>In college he used his spare time in painting, and after
-graduation he went
-to England and
-studied under the
-best artists. He
-came home and for
-a time painted portraits
-for a living.</p>
-
-<div class="sidenote"><strong>The idea
-came to
-him of
-sending
-news by
-electricity</strong></div>
-
-<p>After having
-spent some years
-abroad, in work and
-study, Morse was
-again returning
-home from France
-when the idea of
-sending news by
-electricity first came
-to him.</p>
-
-<div class="figcenter" style="width: 397px;">
-<img src="images/i_265a.jpg" width="397" height="540" alt="" />
-<div class="caption"><p>THE FIRST TELEGRAPH
-INSTRUMENT</p></div>
-</div>
-
-<div class="sidenote"><strong>A
-machine
-and an
-alphabet</strong></div>
-
-<p>"Why can't it be?" said Morse to a friend, who
-answered, "There is great need of sending news by<span class="pagenum"><a name="Page_265" id="Page_265">[Pg 265]</a></span>
-electricity." He began, then and there, to plan a
-machine and to invent an alphabet. This was all done
-on shipboard. When he reached
-land he went to work with a will
-at his new-found problem.</p>
-
-<div class="sidenote"><strong>The
-hungry
-inventor</strong></div>
-
-<p>For a long time the work went
-on very slowly, for inventors must
-eat and sleep and pay their way
-in the world. While Morse was
-struggling over his machine and
-trying to make himself master of
-the strange force called electricity,
-he was very often hungry and at
-times even on the point of starvation.</p>
-
-<div class="sidenote"><strong>Alfred
-Vail</strong></div>
-
-<p>Now came a bright spot in his career. A young man
-named Alfred Vail, an excellent mechanic, saw Morse's
-telegraph instruments, and immediately believed they
-would be successful. Young Vail borrowed money and
-became Morse's assistant in the great work. For what
-he did he deserves credit next to Morse himself.</p>
-
-<div class="sidenote"><strong>Getting
-ready for
-Congress</strong></div>
-
-<div class="sidenote"><strong>Behind
-locked
-doors</strong></div>
-
-<p>A patent must now be had and the telegraph must be
-so improved that they could show it to a committee of
-Congress. It was arranged that Vail and a mechanic
-by the name of Baxter should do the work behind locked
-doors. For, if some one should happen to see the instruments,
-and obtain a patent first, then Morse and Vail
-would be ruined.</p>
-
-<div class="sidenote"><strong>The dot
-and dash
-alphabet</strong></div>
-
-<p>In the locked shop the two men worked steadily day
-after day. Vail made many improvements. Among
-these was the new "dot and dash" alphabet. At last,
-one day in January, 1838, everything was in complete<span class="pagenum"><a name="Page_266" id="Page_266">[Pg 266]</a></span>
-working order. Baxter, hatless and coatless, ran for
-Mr. Vail's father to come at once and see the telegraph
-work.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_266a.jpg" width="540" height="344" alt="" />
-<div class="caption"><p>MORSE SHOWING HIS COMPLETED WORK</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-final test</strong></div>
-
-<div class="sidenote"><strong>Patented
-in
-Morse's
-name</strong></div>
-
-<p>At one end of
-the wire stood
-young Vail, and
-at the other stood
-Morse. This wire
-was stretched
-around the room
-so that it was
-three miles in
-length. The elder
-Vail wrote: "A patient waiter is no loser." He said to
-his son: "If you can send this message, and Mr. Morse can
-read it at the other end, I shall be convinced." It was
-done, and there was great rejoicing. The invention was
-hurried to Washington,
-and young
-Vail took out a
-patent in the
-name of Morse.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_266b.jpg" width="540" height="428" alt="" />
-<div class="caption"><p>MORSE LISTENING TO CONGRESS MAKING
-FUN OF HIS INVENTION</p></div>
-</div>
-
-<div class="sidenote"><strong>Congressmen
-watch
-the instruments</strong></div>
-
-<p>Morse obtained
-permission to set
-up his telegraphic
-instruments in
-rooms in the
-capitol. These
-rooms were filled
-with congressmen
-watching the strange business. Members in one room
-would carry on witty conversations with persons in the<span class="pagenum"><a name="Page_267" id="Page_267">[Pg 267]</a></span>
-other room. This was great fun for those looking on.
-But it was slow work talking with members of Congress
-and winning their help.</p>
-
-<div class="figcenter" style="width: 404px;">
-<img src="images/i_267a.jpg" width="404" height="540" alt="" />
-<div class="caption"><p>SAMUEL F. B. MORSE</p>
-
-<p><em>From a photograph taken by
-Abraham Bogardus, New
-York City</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Congress
-makes
-fun of
-the idea</strong></div>
-
-
-<p><strong>134. The Government Aids.</strong>
-Finally Morse asked for thirty
-thousand dollars to build a line
-from Washington to Baltimore.
-The bill met opposition, one
-member moving that a part of
-the money be used in building
-a railroad to the moon, another
-that it be used in making experiments
-in mesmerism.</p>
-
-<div class="sidenote"><strong>Morse
-ruined if
-bill does
-not pass</strong></div>
-
-<p>Morse stood leaning against
-the railing which separated the
-outsiders from the members.
-He was greatly excited, and
-turning to a friend, said: "I
-have spent seven years and all that I have in making this
-instrument perfect. If it succeeds, I am a made man;
-if it fails, I am ruined. I have a large family, and not
-money enough to pay my board bill when I leave the city."</p>
-
-<div class="sidenote"><strong>Telegraph
-line to
-Baltimore
-built</strong></div>
-
-<div class="sidenote"><strong>The first
-message</strong></div>
-
-<p>It was ten o'clock, March 3, 1843, the last night of
-that Congress. Morse gave up and went to his hotel.
-In the morning a friend met and congratulated him on
-the action of Congress in granting thirty thousand
-dollars for his telegraph line&mdash;the last thing Congress did
-that night. Morse was surprised. The telegraph line
-to Baltimore was built and the first dispatch was ready
-to send. Morse called the young woman who had been
-the first to congratulate him, to send this first message:
-"What hath God wrought."</p>
-
-<p><span class="pagenum"><a name="Page_268" id="Page_268">[Pg 268]</a></span></p>
-
-<div class="figcenter" style="width: 510px;">
-<img src="images/i_268a.jpg" width="510" height="540" alt="" />
-<div class="caption"><p>THE TELEPHONE</p></div>
-</div>
-
-<div class="sidenote"><strong>Honors
-heaped
-on the
-inventor</strong></div>
-
-<p>The success of Morse was slow at first, but he lived to
-see the day when his instrument was used in Europe.
-He visited Europe again, was
-given gold medals, and
-received other rewards and
-honors from many of the
-rulers of the different European
-countries.</p>
-
-<div class="sidenote"><strong>Morse
-dies, 1872</strong></div>
-
-<p>He died in 1872 at the
-good old age of eighty-one.
-Congress and state legislatures
-paid tribute to his memory.</p>
-
-<div class="sidenote"><strong>The telephone</strong></div>
-
-
-<p><strong>135. A Wider Use for
-Electricity.</strong> Samuel Morse
-was hardly in his grave before a wonderful invention was
-made which called electricity into far wider use in carrying
-news. This new invention was the telephone, and
-two men, Bell and Gray, applied for patents on it at
-almost the same time.</p>
-
-<p>The instruments are wonderful conductors of sound,
-carrying, as they do, the actual words and tones of the
-voice.</p>
-
-<div class="sidenote"><strong>Marconi
-beats
-them all</strong></div>
-
-<p>But Marconi has gone beyond them all in his invention.
-He sends the electric wave forth without the aid of a wire,
-thus giving rise to wireless telegraphy.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>CYRUS WEST FIELD, WHO LAID THE ATLANTIC CABLE
-BETWEEN AMERICA AND EUROPE</h3>
-
-
-<div class="sidenote"><strong>Cyrus W.
-Field,
-1819</strong></div>
-
-<div class="sidenote"><strong>In business
-for
-himself</strong></div>
-
-
-<p><strong>136. The Atlantic Cable.</strong> Cyrus W. Field was born
-in Massachusetts in 1819. His grandfather was a
-Revolutionary soldier. Cyrus went to school in his
-native town of Stockbridge, and at fifteen was given a<span class="pagenum"><a name="Page_269" id="Page_269">[Pg 269]</a></span>
-place in a New York store at fifty dollars a year. Before
-he was twenty-one he went into business for himself.
-At the end of a dozen years he was the head of a prosperous
-firm. In 1853 he retired from active business.</p>
-
-<div class="sidenote"><strong>Why not
-span the
-Atlantic?</strong></div>
-
-<p>Field became interested in a man who was joining
-Newfoundland with the mainland by means of a telegraph
-line. "Why not make a telegraph line to span the
-Atlantic?" thought Field. He went to work, and put
-his schemes before Peter Cooper and other generous men.
-They believed in them.</p>
-
-<div class="sidenote"><strong>Englishmen
-also
-approve
-the plan</strong></div>
-
-<p>Field next went abroad and laid his plan before a
-number of Englishmen. He pleaded so eloquently that
-they, too, were convinced. He returned to America to
-lay the matter before Congress and ask that body to
-vote him a sum of money.</p>
-
-<div class="sidenote"><strong>President
-Pierce
-signs the
-bill</strong></div>
-
-<p>Congress was very slow about it, and the bill did not
-pass until the last days of that session. President Pierce
-signed it the last day of his term as president.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_269a.jpg" width="540" height="406" alt="" />
-<div class="caption"><p>PRESIDENT PIERCE SIGNING THE
-FIELD BILL</p></div>
-</div>
-
-<div class="sidenote"><strong>Half a
-million
-dollars
-gone</strong></div>
-
-<p>Field returned to England and watched over the making
-of his "cable." In August, 1857, everything was ready.
-The cable lay coiled on shipboard,
-ready to be let out in
-the Atlantic. The great ship
-started, and everything went
-well till three hundred thirty-five
-miles of the cable had
-been let out, when it broke
-in two. It was the same as
-losing half a million dollars.</p>
-
-<div class="sidenote"><strong>A second
-trial</strong></div>
-
-<div class="sidenote"><strong>Breaks
-again</strong></div>
-
-<p>Field went back to England
-and began promptly to prepare for a second trial. He
-then came to America and made arrangements to use<span class="pagenum"><a name="Page_270" id="Page_270">[Pg 270]</a></span>
-the <em>Niagara</em>, a large vessel. The British ship, <em>Agamemnon</em>,
-was also taken to help in this second trial. The
-ships started in mid-ocean, one going one way and one
-going the other way. This time only one hundred eleven
-miles were laid, when the cable again parted.</p>
-
-<div class="sidenote"><strong>A council
-of war</strong></div>
-
-<p>Field hastened to London to meet the men who had
-backed him in his undertaking with their money. It
-was a council of war after a terrible defeat! But Mr.
-Field did not believe in surrender, even to the sea.</p>
-
-<div class="sidenote"><strong>Success</strong></div>
-
-<p>On the seventeenth of July, 1858, the ships again set
-sail for mid-ocean. They "spliced" the cable, and
-the <em>Niagara</em> with Mr. Field on board sailed away for
-Newfoundland. The British ship went the other way.
-This time they were successful. Both countries were
-excited. Queen Victoria flashed a message under the
-sea to President Buchanan.</p>
-
-<div class="figcenter" style="width: 431px;">
-<img src="images/i_270a.jpg" width="431" height="540" alt="" />
-<div class="caption"><p>CYRUS W. FIELD</p>
-
-<p><em>From a photograph by Elliott
-and Fry, London</em></p></div>
-</div>
-
-<div class="sidenote"><strong>A great
-day in
-New
-York</strong></div>
-
-<p>Great was the rejoicing in New York, the home of
-Mr. Field. A religious service, expressive of the deep
-interest of the people in the
-success of his work, was held in
-Trinity Church, at which two
-hundred clergymen in gowns
-appeared; national salutes
-were fired, a great procession
-was formed, an address was
-made by the mayor of the city
-and, at a very late hour, a grand
-banquet was held. While the
-banquet was going on, the cable
-gave its last throb, and parted.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_271a.jpg" width="540" height="289" alt="" />
-<div class="caption"><p>LAYING THE FIRST ATLANTIC CABLE</p></div>
-</div>
-
-<div class="sidenote"><strong>The cable
-parts the
-third
-time</strong></div>
-
-<p>The very day that a whole
-city rose up to do honor to<span class="pagenum"><a name="Page_271" id="Page_271">[Pg 271]</a></span>
-the Atlantic telegraph and its author, it gave its last
-flash and then went to sleep forever in its ocean grave.</p>
-
-<div class="sidenote"><strong>After a
-wait of
-five years</strong></div>
-
-<p>After five
-years of slow and
-toilsome work,
-caused by the fact
-that the Civil
-War was raging
-in the United
-States, Cyrus W.
-Field was again
-ready. When the vessel, bearing the cable, was within
-six hundred miles of land, the cable broke again.</p>
-
-<div class="sidenote"><strong>The
-money
-subscribed</strong></div>
-
-
-<p><strong>137. The Final Success.</strong> An Anglo-American Telegraph
-Company was now formed. Mr. Field subscribed
-$50,000, Daniel Gooch $100,000, and another person
-promised to bear a part of the expense. On a Friday
-they set out and on another Friday they reached America
-with the cable safely laid. Mr. Field sent this message
-to England:</p>
-
-<div class="sidenote"><strong>"Hearts
-Content"</strong></div>
-
-<p>"Hearts Content, July 27, 1866. We arrived here
-at nine o'clock this morning. All well. Thank God,
-the cable is laid, and is in perfect working order."</p>
-
-<div class="sidenote"><strong>Effect on
-the civilized
-world</strong></div>
-
-<div class="sidenote"><strong>Great
-honor
-for Mr.
-Field</strong></div>
-
-<p>The success of this undertaking, after so many years
-of failure, produced a great effect throughout the civilized
-world. Mr. Field was the center of all rejoicing. Congress
-voted him a gold medal. England did honor to
-his name. The Paris Exposition of 1867 gave him the
-highest medal it had to bestow. From Italy he received
-a decoration. States and chambers of commerce in all
-parts of the nation passed resolutions in praise of his
-great work.</p>
-
-<p><span class="pagenum"><a name="Page_272" id="Page_272">[Pg 272]</a></span></p>
-
-<p>Finally he took a trip around the world and received
-honors from many nations. Mr. Field lived at Tarrytown,
-New York. He died in New York City in 1892,
-at the age of seventy-three.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>CYRUS H. M<sup>c</sup>CORMICK, INVENTOR OF THE REAPER</h3>
-
-
-<p><strong>138. Making Bread More Plentiful for Millions.</strong>
-It was only natural that Cyrus H. McCormick should be
-interested in inventions. His father, Robert McCormick,
-had fitted up many labor-saving devices for use on his
-farm. He tried to make a reaper, but it was a failure.</p>
-
-<p>One hundred years ago the common method of harvesting
-in this country was by "cradling" the grain. For
-this, a scythe with prongs on its handle was used. The
-prongs caught the grain and laid it in rows, ready to tie.</p>
-
-<div class="figcenter" style="width: 502px;">
-<img src="images/i_272a.jpg" width="502" height="540" alt="" />
-<div class="caption"><p>CYRUS HALL M<sup>c</sup>CORMICK</p></div>
-</div>
-
-<p>Cyrus Hall McCormick was born at Walnut Grove,
-West Virginia, in 1809. The boy was always interested
-in inventing. When fifteen,
-he invented a better grain
-cradle. At twenty-one he
-made a hillside plow that
-surpassed his father's. His
-great invention, the reaper,
-was made the following year.
-His friends all laughed at
-his machine, but he went on
-perfecting it. All his life
-Cyrus McCormick had to
-meet ridicule or bitter competition.
-But he came of
-Scotch-Irish fighting stock. He had the determination
-which battles its way to success.</p>
-
-<p><span class="pagenum"><a name="Page_273" id="Page_273">[Pg 273]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_273a.jpg" width="540" height="431" alt="" />
-<div class="caption"><p>THE FIRST M<sup>c</sup>CORMICK REAPER</p>
-
-<p><em>After a model of the original reaper</em></p></div>
-</div>
-
-<p>In 1834 the reaper was patented. It was shown at
-the World's Fair in London in 1851. It won a prize as
-the most valuable thing
-in the whole fair.</p>
-
-<p>Cyrus H. McCormick
-started to manufacture
-his machine at Chicago
-in 1847. The demand
-for reapers grew rapidly.
-When the Civil War called
-out one man in three from
-the North, there were
-enough reapers in use to
-equal the labor of one million slaves. The North not only
-fed itself but sent great quantities of grain to England.
-Cyrus McCormick's great invention did much to help the
-North abolish slavery.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_273b.jpg" width="540" height="209" alt="" />
-<div class="caption"><p>HARVESTING WITH MODERN MACHINERY</p></div>
-</div>
-
-
-<p><strong>139. Reapers for the West.</strong> The invention of the
-reaper made it possible for the West to be quickly settled.
-Before, farmers raised only the few acres they could be
-sure of harvesting. Grain is lost, if not cut a few days
-after it is ripe. The wide prairies of the West could not<span class="pagenum"><a name="Page_274" id="Page_274">[Pg 274]</a></span>
-be harvested by the old methods. Now on these great
-plains huge reapers drawn by engines sometimes cut
-forty-eight feet of grain in a single swathe.</p>
-
-<p>Because of the labor it saves, McCormick's invention
-has made the cost of bread low for millions of people.
-With hand-reaping half the people of the country would
-be busy producing nothing but bread. In the past most
-nations were never free from the danger of starvation.
-Now the world produces enough for all.</p>
-
-<p>A noted French society, when it elected McCormick a
-member, said that he had "done more for the cause of
-agriculture than any other living man."</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>ELIAS HOWE, INVENTOR OF THE SEWING MACHINE</h3>
-
-
-<div class="figcenter" style="width: 468px;">
-<img src="images/i_274a.jpg" width="468" height="540" alt="" />
-<div class="caption"><p>ELIAS HOWE</p></div>
-</div>
-
-
-<p><strong>140. A Time-Saving Invention.</strong> Elias Howe was a
-poor boy who won great riches through his invention, but
-spent most of his years in a
-long, dreary struggle with
-poverty.</p>
-
-<p>Elias was born in Massachusetts
-in 1819. His father
-was a poor man. He worked
-in his father's mill and then
-in the cotton mills of New
-England until he came to
-have a thorough knowledge
-of machinery. When he was
-twenty-four he began his
-great invention, the sewing
-machine.</p>
-
-<p>Sewing machines using a chain stitch had already been
-invented in England and France, but a chain stitch ravels<span class="pagenum"><a name="Page_275" id="Page_275">[Pg 275]</a></span>
-easily. Howe invented a lock stitch machine. Like
-earlier machines, it had a needle with an eye in its point
-to bring a loop of thread through
-the cloth. In chain stitching the
-needle at the next stitch passes
-through this loop. Howe instead
-passed a shuttle carrying a second
-thread through the loop. This
-made a firm lock stitch.</p>
-
-<div class="figcenter" style="width: 452px;">
-<img src="images/i_275a.jpg" width="452" height="540" alt="" />
-<div class="caption"><p>HOWE'S FIRST SEWING MACHINE</p></div>
-</div>
-
-<p>Howe tried to get tailors to buy
-his machine. He proved that it
-would sew seven times as fast as
-the best needleworkers. But they
-were afraid it would take work
-away from their men, and would have nothing to do with it.</p>
-
-<p>After patenting his machine, Howe took it to England,
-but there he remained as poor and unknown as before.</p>
-
-<p>Returning to New York he heard that unscrupulous
-men had stolen or "pirated" his ideas, and that the sale
-of sewing machines was now a thriving business. But
-Howe was determined to uphold his rights. In 1859,
-after a battle of many years in the law courts, he secured
-the full and complete title to his invention.</p>
-
-
-<p><strong>141. A Turn in Fortune.</strong> The man who had faced
-poverty and rebuffs all his days now came into great
-wealth. His income each year would be equal to-day to
-at least a million dollars.</p>
-
-<p>Sewing machines have now become almost a necessity
-in all American homes. It is hard to realize the amount
-of close, slow, exacting work from which Howe's machine
-has released women everywhere. The work of the most
-skillful needlewomen is not to be compared in speed and<span class="pagenum"><a name="Page_276" id="Page_276">[Pg 276]</a></span>
-evenness with machine stitching. Garments now can be
-produced in vastly greater quantities than by hand work,
-and machine stitching is much more durable.</p>
-
-<p>When the Civil War came, Howe's sewing machine
-made tents, shoes, and uniforms for the great Union army
-which would not have had them in time otherwise. Howe
-himself enlisted as a private and served while his health
-lasted. He died in 1867 when only forty-eight years old.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Fulton's invention greatly increased
-commerce before the coming of railroads. <em>2.</em> Congress granted
-Morse money to build a telegraph line, after many delays.
-<em>3.</em> Bell and Gray invented the telephone. <em>4.</em> Marconi invented
-wireless telegraphy. <em>5.</em> Cyrus Field after many failures laid a
-permanent cable across the Atlantic in 1866. <em>6.</em> McCormick's
-reaper hastened the settlement of the West. <em>7.</em> Howe became
-rich through the invention of the sewing machine.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Tell of early attempts to build steamboats.
-<em>2.</em> Give the story of the <em>Clermont</em>. <em>3.</em> Give an account
-of the steps by which Morse won success. <em>4.</em> How many
-attempts did Field make before a permanent cable was laid?
-<em>5.</em> What was the great importance of McCormick's reaper?
-<em>6.</em> Describe Howe's first sewing machine.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Robert Fulton</span>: Glascock, <cite>Stories
-of Columbia</cite>, 186-188; Wright, <cite>Children's Stories of American
-Progress</cite>, 104-120; Thurston, <cite>Robert Fulton</cite>.</p>
-
-<p><span class="smcap">Samuel F. B. Morse</span>: Trowbridge, <cite>Samuel Finley Breeze
-Morse</cite>; Mowry, <cite>American Inventions and Inventors</cite>, 270-277;
-Holland, <cite>Historic Inventions</cite>, 168-188.</p>
-
-<p><span class="smcap">Bell and Gray</span>: Holland, <cite>Historic Inventions</cite>, 215-232.</p>
-
-<p><span class="smcap">Cyrus West Field</span>: Judson, <cite>Cyrus W. Field</cite>; Doubleday,
-<cite>Stories of Inventors</cite>, 3-16; Mowry, <cite>American Inventions and
-Inventors</cite>, 278-285.</p>
-
-<p><span class="smcap">Cyrus H. McCormick</span>: Brooks, <cite>The Story of Corn</cite>, 218-220;
-Forman, <cite>Stories of Useful Inventions</cite>, 91-96; Sanford, <cite>The Story
-of Agriculture in the United States</cite>, 144-149.</p>
-
-<p><span class="smcap">Elias Howe</span>: Hubert, <cite>Inventors</cite>, 99-110.</p></div>
-
-<p><span class="pagenum"><a name="Page_277" id="Page_277">[Pg 277]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE MEN WHO WON TEXAS, THE OREGON
-COUNTRY, AND CALIFORNIA</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>SAM HOUSTON, HERO OF SAN JACINTO</h3>
-
-
-<div class="sidenote"><strong>Houston
-among
-the
-Cherokees</strong></div>
-
-
-<p><strong>142. Sam Houston.</strong> Young Houston was born of
-Scotch-Irish parents, in Virginia (1793). His father had
-fought under General Morgan in the Revolution. Sam
-Houston did not have much schooling, and when but
-thirteen his family moved to east Tennessee. Made
-angry by his older brother, he left home and went to
-live with the Cherokee Indians. He liked the wild life
-of the Indians and took part with the Indian boys in
-their pastimes of hunting, fishing, and playing at games.</p>
-
-<div class="figcenter" style="width: 483px;">
-<img src="images/i_277a.jpg" width="483" height="540" alt="" />
-<div class="caption"><p>THE BATTLE OF HORSESHOE BEND</p>
-
-<p><em>Here Houston, under Jackson in the victory over the Creeks,
-won great distinction</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Returns
-home</strong></div>
-
-<div class="sidenote"><strong>Wounded
-in
-battle</strong></div>
-
-<p>He was now
-eighteen. He
-returned home
-and went to
-school a term
-at Marysville
-Academy. In
-the war of 1812
-General Jackson
-called the men
-of Tennessee to
-arms. Young
-Houston responded
-to the
-call, and fought
-against the Indians
-in the great
-"Battle of Horseshoe
-Bend."<span class="pagenum"><a name="Page_278" id="Page_278">[Pg 278]</a></span>
-After doing heroic deeds, he was dangerously wounded.
-Houston was a long time in getting well.</p>
-
-<div class="figcenter" style="width: 378px;">
-<img src="images/i_278a.jpg" width="378" height="540" alt="" />
-<div class="caption"><p>SAM HOUSTON</p>
-
-<p><em>From a photograph by Matthew B.
-Brady in the collection of the War
-Department, Washington, D.C.</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Elected
-to
-Congress</strong></div>
-
-<p>At twenty-five he began to
-study law in Nashville and in
-six months&mdash;just a third of
-the time said to be necessary&mdash;he
-was ready to practice.
-Houston's rise in the law and
-in the favor of the people was
-rapid. He went from one position
-to another until the people
-elected him to Congress.</p>
-
-<div class="sidenote"><strong>Governor
-of Tennessee</strong></div>
-
-<div class="sidenote"><strong>Forsakes
-his home</strong></div>
-
-<p>He was in Congress four
-years. He won many friends
-by his gracious behavior. The
-people of Tennessee made him
-their governor. But suddenly,
-without warning, Houston resigned
-as governor, and forsook his home and friends. He
-sailed down the Mississippi River to the Arkansas, and
-up this river several hundred miles to the land of his
-early friends, the Cherokees, whom the United States
-government had sent to that far-away country.</p>
-
-<div class="sidenote"><strong>Returns
-to the
-Cherokees</strong></div>
-
-<div class="sidenote"><strong>The old
-chief's
-welcome</strong></div>
-
-<p>Here Houston found the old chief&mdash;now the head of
-his tribe&mdash;who had adopted him as a son years before
-on the banks of the Tennessee. The chief threw his
-arms around him in great affection and said: "My son,
-eleven winters have passed since we met. My heart
-has wondered often where you were; and I heard you
-were a great chief among your people.... I have
-heard that a dark cloud had fallen on the white path
-you were walking, and when it fell ... you turned<span class="pagenum"><a name="Page_279" id="Page_279">[Pg 279]</a></span>
-your thoughts to my wigwam. I am glad of it,&mdash;it was
-done by the Great Spirit.... My wigwam is yours,
-my home is yours, my people are yours,&mdash;rest with us."</p>
-
-<div class="sidenote"><strong>Visits
-Washington</strong></div>
-
-<p>When Andrew Jackson became President of the United
-States Houston went, in his Indian dress, on a visit to
-Washington. He was warmly received by his old friend
-from Tennessee.</p>
-
-<div class="sidenote"><strong>Visits
-Tennessee</strong></div>
-
-<p>Once more he turned his face toward the wilderness.
-He stopped in Tennessee and was warmly greeted by
-old friends. He did not stay long in Tennessee.</p>
-
-<div class="sidenote"><strong>Hastens
-to Texas</strong></div>
-
-<p>Neither did he stay long with the Cherokees, but hastened
-to Texas, where the people were already murmuring
-against the treatment they were receiving from Mexico.</p>
-
-<div class="sidenote"><strong>Texas
-declares
-independence</strong></div>
-
-<p>The people of Texas finally issued a declaration of
-independence. Thereupon the Mexicans resolved to
-send a large army into Texas and force the revolutionists
-into submission to the government.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_279a.jpg" width="540" height="334" alt="" />
-<div class="caption"><p>THE ALAMO, SAN ANTONIO</p>
-
-<p><em>Of its defense by Travis, Crockett, and their few
-men it was said, "Thermopylae had her messenger
-of woe&mdash;the Alamo had none"</em></p></div>
-</div>
-
-<p>A most important event of this war was the capture,
-by a large Mexican force, of an old mission building
-used as a fortress, called the Alamo. It was defended
-by one hundred
-forty men, among
-them the famous
-"Davy" Crockett,
-Colonel Travis,
-and Colonel
-Bowie&mdash;the inventor
-of the bowie
-knife. Only six
-Texans were alive
-after the capture
-of the fortress.<span class="pagenum"><a name="Page_280" id="Page_280">[Pg 280]</a></span>
-These heroic men died, fighting the Mexicans to the last.</p>
-
-<div class="figcenter" style="width: 432px;">
-<img src="images/i_280a.jpg" width="432" height="540" alt="" />
-<div class="caption"><p>THE FLAG OF THE TEXAS
-REPUBLIC</p></div>
-</div>
-
-<div class="sidenote"><strong>"Remember
-the
-Alamo!"</strong></div>
-
-<p>"Remember the Alamo!" became the war cry of every
-Texan. The Mexicans were approaching,
-five thousand strong,
-under General Santa Ana. General
-Houston commanded the
-Texans, about seven hundred in all.</p>
-
-<div class="sidenote"><strong>Massacre
-of Goliad</strong></div>
-
-<p>Suddenly the news came that
-General Fannin and his men, five
-hundred in number, had been
-massacred by the Mexicans at
-Goliad. The cause of Texan independence
-looked dark indeed.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_280b.jpg" width="540" height="474" alt="" />
-<div class="caption"><p>HOUSTON AT SAN JACINTO</p>
-
-<p><em>Where his battle cry, "Remember the Alamo!"
-won Texas independence from Mexico</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Houston's
-retreat</strong></div>
-
-<p>Houston began a retreat of two
-hundred fifty miles to the eastward. Santa Ana followed
-closely after him, but scattered his men, just as Houston
-wanted him to do, until he had with him only eighteen
-hundred men.
-They were now on
-the banks of the
-San Jacinto.</p>
-
-<div class="sidenote"><strong>Battle
-of San
-Jacinto</strong></div>
-
-<p>Houston waited
-till the Mexicans
-were a bit careless,
-then seven
-hundred Texans
-charged the
-breastworks of the
-Mexicans. After
-the first fire they
-clubbed their guns
-and went at it,<span class="pagenum"><a name="Page_281" id="Page_281">[Pg 281]</a></span>
-pioneer fashion, with the cry, "Remember the Alamo!"
-The right and the left wings of the Mexicans gave way
-first, and then the center.</p>
-
-<div class="figcenter" style="width: 277px;">
-<img src="images/i_281a.jpg" width="277" height="540" alt="" />
-<div class="caption"><p>SCENE OF HOUSTON'S CAMPAIGN</p></div>
-</div>
-
-<div class="sidenote"><strong>Retreat
-of the
-Mexicans</strong></div>
-
-<p>They retreated, expecting
-to cross a deep, narrow bayou
-or stream on a log bridge,
-but Houston had had the
-bridge destroyed. The slaughter
-was terrific. The stream
-was choked with Mexicans
-and their horses.</p>
-
-<div class="sidenote"><strong>Santa
-Ana
-captured
-and sent
-to visit
-Washington</strong></div>
-
-<p>Santa Ana was captured
-and was turned over to the
-Texan government. Many
-thought he ought to die
-because of the massacres at
-the Alamo and Goliad, but
-Houston, generous toward the
-beaten man, sent him on to
-visit Washington.</p>
-
-<div class="sidenote"><strong>Houston
-elected
-president
-of Texas</strong></div>
-
-<p>Houston had been badly
-wounded, and sailed to New
-Orleans for medical care.
-He returned to be elected first president of the "Lone
-Star Republic," as Texas was called. He was reëlected
-for a second term and served his country well.</p>
-
-<div class="sidenote"><strong>Annexation
-of
-Texas</strong></div>
-
-<p>Houston wanted Texas made a part of the United
-States. This was afterwards done, and war followed
-with Mexico.</p>
-
-<p>In 1845 Texas sent Houston to the United States
-Senate, where he served his state for fourteen years. He
-was devoted to our national Union. He died in 1863.</p>
-
-<p><span class="pagenum"><a name="Page_282" id="Page_282">[Pg 282]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>DAVID CROCKETT, GREAT HUNTER AND HERO OF
-THE ALAMO</h3>
-
-
-<div class="sidenote"><strong>Crockett
-found
-his
-schooling
-in the
-woods</strong></div>
-
-
-<p><strong>143. A Brave Backwoodsman.</strong> At the close of the
-Revolution, Tennessee was still largely a wilderness.
-Here David Crockett was born in 1786. In those days
-schools on the frontier were few and poor, and young
-"Davy" found most of his schooling in the backwoods.
-He learned to know the woods and streams and the
-animals that lived in them. As a boy he spent most of
-his time hunting and trapping. As a young man he was
-one of the most famous rifle shots in the United States.</p>
-
-<p>When the Creek War broke out, he enlisted under
-Andrew Jackson to march against the Indians. The
-young rifleman fought so well under "Old Hickory"
-that Tennessee made him a colonel.</p>
-
-<div class="sidenote"><strong>Elected
-to
-Congress</strong></div>
-
-<p>He had become a famous hunter and fighter. He
-thought he would try politics next. Instead of making
-political speeches, he went about from place to place
-telling stories. The people liked both him and his stories
-so well that they elected him to the legislature. A few
-years later they sent him to Congress.</p>
-
-<div class="sidenote"><strong>Returns
-to the
-wilderness</strong></div>
-
-<div class="sidenote"><strong>Joins
-the fight
-at the
-Alamo</strong></div>
-
-<p>By and by Crockett grew tired of civilization. He
-wanted to get back to the wilderness. His old home was
-too well settled to suit him. So he wandered to Texas.
-Here he heard that the Mexicans were surrounding the
-Americans at San Antonio. "Davy" Crockett loved a
-good fight too well to stay away. He hastened to join
-the small band of brave men who were defending the
-Alamo. All could have escaped had they chosen to do
-so, but with iron courage these hundred and forty stayed
-and defied Santa Ana's thousands.</p>
-
-<div class="figcenter" style="width: 538px;">
-<img src="images/i_283a.jpg" width="538" height="540" alt="" />
-<div class="caption"><p>MAP OF THE WEST AFTER THE WAR WITH MEXICO</p>
-
-<p><em>Showing the territory added to the United States after the
-Louisiana Purchase</em></p></div>
-</div>
-
-<p>For several days the Mexicans were held at a distance.<span class="pagenum"><a name="Page_283" id="Page_283">[Pg 283]</a></span>
-They dared not bring their cannon close to the building,
-for the concealed sharpshooters picked off the men who
-tried to man the
-guns. Old Crockett
-himself laid
-low five men in
-charge of one cannon.</p>
-
-<div class="sidenote"><strong>David
-Crockett
-fights to
-the last</strong></div>
-
-<p>The fall of the
-Alamo was however
-merely a
-question of time.
-Little by little the
-walls were battered
-down, and
-finally the Mexicans
-were ready to
-storm. On they
-came, a great
-charging mass. The American riflemen shot them down
-by scores, but when one Mexican fell another took his
-place. One by one the fearless defenders fell. The last
-man to go down was Davy Crockett.</p>
-
-<p>It is said that he stood with his back to the wall,
-fighting to the last, and that the Mexicans, afraid to
-meet him hand to hand, shot him down from a distance.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOHN C. FREMONT, THE PATHFINDER OF THE ROCKY
-MOUNTAINS</h3>
-
-
-<div class="sidenote"><strong>His
-father
-a French
-refugee</strong></div>
-
-
-<p><strong>144. A Great Explorer.</strong> Fremont's father was a
-Frenchman who was driven to America by the terrible
-French Revolution. John Charles Fremont was born at<span class="pagenum"><a name="Page_284" id="Page_284">[Pg 284]</a></span>
-Savannah (1813) while his parents were on a journey
-through the South. His father died soon after, and his
-mother went to live in Charleston, South Carolina.</p>
-
-<div class="sidenote"><strong>Goes to
-South
-America</strong></div>
-
-<p>After a time at a good school, Fremont entered the
-junior class in Charleston College (1828). After leaving
-college he spent two and a half years on a voyage to
-South America.</p>
-
-<div class="sidenote"><strong>Becomes
-a civil
-engineer</strong></div>
-
-<p>On his return he joined a company of engineers sent by
-the governor to explore the mountains between South
-Carolina and Tennessee, in order to find a suitable place
-for a railroad. This work was through a region rough,
-wild, and full of beauty. It gave young Fremont a taste
-for exploration which never left him.</p>
-
-<p>Fremont's longing for a wild life was gratified when
-he was made assistant to a famous Frenchman who was
-exploring the wild region between the upper Missouri
-River and Canada.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_284a.jpg" width="540" height="324" alt="" />
-<div class="caption"><p>THE PATHWAYS OF THE EARLY EXPLORERS OF THE WEST</p></div>
-</div>
-
-<div class="sidenote"><strong>Marries
-Senator
-Benton's
-daughter</strong></div>
-
-<p>After this work Fremont returned to Washington and<span class="pagenum"><a name="Page_285" id="Page_285">[Pg 285]</a></span>
-later married Jessie Benton, the daughter of the senator
-from Missouri. Thomas H. Benton was a great friend
-of President Jackson.</p>
-
-<div class="figcenter" style="width: 466px;">
-<img src="images/i_285a.jpg" width="466" height="540" alt="" />
-<div class="caption"><p>JOHN C. FREMONT</p>
-
-<p><em>After a photograph from life</em></p></div>
-</div>
-
-<p>Fremont was now related to
-a powerful man who was deeply
-interested in the growth of the
-"Great West." Benton's repeated
-speeches on the "West"
-and on the "Oregon Country"
-called attention to the importance
-of the Pacific slope.</p>
-
-<div class="sidenote"><strong>Receives
-permission
-to
-explore
-South
-Pass</strong></div>
-
-<p>In 1842 Fremont, now a lieutenant
-of engineers, received
-permission from the government
-to explore the South Pass of the
-Rocky Mountains. With a party made up largely of
-French Canadians, and assisted by that famous guide,
-Kit Carson, he passed up the Kansas River, crossed
-to the Platte, went up this river, and thus reached the
-South Pass.</p>
-
-<div class="sidenote"><strong>Unfurls
-the Stars
-and
-Stripes
-on Fremonts
-Peak</strong></div>
-
-
-<p><strong>145. On the Watershed.</strong> Standing on the watershed
-of a continent, he saw the beginnings of rivers that flow
-into the Atlantic, and of others that stretched away
-through unknown regions to the Pacific. He took four
-men and climbed what has since been called Fremonts
-Peak, one of the highest of the Rockies, about 13,800
-feet above the sea. At the top Fremont unfurled the
-Stars and Stripes in all its glory!</p>
-
-
-<p><strong>146. A Pathway to the Pacific.</strong> Fremont reported
-his discovery at Washington and immediately applied
-for orders to make an expedition to discover a more
-southerly route to California and Oregon.</p>
-
-<p><span class="pagenum"><a name="Page_286" id="Page_286">[Pg 286]</a></span></p>
-
-<div class="figcenter" style="width: 513px;">
-<img src="images/i_286a.jpg" width="513" height="540" alt="" />
-<div class="caption"><p>GAZING OUT AT THE BEGINNINGS
-OF RIVERS</p></div>
-</div>
-
-<div class="sidenote"><strong>Beholds
-Great
-Salt Lake</strong></div>
-
-
-<p>He left the little town of Kansas City with his guide,
-Kit Carson, in May, 1843. In September, after traveling
-seventeen hundred miles,
-the little party beheld the
-shores of Great Salt Lake.
-What feelings must have stirred
-the breasts of men shut in for
-months by mountains, at seeing
-what appeared to be an ocean,
-here in the midst of a continent!
-Little did they dream of that
-hardy band of immigrants, so
-soon to follow, who would
-make the shores of this sea blossom like a garden. Fremont
-wrote: "As we looked over that vast expanse of
-water and strained our eyes along the silent shores,
-over which hung so much doubt and uncertainty, I could
-hardly repress the almost irresistible desire to continue
-our exploration."</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_286b.jpg" width="540" height="402" alt="" />
-<div class="caption"><p>FREMONT'S MEN BUILDING A FIRE IN THE SNOW</p></div>
-</div>
-
-<div class="sidenote"><strong>Reaches
-Fort Vancouver</strong></div>
-
-<p>After making
-preparations, the
-party crossed over
-to a branch of the
-Columbia River.
-Down this stream
-they traveled until
-Fort Vancouver
-was reached on
-November 4. Here
-Fremont was the
-guest of the governor of the British Hudson Bay Company.</p>
-
-<div class="figcenter" style="width: 503px;">
-<img src="images/i_287a.jpg" width="503" height="540" alt="" />
-<div class="caption"><p>FREMONT'S EXPEDITION REACHING SUTTER'S
-FORT, CALIFORNIA</p></div>
-</div>
-
-<div class="sidenote"><strong>Travel
-in deep
-snow</strong></div>
-
-<div class="sidenote"><strong>Crossing
-the Sierra
-Nevada</strong></div>
-
-<p>November 10, on the way home, the little party started<span class="pagenum"><a name="Page_287" id="Page_287">[Pg 287]</a></span>
-to make the circuit of the Great Basin, a vast depression
-beyond the east wall of the Sierra Nevada. But very
-soon they found
-deep snow on the
-mountains. Turning
-to the west at
-about the latitude of
-San Francisco, Fremont
-determined to
-cross the Sierra Nevada
-into the valley
-of the Sacramento.
-The river was not
-many miles distant.</p>
-
-<p>But what miles!
-Up and down, up
-and down that snowy
-mountain range,
-which the Indians
-told him no man could cross in winter, with snow lying
-upon it as deep as the dark forest trees were high, and
-places where, if a man slipped off, he would fall half a
-mile without stopping!</p>
-
-<div class="sidenote"><strong>In the
-Valley of
-the Sacramento</strong></div>
-
-<p>They attempted to cross without a guide, in the
-dead of winter. In forty days the men and the surviving
-horses&mdash;a woeful procession crawling along one by
-one, skeleton men leading skeleton horses&mdash;arrived at
-Sutter's Fort (Sacramento) in the beautiful valley of the
-Sacramento. Here genial warmth, trees in foliage,
-grassy ground, and flowers made a fairy contrast to the
-famine and freezing they had met on the mountains
-they had climbed.</p>
-
-<p><span class="pagenum"><a name="Page_288" id="Page_288">[Pg 288]</a></span></p>
-
-<p>After enjoying the hospitality of Colonel Sutter,
-Fremont again crossed the mountains farther to the
-south, where the beautiful San Joaquin River makes a
-gap or pass.</p>
-
-<div class="sidenote"><strong>Sees the
-Mohave
-Desert</strong></div>
-
-<p>When he reached the top of the pass Fremont beheld
-the plains of the Mohave Desert. An Indian said to
-him: "There is neither water nor grass&mdash;nothing;
-every animal that goes upon them dies."</p>
-
-<div class="sidenote"><strong>End of
-second
-expedition</strong></div>
-
-<p>Pushing forward with great energy, he reached Utah
-Lake, thus having nearly made the circuit of the Great
-Basin.</p>
-
-<p>Fremont hastened to Washington with the story of
-his discoveries. General Scott now recommended that
-he be made captain.</p>
-
-<div class="sidenote"><strong>Third expedition</strong></div>
-
-<p>Fremont's third expedition, with Carson as a helper,
-began in the spring of 1845, and aimed to explore the
-Great Basin and the coast of California and Oregon.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_288a.jpg" width="540" height="478" alt="" />
-<div class="caption"><p>THE UNFURLING OF THE AMERICAN FLAG IN CALIFORNIA</p>
-
-<p><em>The Stars and Stripes were raised for the first time in
-California near Monterey in 1846</em></p></div>
-</div>
-
-<div class="sidenote"><strong>War
-breaks
-out</strong></div>
-
-
-<p><strong>147. In the Mexican
-War.</strong> Little
-did Fremont&mdash;or
-any of his men&mdash;think
-what fortune
-had in store for
-them. On his way
-to the Oregon
-Country Fremont
-received news that
-the Mexicans were
-planning to kill all
-the Americans in
-the Sacramento
-Valley. War had<span class="pagenum"><a name="Page_289" id="Page_289">[Pg 289]</a></span>
-already broken out between the United States and Mexico,
-but he did not know it. He returned, reaching the
-valley in May, 1846. The settlers rushed to join him, and
-in one month northern California was declared independent.</p>
-
-<div class="sidenote"><strong>Conquest
-of California</strong></div>
-
-<p>Fremont then marched to Monterey and joined Commander
-Sloat, who had raised the American flag there,
-July 7, 1846. This practically finished the conquest of
-all California in sixty days.</p>
-
-<div class="sidenote"><strong>Fourth
-expedition</strong></div>
-
-<div class="sidenote"><strong>Elected
-to United
-States
-Senate</strong></div>
-
-
-<p><strong>148. Becomes a Private Citizen.</strong> Soon after this
-event Fremont returned to Washington, gave up his
-place in the regular army, and went to live in California.
-His journey to California made up his fourth expedition.
-But the people would not let him long remain in
-private. The state elected him to the United States Senate.
-Fremont was not long in Congress, but was of great
-service in giving advice concerning the long-talked-of
-railroad to the Pacific.</p>
-
-<p>Early in 1848 gold was discovered in the sand near the
-American River at Sutter's Mill, the site now occupied
-by Coloma. As the news spread, great excitement arose,
-and everybody wanted to dig gold. This was the
-"gold fever" of 1848 and 1849. The rush to the coast
-was tremendous. It made the building of a railroad
-urgent. Fremont made his fifth expedition to survey
-three routes to the Pacific. After great hardships he
-returned to Washington to report what he had found.</p>
-
-<div class="sidenote"><strong>Nominated
-for
-president</strong></div>
-
-<p>He now took up his residence in New York City and
-became a member of the party opposed to the extension
-of slavery. The new party, the Republican, nominated
-him as its first candidate for president (1856). He was
-defeated after a most exciting time, yet he carried all
-the northern states but four.</p>
-
-<p><span class="pagenum"><a name="Page_290" id="Page_290">[Pg 290]</a></span></p>
-
-<div class="sidenote"><strong>A major-general
-in the
-Civil War</strong></div>
-
-<p>During the Civil War he was made a major-general,
-but after a year or two he resigned. He was talked of
-for president in 1864, but did not make the race.</p>
-
-<p>After the war was over he was interested in a great
-continental railroad. From 1878 to 1881 he was governor
-of Arizona. Congress voted him a pension just before
-he died in 1890.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>SPANISH MISSIONS IN THE SOUTHWEST</h3>
-
-
-<div class="sidenote"><strong>Spanish
-missionaries
-baptize
-Indians</strong></div>
-
-
-<p><strong>149. How the Franciscans Ruled the Southwest.</strong>
-Centuries before Fremont or Kit Carson or any other
-American had seen the wonders of our western country,
-Spaniards made their homes there. Before the <em>Mayflower</em>
-landed at Plymouth, Spanish missionaries had
-built many churches in the Southwest and had baptized
-thousands of Indians into the Christian faith.</p>
-
-<div class="sidenote"><strong>Franciscan
-friars
-friends
-of the
-oppressed</strong></div>
-
-<p>The story of the Spaniards in New Mexico, Arizona,
-and California is not of victories won by the sword, but
-by the cross. The men who ruled this country were not
-soldiers, but pious Franciscan friars.</p>
-
-<p>Many years ago there lived in Italy a godly man,
-St. Francis, who looked upon all poor and oppressed
-people as his children and devoted his life to their care.
-His followers, who are called Franciscan friars, have gone
-into all parts of the world to be missionaries to the poor
-and the heathen.</p>
-
-<div class="sidenote"><strong>Serra
-builds a
-mission
-at San
-Diego</strong></div>
-
-<p>Greatest of the Franciscans who worked in the Southwest
-was Junipero Serra. One warm day in 1769 he
-came riding into San Diego on mule-back, a tall, thin
-figure, wrapped in a long gown. There were no missionaries
-at this time in California. He had come from
-Mexico with a small party to convert the Indians.<span class="pagenum"><a name="Page_291" id="Page_291">[Pg 291]</a></span>
-At San Diego he saw "valleys studded with trees, wild
-vines covered with grapes, and native roses as fair and
-sweet as those of Castile."</p>
-
-<p>Here was just the place to build a mission. First he set
-up a great wooden cross and said mass. There was no
-organ music, so the soldiers fired their arms instead. The
-simple Indians stood by in wonder and awe. Junipero
-Serra was a man of energy and action, and in a short
-time he had his first mission built. From San Diego he
-went northward and planted mission after mission as far
-north as San Francisco. When he died the Franciscan
-missions controlled practically all of southern California.</p>
-
-<div class="sidenote"><strong>Mission
-buildings
-surrounded
-by
-gardens</strong></div>
-
-<p>Wherever the friars built a mission they made sure
-the soil was good and that there was plenty of water
-near by. For in much of that country little rain falls
-and many crops grow only when watered by irrigation.
-Having found a suitable place, they would then build a
-church. This was always the largest building of the
-mission. Some of the churches were very beautiful.
-Around the church clustered the houses of the friars
-and the huts of the Indians. Each mission was surrounded
-by beautiful gardens and orchards. A little
-farther away were the fields in which the grain was
-grown. All of these were watered by irrigation ditches
-that drew their water from some mountain stream.
-Beyond the cultivated land lay the ranches on which
-cattle and sheep grazed in great numbers.</p>
-
-<div class="sidenote"><strong>Indians
-taught
-useful
-occupations</strong></div>
-
-<p>All the Indians in the neighborhood were made to live
-at the mission, and here they were taught the Christian
-religion. They were also taught many useful occupations.
-The men were shown how to farm, to make saddles, work
-at the forge and the carpenter bench, and other useful<span class="pagenum"><a name="Page_292" id="Page_292">[Pg 292]</a></span>
-trades. The women were instructed in spinning and
-weaving.</p>
-
-<p>In the morning the angelus called every one to mass.
-After breakfast the day's work began and each Indian
-was sent to his task. Some cultivated the fields, some
-took care of the stock, some worked in the shops. Each
-one had to do his share of the work, and was punished
-if he disobeyed. He had to work, pray, and live as the
-friars told him.</p>
-
-<div class="sidenote"><strong>Missions
-fall to
-ruin</strong></div>
-
-<p>When Mexico freed itself of Spanish rule, California
-became a part of Mexico. The new government put an
-end to the missions. The friars were forced to leave, and
-the Indians drifted back into their old wild life.</p>
-
-<p>To-day nothing remains of the work of the friars except
-the old mission buildings. Most of them are in ruins,
-but they still tell of the quiet by-gone days when the
-gentle Franciscans ruled in California.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Houston had little schooling and
-went to live with the Cherokee Indians. <em>2.</em> Wounded at
-Horseshoe Bend; studied law in Nashville; was sent to Congress
-for four years; and was elected governor of Tennessee.
-<em>3.</em> Went to live with the Cherokees again, and then went to
-Texas. <em>4.</em> Houston won the battle of San Jacinto; was
-made president of the republic of Texas; and later elected to
-the United States Senate. <em>5.</em> David Crockett was born in
-Tennessee, had little schooling, and became an expert rifle
-shot. <em>6.</em> He fought the Indians under Andrew Jackson. <em>7.</em>
-Won an election to the legislature by telling stories; later
-elected to Congress. <em>8.</em> Crockett grew tired of civilization
-and returned to the wilderness. <em>9.</em> Fought against the Mexicans
-at the Alamo, where he was killed with all his companions.
-<em>10.</em> Fremont went to school in Charleston, but left for a voyage
-to South America. <em>11.</em> He worked for exploring parties;
-married, and thus became related to a great man interested<span class="pagenum"><a name="Page_293" id="Page_293">[Pg 293]</a></span>
-in the Far West. <em>12.</em> Fremont explored the South Pass on
-his first expedition; on his second, saw Great Salt Lake, and
-crossed the mountains with great suffering. <em>13.</em> Fremont
-crossed a third time, and aided in conquering California; was
-made a United States senator, and became first candidate of
-the Republican party for the presidency. <em>14.</em> Franciscan
-friars, long before the landing of the Pilgrims, entered what is
-now New Mexico, Arizona, and California. <em>15.</em> They taught
-the Indians the Christian religion and many useful occupations.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> What was peculiar in Houston's
-early life? <em>2.</em> What had he done before he began to study
-law? <em>3.</em> What made people like him? <em>4.</em> Where was the
-battle of Horseshoe Bend fought? <em>5.</em> How did the Cherokee
-chief welcome him? <em>6.</em> Why did Houston go back to Tennessee?
-<em>7.</em> What drew him to Texas? <em>8.</em> What were the first
-bad defeats of the Texans? <em>9.</em> Tell the story of San Jacinto.
-<em>10.</em> What kind of a general, a president, and a senator did
-Houston make? <em>11.</em> Where did Crockett spend his boyhood,
-and what fame did he gain? <em>12.</em> How did he win his way to
-the legislature? <em>13.</em> What made Crockett go back to the
-wilderness? <em>14.</em> Describe the fight at the Alamo. <em>15.</em> Who
-was John Charles Fremont? <em>16.</em> What of his youthful days?
-<em>17.</em> What experience in early days after college prepared him
-for his great work? <em>18.</em> Who was Kit Carson? <em>19.</em> Describe
-Fremont's journey to the South Pass. <em>20.</em> Tell what was seen
-and what was done there. <em>21.</em> What expedition did he now
-plan? <em>22.</em> Picture the scene on the discovery of the Great
-Salt Lake. <em>23.</em> Picture his exploration of the Great Basin and
-crossing the mountains. <em>24.</em> What was the contrast at Sutter's
-Fort? <em>25.</em> Describe the Digger Indians. <em>26.</em> At what was
-Fremont's third expedition aimed, and what did it really
-accomplish? <em>27.</em> Who was St. Francis? <em>28.</em> Describe Serra's
-arrival at San Diego. <em>29.</em> Why did he build a mission at San
-Diego? <em>30.</em> Describe life at a Spanish mission. <em>31.</em> What
-happened when Spanish rule was ended in California?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Houston</span>: Bruce, <cite>Life of General
-Houston</cite>.</p>
-
-<p><span class="smcap">David Crockett</span>: Crockett, <cite>Life of Davy Crockett</cite>; Lodge
-and Roosevelt, <cite>Hero Tales from American History</cite>, 171-181.</p>
-
-<p><span class="smcap">Fremont</span>: Bigelow, <cite>Life of John Charles Fremont</cite>, 1-216,
-319-373, 379-466.</p></div>
-
-<p><span class="pagenum"><a name="Page_294" id="Page_294">[Pg 294]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE THREE GREATEST STATESMEN OF THE
-MIDDLE PERIOD</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>HENRY CLAY, THE FOUNDER OF THE WHIG PARTY AND
-THE GREAT PACIFICATOR</h3>
-
-
-<p><strong>150. The Rise of Henry Clay.</strong> Henry Clay was
-born in Virginia in the year of Burgoyne's surrender
-(1777). His father was a Baptist preacher, with a fine
-voice and a graceful way of speaking. He died when
-Henry was four years old.</p>
-
-<div class="sidenote"><strong>The
-"Mill
-boy
-of the
-Slashes"</strong></div>
-
-<p>Little Henry lived near the "Slashes," the name given
-to a low, flat region, and went to school in a log cabin.
-When not at school he worked on the farm, helping to
-do his share in support of the family. He could be seen
-walking barefooted behind the plow, or riding the horse
-with a rope bridle to mill. From this he was called the
-"Mill boy of the Slashes."</p>
-
-<div class="sidenote"><strong>Read
-books
-when
-other
-boys
-played</strong></div>
-
-<p>Henry was a raw-boned and awkward lad. The other
-boys laughed at him, but he read books when not at
-work, and soon could speak far better than the boys who
-made fun of him.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_294a.jpg" width="540" height="392" alt="" />
-<div class="caption"><p>THE "MILL BOY OF THE SLASHES"</p></div>
-</div>
-
-<p>At fourteen he was a
-clerk in a store. But
-he seemed made for other
-things. He was put in
-the office of a famous
-lawyer who was clerk
-in one of Virginia's
-courts.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_295a.jpg" width="540" height="444" alt="" />
-<div class="caption"><p>HENRY CLAY IN CONGRESS</p>
-
-<p><em>Urging war in 1811, with England or France or even both
-if necessary</em></p></div>
-</div>
-
-<p>The Chancellor of
-Virginia, a great judge, liked him and took him to be his
-private secretary. For four years Clay wrote down the<span class="pagenum"><a name="Page_295" id="Page_295">[Pg 295]</a></span>
-judge's law decisions. The great man often talked with
-Clay on important subjects and advised him about the
-kind of books to
-read.</p>
-
-<div class="sidenote"><strong>Leader
-in a debating
-club</strong></div>
-
-<p>After studying
-law for a year,
-Clay began to practice
-in Richmond.
-He had plenty of
-time, so he formed
-a debating club, in
-which he was easily
-the leader.</p>
-
-<p>Finally he made
-up his mind to go
-to Lexington, Kentucky,
-and try his fortune in the West. There his rise
-in the law was rapid. His fame grew, and he became
-known as the lawyer who seldom lost a case.</p>
-
-<p>He married a well-to-do young lady and lived near
-Lexington on a beautiful estate called Ashland.</p>
-
-<div class="sidenote"><strong>Favors
-gradual
-abolition
-of
-slavery</strong></div>
-
-<p>Henry Clay's first work in politics was to favor the
-gradual abolition of slavery in Kentucky. Although
-beaten, he was always proud of his stand on this question.</p>
-
-<div class="sidenote"><strong>Too
-young
-to be a
-senator</strong></div>
-
-<p>When too young, according to the Constitution, to
-take his seat, he was made a senator of the United States.
-But nobody called the attention of the Senate to his
-age. After his term as senator was out he was elected
-to the legislature of Kentucky, and was immediately
-made Speaker.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_296a.jpg" width="540" height="307" alt="" />
-<div class="caption"><p>INKSTAND USED BY HENRY CLAY</p></div>
-</div>
-
-<div class="sidenote"><strong>Speaker
-of the
-House of
-Representatives</strong></div>
-
-<p>Born during the Revolution, Henry Clay, like most
-Americans of his time, grew up with hatred toward England<span class="pagenum"><a name="Page_296" id="Page_296">[Pg 296]</a></span>
-in his heart. He was sent to Congress in 1811, and was
-elected Speaker of the House of Representatives. As
-Speaker, he did much to
-bring on a declaration of
-war with Great Britain, in
-1812.</p>
-
-<div class="sidenote"><strong>The War
-of 1812</strong></div>
-
-<p>Clay made speeches in
-Congress and over the country,
-stirring up the war
-spirit. "On to Canada!" was his cry. But the capture
-of Canada was not so easy. Many generals failed,
-and only Harrison and Perry made much headway in
-defeating the British in Canada.</p>
-
-<div class="sidenote"><strong>The
-Treaty of
-Ghent</strong></div>
-
-<p>When the time for peace came President Madison sent
-Henry Clay and other noted Americans to Ghent, in
-Belgium, to meet the British agents. After many months
-of talking and disputing, they finally agreed on a treaty.
-This treaty has since been called the "Treaty of Ghent."
-Great Britain and America were both glad that peace
-had come.</p>
-
-<div class="sidenote"><strong>The conflict
-over
-Missouri</strong></div>
-
-<p>From 1819 to 1821 Congress was debating over the
-admission of Missouri as a slave state. The North opposed,
-and the South favored, the admission of Missouri.
-The excitement spread to the state legislatures and to the
-people. Many meetings were held. Resolutions strongly
-favoring, or strongly opposing, the admission of Missouri
-as a slave state, were drawn up and voted upon.</p>
-
-<div class="sidenote"><strong>The
-Missouri
-Compromise</strong></div>
-
-<p>Wise men thought the Union was in danger and Henry
-Clay, by his eloquence, succeeded in getting Congress
-to pass the famous Missouri Compromise. This resolution
-provided that Missouri should be admitted as a
-slave state, but that no other slave state north of the<span class="pagenum"><a name="Page_297" id="Page_297">[Pg 297]</a></span>
-line of 36 degrees 30 minutes should ever be admitted.
-Both sides were pleased and the excitement died out.</p>
-
-<p>We have seen how South Carolina threatened to refuse
-to pay the tariff in 1832, and how President Jackson
-hurried the army and the navy there to make her people
-pay it, as the people of the other states were obliged to do.</p>
-
-<div class="sidenote"><strong>The Compromise
-Tariff
-Law</strong></div>
-
-<div class="sidenote"><strong>Henry
-Clay as a
-peacemaker
-again</strong></div>
-
-<p>Henry Clay came forward again and introduced the
-Compromise Tariff Law. It was called a compromise
-because it gave each side a part of what it wished. Calhoun
-and other Carolinians favored it, because by this
-law the tariff was reduced very greatly. It was carried
-through Congress. The law made unnecessary the warlike
-preparations of both the president and South
-Carolina, and again Henry Clay was hailed by the people
-as "pacificator" or peacemaker.</p>
-
-<div class="figcenter" style="width: 368px;">
-<img src="images/i_297a.jpg" width="368" height="540" alt="" />
-<div class="caption"><p>HENRY CLAY</p>
-
-<p><em>From a daguerreotype owned by
-Garrett Brown, Jr., Chicago</em></p></div>
-</div>
-
-<div class="sidenote"><strong>The
-founder
-of the
-Whig
-party</strong></div>
-
-
-<p><strong>151. Henry Clay the Founder of the Whig Party.</strong>
-But Henry Clay was not only
-a peacemaker. He was now
-a great statesman, and like
-Hamilton and Jefferson he led
-in forming a part of the people
-into a political party. It
-was called the Whig party.</p>
-
-<p>In 1824, before there was
-a Whig party, Clay ran for
-president, but was beaten.
-Again in 1832, just as the
-new party was being formed,
-he ran a second time. Although
-he was beaten for the
-presidency by Andrew Jackson,
-he was the life and soul<span class="pagenum"><a name="Page_298" id="Page_298">[Pg 298]</a></span>
-of his party. It was his eloquence, the music of his
-words, that made men Whigs.</p>
-
-<p>On one occasion Clay spoke on the question of the
-abolition of slavery. Some one said that this might
-hurt his chances of being president. Clay replied:
-"I had rather be right than be president."</p>
-
-<div class="sidenote"><strong>Unfortunate
-Henry
-Clay</strong></div>
-
-<p>Finally, in 1844, he was again the Whig candidate,
-but he was defeated for the third time. When the
-Whig party had a good chance of electing a president,
-they nominated somebody else. When they had a poor
-chance they nominated Henry Clay!</p>
-
-<div class="sidenote"><strong>Dispute
-over the
-new territory</strong></div>
-
-<p>War with Mexico had come, and with it a great victory
-for the American army. The treaty of peace with Mexico,
-in 1848, gave the United States all the territory then
-known as Alta (Upper) California and New Mexico.
-But the North and South disputed over this territory.
-The North said it must be free. The South said it must
-be open to slavery. The quarrel grew so bitter that
-many men thought the Union would be destroyed.</p>
-
-<div class="sidenote"><strong>Retires to
-Ashland</strong></div>
-
-<p>Henry Clay was now an old man. He had left the
-Senate, and had gone home to his beloved Ashland for
-a few years of rest before the final summons.</p>
-
-<div class="sidenote"><strong>A unanimous
-call</strong></div>
-
-
-<p><strong>152. The Aged Peacemaker Returns to the Senate.</strong>
-Kentucky was greatly excited by the threats of disunion.
-Her legislature sent Clay back to the United States
-Senate by a unanimous call, Democrats as well as Whigs
-joining in the vote. It was a proud moment for the old
-man.</p>
-
-<p>Now in the Senate, he offered the Compromise of 1850.
-This bill contained a number of points in favor of the
-slave states, and a number in favor of the free states.</p>
-
-<div class="sidenote"><strong>Walks
-to the
-capitol
-on the
-arm of a
-friend</strong></div>
-
-<p>One day Clay made a great speech in favor of his<span class="pagenum"><a name="Page_299" id="Page_299">[Pg 299]</a></span>
-Compromise. He had to walk to the capitol that day
-on the arm of a friend. He was too weak to climb
-the steps alone.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_299a.jpg" width="540" height="465" alt="" />
-<div class="caption"><p>HENRY CLAY BEING CONGRATULATED</p>
-
-<p><em>In 1850 on his great plea before the Senate for the
-Federal Union</em></p></div>
-</div>
-
-<div class="sidenote"><strong>His
-audience</strong></div>
-
-<p>When he arose
-to speak, he saw
-before him an
-audience that had
-come from distant
-parts of the nation
-to hear his
-thrilling words
-once more. The
-people filled the
-Senate to overflowing.
-Outside
-they crowded the
-corridors. When
-Clay arose the audience broke into applause, a strange
-thing for the Senate to do. The people were not disappointed.
-For two days the ringing words flowed on.
-Under the excitement he was young again.</p>
-
-<p>He pleaded with the North to give up some things for
-the love of the Union; he pleaded with the South for peace.
-He told them that all the territory the United States
-had purchased had been purchased for all of them.
-"War and the dissolution of the Union are identical."</p>
-
-<div class="sidenote"><strong>A
-remarkable
-scene</strong></div>
-
-<p>On the second day some one suggested that he rest,
-and the Senate adjourn. But he refused; he might not
-be able to go on the next day. After he had finished
-his speech, a great crowd rushed forward to congratulate
-him. No such scene ever had been witnessed before in
-the Senate.</p>
-
-<p><span class="pagenum"><a name="Page_300" id="Page_300">[Pg 300]</a></span></p>
-
-<div class="sidenote"><strong>The reunion
-of
-the Union</strong></div>
-
-<p>The debate went on. Now and then Clay took part
-in it. On one occasion he said: "I believe from the
-bottom of my soul that this measure is the reunion of
-the Union."</p>
-
-<div class="sidenote"><strong>"This
-Union is
-my
-country"</strong></div>
-
-<p>On another occasion he said: "The honorable Senator
-speaks of Virginia being my country. This Union is
-my country. But even if ... my own state ... should
-raise the standard of disunion ... I would go
-against her. I would go against Kentucky, much as
-I love her."</p>
-
-<p>Congress finally passed the Compromise. Both political
-parties pledged themselves to obey it. Public meetings
-in all parts of the nation resolved to abide by it, and the
-country rested for a time from the slavery question.</p>
-
-<div class="sidenote"><strong>Died in
-Washington
-in 1852</strong></div>
-
-<p>Henry Clay's work was done. His body was worn
-out, but his mind still clung to the Union. On June 29,
-1852, Henry Clay died in Washington, the place of so
-many of his triumphs.</p>
-
-<p>A great monument at Lexington, Kentucky, testifies
-the people's love for "Harry" Clay.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>DANIEL WEBSTER, THE DEFENDER OF THE CONSTITUTION</h3>
-
-
-<div class="sidenote"><strong>Daniel
-Webster,
-1782</strong></div>
-
-<div class="sidenote"><strong>Loves the
-woods
-and
-fields</strong></div>
-
-<div class="sidenote"><strong>A good
-reader</strong></div>
-
-
-<p><strong>153. A College Boy and a Young Lawyer.</strong> Daniel
-Webster was born of good Puritan stock, in 1782, in New
-Hampshire. He was a very weakly child. No one
-dreamed that one day he would have an iron-like body.
-Daniel spent much of his time playing in the woods and
-fields. He loved the birds and beasts that he found there.
-He went to school, but the schoolmasters were not very
-learned, and Daniel could read better than most of them.
-The teamsters, stopping to water their horses, were glad
-to hear him read. He went to work in an old-fashioned<span class="pagenum"><a name="Page_301" id="Page_301">[Pg 301]</a></span>
-sawmill, but he read books even there in odd moments
-of time.</p>
-
-<div class="sidenote"><strong>Webster
-at
-Exeter
-Academy</strong></div>
-
-<p>One day in spring his father took him to Exeter
-Academy to prepare for college. The boys laughed at
-his rustic dress and manners. The timid little fellow
-was greatly hurt by their scorn.</p>
-
-<p>He finally entered Dartmouth College at the age of
-fifteen. He was simple, natural, and full of affection.</p>
-
-<div class="sidenote"><strong>The best
-student
-at Dartmouth</strong></div>
-
-<div class="sidenote"><strong>He loved
-public
-speaking</strong></div>
-
-<p>Webster was the best student at Dartmouth. He still
-kept the reading habit. The students liked him. They
-had a feeling that he would amount to something some
-day. At this time he was tall and thin, with high cheek
-bones. His eyes were deep set, and his voice was low
-and musical in its tones. He loved to speak, even then.</p>
-
-<p>At the age of eighteen Webster gave the Fourth of
-July oration in his college town. The speech was full
-of the love of country and of the Union, then in its first
-days of trial.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_301a.jpg" width="540" height="337" alt="" />
-<div class="caption"><p>HOUSE AT ELM FARMS</p>
-
-<p><em>The birthplace of Daniel Webster. The site is now
-occupied by the New Hampshire State
-Orphans Asylum</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Teaches
-school
-and
-studies
-law</strong></div>
-
-<p>He never forgot his father's sacrifice in sending him to
-college. After he had finished at Dartmouth, Webster
-taught school in order that he might help his parents
-send his elder brother
-to college. He afterwards
-studied law.
-But he longed to finish
-his law studies
-in Boston. Finally
-good fortune put him
-in the office of Christopher
-Gore, a wise
-man, a great lawyer,
-and a statesman. In<span class="pagenum"><a name="Page_302" id="Page_302">[Pg 302]</a></span>
-his office Daniel Webster studied until he was given the
-right to practice law.</p>
-
-<p>Within a few years, he was earning enough to enable
-him to take a life partner, the beautiful and accomplished
-Grace Fletcher, the daughter of a minister. She made
-a delightful home for him and their children.</p>
-
-<div class="sidenote"><strong>Elected
-to
-Congress</strong></div>
-
-<div class="sidenote"><strong>Favors a
-naval
-war</strong></div>
-
-<p>Webster was gaining name and fame as a lawyer, but
-the approach of the War of 1812 drew him into politics.
-He was elected to Congress, and took his seat in 1813.
-Henry Clay was Speaker of the House of Representatives.
-Webster's most important speech was in favor of a war
-carried on by the navy: "If the war must be continued,
-go to the ocean. There the united wishes and exertions
-of the nation will go with you. Even our party divisions
-cease at the water's edge."</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_302a.jpg" width="540" height="454" alt="" />
-<div class="caption"><p>SCENE OF THE FOURTH OF JULY ORATION</p>
-
-<p><em>Daniel Webster asserting the dignity of patriotism at Dartmouth,
-July 4, 1800</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Webster's
-appearance</strong></div>
-
-<div class="sidenote"><strong>His battle
-with
-Hayne</strong></div>
-
-<p>After the war, Webster left Congress for a number of
-years. He was now a great man. When he entered
-a room, by his mere look and presence he drew all eyes
-toward him, and
-all conversation
-hushed. In size,
-he looked larger
-and broader than
-he really was.
-His forehead was
-broad and massive.
-It towered above
-his large, dark,
-deep-set eyes. His
-hair was black and
-glossy as a raven's
-wing. He looked<span class="pagenum"><a name="Page_303" id="Page_303">[Pg 303]</a></span>
-thus in 1830 in the Senate, when he made his famous
-speech in reply to Senator Hayne of South Carolina.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_303a.jpg" width="540" height="418" alt="" />
-<div class="caption"><p>SCENE IN THE UNITED STATES SENATE</p>
-
-<p><em>Daniel Webster defending the Federal Constitution against Hayne's idea of nullification</em></p></div>
-</div>
-
-<div class="figcenter" style="width: 361px;">
-<img src="images/i_304a.jpg" width="361" height="540" alt="" />
-<div class="caption"><p>DANIEL WEBSTER</p>
-
-<p><em>From a daguerreotype taken in 1850 by
-J. J. Hawes of Boston</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Denies
-the right
-of nullification</strong></div>
-
-<div class="sidenote"><strong>"Liberty
-and
-Union,
-one and
-inseparable"</strong></div>
-
-
-<p><strong>154. The Greatest Statesman of his Time.</strong> Hayne
-had spoken against a protective tariff and in favor of
-nullification. Webster felt called upon to reply. He
-denied the right of a state to nullify a law of Congress,
-and said that nullification was another name for secession.
-He closed his great speech with these words: "When
-my eyes shall be turned to behold, for the last time, the
-sun in heaven, may I not see him shining on the broken
-and dishonored fragments of a once glorious Union ...
-but may I see our flag with not a stripe erased or polluted,
-nor a single star obscured ... but everywhere spread<span class="pagenum"><a name="Page_304" id="Page_304">[Pg 304]</a></span>
-all over in characters of living light, blazing on its ample
-folds, as they float over the sea and over the land ...
-that sentiment, dear to
-every American heart&mdash;Liberty
-<em>and</em> Union, now
-and forever, one and inseparable!"</p>
-
-<p>This speech made Daniel
-Webster immortal. It
-did more; it fired the heart
-of every lover of his country.</p>
-
-<div class="sidenote"><strong>Opposes
-Clay's
-Compromise
-Tariff</strong></div>
-
-<p>We saw how South Carolina
-went on toward nullification,
-and how Clay's
-Compromise Tariff settled
-the difficulty. Webster
-strongly opposed this compromise,
-and said that South
-Carolina should get out of
-the difficulty the best way
-she could.</p>
-
-<div class="sidenote"><strong>Jackson
-praises
-Webster</strong></div>
-
-<p>President Jackson was delighted, and praised Webster
-in public and in private.</p>
-
-<div class="sidenote"><strong>Harrison
-makes
-him
-Secretary
-of State</strong></div>
-
-<p>When Harrison captured the presidency, after the
-greatest campaign ever seen up to that time, he wanted
-the best men in the Whig party to advise him, so he
-made Daniel Webster Secretary of State.</p>
-
-<div class="sidenote"><strong>Webster
-back in
-the
-Senate</strong></div>
-
-<p>It was a sad day when President Harrison died, after
-being in office just one month. John Tyler, of Virginia,
-the vice-president, became the president. But he would
-not accept measures which Congress had passed. Daniel
-Webster left the cabinet after a time because he disliked<span class="pagenum"><a name="Page_305" id="Page_305">[Pg 305]</a></span>
-the way Tyler was doing. He went back to the United
-States Senate, where he joined Clay, supporting the
-great Compromise of 1850.</p>
-
-<div class="sidenote"><strong>His
-speech
-on the
-Compromise</strong></div>
-
-<p>On March 7, Webster made his speech on the Compromise,
-entitled "For the Union and the Constitution."
-It was an appeal to all persons to stand by the Constitution
-and the Union. In blaming both the North and
-the South, much to the surprise of everybody, he blamed
-the North more than the South.</p>
-
-<p>Because he did this, many of his supporters in the
-North, especially those in New England, turned their
-backs upon him. Webster was an old man now. Ever
-since 1832 he had looked forward to being nominated
-for the presidency, but his party always took some
-other man. His last days were made bitter and unhappy
-by the thought that some old friends had forsaken him.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_305a.jpg" width="540" height="336" alt="" />
-<div class="caption"><p>THE UNITED STATES IN 1850</p></div>
-</div>
-
-<div class="sidenote"><strong>Boston
-welcomes
-Webster</strong></div>
-
-<div class="sidenote"><strong>Death at
-Marshfield,
-1852</strong></div>
-
-<p>One bright spot for Webster lay in the fact that President<span class="pagenum"><a name="Page_306" id="Page_306">[Pg 306]</a></span>
-Fillmore invited him to be Secretary of State again.
-After two years of service, he went back to Boston. He
-was received with joy by some of his friends and neighbors,
-and was hailed with shouts by the multitude. This
-must have made his heart leap with gratitude, for the
-praise of friends is pleasant. But men saw he was not
-like his former self. He went to his home at Marshfield,
-where he died, October 24, 1852, the greatest figure in
-American politics in his day.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOHN C. CALHOUN, THE CHAMPION OF NULLIFICATION</h3>
-
-
-<div class="sidenote"><strong>John C.
-Calhoun,
-1782</strong></div>
-
-
-<p><strong>155. The Champion of the War of 1812.</strong> John C.
-Calhoun was born in the same year as Webster (1782)
-in South Carolina. His parents were Scotch-Irish. His
-father, a Revolutionary patriot, died soon after John was
-born. John spent his early years roaming in the fields
-and woods. He learned more there than from books,
-and he learned to think before the thoughts of other
-people filled his memory.</p>
-
-<div class="sidenote"><strong>Entered
-Yale
-College
-as a
-junior</strong></div>
-
-<p>At eighteen he began to prepare for college, under the
-care of his brother-in-law, a Presbyterian minister. In
-two years he entered Yale College. When in college
-he studied hard, and was graduated with high honors.</p>
-
-<div class="sidenote"><strong>A lawyer</strong></div>
-
-<p>Calhoun studied law diligently for three years, a year
-and a half of the time in his native state, and a year and
-a half in Connecticut. He began to practice law in
-South Carolina, but did not have great success. Perhaps
-it was because the law was too dry for him, or perhaps
-because he was soon elected to the legislature of
-his state.</p>
-
-<div class="figcenter" style="width: 377px;">
-<img src="images/i_307a.jpg" width="377" height="540" alt="" />
-<div class="caption"><p>JOHN C. CALHOUN</p>
-
-<p><em>From a photograph by Matthew B. Brady
-in the collection of the War Department,
-Washington, D.C.</em></p></div>
-</div>
-
-<p>In 1811 he was married, and was elected to Congress&mdash;two
-great events in his life. Henry Clay, as Speaker,<span class="pagenum"><a name="Page_307" id="Page_307">[Pg 307]</a></span>
-immediately put Calhoun on an important committee.
-He quickly sounded a bugle call to war, declaring that
-it was the duty of "Congress
-to call forth the patriotism
-and resources of the country."</p>
-
-<div class="sidenote"><strong>Works
-hard for
-the success
-of
-the army</strong></div>
-
-<p>During the War of 1812
-he worked hard in Congress
-for the success of the American
-army. After the war he
-favored a tariff to keep English
-goods out of the country.</p>
-
-<div class="sidenote"><strong>Secretary
-of War</strong></div>
-
-<p>President Monroe made
-him Secretary of War. He
-found the office in the utmost
-confusion, but, by hard
-and careful work, he left the
-war office a model for future
-secretaries.</p>
-
-<div class="sidenote"><strong>Twice
-elected
-vice-president</strong></div>
-
-<div class="sidenote"><strong>Calhoun's
-"South
-Carolina
-Exposition"</strong></div>
-
-
-<p><strong>156. Calhoun Favors Nullification.</strong> He was elected
-vice-president in 1824, and again in 1828. In the last-named
-year he wrote a paper called the "South Carolina
-Exposition." In this letter, and in others that he wrote,
-he told the people of South Carolina there would always
-be differences between the North and the South. He
-said the southern people, using slave labor, would raise
-more tobacco and cotton than they needed, and that the
-tariff was hurtful to the South. That the northern
-people, using free labor, would manufacture all kinds of
-things, and that the tariff would be helpful to them.
-This document took the ground that between the North
-and the South there always would be a conflict of interests.
-The South was devoted to agriculture, and the<span class="pagenum"><a name="Page_308" id="Page_308">[Pg 308]</a></span>
-North to manufacturing. The South had slave and the
-North free labor.</p>
-
-<div class="sidenote"><strong>South
-Carolina
-passes
-ordinance
-of
-nullification</strong></div>
-
-<p>Therefore, Calhoun concluded that to protect the
-South from the North a state has the right to nullify
-a law of Congress. A state has this right, because the
-state is above the nation. The states made the Constitution.
-He believed that nullification was a means of
-saving the country from secession.</p>
-
-<p>South Carolina took the fatal step, and nullified the
-tariffs. This decision was to take effect February 1, 1833,
-provided the United States did not do something before
-that time to lower the tariff.</p>
-
-<div class="sidenote"><strong>Jackson
-warns
-South
-Carolina</strong></div>
-
-<p>President Jackson warned the citizens of South Carolina
-against the men who had led them to take this step.
-He hinted that the tariff would be collected by the use of
-force, if necessary.</p>
-
-<div class="sidenote"><strong>She withdraws
-her ordinance</strong></div>
-
-<p>We have seen how Henry Clay rushed his Compromise
-Tariff through Congress. At the same time another bill
-was passed by Congress, which gave President Jackson
-the right to use the army and navy in forcing a collection
-of the tariff. South Carolina stopped her nullification,
-and the excitement passed away.</p>
-
-<div class="sidenote"><strong>Speech
-on the
-purpose
-of the
-Abolitionists</strong></div>
-
-
-<p><strong>157. Opposed to the Abolitionists.</strong> The people who
-wished to do away with slavery entirely were called Abolitionists.
-The Abolitionists stirred Calhoun deeply by
-petitions in favor of abolishing slavery in the District of
-Columbia. He declared that "the petitions are a foul
-slander on nearly one half of the states of the Union....
-The object is to humble and debase us in our own estimation ...
-to blast our reputation. This is the (manner)
-in which they are (trying) abolition ... and now is the
-time for all opposed to them to meet the attack.</p>
-
-<p><span class="pagenum"><a name="Page_309" id="Page_309">[Pg 309]</a></span></p>
-
-<p>"We love and cherish the Union. We remember with
-kindest feelings our common origin ... but origin (is)
-to us as nothing compared with this question.</p>
-
-<div class="sidenote"><strong>The
-Union in
-danger</strong></div>
-
-<p>"The relation which now exists between the two races
-in the slave-holding states has existed for two centuries....
-We will not, we cannot, permit it to be
-destroyed.... Should it cost every drop of blood and
-every cent of property, we must defend ourselves....
-It is not we, but the Union, which is in danger."</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_309a.jpg" width="540" height="345" alt="" />
-<div class="caption"><p>THE HOME AND OFFICE OF CALHOUN, AT FORT HILL, SOUTH CAROLINA</p></div>
-</div>
-
-<div class="sidenote"><strong>Goes
-beyond
-most
-slaveholders</strong></div>
-
-<p>Not many in the Senate agreed with Calhoun then. In
-1837 Calhoun went much farther in the defense of slavery
-than any of the other slaveholders would go. He declared
-in a great speech in the Senate that "slavery is a good,
-a positive good."</p>
-
-<div class="sidenote"><strong>The Revolutionary
-fathers
-did
-not agree
-with
-Calhoun</strong></div>
-
-<p>This was not the belief of the majority of even the
-slaveholders in Congress or in the nation. Much less
-had it been the view of the men who had fought out<span class="pagenum"><a name="Page_310" id="Page_310">[Pg 310]</a></span>
-the Revolution, and who had made our Constitution.</p>
-
-<p>The majority of slaveholders still looked upon slavery,
-at best, as a necessary evil and one to be gotten rid of
-sometime and somehow. Calhoun's view that "slavery
-is a good, a positive good," was an entirely new view of
-slavery.</p>
-
-<div class="sidenote"><strong>Calhoun
-aids the
-annexing
-of Texas</strong></div>
-
-<p>Calhoun was made Secretary of State under President
-Tyler, and succeeded in annexing Texas to the United
-States. For this reason Mexico made war with the United
-States.</p>
-
-<div class="figcenter" style="width: 388px;">
-<img src="images/i_310a.jpg" width="388" height="540" alt="" />
-<div class="caption"><p>MONUMENT TO CALHOUN AT CHARLESTON, S.C.</p>
-
-<p><em>From a photograph of the monument, which
-was designed by A. E. Harnisch</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Dispute
-over territory</strong></div>
-
-<p>The result of the war with Mexico was the gaining
-of territory in the West and in the Southwest. Over
-this territory arose the great dispute that sent the aged
-Henry Clay back to the Senate
-with the Compromise of
-1850.</p>
-
-<div class="sidenote"><strong>Calhoun
-opposed
-Compromise
-of 1850</strong></div>
-
-<p>Calhoun opposed that Compromise.
-He was too ill to
-speak, and a friend read his
-address to a hushed and listening
-Senate. He declared that
-the Union was in danger because
-the Abolitionists had
-stirred up strife. He wanted
-all agitation against slavery
-stopped. In the second
-place, he wanted
-an equal division of
-territory between the
-North and South. "If
-you of the North will
-not do this, then let<span class="pagenum"><a name="Page_311" id="Page_311">[Pg 311]</a></span>
-our southern states separate, and depart in peace."</p>
-
-<div class="sidenote"><strong>Farewell
-words to
-the Senate</strong></div>
-
-<p>"Having faithfully done my duty to the best of my
-ability, both to the Union and my section ... I shall
-have the consolation ... that I am free from all
-responsibility."</p>
-
-<div class="sidenote"><strong>His last
-words</strong></div>
-
-<p>On March 31, 1850, he breathed his last words: "The
-South! The poor South! God knows what will become
-of her!"</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Clay's father was a Baptist preacher.
-Young Henry went to school in a log cabin, and rode his horse
-to mill with a rope bridle. <em>2.</em> He studied law, and went to
-Lexington, Kentucky, to practice. <em>3.</em> Clay won his way to
-the hearts of the people; was elected to the House of Representatives
-for a great many years. <em>4.</em> He favored the War
-of 1812; induced Congress to pass the Missouri Compromise
-and the Compromise Tariff of 1833. <em>5.</em> Clay ran three times
-for president. He was author of the great Compromise of
-1850. <em>6.</em> Webster was a weakly child, played in the woods,
-and read books. <em>7.</em> He was graduated at Dartmouth, taught
-school, studied law, and was opposed to the War of 1812. <em>8.</em>
-Webster replied to Hayne, opposed the nullification of South
-Carolina, and was made Secretary of State by Harrison. <em>9.</em>
-Supported Clay's Compromise of 1850, and was made Secretary
-of State by Fillmore. <em>10.</em> John C. Calhoun was born in South
-Carolina, and studied law. <em>11.</em> He went to Congress, favored
-the War of 1812, and was afterwards made Secretary of War.
-<em>12.</em> Calhoun thought that a state had the right to nullify an
-act of Congress. <em>13.</em> He opposed Abolitionists and the Compromise
-of 1850.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Who was the "Mill boy of the
-Slashes"? <em>2.</em> Name some of our great men besides Clay who
-loved books. <em>3.</em> What could Clay do better than the other
-boys? <em>4.</em> What help did he get from the Chancellor of Virginia?
-<em>5.</em> Why did Henry Clay form a debating club? <em>6.</em>
-Where was Ashland? <em>7.</em> What was Clay's first great work
-in Kentucky? <em>8.</em> What is a Speaker of the House of<span class="pagenum"><a name="Page_312" id="Page_312">[Pg 312]</a></span>
-Representatives? <em>9.</em> What did Clay do in stirring up the war
-spirit? <em>10.</em> Why did Clay speak for the Missouri Compromise?
-<em>11.</em> What was the Compromise Tariff? <em>12.</em> Why call Clay a
-peacemaker? <em>13.</em> How many times did Henry Clay run for
-president? <em>14.</em> Why was Clay sent back to the United
-States Senate in 1850? <em>15.</em> Picture the scene when Clay made
-his last great speech.</p>
-
-<p><em>16.</em> Who was Webster? <em>17.</em> Why did he play in the woods?
-<em>18.</em> What proof that he loved books too? <em>19.</em> Why were
-Daniel Webster's feelings hurt at Exeter? <em>20.</em> Why did
-students like Webster? <em>21.</em> How did he reward his parents
-for sending him to college? <em>22.</em> What was Webster's view
-of the War of 1812? <em>23.</em> Picture Webster in 1830. <em>24.</em> Quote
-something from his speech in reply to Hayne. <em>25.</em> Who praised
-Webster for his speech against nullification? <em>26.</em> Do you
-think Harrison selected the best man for Secretary of State?
-<em>27.</em> Why did his friends in the North blame Webster for the
-Seventh of March speech? <em>28.</em> How were Webster's last
-days affected by public opinion?</p>
-
-<p><em>29.</em> Who was Calhoun and what did roaming in the woods
-and fields do for him? <em>30.</em> Where did he go to college and
-when did he reach Congress? <em>31.</em> What position did he take
-in the War of 1812? <em>32.</em> Why did he favor the tariff and
-later favor the nullification of the tariff? <em>33.</em> What office
-did President Monroe give him? <em>34.</em> What effect had the
-"South Carolina Exposition"? <em>35.</em> What did South Carolina
-do? <em>36.</em> How was a clash averted? <em>37.</em> What did Calhoun
-say of the Abolitionists? <em>38.</em> What did he say of the Union?
-<em>39.</em> What did he say of slavery? <em>40.</em> What was Calhoun's
-position on the Compromise of 1850? <em>41.</em> What were his
-last words?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Henry Clay</span>: Wright, <cite>Children's
-Stories of American Progress</cite>, 159-178; Brooks, <cite>Century Book
-of Famous Americans</cite>, 145-155; Anderson, <cite>United States Reader</cite>,
-281-285; Frost, <cite>The Mill Boy of the Slashes</cite>.</p>
-
-<p><span class="smcap">Daniel Webster</span>: Baldwin, <cite>Four Great Americans</cite>, 125-186;
-Brooks, <cite>Century Book of Famous Americans</cite>, 37-48;
-Hart, <cite>How Our Grandfathers Lived</cite>, 341-344; Bolton, <cite>Famous
-American Statesmen</cite>, 177-229.</p>
-
-<p><span class="smcap">John C. Calhoun</span>: Brooks, <cite>Century Book of Famous Americans</cite>,
-140-144; Rogers, <cite>The True Henry Clay</cite>, 248-254.</p></div>
-
-<p><span class="pagenum"><a name="Page_313" id="Page_313">[Pg 313]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>ABRAHAM LINCOLN, THE LIBERATOR
-AND MARTYR</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>A POOR BOY BECOMES A GREAT MAN</h3>
-
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_313a.jpg" width="540" height="370" alt="" />
-<div class="caption"><p>THE BIRTHPLACE OF ABRAHAM LINCOLN</p></div>
-</div>
-
-<div class="sidenote"><strong>Abraham
-Lincoln,
-1809</strong></div>
-
-<div class="sidenote"><strong>Lincoln's
-father
-makes
-the furniture</strong></div>
-
-<div class="sidenote"><strong>Moves to
-Indiana
-at the age
-of seven</strong></div>
-
-
-<p><strong>158. The Backwoodsman Who Became President.</strong>
-Abraham Lincoln was born in Kentucky, February 12,
-1809. His parents
-were so poor that
-they hardly knew
-that they were
-poor. When he
-was seven years
-old his family
-crossed the Ohio
-River and settled
-in Indiana. There
-they found a place
-in the deep, dark forest, in the southern part of the state,
-and began to build a cabin for a home. Abe worked hard
-to help build it. It was not much of a house&mdash;only fourteen
-feet square. One side was left out, and here they
-built the fire. It was not very warm in winter and not
-very cool in summer. The hard ground was the floor.</p>
-
-<p>The father was a sort of carpenter, and out of rough
-timbers he made a table and some three-legged stools.
-He also made the bedsteads, which consisted of poles
-driven into the wall.</p>
-
-<p>In the loft of the cabin Abe made himself a bed of
-leaves. Every night he climbed into the loft by means
-of wooden pins driven into the wall. He was busy
-helping cut down trees and burning them to make room
-for a patch of corn and pumpkins.</p>
-
-<p><span class="pagenum"><a name="Page_314" id="Page_314">[Pg 314]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_314a.jpg" width="540" height="376" alt="" />
-<div class="caption"><p>THE GRAVE OF NANCY HANKS LINCOLN</p></div>
-</div>
-
-<p>The lad and his sister roasted the ears of young corn
-over the fire. The ripe corn was ground into meal
-from which corn bread
-was made. This was
-baked in the ashes or
-on a board in front of
-a bed of red-hot coals.</p>
-
-<div class="sidenote"><strong>As a
-hunter</strong></div>
-
-<p>The woods, great
-thick woods for miles
-on all sides of them,
-were broken only here
-and there by a "clearing."
-In these forests Abe went hunting with a gun on
-his shoulder. He often came back laden with squirrels,
-wild turkeys, and other game.</p>
-
-<div class="sidenote"><strong>His
-mother's
-death</strong></div>
-
-<p>They were living in the cabin when Abe's mother
-sickened and died. He was broken-hearted. She had
-taught him what little he knew. Her last words to him
-were: "Try to live as I have taught you and to love
-your Heavenly Father."</p>
-
-<div class="sidenote"><strong>Lincoln's
-tribute
-to his
-mother</strong></div>
-
-<p>Many years after, when he became famous, he said:
-"All that I am or hope to be, I owe to my angel mother."
-She was put in a coffin roughly cut out of logs by the same
-tools that had made their furniture, and laid to rest in
-a corner of the clearing. Long years afterward a good
-man put a stone over the grave, with this inscription:
-"Nancy Hanks Lincoln, the mother of President Lincoln,
-died October 5, <span class="smcap">A.D.</span> 1818, aged 35 years."</p>
-
-<div class="sidenote"><strong>Lincoln
-gets a
-new
-mother</strong></div>
-
-<p>After a year his father went back to Kentucky to look
-about for a wife. He found a widow, named Sarah
-Bush Johnston, and married her. He had known her
-before he met Nancy Hanks. She was thrifty and<span class="pagenum"><a name="Page_315" id="Page_315">[Pg 315]</a></span>
-industrious, and her bedding and other household goods
-filled a four-horse wagon.</p>
-
-<p>Before winter came she made her husband put a good
-floor, and a door, and windows in the cabin. She took
-charge of Abe and his sister, and made them "look a
-little more human." She put good clothes on the
-children and put them to sleep in comfortable beds.</p>
-
-<div class="sidenote"><strong>Abe's
-education</strong></div>
-
-
-<p><strong>159. Lincoln Educates Himself.</strong> Schools were scarce
-in that new country, and Abe never had more than a
-year at school. His stepmother encouraged him in every
-way to study at home.</p>
-
-<div class="figcenter" style="width: 458px;">
-<img src="images/i_315a.jpg" width="458" height="540" alt="" />
-<div class="caption"><p>LINCOLN READING BY THE LIGHT OF THE
-OPEN FIRE</p>
-
-<p><em>After a painting by Eastman Johnson</em></p></div>
-</div>
-
-<div class="sidenote"><strong>A taste
-for
-reading</strong></div>
-
-<div class="sidenote"><strong>He copies
-down
-what
-pleases
-him</strong></div>
-
-<p>When Abe got a taste for reading it was hard to satisfy
-it. He read the Bible, <cite>Æsop's Fables</cite>, <cite>Robinson Crusoe</cite>, <cite>Pilgrim's
-Progress</cite>, a history of the United States, and Weem's
-<cite>Life of Washington</cite>. He borrowed the <cite>Revised Statutes of
-Indiana</cite>. These were all solid
-books, good for a young boy
-to read. When a sentence
-pleased him, he read and
-reread it. If he did not
-own the book, he took many
-notes, filling his copy book
-with choice sentences.</p>
-
-<div class="sidenote"><strong>Lincoln
-reads
-while he
-eats</strong></div>
-
-<p>John Hanks, a boy
-brought up with Lincoln,
-says: "When Abe and I returned
-to the house from
-work, he would go to the
-cupboard, snatch a piece of
-corn bread, sit down, take
-a book, cock his legs up as high as his head, and read."
-He read, wrote, and ciphered incessantly.</p>
-
-<p><span class="pagenum"><a name="Page_316" id="Page_316">[Pg 316]</a></span></p>
-
-<div class="figcenter" style="width: 295px;">
-<img src="images/i_316a.jpg" width="295" height="540" alt="" />
-<div class="caption"><p>FASHIONS IN THE
-DAYS OF LINCOLN'S
-BOYHOOD</p></div>
-</div>
-
-<div class="sidenote"><strong>A great
-story-teller
-when a
-boy</strong></div>
-
-<p>Young Lincoln was soon able to do a "man's labor,"
-although only a boy. He was strong and powerful,
-and a great favorite. In that family
-of brothers, sisters, and cousins, his
-good-natured jokes and stories kept
-peace. Abe was the great story-teller
-of the family.</p>
-
-<div class="sidenote"><strong>At
-nineteen
-years of
-age</strong></div>
-
-<p>At the age of nineteen Lincoln reached
-his full height of six feet four inches.
-By that time he had read every book
-he could find, and could "spell down"
-the whole country. "He could sink an
-ax deeper into the wood than any man
-I ever saw," said a neighbor.</p>
-
-<div class="sidenote"><strong>Moves to
-Illinois</strong></div>
-
-<p>When Abe was twenty-one, the entire
-family started for Illinois. Along forest
-roads, and across muddy prairies, for two weeks they
-traveled till they came to the Sangamon River.</p>
-
-<p>They built a cabin on the north fork of the river.
-With the help of John Hanks, young Lincoln plowed
-fifteen acres, planted it in corn, and split the rails from
-the tall walnut trees on the ground and fenced it.</p>
-
-<div class="sidenote"><strong>A trip to
-New
-Orleans</strong></div>
-
-
-<p><strong>160. Tries to be a Business Man.</strong> The next year
-he was hired to take a flatboat to New Orleans. The
-boat was loaded with hogs, pork, and corn. The wages
-of the trip were fifty cents a day, and twenty dollars
-besides for each man.</p>
-
-<div class="sidenote"><strong>A slave
-auction</strong></div>
-
-<div class="sidenote"><strong>Clerk in
-a store</strong></div>
-
-<p>They "poled" and rowed their slow way down the
-Ohio and the Mississippi. At New Orleans, Lincoln
-first saw a slave auction. He saw men and women sold.
-As he turned away he said to a friend: "If ever I get a
-chance to hit that thing, I'll hit it hard." He did not<span class="pagenum"><a name="Page_317" id="Page_317">[Pg 317]</a></span>
-then dream of the mighty blow he would one day strike.
-After his return from New Orleans, he became a clerk
-in a store.</p>
-
-<p>One day a woman gave Lincoln six cents too much.
-That very evening he walked several miles to find her
-and give back the money. At another time Lincoln
-found that he had not given a woman as much tea as
-she paid for. He went in search of her and gave her
-the rest of the tea.</p>
-
-<div class="sidenote"><strong>The
-Black
-Hawk
-War</strong></div>
-
-<p>About this time Lincoln joined a company of soldiers
-going to the Black Hawk War. An Indian chief named
-Black Hawk was on the "war path." All the frontier
-was up in arms against him and his band of braves.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_317a.jpg" width="540" height="522" alt="" />
-<div class="caption"><p>LINCOLN SPLITTING RAILS TO FENCE
-IN THEIR FARM</p></div>
-</div>
-
-<div class="sidenote"><strong>Lincoln
-elected
-captain</strong></div>
-
-<p>Lincoln was well pleased when nearly all the men in
-his company walked over and stood by his side. This
-was their way of electing a captain. No election in later
-days gave him greater
-pleasure.</p>
-
-<div class="sidenote"><strong>Fame as
-a story-teller
-spreads</strong></div>
-
-<p>Little fighting was
-done by Lincoln's
-company, but sitting
-around the camp fires
-in the evening, he
-became famous as a
-story-teller, and he
-made many friends.</p>
-
-
-<p><strong>161. Makes a Success
-in Politics.</strong> On
-his return from the
-war, though he was
-only twenty-three years old, he became a candidate for
-the state legislature, but was defeated.</p>
-
-<p><span class="pagenum"><a name="Page_318" id="Page_318">[Pg 318]</a></span></p>
-
-<div class="sidenote"><strong>Elected
-to the
-legislature</strong></div>
-
-<p>A little later he was again a candidate. This time he
-won. After the election, he said to a friend: "Did you
-vote for me?" "I did," replied the man. "Then you
-must lend me two hundred dollars." Lincoln needed a
-suit of clothes and money to pay the expenses for traveling
-in a stagecoach to the capital!</p>
-
-<div class="figcenter" style="width: 394px;">
-<img src="images/i_318a.jpg" width="394" height="540" alt="" />
-<div class="caption"><p>LINCOLN AS A CIRCUIT RIDER</p></div>
-</div>
-
-<p>In 1837 the legislature passed a set of resolutions in
-favor of slavery and condemning the Abolitionists. Lincoln
-could not
-stand this. He
-and one other
-man signed a
-protest declaring
-that slavery was
-founded on "injustice
-and bad
-policy."</p>
-
-<p>Lincoln was
-reëlected to the
-legislature seven
-times. He generally
-got more
-votes than other
-men on the ticket
-because the
-people liked his
-quaint sayings
-and his unpretending
-manner.</p>
-
-<div class="sidenote"><strong>Lincoln
-licensed
-to practice
-law</strong></div>
-
-<p>In the meantime,
-after three or four years of study, he was given a
-license to practice law. He made it a rule never to take<span class="pagenum"><a name="Page_319" id="Page_319">[Pg 319]</a></span>
-a case which he believed to be wrong. He was a successful
-lawyer, but the road to fame by way of the law was a
-slow one. It gave Lincoln a chance to engage in politics,
-as we have already seen.</p>
-
-<div class="sidenote"><strong>His taste
-for public
-speaking</strong></div>
-
-<p>He liked "stump speaking." He liked to go about
-the country from one speaking place to another, or to
-travel from one county to another to meet the different
-sessions of the courts. He spoke for what he believed
-to be the truth. He was always in earnest, and made
-his hearers feel that he was sincere.</p>
-
-<div class="sidenote"><strong>Speaks
-for Harrison
-and
-for Henry
-Clay</strong></div>
-
-<p>In 1840 he was one of Harrison's orators, and in 1844
-he threw all his power and influence in favor of Henry
-Clay, his favorite among the great men, for the presidency.</p>
-
-<div class="sidenote"><strong>Lincoln
-in
-Congress</strong></div>
-
-<p>In 1846 the Whigs of Springfield, where he was then
-living, put Lincoln forward for Congress, and succeeded
-in getting him elected. He was not in favor of the war
-with Mexico, then going on, and was not selected to run
-again. Lincoln returned to Springfield, and began the
-practice of law with greater success than ever before.</p>
-
-<p>When Senator Douglas of Illinois, in 1854, carried the
-Kansas-Nebraska Bill through Congress, anti-slavery
-men all over the nation raised a storm of indignation.
-This bill repealed the Missouri Compromise, which had
-stood for thirty years, and threw the territories open to
-slavery.</p>
-
-<div class="sidenote"><strong>The
-champion
-against
-Douglas</strong></div>
-
-<p>Douglas spoke at the state fair, held in Springfield.
-He tried to explain why he favored the Kansas-Nebraska
-Bill. Lincoln made a speech four hours in length, ably
-answering the argument of Douglas. This speech made
-him the champion for the anti-slavery people in the state
-against Douglas.</p>
-
-<div class="figcenter" style="width: 429px;">
-<img src="images/i_320a.jpg" width="429" height="500" alt="" />
-<div class="caption"><p>WHALE-OIL LAMP</p>
-
-<p><em>From Lincoln's log
-cabin</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Public
-opinion
-points
-toward
-Lincoln</strong></div>
-
-<p>The same question was fought out between them at<span class="pagenum"><a name="Page_320" id="Page_320">[Pg 320]</a></span>
-Peoria, a little later. Again Lincoln met Douglas'
-arguments. People began to talk of Lincoln as the next
-United States senator. More and more,
-popular opinion in the state began to
-turn toward Lincoln.</p>
-
-<div class="sidenote"><strong>Nominated
-for
-United
-States
-senator</strong></div>
-
-<p>Accordingly, in 1858, at Springfield,
-the Republicans in convention named
-Lincoln for United States senator. He
-made a speech to the Republicans in
-which he said that this country cannot
-remain half slave and half free&mdash;that it
-must become all slave or all free.</p>
-
-<p>This called every man to face a new question. No
-greater question could be raised. Some friends of Lincoln
-pleaded with him not to say that the country could
-not remain half slave and half free. "I had rather be
-defeated with that expression in my speech than to be
-victorious without it," said Lincoln.</p>
-
-<div class="sidenote"><strong>Lincoln
-challenges
-Douglas</strong></div>
-
-
-<p><strong>162. The Lincoln-Douglas Debates.</strong> Douglas attacked
-this speech, and Lincoln challenged him to hold
-several joint debates before the people of Illinois. Seven
-debates were arranged, in which Douglas insisted upon
-opening and closing four.</p>
-
-<div class="sidenote"><strong>People
-come
-from far
-away to
-hear the
-debates</strong></div>
-
-<p>The people of Illinois were mainly farmers in 1858.
-They traveled long distances to hear these giants debate
-the question of slavery. Some of them were several
-days coming and going&mdash;in wagons, on horseback, or on
-foot. The newspapers in the larger cities sent men to
-listen to these debates, and take down the words used
-by Lincoln and Douglas. The editors knew the people
-were anxiously waiting to read what these men had to
-say about slavery.</p>
-
-<p><span class="pagenum"><a name="Page_321" id="Page_321">[Pg 321]</a></span></p>
-
-<div class="sidenote"><strong>The fatal
-answer</strong></div>
-
-<p>"Can the people of a ... Territory, in any lawful
-way, against the wish of any citizen ... exclude
-slavery?" Lincoln asked. "Yes," said Douglas. That
-was a fatal answer. For, by this answer, Douglas lost
-the support of the Democrats of the South, although he
-held the Democrats of Illinois. He could still be senator,
-but he could never be president.</p>
-
-<p>The debates went on. "I do not perceive," said
-Lincoln, "that because the white man is to have the
-superior position, the negro should be denied
-everything ... there is no reason in the world why the negro
-is not entitled to all the natural rights [named] in the
-Declaration of Independence ... I agree with Judge
-Douglas, he [the negro] is not my equal in many respects&mdash;certainly
-not in color, perhaps not in moral or intellectual
-endowments. But, in the right to eat the bread,
-without the leave of anybody else, which his own hand
-earns, he is my equal, and the equal of Judge Douglas,
-and the equal of every living man."</p>
-
-<div class="sidenote"><strong>Lincoln
-made
-famous
-by the
-debates</strong></div>
-
-<p>These debates made Lincoln widely known. He
-accepted invitations to speak in Ohio, New York, and
-New England.</p>
-
-<div class="sidenote"><strong>Lincoln
-the rail-splitter</strong></div>
-
-<p>In May, 1860, the Republicans of Illinois met in state
-convention. Lincoln was there. The people picked
-him up, lifted him over their heads, and placed him on
-the platform. The cheering was loud. Just at this
-moment John Hanks came into the hall carrying two
-fence rails, with the Stars and Stripes mounted between
-them, bearing in large words the following: "Taken
-from a lot made by Abraham Lincoln and John Hanks
-in the Sangamon Bottom in the year 1830." The people
-stood up and cheered, and threw their hats high and<span class="pagenum"><a name="Page_322" id="Page_322">[Pg 322]</a></span>
-shouted for Lincoln, the "rail-splitter." He made them
-a speech. The convention then and there named him
-as the choice of the Republican party of Illinois for the
-next President of the United States.</p>
-
-<div class="sidenote"><strong>The candidate
-of
-the Republican
-party</strong></div>
-
-
-<p><strong>163. Lincoln President.</strong> A few weeks later Abraham
-Lincoln was nominated in Chicago by the National Convention
-of the Republican party for the presidency.
-Just as the passage of Douglas' Kansas-Nebraska Bill
-killed the old Whig party, so the debates between Lincoln
-and Douglas split the Democratic party into a northern
-and a southern wing.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_322a.jpg" width="540" height="397" alt="" />
-<div class="caption"><p>LINCOLN SPEAKING IN THE STATE CONVENTION</p></div>
-</div>
-
-<div class="sidenote"><strong>Lincoln
-elected</strong></div>
-
-<p>Douglas was nominated by the northern wing, and
-Breckenridge by the southern wing. This division in
-the Democratic party resulted in the election of Lincoln
-to the presidency, in November, 1860.</p>
-
-<p><span class="pagenum"><a name="Page_323" id="Page_323">[Pg 323]</a></span></p>
-
-<p>During the fall and winter, seven southern states left
-the Union, and set up a government called the "Confederate
-States of America." They had their government
-all in running order before Lincoln left Springfield.</p>
-
-<div class="sidenote"><strong>Bound
-for
-Washington</strong></div>
-
-<div class="sidenote"><strong>At Independence
-Hall</strong></div>
-
-<p>In February, 1861, Lincoln said good-by to the people
-of Springfield, and started for Washington to take his
-seat as president. The people were bound to see him and
-hear his voice and shake his hand. Along the route
-there were cheers, bonfires, and military parades with
-miles of marching men. At Philadelphia he raised a
-flag over Independence Hall. He made a touching
-speech in regard to the men of the Revolution who had
-sat in that hall, and pledged himself to abide by the
-principles of the Declaration of Independence.</p>
-
-<div class="sidenote"><strong>The inauguration</strong></div>
-
-<p>On March 4, with soldiers guarding the capitol, Lincoln
-read his inaugural address and took the oath of office
-which all presidents before him had taken. This speech
-was listened to with the greatest interest. It was now
-plain to everybody that Lincoln meant to fight, if fighting
-were necessary to save the Union.</p>
-
-<p>In April Confederates fired on Fort Sumter in Charleston
-Harbor, South Carolina. After awful hardships,
-Colonel Anderson and his men surrendered the fort to
-the Confederate troops.</p>
-
-<div class="sidenote"><strong>The call
-for men</strong></div>
-
-<p>Lincoln immediately sent forth the call for seventy-five
-thousand men. He made it a call to save the Union
-which Jackson, Webster, and Clay had done so much to
-save. War had come&mdash;civil war, the most dreadful kind
-of war. Four more states left the Union, and joined the
-Confederate States. But the slave states of Maryland,
-Kentucky, and Missouri remained with the Union.</p>
-
-<div class="sidenote"><strong>Blockade
-of Confederate
-States</strong></div>
-
-<p>While the Union troops were gathering and drilling<span class="pagenum"><a name="Page_324" id="Page_324">[Pg 324]</a></span>
-in Washington, Lincoln declared a blockade of the ports
-of the Confederate States. He saw that if he closed the
-ports of the South he could prevent the shipment of cotton
-to Europe and so keep the Confederacy from getting
-supplies in exchange for the cotton. This was a heavy
-blow to the Confederates.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_324a.jpg" width="540" height="360" alt="" />
-<div class="caption"><p>THE CONFEDERATE STATES</p></div>
-</div>
-
-<div class="sidenote"><strong>The "Merrimac"
-and the
-"Monitor"</strong></div>
-
-<p>The South depended on the <em>Merrimac</em> to break the
-blockade. The <em>Merrimac</em> was a wooden war vessel
-which had been covered with a double coat of iron. It
-had a great iron beak with which it could ram wooden
-vessels. The <em>Merrimac</em> moved to attack the Union fleet,
-which was stationed in Hampton Roads. The shot fired
-from the Union vessels and from the shore batteries
-had no more effect on the iron coat of the <em>Merrimac</em> than
-hail on a tin roof. She sank one wooden war vessel
-and set another on fire. What was to hinder her from
-going up the Potomac and bombarding Washington?</p>
-
-<div class="figcenter" style="width: 382px;">
-<img src="images/i_325a.jpg" width="382" height="540" alt="" />
-<div class="caption"><p>ABRAHAM LINCOLN</p>
-
-<p><em>From a rare photograph taken by Alexander
-Hesler in Chicago, 1860, and loaned by
-the Chicago Photogravure Company,
-who own the original</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Battle
-between
-ironclads</strong></div>
-
-<p>But Lincoln placed his hope in the <em>Monitor</em>. This<span class="pagenum"><a name="Page_325" id="Page_325">[Pg 325]</a></span>
-strange craft, "looking like a cheese box on a raft,"
-reached Hampton Roads that night and took position to
-defend the Union fleet from
-the <em>Merrimac</em>. The next
-morning the two ironclads
-met in battle. It was a
-battle of giants. "Why do
-you stop firing?" asked an
-officer of one of the gunners
-on the <em>Merrimac</em>. "I
-can do her as much damage
-by snapping my thumb
-at her every two minutes
-and a half," was the
-reply.</p>
-
-<p>It was a drawn battle.
-Washington was safe. The
-South could not break the
-blockade. This battle
-between the <em>Merrimac</em> and
-the <em>Monitor</em> changed the navies of the world. Wooden
-war vessels now gave place to iron vessels.</p>
-
-<div class="sidenote"><strong>McClellan
-in the
-East</strong></div>
-
-<p>Meantime great battles were also being fought on
-land. In the East the Union army under General McClellan
-had been hurled back in an attack on Richmond.
-The Confederates under General Lee, in an attempt to
-invade the North, had been forced to retreat.</p>
-
-<div class="sidenote"><strong>Grant
-in the
-West</strong></div>
-
-<p>In the West events of equal importance were taking
-place. The Union troops under General Grant defeated
-the Confederates in many battles in Kentucky and
-Tennessee. Then with the aid of the Union fleet
-under Captain David Farragut, Grant captured the<span class="pagenum"><a name="Page_326" id="Page_326">[Pg 326]</a></span>
-Confederate strongholds along the Mississippi River,
-and so cut the Confederacy in two.</p>
-
-<div class="sidenote"><strong>Slavery
-question
-to the
-front</strong></div>
-
-<p>Lincoln had declared the war was to be fought to save
-the Union and not to get rid of slavery. But as the war
-went on, the slavery question would keep coming up.
-The Confederates used the slaves to build forts, cook for
-the army, and to do other work. Thus the slave took
-the place of the white soldier. Other slaves raised food
-supplies and cared for the women. In this way the slaves
-were constantly being used to help fight against the Union.</p>
-
-<div class="figcenter" style="width: 297px;">
-<img src="images/i_326a.jpg" width="297" height="540" alt="" />
-<div class="caption"><p>THE STATUE OF ABRAHAM LINCOLN
-IN LINCOLN PARK, CHICAGO</p>
-
-<p><em>By Augustus St. Gaudens</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Proclamation
-of
-Emancipation</strong></div>
-
-<p>The time had come to destroy slavery. Lincoln now
-saw that by freeing the slaves he could strike a heavy
-blow at the Confederacy. So
-as commander in chief of the
-Union armies he issued the
-Proclamation of Emancipation
-January 1, 1863.</p>
-
-<p>The war, however, continued
-more than two years
-longer. The long list of dead
-and wounded on both sides
-saddened Lincoln. Day by
-day the lines in his kindly
-face grew deeper.</p>
-
-<p>Finally the news came that
-General Grant had hammered
-General Lee's lines to pieces,
-and that Jefferson Davis and
-his cabinet were leaving Richmond,
-the capital of the Confederacy.</p>
-
-<p>Early in April President<span class="pagenum"><a name="Page_327" id="Page_327">[Pg 327]</a></span>
-Lincoln went to visit the city of Richmond. Here he
-saw a city on fire, and a mob breaking into houses.</p>
-
-<div class="figcenter" style="width: 150px;">
-<img src="images/i_327a.jpg" width="150" height="540" alt="" />
-<div class="caption">
-
-<p class="right">Courtesy of
-<em>Youth's Companion</em></p>
-
-<p>LINCOLN TOWER OF
-CHRIST CHURCH,
-SOUTHWARK,
-LONDON</p>
-
-<p><em>The cost of this tower
-was met by contributions
-half in
-English sixpences
-and half in American
-dimes</em></p>
-</div>
-</div>
-
-<div class="sidenote"><strong>Lee
-surrenders</strong></div>
-
-<p>Grant was pursuing Lee's army. He
-overtook it, and on April 8 offered terms
-of surrender. Lee accepted. The president's
-heart was filled with gratitude that
-no more lives were to be sacrificed on
-either side.</p>
-
-<div class="sidenote"><strong>Lincoln
-shot</strong></div>
-
-
-<p><strong>164. President Lincoln Assassinated.</strong>
-The evening of April 14, 1865, Lincoln
-went to Ford's Theater in Washington to
-rest his body and mind. As he sat in a
-box, John Wilkes Booth, an actor, shot
-him in the back of the head. Booth sprang
-upon the stage, flourished his revolver,
-and escaped.</p>
-
-<div class="sidenote"><strong>Dies
-April 15,
-1865</strong></div>
-
-<p>Abraham Lincoln died the next day.
-Thus the nation lost a great man. He
-was truly a man "with malice toward
-none, with charity for all."</p>
-
-<div class="sidenote"><strong>Monuments
-to his
-memory</strong></div>
-
-<p>Many monuments have been built to
-honor the name of this great man. The
-most unique one is in Edinburgh, Scotland&mdash;a
-life-size statue with one hand
-holding the Emancipation Proclamation
-and with the other striking the chains from a half-rising
-slave. Another interesting monument is the Lincoln
-Tower of Christ Church, London. High on this tower
-in red, white, and blue tiles, is the American flag. The
-largest memorial is at Springfield, Illinois, the home of
-Lincoln and where he lies buried. One of the most celebrated
-is the St. Gaudens statue in Lincoln Park, Chicago.</p>
-
-<p><span class="pagenum"><a name="Page_328" id="Page_328">[Pg 328]</a></span></p>
-
-<div class="figcenter" style="width: 423px;">
-<img src="images/i_328a.jpg" width="423" height="540" alt="" />
-<div class="caption"><p>ANDREW JOHNSON</p>
-
-<p><em>From a photograph taken in 1865, by
-A. Gardner, Washington, D. C.</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Lincoln
-and the
-South</strong></div>
-
-
-<p><strong>165. Andrew Johnson as President.</strong> Before the war
-Lincoln had begun the reconstruction of the South. He
-did not admit that the Confederate
-states had ever
-really left the Union. Whenever
-one-tenth of the voters
-in a state would take an
-oath of loyalty to the Union,
-he allowed them to set up a
-new government. Lincoln
-then recognized this as the
-regular state government.</p>
-
-<div class="sidenote"><strong>Johnson
-a Southerner</strong></div>
-
-<p>Lincoln did not live to
-apply his wise and moderate
-rule to more than a few
-states. Even here he met
-with opposition from Congress.
-Andrew Johnson, who
-succeeded him as President, was a Southerner, though a
-stout Unionist. He was honest, but rude and harsh in
-his behavior.</p>
-
-<p>Johnson tried to carry out Lincoln's plans for reconciling
-the defeated states. But he did not consult Congress
-before he began. Congress felt that the President was
-trying to override its power. It made much more harsh
-conditions for re-admitting the southern states.</p>
-
-<div class="sidenote"><strong>The
-President
-and
-Congress
-quarrel</strong></div>
-
-<p>The quarrel between the President and Congress ended
-in an impeachment trial. Johnson retained his presidency
-by only one vote. Whether or not this trial was
-deserved may be a question. There can be no doubt,
-however, but that in dealing with foreign countries Andrew
-Johnson's motives were wise and patriotic as well.</p>
-
-<p><span class="pagenum"><a name="Page_329" id="Page_329">[Pg 329]</a></span></p>
-
-<div class="sidenote"><strong>Maximilian
-"Emperor
-of
-Mexico"</strong></div>
-
-<p>Mexico had long owed certain debts to England,
-France, and Spain. The French emperor, Napoleon III,
-determined to make these debts an excuse for extending
-his power. He sent soldiers to Mexico, and used them to
-set up an Austrian archduke, Maximilian, as Emperor of
-Mexico. President Johnson sent American soldiers to
-the Rio Grande, and the French forces were withdrawn.
-Maximilian had now no support and later was shot.</p>
-
-<div class="sidenote"><strong>The
-Alaska
-Purchase</strong></div>
-
-<p>In 1867 Johnson purchased Alaska from Russia for
-$7,200,000. Thus one more European power gave up its
-possessions in the New World.</p>
-
-
-<p><strong>166. The Progress of Reconstruction.</strong> Contentment
-of mind and regular, peaceful growth of trade and business
-did not return to the South until long after Johnson's
-presidency. Congress had little understanding of the
-difficulties with which it was faced. Under its reconstruction
-the life of the South was for a time cruelly
-unsettled. At last the old southern leaders themselves
-restored order. Then they governed much as before.</p>
-
-<div class="sidenote"><strong>What
-Lincoln's
-death
-meant to
-the South</strong></div>
-
-<p>Lincoln had earned the respect of the South, for he was
-a leader great enough to be generous in victory. He
-might have checked the misrule which nearly ruined the
-industries of the South, and created more lasting bitterness
-than the war. The South suffered as great a loss
-as the North in the death of Lincoln.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Lincoln, born of poor parents in
-the state of Kentucky, went over to Indiana at seven years
-of age. <em>2.</em> Helped build a cabin and clear the forest and went
-hunting. <em>3.</em> Lincoln lost his mother, and his father married
-again. <em>4.</em> His stepmother took good care of Abe and his
-young sister. <em>5.</em> Lincoln had little schooling, but read a few
-books thoroughly. <em>6.</em> He was physically strong at twenty-one,<span class="pagenum"><a name="Page_330" id="Page_330">[Pg 330]</a></span>
-and he had read so much that he could "spell down" the whole
-country. <em>7.</em> The family moved to Illinois, and Abe was hired
-to take a flatboat down the Mississippi. <em>8.</em> He saw a slave
-auction at New Orleans. <em>9.</em> Lincoln was elected captain in
-the Black Hawk War; elected to the legislature for four
-terms. <em>10.</em> He studied law and was elected to Congress.
-<em>11.</em> Attacked Douglas for the Kansas-Nebraska Bill. <em>12.</em>
-Lincoln and Douglas held joint debates. <em>13.</em> Nominated for
-the presidency by the Republicans in convention at Chicago.
-<em>14.</em> Douglas displeased the South and the Democratic party
-was split. <em>15.</em> Lincoln was elected president, the South
-seceded, and Douglas stood by the Union. <em>16.</em> The battle
-between the <em>Merrimac</em> and the <em>Monitor</em> ushered in the age of
-the ironclad war vessel. <em>17.</em> Grant defeated Lee, and Lee
-surrendered. <em>18.</em> Lincoln went to the Ford Theater in Washington,
-and was assassinated. <em>19.</em> Johnson started to carry out
-Lincoln's plans for reconstruction, but Congress interfered, and
-tried to impeach him. <em>20.</em> Johnson caused the French to withdraw
-from Mexico, and bought Alaska from Russia in 1867 for
-$7,200,000. <em>21.</em> The South was slow in recovering from the
-effects of the war.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Describe Lincoln's early surroundings.
-<em>2.</em> Picture Abe and his sister. <em>3.</em> How did Abe help
-get their meat? <em>4.</em> What did he owe to his mother? <em>5.</em>
-What did Abe's new mother do for him? <em>6.</em> What books did
-Abe read and how did he read them? <em>7.</em> Why was Abe liked
-in the family? <em>8.</em> How tall was Lincoln? How old was he
-when the family started for Illinois? <em>9.</em> What did he do soon
-after going to Illinois? <em>10.</em> What did he see in New Orleans
-that was new to him? <em>11.</em> Prove Lincoln was honest. <em>12.</em>
-Prove that the men of the countryside had confidence in
-Lincoln. <em>13.</em> How old was Lincoln when he ran for the legislature?
-<em>14.</em> Tell the story of Lincoln's experiences in running
-for the legislature. <em>15.</em> What was his success as a lawyer?
-<em>16.</em> Why did Lincoln love public speaking? <em>17.</em> Why was
-Lincoln not elected to Congress again? <em>18.</em> How did Lincoln
-become the champion speaker against Douglas? <em>19.</em> What
-was the effect of the debate? <em>20.</em> What new declaration
-did Lincoln make in his Springfield speech? <em>21.</em> Why did
-Lincoln challenge Douglas? <em>22.</em> How did Lincoln become
-widely known? <em>23.</em> What was the fatal question put to<span class="pagenum"><a name="Page_331" id="Page_331">[Pg 331]</a></span>
-Douglas by Lincoln? <em>24.</em> To what rights did Lincoln say the
-black man is entitled? <em>25.</em> Picture the scene in the state
-convention of 1860. <em>26.</em> What was the effect of the Lincoln-Douglas
-debates on the Democratic party? <em>27.</em> Why did this
-result in Lincoln's election to the presidency? <em>28.</em> Give an
-account of the demonstrations made in honor of Lincoln. <em>29.</em>
-Who fired the first shot in the Civil War, and where was
-it fired? <em>30.</em> How many slave states in all remained loyal to the
-Union cause? <em>31.</em> What kind of a war did Lincoln make of this
-war? <em>32.</em> Tell the story of the <em>Merrimac</em> and the <em>Monitor</em>.
-<em>33.</em> How was the <em>Merrimac</em> protected? <em>34.</em> How did the
-Proclamation of Emancipation affect the strength of the
-Confederates? <em>35.</em> Describe the surrender of Lee. <em>36.</em> Tell
-the story of Lincoln's assassination. <em>37.</em> How did the nation
-feel over Lincoln's death? <em>38.</em> How has he been honored?
-<em>39.</em> Describe the statue in Edinburgh. <em>40.</em> Where was Lincoln
-buried? <em>41.</em> What was Lincoln's plan of reconstruction?
-<em>42.</em> What happened when Johnson tried to carry this out?
-<em>43.</em> Name two matters in which Johnson acted wisely.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Abraham Lincoln</span>: Baldwin, <cite>Four
-Great Americans</cite>, 187-246; McMurry, <cite>Pioneers of the Mississippi
-Valley</cite>, 170-184; Wright, <cite>Children's Stories of American
-Progress</cite>, 159-178, 299-327; Brooks, <cite>Century Book of Famous
-Americans</cite>, 193-210; Hart and Stevens, <cite>Romance of the Civil
-War</cite>, 1-112; Bolton, <cite>Lives of Poor Boys Who Became Famous</cite>,
-342-367; Mabie, <cite>Heroes Every Child Should Know</cite>, 309-319;
-Nicolay, <cite>Boys' Life of Abraham Lincoln</cite>; Coffin, <cite>Abraham
-Lincoln</cite>; Mace, <cite>Lincoln: The Man of the People</cite>; Hale, <cite>Stories of
-War</cite>; Southworth, <cite>Builders of Our Country</cite>, Vol. II, 186-217.</p>
-
-<p><span class="smcap">Andrew Johnson</span>: Sparks, <cite>Expansion of the American People</cite>,
-433-438; Guerber, <cite>Story of the Great Republic</cite>, 252-256.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>TWO FAMOUS GENERALS</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>ULYSSES S. GRANT, THE GREAT GENERAL OF THE
-UNION ARMIES</h3>
-
-
-<div class="sidenote"><strong>Ulysses
-Simpson
-Grant,
-1822</strong></div>
-
-<div class="sidenote"><strong>Early
-schooling</strong></div>
-
-<div class="sidenote"><strong>Fond of
-horses</strong></div>
-
-
-<p><strong>167. A Poor Boy Becomes a Great Man.</strong> Ulysses
-Simpson Grant was born in 1822, in Ohio, at a place
-called Point Pleasant. When he was a year old his<span class="pagenum"><a name="Page_332" id="Page_332">[Pg 332]</a></span>
-parents removed to Georgetown, Ohio, and there a few
-years later he attended school. He was taught little
-besides reading, writing, and arithmetic. As he grew up
-he helped his father and mother by hauling wood, plowing,
-and doing other useful work. He did not like the
-leather business, his father's occupation, but he found
-great pleasure in farm work because he was very fond
-of horses.</p>
-
-<div class="sidenote"><strong>He liked
-to travel</strong></div>
-
-<p>Young Grant liked to travel. When the news came
-that he had been appointed a cadet at the United States
-Military Academy, he was glad because of the journey
-to West Point but not because of any other opportunities
-it offered. He did not like West Point, and studied only
-to please his father.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_332a.jpg" width="540" height="372" alt="" />
-<div class="caption"><p>THE BIRTHPLACE OF GENERAL GRANT,
-POINT PLEASANT, OHIO</p></div>
-</div>
-
-<div class="sidenote"><strong>Fights
-under
-General
-Taylor</strong></div>
-
-<div class="sidenote"><strong>Resigns
-and
-returns
-home</strong></div>
-
-<p>After his graduation Grant fought in the Mexican
-War as lieutenant under General Taylor and later under
-General Scott. After peace was restored he served in
-California as a captain, but very soon resigned, and when
-the Civil War
-broke out in 1861
-he was working as
-a clerk in his
-father's store at
-Galena, Illinois.</p>
-
-<div class="figcenter" style="width: 463px;">
-<img src="images/i_333a.jpg" width="463" height="540" alt="" />
-<div class="caption"><p>ULYSSES S. GRANT</p>
-
-<p><em>From a photograph taken in 1866 by
-F. Gutekunst, Philadelphia</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Grant
-goes to
-Springfield</strong></div>
-
-<div class="sidenote"><strong>His
-promotions</strong></div>
-
-
-<p><strong>168. A Great
-General.</strong> When
-Lincoln's call for
-seventy-five thousand
-men startled
-the country, Grant
-was made chairman of a meeting at Galena called to raise
-a company of soldiers. He then went to Springfield,<span class="pagenum"><a name="Page_333" id="Page_333">[Pg 333]</a></span>
-where the governor set him to work drilling soldiers and
-getting them ready for the war. After a time he became
-colonel of a regiment. A
-further promotion followed
-which made him a brigadier-general
-in command of
-several regiments. Later
-still he rose to be major-general,
-in command of an
-army.</p>
-
-<p>Early in the war it was
-seen that in order to conquer
-the Confederacy it
-must be split in two by
-gaining possession of the
-Mississippi River. As a
-part of the great campaign
-with this end in view, we
-find Brigadier-General Grant directing the attacks on
-Fort Henry and Fort Donelson. These places were less
-than ten miles apart, in western Tennessee.</p>
-
-<div class="sidenote"><strong>Captures
-Forts
-Henry
-and
-Donelson</strong></div>
-
-<p>With the help of Commodore Foote and his gunboats,
-Grant easily captured Fort Henry. To take Fort Donelson
-was not so easy. The Confederates tried to break
-through the right wing of Grant's army. After hard
-fighting they were driven back, and General Buckner
-asked what terms Grant would give if they surrendered.
-To this General Grant replied that he would consider "no
-terms but an unconditional and immediate
-surrender ... I propose to move immediately upon your
-works." This answer has become famous.</p>
-
-<div class="sidenote"><strong>Confederates
-fall
-back</strong></div>
-
-<div class="sidenote"><strong>Grant
-moves
-against
-Vicksburg</strong></div>
-
-<p>The surrender of Fort Henry and Fort Donelson forced<span class="pagenum"><a name="Page_334" id="Page_334">[Pg 334]</a></span>
-the Confederates to move back their line of defense.
-After winning the two days' battle at Pittsburg Landing,
-General Grant turned his attention to the Mississippi
-River. As long as the Mississippi remained open to
-the southern forces, Arkansas, Louisiana, and Texas
-could send food supplies to the Confederates on the east
-side of the river. This General Grant wanted to stop,
-so, early in 1863, he moved southward to take Vicksburg.
-He beat the Confederates in the field and drove them into
-Vicksburg. The siege of the city lasted seven weeks.
-No one could slip in or out. Meat and bread grew scarce.
-The houses were knocked to pieces by cannon balls, and
-people found shelter in cellars and caves.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_334a.jpg" width="540" height="330" alt="" />
-<div class="caption"><p>THE BATTLE OF PITTSBURG LANDING, TENNESSEE</p></div>
-</div>
-
-<div class="sidenote"><strong>The surrender</strong></div>
-
-<p>On the Fourth of July, 1863, Vicksburg, with Pemberton's
-army of more than thirty thousand men, surrendered.
-There was great happiness throughout the North.
-President Lincoln sent a message of thanks to General
-Grant, and Congress voted that he be given a medal.</p>
-
-<div class="figcenter" style="width: 387px;">
-<img src="images/i_335a.jpg" width="387" height="540" alt="" />
-<div class="caption"><p>SCENE OF GRANT'S CAMPAIGNS IN THE WEST</p></div>
-</div>
-
-<div class="sidenote"><strong>Gettysburg
-on
-the same
-day</strong></div>
-
-<p>During this campaign in the lower Mississippi country<span class="pagenum"><a name="Page_335" id="Page_335">[Pg 335]</a></span>
-a large Confederate army had marched north from Virginia,
-across Maryland into Pennsylvania. This army,
-under General Robert E. Lee, had won its way as far as
-Gettysburg. Here, at the end of a great three days'
-battle, the Confederates were decisively beaten; this defeat
-came on July 3, and on the very next day came the
-news that
-far-away
-Vicksburg
-had surrendered
-to
-Grant. After
-defeating the
-Confederates
-at Murfreesboro,
-General
-Rosecrans
-was in turn
-defeated at
-Chickamauga,
-and then
-cooped up in
-the town of
-Chattanooga
-by General
-Bragg. General
-Grant
-was sent to
-rescue the
-Union army,
-which he did in the battles of Lookout Mountain, led by
-Hooker, and Missionary Ridge, led by Sherman.</p>
-
-<p><span class="pagenum"><a name="Page_336" id="Page_336">[Pg 336]</a></span></p>
-
-<div class="sidenote"><strong>Lieutenant-general</strong></div>
-
-
-<p><strong>169. Great Commander of the Union Armies.</strong> President
-Lincoln saw that General Grant was a great soldier.
-He sent for him to come to Washington and made him
-lieutenant-general in command of all the armies of the
-United States.</p>
-
-<div class="sidenote"><strong>The
-"Wilderness"</strong></div>
-
-<p>Grant took command at once. His first great object
-was to capture Lee's army. The shortest way to Lee's
-army lay through the "Wilderness," a part of the country
-lying south of the upper part of the Rapidan, in Virginia,
-and covered with a thick forest of tangled underbrush.
-The route was dangerous. But into the "Wilderness"
-Grant plunged with his great army. General Lee was
-there with his troops. The fighting began. For a
-month it was almost constant charging, back and forth,
-and there were long lists of dead and wounded. Grant
-moved his army southward and nearer Richmond. Lee
-met him in the bloody battles of Spottsylvania and Cold
-Harbor.</p>
-
-<div class="sidenote"><strong>Petersburg
-taken</strong></div>
-
-<p>Then Grant crossed the James River, south of Richmond,
-and began the attack on Petersburg. This place
-was taken in the spring of 1865.</p>
-
-<div class="sidenote"><strong>Richmond
-given up</strong></div>
-
-<p>General Lee told the Confederate president, Jefferson
-Davis, that he could hold Richmond no longer. He tried
-to get his army away, but the men were weak from hard
-fighting, and Sheridan, with his cavalry, was too quick
-for him.</p>
-
-<div class="sidenote"><strong>Lee surrenders
-at Appomattox</strong></div>
-
-<p>General Grant wrote to General Lee suggesting that he
-surrender, and thus prevent the loss of more lives. Lee
-agreed, and the papers were signed April 9, 1865, at Appomattox
-Court House. No more generous terms were
-ever given than those granted to Lee and his men.</p>
-
-<p>After the war was over General Grant served for a<span class="pagenum"><a name="Page_337" id="Page_337">[Pg 337]</a></span>
-time in the cabinet of President Johnson, who had
-become president at Lincoln's death.</p>
-
-<div class="figcenter" style="width: 477px;">
-<img src="images/i_337a.jpg" width="477" height="540" alt="" />
-<div class="caption"><p>THE GRANT MONUMENT, RIVERSIDE PARK,
-NEW YORK</p></div>
-</div>
-
-<div class="sidenote"><strong>Grant
-elected
-president</strong></div>
-
-
-<p><strong>170. President of the
-United States.</strong> In 1868
-Grant was elected President
-of the United States.
-He was elected again in
-1872. Late in life he
-made a tour of the
-world, and everywhere
-was received with great
-honor.</p>
-
-<div class="sidenote"><strong>Dies in
-1885</strong></div>
-
-<p>He died July 23, 1885,
-at Mount McGregor,
-near Saratoga, New York.
-His body rests in Riverside
-Park, New York
-City, where a magnificent monument has been built to
-his memory.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>ROBERT EDWARD LEE, THE MAN WHO LED THE
-CONFEDERATE ARMIES</h3>
-
-
-<div class="sidenote"><strong>Robert
-E. Lee,
-1807</strong></div>
-
-
-<p><strong>171. The Great General of the Confederacy.</strong> Robert
-E. Lee was born in Virginia in 1807. He went to school
-at Alexandria, where George Washington once lived, and
-became a cadet at the United States Military Academy
-at West Point.</p>
-
-<div class="sidenote"><strong>Wins
-fame in
-Mexico</strong></div>
-
-<div class="sidenote"><strong>In
-charge
-at West
-Point</strong></div>
-
-<p>In the war with Mexico Lee earned honor and fame.
-He rose rapidly in rank. Starting as captain, he became
-major, lieutenant-colonel, and then colonel. When the
-Mexican War was over, he took charge of the Military
-Academy at West Point. After three years, he decided<span class="pagenum"><a name="Page_338" id="Page_338">[Pg 338]</a></span>
-to give up the work at West Point and go West to fight
-the Indians.</p>
-
-<div class="sidenote"><strong>Lee goes
-with his
-state</strong></div>
-
-<p>About this time the people began to insist that, in the
-United States, slavery must be given up. Even the
-army officers and men quarreled about it. Lee believed
-in the Union and did not want the South to leave it.
-But when Virginia followed other slave states out of the
-Union and into the Confederacy, Lee went with his
-native state.</p>
-
-<div class="sidenote"><strong>In command
-of
-army defending
-Richmond</strong></div>
-
-<p>When the war began, Lee, as general, had command
-of the Virginia troops. After the battle of Fair Oaks, in
-which General Joseph E. Johnston was wounded, General
-Lee took charge of the army defending Richmond.</p>
-
-<div class="sidenote"><strong>Compels
-McClellan
-to
-retreat</strong></div>
-
-<div class="sidenote"><strong>Invaded
-Maryland
-and
-Pennsylvania</strong></div>
-
-
-<p><strong>172. Lee Fights Battle after Battle.</strong> Lee at once
-attacked the Union army which was trying to take
-Richmond. In a seven days' battle he forced McClellan,
-the Union general, to retreat. He then struck the army
-of Pope a fatal blow and marched with his victorious
-soldiers into Maryland. A great battle was fought at
-Antietam (1862) and Lee returned to Virginia. He won
-two great victories at Fredericksburg and Chancellorsville.
-In the latter battle he lost Stonewall Jackson, his
-best general. After this, his army rested and ranks
-filled, General Lee moved rapidly through Maryland
-and into Pennsylvania. The North became alarmed, but
-a great Union army was already hurrying to meet the
-Confederate forces.</p>
-
-<div class="sidenote"><strong>Greatest
-battle of
-the war</strong></div>
-
-<div class="sidenote"><strong>Pickett's
-charge</strong></div>
-
-<div class="sidenote"><strong>The loss</strong></div>
-
-<p>The two armies met at Gettysburg, and there for three
-days was fought the greatest battle of the Civil War.
-On the last day General Pickett made his famous charge.
-Fifteen thousand southern soldiers charged across the valley&mdash;more
-than a mile wide&mdash;right up to the muzzles<span class="pagenum"><a name="Page_339" id="Page_339">[Pg 339]</a></span>
-of the Union guns. But the help they expected from another
-direction did not arrive, and they had to retreat.
-Lee's army was defeated. More than fifty thousand men&mdash;including
-the killed, wounded, and missing on both
-sides&mdash;were lost at Gettysburg.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_339a.jpg" width="540" height="358" alt="" />
-<div class="caption"><p>PICKETT'S CHARGE AT GETTYSBURG</p>
-
-<p><em>This heroic assault marked the turn of the Confederate tide</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Lee
-never
-invades
-again</strong></div>
-
-
-<p><strong>173. Facing a Powerful Army.</strong> General Lee then
-went back across the Potomac, never to invade the North
-again. From then onward, little was done until, in
-1864, General Grant took command of all the Union
-forces. Then followed three great battles&mdash;the "Wilderness,"
-so called because it was fought in a thick forest
-of tangled underbrush lying in Virginia just south of the
-upper portion of the Rapidan; Spottsylvania, fought
-near the Spottsylvania courthouse a little farther southward,
-and Cold Harbor, fought a few miles northeast
-of Richmond.</p>
-
-<p><span class="pagenum"><a name="Page_340" id="Page_340">[Pg 340]</a></span></p>
-
-<div class="sidenote"><strong>Lee's
-troops
-wearing
-out</strong></div>
-
-<p>General Lee's troops were wearing out. There were no
-more men to take the places of those killed and wounded.
-Food and clothing became scarce, and other supplies
-were hard to get. General Lee was now made commander
-in chief over all the Confederate armies. He
-immediately put Joseph E. Johnston back in command
-of his old army in the West, but it was too late.</p>
-
-<div class="figcenter" style="width: 408px;">
-<img src="images/i_340a.jpg" width="408" height="540" alt="" />
-<div class="caption"><p>SCENE OF WAR AROUND WASHINGTON AND RICHMOND</p></div>
-</div>
-
-<div class="sidenote"><strong>Sheridan
-blocks
-the way</strong></div>
-
-<p>Lee decided in 1865 that Richmond must be given up.
-He wanted to
-take his army
-to Danville,
-Virginia, on
-the way to join
-the army of
-General Joseph
-E. Johnston,
-in North Carolina,
-but at
-Appomattox
-his troops met
-General Sheridan's
-cavalry.</p>
-
-<div class="sidenote"><strong>Terms of
-surrender</strong></div>
-
-
-<p><strong>174. The
-Confederacy
-Was Lost.</strong>
-General Lee received
-a letter
-from General
-Grant asking
-him to surrender.
-The two generals met at a farmhouse and agreed
-upon terms. Grant gave the officers and men permission<span class="pagenum"><a name="Page_341" id="Page_341">[Pg 341]</a></span>
-to take their horses home "to do their spring plowing."</p>
-
-<div class="figcenter" style="width: 405px;">
-<img src="images/i_341a.jpg" width="405" height="540" alt="" />
-<div class="caption"><p>ROBERT EDWARD LEE</p>
-
-<p><em>From a portrait painted by Browne, now
-in the Westmoreland Club,
-Richmond, Virginia</em></p></div>
-</div>
-
-<p>The next morning Lee, surrounded by his sorrowing
-men, mounted his horse, Traveler,
-and rode slowly away
-to his home in Richmond.
-The other Confederate armies
-surrendered one by one.</p>
-
-<div class="sidenote"><strong>President
-of
-Washington
-College</strong></div>
-
-<div class="sidenote"><strong>Dies in
-1870</strong></div>
-
-<p>After the war General
-Lee was elected president of
-Washington College at Lexington,
-Virginia, now Washington
-and Lee University.
-He greatly enjoyed his work
-of building up the young
-manhood of the South. He
-died at Lexington in 1870.
-A monument to the memory
-of this great man has
-been erected at Richmond, and another at Lexington.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Grant born of parents who were
-farmers. Loved to work with horses. <em>2.</em> Sent to West
-Point; was in Mexican War under Generals Taylor and Scott.
-<em>3.</em> Was clerk for his father at Galena. <em>4.</em> In the Civil War
-rose rapidly till made a major-general. <em>5.</em> Captured Fort
-Donelson and Fort Henry. <em>6.</em> Captured Vicksburg; was
-made lieutenant-general, and sent into the Wilderness after
-General Lee. <em>7.</em> Fought a month, then moved around to
-Petersburg. <em>8.</em> Offered Lee terms of surrender. <em>9.</em> Was
-twice made president. <em>10.</em> Died at Mount McGregor. <em>11.</em>
-Robert E. Lee was born in Virginia and went to school at
-Alexandria. <em>12.</em> Went to West Point, and was in the Mexican
-War, where he earned honor and fame. <em>13.</em> Took charge at
-West Point. <em>14.</em> Followed Virginia when she seceded, and was<span class="pagenum"><a name="Page_342" id="Page_342">[Pg 342]</a></span>
-given command of the troops defending Richmond. <em>15.</em> Won
-several victories over the North. <em>16.</em> Failed at Gettysburg.
-<em>17.</em> Fought to save Richmond. <em>18.</em> Surrendered to General
-Grant in spring of 1865. <em>19.</em> Became president of Washington
-College.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Tell the story of Grant until he
-reached West Point. <em>2.</em> What part did Grant take in the
-war with Mexico? <em>3.</em> What did Grant do at Galena when
-Lincoln's call came? <em>4.</em> Tell of his promotion. <em>5.</em> What
-would happen if Vicksburg and other Mississippi River places
-were taken? <em>6.</em> What two victories came on the Fourth of
-July, and what did both mean? <em>7.</em> How did Grant's victory
-impress the president? <em>8.</em> What can you tell of the "Battle
-of the Wilderness"? <em>9.</em> What happened at Richmond? <em>10.</em>
-Picture the scene at Appomattox Court House. <em>11.</em> Tell the
-story of Grant after the Civil War. <em>12.</em> Tell of Lee's promotion
-after leaving West Point. <em>13.</em> Did Lee want his
-state to leave the Union? <em>14.</em> Was he a victorious general at
-first? <em>15.</em> What happened at Gettysburg? <em>16.</em> Tell about
-Lee defending Richmond. <em>17.</em> What did Lee plan to do after
-Richmond fell? <em>18.</em> Why did he not carry out this plan?
-<em>19.</em> What position did Lee accept after the war?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Ulysses S. Grant</span>: Burton, <cite>Four
-American Patriots</cite>, 195-254; Brooks, <cite>Century Book of Famous
-Americans</cite>, 181-191; Hart and Stevens, <cite>Romance of the Civil
-War</cite>, 179-183; Hale, <cite>Stories of War</cite>, 21-29, 74-91, 92-118,
-168-187, 226-264; Bolton, <cite>Famous American Statesmen</cite>,
-307-360.</p>
-
-<p><span class="smcap">Robert E. Lee</span>: Hale, <cite>Stories of War</cite>, 61-73, 119, 149;
-Mabie, <cite>Heroes Every Child Should Know</cite>, 289-308; Magill,
-<cite>Stories from Virginia History</cite>, 162-172.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>MEN WHO DETERMINED NEW
-POLITICAL POLICIES</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>RUTHERFORD B. HAYES</h3>
-
-
-<p><strong>175. A Wise and Independent President.</strong> In 1822
-a baby boy was born in the old college town of Delaware,
-Ohio. His parents named the boy Rutherford B. Hayes.
-As a youngster he loved his books and his playmates.</p>
-
-<p><span class="pagenum"><a name="Page_343" id="Page_343">[Pg 343]</a></span></p>
-
-<div class="figcenter" style="width: 412px;">
-<img src="images/i_343a.jpg" width="412" height="540" alt="" />
-<div class="caption"><p>RUTHERFORD B. HAYES</p>
-
-<p><em>From a photograph by Pach Bros.,
-New York City</em></p></div>
-</div>
-
-<div class="sidenote"><strong>A leader
-at college</strong></div>
-
-<p>At an early age he entered Kenyon College, Ohio.
-Here he was a leader among his fellows, not only in college
-affairs, but in his daily work in
-the classroom. He graduated
-with first honors in his class.</p>
-
-<p>For his after-college work
-Hayes decided to choose the
-law, and graduated from Harvard
-Law School. He was just
-beginning to win success when
-Lincoln's call to arms aroused
-the men of the North. It
-seemed terrible for northern
-men and southern men to fight
-against each other, but it had
-to be done to save the Union.</p>
-
-<div class="sidenote"><strong>Becomes
-a general</strong></div>
-
-<p>Hayes volunteered and was
-made a major in command. By his fine work as an
-officer in caring for his men and in bravery on the field of
-battle, he won the title of general. While he was still
-fighting, the people at home, looking for a high-minded,
-honorable man for congress, nominated Hayes.</p>
-
-<div class="sidenote"><strong>Refuses
-to leave
-his post
-to campaign</strong></div>
-
-<p>His supporters sent for him to come home and canvass
-for votes. He would not go. He said: "An officer fit
-for duty who, at such a time as this, would abandon his
-post to electioneer for a seat in Congress, ought to be
-scalped." Hayes remained at his post and was elected
-by a large majority.</p>
-
-<p>Hayes had become known to all the people of his state
-and they wanted him for governor. So friendly was he
-toward all whether high or low, so honest was he that
-three times the people chose him to be their governor.</p>
-
-<p><span class="pagenum"><a name="Page_344" id="Page_344">[Pg 344]</a></span></p>
-
-<p>In 1876 the Republicans of the nation selected him to
-be their candidate for the high office of president. The
-Democratic candidate was a man of very high reputation,
-Samuel J. Tilden of New York. He was known as a
-fighter for honesty and against wrongdoing in public office.</p>
-
-<div class="sidenote"><strong>Contest
-over the
-presidency</strong></div>
-
-<p>Unfortunately, the politicians aroused bitter feeling
-between the North and the South in this campaign.
-When it was seen that Hayes was winner by only one
-vote, there were threats of "civil war." But luckily
-Tilden did not lose his head, and his party, following his
-advice, accepted the result.</p>
-
-<div class="sidenote"><strong>Generous
-toward
-the South</strong></div>
-
-<p>Hayes decided to take the Union soldiers out of the
-South. The radical Republicans opposed this action,
-but the majority of the people in the North favored it.
-The southern people were happy, because now they might
-manage their elections to suit themselves.</p>
-
-<p>President Hayes also placed a southern man in his
-cabinet, and this, too, helped along the good feeling between
-the North and the South.</p>
-
-<p>We can see now that the return of good feeling between
-the North and the South was necessary, but it was not
-so easily seen then. Now we can say that President
-Hayes was a noble and far-seeing statesman when he
-offered the "olive branch" to the South.</p>
-
-<div class="sidenote"><strong>A startling
-change
-in
-custom</strong></div>
-
-<p>Lucy Hayes, his wife, was a brave woman. She startled
-society at Washington and in the country at large by
-issuing a decree that no strong drink should be used in the
-White House. The temperance people were happy, but
-others were not, especially the ministers of foreign countries
-who had always been in the habit of using wine on
-social occasions. A great cry was raised throughout the
-country, but Lucy Webb Hayes stood her ground.</p>
-
-<p><span class="pagenum"><a name="Page_345" id="Page_345">[Pg 345]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JAMES A. GARFIELD AND CHESTER A. ARTHUR</h3>
-
-
-<div class="figcenter" style="width: 417px;">
-<img src="images/i_345a.jpg" width="417" height="540" alt="" />
-<div class="caption"><p>JAMES A. GARFIELD</p>
-
-<p><em>After a photograph by E. Bierstadt</em></p></div>
-</div>
-
-
-<p><strong>176. The Towpath that Led to the Presidency.</strong> Like
-Lincoln, the second of our "martyr Presidents" started
-life in a log cabin. Garfield
-was born near Cleveland,
-Ohio (1831). His parents
-were poor and his father
-died while Garfield was yet
-an infant. Garfield's mother
-was brave and held her little
-family together. The children
-did not have much chance
-to go to school. Life to them
-was a hard struggle.</p>
-
-<p>When James reached the
-age of fifteen, he began driving
-mules on the towpath of
-a canal running from Cleveland
-to Portsmouth. This
-was the time when canal boats carried both freight and
-passengers. The towpath was a hard "school," but had
-many good lessons for a boy wise enough to keep out of
-mischief.</p>
-
-<div class="sidenote"><strong>Determined
-to
-have an
-education</strong></div>
-
-<p>He had his heart set on an education. He went to
-school long enough to be able to teach school. He shared
-his earnings with his mother. Teaching only sharpened his
-appetite for an education. For a time he went to Hiram
-College and afterward became a teacher there. He
-loved Hiram College because it was supported by the
-Church of the Disciples, of which he was a member. He
-finished his education at Williams College.</p>
-
-<p>When Lincoln called for men for the war, Garfield, like<span class="pagenum"><a name="Page_346" id="Page_346">[Pg 346]</a></span>
-thousands of others, volunteered. He became an officer
-and did his work so well that he was promoted to be
-major general. Like Hayes, he was elected to Congress
-while in the army, fighting its battles. Again and again,
-the people of his district sent him to Congress, and
-finally in 1880 the legislature of his native state made him
-a United States senator.</p>
-
-<div class="sidenote"><strong>War,
-Congress,
-and the
-Presidency</strong></div>
-
-<p>Garfield was a wonderful orator. Before the Republicans,
-gathered in Chicago, he placed the name of John
-Sherman in nomination for the presidency. So great was
-this speech that the convention turned from all the men
-who were before it, and nominated Garfield himself.</p>
-
-<p>Garfield won the presidency before he had a chance to
-take his seat as United States senator. After delivering
-his inaugural address to the vast crowd gathered, he
-turned and kissed his mother.</p>
-
-<p>The Republicans had promised to make new rules about
-men appointed to office. They declared that men should
-not hold office just because they had worked for the party
-in power, but that they should pass an examination to
-find out whether or not they were fit for the position.</p>
-
-<p>While Garfield was leaving Washington to attend the
-Fourth of July celebration at Williams College, he was
-shot by a half-crazy, disappointed office seeker. He
-lived until September. Few young people can now understand
-how the American people felt during this time.
-They learned to hate the "spoils system." Garfield's
-death sealed its fate.</p>
-
-<div class="sidenote"><strong>Civil
-service
-reform</strong></div>
-
-
-<p><strong>177. Arthur Becomes President.</strong> Chester A. Arthur
-was thought to be a "politician" merely, but he proved
-to be a good president. He began to build up a strong
-navy and started the movement for the reform of the
-civil service.</p>
-
-<p><span class="pagenum"><a name="Page_347" id="Page_347">[Pg 347]</a></span></p>
-
-<div class="figcenter" style="width: 429px;">
-<img src="images/i_347a.jpg" width="429" height="540" alt="" />
-<div class="caption"><p>CHESTER A. ARTHUR</p>
-
-<p><em>From a photograph by Sarony</em></p></div>
-</div>
-
-<p>Since the days of the Civil War, we had been too busy
-with affairs at home to think much about the need of a
-navy. But beginning with
-President Arthur's administration
-we have increased its
-size from time to time, until
-during the war with Spain,
-our people came to feel the
-navy's value.</p>
-
-<p>Under Arthur the spoils
-system received its first
-deadly blow when Congress
-passed and Arthur signed a
-bill establishing the merit
-system. By this system, men
-are appointed to office only
-after they have proved their
-fitness by an examination. Under it men cannot be
-turned out of office except for just cause.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>GROVER CLEVELAND</h3>
-
-
-<div class="sidenote"><strong>Early
-life</strong></div>
-
-
-<p><strong>178. A Man Who Was Twice President.</strong> Grover
-Cleveland saw the light of day in the old state of New
-Jersey in 1837. While he was yet a boy his parents moved
-to central New York. Here he received a common school
-education. He was a good pupil and made friends with
-boys who loved honesty and fair play. His parents were
-poor and could not send him to college. He was always
-sorry for this and tried to make up for it by hard study.
-The lives of men great in history and literature were what
-he liked best to read.</p>
-
-<div class="figcenter" style="width: 385px;">
-<img src="images/i_348a.jpg" width="385" height="540" alt="" />
-<div class="caption"><p>GROVER CLEVELAND</p>
-
-<p><em>From a photograph by Bell</em></p></div>
-</div>
-
-<p>After going to Buffalo, young Cleveland entered upon<span class="pagenum"><a name="Page_348" id="Page_348">[Pg 348]</a></span>
-the study of law. He studied long upon the fine points
-of the law. In time he became one of the ablest lawyers,
-not only in Buffalo, but in the
-State of New York. The fact
-that young Cleveland was
-chosen sheriff of Erie County
-shows that a great many people
-already looked upon him as a
-courageous man.</p>
-
-<div class="sidenote"><strong>Lawyer,
-mayor,
-and
-governor</strong></div>
-
-<p>When Buffalo needed a mayor
-who was not afraid to do his
-duty, the people elected this
-man who had been a good
-sheriff.</p>
-
-<p>The people of the State of
-New York wanted a man of the
-Cleveland type for governor.
-He carried the state by a great
-majority. He was a great governor as he had been a
-great mayor. He was honest and straightforward, and
-treated all men alike. Long before his time as governor
-was up, the people began to talk of him for president.</p>
-
-<div class="sidenote"><strong>Runs
-against
-Blaine</strong></div>
-
-<p>Cleveland ran against a widely known and popular
-man, James G. Blaine of Maine. But the Republicans
-split and Cleveland won. The Democrats were happy
-over the result, for this was the first time they had elected
-a president since 1856.</p>
-
-<p>The Republicans had kept a high tariff ever since the
-Civil War. The result was that our treasury at Washington
-was full of money. Cleveland sent a message to
-Congress asking that the tariff be cut down, but the high-tariff
-Democrats joined the Republicans in supporting it.</p>
-
-<p><span class="pagenum"><a name="Page_349" id="Page_349">[Pg 349]</a></span></p>
-
-<p>Cleveland had made many enemies in his own party by
-refusing to appoint unfit men to office. When, therefore,
-he ran for president again in 1888, he was beaten by
-Senator Harrison of Indiana.</p>
-
-<p>But four years later, in 1892, he defeated Harrison and
-again became president.</p>
-
-<div class="sidenote"><strong>The
-panic of
-1893</strong></div>
-
-
-<p><strong>179. The Panic of 1893.</strong> Cleveland had hardly taken
-his seat as President when hard times struck the country.
-Business men and laborers suffered greatly. They could
-not pay their debts. Men, women, and children suffered
-for want of bread.</p>
-
-<div class="sidenote"><strong>The
-great
-railroad
-strike</strong></div>
-
-<p>The Pullman Car Company of Chicago cut down the
-wages of its workmen. The men called a strike which
-finally extended over half the states of the Union.</p>
-
-<p>Chicago was the center of the strike. Hundreds of
-cars were burned and lives were threatened. It was
-impossible to carry the United States mail or freight from
-one state to another. Grover Cleveland ordered United
-States soldiers to Chicago to keep the mails going and the
-freight running. This broke the back of the strike.
-Cleveland had shown how to settle strikes in a new way.</p>
-
-<p>Cleveland served twice as President and after his second
-term of office he moved to Princeton, New Jersey, the seat
-of Princeton University. Here he became famous for
-his lectures given before the student body.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>BENJAMIN HARRISON</h3>
-
-
-<div class="figcenter" style="width: 360px;">
-<img src="images/i_350a.jpg" width="360" height="540" alt="" />
-<div class="caption"><p>BENJAMIN HARRISON</p>
-
-<p><em>From a photograph by L. Alman</em></p></div>
-</div>
-
-
-<p><strong>180. A General Who Became President.</strong> Early in
-our national history it had happened that the son of a
-President of the United States had also become President.
-In 1833 a boy was born in Ohio, the grandson
-of a President, who was also to gain this high position.<span class="pagenum"><a name="Page_350" id="Page_350">[Pg 350]</a></span>
-His grandfather was William Henry Harrison, who
-was elected President in the stirring campaign of
-1840. His parents named him
-Benjamin.</p>
-
-<p>Young Harrison, a happy and
-well-born boy, received his education
-in the public schools.
-He entered Miami University
-at an early age and graduated
-at eighteen.</p>
-
-<p>Harrison, like so many of our
-other presidents, studied law.
-He was very soon admitted to
-the bar, and in 1854 he went to
-live in the Hoosier State at
-Indianapolis.</p>
-
-<div class="sidenote"><strong>Enters
-the
-army</strong></div>
-
-<p>He answered the call to arms.
-He was made a lieutenant, but
-had hardly learned his duties before he was promoted
-to be captain of a company of one hundred men. Hardly
-a month passed before an order came making him a colonel
-of a regiment of a thousand men. He led this regiment
-until the last days of the war, and the boys were proud of
-"Colonel Ben."</p>
-
-<p>For personal bravery and for skill in handling his men
-in one of the battles in Georgia, he was made major
-general.</p>
-
-<div class="sidenote"><strong>Active
-in
-politics</strong></div>
-
-<p>After the war Harrison returned to the law. In political
-campaigns he was much sought after to speak in all
-parts of the state.</p>
-
-<p>He did not accept office until he was elected United
-States senator in 1881. Senator Harrison was nominated<span class="pagenum"><a name="Page_351" id="Page_351">[Pg 351]</a></span>
-for the presidency in 1888. He set the example of making
-speeches "on his front porch" to admiring crowds who
-came from different states.</p>
-
-<div class="sidenote"><strong>A picturesque
-campaign</strong></div>
-
-<p>In this campaign the Democrats pointed to Harrison
-as a man who wore his "grandfather's hat." The Republicans
-made this campaign like that of 1840. There
-was great enthusiasm, big wagons carrying log cabins
-with raccoons and barrels of hard cider, great balls rolling
-on, and happy songs. Tippecanoe clubs were formed in
-all parts of the country. The result was the election of
-Harrison.</p>
-
-<div class="sidenote"><strong>Pensions
-and the
-tariff</strong></div>
-
-<p>Under President Harrison a tariff law was passed with a
-reciprocity agreement. By this arrangement, the United
-States agreed to reduce its tariff if other nations would
-reduce theirs. President Harrison had a warm spot in
-his heart for the old soldiers, and he signed with pleasure
-a new pension law.</p>
-
-<p>The farmers and the silver men of the West were becoming
-dissatisfied with the action of Congress. In 1890
-their forces elected several new Congressmen, and in the
-next year formed the People's party. Most of the votes
-of this party were drawn from the Republican side,
-hence in the next campaign Harrison was defeated by
-Cleveland.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Hayes studied law, and served in
-the Civil War. <em>2.</em> He was elected to Congress while still in
-the field. <em>3.</em> He received only one more vote than Tilden
-for President. <em>4.</em> He was wise and fair in his treatment of the
-South. <em>5.</em> Garfield was a poor boy who had to work hard for
-an education. <em>6.</em> He was a war veteran and was elected senator
-before becoming President. <em>7.</em> His remarkable ability as an<span class="pagenum"><a name="Page_352" id="Page_352">[Pg 352]</a></span>
-orator caused him to be nominated for the presidency. <em>8.</em> His
-assassination helped to bring civil service reform. <em>9.</em> Arthur
-when President, worked for a larger navy. <em>10.</em> He supported
-civil service against the spoils system. <em>11.</em> Cleveland, after
-being mayor of Buffalo and governor of New York, was elected
-President twice, though not in succession. <em>12.</em> A severe panic
-occurred while he was President. <em>13.</em> Harrison studied law,
-and became a general during the Civil War. <em>14.</em> His election
-was like that of his grandfather, William Henry Harrison.
-<em>15.</em> Changes in the tariff and in pension laws took place during
-his presidency. <em>16.</em> At the following election the farmers
-and those favoring silver money combined in the Populist
-party, reducing the Republican vote and causing the election
-of Cleveland.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Tell something of Hayes' early life.
-<em>2.</em> How did he come to be chosen Congressman? <em>3.</em> What
-was unusual about his election to the presidency? <em>4.</em> How
-was his election accepted by the country? <em>5.</em> What kind of
-a President did he make? <em>6.</em> What can you tell of Garfield's
-youth? <em>7.</em> What positions did he hold before becoming President?
-<em>8.</em> What brought about his nomination? <em>9.</em> What
-reform did the nation demand after Garfield's assassination?
-<em>10.</em> What two things did Arthur work for? <em>11.</em> What
-positions did Cleveland hold? <em>12.</em> Name two important things
-that happened while he was President. <em>13.</em> Tell something of
-Harrison's career and election. <em>14.</em> What was done about the
-tariff and pensions during his presidency? <em>15.</em> Why was
-Harrison defeated by Cleveland in the next election?</p>
-
-<p><strong>Suggested Readings.</strong> Higginson, <cite>History of the United States</cite>,
-330-347; Guerber, <cite>Story of the Great Republic</cite>, 281-285, 288-293.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE BEGINNING OF EXPANSION
-ABROAD</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>WILLIAM McKINLEY AND THE SPANISH-AMERICAN WAR</h3>
-
-
-<div class="figcenter" style="width: 358px;">
-<img src="images/i_353a.jpg" width="358" height="540" alt="" />
-<div class="caption"><p>WILLIAM McKINLEY</p>
-
-<p><em>From a photograph by Courtney,
-taken at Canton, Ohio</em></p></div>
-</div>
-
-<div class="sidenote"><strong>William
-McKinley,
-1843</strong></div>
-
-<div class="sidenote"><strong>Teaches
-school</strong></div>
-
-
-<p><strong>181. William McKinley.</strong> William McKinley was born
-in Ohio in 1843. As a boy his chief delight was to
-roam the fields and woods surrounding Niles, his home<span class="pagenum"><a name="Page_353" id="Page_353">[Pg 353]</a></span>
-town, or to fish in the fine streams near by. When he
-was about nine years old his parents moved to Poland,
-Ohio, where there were good
-schools for children. McKinley
-studied hard, and at seventeen
-years of age entered Allegheny
-College at Meadville, Pennsylvania.
-But his health had never
-been very good and he fell ill
-from hard study. He returned
-to Poland, and there a little later
-he taught school.</p>
-
-<div class="sidenote"><strong>Enlists
-to fight
-for the
-Union</strong></div>
-
-<div class="sidenote"><strong>Wins
-praise
-and promotion</strong></div>
-
-<p>In 1861 Lincoln's call for
-troops to save the Union fired
-the whole North with patriotism.
-McKinley, though then
-only eighteen years of age, enlisted
-at once. Under fire at
-Antietam and in later battles of the war, he won praise
-and promotion for his heroic deeds. The active army
-life was good for him, and when the war was over he was
-a strong and healthy man. He enlisted as a private
-and came out as a major. All his promotions were for
-merit and bravery.</p>
-
-<div class="sidenote"><strong>Studies
-law</strong></div>
-
-<p>He returned to Poland and took up the study of the
-law. But his means were small and he had a hard struggle.
-In 1867 McKinley was admitted to the bar and
-opened an office in Canton, Ohio.</p>
-
-<div class="sidenote"><strong>Becomes
-a successful
-lawyer
-and
-speaker</strong></div>
-
-<p>Like many another young lawyer he had numerous difficulties
-and disappointments, but he worked hard and in
-time became a successful lawyer. He was a good speaker
-and soon was much in demand in political campaigns.</p>
-
-<p><span class="pagenum"><a name="Page_354" id="Page_354">[Pg 354]</a></span></p>
-
-<div class="sidenote"><strong>In
-Congress</strong></div>
-
-<div class="sidenote"><strong>Elected
-president</strong></div>
-
-<p>The people admired him. They felt that he could be
-trusted. They sent him, for seven terms, to represent
-them in Congress at Washington, and twice they made
-him governor of Ohio. In 1896 he was elected president
-of the United States.</p>
-
-<div class="sidenote"><strong>The
-Cubans
-revolt</strong></div>
-
-
-<p><strong>182. Spanish Persecution in Cuba.</strong> Since the earliest
-days of Spanish rule, Cuba had been discontented and
-had engaged in frequent wars with Spain because of heavy
-taxation and bad government. Again and again the
-Cubans revolted, but they were not strong enough to succeed
-and Spanish oppression continued. In 1895 the
-people rose in a last desperate effort to free themselves.
-To crush them Spain sent a large army under a cruel general.
-Large numbers of unarmed Cubans&mdash;men, women,
-and children&mdash;were gathered into camps guarded by
-Spanish soldiers and cut off from food and other supplies.
-Thousands died of starvation and disease.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_354a.jpg" width="540" height="419" alt="" />
-<div class="caption"><p>HOW THE CUBANS FOUGHT</p>
-
-<p><em>Lying in ambush for the advancing column of the enemy</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Americans
-aroused</strong></div>
-
-<div class="sidenote"><strong>Red
-Cross
-Society
-goes to
-Cuba</strong></div>
-
-<p>These and other harsh things done in an attempt to
-break the spirit
-of the Cubans
-filled the American
-people
-with bitter indignation.
-On
-the recommendation
-of President
-McKinley,
-Congress
-voted fifty
-thousand dollars
-for relief
-work. Money,<span class="pagenum"><a name="Page_355" id="Page_355">[Pg 355]</a></span>
-by private contribution, also flowed in from all parts of
-the country. The Red Cross Society, led by Clara Barton,
-hastened to the island
-to relieve the awful conditions
-of hunger and disease.</p>
-
-<div class="figcenter" style="width: 430px;">
-<img src="images/i_355a.jpg" width="430" height="540" alt="" />
-<div class="caption"><p>GEORGE DEWEY</p>
-
-<p><em>From a photograph taken in 1900 by Francis
-B. Johnston, Washington, D.C.</em></p></div>
-</div>
-
-<p>The American people
-were aroused. They demanded
-that the United
-States interfere in behalf
-of the suffering Cubans,
-who were fighting to be
-free. They were eager to
-take up arms for freedom
-and humanity.</p>
-
-<div class="sidenote"><strong>Battleship
-"Maine"
-blown up</strong></div>
-
-<p>Indignation was brought
-to its highest pitch when,
-on February 15, 1898, the
-United States battleship <em>Maine</em> was sunk in Havana
-Harbor, two hundred sixty of the crew perishing. What
-was the cause of the explosion has never been found
-out, but Americans then believed it to be the work of
-the Spaniards.</p>
-
-<div class="sidenote"><strong>War
-declared</strong></div>
-
-<p>In April the United States demanded that the Spanish
-troops be taken from Cuba and the Cubans be given
-their independence. Spain was given three days in
-which to reply. She immediately declared war against
-the United States.</p>
-
-<div class="sidenote"><strong>Dewey
-destroys
-the
-Spanish
-fleet</strong></div>
-
-
-<p><strong>183. A War for the Sake of Humanity.</strong> The war had
-hardly begun before Admiral George Dewey destroyed the
-Spanish fleet and pounded to pieces the shore batteries
-in Manila Bay, Philippine Islands. Dewey, with his<span class="pagenum"><a name="Page_356" id="Page_356">[Pg 356]</a></span>
-fleet, sailed under orders from Hong-kong, China, entered
-the bay, and did his work without the loss of a man.
-This deed made him the naval hero of the war.</p>
-
-<div class="sidenote"><strong>California
-volunteers
-lead in
-numbers</strong></div>
-
-<p>Thousands of men, North and South, rallied to the
-call of President McKinley. The states of the far West
-responded with noble enthusiasm. California, largest in
-population and wealth, led in the number of its volunteers.</p>
-
-<div class="figcenter" style="width: 346px;">
-<img src="images/i_356a.jpg" width="346" height="540" alt="" />
-<div class="caption"><p>SCENE OF THE SPANISH WAR IN THE PHILIPPINES</p></div>
-</div>
-
-<div class="sidenote"><strong>"Rough
-Riders"
-win
-fame</strong></div>
-
-<p>The land forces in Cuba were under the command of
-General Shafter.
-They stormed El
-Caney and San
-Juan and marched
-on Santiago. But
-the "Rough Riders,"
-a regiment
-raised from the
-mountains and
-plains, attracted
-the most attention.
-Colonel
-Leonard Wood
-had command of
-them, aided by
-Theodore Roosevelt.
-When Wood
-was made a general,
-Roosevelt
-became their colonel,
-and fought
-through the war
-with them.</p>
-
-<div class="sidenote"><strong>Spanish
-fleet in
-Santiago
-Harbor</strong></div>
-
-<p>A large fleet<span class="pagenum"><a name="Page_357" id="Page_357">[Pg 357]</a></span>
-sent from Spain under Admiral Cervera had kept out of
-the way of the American fleet under Rear-Admiral Sampson
-and Commodore Schley and was now hidden in Santiago
-Harbor. When the Americans captured El Caney
-and San Juan, the Spanish admiral decided that Santiago
-would soon be in American hands. To escape being taken
-prisoner he made a bold dash from the harbor.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_357a.jpg" width="540" height="251" alt="" />
-<div class="caption"><p>THE BATTLE OF MANILA BAY</p></div>
-</div>
-
-<div class="sidenote"><strong>Cervera's
-fleet
-destroyed</strong></div>
-
-<p>The American naval forces were on the watch, and soon
-the entire Spanish fleet was destroyed or captured&mdash;July
-3, 1898.</p>
-
-<div class="sidenote"><strong>Treaty
-of peace
-signed</strong></div>
-
-<p>The occupation by the Americans of the city of Manila,
-in the Philippines, in August (1898), brought peace proposals
-from Spain. These were accepted, the treaty
-being signed on the tenth of December.</p>
-
-<div class="sidenote"><strong>The
-Philippines
-bought
-for
-twenty
-million
-dollars</strong></div>
-
-<p>This war was fought for the sake of humanity and
-freedom and not for gain or glory. The United States
-had taken the side of an oppressed people struggling for
-independence but she did not claim these countries as the
-spoils of war. She paid Spain twenty million dollars
-in gold for the Philippines, and at once set to work to
-establish schools, build good roads, help the farmers,<span class="pagenum"><a name="Page_358" id="Page_358">[Pg 358]</a></span>
-and improve living conditions by making the government
-more stable and humane.</p>
-
-<div class="sidenote"><strong>Hawaiian
-Islands
-annexed</strong></div>
-
-<p>It had long been felt, especially by the people of the
-Pacific States, that for both commercial and military
-reasons the Hawaiian Islands should belong to us. These
-islands&mdash;eight in all&mdash;were annexed in 1898.</p>
-
-<div class="sidenote"><strong>Cuba a
-republic</strong></div>
-
-<div class="sidenote"><strong>Conditions
-in
-Cuba
-greatly
-improved</strong></div>
-
-<div class="sidenote"><strong>United
-States a
-world
-power</strong></div>
-
-<p>Steps were taken at once to give the people of Cuba a
-government of their own. The island was made a republic.
-The constitution, drawn up somewhat like our own,
-was adopted by the people of Cuba, February 21, 1902.
-The United States did much to help the people before
-it withdrew from the island in 1902 and left the Cubans
-to rule themselves. Conditions have rapidly improved.
-In 1894, under Spanish rule, there were only about 900
-public schools, and, even including the 700 private schools,
-only about 60,000 pupils were on the rolls. Six years
-later, under American rule, there were 3,550 public
-schools, with 172,000 pupils enrolled. By the conduct
-of their government the Cubans are justifying the confidence
-the American people had in them.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_358a.jpg" width="540" height="278" alt="" />
-<div class="caption"><p>THE BATTLE OF SANTIAGO</p></div>
-</div>
-
-<p><span class="pagenum"><a name="Page_359" id="Page_359">[Pg 359]</a></span></p>
-
-<p>As a result of the war Guam and Porto Rico also became
-American possessions. This was the beginning of
-American territorial expansion. The United States took
-its place among the great world powers, and has since
-played an important part in the affairs of nations.</p>
-
-<div class="sidenote"><strong>McKinley
-shot
-by an
-anarchist
-in 1901</strong></div>
-
-
-<p><strong>184. McKinley Assassinated.</strong> President McKinley
-did not live to see the results of self-government in Cuba.
-Shortly after his election to a second term as president, he
-was shot by an anarchist, while the guest of the Pan-American
-Exposition at Buffalo in September, 1901.
-After a week of patient suffering, watched with painful
-anxiety by the people, William McKinley, our third
-martyr president, passed away.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> William McKinley was born in
-Ohio. <em>2.</em> He went to college at Meadville, Pennsylvania,
-and afterwards taught school. <em>3.</em> Enlisted as a private in
-1861 and won praise and promotion for bravery in fighting
-for the Union. <em>4.</em> After the war he studied law and opened
-an office in Canton, Ohio. <em>5.</em> Was a good speaker and was
-sent to Congress at Washington for seven terms. <em>6.</em> Twice
-governor of Ohio, he was elected president of the United States
-in 1896. <em>7.</em> The Cubans had revolted many times against
-Spanish oppression and now rose again. <em>8.</em> The Americans
-sympathized with the suffering Cubans; Congress voted fifty
-thousand dollars for relief work. <em>9.</em> The United States
-battleship <em>Maine</em> blown up in Havana Harbor. <em>10.</em> Spain
-declared war against the United States. <em>11.</em> Admiral George
-Dewey destroyed the Spanish fleet at Manila in the Philippine
-Islands. <em>12.</em> American forces, among them the Rough
-Riders, attacked the Spanish in Cuba. <em>13.</em> American fleet
-destroyed the Spanish fleet at Santiago. <em>14.</em> Peace proposals
-came from Spain and the treaty of peace was signed in December,
-1898. <em>15.</em> The United States bought the Philippines
-from Spain, the Hawaiian Islands were annexed, and Cuba<span class="pagenum"><a name="Page_360" id="Page_360">[Pg 360]</a></span>
-became a republic. <em>16.</em> Guam and Porto Rico also became
-American possessions. <em>17.</em> Conditions in former Spanish
-possessions greatly improved. <em>18.</em> McKinley was assassinated
-by an anarchist while he was the guest of the Pan-American
-Exposition at Buffalo, in September, 1901 and died
-soon after.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Describe McKinley's boyhood surroundings
-and what he liked to do. <em>2.</em> What made him fall
-ill? <em>3.</em> How did he answer Lincoln's call for troops? <em>4.</em>
-What effect did army life have on his health? <em>5.</em> What did
-he do after the war? <em>6.</em> To what public office was he elected?
-<em>7.</em> Why did the Cubans revolt against Spain? <em>8.</em> How did
-the Spaniards attempt to crush the revolt? <em>9.</em> What did
-the Americans do to relieve the suffering of the Cubans? <em>10.</em>
-What did they want to do? <em>11.</em> How did the sinking of the
-Maine affect Americans? <em>12.</em> What did the United States
-demand of Spain? <em>13.</em> Describe Dewey's action at Manila.
-<em>14.</em> What state led in the number of volunteers? <em>15.</em> What
-were the "Rough Riders"? <em>16.</em> What happened at Santiago?
-<em>17.</em> What finally brought peace proposals from
-Spain? <em>18.</em> Why had the war been fought? <em>19.</em> What
-did the Americans do in the Philippines? <em>20.</em> What other
-islands came into American possession? <em>21.</em> What happened
-in Cuba? <em>22.</em> When and in what city was President McKinley
-assassinated?</p>
-
-<p><strong>Suggested Readings.</strong> Stratemeyer, <cite>American Boy's Life of
-William McKinley</cite>; Morris, <cite>The War with Spain</cite>, 150-169,
-180-214, 267-285; Barrett, <cite>Admiral George Dewey</cite>, 55-152,
-230-251; Ross, <cite>Heroes of Our War with Spain</cite>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE MAN WHO WAS THE CHAMPION OF
-DEMOCRACY</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THEODORE ROOSEVELT, THE TYPICAL AMERICAN</h3>
-
-
-<div class="sidenote"><strong>Of Dutch
-descent</strong></div>
-
-
-<p><strong>185. Theodore Roosevelt as a Boy.</strong> Although the son
-of a rich man, Roosevelt both as boy and man was most
-democratic. One of his forefathers, Klaes Martensen van
-Roosevelt, came from Holland to New York in the
-steerage of a sailing vessel, a most lowly way to travel.<span class="pagenum"><a name="Page_361" id="Page_361">[Pg 361]</a></span>
-This was long ago, before Peter Stuyvesant was governor
-of New Netherland, as New York colony was then called.</p>
-
-<div class="figcenter" style="width: 463px;">
-<img src="images/i_361a.jpg" width="463" height="540" alt="" />
-<div class="caption"><p>THEODORE ROOSEVELT</p>
-
-<p><em>From a photograph by Bell</em></p></div>
-</div>
-
-<p>Young Roosevelt had
-learned a few words of
-an old Dutch baby-song.
-When in South Africa,
-he pleased the Dutch
-settlers by repeating the
-few words he still remembered.
-The settlers
-still teach this song to
-their children, though
-their forefathers left
-Holland for that country
-more than two hundred
-and fifty years ago.</p>
-
-<p>Roosevelt's mother
-was a charming southern
-woman, who was
-true to the South in the Civil War; her brothers were
-in the Confederate Navy. One night, as she was putting
-the children to bed, Theodore broke out into a rather
-loud prayer for the Union soldiers. The mother only
-smiled.</p>
-
-<div class="sidenote"><strong>Absence
-of
-sectional
-bitterness</strong></div>
-
-<p>The father stood for the Union and for Lincoln. He
-helped fit out regiments and cared for the widow and the
-orphan. But there was no quarreling in this home over
-these differences. What a fine example to set before children!
-No wonder Roosevelt could refer with pride, when
-a man, to the heroic deeds of the Blue and the Gray.</p>
-
-<div class="sidenote"><strong>What the
-Roosevelt
-children
-did</strong></div>
-
-<p>Theodore was a sickly boy. Hence he was sent to a
-private school or had a tutor. The children spent their<span class="pagenum"><a name="Page_362" id="Page_362">[Pg 362]</a></span>
-summers among the delights of a country home. They
-had all sorts of frolicsome games. They had pets: cats,
-dogs, rabbits, woodchucks, crows, and a Shetland pony.
-They ran barefoot and joined their elders in playing at
-haying, harvesting, and picking apples. In the fall they
-climbed the hickory and the chestnut trees in search of
-nuts. Sometimes they played "Indians," in real fashion,
-by painting hands and faces with pokeberry juice!</p>
-
-<p>But the children thought that by far the happiest
-time was Christmas. Roosevelt declares that he never
-knew another family to have so jolly a time at that
-season of the year.</p>
-
-<div class="sidenote"><strong>Praises
-father as
-model
-man</strong></div>
-
-<p>Roosevelt makes a statement I wish every boy could
-make: "My father was the best man I ever knew."
-Roosevelt, the father, did not permit his children to
-become selfish. Each was taught to divide his gifts&mdash;not
-always an easy thing for older folks to do. In this
-home the children were taught to avoid being cruel and
-to practice kindness. Idleness was forbidden. The children
-were kept busy doing interesting things. Neither
-was young Roosevelt permitted to play the coward. He
-was taught to face unpleasant things like a man. His
-father could never stand a lie, even if it were only a
-"white" one. There was no room in that home for the
-coward or the bully.</p>
-
-<div class="sidenote"><strong>Enters
-Harvard</strong></div>
-
-<p>At fifteen, after a year or more spent in Egypt, Palestine,
-and Germany, Theodore came home a more enthusiastic
-American than ever. He now began to prepare
-for college. He entered Harvard in 1876. He made a
-good but not a brilliant student. Throughout his course
-he taught a mission Bible class. He would not be without
-something to do even on Sunday.</p>
-
-<p><span class="pagenum"><a name="Page_363" id="Page_363">[Pg 363]</a></span></p>
-
-<div class="sidenote"><strong>A boxing
-match</strong></div>
-
-<p>He graduated with Phi Beta Kappa honors. Yet he
-was not a "bookworm," but fond of all college sports.
-He was a genuine sportsman without being "sporty,"
-as a boxing match once proved. One day Roosevelt and
-another student were having a hard fight. Students
-crowded around. The battle was hot. Time was called.
-Roosevelt promptly dropped his hands, while the other
-fellow landed a smashing blow on Roosevelt's nose.
-"Foul! foul!" shouted the students. "No! He did not
-hear," cried Roosevelt, and warmly shook hands with
-the offending student. How many boys can stand a
-blow in the face and not get angry? Roosevelt could.</p>
-
-<div class="sidenote"><strong>Fought
-hard for
-health</strong></div>
-
-<p>Roosevelt had a resolute will, and he determined to
-make himself stronger, so far as he could. He took boxing
-lessons, and became skilled in this art. He rode horseback
-in the chase. He took long tramps into the dark
-woods of Maine. In the summer he went on canoe trips,
-and in winter on long hikes on snowshoes.</p>
-
-<p>This frail boy, through his determination, became a
-man noted for his ruggedness and ceaseless energy. He
-had a keen love of adventure. As a rancher, hunter and
-explorer he met constant hardship and danger. But
-Roosevelt welcomed it all as part of the game.</p>
-
-<div class="sidenote"><strong>Beginnings
-of
-political
-life</strong></div>
-
-
-<p><strong>186. Enters Politics.</strong> He joined a local Republican
-association in New York. His rich friends laughed at
-him for joining hands with saloonkeepers and "ward
-heelers." They would not do it, but this young democrat
-did. He was nominated for the assembly. He
-must now show his mettle. He began canvassing the
-saloon vote. A saloonkeeper declared his license too
-high. Roosevelt declared it too low; he said if elected
-he would make it higher. In spite of opposition he won.</p>
-
-<p><span class="pagenum"><a name="Page_364" id="Page_364">[Pg 364]</a></span></p>
-
-<p>Before he got through at Albany he learned that no
-man could be a fearless leader whose moral character was
-weak. Another lesson he learned was that a man must
-act in office as if he were never to hold another. He
-was elected three times to the assembly and made a name
-for himself in fighting bad laws and demanding good ones.</p>
-
-<div class="sidenote">
-<strong>Often
-lived
-life of
-cowboy
-on
-ranches</strong></div>
-
-
-<p><strong>187. Western Life.</strong> After this, Roosevelt spent a
-number of years in the great Northwest. These years
-added to his strength and helped him become finely
-developed both physically and morally. In the time he
-spent on the ranches of this wild region and on a Dakota
-ranch of his own, he lived as a cowboy. He was a young
-man then, and with all the enthusiasm of youth he hunted
-the big game of the Rockies, rode the "bucking broncho,"
-and slept with his saddle for a pillow in the "round-up."</p>
-
-<p>This life tested courage as well as endurance, but Roosevelt
-was equal to the test. One day a drunken fellow
-with pistols in his belt ordered him to treat the crowd.
-Roosevelt knocked him down and took his guns from
-him.</p>
-
-<div class="sidenote"><strong>Law enforcement
-under
-difficulties</strong></div>
-
-<p>Another time a boat was stolen, and Roosevelt, with
-two other men, started down the river in pursuit. They
-caught the three thieves, but an ice jam prevented them
-from going farther. Through days of bitter cold the
-whole party followed the slowly moving jam. After
-while there was nothing left to eat but bread made with
-the brown river water. But Roosevelt was a deputy
-sheriff. He was determined to punish the lawbreakers.</p>
-
-<p>Finally provisions and a wagon were found. Leaving
-his men, Roosevelt started with his prisoners on a two-days'
-overland trip. He had a driver, but he himself
-tramped through the mud with his gun, behind the wagon.<span class="pagenum"><a name="Page_365" id="Page_365">[Pg 365]</a></span>
-At last after a one hundred and fifty mile trip, the lawbreakers
-were landed in jail.</p>
-
-<div class="sidenote"><strong>Wins
-admiration
-of
-West</strong></div>
-
-<p>In this big young country where bravery and manliness
-meant so much, the people thought there was no one
-like him.</p>
-
-
-<p><strong>188. Returns to Politics.</strong> He was surprised just
-before he left for the east to find that he was to be
-nominated for mayor of New York, at the early age of
-twenty-eight. He was defeated.</p>
-
-<div class="sidenote"><strong>Fights
-spoilsmen
-of all
-parties</strong></div>
-
-<p>He served as Civil Service Commissioner for four years
-under President Harrison and for two years under Grover
-Cleveland, a Democrat. He was not head of the commissioners,
-but he worked so hard and fought the "spoilsman"
-so boldly that everybody called it Roosevelt's
-Commission. He had to fight Republicans and Democrats
-alike, for they were bent on turning all men out of
-office simply because the positions were needed for their
-party workers.</p>
-
-<div class="sidenote"><strong>Roosevelt
-and the
-children
-of the
-tenement</strong></div>
-
-<p>In 1895 Roosevelt was appointed police commissioner
-for New York City. As head of the Police Board
-he was on the Health Board, too. He took special
-delight in looking after playgrounds for the children of
-the slums. He was aided by Jacob Riis, who wrote
-<em>How the Other Half Lives</em>. Roosevelt's idea was to take
-children from the streets and put them in playgrounds
-to prevent them from becoming "toughs." A Washington
-city editor said, "Roosevelt is the biggest man in
-New York City. I saw a steady stream of people go
-up and down the stairs which led to police headquarters.
-He has more visitors than the President." The truth
-is, as police commissioner for all New York he was
-commander-in-chief of an army.</p>
-
-<p><span class="pagenum"><a name="Page_366" id="Page_366">[Pg 366]</a></span></p>
-
-<div class="sidenote"><strong>Merit
-system
-for
-police</strong></div>
-
-<p>A policeman before could not get promoted without a
-"pull." But Roosevelt changed this. A Civil War
-veteran who had served for a long time as a policeman
-and had no "influence" rescued twenty-eight men and
-women from drowning. Congress had given him two
-medals, but New York City did nothing. Roosevelt
-came. The veteran, one night, plunged into the icy river
-and rescued a woman. Roosevelt showed his appreciation
-by promoting him. Every man on the force did his best
-now, for he knew promotion would come.</p>
-
-<div class="sidenote"><strong>Builds up
-United
-States
-Navy</strong></div>
-
-<p>Roosevelt was called to be Assistant Secretary of the
-Navy, under President McKinley. He built up the navy
-and sent Dewey with the fleet to the Pacific. The war
-with Spain came (1898). Roosevelt resigned from his
-office, raised the Rough Riders, and took command with
-Colonel Wood.</p>
-
-
-<p><strong>189. Congress Orders Medal.</strong> For bravery in leading
-the Rough Riders in a gallant charge up San Juan Hill
-in the face of a murderous fire he was promoted, and a
-medal was ordered for him.</p>
-
-<p>He went back to New York with his Rough Riders.
-They fairly worshiped him. "He knows everybody in
-the regiment," said one. "He is as ready to listen to a
-private as a major-general," said another. The boys
-presented him with a statue of the "Broncho Buster."
-Tears ran down the sun-tanned faces as a comrade made
-a touching speech. Roosevelt now was a real hero.</p>
-
-<div class="sidenote"><strong>Defies
-bosses as
-governor</strong></div>
-
-<p>On his return from war he was elected governor of
-New York. He told the leaders of his party that he
-would be controlled by no man or set of men. He said
-that he would gladly talk with all classes of men, but
-must be permitted to make up his own mind. This was<span class="pagenum"><a name="Page_367" id="Page_367">[Pg 367]</a></span>
-plain talk for the "bosses." "He just plays the honesty
-game," said a Tammany politician.</p>
-
-<div class="sidenote"><strong>National
-recognition
-of his
-work</strong></div>
-
-<p>But he had the same old battles as in the days when he
-was a young man in the assembly. He tried to run the
-government of the state in a businesslike manner, and
-his fight for cleaner politics was so determined that it
-caught the interest of the entire country.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_367a.jpg" width="540" height="224" alt="" />
-<div class="caption"><p>COLONEL ROOSEVELT AND A GROUP OF ROUGH RIDERS</p></div>
-</div>
-
-<div class="sidenote"><strong>Becomes
-Vice-President</strong></div>
-
-<p>After two years he was nominated for the vice-presidency.
-The New York "bosses" were glad because they
-knew that as president of the Senate he could do very
-little to disturb them. But he had set a good example,
-and the great man who brought notice of his nomination
-said, "There is not a young man in the United States
-who has not found your life and influence an incentive
-to better things and higher ideals."</p>
-
-<p>He made a whirlwind campaign. He spoke for eight
-weeks, in twenty-four states, traveling more than twenty
-thousand miles, making nearly seven hundred speeches
-to three million citizens.</p>
-
-<div class="sidenote"><strong>Succeeds
-McKinley</strong></div>
-
-<p>In just six months President McKinley was assassinated
-and Roosevelt became President.</p>
-
-<p><span class="pagenum"><a name="Page_368" id="Page_368">[Pg 368]</a></span></p>
-
-<div class="sidenote"><strong>How he
-had risen
-to high
-office</strong></div>
-
-
-<p><strong>190. At Height of Ambition.</strong> The young man who
-had made himself strong, who cherished the memory of
-his father and mother, who had taught the mission class
-while in college, who had joined the Republican Club
-against the advice of his friends, who had fought against
-spoilsmen in state and national politics, who battled for
-the right of children to a breathing place in New York
-City, who had led the Rough Riders up San Juan Hill,
-who had stood as governor of New York against wrongdoing
-in high as well as low places, who was made
-Vice-President against his will, for the good of his party,
-now stood at the height of political power in America.</p>
-
-<p>The people loved him so well that they called him to
-be President a second time; and that, too, by the largest
-majority ever given to any President. He was the youngest
-President ever elected.</p>
-
-<div class="sidenote"><strong>Square
-deal, his
-motto</strong></div>
-
-<p>His motto as President was "a square deal for everybody."
-He did many wonderful things as President:
-he stopped men from stealing public lands in the West;
-he built great dams in the dry regions to hold the water
-for raising crops; he established national parks containing
-millions of acres of woodland; he kept millions of acres of
-coal lands from falling into the hands of private companies;
-he established fifty-one national reservations
-where birds might nest and live protected from harm.
-How he did enjoy saving what nature had given men!</p>
-
-<div class="sidenote"><strong>A great
-writer</strong></div>
-
-<p>Down to his time, Roosevelt was the most learned man
-ever President. He knew more subjects and knew them
-better than most men. He was a great writer. For a long
-time he thought that writing was to be his career. It turned
-out to be only a small part of his crowded life, yet he wrote
-over thirty books&mdash;more than any other President.</p>
-
-<p><span class="pagenum"><a name="Page_369" id="Page_369">[Pg 369]</a></span></p>
-
-<div class="sidenote"><strong>Roosevelt's
-books</strong></div>
-
-<p>He wrote histories, books on hunting, essays on American
-life and ideals, and lives of famous men. His story
-of his own life is well known. In his book, "The Strenuous
-Life," he tries to rouse other people to as active and
-fearless a life as he himself lived. He wrote always in
-vigorous, stirring language. Nearly every one agrees that
-Roosevelt's books alone would have made him famous.</p>
-
-
-<p><strong>191. President Taft, an Advocate of Peace.</strong> Roosevelt
-was President nearly two whole terms. He refused
-another term, and worked for the nomination of his
-Secretary of War, William Howard Taft.</p>
-
-<div class="figcenter" style="width: 325px;">
-<img src="images/i_369a.jpg" width="325" height="540" alt="" />
-<div class="caption"><p>WILLIAM HOWARD TAFT</p></div>
-</div>
-
-<p>Taft was well fitted for his new tasks as President.
-He had held many public
-offices. He had made a very
-wise and successful governor
-of the Philippines.</p>
-
-<p>President Taft was deeply
-interested in the need of
-world peace. He submitted
-to the Senate wide-reaching
-treaties to uphold peace with
-France and Great Britain, and
-also a reciprocity treaty with
-Canada. Under this last
-agreement the two countries
-were to treat each other's
-trade alike, and some things
-were to be free of duty. The
-outcome was disappointing.
-Canada failed to accept the
-reciprocity treaty, and the Senate passed the British and
-French peace treaties only after changing them greatly.</p>
-
-<p><span class="pagenum"><a name="Page_370" id="Page_370">[Pg 370]</a></span></p>
-
-<p>The passage of a new tariff bill caused a sharp division
-among the Republicans. The tariff was much criticized;
-but President Taft defended it. This was one reason
-why, in the second half of his term, the lower house of
-Congress became Democratic.</p>
-
-<div class="sidenote"><strong>New laws
-passed</strong></div>
-
-<p>A divided Congress could not easily agree on any
-needed laws. Yet many good laws were passed during
-Taft's presidency. One was a Parcel Post measure.
-Two others proposed constitutional amendments for the
-taxation of incomes, and the election of United States
-senators directly by the people. Two new states, New
-Mexico and Arizona, were admitted to the Union.</p>
-
-<p>The growing differences between the two wings of the
-Republicans in 1912 led to the nomination of both Taft
-and Roosevelt. Both were defeated by Woodrow Wilson.</p>
-
-<div class="sidenote"><strong>Taft
-professor
-at
-Yale</strong></div>
-
-<p>After he left the presidency, Mr. Taft became professor
-of law at Yale. But he now worked more earnestly than
-ever in behalf of world peace. His sincere and generous
-efforts in this cause won him increased influence and
-respect throughout the nation.</p>
-
-
-<p><strong>192. Roosevelt's Active Life as Ex-President.</strong> Roosevelt,
-after his defeat in 1912, started out to explore a
-Brazilian river. Four years before he had also made a
-hunting trip through the tropical wildernesses of Africa.</p>
-
-<div class="sidenote"><strong>Explores
-Brazilian
-river</strong></div>
-
-<p>Now Roosevelt and his party went into a jungle where
-no white man had been before. They were faced with
-tremendous hardships of all kinds.</p>
-
-<p>The trip was longer than they expected, and there was
-little food in the jungle. They ate palm cabbages, and
-were glad to find a bit of wild honey or shoot a monkey.</p>
-
-<div class="sidenote"><strong>A hazardous
-voyage</strong></div>
-
-<p>Most of the party became ill with fever. But they
-scarcely dared halt. With their few provisions they were<span class="pagenum"><a name="Page_371" id="Page_371">[Pg 371]</a></span>
-in danger of starving. Roosevelt begged the party to
-leave him behind, but no one would hear of it. So with
-his party Roosevelt pushed on to civilization, at grave
-risk to his life. The Brazilian government renamed the
-six-hundred-mile river he explored Rio Roosevelt.</p>
-
-<div class="sidenote"><strong>In the
-World
-War</strong></div>
-
-<p>In the great World War, Roosevelt stood for the Allies
-from the first. He opposed our neutrality and our failure
-to get ready for the war which he saw coming.</p>
-
-<p>When America declared war he begged to take an
-army to Europe. Although for some reason he was not
-sent, he did send four sons. Two of them, Theodore
-and Archie, were wounded, and Quentin gave his life
-flying and fighting inside the German lines.</p>
-
-<p>In January, 1919, Theodore Roosevelt died. No other
-man carried the love and admiration of the boys and girls
-as did Roosevelt. The friendly name "Teddy" was the
-children's name for this great man.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Though the son of a rich man,
-Roosevelt even as a boy was most democratic. <em>2.</em> In the
-Roosevelt home idleness, selfishness, and cowardice were
-unknown. <em>3.</em> In college Roosevelt was a good student and a
-genuine sportsman. <em>4.</em> In spite of the jeers of his rich friends
-Roosevelt started on a political career by joining the 21st
-District Republican Association of New York City. <em>5.</em> Roosevelt
-was elected three times to the New York Assembly. <em>6.</em>
-In 1886 he was nominated for mayor of New York City, but
-he lost. <em>7.</em> In 1895 he was appointed police commissioner for
-New York City. <em>8.</em> Under President McKinley he was chosen
-Assistant Secretary of the Navy. <em>9.</em> During the Spanish-American
-War he organized the Rough Riders and led them
-to victory. <em>10.</em> On his return from war he was elected governor
-of New York. <em>11.</em> In 1900 he was elected Vice-President and
-on the death of President McKinley six months later became
-President. <em>12.</em> In 1904 he was reëlected. <em>13.</em> After he<span class="pagenum"><a name="Page_372" id="Page_372">[Pg 372]</a></span>
-retired from the presidency he traveled in Africa, Europe, and
-South America. <em>14.</em> Although nominated for President in the
-campaign of 1912, he was defeated by Woodrow Wilson.
-<em>15.</em> At the beginning of the World War, Roosevelt opposed
-neutrality and advocated preparedness. <em>16.</em> Four of his sons
-took an active part in the war. <em>17.</em> In January, 1919, Roosevelt
-died. <em>18.</em> Taft had been governor of the Philippines
-before becoming President. <em>19.</em> Both during his administration
-and afterward he was an earnest advocate of peace.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Describe Roosevelt's boyhood. <em>2.</em>
-What influence did his family life have on his character? <em>3.</em>
-Show how Roosevelt's character was revealed by the boxing
-bout. <em>4.</em> What sort of a young man was he during his college
-days? <em>5.</em> What was his first political experience and what did
-he learn from it? <em>6.</em> What did Roosevelt accomplish as head
-of the Police Board? as Assistant Secretary of the Navy?
-<em>7.</em> Explain his connection with the Rough Riders. <em>8.</em> Tell
-how Roosevelt came to be President and what he accomplished
-in that office. <em>9.</em> What was Roosevelt's political nickname
-and why was it given to him? <em>10.</em> Relate his activities from
-the time he retired from the presidency to 1914. <em>11.</em> Tell
-what was his attitude toward the World War and the part he
-played in it. <em>12.</em> What become of the treaties Taft supported?
-<em>13.</em> Tell of some good laws passed while he was President.
-<em>14.</em> What did Taft do at the close of his administration?</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Roosevelt</span>: Hagedorn, <cite>Boys' Life of
-Theodore Roosevelt</cite>; Morgan, <cite>Theodore Roosevelt, the Boy and
-the Man</cite>; Hale, <cite>A Week in the White House with Theodore
-Roosevelt</cite>; Riis, <cite>Theodore Roosevelt, the Citizen</cite>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>WESTWARD EXPANSION AND
-DEVELOPMENT</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE WESTWARD MOVEMENT OF POPULATION AND THE
-DEVELOPMENT OF TRANSPORTATION</h3>
-
-
-<div class="sidenote"><strong>The gold
-seeker</strong></div>
-
-<div class="sidenote"><strong>Three
-routes
-to the
-Pacific
-coast</strong></div>
-
-<div class="sidenote"><strong>New discoveries
-of gold</strong></div>
-
-
-<p><strong>193. The New West.</strong> We have seen how the discovery
-of gold in the sand near the American River over
-one hundred miles from San Francisco started the tremendous
-rush to the Pacific coast. The gold seekers<span class="pagenum"><a name="Page_373" id="Page_373">[Pg 373]</a></span>
-went by three routes: by ship all the way around the
-Horn, the longest and stormiest way; by ship to Panama
-and beyond, a way beset by danger from fever in crossing
-the isthmus; and by long overland trails on which travelers
-suffered untold hardships from losing their way on the
-sandy plains or among the mountains. Many hundreds
-perished from sickness and hunger. In 1858, ten years
-later, gold was discovered near Pike's Peak; in 1859,
-silver was found in what is now southern Nevada. People
-streamed westward in ever-increasing numbers. Long
-lines of covered wagons, called "prairie schooners," filled
-with fortune seekers toiled over the plains and mountain
-trails. "Way stations" sprang up along the routes of
-travel, to supply the needs of immigrants. These supply
-stations soon grew into towns. Then came the discovery
-of gold in what is now Idaho and Montana, and in the
-Black Hills of the Dakotas. The westward tide of population
-broadened. It filled the bounds of the United
-States from the Dakotas to Texas; but it was the lure of
-gold and silver that caused all this early development.</p>
-
-
-<p><strong>194. A Faster Means of Travel.</strong> The demand for
-means of rapid communication with the new West became
-strong. It was necessary to bind the new country firmly
-with the old. The "pony express" and the overland
-stage were too risky and too slow.</p>
-
-<div class="sidenote"><strong>California
-admitted
-as
-a state</strong></div>
-
-<p>The number of people in California was increasing
-steadily. In 1850, two years after the discovery of gold,
-California with about one hundred thousand inhabitants
-was admitted as a state. The Homestead Law of 1862,
-by which settlers could easily obtain land, brought great
-numbers of farmers to the western plains.</p>
-
-<div class="figcenter" style="width: 507px;">
-<img src="images/i_374a.jpg" width="507" height="540" alt="" />
-<div class="caption"><p>A CALIFORNIA MINING CAMP OF '49</p></div>
-</div>
-
-<p>The first railway engine in the United States was built<span class="pagenum"><a name="Page_374" id="Page_374">[Pg 374]</a></span>
-in 1830. Such engines had been in use in England for
-some time. The earliest railroads were very short.
-Seven companies
-owned the parts of
-the first line from
-Albany, New York
-to Buffalo. Now in
-the same number of
-great systems is included
-two-thirds of
-the mileage of the United States.</p>
-
-<div class="sidenote"><strong>Rapid
-growth
-of railroads</strong></div>
-
-<p>On March 10, 1869, the Union
-Pacific Railway, the first link
-between the Atlantic and the
-Pacific, was finally completed.
-There were then only a few
-short lines besides, west of the
-Mississippi. It was hard to find
-the large amounts of capital needed for railway building.
-Congress and the states helped the railroads by granting
-them many square miles of land along their rights of way.
-After 1869 the miles of railroad in the United States increased
-over seven times in twenty years. To-day (1920)
-seven great railways cross the mountains to the Pacific
-coast.</p>
-
-<div class="sidenote"><strong>Farming
-develops</strong></div>
-
-
-<p><strong>195. The Growth of Farming.</strong> The railroads brought
-thousands of settlers into the new regions. But it was
-no longer to hunt for gold. It was to build homes on the
-rich farm lands of the West.</p>
-
-<p>Miners, cattlemen, farmers, and permanent settlers
-crowded on the lands of the Indians. The regions occupied
-by the red men now became smaller and smaller.<span class="pagenum"><a name="Page_375" id="Page_375">[Pg 375]</a></span>
-Nearly all the Indians were placed on reservations on land
-which the national government does not allow to pass
-out of their hands.</p>
-
-<div class="sidenote"><strong>Irrigation
-projects
-aided by
-the
-government</strong></div>
-
-<p>The need of more and still more land brought the
-farmers to the dry slopes and plateaus of both sides of the
-Rockies. Here were vast regions which water would
-make productive. The government gave its support to
-great irrigation projects. Water was brought to the barren
-deserts and they became vast expanses of waving grain.</p>
-
-<div class="sidenote"><strong>Gold becomes
-more
-difficult
-to get</strong></div>
-
-<p>In California the rich gold deposits which lay comparatively
-free were growing smaller. The gold seekers were
-no longer able to wash gold from the sands and gravel of
-the river beds, or to find nuggets in rocky hollows of the
-hillsides. They had to make a living in some other way.
-Vast mineral resources were still there, but they could
-only be reached by mining. Expensive machinery was
-necessary, and companies were formed to work the
-deposits.</p>
-
-<div class="sidenote"><strong>California
-a
-great
-agricultural
-state</strong></div>
-
-<p>Then began the real development of California and the
-great Pacific Northwest. Up to 1875 California had been
-peopled with prospectors for gold. Now the output of
-minerals kept increasing, but the farm crops grew still
-faster in value until in 1920 they were worth many times
-the mineral output, because of the wonderful climate and
-the richness of the land.</p>
-
-<div class="sidenote"><strong>The leading
-fruit-growing
-state</strong></div>
-
-<p>The first product to which the settler turned was wheat.
-California became one of the leading wheat states of the
-Union. Then the state discovered its great fruit-growing
-possibilities, and to-day it raises the largest fruit crop
-in the nation. People at first became almost as excited
-about their golden orange crops as they had been over
-yellow metal.</p>
-
-<p><span class="pagenum"><a name="Page_376" id="Page_376">[Pg 376]</a></span></p>
-
-<div class="sidenote"><strong>Great
-cities
-develop</strong></div>
-
-<p>Meanwhile great cities were springing up rapidly, and
-the riches of forest, mine, and stream brought unlimited
-prosperity and growth. Los Angeles, San Francisco,
-Seattle, and Portland have taken their places among the
-great cities of the Union.</p>
-
-<div class="sidenote"><strong>Agriculture
-on
-the great
-plains</strong></div>
-
-<p>From the Mississippi valley to the mountains agriculture
-and commerce developed with great strides. Enormous
-elevators were built to handle the vast quantities
-of grain. Great packing plants were established, where
-immense numbers of cattle and sheep could be slaughtered
-and the meat shipped to all parts of the world.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>GEORGE WASHINGTON GOETHALS, CHIEF ENGINEER OF
-THE PANAMA CANAL</h3>
-
-
-<div class="figcenter" style="width: 432px;">
-<img src="images/i_376a.jpg" width="432" height="540" alt="" />
-<div class="caption"><p>GEORGE W. GOETHALS</p></div>
-</div>
-
-
-<p><strong>196. The Panama Canal.</strong> In the great rush of gold
-seekers to the Pacific coast, many of the thousands who
-started out never reached
-California, for the crossing of
-the Panama isthmus and the
-long journey around Cape
-Horn were both full of danger.</p>
-
-<p>It was this which first made
-Americans realize the value to
-their country of a canal across
-the Isthmus. As time passed,
-the great development of the
-Pacific coast region brought
-demands for fast and easy
-communication with the East.
-Railroads were built across the
-mountains, but transportation was still very expensive.
-The remedy lay in a short route by water between the east<span class="pagenum"><a name="Page_377" id="Page_377">[Pg 377]</a></span>
-and the west coasts. Then came the Spanish-American
-War and the wonderful trip of the <em>Oregon</em>. People now
-saw that a canal across the Isthmus of Panama must
-be built at whatever cost.</p>
-
-<div class="sidenote"><strong>The
-French
-attempt
-to build
-a canal</strong></div>
-
-<div class="sidenote"><strong>Work
-begun by
-the
-United
-States</strong></div>
-
-<p>In 1869 a French company had begun building a canal
-at Panama. They met great difficulties. The expense
-was so heavy and the waste of money so great that little
-progress was made before the company failed. In 1903
-the United States bought the rights of the French company
-and obtained a strip of land ten miles wide from the
-new Republic of Panama. Work was then begun by our
-government where the French had left off.</p>
-
-<div class="sidenote"><strong>George
-Washington
-Goethals,
-1858</strong></div>
-
-<div class="sidenote"><strong>Studies
-engineering
-at
-West
-Point</strong></div>
-
-<div class="sidenote"><strong>Serves
-in the
-Spanish-American
-War</strong></div>
-
-
-<p><strong>197. George Washington Goethals.</strong> During the progress
-of the work there were several changes in the position
-of chief engineer in charge of building the canal. In 1907
-this work was given to George Washington Goethals, of
-the corps of army engineers. Colonel Goethals was
-born in Brooklyn, June 29, 1858. He was clearly a boy
-of unusual ability. At the age of fifteen he entered the
-College of the City of New York. At graduation he
-stood at the head of his class. He then took up the study
-of engineering at the United States Military Academy at
-West Point. He advanced rapidly, and when twenty-four
-years of age was appointed first lieutenant of army
-engineers. After teaching at West Point for several
-years he was appointed captain of engineers. His ability
-caused him to be given charge of the Mussel Shoals Canal
-Construction on the Tennessee River. During the Spanish-American
-War he served with the volunteers as lieutenant-colonel
-and chief of engineers.</p>
-
-<div class="sidenote"><strong>Goethals
-put in
-charge</strong></div>
-
-<p>In 1907 came the great opportunity of his life. He was
-given charge of building the Panama Canal. He faced<span class="pagenum"><a name="Page_378" id="Page_378">[Pg 378]</a></span>
-a gigantic task. But the government of his country had
-entrusted it to him, and he determined to do it without
-losing more lives by fever than necessary.</p>
-
-<div class="sidenote"><strong>Canal
-completed,
-1914</strong></div>
-
-<p>The great work was finished at a comparatively low
-cost. Meanwhile Colonel Goethals had cleaned up the
-Canal Zone and made it a healthful place to live in.</p>
-
-<p>The building of the Canal took about eight years'
-time, required the services of forty thousand men, and
-cost the United States four hundred million dollars.</p>
-
-<div class="sidenote"><strong>Goethals
-governor
-of the
-Canal
-Zone</strong></div>
-
-<p>When the Canal was nearly finished, in 1914, a civil
-government was established in the Canal Zone. President
-Wilson appointed Colonel Goethals the first governor.
-The enormous task which he had done so well showed
-that he was a great manager as well as a great engineer.</p>
-
-<div class="sidenote"><strong>Benefit
-of Canal
-to the
-Pacific
-States</strong></div>
-
-
-<p><strong>198. Value of the Canal to the Pacific Coast.</strong> The
-Pacific Coast States now more than ever ranked high among
-the leading states of the country. They could now send
-the valuable products of their forests, streams, fields,
-and mines to the Atlantic coast by water. The water
-route to New York has been shortened by 7,800 miles,
-and to Europe by more than 5,600 miles. The canal
-supplies a cheaper means of carrying freight than the
-overland route, and there is no limit to its usefulness for
-this purpose.</p>
-
-<div class="sidenote"><strong>The San
-Francisco
-Exposition</strong></div>
-
-<p>In 1915 the Panama-Pacific International Exposition
-was held at San Francisco and the Panama-California
-Exposition at San Diego to celebrate the opening of the
-Canal.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Gold seekers reached the Pacific
-coast by three routes: by ship around Cape Horn; across the
-Isthmus at Panama; and over trails across the mountains.<span class="pagenum"><a name="Page_379" id="Page_379">[Pg 379]</a></span>
-<em>2.</em> With new discoveries of gold and the increasing population
-on the Pacific coast, means of rapid communication were
-urgently needed. <em>3.</em> In 1869 the Union Pacific Railway was
-completed. <em>4.</em> Settlers in large numbers entered the new
-West; agriculture on the great plains developed rapidly. <em>5.</em>
-Farmers crowded on the dry slopes and plateaus and irrigation
-projects were aided by the government. <em>6.</em> In California,
-when free deposits of gold became hard to find, the gold seekers
-became farmers. <em>7.</em> First a leading wheat state, California
-then became the leading fruit-growing state. <em>8.</em> Great cities
-grew up along the coast.</p>
-
-<p><em>9.</em> The Spanish-American War brought home to Americans
-the urgent necessity for a short route by water between the
-east and the west coasts. <em>10.</em> The United States took up
-the work of building a canal at Panama, buying the rights of
-a French company which had started the work and had failed.
-<em>11.</em> George Washington Goethals given position of chief
-engineer. <em>12.</em> Educated at West Point, Goethals served as
-chief of engineers in the Spanish-American War. <em>13.</em> The
-Canal was completed in 1914 and Goethals was appointed first
-governor of the Canal Zone, a strip of land ten miles wide along
-the course of the Canal. <em>14.</em> The Panama-Pacific International
-Exposition was held at San Francisco in 1915 to
-celebrate the opening of the Canal.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> How did the gold seekers reach the
-Pacific Coast? <em>2.</em> What demand did the increasing population
-in the West bring? <em>3.</em> What was the name of the first railway
-across the mountains to the Pacific coast? <em>4.</em> How many
-railways cross the mountains to-day? <em>5.</em> What did the railways
-bring about? <em>6.</em> How did this affect the Indians? <em>7.</em>
-How did the government aid the farmers in the dry areas? <em>8.</em>
-What happened in California when the free gold deposits gave
-out? <em>9.</em> What great cities grew up along the Pacific coast?
-<em>10.</em> What was happening in the plains east of the Rockies?
-<em>11.</em> What first brought home to Americans the urgent need of
-a canal across the Isthmus? <em>12.</em> Who began a canal at
-Panama? <em>13.</em> Why did the French not succeed? <em>14.</em> Who
-was put in charge of the work of the Americans? <em>15.</em> Where
-did Goethals study engineering? <em>16.</em> In what war did he
-serve? <em>17.</em> When was the Canal completed? <em>18.</em> How was
-the event celebrated?</p>
-<span class="pagenum"><a name="Page_380" id="Page_380">[Pg 380]</a></span>
-<p><strong>Suggested Readings.</strong> Wright, <cite>Children's Stories of American
-Progress</cite>, 268-298; Brooks, <cite>The Story of Cotton</cite> and <cite>The Story
-of Corn</cite>; Nida, <cite>Panama and Its "Bridge of Water,"</cite> 63-187.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>MEN OF RECENT TIMES WHO MADE
-GREAT INVENTIONS</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THOMAS A. EDISON, THE GREATEST INVENTOR OF
-ELECTRICAL MACHINERY IN THE WORLD</h3>
-
-
-<div class="sidenote"><strong>His
-parentage</strong></div>
-
-
-<p><strong>199. The Wizard of the Electrical World.</strong> Thomas A.
-Edison was born in 1847 at Milan, Ohio. His father's
-people were Dutch and his mother's were Scotch. When
-he was seven years of age his parents removed to Port
-Huron, Michigan.</p>
-
-<div class="figcenter" style="width: 501px;">
-<img src="images/i_380a.jpg" width="501" height="540" alt="" />
-<div class="caption"><p>EDISON SELLING PAPERS AFTER THE BATTLE
-OF PITTSBURG LANDING</p></div>
-</div>
-
-<p>Edison owed his early training to his mother's care. At
-the age of twelve he was reading such books as Gibbon's
-<cite>Decline and Fall of the Roman Empire</cite>, Hume's <cite>History
-of England</cite>, Newton's
-<cite>Principia</cite>, and
-Ure's <cite>Dictionary of
-Science</cite>. The last-named
-book was
-too full of mathematics
-for him.</p>
-
-<div class="sidenote"><strong>A tireless
-reader</strong></div>
-
-<p>That Edison was
-a great reader is
-proved by his resolution
-to read all
-the books in the
-Detroit Free Library!
-He did finish
-"fifteen feet of
-volumes" before any one knew what he was doing.</p>
-
-<p>In 1862 General Grant fought the terrible battle of<span class="pagenum"><a name="Page_381" id="Page_381">[Pg 381]</a></span>
-Pittsburg Landing. Everybody wanted to hear the news.
-Edison bought a thousand newspapers, boarded a train,
-and the engineer allowed him a few minutes at each
-station to sell papers.</p>
-
-<div class="sidenote"><strong>His experience
-as
-a newsboy</strong></div>
-
-<p>As the first station came in sight, Edison looked ahead
-and saw a wild crowd of men. He grabbed an armful
-of papers, rushed out, and sold forty before the train left.
-At the next station the platform was crowded with a
-yelling mob. He raised the price to ten cents, but sold
-one hundred fifty.</p>
-
-<p>Finally he reached Port Huron. The station was a
-mile from town. Edison seized his papers. He met the
-crowd coming just as he reached a church where a prayer
-meeting was being held. The prayer meeting broke up,
-and though he raised his price to twenty-five cents he
-"took in a young fortune."</p>
-
-<div class="sidenote"><strong>Experimenting
-in electricity</strong></div>
-
-<p>Edison began very early to make experiments in electricity.
-After rigging up a line at home, hitching the
-wire to the legs of a cat, and rubbing the cat's back
-vigorously, he saw the failure of his first experiment&mdash;the
-cat would not stand!</p>
-
-<div class="sidenote"><strong>Saves a
-life and
-receives
-lessons in
-telegraphy</strong></div>
-
-<p>At Mt. Clemens, one day, young Edison saw a child
-playing on the railroad with its back to an on-coming
-freight train. He dashed at the child, and both tumbled
-to the ground at the roadside. For this act of bravery
-the telegraph operator gave him lessons in telegraphy.</p>
-
-<div class="figcenter" style="width: 427px;">
-<img src="images/i_382a.jpg" width="427" height="540" alt="" />
-<div class="caption"><p>THOMAS ALVA EDISON</p>
-
-<p><em>After a photograph from life</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Makes
-a set of
-telegraphic
-instruments</strong></div>
-
-<div class="sidenote"><strong>Becomes
-a tramp
-telegrapher</strong></div>
-
-
-<p><strong>200. Begins to Study Electricity.</strong> He studied ten
-days, then disappeared. He returned with a complete
-set of telegraphic instruments made by his own hand!
-After his trade was learned he began a period of wandering
-as a telegraph operator. For many boys still in their
-teens this would have been a time of destruction, but<span class="pagenum"><a name="Page_382" id="Page_382">[Pg 382]</a></span>
-Edison neither drank nor smoked. He wandered from
-Adrian to Fort Wayne, Indianapolis, Cincinnati, Memphis,
-and Boston, stopping
-for shorter or longer periods
-at each place.</p>
-
-<p>By the time he was
-twenty-two he had invented
-and partly finished his plan
-of sending two dispatches
-along the same wire at the
-same time. This was equal
-to doubling the number of
-wires in use.</p>
-
-<div class="sidenote"><strong>Repairs
-electric
-machinery
-and
-gains a
-situation</strong></div>
-
-<p>Edison was a poor boy
-and was two or three hundred
-dollars in debt. He
-went from Boston to New
-York. The speculators in
-Wall Street were wild with excitement, for the electric
-machinery had broken down. Nobody could make it
-work. Edison pushed his way to the front, saw the
-difficulty, and at once removed it.</p>
-
-<p>All were loud in their praise of Edison. On the next
-day he was engaged to take charge of all the electric
-machinery at three hundred dollars per month.</p>
-
-<div class="sidenote"><strong>Receives
-forty
-thousand
-dollars
-for his inventions</strong></div>
-
-<p>After a time he joined a company and gave his time
-to working out inventions. The company finally sent a
-number of men to ask Edison how much he would take
-for his inventions. He had already decided to say five
-thousand dollars. But when the men came he said that
-he did not know. He was dumfounded when they offered
-him forty thousand dollars!</p>
-
-<p><span class="pagenum"><a name="Page_383" id="Page_383">[Pg 383]</a></span></p>
-
-<div class="sidenote"><strong>Establishes
-his first
-workshop</strong></div>
-
-
-<p><strong>201. Edison's Inventions.</strong> In 1873 Edison established
-his first laboratory or workshop in Newark, New Jersey.
-Here he gathered more than three hundred men to turn
-out the inventions pertaining to electricity which his
-busy brain suggested. They were all as enthusiastic
-over the inventions as Edison himself. No fixed hours
-of labor in this shop! When the day's work was done
-the men often begged to be allowed to return to the
-shop to complete their work.</p>
-
-<div class="sidenote"><strong>More
-inventions</strong></div>
-
-<div class="sidenote"><strong>Builds a
-new
-laboratory
-and
-gathers
-a fine
-library</strong></div>
-
-<p>Many telegraph and telephone inventions were made
-in this laboratory. There were forty-five inventions
-all told. They brought in so much money that Edison
-decided they must have a better place to work. He
-built at Menlo Park, New Jersey, twenty-four miles
-from New York City, the finest laboratory then in the
-world. On instruments alone he spent $100,000. In
-the great laboratory at Menlo Park Edison gathered one
-of the finest scientific libraries that money could buy.
-This library was for the men in the factory&mdash;to help
-them in their inventions and to give them pleasure.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_383a.jpg" width="540" height="391" alt="" />
-<div class="caption"><p>THE PHONOGRAPH</p></div>
-</div>
-
-<div class="sidenote"><strong>Invents
-the
-microphone</strong></div>
-
-<p>The microphone is one of Edison's inventions. Its
-purpose is to increase sound while sending it over the
-wire. The passing of a delicate
-camel's-hair brush is
-magnified so as to seem like
-the roar of a mighty wind
-in a forest of giant pines.</p>
-
-<div class="sidenote"><strong>The
-megaphone</strong></div>
-
-<p>Next came the megaphone,
-an instrument to bring far-away
-sounds to one's hearing.
-By means of this instrument, persons talking a long
-distance apart are able to hear each other with ease.</p>
-
-<p><span class="pagenum"><a name="Page_384" id="Page_384">[Pg 384]</a></span></p>
-
-<p>The phonograph, which can reproduce the human voice
-and other sounds almost perfectly, was invented by
-Edison in 1876.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_384a.jpg" width="540" height="190" alt="" />
-<div class="caption"><p>EDISON'S GREAT WORKSHOP AT ORANGE, NEW JERSEY</p></div>
-</div>
-
-<div class="sidenote"><strong>Edison's
-first
-phonograph</strong></div>
-
-<p>Sounds reach the ear by means of air waves which the
-sounding body sets in motion. In Edison's first phonograph
-these waves struck a bit of taut parchment, and
-were marked by a needle on a tinfoil disc. But tinfoil
-does not hold its shape well. In 1888 Edison patented a
-better phonograph in which the record was made on a
-wax disc.</p>
-
-<p>Phonograph records are now made with one hundred
-grooves to an inch. Each groove is not more than four
-one-thousandths of an inch deep. A lever tipped with
-sapphire cuts the grooves. Its tiny marks have been
-photographed&mdash;one way of seeing a sound!</p>
-
-<div class="sidenote"><strong>What the
-phonograph
-does</strong></div>
-
-<p>The phonograph is used everywhere for amusement.
-It preserves the voices of great singers for the future.
-With it songs and bits of folklore can be collected in languages
-that are now dying out.</p>
-
-<div class="sidenote"><strong>The
-electric
-light</strong></div>
-
-<p>Edison has put into practical use many principles discovered
-by other men. He does not claim to be the discoverer
-of the electric light. He did much, however,<span class="pagenum"><a name="Page_385" id="Page_385">[Pg 385]</a></span>
-to make it useful to people in lighting their houses, and
-also in lighting great cities.</p>
-
-<div class="sidenote"><strong>The first
-great
-electrical
-exhibition</strong></div>
-
-<p>In the winter of 1880, in Menlo Park, Edison gave to
-the public an exhibition of his electric light. Visitors
-came from all parts of the country to see this wonderful
-show. Seven hundred lights were put up in the streets,
-and inside the buildings. Edison had produced a much
-better light than any that had been used before.</p>
-
-
-<p><strong>202. A Great New Industry.</strong> Edison also had a part
-in another invention for which Americans can claim most
-of the credit&mdash;moving pictures.</p>
-
-<div class="sidenote"><strong>Settling
-a racetrack
-dispute</strong></div>
-
-<p>A dispute about horseracing did most for the discovery
-of moving pictures. The question was whether a horse
-ever had all four feet off the ground at once. To settle
-it, Edward Muybridge, an employee of the government,
-was called in. He stretched cords, fastened to the shutters
-of a row of cameras, across a racetrack. As the horse
-ran past, it took its own pictures. Later Muybridge
-made a camera which would take pictures very quickly,
-but he could not show his pictures well.</p>
-
-<div class="sidenote"><strong>Edison's
-camera</strong></div>
-
-<p>Edison in 1892 invented a camera which used long strips
-of celluloid film. These pictures were looked at through
-a slot by one person at a time.</p>
-
-<p>Another government worker, C. Francis Jenkins, invented
-the first complete moving picture machine in 1894.</p>
-
-<div class="sidenote"><strong>The
-moving
-picture
-business</strong></div>
-
-<p>At first people were slow to welcome the new kind of
-play. Now it is claimed that our fifth largest industry is
-moving pictures. Probably as many tickets are sold
-here each year as there are people in the world.</p>
-
-<div class="sidenote"><strong>Moving
-pictures
-of the
-war</strong></div>
-
-<p>In the war each army had its own moving picture
-camera men. They took pictures of ships torpedoed, of
-airplane battles, and of the fighting among the icy peaks of<span class="pagenum"><a name="Page_386" id="Page_386">[Pg 386]</a></span>
-the Alps, often at great danger to their own lives. Great
-events of world history like the signing of the armistice
-can now be recorded for future times. Such pictures
-teach us things that cannot easily be learned from books.</p>
-
-<p>Many schools have a machine of their own, and use
-moving pictures as a part of their regular class work.
-The subject is first outlined, then the pictures are shown,
-and afterwards the pupils write about what they have
-learned.</p>
-
-<div class="sidenote"><strong>Moving
-pictures
-in
-schools</strong></div>
-
-<p>Some schools have films of their own. Others find it
-easy to get them. Our government sends out educational
-films on silo building, dairying, airplane manufacture, and
-many government activities. Business firms have films
-to loan on shoes, soap, automobiles, and other things they
-make. Regular film companies have pictures of animal
-life, the natural wonders of our country, current events,
-foreign countries, and other subjects suitable for school
-use, such as the teaching of cube root by moving picture
-cartoons.</p>
-
-<p>Outside of schools moving pictures can be used for
-educational purposes in social service and Americanization
-work. One state, North Carolina, has trucks carrying
-moving picture machines for many of its counties. Programs
-of educational and amusing pictures can be given
-regularly in small towns with these machines.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>TWO INVENTIONS WIDELY USED IN BUSINESS</h3>
-
-
-<div class="sidenote"><strong>The
-work of
-many
-inventors</strong></div>
-
-
-<p><strong>203. Christopher L. Sholes and the Typewriter.</strong> The
-typewriter cannot be called the invention of any one man.
-Many inventors, half of them Americans, worked on the
-problem, for even a simple machine has many parts.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_387a.jpg" width="540" height="392" alt="" />
-<div class="caption"><p>TYPEWRITER AND DICTAPHONE</p></div>
-</div>
-
-<p>Machines by which the blind could print or type raised<span class="pagenum"><a name="Page_387" id="Page_387">[Pg 387]</a></span>
-letters were first made. A little difficulty may hold back
-a great invention. A typewriter was not built until long
-afterward because
-inventors did not
-know how to ink type.</p>
-
-<p>In the Scientific
-American more than
-fifty years ago was
-printed an article on a
-new invention which
-was rather grandly
-called the "literary
-piano." Christopher
-Latham Sholes, a Wisconsin editor read the article.
-He was convinced that he could make a better typewriter
-than this himself.</p>
-
-<div class="sidenote"><strong>The
-earliest
-typewriter</strong></div>
-
-<p>He set to work, and his first typewriter was patented
-in 1868. It was indeed something like a piano. It had
-long ivory and ebony keys, but it also had a third set of
-peg-shaped keys like those we now use. It carried its
-type on levers arranged in a circle. It had a spacer, and
-a way to move the paper along as it was typed, as well as
-inked ribbon, which he borrowed from an earlier inventor.</p>
-
-<p>Sholes' was the first successful practical typewriter
-made. Now nearly twenty million dollars' worth are
-produced in this country each year.</p>
-
-
-<p><strong>204. The Dictaphone in Business Offices.</strong> An interesting
-outgrowth of Edison's phonograph is the dictaphone,
-used in dictating business letters. It consists of
-two machines much alike. On the first are put smooth
-cylinders of wax. The person dictating speaks through
-a tube. Then the dictaphone operator puts the cylinders<span class="pagenum"><a name="Page_388" id="Page_388">[Pg 388]</a></span>
-on her machine, places light tubes in her ears, and takes
-down the dictation on her typewriter as she hears it.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_388a.jpg" width="540" height="441" alt="" />
-<div class="caption"><p>THE DICTAPHONE IN USE</p></div>
-</div>
-
-<p>Both machines are
-run by electric motors,
-and that of the operator
-can be stopped
-with the foot. The
-wax cylinders may be
-pared and used again
-and again.</p>
-
-<p>The dictaphone
-means a great saving
-of time and labor, for
-dictating can be done anywhere at any moment.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>AUTOMOBILE MAKING IN THE UNITED STATES</h3>
-
-
-<p><strong>205. The Earliest Automobiles.</strong> The first kind of
-automobile men tried to build was a "steam carriage."
-A Frenchman in 1755 invented a steam road wagon
-meant to draw a field gun. But his invention could
-not be steered, and was soon wrecked by running
-into a wall.</p>
-
-<div class="sidenote"><strong>"Steamers"</strong></div>
-
-<p>In England one hundred years ago a few of these
-"steamers" were run as stage coaches. They were
-noisy, clumsy "steamers" and always likely to explode.
-They were not popular, and a law was passed that a man
-must always walk ahead of them carrying a red flag.
-They were only allowed to go only four miles an hour.
-Of course this meant they could not be used at all.</p>
-
-<div class="sidenote"><strong>Watts
-could
-not
-imagine
-good
-roads</strong></div>
-
-<p>Oliver Evans of Philadelphia built the first steam automobile
-in the United States in 1804, to carry a steam
-flatboat he had made down to the river. Evans and<span class="pagenum"><a name="Page_389" id="Page_389">[Pg 389]</a></span>
-other inventors after him for nearly one hundred years
-worked on self-driven carriages, but could interest no one
-in their plans. Watts, the great English inventor of the
-steam engine, stopped a friend who had all but invented
-an automobile. It was useless, he said; roads would not
-allow such rapid travel. Watts could discover steam
-power, but it never occurred to him that good roads
-could be easily built. The use of rubber tires in 1887
-stopped the jolting that had been such a difficulty.</p>
-
-<p>In 1892 Charles Duryea built the first gasoline automobile
-in America. He tried to get money to continue
-his work. He told a business man, "You and I will live
-to see more automobiles than horses on the street." The
-man thought him crazy, and refused to help him. Now
-horses are becoming rare in large cities.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_389a.jpg" width="540" height="285" alt="" />
-<div class="caption"><p>AN EARLY AUTOMOBILE</p></div>
-</div>
-
-
-<p><strong>206. America, the Land of Automobiles.</strong> In 1891 the
-first electric vehicle in this country was made. The first
-gasoline car was sold March 24, 1898. Now, twenty
-years later, this country is manufacturing nearly half a
-million cars annually.
-Other countries are
-backward by comparison.
-Four-fifths of all
-the automobiles in the
-world are owned in the
-United States.</p>
-
-<div class="sidenote"><strong>Motor
-trucks
-in the
-war</strong></div>
-
-<p>Motor trucks can
-carry many tons, and are now very largely used for hauling,
-especially in cities. At the end of the war our
-government had seventy thousand trucks in use overseas.</p>
-
-<p>One time when the German army threatened Paris it
-was only the unbroken stream of motor trucks moving<span class="pagenum"><a name="Page_390" id="Page_390">[Pg 390]</a></span>
-along a great French road carrying men and supplies to
-the front that saved the city. In memory of its service
-the French call this road the "Sacred Way."</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>WILBUR AND ORVILLE WRIGHT, THE MEN WHO
-GAVE HUMANITY WINGS</h3>
-
-
-<p><strong>207. Early Attempts to Fly.</strong> To sail through the air
-as birds do is an ambition that has dazzled men since
-ancient times. The Greek myths tell us of Phaeton who
-drove the horses of the sun, and of Icarus who flew too
-near the sun with his wings of feathers and wax.</p>
-
-<div class="figcenter" style="width: 470px;">
-<img src="images/i_390a.jpg" width="470" height="540" alt="" />
-<div class="caption"><p>WILBUR WRIGHT</p></div>
-</div>
-
-<div class="sidenote"><strong>Studying
-birds</strong></div>
-
-<p>To learn how to fly men studied the wings of huge
-birds living millions of years ago, made careful mathematical
-reckonings about them, and then made themselves
-wings of feathers or skin. But with these wings
-they could only glide to earth from high towers or cliffs.
-One useful thing they learned from this study. They
-found that the wing of a bird
-is bent as you bend a long
-piece of paper if you hold it
-by opposite corners and start
-to twist it. This is called the
-principle of the screw, and
-is now used in making the
-propeller blades of airplanes.</p>
-
-
-<p><strong>208. The First Airplanes.</strong>
-Early airplanes, airplane
-models and "gliders" were
-made in the queerest, most
-outlandish shapes imaginable.
-They had from one to five or more planes, arranged
-at almost every possible angle. Some looked like a row<span class="pagenum"><a name="Page_391" id="Page_391">[Pg 391]</a></span>
-of box kites, some like dragons, and some like a collection
-of old fashioned windmill wheels all fastened together.</p>
-
-<div class="figcenter" style="width: 480px;">
-<img src="images/i_391a.jpg" width="480" height="540" alt="" />
-<div class="caption"><p>ORVILLE WRIGHT</p></div>
-</div>
-
-<p>It was only a little while ago
-that men were working with
-these strange models, for it was
-only about ten years before the
-World War that a successful
-airplane flight was first made.</p>
-
-<p>The invention of the balloon
-came late in the history of
-flying. Two sons of a French
-paper manufacturer probably
-made the first balloon. They
-filled a large bag with hot air
-from a bonfire, and found that it rose and sailed away.</p>
-
-<p>Early balloons were carried through the air by wind
-currents, and could not be guided. Their passengers
-were often blown out to sea and drowned.</p>
-
-<div class="sidenote"><strong>Zeppelins</strong></div>
-
-<p>A German, Count Zeppelin, invented a balloon called a
-dirigible, because it could be directed through the air.
-The Germans named these large cigar-shaped balloons
-"zeppelins," after their inventor.</p>
-
-<p>Dirigibles are now built more than two blocks long,
-about the length of the largest battleships. They can
-lift heavy loads, but are very expensive and very easily
-broken, and require huge sheds or houses to shelter them.</p>
-
-<div class="sidenote"><strong>First
-successful
-flight</strong></div>
-
-<p>An airship properly means a dirigible, while an airplane
-is a heavier-than-air machine. The first successful flight
-of any length in an airplane that could be directed was
-made by Wilbur Wright in 1903, at Kitty Hawk, North
-Carolina. It was also the first time an airplane had been
-driven by a gasoline engine.</p>
-
-<p><span class="pagenum"><a name="Page_392" id="Page_392">[Pg 392]</a></span></p>
-
-<div class="sidenote"><strong>Did
-bicycle
-repairing</strong></div>
-
-
-<p><strong>209. The Wright Brothers.</strong> Wilbur Wright was one
-of two brothers who had long been working on the
-problem of a flying machine. He was born in 1867, and
-his brother Orville in 1871. Their father was a bishop
-whose excellent library took the place of a university
-education for his boys. Wilbur and Orville studied
-especially works on physics, mathematics, and engineering.
-They earned their living by making and repairing
-bicycles. But they spent much time experimenting with
-different kinds of gliders. They also studied the action
-of the atmosphere. Aërostatics, or the science of the air,
-is a very difficult and important part of flying.</p>
-
-<div class="sidenote"><strong>Flights
-by airplane
-models</strong></div>
-
-<p>Before Wilbur Wright's success in 1903 progress of
-various kinds had been made. Fairly long flights with
-gliders had been made in different countries. Two
-Americans, Langley and Hiram Maxim, had worked out
-models driven by steam. Langley's had flown half a
-mile over the Potomac, and Maxim's, though not allowed
-to fly freely, was strong enough to carry a man.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_392a.jpg" width="540" height="328" alt="" />
-<div class="caption"><p>A DIRIGIBLE BALLOON</p></div>
-</div>
-
-<p>The Wright
-brothers were
-wise in employing
-a gasoline
-motor.
-A steam engine,
-with its
-large boilers,
-was of course
-much heavier.
-They had a
-rudder in the tail of their machine, but they also invented a
-new method of steering. By "warping" or bending the<span class="pagenum"><a name="Page_393" id="Page_393">[Pg 393]</a></span>
-planes, a monoplane, with its one set of wings could keep
-its balance as well as a biplane, which has two.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_393a.jpg" width="540" height="386" alt="" />
-<div class="caption"><p>AN EARLY WRIGHT AIRPLANE</p></div>
-</div>
-
-<p>After Wilbur
-Wright's first flight
-in 1903 several
-Frenchmen made
-successful flights.
-But in 1908 Wilbur
-Wright went to
-France and broke
-the records of all
-the French flyers
-by the unparalleled
-feat of remaining in the air for more than two hours.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_393b.jpg" width="540" height="311" alt="" />
-<div class="caption"><p>A MONOPLANE</p>
-
-<p><em>From a photograph of a Bleriot Monoplane in
-"Flying," New York</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Air
-records</strong></div>
-
-<p>Now the airplane can do all kinds of fantastic tricks.
-Aviators "loop the loop" dozens of times, and move in
-any direction through the air at will. They can rise in
-the air thirty-six thousand feet, and can fly at the rate of
-three miles a minute. In 1907 Orville Wright made the
-first record flight
-of an hour. All
-this has been accomplished
-in
-scarcely more than
-a dozen years since
-then. Flying developed
-especially
-rapidly during the
-World War. Airplanes
-were used
-to spy out the enemy's defenses, to direct gunfire, to drop
-bombs, to shoot down soldiers, and to hunt submarines.<span class="pagenum"><a name="Page_394" id="Page_394">[Pg 394]</a></span>
-The daring and brilliant fighting of airmen in the World
-War makes a story more breathless than that of any
-novel. Incidents
-like landing with
-burning planes
-or with planes
-partly stripped of
-their canvas were
-not uncommon for
-these fighters of
-the air.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_394a.jpg" width="540" height="349" alt="" />
-<div class="caption"><p>A HYDROPLANE</p></div>
-</div>
-
-<div class="sidenote"><strong>Bombing
-machines</strong></div>
-
-<p>One type of
-airplane was used
-for fighting and another heavier type for bombing. Air
-bombing is now so accurate that in the future it may be
-useless to build super-dreadnaughts and large battleships.</p>
-
-
-<p><strong>210. Peace Time Uses of the Airplane.</strong> During times
-of peace airplanes are useful in exploring and for carrying
-passengers and light freight. Airplanes scarcely more
-expensive than the earlier automobiles can now be bought.</p>
-
-<div class="sidenote"><strong>Airplanes
-carry
-the
-mail</strong></div>
-
-<p>Airplanes in this country are chiefly used for carrying
-mail. "The mail must fly" is the slogan of the mailmen
-of the air, and in storm or fog&mdash;even in the face of a
-tornado&mdash;it has gone.</p>
-
-<p>In May, 1919, a hydroplane belonging to the United
-States navy made the first trip across the ocean. A
-hydroplane is an airplane having a boat-like body so that
-it is able to alight on or rise from the water.</p>
-
-<div class="sidenote"><strong>Transatlantic
-flights</strong></div>
-
-<p>In July a British dirigible flew across with its crew. A
-few weeks earlier a British plane flew from continent to
-continent in less than sixteen hours. It took Columbus
-seventy days to make his crossing.</p>
-
-<p><span class="pagenum"><a name="Page_395" id="Page_395">[Pg 395]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JOHN P. HOLLAND, WHO TAUGHT MEN HOW TO SAIL
-UNDER THE SEA</h3>
-
-
-<div class="sidenote"><strong>Bushnell
-and
-Fulton
-and the
-undersea
-boat</strong></div>
-
-
-<p><strong>211. The Submarine.</strong> During the War of the Revolution
-an American named Bushnell worked on the
-problem of making a boat that would sail under the
-surface of the sea. He was the first to work on this
-problem and is called the Father of the Submarine.
-Some years later Robert Fulton (page <a href="#Page_257">257</a>) became
-interested in the submarine. In 1801 he built one for
-the French government. But Fulton turned his efforts
-to making steamboats and did not continue his plans
-for a successful diving boat.</p>
-
-<div class="sidenote"><strong>John P.
-Holland,
-1842</strong></div>
-
-
-<p><strong>212. John P. Holland.</strong> John P. Holland was born
-in Ireland in 1842. He was a studious boy and became
-a teacher. The stories of Bushnell and of Fulton interested
-him and he studied carefully what they had done.</p>
-
-<p>He came to America and settled in New Jersey. There
-he got a position as teacher in a parochial school. He
-continued his study of the undersea boat making many
-experiments and tests.</p>
-
-<div class="figcenter" style="width: 504px;">
-<img src="images/i_395a.jpg" width="504" height="540" alt="" />
-<div class="caption"><p>JOHN P. HOLLAND</p>
-
-<p><em>From a photograph</em></p></div>
-</div>
-
-<p>Holland's first submarine
-became stuck in the mud.
-But he did not give up.
-His next boat he called the
-"Fenian Ram." It frightened
-people when it suddenly
-raised its head out
-of the water and as quickly
-disappeared.</p>
-
-<p>In 1895, after a number
-of severe tests, Holland succeeded
-in interesting the<span class="pagenum"><a name="Page_396" id="Page_396">[Pg 396]</a></span>
-United States Government in his plans. He built for it
-a submarine which he named the "Plunger."</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_396a.jpg" width="540" height="319" alt="" />
-<div class="caption"><p>A SUBMARINE</p></div>
-</div>
-
-<p>Holland now
-formed a company
-to build
-his boats. In
-1898 he produced
-the famous
-Holland
-submarine.
-This boat
-settled any
-doubt about
-what submarines could do. It was only fifty feet long,
-but it could dive under water and rise again at the will of
-the inventor. From that time the Holland company built
-many submarines for all the great nations of the world.</p>
-
-<div class="sidenote"><strong>The
-periscope</strong></div>
-
-<p>From the top of the submarine there extends upward
-a long slender tube called a periscope. When the boat
-is under water the end of this tube extends above the
-surface. By means of a certain arrangement of lenses
-and mirrors in this tube, the observer in the submarine
-can see everything on the surface of the water. In this
-way the boat can be guided in any direction.</p>
-
-<p>Holland died in 1914.</p>
-
-<div class="sidenote"><strong>Value
-in war</strong></div>
-
-
-<p><strong>213. The Submarine in War and Peace.</strong> The submarine
-is much used in war time. The war diver is
-provided with one and sometimes two tubes through
-which torpedoes or bombs may be fired at enemy ships
-while the submarine is hidden under water. It is very
-hard to detect a submarine when it is under the water.
-The only sign of its approach is a slight ripple on the<span class="pagenum"><a name="Page_397" id="Page_397">[Pg 397]</a></span>
-surface. But if we look straight down at the water
-from high up in the air, then the outlines of the boat
-can easily be seen. In war time airplanes are used
-in spying out the submarine.</p>
-
-<div class="sidenote"><strong>Use of
-the submarine
-in peace</strong></div>
-
-<p>In times of peace, too, the submarine is of great value.
-It is not exposed to great storms on the sea, since it can
-escape the waves by submerging. These boats can
-cross the ocean and are large enough to carry cargoes of
-valuable goods. In July, 1916, the world was startled by
-the arrival of the merchant submarine, "Deutschland,"
-at Baltimore. Loaded with articles of trade, mainly
-chemicals, she left Bremen, dodged the British and
-French blockade, and in fifteen days reached America.</p>
-
-<p>One cause of America's entering the World War was
-Germany's attempt to starve England by a submarine
-blockade.</p>
-
-<div class="sidenote"><strong>Fighting
-the submarine</strong></div>
-
-
-<p><strong>214. Other Inventions in the War.</strong> The "depth bomb"
-was an out and out new invention. 11 could be "dropped"
-over the spot where a submarine was seen. Very often
-it blew the submarine to pieces.</p>
-
-<p>The "tank" was a "moving iron fort" drawn by a
-tractor. It could tear wire entanglements to pieces and
-cross enemy trenches. The "depth bomb" and "tank"
-were used mainly by the Allies.</p>
-
-<p>The wide use of "poison gas" was first introduced by
-the Germans. Guns able to shoot many miles were
-invented. One of them carried seventy miles or more.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Edison learned telegraphy, and made
-his own instruments. <em>2.</em> Edison saved the day in Wall
-Street, and made his reputation, as well as plenty of money.
-<em>3.</em> He made many telegraph and telephone inventions. <em>4.</em> He<span class="pagenum"><a name="Page_398" id="Page_398">[Pg 398]</a></span>
-built great laboratories in New Jersey, where many men worked
-helping him. <em>5.</em> Edison invented the phonograph, and worked
-to improve the electric light. <em>6.</em> An argument about horseracing
-led to the invention of moving pictures. <em>7.</em> Edison
-improved the moving picture camera. <em>8.</em> C. Francis Jenkins
-invented the first complete moving picture machine. <em>9.</em> During
-the World War remarkable moving pictures were taken on all
-fronts. <em>10.</em> Moving pictures are often used in schools and
-elsewhere for educational purposes. <em>11.</em> The typewriter was
-really the work of many different inventors. <em>12.</em> Typing
-machines for the blind first invented. <em>13.</em> Christopher Sholes'
-typewriter was the first practical one invented. <em>14.</em> The dictaphone
-is really a development of Edison's phonograph. <em>15.</em> It
-consists of two machines, and is used in business offices to save
-time. <em>16.</em> Steam automobiles were the first kind invented.
-<em>17.</em> For one hundred years many inventors worked trying to
-build automobiles. <em>18.</em> The first gasoline automobile in this
-country was built by Charles Duryea. <em>19.</em> The United States
-is far in the lead in the number of automobiles manufactured
-and used. <em>20.</em> Men have for ages tried to discover a way to fly.
-<em>21.</em> They filled balloons with gas or heated air which carried
-them far up. <em>22.</em> Dirigible balloons were invented by Zeppelin.
-<em>23.</em> Wilbur and Orville Wright built a successful heavier-than-air
-machine. <em>24.</em> The gasoline engine made their success
-possible. <em>25.</em> Airplanes can now go three miles a minute. <em>26.</em>
-All the great progress in flying has come since Wright's first
-successful flight in 1903. <em>27.</em> In the war airplanes were used
-for observing the enemy, for fighting, and for bombing. <em>28.</em> In
-this country airplanes are now used chiefly for carrying mail.
-<em>29.</em> A hydroplane has a boat-like body. <em>30.</em> In 1919 three
-successful flights were made across the Atlantic. <em>31.</em> John P.
-Holland was the first to succeed in building a submarine. <em>32.</em>
-The submarine is guided by means of the periscope, and is
-valuable in peace and war. <em>33.</em> Depth bombs and tanks were
-new inventions. <em>34.</em> The Germans introduced poison gas.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> What books could Edison read at
-twelve? <em>2.</em> Tell of his thousand newspapers. <em>3.</em> What were
-the cause and the effect of his first lessons in telegraphy? <em>4.</em>
-What was his first great invention? <em>5.</em> What did he find in
-Wall Street, New York? <em>6.</em> How much did Edison think of
-asking for his invention? <em>7.</em> How much was offered him?<span class="pagenum"><a name="Page_399" id="Page_399">[Pg 399]</a></span>
-<em>8.</em> Tell the story of the work in Edison's shop at Newark,
-New Jersey, <em>9.</em> Why did he want a great library at Menlo
-Park? <em>10.</em> How does sound travel? <em>11.</em> What was the
-trouble with Edison's first phonograph? <em>12.</em> Name some of
-the uses of the phonograph. <em>13.</em> Make a list of Edison's
-great inventions. <em>14.</em> Tell how the first moving pictures came
-to be made? <em>15.</em> How did the machine Edison invented differ
-from a real moving picture machine? <em>16.</em> Who invented the
-first complete moving picture machine? <em>17.</em> How important is
-the moving picture business? <em>18.</em> Tell some incidents of the
-war which you saw in moving pictures. <em>19.</em> Does your school
-use a moving picture machine in its classroom work? <em>20.</em> How
-are lessons studied when moving pictures are used? <em>21.</em> Where
-can schools get their films? <em>22.</em> Name two other uses for
-moving pictures. <em>23.</em> What earlier invention resembled the
-typewriter? <em>24.</em> Name one simple thing the lack of which
-kept men from inventing a typewriter sooner. <em>25.</em> Describe
-Sholes' first typewriter. <em>26.</em> From what invention did the
-dictaphone come? <em>27.</em> How is dictating done by means of
-the dictaphone? <em>28.</em> What difficulty held back the progress of
-the automobile? <em>29.</em> Name two ways in which this has been
-overcome. <em>30.</em> How old is the automobile business? <em>31.</em>
-How does the United States compare with other countries in
-number of automobiles used? <em>32.</em> How did auto trucks keep
-the Germans from capturing Paris? <em>33.</em> What is a Zeppelin
-or dirigible? <em>34.</em> Tell about the studies of the Wright brothers.
-<em>35.</em> What progress had others made before the Wright brothers
-succeeded? <em>36.</em> What was unusual about Wilbur Wright's
-flight in 1903? <em>37.</em> What is a monoplane? a biplane? a hydroplane?
-an airship? <em>38.</em> Name some peace-time and war-time
-uses of airplanes. <em>39.</em> Tell the story of Holland's inventions.
-<em>40.</em> What are the uses of the submarine? <em>41.</em> Name the first
-submarine to cross the Atlantic.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Thomas A. Edison</span>: Mowry, <cite>American
-Inventions and Inventors</cite>, 85-89; Dickson, <cite>Life and Inventions
-of Edison</cite>, 4-153, 280-388.</p>
-
-<p><span class="smcap">Christopher L. Sholes</span>: Hubert, <cite>Inventors</cite>, 161-163.</p>
-
-<p><span class="smcap">The Automobile</span>: Doubleday, <cite>Stories of Inventors</cite>, 69-84;
-Forman, <cite>Stories of Useful Inventions</cite>, 161-163.</p>
-
-<p><span class="smcap">Wilbur and Orville Wright</span>: Wade, <cite>The Light Bringers</cite>,
-112-141; Delacombe, <cite>The Boys' Book of Airships</cite>; Simonds,<span class="pagenum"><a name="Page_400" id="Page_400">[Pg 400]</a></span>
-<cite>All about Airships</cite>; Holland, <cite>Historic Inventions</cite>, 273-295.</p>
-
-<p><span class="smcap">John P. Holland</span>: Corbin, <cite>The Romance of Submarine Engineering</cite>;
-Bishop, <cite>The Story of the Submarine</cite>; Williams, <cite>Romance
-of Modern Inventions</cite>, 143-165.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>HEROINES OF NATIONAL PROGRESS</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>ELIZABETH CADY STANTON AND SUSAN B. ANTHONY,
-TWO PIONEERS IN THE CAUSE OF
-WOMAN'S SUFFRAGE</h3>
-
-
-<div class="sidenote"><strong>Women
-play an
-important
-part
-in early
-progress</strong></div>
-
-
-<p><strong>215. The Women of Our Nation.</strong> Women have had
-a large part in the progress of our nation. In colonial
-days women often had to defend their homes against
-Indians. They endured the hardships of the first settlements
-as bravely as did the men. They had larger rights
-and greater freedom than in England at that time, because
-their help was so plainly necessary in this new country.</p>
-
-<p>By 1850 nearly one-fourth of the nation's manufacturing
-was done by women, but otherwise until that time
-women's lives were spent almost entirely in their homes.
-Though no colleges were open to women until 1833, many
-mothers knew enough of books to prepare their sons for
-college at home.</p>
-
-<div class="sidenote"><strong>Women's
-service
-in war</strong></div>
-
-<p>During the Revolution women formed a society called
-"Daughters of Liberty," to spin and sew for their soldiers.
-They gave their treasured pewter spoons and dishes to be
-melted up for bullets. As women have always done, they
-cared for the sick and wounded after battles.</p>
-
-<div class="figcenter" style="width: 511px;">
-<img src="images/i_401a.jpg" width="511" height="540" alt="" />
-<div class="caption"><p>ELIZABETH CADY STANTON</p>
-
-<p><em>From a photograph</em></p></div>
-</div>
-
-<p>In the great Civil War, women were needed still more to
-nurse the wounded, for even then there was no Red Cross
-or large body of women who were nurses by profession to
-call upon. Women took the place of the men called to
-war in many ways, and especially in teaching schools.
-On both sides women worked in the fields, and sometimes<span class="pagenum"><a name="Page_401" id="Page_401">[Pg 401]</a></span>
-acted as spies, or served, disguised, in the ranks. Southern
-women also entered the factories in large numbers. They
-had to meet even greater
-hardship than women in
-the North, and were often
-face to face with starvation.</p>
-
-<p>On the frontier women
-had always worked in the
-fields when necessary,
-and often helped to build
-the houses they lived in.
-The fearless pioneering
-spirit and fine, sturdy
-character of these women
-won them the highest
-respect. This was one
-reason why western states were the first to grant women
-the right to vote.</p>
-
-<div class="sidenote"><strong>Women's
-equality
-with
-men</strong></div>
-
-<p>Long before the Civil War great leaders in the cause of
-woman's advancement had appeared. These leaders saw
-that in many ways women had proved their equality
-with men. This encouraged them to appeal for wider
-opportunities for women, who then had almost no legal
-rights. The leaders now demanded the privileges enjoyed
-only by men. We should all know the stories of these
-women of wise and fearless vision.</p>
-
-<div class="sidenote"><strong>Born,
-1815</strong></div>
-
-
-<p><strong>216. Elizabeth Cady Stanton.</strong> Elizabeth Cady was
-born in New York, in 1815. Her girlhood was a happy
-one, spent with her brother and sisters. She was a
-healthy, rosy-cheeked girl, full of life and fun, who believed
-girls were the equals of boys and had just as much intellect.</p>
-
-<p><span class="pagenum"><a name="Page_402" id="Page_402">[Pg 402]</a></span></p>
-
-<div class="sidenote"><strong>Studies
-hard</strong></div>
-
-<p>When Elizabeth was eleven years old her brother died.
-Her father grieved deeply over the loss of his only son,
-and Elizabeth determined to try to be to her father all
-that her brother might have been. She therefore applied
-herself diligently to study and self-improvement.</p>
-
-<div class="sidenote"><strong>Finds
-woman's
-position
-unequal</strong></div>
-
-<p>Her father was a lawyer. He had been a member of
-Congress. Many hours out of school Elizabeth spent in
-his office, listening while his clients stated their cases. She
-gradually became indignant at what she found to be the
-unequal position of women in almost every walk of life.
-She determined to devote her life to securing for women
-the same rights and privileges that men had.</p>
-
-<div class="sidenote"><strong>Marries
-Henry B.
-Stanton</strong></div>
-
-<p>While studying she did not neglect the arts of housekeeping.
-She regarded these as occupations of the highest
-dignity and importance. When twenty-five years old
-she married Henry B. Stanton, a lawyer and journalist
-who since his student days had talked and written against
-slavery. But she did not forget her old resolve to struggle
-for the rights of women, even when occupied with the
-duties of home and children.</p>
-
-<div class="sidenote"><strong>Calls
-woman's
-rights
-convention</strong></div>
-
-
-<p><strong>217. The First Woman's Rights Convention.</strong> In
-1848 Mrs. Stanton called a woman's rights convention&mdash;the
-first ever held. Its purpose was "to discuss the social,
-civil, and religious conditions and rights of women."</p>
-
-<div class="sidenote"><strong>"Declaration
-of
-Sentiments"</strong></div>
-
-<div class="sidenote"><strong>Women
-demand
-the right
-to vote</strong></div>
-
-<p>Mrs. Stanton read to the convention a set of twelve
-resolutions, the now famous "Declaration of Sentiments."
-It demanded for women equality with men and "all the
-rights and privileges which belong to them as citizens of
-the United States," including the right to vote. This was
-the first public demand for woman's suffrage. The resolutions
-were passed. A storm of ridicule followed the convention,
-but Mrs. Stanton's position remained unchanged.</p>
-
-<p><span class="pagenum"><a name="Page_403" id="Page_403">[Pg 403]</a></span></p>
-
-<div class="figcenter" style="width: 536px;">
-<img src="images/i_403a.jpg" width="536" height="540" alt="" />
-<div class="caption"><p>SUSAN B. ANTHONY</p>
-
-<p><em>From a photograph by Veeder, Albany, N.Y.</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Susan B.
-Anthony,
-1820</strong></div>
-
-
-<p><strong>218. Susan B. Anthony.</strong> A few years after this historic
-convention, Mrs. Stanton met Susan B. Anthony.
-Miss Anthony was the
-daughter of Friends, or
-Quakers as they are often
-called. She was born at
-South Adams, Massachusetts,
-in 1820. Her father
-maintained a school at Battenville,
-New York, and
-here Susan received her
-early education.</p>
-
-<div class="sidenote"><strong>Teaches
-school</strong></div>
-
-<div class="sidenote"><strong>Won to
-the cause
-of
-woman's
-rights</strong></div>
-
-<p>From her seventeenth
-birthday until she met Mrs.
-Stanton, Miss Anthony had
-been engaged in teaching school. But now the great
-national questions of anti-slavery and temperance were
-drawing her away from her work as a teacher. At first
-Miss Anthony had not been in sympathy with the
-Declaration of Sentiments, but when she met Mrs.
-Stanton the cause of woman's rights won an able, enthusiastic,
-and untiring friend.</p>
-
-<div class="sidenote"><strong>National
-Woman's
-Suffrage
-Association</strong></div>
-
-<p>From this time on these two fought side by side for
-the cause of women. They traveled and lectured in all
-parts of the country. In 1868 they started a weekly
-paper, which they called <em>The Revolution</em>. Miss Anthony
-was the business manager and Mrs. Stanton was the
-editor. Its motto was, "The True Republic&mdash;men,
-their rights and nothing more; women, their rights and
-nothing less."</p>
-
-<div class="sidenote"><strong>Miss
-Anthony
-casts
-vote for
-President</strong></div>
-
-<p>In 1869 they organized the National Woman's Suffrage
-Association. In many states the question of woman<span class="pagenum"><a name="Page_404" id="Page_404">[Pg 404]</a></span>
-suffrage became an important one at election. Wherever
-they were needed, in California, in New York, or in any
-other state, these two women could be found. Every
-year from 1869 until her death, in 1906, Miss Anthony
-addressed committees of Congress. In 1872 she cast a
-vote for President. She declared it to be her right under
-the Fourteenth Amendment to the Constitution. For
-this act she was arrested and fined, but the fine was
-never collected.</p>
-
-<div class="sidenote"><strong>Women
-win suffrage</strong></div>
-
-<p>Mrs. Stanton died in 1902. The great movement she
-had started was on its way to certain victory. Congress
-passed the suffrage amendment in 1919, and in August,
-1920, it became law. Over twenty-five million women
-were entitled to vote in the presidential elections that year.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>JULIA WARD HOWE, AUTHOR OF THE "BATTLE HYMN OF
-THE REPUBLIC," AND HARRIET BEECHER STOWE
-WHO WROTE "UNCLE TOM'S CABIN"</h3>
-
-
-<p><strong>219. Julia Ward Howe.</strong> All the great wars in which
-our country has engaged have brought heavy burdens
-and sorrow to women. They could not march away to
-fight side by side with the men. Their duty was to cheer
-their loved ones as they went away to danger and perhaps
-to death.</p>
-
-<div class="sidenote"><strong>Women
-in the
-Civil
-War</strong></div>
-
-<p>At the outbreak of the Civil War, from thousands and
-thousands of homes father, husband, son, or brother went
-away, in many instances never to return. Women were
-left behind, praying for their loved ones and working
-untiringly night and day to provide food and clothing
-and to keep up their homes.</p>
-
-<div class="sidenote"><strong>Born
-1819</strong></div>
-
-<p>But there were other women who could not serve their
-country in this way. Many had no one to send away<span class="pagenum"><a name="Page_405" id="Page_405">[Pg 405]</a></span>
-to fight. Among these was Julia Ward Howe. She was
-born in New York in 1819, of wealthy and distinguished
-parents. She was carefully reared, but she knew little of
-the work that girls are usually taught to do. Practically
-everything was done for her by servants. However,
-Julia dearly loved to read and study, and very early she
-began to write poetry.</p>
-
-<div class="sidenote"><strong>Marries
-Doctor
-Howe</strong></div>
-
-<div class="sidenote"><strong>Desires
-to be of
-service
-to the
-Union</strong></div>
-
-<p>In 1841 she married Dr. Samuel Gridley Howe, a noted
-teacher and reformer. While visiting in Washington in
-1861 she saw women nursing the wounded soldiers brought
-in from the battle field of Bull Run. She was deeply
-stirred by the sights around her. What service could
-she do for her country? Her husband was too old to
-enter the army, her son too young. She knew that
-there were thousands making clothes for the soldiers
-in the field. But she could not sew for the soldiers or
-care for the wounded, for she had never been taught to
-work with her hands. She could only write poetry. Of
-what use was that now?</p>
-
-<div class="sidenote"><strong>Writes
-"Battle
-Hymn
-of the
-Republic"</strong></div>
-
-<p>One day her minister suggested that she write words
-for the popular army tune, "John Brown's Body Lies
-A-mouldering in the Grave." She did so, and the poem
-was published in a magazine under the name of "The
-Battle Hymn of the Republic."</p>
-
-<div class="sidenote"><strong>It helps
-to bring
-victory</strong></div>
-
-<p>Soon the song was being sung through all the camps of
-the northern troops. The soldiers sang it on the march,
-in wild charges, or at night beside the camp fire. Everywhere
-its challenge roused the northern soldiers to a more
-determined fight for victory. In writing this poem Mrs.
-Howe had done a great service for the Union.</p>
-
-<div class="figcenter" style="width: 523px;">
-<img src="images/i_406a.jpg" width="523" height="540" alt="" />
-<div class="caption"><p>JULIA WARD HOWE</p>
-
-<p><em>From a photograph by the Notman Photo. Co.,
-Boston</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Founds
-clubs for
-women</strong></div>
-
-
-<p><strong>220. The Woman's Club.</strong> After the war Mrs. Howe
-wished to continue serving her country in some way, and<span class="pagenum"><a name="Page_406" id="Page_406">[Pg 406]</a></span>
-she took up the cause of woman's rights. Women had
-had little or no chance to educate themselves and broaden
-their minds by discussing
-with each other subjects
-outside their
-homes. She thought
-woman's clubs would
-work to free women
-from the narrowness of
-mind that comes from
-thinking only of dress,
-hired help, and housekeeping.
-From then
-on, she devoted herself
-to establishing clubs for
-women. She traveled
-over the country and
-wrote and lectured on this subject. She urged that the
-members of these clubs should seek not only for self-improvement
-but for means of serving others; and through
-their efforts hospitals for women and children, lodging
-houses, and labor schools were established.</p>
-
-<p>Mrs. Howe had found a means of serving her country
-even greater and more effective than the writing of her
-"Battle Hymn of the Republic."</p>
-
-<div class="sidenote"><strong>Born,
-1811</strong></div>
-
-
-<p><strong>221. Harriet Beecher Stowe.</strong> Another woman who
-did great service for her country with her pen was Harriet
-Beecher Stowe. She was born in 1811. Her father was
-a Connecticut minister, and she was brought up in a deeply
-religious home. At school she was apt at writing and
-she dreamed of becoming a great author.</p>
-
-<p><span class="pagenum"><a name="Page_407" id="Page_407">[Pg 407]</a></span></p>
-
-<div class="sidenote"><strong>Marries
-Calvin
-E. Stowe</strong></div>
-
-<p>She married Calvin E. Stowe, a student of theology,
-and thereafter devoted herself to her home and her
-children. During the years just before the Civil War
-there was much discussion of the slavery question.
-Mrs. Stowe had traveled in the South and had seen how
-the negroes were kept in ignorance, and how cruelly they
-were sometimes treated. She was aroused by the passage
-of the Fugitive Slave Law and by some of the things that
-happened as a result of it. She resolved to use her talent
-for writing to help the slaves.</p>
-
-<div class="sidenote"><strong>Writes
-"Uncle
-Tom's
-Cabin"</strong></div>
-
-<p>In 1851 she began the story, <em>Uncle Tom's Cabin</em>. It
-was first published in serial form in an abolition paper
-in Washington. It was later published in book form.
-From the first, the sale of the book was enormous. It
-was translated into many languages and was very popular
-abroad as well as at home.</p>
-
-<div class="figcenter" style="width: 433px;">
-<img src="images/i_407a.jpg" width="433" height="540" alt="" />
-<div class="caption"><p>HARRIET BEECHER STOWE</p>
-
-<p><em>From a photograph by Sarony,
-New York</em></p></div>
-</div>
-
-<p>Mrs. Stowe became famous.
-It is said that the book converted
-more than two million
-people to the cause of freedom
-for slaves. It helped to
-unite the North and to give
-it strength to stand firm in
-the great conflict.</p>
-
-<p>Mrs. Stowe continued writing
-in behalf of the slaves.
-She gave her son to the cause
-of freedom. He was wounded
-at Gettysburg and never regained
-his health. She aided
-in establishing schools for the negroes in the South, and
-worked among them earnestly until her death in 1896.</p>
-
-<p><span class="pagenum"><a name="Page_408" id="Page_408">[Pg 408]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>FRANCES E. WILLARD, THE GREAT TEMPERANCE CRUSADER;
-CLARA BARTON, WHO FOUNDED THE RED CROSS SOCIETY
-IN AMERICA; AND JANE ADDAMS, THE FOUNDER OF
-HULL HOUSE SOCIAL SETTLEMENT IN CHICAGO</h3>
-
-
-<div class="sidenote"><strong>Frances
-E. Willard,
-1839</strong></div>
-
-<div class="sidenote"><strong>Family
-moves to
-Wisconsin</strong></div>
-
-
-<p><strong>222. Frances E. Willard.</strong> In 1839, when Frances
-Elizabeth Willard was born, thousands were leaving the
-eastern states for the new West. Her father and mother
-were successful teachers in New York, but when Frances
-was two years old they decided to move with the westward
-current. After living five years at Oberlin, Ohio,
-the family went on to Janesville, Wisconsin, settling on
-a farm in the midst of picturesque hills and woods.
-There Frances and her brother and sister grew up healthy,
-happy children, playing together in the forest and fields.
-The parents were religious and were total abstainers, and
-the children never forgot their teachings.</p>
-
-<div class="sidenote"><strong>Stands
-at head
-of her
-class</strong></div>
-
-<p>At fifteen years of age Frances went to school in Janesville,
-and at eighteen to a Milwaukee college for girls.
-The following year she entered the Northwestern Female
-College at Evanston, Illinois. At graduation she stood
-at the head of her class.</p>
-
-<div class="sidenote"><strong>Death
-breaks
-up the
-home</strong></div>
-
-<p>Miss Willard began teaching. Then the death of her
-sister Mary, and shortly afterward, of her father, broke
-up her home. That home had been an ideal one. There
-the father and mother were equal in all things, and discussed
-together the affairs of the household. It was a
-perfect home, orderly and temperate. Frances Willard
-made up her mind to spend her life in spreading abroad
-a knowledge of such homes, and in helping women to
-become equal with men before the law.</p>
-
-<div class="figcenter" style="width: 539px;">
-<img src="images/i_409a.jpg" width="539" height="540" alt="" />
-<div class="caption"><p>FRANCES E. WILLARD</p>
-
-<p><em>From a photograph</em></p></div>
-</div>
-
-<div class="sidenote"><strong>President
-of
-W.C.T.U.</strong></div>
-
-<p>In 1874 came the anti-saloon crusade. Miss Willard<span class="pagenum"><a name="Page_409" id="Page_409">[Pg 409]</a></span>
-saw that this movement was part of the fight for better
-and happier homes, and threw herself ardently into the
-work. When the Woman's
-Christian Temperance Union
-was organized in Chicago,
-Miss Willard became
-its president.</p>
-
-<p>In 1879 she became the
-president of the National
-Union. Her work was
-never-ending. She wrote
-books; she lectured all over
-the country. For twelve
-years she held an average
-of one meeting a day.</p>
-
-<div class="sidenote"><strong>Favors
-woman
-suffrage</strong></div>
-
-<p>Miss Willard had seen that unless women had the
-right to assist in making laws, their cause was hopeless.
-Accordingly she declared herself in favor of woman
-suffrage. A few years later the Woman's Christian Temperance
-Union followed their leader into politics in an
-effort to encourage temperance legislation.</p>
-
-<div class="sidenote"><strong>Women
-united
-for the
-protection
-of
-the home</strong></div>
-
-<p>Miss Willard's work constantly became wider. The
-organization of which she was the head became international
-in its influence, and the World's Woman's
-Christian Temperance Union was organized in 1883,
-with Miss Willard as president. She had united the
-women of the world in a great league for the protection
-of the home. Miss Willard remained to the end of her
-life president of the World's Woman's Christian Temperance
-Union. She died in 1898.</p>
-
-<div class="figcenter" style="width: 417px;">
-<img src="images/i_410a.jpg" width="417" height="540" alt="" />
-<div class="caption"><p>CLARA BARTON</p>
-
-<p><em>From a photograph by Charles E. Smith,
-Evanston, Illinois</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Clara
-Barton,
-1821</strong></div>
-
-
-<p><strong>223. Clara Barton.</strong> Clara Barton was born in 1821,
-near Oxford, Massachusetts. She was educated to be a<span class="pagenum"><a name="Page_410" id="Page_410">[Pg 410]</a></span>
-school teacher, and for many years followed that profession.
-In 1861 she visited Washington, and there felt
-the impulse that led to her
-great life work.</p>
-
-<div class="sidenote"><strong>Nurses
-the
-wounded</strong></div>
-
-<p>The injured soldiers from
-the first battles of the Civil
-War were being brought to
-Washington. Miss Barton
-at once felt it her duty to
-help in caring for them. She
-not only nursed the wounded,
-but she encouraged those
-who were on the way to the
-line of battle.</p>
-
-
-<p><strong>224. Goes to the Battle
-Field.</strong> The men that were
-being taken to the hospitals
-received no care until they
-arrived there. Miss Barton saw that her place was on
-the battle field.</p>
-
-<div class="sidenote"><strong>Constantly
-in
-danger</strong></div>
-
-<div class="sidenote"><strong>Received
-no pay</strong></div>
-
-<p>She secured a pass to the firing line, and for four years
-she followed the Union soldiers. She was constantly
-in danger; her clothing was pierced by bullets, her face
-blackened by powder. But she was undaunted. The
-soldiers needed her, and she must be there to help them.
-When she could, she nursed wounded Confederate as well
-as Federal soldiers. She received no pay for her work.</p>
-
-<div class="sidenote"><strong>Red
-Cross
-Society
-in Europe</strong></div>
-
-<p>When the war was over Miss Barton went to Europe.
-There she learned of the Red Cross Society, founded in
-Geneva in 1863. The purpose of the society was to care
-for the wounded of any nation on the field of battle. A
-treaty among the nations agreed that the Red Cross<span class="pagenum"><a name="Page_411" id="Page_411">[Pg 411]</a></span>
-nurses should be safe from capture. Miss Barton was
-asked to organize a branch of the Red Cross in the
-United States.</p>
-
-<div class="sidenote"><strong>American
-Red
-Cross</strong></div>
-
-<p>In 1882 President Arthur signed the treaty, and the
-American Red Cross, with Miss Barton as its first president,
-was established. She continued as president until
-1904, when she resigned.</p>
-
-<div class="sidenote"><strong>Goes to
-Armenia</strong></div>
-
-<p>In 1896 Miss Barton went to Armenia at the head of
-her Red Cross to relieve the suffering caused by the massacres.
-She saved thousands from starvation and disease.</p>
-
-<p>Again she nobly responded to the call of President
-McKinley to go to the help of Cuba in the Spanish-American
-War.</p>
-
-<p>Miss Barton lived to see the Red Cross a world-wide
-society carrying comfort and cheer to all nations. In
-the World War after every great battle the Red Cross
-nurses worked on the field or in the hospital to lighten
-the awful sufferings of the wounded.</p>
-
-<div class="sidenote"><strong>Work of
-the
-society
-in times
-of peace</strong></div>
-
-
-<p><strong>225. The Red Cross Society in Times of Peace.</strong> It
-was Miss Barton's firm belief that the world needed the
-services of the Red Cross in times of peace as well as in
-times of war. Accordingly an amendment was made to
-the Geneva treaty. Local Red Cross societies sprang
-up in every part of the country. The suffering which
-followed the great Charleston earthquake, the Galveston
-flood, forest fires, mine explosions, and all similar
-accidents found the Red Cross Society on hand with aid
-and supplies.</p>
-
-<p>The greatest calamity that has befallen our country
-since the Red Cross was well organized was the burning
-of San Francisco following the great earthquake of 1906.
-Five hundred millions in property was destroyed, and<span class="pagenum"><a name="Page_412" id="Page_412">[Pg 412]</a></span>
-two hundred and fifty thousand people were left homeless
-and without food. The Red Cross alone spent three
-million dollars in giving aid to the sufferers.</p>
-
-<div class="sidenote"><strong>Rural
-work of
-the Red
-Cross</strong></div>
-
-<p>An important new undertaking is the rural work of the
-Red Cross. This is not limited to health questions,
-though a nurse is the first person sent into a country.
-But also if possible another worker is sent to help the
-country people with their social problems, their amusements,
-and the building up of a spirit of neighborhood
-coöperation.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_412a.jpg" width="540" height="532" alt="" />
-<div class="caption"><p>JANE ADDAMS</p>
-
-<p><em>From a recent photograph</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Jane
-Addams
-and the
-cause of
-the poor</strong></div>
-
-
-<p><strong>226. Jane Addams.</strong> There was still another great and
-vital field of service waiting for a leader. This was the
-cause of a better chance in life for the very poor. A
-better understanding among all people, rich and poor, and
-a knowledge of the interests which all have in common are
-aiding in this. Education, reform of unjust working
-conditions, and social service&mdash;the help or relief of poor
-or unfortunate people&mdash;are
-all means of progress
-through which people like
-Jane Addams have worked.</p>
-
-<p>In 1883 while traveling
-in Europe, Jane Addams,
-a daughter of wealthy and
-distinguished parents, was
-deeply touched by the
-terrible poverty and misery
-she saw everywhere
-around her. She herself
-had never known want or
-hunger. Indeed she had more wealth than she knew how
-to spend for things she herself needed or cared for.</p>
-
-<p><span class="pagenum"><a name="Page_413" id="Page_413">[Pg 413]</a></span></p>
-
-<div class="sidenote"><strong>Devotes
-herself to
-social
-service</strong></div>
-
-<p>She determined to devote herself and her fortune to a
-fairer distribution of the world's goods and pleasures
-among those who were always hungry and in want.
-It was a vast undertaking, but Miss Addams was not
-dismayed. She hoped that some day the rich and the
-educated would see that all men are equal and would
-unite with the unfortunate in one great brotherhood.</p>
-
-<div class="sidenote"><strong>Hull
-House
-Social
-Settlement
-founded</strong></div>
-
-<p>She returned to Chicago, and there with a group of
-workers established a social settlement in a building in a
-poor quarter of the city and called it Hull House.</p>
-
-<p>There everyone, however poor, was welcomed. People
-could come there for advice or help. Through personal
-influence they were led to become acquainted with the
-best books, to cultivate their minds, and to meet each
-other at times for study or social enjoyment.</p>
-
-<div class="sidenote"><strong>The settlement
-a
-success</strong></div>
-
-<p>Men and women from all parts of the country and
-from abroad visited Hull House to see what Miss Addams
-and all her fellow-workers, through personal service,
-were doing to make the lives of the poor people around
-them a little brighter and happier. They found Hull
-House a success. The neighborhood was like a great
-family whose members sought each other's welfare.
-They regarded Miss Addams as one of themselves. This
-was a bit of the human brotherhood of which Miss Addams
-had dreamed.</p>
-
-<div class="sidenote"><strong>Greater
-opportunities
-for
-women</strong></div>
-
-
-<p><strong>227. What Has Been Accomplished.</strong> These great
-women of whom we have read have worked for the advancement,
-not alone of their sex, but of all mankind in
-the United States and the world over.</p>
-
-<p>Through their efforts great changes have taken place
-in woman's position. Throughout the country she has
-a place more equal to man's in the eyes of the law, almost<span class="pagenum"><a name="Page_414" id="Page_414">[Pg 414]</a></span>
-unlimited opportunities in education and business, and
-whatever openings in public life she proves fitted for.
-Now looking back, we can see that the greater part of
-what Elizabeth Cady Stanton and Susan B. Anthony
-so relentlessly strove for has been gained. Woman suffrage
-will doubtless soon cause the more backward states
-to give women full legal rights, and it will also enable
-women to work more freely for the progress of the nation.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Women shared the hardships and
-dangers of the early colonists. <em>2.</em> They did heroic service
-during the Revolution and in the later progress of the nation;
-but they had no legal or political rights. <em>3.</em> Leaders arose
-among the women demanding for their sex the same rights and
-privileges that men had. <em>4.</em> As a girl Elizabeth Cady Stanton
-became indignant at what she found to be the unequal position
-of women in almost every walk of life; she resolved to devote
-her life to the struggle for the rights of women. <em>5.</em> In 1848
-she called the first woman's rights convention, where she made
-the first public demand for woman suffrage. <em>6.</em> She met
-Susan B. Anthony, a school teacher, and won her to the cause.
-<em>7.</em> Together they organized the National Woman's Suffrage
-Association. <em>8.</em> Their great work succeeded in making
-woman suffrage an election issue in many states. <em>9.</em> By
-1915 eleven states had been won to woman suffrage; some
-voting rights had been won in twenty-two other states.</p>
-
-<p><em>10.</em> Julia Ward Howe was the daughter of wealthy parents
-and knew little of work. <em>11.</em> She began to write poetry early.
-<em>12.</em> When the Civil War broke out Mrs. Howe wanted to be
-of service to the Union. <em>13.</em> She wrote "The Battle Hymn
-of the Republic," a song that proved a great aid to victory
-since it cheered the soldiers in the field. <em>14.</em> After the war
-Mrs. Howe established women's clubs in all parts of the country
-for self-improvement among the women, and for social service.</p>
-
-<p><em>15.</em> Harriet Beecher Stowe as a girl was apt at writing.
-<em>16.</em> She resolved to use her talent to help the slaves. <em>17.</em>
-<em>Uncle Tom's Cabin</em> helped the North to win the victory<span class="pagenum"><a name="Page_415" id="Page_415">[Pg 415]</a></span>
-by uniting the people against slavery. <em>18.</em> Frances E.
-Willard was raised in Wisconsin in frontier days. <em>19.</em> In
-school she stood at the head of her class. <em>20.</em> Joined the anti-saloon
-crusade; became president of the Woman's Christian
-Temperance Union and later of the National Union. <em>21.</em>
-Declared herself in favor of woman suffrage. <em>22.</em> As president
-of the World's Woman's Christian Temperance Union, Miss
-Willard united the women of the world in a world union for
-the protection of the home. <em>23.</em> Clara Barton took up the
-work of nursing after the first battles of the Civil War. <em>24.</em>
-First in the hospitals of Washington, she finally went to the
-battle fields in order to give the wounded immediate help.
-<em>25.</em> The Red Cross Society was founded in Europe; a branch
-was established in the United States by Miss Barton. <em>26.</em>
-Following the great earthquake and fire in San Francisco in
-1906, the Red Cross did heroic work in aiding the 250,000
-people left homeless and without food.</p>
-
-<p><em>27.</em> Jane Addams while traveling in Europe was touched
-by the sight of the poverty and misery everywhere. <em>28.</em> She
-determined to devote herself and her fortune to make better
-and brighter the lives of the poor. <em>29.</em> She established the
-Hull House Social Settlement in Chicago.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> How did women aid in the progress
-of the nation? <em>2.</em> What did they do during the Revolution?
-during the Civil War? <em>3.</em> What was their position in law
-and in affairs of government? <em>4.</em> Who was the first to champion
-woman suffrage? <em>5.</em> Describe Elizabeth Cady in her
-girlhood. What was her opinion of boys and girls? <em>6.</em> To
-what did she determine to devote her life? <em>7.</em> What was the
-purpose of the woman's rights convention? <em>8.</em> What demand
-was first publicly made at this convention? <em>9.</em> What was
-Miss Anthony's occupation before she met Mrs. Stanton?
-<em>10.</em> Describe the work of these two women for the cause of
-woman's rights. <em>11.</em> In 1915 how many states had granted
-women the right to vote? <em>12.</em> Why did Julia Ward Howe
-know so little of work? <em>13.</em> What did she like to do? <em>14.</em>
-What sights did she see in Washington in 1861? <em>15.</em> What
-did she do to serve her country? <em>16.</em> How could a song count
-much for victory? <em>17.</em> What was the purpose of women's
-clubs? <em>18.</em> How did Harriet Beecher Stowe serve her country?
-<em>19.</em> What book did she write? What was its effect?<span class="pagenum"><a name="Page_416" id="Page_416">[Pg 416]</a></span>
-<em>20.</em> Describe Frances Willard's girlhood, her home, and surroundings.
-<em>21.</em> Why did Miss Willard take up temperance
-work? <em>22.</em> Did Miss Willard work hard for temperance,
-woman's rights, and protection of the home? What makes you
-think so? <em>23.</em> How did Miss Willard become of international
-influence? <em>24.</em> Where did Clara Barton begin her work of
-nursing the wounded? <em>25.</em> Where did she go then, and why?
-<em>26.</em> Where was the Red Cross Society founded? <em>27.</em> What
-was its purpose? <em>28.</em> What great service does it perform in
-time of peace? <em>29.</em> What was the result of the San Francisco
-earthquake? <em>30.</em> How did the Red Cross relieve the distress?
-<em>31.</em> How did the sight of poverty and suffering affect Jane
-Addams? <em>32.</em> What did she determine to do? <em>33.</em> What
-did she establish in Chicago? <em>34.</em> What did the Social
-Settlement accomplish? <em>35.</em> Was it a success?</p>
-
-<p><strong>Suggested Readings.</strong> Wade, <cite>The Light Bringers</cite>, 64-111,
-142-171; Adams, <cite>Heroines of Modern Progress</cite>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>RESOURCES AND INDUSTRIES OF OUR
-COUNTRY</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>HOW FARM AND FACTORY HELPED BUILD THE NATION</h3>
-
-
-<div class="sidenote"><strong>The great
-cotton
-crop
-of the
-southern
-states</strong></div>
-
-
-<p><strong>228. Cotton Fields and Cotton Factories.</strong> Since the
-days of Eli Whitney cotton has been grown in all the
-southern states from Virginia westward to Texas, and
-from the Gulf of Mexico north to Missouri. More than
-one half of all the cotton in the world is grown in southern
-United States. High-grade cotton is also grown in California,
-Arizona, and New Mexico, and California is now
-one of our leading cotton-producing states.</p>
-
-<p>A field of growing cotton is very picturesque. Its
-culture employs many laborers. The number of laborers
-needed, however, is not the same throughout the year.
-In the fall, when the bolls ripen, all hands, large and small,
-pick cotton. This work takes several months. Then the
-picked cotton is put through a gin which is still built along<span class="pagenum"><a name="Page_417" id="Page_417">[Pg 417]</a></span>
-the lines of Whitney's invention. The cleaned cotton is
-pressed into large bales and is then ready for market.</p>
-
-<div class="sidenote"><strong>Cotton-seed
-oil</strong></div>
-
-<p>The cotton seed goes to one mill, the cotton to another.
-For many years the seed was wasted. Farmers burned
-it or threw it away. But now in all parts of the South
-great mills crush the seed and make from it a valuable
-oil. What is left is cotton-seed cake, and is bought
-eagerly by cattle growers everywhere.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_417a.jpg" width="540" height="535" alt="" />
-<div class="caption"><p>PICKING COTTON</p>
-
-<p><em>From a photograph</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Cotton
-mills
-in the
-South</strong></div>
-
-<p>Only a few years ago almost all the cotton grown in
-the South was shipped away, either to Europe or to
-New England. In Massachusetts and Rhode Island
-cotton mills employ more people than any other industry,
-and great cities are supported almost entirely by manufacturing
-cotton goods. Now the South has also discovered
-that it can spin and weave its cotton at home.
-About many of its waterfalls is heard the hum of busy
-cotton mills. New cities
-are growing up, and prosperity
-has returned to the
-South.</p>
-
-<div class="sidenote"><strong>Wheat
-belt
-west
-of the
-Mississippi</strong></div>
-
-
-<p><strong>229. The Grain that
-Feeds the Nation.</strong> From
-the days of the early colonists,
-wheat has been
-one of the most valuable
-crops produced in this
-country. In the states
-east of the Mississippi
-River the farmers have
-long raised it in connection
-with a variety of other crops. But as the newer
-lands west of this river were taken up, the settlers<span class="pagenum"><a name="Page_418" id="Page_418">[Pg 418]</a></span>
-discovered that in that region wheat yielded more
-abundantly than any other crop.</p>
-
-<p>From Kansas northward to Minnesota and western
-Canada lies a broad stretch of land which has cool spring
-weather and a light rainfall. This is the climate best
-suited to wheat, and here has developed the great wheat
-belt of America.</p>
-
-<div class="sidenote"><strong>Traction
-engines</strong></div>
-
-<p>In this region there are vast wheat fields almost
-everywhere, stretching farther than the eye can see
-over the level surface. Most of the farms are very large,
-some of them including many thousands of acres. The
-work on these places is done with the most modern
-machines. Traction engines are used to pull the great
-plows, the largest of which turn fifty furrows at a time.
-In harvest time an army of reaping and binding machines
-harvests the golden grain. The harvesting machine and
-the thresher have also been combined. On some of the
-greatest farms a huge complex machine makes its way
-through the standing grain, leaving behind it rows of
-bags, filled with threshed grain ready for the market.</p>
-
-<div class="sidenote"><strong>Grain
-elevators</strong></div>
-
-<p>With the aid of such machinery a few people can
-cultivate a great many acres. As a result, the country
-is thinly settled. The towns are few and far between.
-In most of them the principal building is the grain elevator,
-which holds the grain until it is ready to be shipped.</p>
-
-<div class="sidenote"><strong>Flour
-mills</strong></div>
-
-<p>From the elevators the wheat goes to the flour mills.
-The largest of these are in Minneapolis, in the eastern
-part of the wheat belt. The flour in its turn goes to feed
-the many millions of people in all parts of the country.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_419a.jpg" width="540" height="322" alt="" />
-<div class="caption"><p>THE STEAM PLOW AT WORK ON A PRAIRIE FARM</p>
-
-<p><em>From a photograph</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Grain
-exports
-decrease</strong></div>
-
-<p>For many years this country grew much more wheat
-than we needed, and we shipped great quantities to
-Europe. But each year our growing population needs<span class="pagenum"><a name="Page_419" id="Page_419">[Pg 419]</a></span>
-more food, and our exports of this grain decrease steadily.
-Even now our farms grow but little more of this grain
-than is needed at
-home, and the time
-is almost at hand
-when we shall no
-longer send any of
-it abroad.</p>
-
-<div class="sidenote"><strong>Texas
-and
-Iowa
-lead</strong></div>
-
-
-<p><strong>230. Cattle
-Raising and Meat
-Packing.</strong> Cattle
-raising, like wheat
-farming, is principally
-an industry of the West. As late as 1850 the states
-which raised the most cattle lay along the Atlantic
-coast. But to-day Texas and Iowa are in the lead, and
-Kansas and Nebraska follow closely.</p>
-
-<div class="sidenote"><strong>Cattle
-ranches
-of the
-West</strong></div>
-
-<p>As the eastern states became peopled more densely,
-cattle grazing was forced west. The cattle pastures
-were broken up into fields. The prairies of Illinois and
-Iowa became a vast cornfield. Eastern Kansas and
-Nebraska were turned into corn and wheat farms. Always
-the cattle had to give way to the grain. At last
-the farmers came to a strip of country where the rainfall
-was not enough to make grain growing profitable. This
-comparatively narrow strip stretches north in an irregular
-area of plains from western Texas to Montana. This
-region grows fine grass and has become the great grazing
-country of the United States. Here vast herds of cattle
-still roam on large ranches and are cared for by cowboys.</p>
-
-<div class="sidenote"><strong>Corn-fed
-cattle</strong></div>
-
-<p>East of the ranch country lies the corn belt, in which
-Illinois and Iowa are the leading states. Cattle fatten<span class="pagenum"><a name="Page_420" id="Page_420">[Pg 420]</a></span>
-better on corn than on any other food, and the meat of
-corn-fed stock brings the best prices.</p>
-
-<p>The corn states have therefore taken up the raising
-and fattening of cattle on a tremendous scale. When
-western cattle leave the ranch they are generally not
-very heavy. Thousands of carloads are shipped into the
-corn country each year, there to be fattened before going
-to the packing houses.</p>
-
-<p>The Department of Agriculture, at Washington, is
-now taking great pains to induce the boys, especially
-of the South, to make experiments in corn raising.
-Some wonderful results have been produced, and the
-South is in a fair way to take to the raising of corn.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_420a.jpg" width="540" height="396" alt="" />
-<div class="caption"><p>COWBOYS DRIVING CATTLE FROM THE PRAIRIE PASTURAGE</p>
-
-<p><em>From a photograph</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Invention
-of
-refrigerator
-cars</strong></div>
-
-<p>The largest meat-packing plants are located in the corn<span class="pagenum"><a name="Page_421" id="Page_421">[Pg 421]</a></span>
-belt at Chicago, Kansas City, Omaha, and other cities.
-To-day meat packing is the greatest business of Chicago
-and many other large cities. A generation ago it had
-scarcely begun. But the packers learned to can meat,
-to use ice for cold storage, and, most important of all,
-the refrigerator car was invented.</p>
-
-<p>By this last discovery it became possible to ship meat
-almost everywhere. Where before the packers had to sell
-their goods at home, now they have the world as a market.
-A steer raised on the western prairies may now be
-fattened for market in Illinois, slaughtered in Chicago,
-and served in New York, or sent to England or even to
-the Orient.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>MINES, MINING, AND MANUFACTURES</h3>
-
-
-<div class="sidenote"><strong>Great
-value
-of coal
-and iron</strong></div>
-
-
-<p><strong>231. Coal and Iron.</strong> Next to the great farm crops,
-coal and iron are the most valuable products of our
-country. The coal that is mined in one year is worth
-five times as much as the gold and silver combined. Our
-iron mines yield as much wealth in one year as the gold
-mines do in three. Gold and silver are luxuries without
-which we could get along, but our great factories, railroads,
-and steamship lines could not exist without an
-abundance of iron and coal.</p>
-
-<p>A hundred years ago there was almost no coal mined
-in this country. Now we use more of it than any other
-land, and almost a million men make a living by mining it.</p>
-
-<div class="sidenote"><strong>Hard
-coal in
-Pennsylvania</strong></div>
-
-<div class="sidenote"><strong>Factories
-need coal</strong></div>
-
-<p>At first most of the coal produced was the hard anthracite
-of eastern Pennsylvania. But this hard coal is
-found only in one small section of Pennsylvania, whereas
-great beds of soft coal stretch from Pennsylvania west
-to Washington. At present there is far more soft coal<span class="pagenum"><a name="Page_422" id="Page_422">[Pg 422]</a></span>
-used than anthracite. Pennsylvania is the leading state
-in the production of both hard and soft coal, but West
-Virginia, Illinois, and Ohio are also great coal states.
-Generally, where there are productive coal mines, factories
-have been built, because most of them need a great deal
-of coal for fuel.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_422a.jpg" width="540" height="341" alt="" />
-<div class="caption"><p>IRON AND STEEL WORKS IN A SOUTHERN CITY</p>
-
-<p><em>From a photograph</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Largest
-iron-ore
-deposits
-in the
-world</strong></div>
-
-<p>Iron was first worked by the colonists in the bogs of
-New England. Iron mining, however, did not become
-a great industry until the latter part of the last century.
-In that period the great iron "ranges" of Lake Superior
-were opened up. These are the largest deposits of iron
-ore in the world.</p>
-
-<div class="sidenote"><strong>Carried
-to the
-smelters</strong></div>
-
-<p>Most of the ore lies in Minnesota. Here, far up in the
-northern woods, thousands of men are blasting or digging
-out the red and rusty ore. Huge steam shovels load a
-car in a few minutes, and in a short while a trainload of
-ore is on its way to Duluth or Superior. From there<span class="pagenum"><a name="Page_423" id="Page_423">[Pg 423]</a></span>
-it is carried by steamer east, most likely to one of the
-Ohio towns on Lake Erie. Here much of the ore is again
-loaded into cars and hauled to the Pittsburgh region,
-there to be smelted.</p>
-
-<div class="sidenote"><strong>Coal and
-iron
-support
-great industries</strong></div>
-
-<p>Pittsburgh has become the greatest iron and steel
-center of America. Enormous quantities of coal are
-mined here and used for smelting the iron ore that is
-shipped in. More people of western Pennsylvania and
-eastern Ohio make a living by mining coal and making
-steel and iron than anywhere else in America. Great
-blast furnaces melt the iron ore. Steel works turn out
-huge quantities of rail and sheet steel. Foundries make
-cast-iron products of all kinds. Vast shops are busily
-engaged in producing locomotives and machines of endless
-variety. Everywhere in this region are smoking chimneys
-and busy industrial plants, all supported by coal
-and iron. The southern states, Alabama, the Carolinas,
-Georgia, and Tennessee, also contain rich stores of coal
-and iron. These resources were little used during slavery
-days. Now, however, the southern states are digging
-coal for use in their great factories and cotton mills,
-or sending it abroad. Birmingham, Alabama, is one of
-the great coal and iron centers of the United States.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> The toilers in forest, mine, and
-factory contributed to the development of our land. <em>2.</em> Cotton
-is grown in all the southern states and from the Atlantic to the
-Pacific. <em>3.</em> A valuable oil is made from the cotton seed. <em>4.</em>
-The climate west of the Mississippi best suited to the raising of
-wheat. <em>5.</em> The work of cultivating and harvesting is done by
-machines. <em>6.</em> Wheat is sent to the flour mills, the largest of
-which are in Minneapolis. <em>7.</em> Exports of wheat decreasing.
-<em>8.</em> Texas and Iowa the leading cattle-raising states. <em>9.</em> Cattle<span class="pagenum"><a name="Page_424" id="Page_424">[Pg 424]</a></span>
-from the ranches are fed on corn in the corn states, principally
-Iowa and Illinois. <em>10.</em> The refrigerator car permitted the shipment
-of meat to all the world. <em>11.</em> Coal and iron mined in
-America worth many times more than the gold and silver. <em>12.</em>
-Hard coal mined in Pennsylvania. <em>13.</em> The Lake Superior iron
-ranges the greatest in the world. <em>14.</em> Pittsburgh is the greatest
-iron and steel center of America.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Describe the process of preparing
-cotton for the market. <em>2.</em> What is done with the cotton seed?
-<em>3.</em> What is the South preparing to do with the cotton crop?
-<em>4.</em> Where is the wheat belt of America? <em>5.</em> How is the wheat
-cultivated and harvested? <em>6.</em> Describe the progress of the
-wheat from the field to its use as food. <em>7.</em> What are the leading
-cattle-raising states? <em>8.</em> Where and how are the herds
-fattened? <em>9.</em> What was the effect of the invention of the
-refrigerator car? <em>10.</em> How does the value of coal and iron
-mined in America compare with the gold and silver? <em>11.</em>
-Where is anthracite or hard coal mined? <em>12.</em> Where was iron
-first mined? <em>13.</em> Where is the largest deposit in the world?
-<em>14.</em> Where is the great iron and steel center of America? <em>15.</em>
-Give a list of all the things you can think of that are made
-out of iron.</p>
-
-<p><strong>Suggested Readings.</strong> <span class="smcap">Industries</span>: Fairbanks, <cite>The
-Western United States</cite>, 215-290; Brooks, <cite>The Story of Cotton</cite>;
-Shillig, <cite>The Four Wonders (Cotton, Wool, Linen, and Silk)</cite>;
-Brooks, <cite>The Story of Corn</cite>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>AMERICA AND THE WORLD WAR</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>EARLY YEARS OF THE WAR</h3>
-
-
-<div class="sidenote"><strong>The hero
-of the
-World
-War</strong></div>
-
-
-<p><strong>232. A War of All the People.</strong> We have been studying
-in this history the lives of America's greatest men
-and women, and the ways they have served their country.
-But in the last great part of American history, the World
-War, what counted most was the loyalty of every one of
-the people to a free government, and their willingness to
-fight and work unitedly for its safety. The plain, everyday
-American is our hero in this chapter.</p>
-
-<p><span class="pagenum"><a name="Page_425" id="Page_425">[Pg 425]</a></span></p>
-
-<div class="figcenter" style="width: 390px;">
-<img src="images/i_425a.jpg" width="390" height="540" alt="" />
-<div class="caption"><p>A WAR GARDEN POSTER</p>
-
-<p><em>In the "Food Will Win the War" campaign posters
-urged all school children to make gardens</em></p></div>
-</div>
-
-<p>The war was so big that if each citizen had not done
-his bit, Germany might have conquered. The work
-of shipping boards and
-directors of fuel supply
-was less important than
-the work done by ordinary
-people. Much was
-done to win the war in
-the homes of each boy
-and girl in the United
-States as well as on the
-battlefields of France.
-Every member of the
-family found things he
-could do without to
-help buy more Liberty
-bonds. Boy Scouts sold
-bonds and thrift stamps.
-Girls worked to get food-card
-pledges. Mothers
-planned the meals carefully
-to save the wheat, meat, and sugar that had to be
-sent across to our army. Brothers and fathers had to
-answer the draft call and go to training camps if necessary.
-Not only must food and money, gasoline and coal,
-be saved, but everyone who could not fight overseas was
-expected to do some useful work.</p>
-
-<p>With one hundred million people in the country, we
-might think it would not make any difference if we let
-someone else do our part. But this was not the spirit
-of America. For the most part, each person himself
-felt that this was <em>his</em> war, fought for <em>his</em> rights and for<span class="pagenum"><a name="Page_426" id="Page_426">[Pg 426]</a></span>
-<em>his</em> aims. And because for the most part each person
-acted as if success depended on him, Europe was amazed
-at America's swiftness in getting ready to fight.</p>
-
-<div class="sidenote"><strong>America
-by
-tradition
-aloof</strong></div>
-
-<p>The United States did not decide to enter this war until
-it had been going on nearly three years, for its people
-had come from nations fighting on opposite sides. Besides,
-war had always been a common happening in Europe, and
-the United States had always tried to keep its hands free.
-Washington and Jefferson and later Monroe had advised
-that we should only be "interested spectators" of quarrels
-abroad.</p>
-
-<div class="sidenote"><strong>The
-powers
-involved</strong></div>
-
-
-<p><strong>233. A World at Arms.</strong> The outbreak of the war
-surprised the world by its suddenness. The heir to the
-throne of Austria, Archduke Ferdinand, was murdered
-in June, 1914. Austria blamed Serbia for the murder.
-When Serbia would not agree to all that was demanded of
-her, Austria at once declared war. The largest nations
-of Europe were united in two groups. Germany took up
-Austria's quarrel; Russia, France, and England combined
-to oppose Germany. Italy was bound to defend
-Germany and Austria if they should be attacked, but now
-believed they were the attacking nations, and later came
-in against them. Bulgaria and Turkey threw in their
-lot with Germany and Austria, these four nations forming
-the Central Powers, and Japan and Roumania with
-the Allies, as the nations opposing them were called.</p>
-
-<div class="sidenote"><strong>Invasion
-of
-Belgium</strong></div>
-
-<p>Germany's first act was to rush her troops across the
-borders of Belgium, straight toward Paris. Belgium, of
-course, was too small a state to stand against the armies
-of her stronger neighbors. On this account the great
-nations of western Europe had agreed never to invade
-Belgium, and now England felt bound to go to her defense.</p>
-
-<p><span class="pagenum"><a name="Page_427" id="Page_427">[Pg 427]</a></span></p>
-
-<div class="sidenote"><strong>Events
-at sea</strong></div>
-
-<p>British, French, and Belgian soldiers, fighting in whatever
-order they could, checked the on-coming masses of
-Germans. The Allies stopped them at the Battle of the
-Marne, far within France. On the sea England's mighty
-navy quickly put an end to all German shipping. She
-kept the German navy from venturing even into the North
-Sea. But German submarines could not be so easily
-blocked up, and slipped out and sunk Allied vessels.</p>
-
-<div class="sidenote"><strong>Opinion
-favors
-the Allies</strong></div>
-
-
-<p><strong>234. The American Government Neutral.</strong> When
-Germany first attacked Belgium, some people believed
-that the United States should break off relations with
-her at once. Our government declared itself neutral.
-President Wilson asked the people to be friendly in their
-dealings with all the nations at war. But Germany's
-headlong haste in declaring war, and her methods of
-waging it made most Americans anxious for the success
-of the Allies.</p>
-
-<div class="sidenote"><strong>Germany
-protests</strong></div>
-
-<p>The European countries were too busy fighting to raise
-all the food or forge all the guns their armies needed.
-They were producing these things on a very great scale,
-but had to buy vast quantities besides. The United
-States was the country best able to supply them. The
-great steel factories of the country worked night and day
-making shells, tanks, and war material of all kinds. Since
-England controlled the seas, everything we made went to
-the Allies. Germany protested strongly against our supplying
-her enemies with the means to fight her. But
-America, not being at war, had a right to trade with all
-countries. To give up this right would have been to take
-sides with Germany. American merchants were willing
-to manufacture goods for Germany, but she could not send
-ships to get them.</p>
-
-<p><span class="pagenum"><a name="Page_428" id="Page_428">[Pg 428]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_428a.jpg" width="540" height="215" alt="" />
-<div class="caption"><p>THE LUSITANIA</p></div>
-</div>
-
-
-<p><strong>235. Disputes with England and Germany.</strong> Our government
-had a just cause of complaint against England.
-Her acts were not
-always strictly lawful.
-She stopped
-our ships on the
-high seas and
-searched them, destroying
-mail which
-she thought was intended for Germany. When the United
-States objected, she promised to make good all losses.</p>
-
-<div class="sidenote"><strong>The
-Lusitania</strong></div>
-
-<p>Germany, on the other hand, not only destroyed American
-goods but American lives. One of the two largest
-passenger ships ever built, the <em>Lusitania</em>, was sunk by
-a German submarine on May 7, 1915. Over one hundred
-Americans went down. Again there was a great cry
-that Germany should be punished. But President Wilson
-made every possible effort for peace. He gave Germany
-a chance to prove that she did not mean to continue such
-lawlessness. Finally Germany promised to take Americans
-off the ships to be sunk. In spite of her pledge
-Germany failed to change her methods. New notes
-protesting and more ships sunk was the order of things
-for almost two years.</p>
-
-<div class="sidenote"><strong>A peace-loving
-nation</strong></div>
-
-<p>President Wilson was severely criticized for this "warfare
-of notes." But many people were not yet convinced
-that this was different from other European wars. Otherwise
-Congress, which like the President is the servant of
-the people, might have declared war sooner. The country
-was peace-loving, and far away from roaring guns and
-ruined towns of Europe. In a way it is to the credit of
-the American people that they were slow to believe in<span class="pagenum"><a name="Page_429" id="Page_429">[Pg 429]</a></span>
-the world-wide plots of the Kaiser, and the reported
-cruelty of his soldiers.</p>
-
-<div class="sidenote"><strong>United
-support
-of war
-essential</strong></div>
-
-
-<p><strong>236. The Need of a United Nation.</strong> President Wilson
-sought to be a true public servant, by listening to the
-opinions of people throughout the land. He did not try
-to lead the nation into war while the feelings of the
-people were still divided. A divided people could have
-done little in this gigantic war.</p>
-
-<p>His training made him able to understand the temper
-of the American people well. He was a student
-of history, and the author of well-known books on the
-American government.</p>
-
-<div class="sidenote"><strong>Wilson's
-boyhood</strong></div>
-
-<p>President Wilson's boyhood was much like that of any
-other boy. In his classes he was neither brilliant nor slow.
-He took part in all regular school sports, and at Davidson
-College once saved the day for his team in baseball.
-Later at Princeton and Johns Hopkins, two of the most
-famous eastern universities, he studied history and
-economics. At the age of twenty-three he began a book
-called <em>Congressional Government</em>, which shows his command
-of words and thorough knowledge of his subject.</p>
-
-<div class="figcenter" style="width: 362px;">
-<img src="images/i_430a.jpg" width="362" height="540" alt="" />
-<div class="caption"><p>WOODROW WILSON</p></div>
-</div>
-
-<div class="sidenote"><strong>Governor
-of New
-Jersey</strong></div>
-
-<p>He had tried practicing law, but did not make a success
-of it and decided to be a teacher. In this he is like many
-other Americans who have failed in their first undertaking,
-and have later been successful in a different line. He
-taught first at Bryn Mawr, a woman's college near
-Philadelphia, then at Wesleyan, the old Methodist university,
-then at Princeton. "Princeton, Trenton, Washington"&mdash;Wilson's
-career has been jokingly summed up,
-for he was in turn chosen president of Princeton, governor
-of New Jersey, whose capital Trenton is, and President of
-the United States. On the whole, his record at Princeton<span class="pagenum"><a name="Page_430" id="Page_430">[Pg 430]</a></span>
-and Trenton, and as President during his first term,
-was that of a liberal and fearless chief. The elections of
-1916 came at a critical time
-and President Wilson was
-reëlected partly because "he
-kept us out of war." Banners
-with this motto on them were
-largely used in the campaign.
-The American nation did not
-have that "warlike spirit"
-of loving war for war's sake
-which the Kaiser boasted of
-in his people.</p>
-
-<div class="sidenote"><strong>A
-Mexican
-Crisis</strong></div>
-
-<p>In 1913 Mexico had been so
-upset that it looked as though
-the United States might be
-drawn into a clash with her.
-President Wilson avoided this
-except when our soldiers
-landed at Vera Cruz for a short time. Later General
-John J. Pershing was sent down to Mexico to punish
-Villa and his outlaw bands. He killed many of Villa's
-followers, but the wily old fox himself escaped.</p>
-
-<div class="sidenote"><strong>Germany's
-lawless
-acts</strong></div>
-
-<p>After the <em>Lusitania</em> was sunk, the submarine warfare
-grew more widespread and reckless month by month.
-In January, 1917, Germany openly declared that in the
-future she would not limit this warfare by any rules
-whatever. She aimed to cut off all supplies from Great
-Britain and to starve her people. She gave America
-one little port among the British Isles where the United
-States might send her passengers and commerce. Secret
-agents of the Central Powers had been blowing up<span class="pagenum"><a name="Page_431" id="Page_431">[Pg 431]</a></span>
-factories in the United States, and purchasing newspapers
-to defend the German cause. Their treacherous acts
-had already caused President Wilson to dismiss the
-German ambassador.</p>
-
-<p>Germany's statement that hereafter her submarines
-would know no law at last proved to all the nation that
-America could not honorably remain out of the war.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>AMERICA ENTERS TO WIN</h3>
-
-
-<div class="sidenote"><strong>Loans to
-the Allies</strong></div>
-
-
-<p><strong>237. Congress Votes Billions.</strong> Congress voted billions
-of money to be spent in various ways, and President
-Wilson loaned millions of dollars to England,
-France, and Italy. They in turn sent great men to talk
-with those who were managing our war preparations.</p>
-
-<p>Never did a nation given to peace turn so quickly to
-war. Thousands of Americans in Europe had already
-been taking part for years. Some had joined the Canadian
-army or the Lafayette Squadron, part of the French
-air service. Others were working under the Red Cross
-or the American Committee for the Relief of Belgium.</p>
-
-<div class="sidenote"><strong>Hoover
-as food
-administrator</strong></div>
-
-<p>Other measures necessary to "mobilize" the nation
-were quickly passed. The railroads were put under the
-control of a director-general of railroads, who ran them
-first of all in the service of the army. A fuel administrator
-decided what factories and businesses were most
-necessary in the war and in the life of the nation. Others
-had to limit their use of coal, or to close down entirely
-for a short time. Herbert Hoover, head of the great
-committee which had charge of feeding the starving
-people of Belgium, was made food administrator. On
-one hand, he decided how much food whole nations
-could buy of us. On the other, he helped American<span class="pagenum"><a name="Page_432" id="Page_432">[Pg 432]</a></span>
-housewives plan their daily meals to save the wheat,
-meat, and fat that were needed for the soldiers, because
-food would "win the war."</p>
-
-
-<div class="sidenote"><strong>An army
-of
-millions</strong></div>
-
-
-<p><strong>238. The Selective Draft.</strong> Millions of soldiers would
-have been America's share of the Allied fighting forces if
-the war had gone on longer. Congress decided that a
-"Selective Draft" would be the most fair and just method
-of raising these millions. All men between the ages of
-twenty-one and thirty, and later between nineteen and
-forty-five, had to be examined by "Draft Boards," and
-the proper number selected.</p>
-
-<div class="sidenote"><strong>Great
-training
-camps
-built</strong></div>
-
-<p>Immense training camps were built, with railroad lines,
-electric light and water systems, and all the needs of a
-modern city. Many of these camps sprang up in a few
-months, ready to take care of fifty thousand men apiece.</p>
-
-
-<p><strong>239. The War's Nameless Heroes.</strong> All these great
-preparations at home were more businesslike than they
-were stirring and warlike. They meant a great change
-in the life of the whole nation. Workers were shifted
-from all kinds of small, unimportant peace-time tasks to
-a few gigantic businesses on which the success of the war
-depended. All the efforts of the nation were centered
-on saving goods, time, and money, and producing goods
-to carry on the war.</p>
-
-<div class="sidenote"><strong>Not a war
-of great
-names</strong></div>
-
-<p>The "home front" did not give great honors to those
-who held it. But the war was fought to preserve the
-rights of free citizens, and it had the nearly united support
-of a whole people. There are few famous names in the
-fighting abroad, and few, too, at home. It was a war in
-which the average man was the hero. He did not expect
-medals for doing his duty in battle, or a high salary for
-doing his duty at home. But he did it, and unbelievable<span class="pagenum"><a name="Page_433" id="Page_433">[Pg 433]</a></span>
-deeds were accomplished&mdash;fleets built, factories multiplied,
-waste lands planted, two million men sent across
-the seas, and the war brought to a swift end.</p>
-
-<div class="sidenote"><strong>The
-Burial of
-an "Unknown
-Warrior"</strong></div>
-
-<p>England had a great state funeral not long ago. It
-rivaled in ceremony the honors paid to dead queens and
-kings. Throngs followed the great procession to Westminster
-Abbey, where England's famous dead of all time
-are buried. A tablet was placed above the tomb of a
-hero whom a nation united to give its highest honors.
-The name on that tablet was "To an Unknown Warrior."
-In America, too, the deeds of the great number, in battle
-or at home, will always be nameless.</p>
-
-<div class="sidenote"><strong>The
-spirit of
-heroism
-needed
-in peace</strong></div>
-
-<p>If each person, instead of looking straight ahead at the
-task to be done, had looked to see who else could do it,
-America's war program would have failed. It has been
-said that in a great nation any one person, by himself,
-is lost, and does not count. The chapter in American
-history just ended proves that when his country is in
-danger, each citizen can and must act as if the result
-depended on him. This spirit of patriotism among millions
-of those whom history will call nameless heroes
-brought victory in the war, and if it is still followed in
-peace, will bring "victories no less renowned."</p>
-
-
-<div class="sidenote"><strong>An unparalleled
-war</strong></div>
-
-
-<p><strong>240. The World's Greatest War.</strong> The war of 1914-1918
-is the greatest history has ever known, because of
-the number of nations in it, the number of lives lost, the
-cost in goods and money, and the changes it has made
-among nations.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_434a.jpg" width="540" height="383" alt="" />
-<div class="caption"><p>CARRIER PIGEONS, A MEANS OF COMMUNICATION
-AT THE FRONT</p></div>
-</div>
-
-<div class="sidenote"><strong>A record
-in shipbuilding</strong></div>
-
-<p>Its size is too vast for any one mind to picture it fully.
-The front-line trenches, with all their turns and twists,
-were six hundred miles long, nearly equal to the straight
-distance from Philadelphia to Chicago. Mountains of<span class="pagenum"><a name="Page_434" id="Page_434">[Pg 434]</a></span>
-material had to be sent across to keep our soldiers well
-fed and warmly clothed, and furnished with the cannon
-and shells they
-must have to
-meet the enemy.
-Only about two
-out of three men
-in the army could
-fight, for the third
-man had to keep
-these mammoth
-quantities of supplies
-steadily
-moving toward
-the front. Ships were the thing our government needed
-most, since it was fighting so far away from home. American
-shipyards grew so rapidly that they broke all records
-for number of ships launched and swiftness in building
-them. The United States soon led the world in shipbuilding
-for this war.</p>
-
-<p>The War Department was so anxious to keep our men
-warm and comfortable that it bought up all the wool in
-the country. The army had to have thirty-five million
-more pairs of woolen socks than were made for the whole
-nation in 1914. It used more woolen blankets in one
-year than the one hundred million people in the United
-States buy in two ordinary years.</p>
-
-<div class="sidenote"><strong>Attacks
-carefully
-planned</strong></div>
-
-
-<p><strong>241. A War of Science.</strong> Every movement in the war
-had to be planned as exactly as possible. This was a
-war of science, rather than a war of dashing adventure,
-as those in the past had been. Before attacks were made
-on the enemy, a barrage, or curtain-like rain of shells,<span class="pagenum"><a name="Page_435" id="Page_435">[Pg 435]</a></span>
-was turned on his lines. This "curtain of fire" moved
-forward at a fixed rate, and the men walked behind it.
-They had strict orders to go only so many yards a minute,
-or their own guns would kill them.</p>
-
-<div class="sidenote"><strong>Use of
-poison
-gas</strong></div>
-
-<p>Poison gas was one of the new weapons of this war.
-It caused almost one-third of our losses in 1918. Science
-produced new gases so rapidly that inventors had to be
-continually making new gas masks to strain out the
-deadly fumes. Over thirty kinds of gas were used during
-the war.</p>
-
-<p>No one commander could be present at once on every
-part of the hundreds of miles of battle-lines, or even a
-small part of them. The war had to be carried on largely
-by telephone. The Americans strung one hundred thousand
-miles of wire in France.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_435a.jpg" width="540" height="264" alt="" />
-<div class="caption"><p>THE TANK, A NEW WEAPON IN THE WAR</p></div>
-</div>
-
-<div class="sidenote"><strong>Pershing
-trained
-for his
-work</strong></div>
-
-
-<p><strong>242. Pershing Heads the Army.</strong> The youngest of
-American generals, John Joseph Pershing, was put at
-the head of the American forces. The choice of Pershing
-was hailed everywhere as a wise one. A war so immense
-and mechanical
-needed a general
-who had studied
-the art of war
-thoroughly, as
-Pershing had. He
-had seen much
-actual fighting,
-and was the only
-American general who had commanded a division in
-actual war. He carried with him the love and respect of
-all national guardsmen. They would have followed him
-anywhere he wished to lead.</p>
-
-<p><span class="pagenum"><a name="Page_436" id="Page_436">[Pg 436]</a></span></p>
-
-<div class="figcenter" style="width: 410px;">
-<img src="images/i_436a.jpg" width="410" height="540" alt="" />
-<div class="caption">
-
-<p class="right"><em>From a Photograph by Clinedinst</em></p>
-
-<p>JOHN J. PERSHING</p></div>
-</div>
-
-<p>We have already heard how he had routed Villa's
-bandits in Mexico. He had also led a charge of colored
-troops against the Spaniards
-in Cuba, and had conquered
-a powerful savage tribe in the
-Philippines. Before he was
-sent to Mexico he had been
-governor of a province in the
-Philippines for four years.</p>
-
-<div class="sidenote"><strong>Fights
-squarely</strong></div>
-
-
-<p><strong>243. A Boy Who Was
-Made of Fighting Stuff.</strong> As a
-boy, Pershing was brave and
-modest, with the ability to
-stay by a hard task until he
-finished it. John was a hardy,
-active boy. He played at
-mimic war and attended
-school. He played "hookey,"
-and got into fights with his fellows, but he was square.
-One day the father saw the signs of battle-torn clothes
-and a bruised face. "Been fighting? Never let any boy
-say that he has licked you," was the father's remark.
-John had expected a whipping.</p>
-
-<p>At day school he was a plodder. But he did win a
-prize, a nicely bound volume of the <em>Life of Washington</em>.
-This was offered by the president of the school board.
-John's mother was there. The children clapped and
-called for a speech. "I'm sorry you didn't all win a
-prize. I'm going to grow up like Washington," he said.</p>
-
-<div class="sidenote"><strong>Studies
-at West
-Point</strong></div>
-
-<p>In the 70's, when times were bad, John had to help
-earn the family living, and he did it by teaching some
-of the hardest schools in the district. He took the<span class="pagenum"><a name="Page_437" id="Page_437">[Pg 437]</a></span>
-examinations for West Point when he was twenty, and
-defeated his friend. "I'm sorry you could not win too,"
-he said. At the end of his first year at West Point he
-was made class leader, a position won only by hard study.</p>
-
-<div class="sidenote"><strong>Made a
-general
-by
-Roosevelt</strong></div>
-
-<p>After he graduated from West Point, honors and promotions
-came fast. Roosevelt had passed by eight hundred
-and sixty-two older officers to make him a brigadier general.
-At the beginning of the war he was major general, and
-later Congress promoted him to the full rank of general, a
-very rare honor, and the highest in its power to give.</p>
-
-<div class="sidenote"><strong>Arrival
-in France</strong></div>
-
-<p>When Pershing, with a few officers and engineers first
-landed in France the news spread quickly. "The Americans
-have come." Their arrival meant that the United
-States would soon take part in the fighting in earnest.
-New life and fresh resolution came into the hearts of the
-war-tired veterans of France.</p>
-
-<div class="sidenote"><strong>Germany's
-last great
-effort</strong></div>
-
-
-<p><strong>244. The Great Danger in 1918.</strong> Russia had fought
-bravely for the Allies at the beginning of the war, but
-about the time the United States entered, a revolution
-drove the Czar from his throne. Russia was so upset by
-the revolution that after a year it gave up trying to keep
-its army at the front, and made peace with Germany.
-Hundreds of thousands of German soldiers were thus left
-free to attack the Allies in the west. Germany thought that
-if she could succeed in taking Paris before many Americans
-arrived in the trenches, the war would be won. It was
-her last chance to win.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE CONCLUSION OF THE WAR</h3>
-
-
-<div class="sidenote"><strong>Need of
-a united
-front</strong></div>
-
-
-<p><strong>245. Foch the Allied Supreme Commander.</strong> Before
-the spring of 1918 each of the Allied armies had been acting
-on its own plan. The places where the trenches of two<span class="pagenum"><a name="Page_438" id="Page_438">[Pg 438]</a></span>
-armies came together were, of course, the weakest, and
-were favorite points for German attacks. It was now
-decided to have one commander for all the Allied forces.
-Foch, a French general highly skilled in the science of
-war, was chosen for this great task.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_438a.jpg" width="540" height="300" alt="" />
-<div class="caption"><p>TRANSPORTS CARRYING AMERICAN TROOPS CONVOYED BY BATTLESHIPS</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-German
-advance</strong></div>
-
-
-<p><strong>246. The Crisis of the War.</strong> In their great drive the
-Germans always struck at the weakest point. They found
-this where the French and English armies were joined.
-They drove forward in mass formations or solid blocks.
-Thousands upon thousands were mowed down by the
-English and French guns, but on they came. Back, back
-the Allies fell, day after day, until the Germans reached the
-Marne again. The world held its breath. Each day the
-Germans were expected to break through, but each day
-the Allied troops retreated. Slowly they moved, fighting
-like demons and always holding at vital points.</p>
-
-<div class="sidenote"><strong>American
-troops
-scattered
-along the
-front</strong></div>
-
-<p>America was eager to be of the greatest possible help
-in the grave danger to Paris and France. The Allies were<span class="pagenum"><a name="Page_439" id="Page_439">[Pg 439]</a></span>
-short of reserves. General Pershing, putting his own
-honors second in the same generous way he had done at
-school, decided to scatter the Yankee troops all through
-the French and British lines, wherever they were
-needed.</p>
-
-<div class="sidenote"><strong>Rushing
-troops to
-France</strong></div>
-
-<p>Germany had sneered at our nation because she thought
-our people were so devoted to dollars that we could not
-or would not fight. Now she began to learn how high the
-war spirit flamed in the soldiers we were preparing to send
-by millions to France. By the help of England's great
-fleet, we were able to send over more than a million men
-by the summer of 1918. The American troops then
-formed a united army, fighting under their own flag.
-They took over a hundred miles of the front, relieving
-tired Frenchmen. Another million arrived by November.</p>
-
-<p>The Allied command gave Pershing command of the
-region between the Aisne and the Marne. The Germans
-thought the Americans untried, and expected to break
-through by using their best "shock troops."</p>
-
-<div class="sidenote"><strong>The
-battle of
-Château-Thierry</strong></div>
-
-<p>In July the Germans struck a terrific blow at Château-Thierry.
-Without waiting for artillery, Pershing struck,
-and in six hours had captured as much ground as the
-Germans had spent six days in getting possession of.
-The Americans were advancing with great rapidity.
-The Germans were dumbfounded. They did not have
-time to remove their supplies.</p>
-
-<div class="sidenote"><strong>The turning
-point
-of the war</strong></div>
-
-<p>By the brilliant generalship of Foch the great German
-attack was stopped in the middle of July, and after that
-it was the German army which was in danger.</p>
-
-<p>Now Pershing got ready for St. Mihiel. He drew
-from the French and English ranks the Americans he
-had sent to learn war from these veterans. Now he also<span class="pagenum"><a name="Page_440" id="Page_440">[Pg 440]</a></span>
-had tried men. St. Mihiel was important. It threatened
-the famous battlefield of Verdun and protected the
-great German fortified city of Metz.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_440a.jpg" width="540" height="350" alt="" />
-<div class="caption"><p>SUBMARINE PURSUED BY AIRPLANE</p></div>
-</div>
-
-<div class="sidenote"><strong>American
-victory at
-St. Mihiel</strong></div>
-
-
-<p><strong>247. Germans Cry "Kamerad."</strong> On September 12
-the Americans burst forth in a rain of shot and shell such
-as the Germans had seldom before witnessed. The fierce
-battle raged for four hours. The Americans then
-charged across the river yelling like demons. The
-German soldiers had been taught to despise these "green
-American troops." But these same Germans now cried
-"Kamerad" in dead earnest. Five miles of ground were
-gained before these "green" Americans halted.</p>
-
-<p>The next day our artillery opened fire at 1:30 in the
-morning. Before the day was done, more than one
-hundred and fifty square miles of German territory were
-in our possession.</p>
-
-<p><span class="pagenum"><a name="Page_441" id="Page_441">[Pg 441]</a></span></p>
-
-<p>Both the French and the English were busy. The
-French were driving at the center of the great line stretching
-from the North Sea to Switzerland. The English
-were driving the Germans out of the Belgian cities.</p>
-
-<div class="sidenote"><strong>The
-greatest
-American
-battle</strong></div>
-
-
-<p><strong>248. Battle of the Argonne.</strong> Many large battles were
-fought by the Americans, besides the smaller clashes that
-occurred. The greatest one was in the Argonne Forest.
-This was a half-mountainous, woody country, much of
-which was covered with underbrush. The Germans had
-fortified it strongly. Besides their great cannon, they had
-filled the Argonne with nests of machine guns, placing them
-in gullies and behind trees, stumps, and rocks, for protection.
-Here too, they had their best fighting men.</p>
-
-<p>The battle started on September 26. This was the
-most bloody fighting of the war. Companies and regiments
-were cut off and lost for a time. The Germans
-were bound to hold the forest, and the Americans were
-bound to win it. Gradually the Germans were forced
-back, thousands were captured, and thousands more were
-killed. They could not stem the American tide. After
-many days of hard fighting in which the Americans
-proved themselves fully equal to the best shock troops
-of the German army, victory fell to the better army.</p>
-
-<div class="sidenote"><strong>Allied
-victories
-on all
-fronts</strong></div>
-
-<p>The storm was just breaking loose on Germany. The
-combined navy of the Allies was choking out her life in
-spite of the submarines. The English in Asia were capturing
-the strongholds of the Turks, and the Italians
-now were gaining against the Austrians. Calamities
-came fast. Bulgaria, an ally of Germany, surrendered.
-Turkey followed. The hungry people of Germany began
-to plot revolution against their rulers, and the armies
-were retreating toward the Rhine.</p>
-
-<p><span class="pagenum"><a name="Page_442" id="Page_442">[Pg 442]</a></span></p>
-
-
-<p><strong>249. The Kaiser Runs Away.</strong> Seeing that his cause
-was lost, the German ruler, the Kaiser, gave up his throne
-and fled to Holland. The German generals agreed to
-an armistice November 11, 1918, by which they gave
-up much fighting material and moved back many miles
-across the Rhine into their own land.</p>
-
-<div class="sidenote"><strong>The
-bravery
-of ordinary
-men</strong></div>
-
-
-<p><strong>250. American Soldiers in Battle.</strong> The American
-doughboys were splendid fighters. The officers had to
-check the rash daring of their men, they did not need to
-urge them forward. The Americans were drilled in methods
-of attack rather than defense, from the start. A joking
-comment was made that it took only half as long to
-train American troops as it did others, because they only
-had to be taught to go one way.</p>
-
-<p>The ordinary American showed what courage lay behind
-the quiet round of his peace-time life. Our soldiers were
-clean and full of high spirits, and they were keyed to the
-most stubborn efforts by knowing that they were not
-fighting in a selfish cause. They "fraternized" famously
-with the French children of the villages.</p>
-
-<div class="sidenote"><strong>Work of
-the Peace
-Conference</strong></div>
-
-
-<p><strong>251. The Treaty of Peace.</strong> After the armistice, the
-nations which had won the victory planned to meet at
-Paris to make a treaty of peace. President Wilson went
-over to France to take part in this meeting.</p>
-
-<p>The men who made the peace treaty gave France her
-two states, Alsace and Lorraine, which Germany had
-taken in the war of 1870. They divided Austria into
-a number of separate states, giving to each kind of people
-its own government. They took land from Germany and
-Russia and created Poland. They also decided that Germany
-should pay Belgium and France for the destruction
-of property in those countries.</p>
-
-<p><span class="pagenum"><a name="Page_443" id="Page_443">[Pg 443]</a></span></p>
-
-<div class="sidenote"><strong>Opinion
-favors a
-League</strong></div>
-
-<div class="sidenote"><strong>Why the
-League
-was
-defeated</strong></div>
-
-
-<p><strong>252. America and the League of Nations.</strong> Included
-in the treaty was an agreement called the League of
-Nations. Its purpose was to combine all nations, great
-and small, in a covenant which would work for the peace
-of the world. The need of a league was urged by men of
-different parties in this country during the war. A great
-number of Americans were in favor of such a world agreement.
-This country had always been a peace-loving
-people, and had fought in the hope that this would be a
-war to end war. But after the armistice Europe remained
-more unsettled than anyone had expected. In spite of all
-the treaties, wars of various kinds continued in Europe.
-President Wilson toured the country speaking for the
-League, but met much opposition. The American people
-came to believe that under the League they would be too
-closely bound up with European affairs, which were now
-so disturbed.</p>
-
-<p>In 1920 the question of entering the League in its
-original form was widely debated. It was the chief point
-on which the presidential election turned, and the result
-was overwhelmingly against the League as it had been
-drawn up at Paris.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> This war was so great that it
-needed the support of every American citizen. <em>2.</em> People at
-home had to do without many things needed by the army and
-by the Allies. <em>3.</em> Nearly all the great powers of Europe were
-drawn into the war. <em>4.</em> Germany, contrary to treaty, invaded
-Belgium. <em>5.</em> The German navy was quickly driven from the
-seas, and Germany was blockaded. <em>6.</em> The American government
-remained neutral, but most of its people favored the
-Allies. <em>7.</em> Germany sank the <em>Lusitania</em> and other vessels illegally.
-<em>8.</em> President Wilson did not lead the nation into war until
-the people were unitedly in favor of it. <em>9.</em> When Germany<span class="pagenum"><a name="Page_444" id="Page_444">[Pg 444]</a></span>
-declared that her submarines would obey no law, and the
-United States entered the war. <em>10.</em> Congress voted billions of
-dollars for war. <em>11.</em> A selective draft raised a great national
-army. <em>12.</em> The part of the average man in this war stands out
-more than that of famous leaders. <em>13.</em> This was a war of science,
-and by far the greatest war in history. <em>14.</em> Pershing was
-given command of the American army. <em>15.</em> When Russia
-withdrew from the war Germany used her extra troops for a
-final great attack. <em>16.</em> Foch was put in command of all the
-Allied armies, and turned the Germans back. <em>17.</em> The United
-States sent more than two million men in all overseas. <em>18.</em> The
-peace treaty changed many boundary lines. <em>19.</em> Americans
-wished to uphold world peace, but in the election of 1920
-defeated the League of Nations as it stood.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Name some of the things that were
-done in American homes to win the war. <em>2.</em> Why did everyone
-wish to do his part? <em>3.</em> Why was the United States so
-late in entering the war? <em>4.</em> Make a list of the principal
-countries that took part in the World War. <em>5.</em> What was
-the importance of the invasion of Belgium? <em>6.</em> Give the story
-of the war at sea. <em>7.</em> What disputes occurred between the
-United States and the different warring countries before 1917?
-<em>8.</em> Tell briefly Wilson's life before he became President. <em>9.</em>
-How did Germany's treatment of the United States lead to
-war? <em>10.</em> How did the United States "mobilize" for war?
-<em>11.</em> What means were used to raise a national army? <em>12.</em>
-What was done to take care of these millions of men? <em>13.</em> What
-did the United States need most at the start? <em>14.</em> Why was
-this "a war of science"? <em>15.</em> What training had Pershing had
-for his new position? <em>16.</em> Tell some events of Pershing's boyhood.
-<em>17.</em> What was the great danger in 1918? <em>18.</em> Give a
-number of reasons why a supreme commander for the Allied
-armies was needed. <em>19.</em> What action of General Pershing's
-reminds you of the boy, John Pershing? Why? <em>20.</em> Tell
-about the battle of Château-Thierry; of St. Mihiel; of the
-Argonne. <em>21.</em> What events led up to Germany's surrender?
-<em>22.</em> Who in your opinion was the real hero of this war? <em>23.</em>
-What did the Peace Conference do? <em>24.</em> Do you think we
-should enter a world league of nations?</p>
-
-<p><strong>Suggested Readings.</strong> Rand McNally's <cite>School Atlas of
-Reconstruction</cite>; Perry, <cite>Our Navy in the War</cite>, 170-175.</p></div>
-
-<p><span class="pagenum"><a name="Page_445" id="Page_445">[Pg 445]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>WHERE THE AMERICAN PEOPLE AND THEIR
-CIVILIZATION CAME FROM</h2>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>INTRODUCTION</h3>
-
-
-<div class="sidenote"><strong>First
-settlers
-from a
-built-up
-Europe</strong></div>
-
-
-<p><strong>253. Why Boys and Girls Should Know about Europe.</strong>
-In the part of the book just studied, you have become
-acquainted with men and women who have been great
-American leaders. Did you ever stop to think that the
-early settlers in this country, from whom most of our great
-men sprang, came from countries in Europe already built
-up? What the settlers gave to this country they got
-from people who had lived a long time ago. Therefore
-in many ways their habits and institutions were different
-from ours now. They had their own ways of living,
-their own schools, churches, and forms of government.</p>
-
-<div class="sidenote"><strong>The
-rulers</strong></div>
-
-<p>In most European countries kings and queens ruled the
-people. Next to the king stood the lords, who were great
-men and owned acres and acres of land. They had their
-own soldiers and many servants to do their work and to
-wait on them.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_445a.jpg" width="540" height="197" alt="" />
-<div class="caption">
-
-<p class="right"><em>From an early 14th century psalter</em></p>
-
-<p>SERFS OF THE MIDDLE AGES</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-serfs</strong></div>
-
-<p>Below the lords, who spent their time in war, in the
-chase, and in going to see play-battles, called mock-fights,
-were the common people. In some countries these
-people were not
-free, as you are,
-but lived in huts
-in small villages
-on the great
-man's land.
-They had to
-work on his land, and were only a little better off than
-slaves. These people were called serfs.</p>
-
-<p><span class="pagenum"><a name="Page_446" id="Page_446">[Pg 446]</a></span></p>
-
-<p>In the few large cities there lived at that time rich merchants
-who traded in slaves, or went on long journeys
-to buy and sell their wares. In the cities, too, lived
-workers in wool, cotton, brass, iron, wood, and other
-materials. After a time the workers of a given class
-gathered into a sort of union called a guild, to protect
-themselves.</p>
-
-<div class="sidenote"><strong>The roots
-of our
-civilization</strong></div>
-
-<p>But in neither country nor city did the common man
-have the many rights and privileges he has now-a-days
-in America.</p>
-
-<p>These people, so different from us, got their habits and
-their ways of doing things from still older nations in
-Asia, in Africa and in Europe.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE OLDEST NATIONS</h3>
-
-
-<p><strong>254. Egypt, the Land of the Nile and the Pyramids.</strong>
-Egypt has always been a land of curious things. It lies
-across the Mediterranean, southeast of Europe. It is a
-land of sunshine day after day. Were it not for the Nile
-River, it would be a part of the Great Sahara Desert.
-Every year for ages, the Nile has risen in a great flood and
-its waters have spread out over Egypt. In coming down
-from their mountain home these waters carry rich earth
-which they spread over a part of Egypt. The result is
-that Egypt, in an early day, became the garden spot for
-nations less favored.</p>
-
-<div class="sidenote"><strong>Egypt in
-Bible
-times</strong></div>
-
-<p>Many of you can recall the Bible story of Joseph's
-brethren who were sent down into Egypt to buy corn
-because there was a famine in their land. Thanks to the
-Nile, there was plenty of corn in Egypt. The people of
-Egypt were among the first of the world's farmers and
-gardeners of which history has any record.</p>
-
-<p><span class="pagenum"><a name="Page_447" id="Page_447">[Pg 447]</a></span></p>
-
-<div class="sidenote"><strong>Carrying
-the waters
-of the Nile
-to the land</strong></div>
-
-
-<p><strong>255. Irrigation Systems of the Egyptians.</strong> In a great
-many parts of western United States where little rain
-falls, how do farmers and gardeners get water for their
-plants? "Irrigation" is the word that tells the story.
-The Egyptians taught the people of the world how to save
-water for irrigation by building great dams in the Nile.
-This water they carried in ditches throughout the land so
-that the thirsty crops would have the moisture they needed
-for growing.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_447a.jpg" width="540" height="256" alt="" />
-<div class="caption"><p>THE PYRAMIDS OF GIZEH AND THE SPHINX</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-tombs of
-the kings</strong></div>
-
-
-<p><strong>256. Egypt Ruled by Kings.</strong> For several thousand
-years Egypt was ruled by kings. The most famous of
-these rulers was a great warrior called Rameses II. He
-built great tombs or monuments called "pyramids."
-These were built out of huge blocks of stone much larger
-than any now used in buildings. For many years he had
-the common man or the slave doing this work for him.</p>
-
-<p>The Bible tells us about Moses, who became a great
-leader among the Israelites. The Israelites were slaves
-to the kings of Egypt. Moses led them forth from Egypt
-to escape the hard tasks of one of their kings.</p>
-
-<p><span class="pagenum"><a name="Page_448" id="Page_448">[Pg 448]</a></span></p>
-
-
-<p><strong>257. What the Egyptians Gave to Other Nations.</strong>
-Among the Egyptians there were great students for that
-early time. A few men among them studied the stars
-and learned about the movements of the heavenly bodies.
-In arithmetic they could count up to millions. They
-could weave cloth, cut jewels, and make most beautiful
-objects out of glass.</p>
-
-<div class="sidenote"><strong>Egyptian
-hieroglyphics</strong></div>
-
-<p>But above all the Egyptians could write. Not as we
-do, of course, but they used letters, not rude pictures as
-seen in most early writings. Scholars have named the
-characters used in writing by Egyptians and other
-ancient peoples "hieroglyphics."</p>
-
-
-<p><strong>258. Babylon and Nineveh.</strong> Asia, too, had early
-peoples. Perhaps some of them were older than the
-Egyptians. There lived in southwestern Asia, in the
-valleys of the Tigris and Euphrates rivers, two mighty
-nations whose chief cities were Babylon and Nineveh.</p>
-
-<div class="sidenote"><strong>The
-hanging
-gardens
-of
-Babylon</strong></div>
-
-<p>Babylon on the Euphrates was a splendid city. It
-had great walls to protect it against enemy nations. Its
-hanging gardens were the wonders of the ancient world.</p>
-
-<p>To the north, on the banks of the Tigris, lay the great
-city of Nineveh. The fierce kings of Nineveh conquered
-many nations and forced them to pay tribute.</p>
-
-<p>In this region, nature furnished the kings no building
-stone such as was found in Egypt. But they made their
-homes and their palaces out of sun-dried brick. This soft
-material, as the years rolled on, fell into decay, and now
-men can find the ruins of these wonderful cities only by
-digging where they lay.</p>
-
-<div class="sidenote"><strong>How the
-Babylonians
-wrote</strong></div>
-
-<p>The Babylonians did their writing upon bricks or clay
-tablets before they dried them. They had their own
-way of writing, using a sharp piece of metal for making<span class="pagenum"><a name="Page_449" id="Page_449">[Pg 449]</a></span>
-wedged-shaped lines instead of letters. They used a
-sort of picture-writing too, making rude cuts of birds,
-animals, and man. On these clay tablets, buried centuries
-ago, we may read the stories of what they did and how
-they lived.</p>
-
-<div class="figcenter" style="width: 145px;">
-<img src="images/i_449a.jpg" width="145" height="540" alt="" />
-<div class="caption"><p>TYPES OF EARLY
-ALPHABETS</p></div>
-</div>
-
-
-<p><strong>259. How Jews and Phoenicians Helped Mankind.</strong>
-Along the eastern end of the Mediterranean lies Palestine,
-which was conquered by the Jews early
-in their history, and became their home.
-The Jews as a people interest us because
-they have given us our religious ideas.
-They have never been a warlike nation,
-but at times they could fight. David was
-one of their great kings, and Solomon
-another.</p>
-
-<p>During long years this people has held
-faithful and true to the idea of one God.
-Although the Jews were driven from Palestine
-and scattered among the nations of
-the world they have never given up their
-religion. They have always looked forward
-to the time when they might return to
-Jerusalem and set up a Jewish nation once
-more. As a result of the World War that
-time seems to have come.</p>
-
-<div class="sidenote"><strong>Phoenicians
-helped to
-advance
-learning</strong></div>
-
-<p>The Phoenicians were akin to the Jews.
-They lived near the Jews on the Mediterranean
-and were a sea-going people, the
-traders of that early time. In their ships,
-driven by oar and sail, they braved the dangers of the
-Atlantic and reached Spain and England. To these people
-must be given the credit of carrying to the Greeks and<span class="pagenum"><a name="Page_450" id="Page_450">[Pg 450]</a></span>
-Romans much of the learning of Egypt and Asia. To
-the Phoenicians also belongs the honor and fame of
-inventing an alphabet much like the one we have to-day,
-although with fewer letters.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> The first settlers in America came
-from old and well-established countries in Europe. <em>2.</em> Their
-ways of living were very different from ours. <em>3.</em> The classes
-of people were very different from those we have. <em>4.</em> Egypt
-the oldest nation. <em>5.</em> What the Nile does for Egypt. <em>6.</em> What
-Egypt taught the world. <em>7.</em> Babylon and Nineveh, the early
-cities of Asia. <em>8.</em> How they differed from Egypt. <em>9.</em> How
-Egypt, Babylon, and Nineveh recorded their deeds. <em>10.</em> What
-the Jews were noted for. <em>11.</em> Who were great among them?
-<em>12.</em> How the World War has changed the hope of some Jews.
-<em>13.</em> The Phoenicians were celebrated for carrying trade and
-learning. <em>14.</em> They also invented the alphabet.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Name the different classes of people
-in Europe. <em>2.</em> What would have happened if a great lord had
-carried his people to America in an early day? <em>3.</em> Make a list
-of useful things that the Egyptians knew. <em>4.</em> How do you
-imagine we know about the ancient cities of Babylon and
-Nineveh? <em>5.</em> Why did they use brick? <em>6.</em> Why is it better
-to use letters than pictures in writing?</p>
-
-<p><strong>Suggested Readings.</strong> Dopp, <cite>The Tree Dwellers</cite>; <cite>The Early
-Cave-men</cite>; <cite>The Later Cave-men</cite>; <cite>The Early Sea People</cite>; <cite>Stories
-of Ancient Peoples</cite>; Ragozin, <cite>A History of the World</cite>, Vol. I.
-Earliest Peoples; Retold from <cite>St. Nicholas</cite>, Stories of the
-Ancient World, 3-52, 69-77, 92-124; Mace-Tanner, <cite>Old Europe
-and Young America</cite>, 14-24.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>GREECE, THE LAND OF ART AND FREEDOM</h3>
-
-
-<p><strong>260. Greece, a Beautiful Land.</strong> Among the countries
-of the ancient world Greece was the one bright spot
-where men had the right to think and act for themselves.</p>
-
-<div class="sidenote"><strong>The
-geography
-of
-Greece</strong></div>
-
-<p>Greece is a small peninsula in southeastern Europe
-cut up by many deep gulfs and bays and crossed by rugged<span class="pagenum"><a name="Page_451" id="Page_451">[Pg 451]</a></span>
-mountains. The colors of its landscape have been thus
-described: "Against a deep blue sky, its bold hills and
-mountains, often powdered with snow, stand out in clear
-outline, and its fertile valleys please the eye with their
-green vineyards and groves of silver-gray olive trees."</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_451a.jpg" width="540" height="387" alt="" />
-<div class="caption"><p>MOUNT OLYMPUS, IN GREEK MYTH THE HOME OF THE GODS</p></div>
-</div>
-
-<p>Greece is kissed by gentle winds of the Mediterranean
-Sea and has the warm, balmy climate that all the shores
-of this inland ocean have.</p>
-
-<div class="sidenote"><strong>Greek
-colonies</strong></div>
-
-
-<p><strong>261. The Greeks of the Olden Times.</strong> The Greeks
-were bold people and many of them went on long voyages
-in their small vessels. These voyages were not for plunder,
-but for trade and for planting colonies. Under the
-lead of some brave Greek they made their way to France,
-to Italy, to Africa, to Asia Minor, and to the shores of the
-Black Sea. Some of these colonies became rich and<span class="pagenum"><a name="Page_452" id="Page_452">[Pg 452]</a></span>
-prospered greatly. There were so many Greeks living in
-southern Italy that it was called "Greater Greece." In
-the island of Sicily stood the largest and most splendidly
-built city in Greater Greece, called Syracuse.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_452a.jpg" width="540" height="225" alt="" />
-<div class="caption"><p>PART OF THE FRIEZE OF THE PARTHENON, THE GREAT ATHENIAN TEMPLE</p></div>
-</div>
-
-<div class="sidenote"><strong>An old
-Greek
-myth</strong></div>
-
-
-<p><strong>262. The Brave Deeds of Ancient Greek Heroes.</strong>
-The story of the Greek heroes was the invention of her
-early poets. The most famous of these heroes was
-Hercules, the most powerful man that ever lived, according
-to story. He performed twelve mighty labors, among
-them killing with his hands a big lion, and a terrible
-water serpent or snake which bore many heads.</p>
-
-<div class="sidenote"><strong>The
-blind
-singer of
-Greece</strong></div>
-
-
-<p><strong>263. The Favorite Story of the Greeks.</strong> The favorite
-tale of the old Greeks was the story of the capture of Troy.
-It was written by one of their poets, the blind Homer.
-He told how Paris, son of the king of Troy, stole Helen,
-the wife of the king of a Greek city called Sparta.
-Helen was said to be the most beautiful woman in the
-ancient world.</p>
-
-<p>The king of Sparta called upon all Greeks for help.
-From every city of Greece came bold warriors. The
-Trojans were great fighters, too. For nine years war was<span class="pagenum"><a name="Page_453" id="Page_453">[Pg 453]</a></span>
-waged under the walls of Troy. The Greek leaders
-quarreled among themselves and the Trojans drove them
-to their ships. This united the Greeks, and their great
-leader Achilles, clad in new armor made for him by the
-god Vulcan, rushed forth and slew Hector, leader of the
-Trojans. There was great sorrow among the people of
-Troy, but they fought on.</p>
-
-<div class="sidenote"><strong>The fall
-of Troy</strong></div>
-
-<p>Now Ulysses, another Greek of great fame, had built a
-huge wooden horse. The Greeks left the horse standing
-near the walls of Troy. Then they pretended to sail
-home. The Trojans drew the great wooden beast within
-the walls of the city. It was full of Greek warriors.
-They climbed out at dead of night and opened the gates.
-The Greeks rushed in, slew the Trojans, burned their city,
-and carried home the beautiful Helen to be queen of
-Sparta again. The ancient Greeks never tired of telling
-their children the wonderful story of these brave deeds.</p>
-
-
-<p><strong>264. Socrates, the Philosopher.</strong> After ages had gone
-by the Greek nation still flourished, having improved in
-many ways, especially in art and in education.</p>
-
-<div class="sidenote"><strong>One of
-the
-world's
-greatest
-men</strong></div>
-
-<p>One of the wisest of their great men was Socrates.
-Socrates was an ugly old man with a scolding wife. In
-spite of these drawbacks he stands out as one of the foremost
-teachers of the world. Socrates was truly a wise
-man, because he knew that the wisest man knows very
-little. He did not pretend to know things that he did
-not know.</p>
-
-<div class="sidenote"><strong>The
-method
-Socrates
-used</strong></div>
-
-<p>Socrates taught, for the most part, by going among the
-people and asking them questions. Some people liked
-him, but some hated him because he asked questions that
-led persons on from one point to another until they saw
-their own mistakes.</p>
-
-<p><span class="pagenum"><a name="Page_454" id="Page_454">[Pg 454]</a></span></p>
-
-<p>His enemies grew in numbers and brought false charges
-that Socrates had not respected the gods of the city.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_454a.jpg" width="540" height="522" alt="" />
-<div class="caption"><p>PORCH OF THE CARYATIDES, ATHENS</p></div>
-</div>
-
-<p>There came a
-day when he was
-called before the
-city's judges, who
-heard the charges
-against him. The
-judges decided
-that he must die
-by drinking a cup
-of poison. Some
-of the friends of
-Socrates found a
-way by which he
-could escape
-death. But the
-brave old Greek had faced death on the battlefield and
-was not afraid to die.</p>
-
-<div class="sidenote"><strong>The
-death
-of
-Socrates</strong></div>
-
-<p>Socrates believed that the laws of the city should be
-obeyed even if they were unjust. He drank the fatal
-cup while telling his friends and followers of a life beyond
-the grave. It was a favorite doctrine of Socrates that
-men would live again after the body died.</p>
-
-<p>We know what Socrates taught from the writings of
-his most famous pupil, Plato. These <cite>Dialogues</cite> of Plato's,
-in the form of question and answer, are among the
-greatest books ever written.</p>
-
-<div class="sidenote"><strong>A very
-learned
-man</strong></div>
-
-
-<p><strong>265. Aristotle, the Scientist of Ancient Times.</strong> Aristotle
-was one of the later Greeks. He was celebrated
-for his learning. He was called a "Scientist," for he was
-not simply a philosopher as Socrates and Plato were.</p>
-
-<p><span class="pagenum"><a name="Page_455" id="Page_455">[Pg 455]</a></span></p>
-
-<div class="sidenote"><strong>Followed
-without
-question
-for ages</strong></div>
-
-<p>Aristotle was indeed a wonderful man. He studied
-about every subject known to the ancients and won honors
-in all subjects; people for centuries and centuries after
-Aristotle's time accepted what he said and did not try
-very hard to study further. They thought that the giant
-mind of Aristotle had found out all there was to know.</p>
-
-<p>Aristotle studied animals and plants, putting them in
-different classes and finding out many of their characteristics.
-He also knew a great deal about music and his <cite>Logic</cite>
-has been the great text book even down to modern times.</p>
-
-<div class="sidenote"><strong>One of
-the
-earliest
-geographers</strong></div>
-
-<p>We have a special interest in Aristotle because in his
-studies in geography he taught that the world is round.
-From men who accepted Aristotle's teaching about the
-shape of the earth, Columbus, the discoverer of America,
-got his idea of sailing west to find eastern countries.</p>
-
-<div class="figcenter" style="width: 435px;">
-<img src="images/i_455a.jpg" width="435" height="540" alt="" />
-<div class="caption"><p>ALEXANDER AT TWENTY</p></div>
-</div>
-
-
-<p><strong>266. The Father of Alexander the Great.</strong> Macedon
-was a country just north of Greece. Its great king was
-Philip, father of Alexander the
-Great. Philip was a brave king
-and had good soldiers. He taught
-them to form in bodies sixteen
-ranks deep and armed them with
-lances or spears fourteen feet long.
-A body of soldiers so formed and
-armed was called a Macedonian
-phalanx. "When the Macedonians
-leveled their long spears and advanced
-with steady step they bore
-down" the ranks of the enemy.</p>
-
-<div class="sidenote"><strong>Alexander
-seeks to
-imitate
-the old
-Greek
-heroes</strong></div>
-
-<p>With these soldiers Philip conquered
-Greece, but he ruled the Greeks kindly. He even
-employed one of them to give lessons to his young son.<span class="pagenum"><a name="Page_456" id="Page_456">[Pg 456]</a></span>
-Aristotle was the teacher who opened to this young man
-all the learning of the Greeks. Alexander was a bright boy
-and learned quickly. Although not born a Greek, he
-admired their learning. He was fond of the blind poet
-Homer, and it was said could repeat his poems by heart.</p>
-
-<p>Achilles was his favorite among the Greek heroes, and
-he finally made himself believe that Achilles was one of
-his forefathers. At any rate he resolved to imitate his
-hero and to conquer cities more splendid than Troy.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>HOW THE GREEKS TAUGHT MEN TO BE FREE</h3>
-
-
-<p><strong>267. Self-Government among the Greeks.</strong> The
-Greeks were not many in number, if we compare them
-with modern nations. But we admire them because
-they were free and had the most democratic government
-in the ancient world.</p>
-
-<div class="sidenote"><strong>Greece a
-city-state</strong></div>
-
-<p>They lived in little cities located in the valleys shut in
-by hills or mountains. Around their cities they built
-strong walls to shut out dangerous enemies. There were
-some benefits growing out of living in small cities. The
-people could know each other. The men could come
-together quickly and easily to talk of things needed for
-the good of the city. Only a small part of the men and
-women in a modern city can get together. These Greeks
-could know the best men for office, for they were their
-own neighbors. Now but a few men who want office can
-be known to all the voters in a city, and still fewer who
-want to run for governor or for president can be known
-by all the voters of a state or country.</p>
-
-<p>The most famous of the cities in ancient Greece were
-Athens and Sparta. Their history is well known to us
-because of the great deeds of their people. Another<span class="pagenum"><a name="Page_457" id="Page_457">[Pg 457]</a></span>
-reason for remembering them is that the two cities were
-so very different, as we shall see.</p>
-
-<div class="sidenote"><strong>The
-Greeks
-their
-own
-rulers</strong></div>
-
-
-<p><strong>268. The Government of the Cities.</strong> At first, just
-as in the case of other nations, the Greeks had kings in
-all their cities. But unlike the other nations, the Greeks
-drove their kings out and made for themselves a kind of
-government called a republic. This was the best and
-wisest government for a people as intelligent as the
-Greeks. In a republic all the people, or a majority of
-them, take part in making and in carrying out the laws.
-This is the kind of government we have.</p>
-
-<p>But while a republican government is the best, it is
-also the hardest to run. It demands that each one of its
-citizens shall be educated so that he may be able to vote
-wisely.</p>
-
-<div class="figcenter" style="width: 513px;">
-<img src="images/i_457a.jpg" width="513" height="540" alt="" />
-<div class="caption"><p>AN ATHENIAN SCHOOLBOY LEARNING
-TO PLAY THE LYRE</p>
-
-<p><em>From an Athenian vase</em></p></div>
-</div>
-
-<p>The Greeks had a hard time keeping their self-government.
-There were shrewd men among them who seized
-the power in the city and
-compelled the people to obey
-them. Such a man the Greeks
-called a "tyrant." A tyrant
-was either good or bad. He
-sometimes gave the people a
-better government than they
-had when they ruled themselves.
-But the Greeks were
-liberty-loving and liked to
-govern themselves even
-though their government was
-worse than a tyrant's government.
-So they generally drove out the tyrants and again
-set up a government under rulers of their own choosing.</p>
-
-<p><span class="pagenum"><a name="Page_458" id="Page_458">[Pg 458]</a></span></p>
-
-<div class="figcenter" style="width: 308px;">
-<img src="images/i_458a.jpg" width="308" height="540" alt="" />
-<div class="caption"><p>THE DISCUS THROWER</p></div>
-</div>
-
-
-<p><strong>269. The Two Rival Cities, Athens and Sparta.</strong>
-The people of Athens were the most democratic in all
-Greece. The Spartans, on the other hand,
-were the most soldier-like of the Greeks.
-The Athenians loved new things while
-the Spartans liked old ways best. The
-Athenians made Athens the most beautiful
-city in the Old World. The Spartans
-cared nothing for beautiful things. They
-loved only things that were useful.</p>
-
-<p>All the citizens of Athens came together
-to make the laws. In the center of their
-city they met in their assembly, a semicircle
-of stone seats rising one above
-another. Here the men of Athens listened to their speakers.
-Each speaker placed a wreath upon his head before
-he began speaking.</p>
-
-<div class="sidenote"><strong>The
-public
-life of
-the Athenians</strong></div>
-
-<p>Often there were exciting debates between great
-speakers called orators. They spoke eloquent words and
-sometimes stirred people deeply. The Athenians enjoyed
-these debates almost as much as they did their Greek plays.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_458b.jpg" width="540" height="385" alt="" />
-<div class="caption"><p>THE WRESTLERS</p></div>
-</div>
-
-<div class="sidenote"><strong>Athenian
-orators</strong></div>
-
-<p>The people of Athens, because they made their laws
-after debating them in the
-assembly, placed emphasis on
-public speaking. All the citizens
-were taught how to speak
-in public and how to appear
-before the assembly. It was
-natural for the best orators to
-have the most influence. But
-the people were keen and quick to see the difference
-between orators who were interested only in winning<span class="pagenum"><a name="Page_459" id="Page_459">[Pg 459]</a></span>
-applause and honor for themselves through their speeches
-and the ones who were true patriots and spoke for the
-good of the city.</p>
-
-<p>Yet while the people of Athens trained their citizens to
-make the laws they saw to it that their young men were
-trained to be good soldiers. Training began with the
-school boy. There were two schools, one called the music
-school and the other the wrestling school.</p>
-
-<div class="sidenote"><strong>The
-music
-school</strong></div>
-
-<p>In the music school the Greek boys did not study music
-alone, but learned to read and write and do simple sums
-in arithmetic. More than this, their teachers wanted
-them to learn the poems written by blind Homer, their
-wonderful old poet. They learned to play and sing. A
-stringed instrument called a lyre was the favorite among
-the Greeks.</p>
-
-<div class="sidenote"><strong>The
-gymnasium</strong></div>
-
-<p>In the wrestling school the boys learned to run, to
-jump, to dance, and especially to throw the javelin. At
-fifteen they attended the gymnasium where they were
-taught the more difficult athletic games. This led up to
-the next great event in the young man's life, his preparation
-for becoming a citizen.</p>
-
-<div class="sidenote"><strong>Soldier-citizens</strong></div>
-
-<p>This important event came at the age of eighteen. It
-began with a great ceremony. The young men came
-into the assembly before all the men of the city. Here
-they were given a spear and shield. With their hands
-raised they took an oath never to bring shame upon the
-city nor to desert a companion in arms. They pledged
-themselves to give over the city of Athens to their children
-greater than when they had found it.</p>
-
-<p>After this ceremony was over, the young men marched
-away to be trained for two years more in the art of being
-soldiers. When they had reached their twentieth year,<span class="pagenum"><a name="Page_460" id="Page_460">[Pg 460]</a></span>
-they returned to Athens to become citizens of the republic,
-to work for its good, and to enjoy the pleasures of that
-charming city.</p>
-
-<div class="sidenote"><strong>Character
-of
-Pericles</strong></div>
-
-
-<p><strong>270. Pericles, the Wise Statesman.</strong> Pericles lived in
-the "Golden Age of Athens." He was born nearly 500
-years before Christ. He was trained in the same manner
-as any other boy in Athens. He became one of the first
-orators of Greece and his ability as a speaker gave him
-great power over his people. He became one of their
-leading officers. Pericles stood for the people and
-against those men of aristocratic ways who wanted the
-city ruled by the few.</p>
-
-<div class="figcenter" style="width: 316px;">
-<img src="images/i_460a.jpg" width="316" height="540" alt="" />
-<div class="caption"><p>HEAD OF PERICLES</p>
-
-<p><em>After the original in the
-British Museum</em></p></div>
-</div>
-
-<p>Cimon was the leader of the aristocracy. The people
-of Athens voted to banish him. But after a time Pericles
-had him brought back to Athens. This shows how very
-kind-hearted Pericles was toward his
-great political enemy.</p>
-
-<p>For thirty years Pericles was the
-most popular man in Athens. He
-ruled the people kindly and well during
-this time.</p>
-
-<p>It was Pericles who made Athens
-the City Beautiful. When you are
-older you may read all about the
-many wonderful buildings and monuments
-he erected.</p>
-
-<p>The rule of Pericles had one bad
-result: He was so popular and had
-been the great man in the government
-so long that when he passed
-away there was no one who could take his place. The
-time in which he lived is often called the "Age of<span class="pagenum"><a name="Page_461" id="Page_461">[Pg 461]</a></span>
-Pericles." After his death history handed his high ideas
-on to Rome and the rest of the world. No doubt these
-ideas influenced the great men of Rome.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>SPREAD OF GREEK CIVILIZATION</h3>
-
-
-<div class="sidenote"><strong>The
-Greeks
-of Asia
-Minor</strong></div>
-
-
-<p><strong>271. The Old Wars of the Greeks.</strong> The once greatest
-enemies of the Greeks were the Persians, living in western
-Asia. The Persians conquered Asia Minor. Here on
-its coast the Greeks had planted many cities, and they
-naturally sent ships and soldiers to aid their kinsmen.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_461a.jpg" width="540" height="242" alt="" />
-<div class="caption"><p>AN ATHENIAN WAR GALLEY</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-battle of
-Marathon</strong></div>
-
-<p>The king of the Persians, Darius by name, whom we
-read about in the Bible, sailed with a great army across the
-sea to Greece. One hundred thousand Persians met ten
-thousand Greeks on the battlefield of Marathon. The
-Greeks won.</p>
-
-<p>The old folks and children among the Greeks waited
-for the news with breathless anxiety. The minutes grew
-into hours. At last they saw a runner coming. He was
-covered with dust. He had been on the battlefield and
-was running to tell the waiting people of the great victory.
-He dropped dead as he called out, "Victory!" He had
-run twenty-four miles!</p>
-
-<p><span class="pagenum"><a name="Page_462" id="Page_462">[Pg 462]</a></span></p>
-
-<p>Both Europe and America have celebrated the victory
-at Marathon by naming one of their races in the great
-Olympic contest the Marathon race.</p>
-
-<div class="sidenote"><strong>Xerxes'
-forces</strong></div>
-
-<p>Again, a new king, Xerxes, who reigned over Persia,
-decided to overthrow Greece. He gathered a vast host
-from forty-six tributary states. He also gathered a fleet
-greater than any Greece had.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_462a.jpg" width="540" height="261" alt="" />
-<div class="caption"><p>THE PERSIAN KING FLEEING IN THE BATTLE OF ISSUS</p></div>
-</div>
-
-<p>The city of Sparta gave three hundred brave soldiers.
-Their leader was Leonidas. The Persian army had to
-march along the narrow pass of Thermopylae that ran
-between high mountains and the sea. Here stood the
-brave Spartans. For two days Leonidas held the pass.
-Through a mountain road the Persians gained the rear
-of the Spartan army. But the Spartans did not retreat.
-Every Spartan fell fighting for his country. A noble
-example!</p>
-
-<div class="sidenote"><strong>The
-battle of
-Salamis</strong></div>
-
-<p>The Greek warships met the Persians in the Bay of
-Salamis and overthrew them completely. Xerxes took
-his army and hastened back to Persia. Asia might be
-ruled by tyrants but the Greeks were bound to be free.</p>
-
-<p><span class="pagenum"><a name="Page_463" id="Page_463">[Pg 463]</a></span></p>
-
-
-<p><strong>272. How Alexander Spread Greek Ideas.</strong> But these
-wonderful deeds were not all the Greeks were to do. We
-have seen Alexander come to the head of the Greek
-Empire. He had a wonderful army and resolved to teach
-the Persians a lesson or two as well as to spread Greek ideas.</p>
-
-<div class="sidenote"><strong>The
-march of
-the
-Greeks</strong></div>
-
-<p>Alexander's army was not large, but it was the best
-trained in the world. Think of the Macedonian phalanx!
-All the cities of Persia fell into his hands. Before he was
-thirty years old, southwestern Asia and Egypt recognized
-his rule. Alexandria, situated at the mouth of the Nile
-River, was founded by him. It became a center of Greek
-ideas and boasted the largest library in the Old World.</p>
-
-
-<p><strong>273. Why Alexander Failed.</strong> Alexander's army
-made its way to India. But its great general, now only
-thirty-two, was drunk with power. He even permitted
-the people he conquered to worship him as a god. He
-loved the wine-cup too well and was stricken with a fever
-and died.</p>
-
-<p>There was no one to take his place, but much that was
-finest and best in Greek life remained to the world.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Greece, a land of hills, mountains,
-plains, bays, and gulfs. <em>2.</em> Greeks traded and planted colonies.
-<em>3.</em> The deeds of Greek heroes. <em>4.</em> The great men of the newer
-Greece. <strong>5.</strong> The reason why the Persians attacked the Greeks.
-<strong>6.</strong> Marathon, Thermopylae, and Salamis. <em>7.</em> Alexander the
-Great, his father, his education, his army, and his victories.
-<strong>8.</strong> Spread of Greek ideas.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> See map for the boundaries of "Greater
-Greece." <em>2.</em> Name heroes among the ancient Greeks. Do
-you know of any others? <em>3.</em> What was their favorite story?
-<em>4.</em> What was the cause of the Trojan War? <em>5.</em> Who was Helen
-and for what was she famous? <em>6.</em> Who was Socrates? Plato?
-Aristotle? <em>7.</em> How is Aristotle connected with Columbus?<span class="pagenum"><a name="Page_464" id="Page_464">[Pg 464]</a></span>
-<em>8.</em> Who were the Persians? <em>9.</em> Why did they attack the Greeks?
-<em>10.</em> Name the great battles. <em>11.</em> How was Alexander able to
-beat the Persians in their own land? <em>12.</em> How did Alexander
-benefit the world in what he did?</p>
-
-<p><strong>Suggested Readings.</strong> Guerber. <cite>The Story of the Greeks</cite>;
-Hall, <cite>Life in Ancient Greece</cite>, <span class="smcap">II</span>, 166; Harding, <cite>Stories of Greek
-Gods, Heroes, and Men</cite>; Tappan, <cite>The Story of the Greek People</cite>;
-Yonge, <cite>Young Folks' History of Greece</cite>; Mace-Tanner, <cite>Old
-Europe and Young America</cite>, 24-73; Hall, <cite>Four Old Greeks</cite>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>WHEN ROME RULED THE WORLD</h3>
-
-
-<p><strong>274. Rome, the Eternal City.</strong> Italy looks like a big
-boot hanging from the Alps Mountains down into the
-Mediterranean Sea. "Sunny Italy," people call it.</p>
-
-<div class="sidenote"><strong>An old
-Roman
-myth</strong></div>
-
-<p>The ancient Romans all believed that their city,
-Rome, was founded by a hero called Romulus. He had
-a twin brother, Remus. A wicked uncle threw them
-while babies into a basket and set it adrift on the river
-Tiber. But the boys&mdash;so the story runs&mdash;were found
-by a she-wolf that nursed them until they became men,
-strong and cruel. With the aid of others as brave as
-himself, Romulus founded the city of Rome.</p>
-
-<div class="sidenote"><strong>How
-Rome
-was
-ruled</strong></div>
-
-
-<p><strong>275. Rome Becomes a Republic.</strong> Romulus was the
-first of six kings. The people drove out the sixth because
-he was cruel, and Rome became a republic. The republic
-was ruled by two men called "consuls," aided by the
-advice of great men called "senators." These senators
-were among the wisest men in the Old World.</p>
-
-
-<p><strong>276. Stories of Roman Heroes.</strong> The people of
-Rome, like the Greeks, had their tales of what the
-bold heroes of olden times had done.</p>
-
-<div class="sidenote"><strong>Horatius
-saves
-Rome</strong></div>
-
-<p>One of the most famous stories is about a hero named
-Horatius. The Romans sent for him to lead their soldiers
-against the last king, who was trying to get back the<span class="pagenum"><a name="Page_465" id="Page_465">[Pg 465]</a></span>
-Roman throne. Bold Horatius took his stand on a narrow
-bridge leading across the Tiber to the city. Here he met
-the enemy, and defended the bridge with only his good
-sword until the Roman soldiers broke down the bridge
-behind him. When the bridge fell, he plunged into the
-fast rolling stream and swam ashore.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_465a.jpg" width="540" height="407" alt="" />
-<div class="caption"><p>THE PANTHEON, A ROMAN TEMPLE DEDICATED TO ALL THE GODS</p></div>
-</div>
-
-<div class="sidenote"><strong>The
-story of
-Cincinnatus</strong></div>
-
-<p>The story that American boys and girls like best, perhaps,
-is one the Romans never tired of telling their
-children. It is about an old farmer-soldier named
-Cincinnatus. Rome's enemies were knocking at the very
-doors of the "Eternal City." The Romans called for
-Cincinnatus to head the army. They found him ploughing
-on his little farm. He left his plough and oxen in
-the field, took command of the Roman army, and by a
-night attack completely defeated the enemy. He was the
-most popular man in Rome and could have held any office
-in the government. But he returned to his plow as if
-nothing had happened.</p>
-
-<p><span class="pagenum"><a name="Page_466" id="Page_466">[Pg 466]</a></span></p>
-
-<div class="figcenter" style="width: 483px;">
-<img src="images/i_466a.jpg" width="483" height="540" alt="" />
-<div class="caption"><p>SAVAGE GAULS AND THEIR WEAPONS</p></div>
-</div>
-
-<p>George Washington is often called the American
-Cincinnatus, for he, too, at the close of our Revolution,
-laid down his arms and
-went to live on his farm on
-the banks of the Potomac.</p>
-
-<div class="sidenote"><strong>How the
-common
-people
-gained
-new
-rights</strong></div>
-
-
-<p><strong>277. The First Battle
-between Rich and Poor.</strong>
-A fierce war between the
-rich and poor threatened to
-destroy the republic itself.
-The rich were selfish and
-thought they should have
-all the power. After a long
-struggle the poor gained
-some political rights by all
-moving to a sacred hill and beginning to build a rival city.
-The rich gave in and the poor in Rome had a right to
-choose a man who could raise his hand in the assembly
-and say: "I forbid," which he did by using the Latin
-word, "veto." This is where we get our word "veto."</p>
-
-
-<p><strong>278. The People Called Gauls Take Rome.</strong> For many
-years the Romans quarreled among themselves. How
-could they defend Rome from the great bands of brave
-and fierce people who swarmed down from the North?
-These were the Gauls. They were very large men who
-dressed in skins of beasts. They defeated the Romans,
-burned their cities, and murdered the people.</p>
-
-<div class="sidenote"><strong>Gauls
-become
-Romans</strong></div>
-
-<p>After a time the Gauls lived among the Romans and
-finally became so mixed with them you could hardly tell
-them apart. They all became Romans, and Rome was then
-united and strong. The natural result was that Rome
-conquered all the other tribes or peoples living in Italy.</p>
-
-<p><span class="pagenum"><a name="Page_467" id="Page_467">[Pg 467]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>HANNIBAL TRIES TO CONQUER ROME</h3>
-
-
-<div class="figcenter" style="width: 391px;">
-<img src="images/i_467a.jpg" width="391" height="540" alt="" />
-<div class="caption"><p>HANNIBAL'S ARMY CROSSING THE ALPS</p></div>
-</div>
-
-<div class="sidenote"><strong>A Phoenician
-colony</strong></div>
-
-
-<p><strong>279. Carthage the Rival of Rome.</strong> Just as Persia was
-the rival of Greece, so Carthage was the rival of Rome.
-Carthage had been settled by the Phoenicians, the traders
-of the ancient world. Carthage, the richest of their colonies,
-was just across the Mediterranean from Rome. In
-the days of her greatest power Carthage was said to have
-nearly a million people. Rome and Carthage quarreled
-about the island
-of Sicily, lying
-midway between
-them, and Rome
-was successful
-in driving her
-enemy out of the
-island. The great
-Carthaginian
-general, Hannibal,
-when only a boy
-took a solemn
-oath to carry on
-war with Rome
-without ceasing.
-When he later
-became a famous
-general he still
-remembered his
-oath against
-Rome. He gathered
-a mighty
-army from all Carthaginian colonies as well as from the
-homeland. Soldiers came from all parts of Spain and Gaul.<span class="pagenum"><a name="Page_468" id="Page_468">[Pg 468]</a></span>
-From Africa came the finest body of cavalry in the world.
-The strangest part of the body was a long line of war elephants
-driven by
-their riders to
-trample down the
-Roman soldiers
-and to break
-their solid lines.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_468a.jpg" width="540" height="478" alt="" />
-<div class="caption"><p>ROMANS PLOWING THE GROUND WHERE
-CARTHAGE HAD STOOD</p></div>
-</div>
-
-<p>The army came
-together in Spain
-and marched over
-the mighty Alps
-into Italy. Their
-march was slow
-and hard. There
-were no roads at
-all through the
-mountains. The army was often attacked by people
-living in the mountains who hurled huge stones upon it.</p>
-
-<p>After five months the army finally reached the plains
-of Italy, though hundreds of brave soldiers had been lost.</p>
-
-<p>Rome was stirred to her depths. A great army was
-raised to meet the Carthaginians. But Rome had no
-general like Hannibal. For fifteen years he remained
-in Italy, defeating every general sent against him.</p>
-
-<div class="sidenote"><strong>How
-Hannibal
-made
-war</strong></div>
-
-<p>Hannibal's greatest victory was on the field of Cannae.
-Rome raised a mighty army, 86,000 men. Hannibal
-had only 50,000, but he had faith in his veterans,
-especially in the African horsemen. He arranged his
-troops so that his center gave way easily. When the
-Romans thought victory near, Hannibal's heavy troops on
-each wing attacked them from both sides and his African<span class="pagenum"><a name="Page_469" id="Page_469">[Pg 469]</a></span>
-horsemen struck them in the rear. The Romans lost in
-killed and wounded 70,000 men.</p>
-
-<p>The Romans hit upon the plan of sending an army to
-attack Carthage. Hannibal had to rush his troops home
-to save his beloved city. In the great battle of Zama
-Hannibal was defeated and Carthage fell.</p>
-
-<div class="sidenote"><strong>The fate
-of Carthage</strong></div>
-
-<p>Rome would not permit a rival, so she wholly destroyed
-Carthage, her great fleets of ships, her hoards of money,
-her stores of goods and her great buildings. It is said
-that Romans sowed salt where Carthage once stood so
-that nothing might ever grow there.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>ROME CONQUERS THE WORLD BUT GROWS WICKED</h3>
-
-
-<p><strong>280. How Rome Came to Win Victories.</strong> The wars
-made great soldiers out of the Romans, who, now that
-they had trained generals, began to conquer all the nations
-about them. They invaded Macedonia, Greece, Asia,
-and Africa, destroying the mighty nations which had
-grown out of the work of Alexander the Great.</p>
-
-<div class="sidenote"><strong>How the
-Romans
-defeated
-the
-phalanx</strong></div>
-
-<p>How do you suppose the Romans defeated the Macedonian
-phalanx? The Roman generals planned the battle
-with the Macedonians so that it always occurred in a forest
-or on rough broken ground where the phalanx could not
-stand in solid columns. With the phalanx already in
-disorder the Romans charged and defeated them easily.</p>
-
-<div class="sidenote"><strong>Roman
-slaves</strong></div>
-
-
-<p><strong>281. The Effect on the Romans.</strong> Long before the
-Romans began to conquer other nations they were a
-simple farmer-like people living by raising grain and
-horses and cattle and sheep. But as soon as they began
-to conquer other nations many of the Romans grew proud
-and haughty. A great many grew rich from what they
-took from the defeated nations. Hundreds of Romans<span class="pagenum"><a name="Page_470" id="Page_470">[Pg 470]</a></span>
-who had been small farmers now lived on great farms.
-On these farms or plantations the work was done by
-slaves, who were prisoners taken in battle. Some of these
-slaves were rude men taken in wars against half-savage
-people. Others, like the Greeks, were well educated,
-and really knew more than their masters. Those who
-belonged to this class of slaves were treated kindly and
-often played the part of tutors to the children of their
-rich masters.</p>
-
-
-<p><strong>282. The Rich and Poor Quarrel Again.</strong> The rich
-men oppressed the poor in many ways. A great many
-poor went to Rome to live because they found it hard to
-make a living on their little farms. Then, too, the great
-city was full of interesting doings. Besides, the city
-did not permit her poor to starve. Great shiploads of
-grain were brought from Egypt to feed them.</p>
-
-<div class="sidenote"><strong>The
-Gracchi</strong></div>
-
-<p>In Rome at this time there lived two brothers called the
-Gracchi. They were both great orators and rose to high
-positions in Rome. They saw their city was in a bad
-way on account of the many poor that were flocking to it.</p>
-
-<p>The Gracchi tried to change this by taking away from
-the very rich landowners a part of their land and giving
-it to the poor. The Gracchi wanted to make farmers
-out of the poor. This plan roused the anger of the rich.
-They raised riots against the brothers and both men were
-killed. Rome never forgot the Gracchi, and even in our
-time they are looked upon as noble men laboring for the
-good of their country.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> What Italy looks like on the map. <em>2.</em>
-Romulus and Remus. <em>3.</em> The founding of Rome; the six kings.
-<em>4.</em> A republic with "consuls" and "senators." <em>5.</em> The story<span class="pagenum"><a name="Page_471" id="Page_471">[Pg 471]</a></span>
-of Horatius; of Cincinnatus. Our Cincinnatus. <em>6.</em> The first
-quarrel, and the removal to the second hill. <em>7.</em> The capture
-of Rome by the Gauls; the Gauls become Romans. <em>8.</em> Rome
-and Carthage rivals. <em>9.</em> Quarrel over Sicily. <em>10.</em> Hannibal
-takes a great oath. <em>11.</em> Hannibal's army. <em>12.</em> How it reached
-Italy and how long it remained. <em>13.</em> Hannibal's victory at
-Cannae. <em>14.</em> The Romans invade Carthage and defeat Hannibal
-at Zama. <em>15.</em> How Rome defeated the phalanx. <em>16.</em>
-Romans before conquests a simple people. <em>17.</em> Effect on the
-Romans of conquering the world. <em>18.</em> Second great contest
-between rich and poor. <em>19.</em> The Gracchi to the rescue. <em>20.</em>
-Death of the Gracchi and why they are remembered.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Why did the Romans believe the
-story of Romulus and Remus? <em>2.</em> Tell the story of Horatius
-and Cincinnatus. Which do you like best? <em>3.</em> Tell the
-origin of the word "veto." <em>4.</em> Who was Hannibal and how
-could he stay so long in Italy with his army? <em>5.</em> Who built
-Carthage? <em>6.</em> Describe the battle of Cannae. <em>7.</em> Why did
-the Romans scatter salt over the ground where Carthage stood?
-<em>8.</em> How did Rome overcome the Macedonian phalanx? <em>9.</em>
-What bad effect did the world conquest have upon Rome?
-<em>10.</em> Tell the story of the Gracchi.</p>
-
-<p><strong>Suggested Readings.</strong> Tappan, <cite>The Story of the Roman
-People</cite>, 1-122; Yonge, <cite>Young Folks' History of Rome</cite>, 13-202;
-Harding, <cite>The City of the Seven Hills</cite>, 7-165; Lang, <cite>The Red
-Book of Heroes</cite>, 43-94; Guerber, <cite>The Story of the Romans</cite>; Mace-Tanner,
-<cite>Old Europe and Young America</cite>, 74-93.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE ROMAN REPUBLIC BECOMES THE ROMAN EMPIRE</h3>
-
-
-<div class="sidenote"><strong>Conditions
-that
-favored
-Caesar</strong></div>
-
-
-<p><strong>283. The Rise of Julius Caesar.</strong> When a country is
-torn by quarrels between rich and poor, very often some
-great man rises, seizes the government, and rules the
-country himself. He may use the army in compelling all
-parties to submit quietly to his rule. So it was in Rome.</p>
-
-<p>Caesar was "tall and erect, with hooked nose, and
-piercing glance." He made the common people believe
-him to be their friend. They probably thought that he
-was another Gracchus.</p>
-
-<p><span class="pagenum"><a name="Page_472" id="Page_472">[Pg 472]</a></span></p>
-
-<div class="sidenote"><strong>Governor
-of Gaul</strong></div>
-
-
-<p><strong>284. Caesar Governor of Gaul.</strong> Caesar was chosen
-consul, and then later made governor of Gaul. In Gaul
-the people were half savage and were constantly fighting.</p>
-
-<p>They made friends with Caesar because he helped them
-defeat the Germans. The Germans were carrying fire
-and sword into Gaul until Caesar put them to rout.</p>
-
-<div class="sidenote"><strong>War
-with the
-Gauls</strong></div>
-
-<p>Caesar now decided that he must conquer all the country
-of the Gauls. He called for more of the Roman
-legions, such as had defeated the Macedonian phalanx.
-One after another the tribes of Gaul were overcome.
-Then suddenly, when Caesar least expected it, the Gauls
-rose as one man and defeated the Romans. But Caesar
-would not give up. He finally defeated the Gauls and sent
-their great leader a prisoner to Rome.</p>
-
-<div class="figcenter" style="width: 437px;">
-<img src="images/i_472a.jpg" width="437" height="540" alt="" />
-<div class="caption"><p>ROMAN REMAINS IN GREAT BRITAIN</p>
-
-<p><em>The Lighthouse, Dover Castle</em></p></div>
-</div>
-
-
-<p><strong>285. His Invasion of England.</strong> The Britons were
-kinfolk of the Gauls and had sent them help in the fight
-against Caesar. The Britons were also half savage, and
-Caesar resolved to make them feel
-the power of Rome. But Caesar
-found the Britons ready for him
-when his ships tried to land his
-soldiers. The Britons, though
-bravely fighting for native land,
-were finally defeated.</p>
-
-<p>Caesar made two invasions into
-England, but when his soldiers
-were needed at home, he withdrew.</p>
-
-<div class="figcenter" style="width: 288px;">
-<img src="images/i_473a.jpg" width="288" height="540" alt="" />
-<div class="caption"><p>JULIUS CAESAR</p></div>
-</div>
-
-<div class="sidenote"><strong>Trouble
-at home</strong></div>
-
-
-<p><strong>286. He Crosses the Rubicon.</strong>
-There were other great generals
-in Rome and they now became jealous of Caesar's
-many victories and of his popularity. They prepared
-to punish him. But Caesar was too quick for them. He<span class="pagenum"><a name="Page_473" id="Page_473">[Pg 473]</a></span>
-marched his army rapidly into Italy until he reached a
-little stream called the Rubicon. To cross this stream
-meant war&mdash;victory or defeat. He
-stood awhile&mdash;so the story runs&mdash;in
-deep study. "The die is cast," said
-Caesar, and plunged into its waters.</p>
-
-
-<p><strong>287. Caesar the Ruler of Rome.</strong>
-Caesar's enemies fled from Rome, so
-quickly did he come. He now held
-the great city in his hands. He followed
-his enemies and defeated them
-in a great battle. Other armies were
-raised against him, but he was the
-final victor. He sent a famous dispatch
-to Rome: "I came, I saw, I
-conquered." Julius Caesar was now
-master of the civilized world.</p>
-
-<div class="sidenote"><strong>The plot
-against
-Caesar</strong></div>
-
-<p>But in ruling the world Caesar had changed Rome from
-a republic into an empire. Many good Roman nobles
-could never forget that fact. Caesar planned to give
-Rome a good government. He was in many ways a wise
-ruler. Still many people could not forgive him. So those
-who believed Rome should still be a republic and others
-who were merely jealous of him, planned to kill him. As
-he came into the Senate Hall one day they stabbed him.</p>
-
-<p>But the death of Rome's greatest man did not set her
-free. Another and a worse tyrant ruled Rome.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>WHAT ROME GAVE TO THE WORLD</h3>
-
-
-<div class="sidenote"><strong>How
-Rome
-ruled</strong></div>
-
-
-<p><strong>288. Great Lawmakers and Governors.</strong> Of all
-the ancient nations Rome was the most famous in
-establishing laws in regard to the ownership of property<span class="pagenum"><a name="Page_474" id="Page_474">[Pg 474]</a></span>
-and in regard to the way men should act toward one
-another.</p>
-
-<p>Her consuls and senators were men skillful in planning
-laws not only for Rome but for the nations which she had
-conquered.</p>
-
-<div class="sidenote"><strong>The
-Colosseum</strong></div>
-
-
-<p><strong>289. Romans Were Great Builders.</strong> The buildings
-of Greece were beautiful but those of Rome were large
-and strong. The Colosseum, built as a place of entertainment
-for the people, was a gigantic affair seating
-87,000 people. In this were held fights between gladiators,
-men trained to kill each other, and between men
-and wild beasts. The effect was to make the Romans
-lovers of such cruel sports.</p>
-
-<p>Other famous buildings put up by the Romans were
-the Forum and the Pantheon. You may see remains of
-these now in Rome. They are visited by hundreds of
-Americans every year.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_474a.jpg" width="540" height="332" alt="" />
-<div class="caption"><p>ROMAN BRIDGE AND AQUEDUCT NEAR NIMES, FRANCE</p></div>
-</div>
-
-<div class="sidenote"><strong>Roman
-roads</strong></div>
-
-<p>The Romans also built wonderful roads in all parts of
-the empire for the use of armies and for travel and trade.
-Some of these
-roads are still
-used. They
-built strong
-bridges over
-the rivers and
-erected aqueducts
-in different
-parts of the
-empire. These
-Roman aqueducts
-brought good, pure water from the hills to supply
-the needs of the townspeople.</p>
-
-<p><span class="pagenum"><a name="Page_475" id="Page_475">[Pg 475]</a></span></p>
-
-
-<p><strong>290. The Romans Gave a Literature to the World.</strong>
-Not all Romans were educated. All boys and girls did
-not then go to school, as they do in America. Only the
-sons of the well-to-do could become educated.</p>
-
-<div class="sidenote"><strong>Classic
-Roman
-writers</strong></div>
-
-<p>Rome became famous for her great writers. Even
-Julius Caesar found time to write the story of his war
-against the Gauls. High school boys and girls read
-Caesar's <em>Commentaries</em>. There was Vergil, a great poet,
-who told the story of how the Greeks beat the Trojans.
-Vergil made these Greek heroes the ancestors of the
-Romans. Horace was another of Rome's great poets.
-He amused the Romans "by his genial and quiet humor."
-But Cicero was the great orator of Rome. His voice went
-ringing down the senate halls as he challenged Catiline,
-who had plotted to overthrow the republic.</p>
-
-
-<p><strong>291. Rome Prepared the Way for the Spread of
-Christianity.</strong> When Rome seemed sunk in wickedness
-there came out of Palestine the story of Jesus. His
-disciples were carrying the glad news everywhere over
-the empire. Paul, the most learned of these followers of
-Christ, carried the story to Greece and to Rome.</p>
-
-<div class="sidenote"><strong>Early
-Christian
-martyrs</strong></div>
-
-<p>The emperors tried to stamp out the new religion, but
-the more they opposed the more it grew. Hundreds of
-Christians perished holding firm to the faith. Many were
-destroyed by wild beasts in the Colosseum before the eyes
-of thousands of Romans. But the new religion appealed
-to many, and especially to the poorer classes. The
-Emperor Constantine (305 A. D.) soon accepted the new
-religion and gave it protection. It then spread rapidly.
-Priests were sent into the villages to preach and to set
-up churches. Above the priest was a bishop in charge
-of all the churches in a district or province.</p>
-
-<p><span class="pagenum"><a name="Page_476" id="Page_476">[Pg 476]</a></span></p>
-
-<p>The government of the new church was formed like that
-of the empire and became strong. Other religions were
-driven out. In time the many offices of the empire were
-in the hands of the priests or under their influence. Many
-years later these two governments of the church and the
-empire quarreled over their rights to rule the people.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE DOWNFALL OF ROME</h3>
-
-
-<div class="sidenote"><strong>How the
-Teutonic
-tribes
-lived</strong></div>
-
-
-<p><strong>292. The Coming of the Huns and Teutons.</strong> North
-of the Alps, beyond the Danube and the Rhine, and
-between the North Sea and the Black Sea, was a vast
-region of wild lands. Here the German or Teutonic tribes
-had lived for hundreds of years. They had made little
-advance in ways of living. They still dwelt in poor
-villages. They loved to fight, or waste their time in
-idleness and feasts. They were noted for their love of
-liberty and pure family life. At the time of the invasions
-(4th century) they were learning to live in towns, to
-unite in confederations, and to be ruled by elected kings.
-They had so increased in numbers that more land was
-needed to afford them a living. This was the main
-cause of their moving south to the Roman frontiers.</p>
-
-<div class="sidenote"><strong>Gradual
-coming
-of the
-Germans</strong></div>
-
-<p>For three hundred years the Germans were restless in
-their northern homes. But the Roman armies were
-strong enough to keep them beyond the Danube. Some
-had come over as soldiers in the Roman legions. By 330
-half the troops were German. Some of the more peaceful
-Germans were allowed to make settlements within the
-empire. Other Germans came in as slaves, but mainly
-to work on the farms.</p>
-
-<p>By the end of the fourth century after Christ the
-Romans had become too weak to keep the Germans back.</p>
-
-<p><span class="pagenum"><a name="Page_477" id="Page_477">[Pg 477]</a></span></p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_477a.jpg" width="540" height="306" alt="" />
-<div class="caption"><p>THE COMING OF THE HUNS</p>
-
-<p><em>From a print after the painting by Ulpiano Checa</em></p></div>
-</div>
-
-<div class="sidenote"><strong>Battle of
-Chalons</strong></div>
-
-<p>But the Germans were gentle compared with the fierce
-Huns from Asia who made the next great invasion
-into Europe. And
-under their terrible
-chief, Attila,
-they swept over
-Europe like firebrands,
-laying
-waste all they
-could not carry
-away. At last
-the Germans and
-the Romans united and defeated the Huns at Chalons
-(451). The Huns moved eastward, passed through northern
-Italy, and soon reëntered Asia. Europe was saved.</p>
-
-
-<p><strong>293. End of the Empire.</strong> Other German tribes
-entered the empire, took possession of the lands, and even
-formed governments under their chiefs. In a quarrel
-over lands the German troops removed the Roman emperor
-and declared their chief, Odoacer, king (476). This
-marks the end of the Roman Empire and the rise of the
-kingdom of Italy, though the present United Kingdom,
-formed after centuries of division, among small, jealous
-city states, is only sixty years old.</p>
-
-<p>Other invasions went on for many years. Europe was
-in disorder and confusion for nearly four hundred years.
-It was a time of seeding, when the rough, brave, liberty-loving
-German peoples were intermarrying with the
-Greeks and Romans and learning from them the finer
-ways of living. From this fusion a new society was built
-on the ruins of the old, as shown in the nations of Italy,
-France, and Spain.</p>
-
-<p><span class="pagenum"><a name="Page_478" id="Page_478">[Pg 478]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE ANGLES AND SAXONS IN GREAT BRITAIN</h3>
-
-
-<p><strong>294. The Britons.</strong> There were already two groups of
-people in these islands. Under the rule of the Romans
-one group, the Britons, had been weakened as fighters.</p>
-
-<div class="sidenote"><strong>Britons
-fight
-among
-themselves</strong></div>
-
-<p>Rome called her legions out of Britain to fight the
-Germans. This left the Britons without good soldiers
-to keep order and the tribes began fighting one another.
-One tribe, the Britons proper, invited bands of Jutes from
-Denmark (449) to help them. After the Britons had
-forced back their enemies the Jutes refused to go away.
-They took possession of the land, making it their home.</p>
-
-<div class="sidenote"><strong>Where
-the name
-England
-came
-from</strong></div>
-
-
-<p><strong>295. Coming of the Anglo-Saxons.</strong> Other German
-tribes, chiefly the wild Angles and Saxons, now came over
-from Europe. The new tribes soon brought the Britons
-under their rule. They gave their names to the land
-they had taken&mdash;Angle land or England. The Angles
-and Saxons are the forefathers of the "English" people.
-The Britons who would not submit were driven into the
-lands to the west known as Wales, and became the "Welsh."</p>
-
-
-<p><strong>296. Rome Brings Christianity to the Germans.</strong>
-When the western Roman Empire passed away in 476,
-the church remained the only strong central government
-in all that vast territory. It acted as a steady light
-when all about was dark and changing. Its priests came
-to be the only educated class, giving it great influence.</p>
-
-<div class="sidenote"><strong>Clovis,
-king of
-the
-Franks,
-converted</strong></div>
-
-<p>Even before the invasions began, missionaries went
-among the German tribes on the frontiers to preach the
-religion of Christ. Many of the Germans had accepted
-the new religion either before or soon after entering Roman
-territory. Clovis, king of the Franks, was influenced
-by his Christian wife to accept the new religion.
-His army followed, and was baptized with its leader.</p>
-
-<p><span class="pagenum"><a name="Page_479" id="Page_479">[Pg 479]</a></span></p>
-
-<div class="sidenote"><strong>England
-becomes
-Christian</strong></div>
-
-<p>Missionaries under Augustine were sent from Rome to
-England. Through their earnest preaching and noble
-living the king of Kent and his followers accepted the new
-religion. A church was built at Canterbury. Others
-carried on the work until all England had accepted
-Christianity. Other missionaries went to the northern
-Germans, and many of these people became Christians.</p>
-
-<p>These early missionaries were mostly monks. Their
-homes (monasteries) were like small settlements among
-the people. They not only preached the new religion,
-but showed people better ways of farming and living.
-In their schools, they taught people to read and write.</p>
-
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>CHARLES THE GREAT, RULER OF THE FRANKS</h3>
-
-<div class="figcenter" style="width: 464px;">
-<img src="images/i_479a.jpg" width="464" height="540" alt="" />
-<div class="caption"><p><em>After an engraving in Green's History of England</em></p>
-
-<p>WORK COPYING MANUSCRIPT, 1200 A. D.</p></div>
-</div>
-
-
-<p><strong>297. Charlemagne.</strong> While the Germans were still
-moving into the Roman
-Empire the Franks had
-set up a government
-under Clovis. They had
-become Christians and
-lived on friendly terms
-with the church. They
-grew strong and settled
-down to a more orderly
-and quiet way of living.
-Their first great king,
-Charles Martel, the
-Hammer, checked the
-invasion of the Mohammedans
-at Tours (732),
-and again Europe and Christianity were saved. But the
-greatest of all the leaders of the Franks was Charlemagne,<span class="pagenum"><a name="Page_480" id="Page_480">[Pg 480]</a></span>
-the grandson of Charles Martel, for he was not only
-a great conqueror but a wise and able ruler.</p>
-
-<div class="figcenter" style="width: 391px;">
-<img src="images/i_480a.jpg" width="391" height="540" alt="" />
-<div class="caption"><p>CHARLES THE GREAT AT THE SCHOOL OF
-THE PALACE</p></div>
-</div>
-
-<p>Charlemagne, or
-Charles the Great, was
-by far the most
-famous man of his
-time. He seemed to
-be a happy fusion of
-Germanic strength and
-Roman learning. He
-was tall and strong,
-with large, bright eyes,
-fair hair, and a face
-round and laughing.
-He exercised much,
-riding, hunting, and
-swimming. He liked
-the Frankish costume:
-"... next to his
-skin a linen shirt and
-linen breeches, and
-above these a tunic fringed with silk; while hose fastened
-by bands covered his lower limbs, and shoes his feet,
-and he shielded his shoulders and chest in winter by a
-close-fitting coat of otter or marten skin. Over all he
-cast a blue coat: always too he had a sword girt about
-him."</p>
-
-<div class="sidenote"><strong>Character
-of
-Charles</strong></div>
-
-<div class="sidenote"><strong>The
-School
-of the
-Palace</strong></div>
-
-<p>Charles ate and drank with care, never taking too
-much of either food or drink. During his meals his
-attendants entertained him with reading and music. He
-liked the stories and deeds of the olden time and the books
-of Augustine. He was a good speaker, easily understood.<span class="pagenum"><a name="Page_481" id="Page_481">[Pg 481]</a></span>
-He loved learning, but had little education himself.
-He had the famous School of the Palace in his own home
-to educate his own children and those of the nobles. Wise
-teachers like Peter of Pisa, and Alcuin of England were
-brought to his court. He helped the priests in their study
-and in building schools. Charles loved the church and
-gave much to aid its educational and religious work.
-He really brought learning to the people.</p>
-
-<div class="sidenote"><strong>Charlemagne's
-wars</strong></div>
-
-<p>Charles the Great was for three years ruler with his
-father (768-771), then sole ruler until 814. His kingdom
-was surrounded on all sides by fierce enemies. Most of
-his long rule was taken up in fighting the wild Germans
-to the north and east, the Arabs in Spain, or the Lombards
-and others to protect the church in Italy. He was a
-great warrior. Before his death he had brought most of
-western Europe under his rule.</p>
-
-<div class="sidenote"><strong>Crowned
-Emperor
-of Rome</strong></div>
-
-
-<p><strong>298. The Crowning of Charlemagne.</strong> So successful
-was he that it seemed the Roman Empire was again to
-live in the memories of men. God was surely with him.
-How simple it then seemed to bestow the symbol of divine
-blessing upon Charles! On Christmas day, 800, Charles
-was in Rome. And on that sacred day of the Christians
-he entered the great church and knelt in prayer before
-the altar. In that solemn moment the pope, as the
-messenger on earth of God, quietly stepped to where
-Charles was kneeling. Lifting the crown which he held
-in his hands, he placed it upon the head of the king of the
-Franks and proclaimed him Emperor of Rome (800).
-What glorious memories it must have brought to the
-thousands gathered there! In their joy they cried out:
-"Long life and victory to the mighty Charles, the great
-and pacific emperor of the Romans, crowned of God!"</p>
-
-<p><span class="pagenum"><a name="Page_482" id="Page_482">[Pg 482]</a></span></p>
-
-<div class="sidenote"><strong>How he
-governed</strong></div>
-
-
-<p><strong>299. The Ruler Charlemagne.</strong> Charles was a great
-ruler as well as soldier. He divided his territory into
-districts over each of which a count ruled. An army
-officer cared for all military matters. At certain times
-inspectors passed over the several districts. These three
-officers reported directly to Charles and were checks on
-the conduct of each other.</p>
-
-<div class="sidenote"><strong>His just
-laws</strong></div>
-
-<p>Some of the orders which he sent to his officers show how
-great and just a ruler he was. He orders that "all shall
-live entirely in accordance with God's precept, justly and
-under a just rule, and each one shall be admonished to
-live in harmony with his fellows." Let no one "do injury
-to the churches of God, or to the poor, or the widows, or
-the wards, or any Christian." He then lays down the
-rules of living for the clergy, nuns, bishops, and other
-church officers, that their lives may be holy and their
-influence good.</p>
-
-<p>He wanted to see justice done all over his kingdom&mdash;to
-the poor as well as to the rich. Wonderful stories, some
-true, have been woven about the name of the great
-emperor.</p>
-
-<div class="sidenote"><strong>Why his
-empire
-fell</strong></div>
-
-<p>He built up a great empire, but it was too great to live
-long. There were too many races with different ways of
-living, and the provinces were too far apart. When the
-strength and wisdom of his hand and head passed away in
-death, the great empire began to crumble and fall apart.</p>
-
-
-<p>SUGGESTIONS INTENDED TO HELP THE PUPILS</p>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> Julius Caesar takes the popular side.
-<em>2.</em> Governor of Gaul. <em>3.</em> Conquest of Gaul and the Germans.
-<em>4.</em> Caesar invades Britain. <em>5.</em> Crosses the Rubicon and becomes
-ruler of the Roman Empire. <em>6.</em> Why he was assassinated.
-<em>7.</em> What Rome gave to the world. <em>8.</em> Rome famous
-for its wonderful buildings and roads. <em>9.</em> Her great literature.<span class="pagenum"><a name="Page_483" id="Page_483">[Pg 483]</a></span>
-<em>10.</em> How Rome prepared the way for Christianity. <em>11.</em> Coming
-of the Huns and Teutons marks the downfall of Rome.
-<em>12.</em> The removal of the Roman emperor and Odoacer made
-king. <em>13.</em> Anglo-Saxons in Britain. <em>14.</em> Rome takes Christianity
-to the Germans. <em>15.</em> Charles the Great. <em>16.</em> The Palace School.
-<em>17.</em> The crowning of Charlemagne.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Who was Julius Caesar? <em>2.</em> What
-did he do to make people remember him? <em>3.</em> Why did good
-men join in murdering him? <em>4.</em> Name the different things
-given to the world by Rome? <em>5.</em> Explain how Rome helped
-Christianity. <em>6.</em> Who were the Huns and the Teutons? <em>7.</em>
-Tell about the following in Charlemagne's career: (1) The
-battle of Tours; (2) How Charlemagne looked and dressed;
-(3) His Palace School; (4) How he ruled the Franks; (5) How
-he was crowned; (6) Why his empire crumbled at his death.</p>
-
-<p><strong>Suggested Readings.</strong> Tappan, <cite>The Story of the Roman
-People</cite>, 123-237; Harding, <cite>The City of the Seven Hills</cite>, 184-211;
-Yonge, <cite>Young Folks' History of Rome</cite>, 229; Clarke, <cite>The
-Story of Caesar</cite>; Guerber, <cite>The Story of the Romans</cite>.</p></div>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE COMING OF THE NORTHMEN</h3>
-
-
-<div class="sidenote"><strong>The
-vessels
-of the
-Northmen</strong></div>
-
-<div class="sidenote"><strong>Movements
-of the
-Northmen</strong></div>
-
-
-<p><strong>300. The Vikings or Sea-Rovers.</strong> The Northmen
-lived in the lands of Denmark, Norway, and Sweden.
-They lived on the inlets of the ocean, or viks, and were
-called "vikings." Their boats were long, and each one
-had a high prow with the head of a dragon or other
-fierce-looking animal upon it. They drove their vessels by
-sail or oar. Often there were as many as fifty rowers in a
-boat, their bright shields hanging over the sides. When
-the sun shone on them they looked like great moving
-lights. The Northmen were great sea-rovers and pirates.</p>
-
-<div class="figcenter" style="width: 421px;">
-<img src="images/i_484a.jpg" width="421" height="540" alt="" />
-<div class="caption"><p>THE LANDING OF LEIF ERICSON IN AMERICA</p></div>
-</div>
-
-<p>In the eighth and ninth centuries these Northmen or
-Norsemen began moving out in great bands. Some overran
-the northern part of France and settled on the river
-Seine. They were called "Normans," and this region is
-now Normandy. Others sailed to the west and founded<span class="pagenum"><a name="Page_484" id="Page_484">[Pg 484]</a></span>
-Iceland and Greenland. And their "sagas" or records tell
-us that Leif Ericson and his men even sailed as far
-as the coast of North
-America, although the
-settlements they made
-then did not prove to
-be lasting.</p>
-
-<div class="sidenote"><strong>The
-conquest
-of
-England</strong></div>
-
-<p>The Northmen, called
-Danes by the English,
-had made many attacks
-on the coasts of England.
-Now they came
-in armies to take the
-land for homes. As they
-were heathen they took
-the riches from the
-churches and slew the
-priests. They captured
-place after place, driving
-the English before them, until the greater part of England
-fell into their hands. Young Alfred, king of Wessex,
-finally forced them to stop. While he drove them back
-some distance, he could not make them leave England.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>ALFRED THE GREAT</h3>
-
-
-<div class="sidenote"><strong>Childhood
-of
-Alfred</strong></div>
-
-
-<p><strong>301. Alfred the Boy.</strong> Alfred was born in 849. His
-mother was a good woman who gave much time and
-care to her children. Alfred learned early to read and
-to love books. A story is told of how Alfred won a beautiful
-book as a prize from his mother for learning to read
-it sooner than the other children. He spent much time
-in learning about wise men, in order to become wise himself.</p>
-
-<p><span class="pagenum"><a name="Page_485" id="Page_485">[Pg 485]</a></span></p>
-
-<div class="sidenote"><strong>Alfred
-fights the
-Danes</strong></div>
-
-<p>As he grew older he found other serious work to do. He
-aided his brother Ethelred, king of Wessex, to give battle
-to the Danes, who were moving south. In one battle
-Alfred led the English "with the rush of a wild boar,"
-and defeated the Danes. Later the Danes drove them
-back and killed the English king. Alfred now became
-king of Wessex (871).</p>
-
-<div class="sidenote"><strong>The
-story of
-the cakes</strong></div>
-
-
-<p><strong>302. Alfred as King.</strong> Soon after Alfred became king
-his army was beaten and his men fled. With a little band
-of followers he hid in the marshes and there built a fort
-on an island. A story is told of how he was lost while
-wandering alone, and asked for shelter at the hut of a
-herdsman. The good wife told him to watch some cakes
-on the fire while she was busy. Alfred was bending his
-bow and arrows, and forgetting the cakes, let them burn.
-When she came back and saw the burnt cakes the good
-wife scolded the king.</p>
-<div class="center">
-<div class="poem"><div class="stanza">
-<span class="i0">"Can't you mind the cakes, man?<br /></span>
-<span class="i0">And don't you see them burn?<br /></span>
-<span class="i0">I'm bound you'll eat them fast enough,<br /></span>
-<span class="i0">As soon as 'tis the turn."<br /></span>
-</div></div>
-</div>
-<p>Of course she did not know he was the king or she would
-not have scolded him.</p>
-
-<div class="sidenote"><strong>Makes a
-treaty
-with the
-Danes</strong></div>
-
-<p>The next spring Alfred raised a large army, drove the
-Danes back, and forced them to make peace. By this
-treaty, and another later one, the Danes were given that
-part of England north and west of the river Thames.
-Alfred and his people ruled over the country south of
-them. The land of the Danes was called "Danelagh."
-They soon settled down to till the soil. Years later they
-became Christians and intermarried with the English.</p>
-
-<p><span class="pagenum"><a name="Page_486" id="Page_486">[Pg 486]</a></span></p>
-
-<div class="figcenter" style="width: 221px;">
-<img src="images/i_486a.jpg" width="221" height="540" alt="" />
-<div class="caption"><p>STATUE OF ALFRED
-AT WINCHESTER</p></div>
-</div>
-
-<p>To protect England from other sea-rovers, Alfred now
-built many ships, and thus became the father of the English
-navy. The army was also made larger. Later,
-Vikings again reached the shores of
-England, but Alfred's navy beat them
-off. Peaceful times now gave Alfred a
-chance to help his people in other ways.</p>
-
-
-<p><strong>303. What Alfred Did for England.</strong>
-It is difficult to know what the law
-is if it is not written, and injustice is
-often done to the people. Alfred now
-began the work of collecting and changing
-the laws of England. It is interesting
-to know what he thought of his
-work, as shown in his writing: "I,
-Alfred, gathered these laws together,
-and commanded many of them to be
-written which our forefathers held,
-those which seemed to me good. And
-many of those which seemed to me
-not good, I rejected, and in other wise
-commanded them to be held. For I
-durst not venture to set down in writing much of my
-own, for it was unknown to me what if it would please
-those who should come after us."</p>
-
-<div class="sidenote"><strong>Advances
-learning</strong></div>
-
-<p>In those far-away days learning and schools were found
-in monasteries and in the churches. When the Danes
-came they destroyed most of these buildings. The
-people, therefore, were growing up in ignorance. Alfred
-felt then, as we feel now, that the people should be educated.
-So he invited wise men from other countries to
-come to England to teach his people. He built many<span class="pagenum"><a name="Page_487" id="Page_487">[Pg 487]</a></span>
-churches and monasteries, and set up schools where the
-people might go to learn. But there must be books for
-them to read.</p>
-
-<p>The learning of that day was mostly in Latin. Besides
-the priests and monks very few could read that language.
-"I wondered extremely," said Alfred, "that the
-good and wise men who were formerly all over England,
-and had perfectly learned all the books, did not wish to
-translate them into their own tongue."</p>
-
-<div class="sidenote"><strong>Translates
-Latin
-books
-into
-English</strong></div>
-
-<p>He now began earnestly the work of making English
-books for his people. He translated a book containing
-a history of the world, and an account of two voyages
-to the north seas. He then put into English the famous
-book <cite>Bede's History of England</cite>. A book on religion by
-Pope Gregory the Great, and another of wise sayings,
-were soon after translated into English. In this way
-Alfred helped his people to learn to read, and to read
-good books. The English people have saved these works
-that their children for many generations to come might
-learn good things from them. Now, however, they must
-be translated into the English of our day before most of
-us can read them, for our language has changed greatly
-since Alfred's time.</p>
-
-<p>Alfred also helped his people to learn new trades, and
-to do their work better in those trades they already knew.
-He had skilled workers from other countries come to
-England to help his people.</p>
-
-<div class="sidenote"><strong>King
-Alfred's
-purpose</strong></div>
-
-<p>Alfred was a true and good man. He loved his home
-and his people. He said: "To sum up all, it has ever
-been my desire to live worthily while I was alive, and
-after my death to leave to those that should come after
-me my memory in good works."</p>
-
-<p><span class="pagenum"><a name="Page_488" id="Page_488">[Pg 488]</a></span></p>
-
-<div class="sidenote"><strong>His time
-well-ordered</strong></div>
-
-<p>The daily life of the king was orderly. The twenty-four
-hours were divided into three parts; eight hours were given
-to the business of the people (governing), eight hours to
-study and prayer, and eight hours to exercise and rest.
-"As he had no clock, he measured out his time by burning
-candles, each of which lasted for four hours. In order
-that the candles might burn evenly and mark the time
-properly, he enclosed them in lanterns of thin horn"
-which he had invented.</p>
-
-<div class="sidenote"><strong>Alfred
-the
-Great</strong></div>
-
-<p>Good King Alfred died in 901. A thousand years later
-the English raised a statue to him at Winchester. Because
-of his many good works he is called "Alfred the
-Great." He is one of the noblest men in all history.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE NORMAN CONQUEST</h3>
-
-
-<div class="figcenter" style="width: 291px;">
-<img src="images/i_488a.jpg" width="291" height="540" alt="" />
-<div class="caption"><p><em>From an old print</em></p>
-
-<p>ENGLISH ARCHERS</p></div>
-</div>
-
-
-<p><strong>304. England Conquered Many Times.</strong> England had
-been conquered by the Romans, the Anglo-Saxons, and
-the Danes. Now she was conquered for
-the last time. The people who defeated
-her were the Normans of France. We
-have seen them come into France when
-the Normans scattered from their native
-lands in the north of Europe.</p>
-
-<p>After Alfred died several kings ruled
-in England. When Harold was chosen
-king, the Duke of Normandy claimed
-the throne of England. He made this
-claim on the ground that the former
-English king had promised it to him.
-The Duke of Normandy has always been
-called William the Conqueror. He was a stern man who
-knew how to rule and fight. To establish his claim to<span class="pagenum"><a name="Page_489" id="Page_489">[Pg 489]</a></span>
-the English throne he gathered together an army, crossed
-the Channel, and landed at Senlac, near Hastings.</p>
-
-<div class="figcenter" style="width: 435px;">
-<img src="images/i_489a.jpg" width="435" height="540" alt="" />
-<div class="caption"><p>ST. CUTHBERT, A NORMAN CATHEDRAL</p></div>
-</div>
-
-
-<p><strong>305. The Battle of
-Hastings (1066).</strong> Harold
-had gathered his soldiers
-to resist the Normans.
-They fought bravely, as
-any good soldiers do
-when defending their
-native land. "All day
-long they stood stubbornly
-together on a
-hilltop and beat back
-every attack with their
-swords and axes." When
-Harold was wounded,
-his men still fought on.
-William of Normandy
-now thought of a trick. He ordered his soldiers to pretend
-to be beaten and to retreat. This they did. The
-English soldiers now rushed forward to follow on their
-heels and cut down as many as they could. What was
-their dismay to see the Normans turning around and
-cutting down the English! When night came the English
-army was no more.</p>
-
-<div class="figcenter" style="width: 540px;">
-<img src="images/i_490a.jpg" width="540" height="393" alt="" />
-<div class="caption"><p>A NORMAN CASTLE BUILT IN 1078, NOW PART
-OF THE TOWER OF LONDON</p></div>
-</div>
-
-<div class="sidenote"><strong>Character
-of the
-Normans</strong></div>
-
-<p>England had staked all and had lost. Most of the
-country gave up. William was crowned king. He
-divided the land among his nobles, and England, which
-was democratic under the Anglo-Saxon became aristocratic
-under the rule of William. The Normans built the
-huge castles and cathedrals that dot the face of England.
-From their castles they lorded it over the Anglo-Saxon.<span class="pagenum"><a name="Page_490" id="Page_490">[Pg 490]</a></span>
-But slowly this condition changed. After many years
-Normans and Anglo-Saxons commenced to grow friendly
-and their sons and
-daughters began to
-marry one another.
-The fusion of these
-two classes made the
-English people a more
-hardy and daring
-race than before.</p>
-
-<div class="sidenote"><strong>How the
-Anglo-Saxons
-conquered
-the
-Normans</strong></div>
-
-<p>The local institutions
-which had
-grown up under the
-Anglo-Saxons now began to appear again. And in time
-the Normans may be said to have been conquered by
-the Anglo-Saxons. The Anglo-Saxon way of doing
-things belonged to the shire, the county, and the township.
-The people were called together in the different
-districts and practiced self-government.</p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h3>THE STRUGGLE FOR THE GREAT CHARTER</h3>
-
-
-<div class="sidenote"><strong>Lawlessness
-of
-the
-nobles</strong></div>
-
-
-<p><strong>306. Henry II a Great Ruler.</strong> Nearly a hundred
-years had gone by since William the Conqueror ruled
-England. There was great confusion in England. The
-Norman nobles were doing about as they pleased. They
-rode forth from their castles with their little armies and
-attacked each other, or attacked the citizens of a town,
-sometimes murdering them.</p>
-
-<p>Then Henry II, the grandson of William the Conqueror,
-came to the throne. He was like his ancestor in many ways.
-He could brook no opposition. He was short and powerfully
-built. "He had red hair, a bull neck, and bow legs."<span class="pagenum"><a name="Page_491" id="Page_491">[Pg 491]</a></span>
-He was careless about his dress, but was a hard worker.
-He saw that England needed order first. He therefore
-first of all compelled the nobles to behave by destroying
-some of their castles and driving the soldiers, which they
-had hired, back to France.</p>
-
-<div class="sidenote"><strong>Trial by
-jury</strong></div>
-
-<p>He changed the way of finding out whether or not a
-man was guilty. Instead of employing the "ordeal by
-fire," by water, or by battle, he sent judges around to
-different places. These judges called together sixteen
-good men who told them about those who they thought
-had broken the law. These men made up the Grand Jury.</p>
-
-<p>Twelve other men were selected to examine into all
-the facts of a given case before the man was condemned
-or set free. This way of "trying men by jury" was a
-great improvement over the old way. In these ways
-Henry II brought the evildoers in England, whether
-high or low, to obey the law or be severely punished.
-England was now once more an orderly country.</p>
-
-<div class="sidenote"><strong>John a
-worthless
-king</strong></div>
-
-
-<p><strong>307. King John and the Pope.</strong> The son of Henry II,
-John, was about the worst king that England ever had.
-John was bad; he would not keep a promise, was a great
-liar, was cruel, was cowardly, was a traitor and a tyrant.</p>
-
-<div class="sidenote"><strong>All the
-churches
-closed</strong></div>
-
-<p>Ever since the days of William the Conqueror the
-kings of England had been the dukes of Normandy. In
-a war with the French king, John lost all of Normandy.
-The Pope named as Archbishop of Canterbury a man
-whom John opposed. The Pope and John quarreled.
-"The Pope closed every church in England. No bells
-rang to call the people to prayer or to service on the
-Sabbath. No priest could preach. The dead could
-not be buried; the living might not marry. Every
-church stood silent and grass grew about the doors."</p>
-
-<p><span class="pagenum"><a name="Page_492" id="Page_492">[Pg 492]</a></span></p>
-
-<p>The Pope called on the king of France to take John's
-place, for in the eyes of the Pope John was no longer king
-of England. John turned about and begged for the
-Pope's mercy. He promised to submit to his will and to
-pay him a large amount of money each year.</p>
-
-<div class="sidenote"><strong>The
-barons
-revolt</strong></div>
-
-
-<p><strong>308. John Compelled to Grant Magna Charta.</strong> John
-was so cruel to his own people that the barons rose in
-revolt. Their forefathers had been free, and "why not
-we?" they asked. John only "laughed in his sleeve."
-But the barons meant business. They met in a meadow,
-called Runnymede, and summoned the king to face them.
-He came.</p>
-
-<div class="sidenote"><strong>The
-meeting
-at Runnymede</strong></div>
-
-<p>It was a great scene. There stood the barons with
-their soldiers not far away. Their faces showed their
-anger and their decision to have their rights. The head
-of every house had his great banner which he had carried
-to victory on many a field of battle. But worse than all,
-there John saw the very Archbishop of Canterbury whom
-he had refused to permit to enter England. John was
-furious, but he could not help himself, for he heard the
-clanking of cold steel all around him.</p>
-
-<div class="sidenote"><strong>What the
-Great
-Charter
-meant</strong></div>
-
-<p>The barons told him plainly that he must give all
-England a pledge to do right according to England's law.
-They told him that this promise must be signed by his
-own hand and on the signed paper he must place the royal
-seal. This great paper is called the Great Charter&mdash;"Magna
-Charta" (1215). Englishmen love it and have
-often shed their blood in defense of it.</p>
-
-<div class="sidenote"><strong>The
-Petition
-of Right</strong></div>
-
-<p>For more than four hundred years this charter was the
-foundation of the rights of Englishmen. But they found
-in the charter only the old laws which had come down
-from good Edward the Confessor (1042-1066). In<span class="pagenum"><a name="Page_493" id="Page_493">[Pg 493]</a></span>
-1628 another English king, Charles I, was compelled by
-Parliament to sign another charter, called the "Petition
-of Right." In this new pledge to the English people
-they found nothing very new but mostly the old laws or
-principles contained in Magna Charta.</p>
-
-<div class="sidenote"><strong>The Bill
-of Rights</strong></div>
-
-<p>When James II was driven from the throne by the
-English people they drew another charter, which King
-William signed (1689). This was called the "Bill of
-Rights." In this there were not many new things, but
-it contained mostly the principles of Magna Charta
-and the Petition of Right. Besides, this last charter
-contained several rules which made Parliament superior
-to the king.</p>
-
-<p>When the American people after their Revolution came
-to make a Constitution, they put in it many principles
-found in the English Bill of Rights. We ought to admire
-and love our Constitution because it contains ideas that
-have been tried out for more than ten centuries.</p>
-
-
-<h3>SUGGESTIONS INTENDED TO HELP THE PUPIL</h3>
-
-<div class="blockquot">
-
-<p><strong>The Leading Facts.</strong> <em>1.</em> England almost ruined by the
-Danes. <em>2.</em> Alfred's youth. <em>3.</em> Alfred as king. <em>4.</em> What he
-did for his people. <em>5.</em> The Norman conquest. <em>6.</em> Battle
-of Hastings. <em>7.</em> Norman nobles built castles and brought
-confusion to England after William's time. <em>8.</em> The Normans
-and Anglo-Saxons mix. <em>9.</em> Henry II a great king. <em>10.</em> Nobles
-forced to behave. <em>11.</em> Established the Grand Jury and the
-jury to try cases. <em>12.</em> King John lost Normandy and quarreled
-with the Pope. <em>13.</em> John submits to the Pope. <em>14.</em> Barons at
-Runnymede force John to sign Magna Charta. <em>15.</em> The Petition
-of Right, the Bill of Rights, and the American Constitution.</p>
-
-<p><strong>Study Questions.</strong> <em>1.</em> Why did the Danes go to England?
-<em>2.</em> Tell all the anecdotes about Alfred the Great. <em>3.</em> Prove
-that he was a good man. <em>4.</em> Why did the Normans invade
-England? <em>5.</em> Tell the story of Hastings. <em>6.</em> Explain the<span class="pagenum"><a name="Page_494" id="Page_494">[Pg 494]</a></span>
-mixture of races in England. <em>7.</em> How did the Anglo-Saxons
-conquer the Normans? <em>8.</em> Who was Henry II, and what did
-he do? <em>9.</em> How did he prepare the way for Magna Charta?
-<em>10.</em> Prove that John was a bad king. <em>11.</em> Tell the story of
-Runnymede. <em>12.</em> Give the date of Magna Charta, the Petition
-of Right, and the Bill of Rights. <em>13.</em> What do
-Americans owe these charters?</p>
-
-<p><strong>Suggested Readings.</strong> Mowry, <cite>First Steps in History of
-England</cite>, 38-97; Tappan, <cite>England's Story</cite>, 24-93; Blaisdell,
-<cite>Stories from English History</cite>, 27-77; Dickens, <cite>A Child's History
-of England</cite>, 18-24, 50-63, 89-110, 122-168; Guerber, <cite>Story of
-the English</cite>, 42-53, 73-84, 117-128; Yonge, <cite>Young Folks' History
-of England</cite>; Mace-Tanner, <cite>Old Europe and Young America</cite>,
-162-183.</p></div>
-
-<p><span class="pagenum"><a name="Page_xi" id="Page_xi">[Pg xi]</a></span></p>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>A PRONOUNCING INDEX</h2>
-
-
-<p>Webster's New International Dictionary, the Century Cyclopedia of
-Names, and the Encyclopedia Americana have been used as authorities
-for spelling and pronunciation.</p>
-
-
-<ul><li><em>Adirondack</em> (ăd´ĭ-<strong>rŏn´</strong>dăk)</li>
-<li><em>Achilles</em> (ă-<strong>kĭl´</strong>ēz)</li>
-<li><em>Aisne</em> (ân)</li>
-<li><em>Alamo</em> (<strong>ä´</strong>lä-mō)</li>
-<li><em>Alcuin</em> (<strong>ăl´</strong>kwĭn)</li>
-<li><em>Algonquin</em> (ăl-<strong>gŏŋ´</strong>kĭn)</li>
-<li><em>Allegheny</em> (<strong>ăl´</strong>ē̍-gā´nĭ)</li>
-<li><em>Altamaha</em> (ôl´t<em>ȧ</em>-m<em>ȧ</em>-<strong>hô´</strong>)</li>
-<li><em>Andes</em> (<strong>ăn´</strong>dēz)</li>
-<li><em>Angles</em> (<strong>ăŋ´</strong>g'lz)</li>
-<li><em>Annapolis</em> (<em>ă</em>-<strong>năp´</strong>ō̍-lĭs)</li>
-<li><em>Antietam</em> (ăn-<strong>tē´</strong>t<em>ă</em>m)</li>
-<li><em>Appalachian</em> (ăp´<em>ȧ</em>-<strong>lăch´</strong>ĭ-<em>ă</em>n)</li>
-<li><em>Appomattox</em> (ăp´ō̍-<strong>măt´</strong><em>ŭ</em>ks)</li>
-<li><em>Argonne</em> (är´<strong>gō̍n´</strong>)</li>
-<li><em>Aristotle</em> (<strong>ăr´</strong>ĭs-tot'´l)</li>
-<li><em>Arizona</em> (ăr´ĭ-<strong>zō´</strong>n<em>ȧ</em>)</li>
-<li><em>Arkansas</em> (<strong>är´</strong>k<em>ă</em>n-sô´)</li>
-<li><em>Armenia</em> (är-<strong>mē´</strong>ni-<em>ȧ</em>)</li>
-<li><em>Attila</em> (ăt´ĭ-l<em>ȧ</em>)</li>
-
-<li><em>Babylon</em> (băb´ ĭ-lŏn)</li>
-<li><em>Bahama</em> (b<em>ȧ</em>-<strong>hā´</strong>m<em>ȧ</em>)</li>
-<li><em>Barcelona</em> (bär´sē̍-<strong>lō´</strong>n<em>ȧ</em> <em>or</em> bär´thā̍-<strong>lō´</strong>nä)</li>
-<li><em>Bede</em> (bēd)</li>
-<li><em>Birmingham</em> (<strong>bûr´</strong>mĭng-<em>ă</em>m)</li>
-<li><em>Bon Homme Richard</em> (bō̍´ <strong>nō̍m´</strong> rē´<strong>shär´</strong>)</li>
-<li><em>Boone</em> (boo͞n)</li>
-<li><em>Boulton</em> (<strong>bōl´</strong>t<em>ŭ</em>n)</li>
-<li><em>Breckinridge</em> (<strong>brĕk´</strong>ĭn-rĭj)</li>
-<li><em>Bristol</em> (<strong>brĭs´</strong>t<em>ŏ</em>l)</li>
-<li><em>Buchanan</em> (b<em>ŭ</em>-<strong>kăn´</strong><em>ă</em>n <em>or</em> bū̍-<strong>kăn´</strong><em>ă</em>n)</li>
-<li><em>Buena Vista</em> (<strong>bwā´</strong>nä <strong>vẽs´</strong>tä)</li>
-<li><em>Burgoyne</em> (bûr-<strong>goin´</strong>)</li>
-
-<li><em>Cabot, Sebastian</em> (sē̍-<strong>băs´</strong>ch<em>ă</em>n <strong>kăb´</strong><em>ŭ</em>t)</li>
-<li><em>Cadiz</em> (<strong>kā´</strong>dĭz <em>or</em> <strong>kä´</strong>thēth)</li>
-<li><em>Caesar</em> (<strong>sē´</strong>z<em>ȧ</em>r)</li>
-<li><em>Cahokia</em> (k<em>ȧ</em>-<strong>hō´</strong>kĭ-<em>ȧ</em>)</li>
-<li><em>Cairo</em> (<strong>kā´</strong>rō)</li>
-<li><em>Calhoun</em> (kăl-<strong>hoo͞n´</strong>)</li>
-<li><em>Canandaigua</em> (kăn´<em>ă</em>n-<strong>dā´</strong>gw<em>ȧ</em>)</li>
-<li><em>Canaries</em> (k<em>ȧ</em>-<strong>nā´</strong>rĭz)</li>
-<li><em>Cañon</em> (<strong>kăn´</strong>y<em>ŭ</em>n)</li>
-<li><em>Cape Breton</em> (<strong>brĕt´</strong><em>ŭ</em>n)</li>
-<li><em>Carthage</em> (<strong>kär´</strong>thā̍j)</li>
-<li><em>Cartier, Jacques</em> (zhäk kär´<strong>tyā´</strong>)</li>
-<li><em>Catawba</em> (k<em>ȧ</em>-<strong>tô´</strong>b<em>ȧ</em>)</li>
-<li><em>Cavite</em> (kä-<strong>vē´</strong>tā)</li>
-<li><em>Cervera</em> (thĕr-<strong>vā´</strong>rä)</li>
-<li><em>Chalons</em> (shä´lô<span class="smcap">N</span>)</li>
-<li><em>Champlain</em> (shăm-<strong>plān´</strong>)</li>
-<li><em>Charlemagne</em> (<strong>shär´</strong>lē̍-mān)</li>
-<li><em>Charles Martel</em> (shȧrl or chärlz mär´<strong>tel´</strong>)</li>
-<li><em>Château-Thierry</em> (shä-<strong>tō´</strong>tyĕ´<strong>rē´</strong>)</li>
-<li><em>Chattanooga</em> (chăt´<em>ȧ</em>-<strong>noo͞´</strong>g<em>ȧ</em>)</li>
-<li><em>Cherokee</em> (chĕr´ō-<strong>kē´</strong>)</li>
-<li><em>Chesapeake</em> (<strong>chĕs´</strong><em>ȧ</em>-pēk)</li>
-<li><em>Chickahominy</em> (chĭk´<em>ȧ</em>-<strong>hŏm´</strong>ĭ-nĭ)</li>
-<li><em>Chickamauga</em> (chĭk´<em>ȧ</em>-<strong>mô´</strong>g<em>ȧ</em>)</li>
-<li><em>Cicero</em> (<strong>sĭs´</strong>ẽr-ō)</li>
-<li><em>Cimon</em> (<strong>sī´</strong>mŏn)</li>
-<li><em>Cincinnati</em> (sĭn´sĭ-<strong>nȧt´</strong>ĭ)</li>
-<li><em>Colorado</em> (kŏl´ō̍-<strong>rä´</strong>dō)</li>
-<li><em>Concord</em> (<strong>kŏŋ´</strong>kẽrd)</li>
-<li><em>Connecticut</em> (k<em>ŏ</em>-<strong>nĕt´</strong>ĭ-k<em>ŭ</em>t)</li>
-<li><em>Constantinople</em> (kŏn-stăn´tĭ-<strong>nō´</strong>p'l)</li>
-<li><em>Cornwallis</em> (kôrn-<strong>wŏl´</strong>ĭs)</li>
-<li><em>Coronado</em> (kō´rō̍-<strong>nä´</strong>thō)</li>
-<li><em>Cortés</em> (kō̍r-<strong>tās´</strong>)</li>
-<li><em>Crèvecœur</em> (krĕv´<strong>kûr´</strong>)</li>
-
-<li><em>Danelagh</em> (<strong>dān´</strong>lâ)</li>
-<li><em>Darius</em> (d<em>ȧ</em>-<strong>rī´</strong><em>ŭ</em>s)</li>
-<li><em>Dewey</em> (<strong>dū´</strong>ĭ)</li>
-<li><em>Diego</em> (dē̍-<strong>ā´</strong>gō)</li>
-<li><em>Dinwiddie</em> (dĭn-<strong>wĭd´</strong>ĭ <em>or</em> <strong>dĭn´</strong>wĭd-ĭ)</li>
-<li><em>Duluth</em> (doo͝-<strong>loo͞th´</strong>)</li>
-<li><em>Duquesne</em> (doo͝-<strong>kān´</strong>)</li>
-<li><em>Duryea</em> (<strong>dṳr´</strong>yȧ)</li>
-
-<li><em>Edison</em> (<strong>ĕd´</strong>ĭ-s<em>ŭ</em>n)</li>
-<li><em>El Caney</em> (ĕl <strong>kä´</strong>nā)
-<span class="pagenum"><a name="Page_xii" id="Page_xii">[Pg xii]</a></span></li>
-<li><em>Ericson</em> (<strong>ĕr´</strong>ĭk-sȯn)</li>
-<li><em>Ethelred</em> (<strong>eth´</strong>ĕl-rĕd)</li>
-<li><em>Eutaw Springs</em> (<strong>ū´</strong>tô-)</li>
-
-<li><em>Faneuil</em> (<strong>fŭn´</strong>'l)</li>
-<li><em>Fannin</em> (<strong>făn´</strong>ĭn)</li>
-<li><em>Farragut</em> (<strong>făr´</strong><em>ȧ</em>-gŭt)</li>
-<li><em>Foch</em> (fōsh)</li>
-<li><em>Frontenac</em> (<strong>frŏn´</strong>tē̍-năk <em>or</em> frô<span class="smcap">N</span>´tẽ-<strong>nȧk´</strong>)</li>
-
-<li><em>Gadsden</em> (<strong>gădz´</strong>d<em>ĕ</em>n)</li>
-<li><em>Gama, da</em> (dä <strong>gä´</strong>mä)</li>
-<li><em>Gaul</em> (gôl)</li>
-<li><em>Geneva</em> (jē̍-<strong>nē´</strong>v<em>ȧ</em>)</li>
-<li><em>Genoa</em> (<strong>jĕn´</strong>ō̍-<em>ȧ</em>)</li>
-<li><em>Genoese</em> (jĕn´ō̍-<strong>ēz´</strong> <em>or</em>-<strong>ēs´</strong>)</li>
-<li><em>Gettysburg</em> (<strong>gĕt´</strong>ĭz-bûrg)</li>
-<li><em>Ghent</em> (gĕnt)</li>
-<li><em>Gibault</em> (zhē̍´<strong>bō´</strong>)</li>
-<li><em>Goethals</em> (<strong>gû´</strong>tălz´)</li>
-<li><em>Goliad</em> (gō´lĭ-<strong>ăd´</strong>)</li>
-<li><em>Gooch</em> (goo͞ch)</li>
-<li><em>Gracchi</em> (<strong>grăk´</strong>ī)</li>
-<li><em>Guam</em> (gwäm)</li>
-<li><em>Guilford</em> (<strong>gĭl´</strong>fẽrd)</li>
-
-<li><em>Haiti</em> (<strong>hā´</strong>tĭ)</li>
-<li><em>Hannibal</em> (hăn´ĭ-b<em>ă</em>l)</li>
-<li><em>Hawaiian Islands</em> (hä-<strong>wī´</strong>y<em>ă</em>n)</li>
-<li><em>Hennepin</em> (<strong>hĕn´</strong>ē̍-pĭn)</li>
-<li><em>Hercules</em> (<strong>hër´</strong>kū-lēz)</li>
-<li><em>Herkimer</em> (<strong>hûr´</strong>kĭ-mẽr)</li>
-<li><em>Hong-kong</em> (<strong>hŏng´</strong>-<strong>kŏng´</strong>)</li>
-<li><em>Horatius</em> (hō-<strong>rā´</strong>shĭ-ŭs)</li>
-<li><em>Houston</em> (<strong>hūs´</strong>t<em>ŭ</em>n)</li>
-<li><em>Huguenot</em> (<strong>hū´</strong>gẽ-nŏt)</li>
-
-<li><em>Iceland</em> (<strong>īs´</strong>l<em>ă</em>nd)</li>
-<li><em>Indianapolis</em> (ĭn´dĭ-<em>ă</em>n-<strong>ăp´</strong>ō̍-lĭs)</li>
-<li><em>Iroquois</em> (ĭr´ō̍-<strong>kwoi´</strong>)</li>
-<li><em>Isthmus</em> (<strong>ĭs´</strong>m<em>ŭ</em>s)</li>
-
-<li><em>Jamaica</em> (j<em>ȧ</em>-<strong>mā´</strong>k<em>ȧ</em>)</li>
-<li><em>Joliet</em> (zhō̍´<strong>lyā´</strong> <em>or</em> <strong>jō´</strong>lĭ-ĕt)</li>
-<li><em>Jutes</em> (joo͞tz)</li>
-
-<li><em>Kanawha</em> (k<em>ȧ</em>-<strong>nô´</strong>w<em>ȧ</em>)</li>
-<li><em>Kaskaskia</em> (kăs-<strong>kăs´</strong>kĭ-<em>ȧ</em>)</li>
-<li><em>Kieft</em> (kēft)</li>
-
-<li><em>Labrador</em> (lăb´r<em>ȧ</em>-<strong>dôr´</strong>)</li>
-<li><em>Lachine</em> (l<em>ȧ</em>-<strong>shēn´</strong>)</li>
-<li><em>Lafayette, de</em> (dẽ lä´fā̍-<strong>yĕt´</strong>)</li>
-<li><em>La Salle, de</em> (dẽ lȧ <strong>sȧl´</strong>)</li>
-<li><em>Leiden</em> (<strong>lī´</strong>d<em>ĕ</em>n)</li>
-<li><em>Leif Ericson</em> (līf <strong>ĕr´</strong>ĭk-sȯn)</li>
-<li><em>Leonidas</em> (lē̍-<strong>ŏn´</strong>ī-d<em>ȧ</em>s)</li>
-<li><em>Lisbon</em> (<strong>lĭz´</strong>b<em>ŭ</em>n)</li>
-<li><em>Los Angeles</em> (lōs <strong>ăŋ´</strong>gĕl-ĕs)</li>
-<li><em>Louisburg</em> (<strong>loo͞´</strong>ĭs-bûrg)</li>
-<li><em>Luzerne</em> (lū̍-<strong>zûrn´</strong>)</li>
-
-<li><em>McClellan</em> (m<em>ȧ</em>-<strong>klĕl´</strong><em>ă</em>n)</li>
-<li><em>McCrea</em> (m<em>ȧ</em>-<strong>krā´</strong>)</li>
-<li><em>Macdonough</em> (m<em>ȧ</em>k-<strong>dŏn´</strong>ō)</li>
-<li><em>Macedonia</em> (măs´ē̍-<strong>dō´</strong>nĭ-<em>ȧ</em>)</li>
-<li><em>McGregor</em> (m<em>ă</em>k-<strong>grĕg´</strong>ẽr)</li>
-<li><em>Mackinac</em> (<strong>măk´</strong>ĭ-nô)</li>
-<li><em>McKinley</em> (m<em>ȧ</em>-<strong>kĭn´</strong>lĭ)</li>
-<li><em>Magellan</em> (m<em>ȧ</em>-<strong>jĕl´</strong><em>ă</em>n)</li>
-<li><em>Magna Charta</em> (<strong>măg´</strong>nă <strong>kär´</strong>tă)</li>
-<li><em>Manila</em> (m<em>ȧ</em>-<strong>nĭl´</strong><em>ȧ</em>)</li>
-<li><em>Manitou</em> (<strong>măn´</strong>ĭ-too͞)</li>
-<li><em>Marathon</em> (<strong>măr´</strong><em>ȧ</em>-thŏn)</li>
-<li><em>Marianas</em> (<em>Ladrones</em>) (mä´rē̍-<strong>ä´</strong>näs, l<em>ȧ</em>-<strong>drōnz´</strong>)</li>
-<li><em>Marne</em> (märn)</li>
-<li><em>Marquette</em> (<strong>mär´</strong><strong>kĕt´</strong>)</li>
-<li><em>Massachusetts</em> (măs´<em>ȧ</em>-<strong>choo͞´</strong>sĕts)</li>
-<li><em>Massasoit</em> (<strong>măs´</strong><em>ȧ</em>-soit´)</li>
-<li><em>Matagorda</em> (măt´<em>ȧ</em>-<strong>gôr´</strong>d<em>ȧ</em>)</li>
-<li><em>Maumee</em> (mô-<strong>mē´</strong>)</li>
-<li><em>Mediterranean</em> (mĕd´ĭ-tẽr-<strong>ā´</strong>nē̍-<em>ă</em>n)</li>
-<li><em>Memphis</em> (<strong>mĕm´</strong>fĭs)</li>
-<li><em>Merrimac</em> (<strong>mĕr´</strong>ĭ-măk)</li>
-<li><em>Milan</em> (<strong>mĭl´</strong><em>ă</em>n)</li>
-<li><em>Minneapolis</em> (mĭn´ē̍-<strong>ăp´</strong>ō̍-lĭs)</li>
-<li><em>Minuit</em> (<strong>mĭn´</strong>ū̍-ĭt)</li>
-<li><em>Missouri</em> (mĭ-<strong>soo͞´</strong>rĭ)</li>
-<li><em>Mobile</em> (mō̍-<strong>bēl´</strong>)</li>
-<li><em>Monmouth</em> (<strong>mŏn´</strong>m<em>ŭ</em>th)</li>
-<li><em>Monongahela</em> (mō̍-nŏŋ´g<em>ȧ</em>-<strong>hē´</strong>l<em>ȧ</em>)</li>
-<li><em>Montcalm</em> (mŏnt-<strong>käm´</strong>)</li>
-<li><em>Monterey</em> (mŏn´t<em>ĕ</em>-<strong>rā´</strong>)</li>
-<li><em>Montezuma</em> (mŏn´tē̍-<strong>zoo͞´</strong>m<em>ȧ</em>)</li>
-<li><em>Monticello</em> (mŏn´tē̍-<strong>sĕl´</strong>ō)</li>
-<li><em>Montpelier</em> (mŏnt-<strong>pē´</strong>lĭ-ẽr)</li>
-<li><em>Moultrie</em> (<strong>mōl´</strong>trĭ <em>or</em> <strong>moo͞´</strong>trĭ)</li>
-<li><em>Munich</em> (<strong>mū´</strong>nĭk)</li>
-<li><em>Muybridge</em> (<strong>moi´</strong>brĭj)</li>
-
-<li><em>Nassau</em> (<strong>năs´</strong>ô)</li>
-<li><em>Natchez</em> (<strong>năch´</strong>ĕz)</li>
-<li><em>Newfoundland</em> (<strong>nū´</strong>fŭnd-lănd´)</li>
-<li><em>New Orleans</em> (nū <strong>ôr´</strong>lē̍-<em>ă</em>nz)
-<span class="pagenum"><a name="Page_xiii" id="Page_xiii">[Pg xiii]</a></span></li>
-<li><em>Nez Percé</em> (nā pẽr-<strong>sā´</strong>)</li>
-<li><em>Niagara</em> (nī-<strong>ăg´</strong><em>ȧ</em>-r<em>ȧ</em>)</li>
-<li><em>Ninevah</em> (<strong>nĭn´</strong>ē̍-vĕ)</li>
-<li><em>Nolichucky</em> (nŏl´ĭ-<strong>chŭk´</strong>ĭ)</li>
-<li><em>Normandy</em> (<strong>nôr´</strong>m<em>ă</em>n-dĭ)</li>
-
-<li><em>Oberlin</em> (<strong>ō´</strong>bẽr-lĭn)</li>
-<li><em>Oglethorpe</em> (<strong>ō´</strong>g'l-thôrp)</li>
-<li><em>Oneida</em> (ō̍-<strong>nī´</strong>d<em>ȧ</em>)</li>
-<li><em>Oregon</em> (<strong>ŏr´</strong>ē̍-gŏn)</li>
-<li><em>Orinoco</em> (ō´rĭ-<strong>nō´</strong>kō)</li>
-<li><em>Oriskany</em> (ō̍-<strong>rĭs´</strong>k<em>ȧ</em>-nĭ)</li>
-
-<li><em>Palos</em> (<strong>pä´</strong>lōs)</li>
-<li><em>Panama</em> (păn´<em>ȧ</em>-<strong>mä´</strong>)</li>
-<li><em>Patagonia</em> (păt´<em>ȧ</em>-<strong>gō´</strong>nĭ-<em>ȧ</em>)</li>
-<li><em>Penobscot</em> (pē̍-<strong>nŏb´</strong>skŏt)</li>
-<li><em>Pensacola</em> (pĕn´s<em>ȧ</em>-<strong>kō´</strong>l<em>ȧ</em>)</li>
-<li><em>Pericles</em> (pĕr´ĭ-klēz)</li>
-<li><em>Peru</em> (pē̍-<strong>roo͞´</strong>)</li>
-<li><em>Philadelphia</em> (fĭl´<em>ȧ</em>-<strong>dĕl´</strong>fĭ-<em>ȧ</em>)</li>
-<li><em>Philippine Islands</em> (<strong>fĭl´</strong>ĭ-pĭn-<em>or</em>-pēn-)</li>
-<li><em>Phoenician</em> (fē̍-nĭsh´<em>ă</em>n)</li>
-<li><em>Pinzón</em> (pēn-<strong>thōn´</strong>)</li>
-<li><em>Pisa</em> (pē´sä)</li>
-<li><em>Pizarro</em> (pĭ-<strong>zär´</strong>rō <em>or</em> pē̍-thär´rō)</li>
-<li><em>Platte</em> (plăt)</li>
-<li><em>Pocahontas</em> (pō´k<em>ȧ</em>-<strong>hŏn´</strong>t<em>ȧ</em>s)</li>
-<li><em>Porto Rico</em> (<strong>pōr´</strong>tō <strong>rē´</strong>kō)</li>
-<li><em>Portugal</em> (<strong>pōr´</strong>tū̍͜-g<em>ă</em>l)</li>
-<li><em>Portuguese</em> (<strong>pō̍r´</strong>tū̍͜-gēz)</li>
-<li><em>Potomac</em> (pō̍-<strong>tō´</strong>m<em>ă</em>k)</li>
-<li><em>Poughkeepsie</em> (pō̍-<strong>kĭp´</strong>sĭ)</li>
-<li><em>Powhatan</em> (pou´h<em>ȧ</em>-<strong>tăn´</strong>)</li>
-
-<li><em>Raleigh</em> (<strong>rô´</strong>lĭ)</li>
-<li><em>Rameses</em> (<strong>răm´</strong>ē̍-sēz)</li>
-<li><em>Rapidan</em> (răp´ĭ-<strong>dăn´</strong>)</li>
-<li><em>Rappahannock</em> (răp´<em>ȧ</em>-<strong>hăn´</strong><em>ŭ</em>k)</li>
-<li><em>Raritan</em> (<strong>răr´</strong>ĭ-t<em>ă</em>n)</li>
-<li><em>Remus</em> (<strong>rē´</strong>mŭs)</li>
-<li><em>Richelieu</em> (rē´shẽ-<strong>loo͞´</strong>)</li>
-<li><em>Rio Grande</em> (<strong>rē´</strong>ō <strong>grän´</strong>dā)</li>
-<li><em>Roanoke</em> (rō´<em>ȧ</em>-<strong>nōk´</strong>)</li>
-<li><em>Rochambeau, de</em> (dẽ rō̍´shä<span class="smcap">N</span>´<strong>bō´</strong>)</li>
-<li><em>Rochelle</em> (rō̍-<strong>shĕl´</strong>)</li>
-<li><em>Romulus</em> (rŏm´ū-lŭs)</li>
-<li><em>Roosevelt</em> (<strong>rō´</strong>zẽ-vĕlt)</li>
-<li><em>Rosecrans</em> (<strong>rō´</strong>zē̍-krănz)</li>
-
-<li><em>Sacramento</em> (săk´r<em>ȧ</em>-<strong>mĕn´</strong>tō)</li>
-<li><em>St. Louis</em> (sā̍nt <strong>loo͞´</strong>ĭs <em>or</em>-<strong>loo͞´</strong>ĭ)</li>
-<li><em>St. Mihiel</em> (să<span class="smcap">N</span>´mē´<strong>yel´</strong>)</li>
-<li><em>Samoset</em> (<strong>săm´</strong>ō̍-sĕt <em>or</em> sȧ-<strong>mŏs´</strong>-ĕt)</li>
-<li><em>San Diego</em> (săn dē̍-<strong>ā´</strong>gō)</li>
-<li><em>San Francisco</em> (săn frăn-<strong>sĭs´</strong>kō)</li>
-<li><em>Sangamon</em> (<strong>săŋ´</strong>g<em>ȧ</em>-mŏn)</li>
-<li><em>San Jacinto</em> (săn j<em>ȧ</em>-<strong>sĭn´</strong>tō)</li>
-<li><em>San Joaquin</em> (săn wä-<strong>kēn´</strong>)</li>
-<li><em>San Juan</em> (săn <strong>hwän´</strong>)</li>
-<li><em>San Salvador</em> (sän säl´vȧ-<strong>dōr´</strong>)</li>
-<li><em>Santa Ana</em> (<strong>sän´</strong>tä <strong>ä´</strong>nä)</li>
-<li><em>Santa Maria</em> (<strong>sän´</strong>t<em>ȧ</em> m<em>ȧ</em>-<strong>rē´</strong><em>ȧ</em>)</li>
-<li><em>Santiago</em> (sän´tē̍-<strong>ä´</strong>gō)</li>
-<li><em>Savannah</em> (s<em>ȧ</em>-<strong>văn´</strong><em>ȧ</em>)</li>
-<li><em>Schenectady</em> (sk<em>ĕ</em>-<strong>nĕk´</strong>t<em>ȧ</em>-dĭ)</li>
-<li><em>Schley</em> (slī)</li>
-<li><em>Schuyler</em> (<strong>skī´</strong>lẽr)</li>
-<li><em>Schuylkill</em> (<strong>skoo͞l´</strong>kĭl)</li>
-<li><em>Seattle</em> (sē̍-<strong>ăt´</strong>'l)</li>
-<li><em>Seminole</em> (<strong>sĕm´</strong>ĭ-nōl)</li>
-<li><em>Senlac</em> (sĕn´lăk)</li>
-<li><em>Serapis</em> (sē̍-<strong>rā´</strong>pĭs)</li>
-<li><em>Sevier</em> (sē̍-<strong>vēr´</strong>)</li>
-<li><em>Shafter</em> (<strong>shȧf´</strong>tẽr)</li>
-<li><em>Shawnee</em> (shô´<strong>nē´</strong>)</li>
-<li><em>Shenandoah</em> (shĕn´<em>ă</em>n-<strong>dō´</strong><em>ȧ</em>)</li>
-<li><em>Sierra Nevada</em> (sĭ-<strong>ĕr´</strong><em>ȧ</em> nē̍-<strong>vä´</strong>d<em>ȧ</em>)</li>
-<li><em>Sioux</em> (soo͞)</li>
-<li><em>Sloat</em> (slōt)</li>
-<li><em>Socrates</em> (<strong>sŏk´</strong>r<em>ȧ</em>-tēz)</li>
-<li><em>Solway Firth</em> (<strong>sŏl´</strong>wā-)</li>
-<li><em>Spokane</em> (spō´<strong>kăn´</strong>)</li>
-<li><em>Spottsylvania</em> (spŏt´sĭl-<strong>vā´</strong>nĭ-<em>ȧ</em>)</li>
-<li><em>Steuben, von</em> (fō̍n <strong>stū´</strong>bĕn)</li>
-<li><em>Stuyvesant</em> (<strong>stī´</strong>v<em>ĕ</em>-s<em>ă</em>nt)</li>
-
-<li><em>Tallapoosa</em> (tăl´<em>ȧ</em>-<strong>poo͞´</strong>s<em>ȧ</em>)</li>
-<li><em>Tecumseh</em> (tē̍-<strong>kŭm´</strong>sĕ)</li>
-<li><em>Terre Haute</em> (<strong>tĕr´</strong>ẽ <strong>hōt´</strong>)</li>
-<li><em>Teutons</em> (<strong>tū´</strong>tŏnz)</li>
-<li><em>Thames</em> (thāmz)</li>
-<li><em>Thorvald</em> (<strong>tôr´</strong>väld)</li>
-<li><em>Ticonderoga</em> (tī-kŏn´dẽr-<strong>ō´</strong>g<em>ȧ</em>)</li>
-<li><em>Tippecanoe</em> (tĭp´ē̍-k<em>ȧ</em>-<strong>noo͞´</strong>)</li>
-
-<li><em>Ulysses</em> (ū̍-<strong>lĭs´</strong>ēz)</li>
-
-<li><em>Valparaiso</em> (văl´p<em>ȧ</em>-<strong>rī´</strong>sō)</li>
-<li><em>Vancouver</em> (văn-<strong>koo͞´</strong>vẽr)</li>
-<li><em>Van Rensselaer</em> (văn <strong>rĕn´</strong>sẽ-lẽr)</li>
-<li><em>Venezuela</em> (vĕn´ē̍-<strong>zwē´</strong>l<em>ȧ</em>)</li>
-<li><em>Venice</em> (<strong>vĕn´</strong>ĭs)
-<span class="pagenum"><a name="Page_xiv" id="Page_xiv">[Pg xiv]</a></span></li>
-<li><em>Vergil</em> (vûr´jĭl)</li>
-<li><em>Vespucci, Amerigo</em> (ä´mā̍-<strong>rē´</strong>gō vĕs-<strong>poo͞t´</strong>chē)</li>
-<li><em>Vikings</em> (<strong>vī´</strong>kingz)</li>
-<li><em>Villa</em> (<strong>vē´</strong>yȧ)</li>
-<li><em>Vincennes</em> (vĭn-<strong>sĕnz´</strong>)</li>
-
-<li><em>Walla Walla</em> (<strong>wŏl´</strong><em>ȧ</em> <strong>wŏl´</strong><em>ȧ</em>)</li>
-<li><em>Watauga</em> (w<em>ȧ</em>-<strong>tô´</strong>g<em>ȧ</em>)</li>
-<li><em>Weehawken</em> (wē-<strong>hô´</strong>k<em>ĕ</em>n)</li>
-<li><em>Westminster</em> (<strong>wĕst´</strong>mĭn-stẽr)</li>
-<li><em>Windsor</em> (<strong>wĭn´</strong>zẽr)</li>
-
-<li><em>Xerxes</em> (zûrk´zēz)</li>
-
-<li><em>Zuñi</em> (<strong>zoo͞´</strong>nyē̍)
-<span class="pagenum"><a name="Page_xv" id="Page_xv">[Pg xv]</a></span></li></ul>
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>THE INDEX</h2>
-
-
-
-<ul id="index"><li class="ifrst"><strong>Abolitionists</strong>, <a href="#Page_308">308</a>-310, <a href="#Page_318">318</a>.</li>
-
-<li><strong>Achilles</strong>, <a href="#Page_453">453</a>, <a href="#Page_456">456</a>.</li>
-
-<li><strong>Adams, John</strong>, <a href="#Page_131">131</a>;</li>
-<li class="isub1">sent to First Continental Congress, <a href="#Page_172">172</a>;</li>
-<li class="isub1">at Second Continental Congress made Washington general of American troops, <a href="#Page_131">131</a>, <a href="#Page_177">177</a>;</li>
-<li class="isub1">appointed to help draw up Declaration of Independence, <a href="#Page_232">232</a>;</li>
-<li class="isub1">death, <a href="#Page_238">238</a>.</li>
-
-<li><strong>Adams, Samuel</strong>, <a href="#Page_167">167</a>-178;</li>
-<li class="isub1">portrait of, <a href="#Page_167">167</a>;</li>
-<li class="isub1">early turns to politics, <a href="#Page_167">167</a>;</li>
-<li class="isub1">leads movement against Stamp Act, <a href="#Page_168">168</a>;</li>
-<li class="isub1">forms "Sons of Liberty Society," <a href="#Page_168">168</a>;</li>
-<li class="isub1">opposes Tea Tax, <a href="#Page_169">169</a>;</li>
-<li class="isub1">writes Circular Letter, <a href="#Page_169">169</a>;</li>
-<li class="isub1">drives British out of Boston, <a href="#Page_169">169</a>;</li>
-<li class="isub1">and the Boston Tea Party, <a href="#Page_129">129</a>, <a href="#Page_170">170</a>, <a href="#Page_171">171</a>;</li>
-<li class="isub1">sends Paul Revere on his ride, <a href="#Page_172">172</a>;</li>
-<li class="isub1">goes to the First Continental Congress, <a href="#Page_172">172</a>;</li>
-<li class="isub1">forms companies of minutemen, <a href="#Page_174">174</a>;</li>
-<li class="isub1">goes to the Second Continental Congress, <a href="#Page_177">177</a>;</li>
-<li class="isub1">works for Declaration of Independence, <a href="#Page_177">177</a>;</li>
-<li class="isub1">made governor of Massachusetts, <a href="#Page_178">178</a>;</li>
-<li class="isub1">death, <a href="#Page_178">178</a>.</li>
-
-<li><strong>Addams, Jane</strong>, <a href="#Page_412">412</a>-413;</li>
-<li class="isub1">becomes interested in social service, <a href="#Page_412">412</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_412">412</a>;</li>
-<li class="isub1">founds Hull House Social Settlement, <a href="#Page_413">413</a>.</li>
-
-<li><strong>"Agamemnon," The</strong>, <a href="#Page_270">270</a>.</li>
-
-<li><strong>Agricultural development</strong>, <a href="#Page_374">374</a>-376.</li>
-
-<li><strong>Agriculture</strong>, <a href="#Page_416">416</a>-421;</li>
-<li class="isub1">machinery used for, <a href="#Page_418">418</a>-419.</li>
-
-<li><strong>Airplane</strong>, <a href="#Page_390">390</a>-393;</li>
-<li class="isub1">uses of, <a href="#Page_393">393</a>, <a href="#Page_397">397</a>.</li>
-
-<li><strong>Alamo</strong>, capture of the, <a href="#Page_279">279</a>-281.</li>
-
-<li><strong>Albany</strong>, Fort Orange becomes, <a href="#Page_90">90</a>.</li>
-
-<li><strong>Alexander the Great</strong>, <a href="#Page_455">455</a>, <a href="#Page_463">463</a>, <a href="#Page_469">469</a>.</li>
-
-<li><strong>Alfred the Great</strong>, <a href="#Page_484">484</a>-488;</li>
-<li class="isub1">early life, <a href="#Page_484">484</a>-485;</li>
-<li class="isub1">king of Wessex, <a href="#Page_485">485</a>;</li>
-<li class="isub1">drives Danes back, <a href="#Page_485">485</a>;</li>
-<li class="isub1">begins to build fleet, <a href="#Page_485">485</a>-486;</li>
-<li class="isub1">re-makes the laws, <a href="#Page_486">486</a>;</li>
-<li class="isub1">advances learning, <a href="#Page_486">486</a>-487;</li>
-<li class="isub1">translations by, <a href="#Page_487">487</a>;</li>
-<li class="isub1">death, <a href="#Page_488">488</a>.</li>
-
-<li><strong>Algonquin Indians</strong>, <a href="#Page_49">49</a>-52.</li>
-
-<li><strong>"Alliance," The</strong>, <a href="#Page_200">200</a>-201.</li>
-
-<li><strong>Alsace-Lorraine</strong>, <a href="#Page_442">442</a>.</li>
-
-<li><strong>Altamaha River</strong>, colony on, <a href="#Page_101">101</a>-102.</li>
-
-<li><strong>American Committee for the Relief of Belgium</strong>, <a href="#Page_431">431</a>.</li>
-
-<li><strong>American Red Cross Society</strong>, <a href="#Page_410">410</a>-412.</li>
-
-<li><strong>American River</strong>, <a href="#Page_289">289</a>, <a href="#Page_372">372</a>.</li>
-
-<li><strong>Amerigo Vespucci</strong>, <em>see</em> Vespucci, Amerigo.</li>
-
-<li><strong>Anderson, Colonel</strong>, <a href="#Page_323">323</a>.</li>
-
-<li><strong>Anglo-Saxon tribes</strong>, <a href="#Page_478">478</a>-479, <a href="#Page_488">488</a>.</li>
-
-<li><strong>Annapolis</strong>, founded, <a href="#Page_70">70</a>.</li>
-
-<li><strong>Anthony, Susan B.</strong>, <a href="#Page_403">403</a>-404;</li>
-<li class="isub1">portrait of, <a href="#Page_403">403</a>;</li>
-<li class="isub1">early life of, <a href="#Page_403">403</a>;</li>
-<li class="isub1">works for cause of woman's rights, <a href="#Page_403">403</a>-404;</li>
-<li class="isub1">death, <a href="#Page_404">404</a>.</li>
-
-<li><strong>Anthracite</strong>, <a href="#Page_421">421</a>-422.</li>
-
-<li><strong>Antietam</strong>, battle of, <a href="#Page_338">338</a>.</li>
-
-<li><strong>Anti-saloon crusade</strong>, <a href="#Page_408">408</a>.</li>
-
-<li><strong>Appomattox Court House</strong>, Lee's surrender at, <a href="#Page_336">336</a>.</li>
-
-<li><strong>Argonne, battle of</strong>, <a href="#Page_441">441</a>.</li>
-
-<li><strong>Aristotle</strong>, <a href="#Page_454">454</a>-455, <a href="#Page_456">456</a>.</li>
-
-<li><strong>"Ark," The</strong>, <a href="#Page_69">69</a>.</li>
-
-<li><strong>Armada</strong>, <em>see</em> Spanish Armada.</li>
-
-<li><strong>Arthur, President</strong>, <a href="#Page_346">346</a>-347;</li>
-<li class="isub1">portrait of, <a href="#Page_347">347</a>.</li>
-
-<li><strong>Ashland</strong>, Clay's home, <a href="#Page_295">295</a>, <a href="#Page_298">298</a>.</li>
-
-<li><strong>Athens</strong>, <a href="#Page_456">456</a>, <a href="#Page_457">457</a>-460;</li>
-<li class="isub1">assembly of, <a href="#Page_458">458</a>;</li>
-<li class="isub1">orators of, <a href="#Page_458">458</a>-459;</li>
-<li class="isub1">schools of, <a href="#Page_459">459</a>;</li>
-<li class="isub1">training for citizenship in, <a href="#Page_459">459</a>-460;</li>
-<li class="isub1">in the "Age of Pericles," <a href="#Page_460">460</a>-461.</li>
-
-<li><strong>Atlantic cable</strong>, <a href="#Page_268">268</a>-271.</li>
-
-<li><strong>Augusta</strong>, settled, <a href="#Page_102">102</a>.</li>
-
-<li><strong>Automobile</strong>, <a href="#Page_388">388</a>-390.</li>
-
-
-<li class="indx"><strong>Babylonians</strong>, <a href="#Page_448">448</a>-449.</li>
-
-<li><strong>Ball, Mary</strong>, mother of Washington, <a href="#Page_115">115</a>, <a href="#Page_116">116</a>.</li>
-
-<li><strong>Baltimore</strong>, colony of, <a href="#Page_70">70</a>.</li>
-
-<li><strong>Baltimore, Lord</strong>, <em>see</em> Calvert, George <em>and</em> Cecil.</li>
-
-<li><strong>Baltimore and Ohio Railroad</strong>, started, <a href="#Page_263">263</a>.</li>
-
-<li><strong>Barlow, Captain</strong>, <a href="#Page_44">44</a>.</li>
-
-<li><strong>Barry, John</strong>, <a href="#Page_199">199</a>-201;</li>
-<li class="isub1">early life of, <a href="#Page_199">199</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_199">199</a>;</li>
-<li class="isub1">captain of the <em>Lexington</em>, <a href="#Page_199">199</a>;</li>
-<li class="isub1">on the Delaware, <a href="#Page_199">199</a>-200;</li>
-<li class="isub1">commands the <em>Alliance</em>, <a href="#Page_200">200</a>, <a href="#Page_201">201</a>;</li>
-<li class="isub1">first commodore of American navy, <a href="#Page_201">201</a>;</li>
-<li class="isub1">death, <a href="#Page_201">201</a>.</li>
-
-<li><strong>Barton, Clara</strong>, <a href="#Page_409">409</a>-412;</li>
-<li class="isub1">early life of, <a href="#Page_409">409</a>-410;</li>
-<li class="isub1">portrait of, <a href="#Page_410">410</a>;</li>
-<li class="isub1">goes to the battlefield, <a href="#Page_410">410</a>-411;</li>
-<li class="isub1">and the American Red Cross, <a href="#Page_410">410</a>-412;</li>
-<li class="isub1">goes to Armenia, <a href="#Page_411">411</a>;</li>
-<li class="isub1">in the Spanish-American War, <a href="#Page_411">411</a>.</li>
-
-<li>"<strong>Battle Hymn of the Republic</strong>," <a href="#Page_405">405</a>, <a href="#Page_406">406</a>.</li>
-
-<li><strong>Baxter</strong>, <a href="#Page_265">265</a>.</li>
-
-<li><strong>Belgium</strong>, invasion of, <a href="#Page_426">426</a>-427;</li>
-<li class="isub1">American Committee for the Relief of, <a href="#Page_431">431</a>;</li>
-<li class="isub1">and the German Peace Treaty, <a href="#Page_442">442</a>.</li>
-
-<li><strong>Bell, Alexander Graham</strong>, invents telephone, <a href="#Page_268">268</a>.</li>
-
-<li><strong>Benton</strong>, Jessie, <a href="#Page_285">285</a>.</li>
-
-<li><strong>Benton, Thomas H.</strong>, <a href="#Page_249">249</a>, <a href="#Page_253">253</a>, <a href="#Page_285">285</a>.</li>
-
-<li>"<strong>Bill of Rights</strong>," <a href="#Page_493">493</a>.</li>
-
-<li><strong>Biplane</strong>, <a href="#Page_393">393</a>.</li>
-
-<li><strong>Birmingham, Alabama</strong>, great coal and iron center, <a href="#Page_423">423</a>.</li>
-
-<li><strong>Blackbeard the Pirate</strong>, <a href="#Page_72">72</a>.</li>
-
-<li><strong>Black Hawk War</strong>, <a href="#Page_317">317</a>.</li>
-
-<li><strong>Blockade of southern ports</strong>, <a href="#Page_324">324</a>.</li>
-
-<li><strong>"Bon Homme Richard," The</strong>, <a href="#Page_197">197</a>, <a href="#Page_198">198</a>.</li>
-
-<li><strong>Boone, Daniel</strong>, <a href="#Page_202">202</a>-210;</li>
-<li class="isub1">early life of, <a href="#Page_202">202</a>-203;</li>
-<li class="isub1">crosses mountains, <a href="#Page_203">203</a>;</li>
-<li class="isub1">and the Indians, <a href="#Page_204">204</a>-209;</li>
-<li class="isub1">blazes famous "Wilderness Road," <a href="#Page_205">205</a>;</li>
-<li class="isub1">builds Fort Boonesboro, <a href="#Page_206">206</a>;</li>
-<li class="isub1">goes to Kentucky, <a href="#Page_206">206</a>;
-<span class="pagenum"><a name="Page_xvi" id="Page_xvi">[Pg xvi]</a></span></li>
-<li class="isub1">at siege of Boonesboro, <a href="#Page_208">208</a>-209;</li>
-<li class="isub1">portrait of, <a href="#Page_209">209</a>;</li>
-<li class="isub1">moves to Missouri, <a href="#Page_210">210</a>;</li>
-<li class="isub1">death, <a href="#Page_210">210</a>.</li>
-
-<li><strong>Boonesboro, Fort</strong>, <a href="#Page_206">206</a>, <a href="#Page_207">207</a>, <a href="#Page_208">208</a>, <a href="#Page_217">217</a>.</li>
-
-<li><strong>Booth, John Wilkes</strong>, <a href="#Page_327">327</a>.</li>
-
-<li><strong>Boston</strong>, settled, <a href="#Page_82">82</a>;</li>
-<li class="isub1">British soldiers in, <a href="#Page_129">129</a>, <a href="#Page_169">169</a>, <a href="#Page_172">172</a>.</li>
-
-<li><strong>Boston Port Bill</strong>, <a href="#Page_129">129</a>, <a href="#Page_172">172</a>.</li>
-
-<li>"<strong>Boston Tea Party</strong>," <a href="#Page_162">162</a>-163, <a href="#Page_170">170</a>-172.</li>
-
-<li><strong>Boulton, Matthew</strong>, inventor, <a href="#Page_259">259</a>.</li>
-
-<li><strong>Bowie, Colonel</strong>, <a href="#Page_279">279</a>.</li>
-
-<li><strong>Braddock, General</strong>, <a href="#Page_123">123</a>-124.</li>
-
-<li><strong>Bradford, William</strong>, <a href="#Page_73">73</a>, <a href="#Page_76">76</a>, <a href="#Page_79">79</a>, <a href="#Page_81">81</a>.</li>
-
-<li><strong>Brandywine</strong>, battle of the, <a href="#Page_137">137</a>.</li>
-
-<li><strong>Breckenridge, John</strong>, <a href="#Page_322">322</a>.</li>
-
-<li><strong>Brewster, William</strong>, <a href="#Page_73">73</a>.</li>
-
-<li><strong>Bridgewater, Duke of</strong>, <a href="#Page_258">258</a>.</li>
-
-<li><strong>Britons</strong>, <a href="#Page_472">472</a>, <a href="#Page_478">478</a>.</li>
-
-<li><strong>Buchanan, President</strong>, <a href="#Page_270">270</a>.</li>
-
-<li><strong>Buckner, General</strong>, <a href="#Page_333">333</a>.</li>
-
-<li><strong>Buffalo</strong>, herds of, <a href="#Page_24">24</a>.</li>
-
-<li><strong>Bunker Hill</strong>, battle of, <a href="#Page_132">132</a>, <a href="#Page_176">176</a>-177.</li>
-
-<li><strong>Burgesses, House of</strong>, <a href="#Page_127">127</a>, <a href="#Page_159">159</a>, <a href="#Page_162">162</a>, <a href="#Page_167">167</a>, <a href="#Page_230">230</a>, <a href="#Page_231">231</a>.</li>
-
-<li><strong>Burgoyne, General</strong>, <a href="#Page_217">217</a>;</li>
-<li class="isub1">compliments Morgan, <a href="#Page_186">186</a>.</li>
-
-<li><strong>Burke, Edmund</strong>, <a href="#Page_162">162</a>, <a href="#Page_233">233</a>.</li>
-
-<li><strong>Bushnell, &mdash;&mdash;</strong>, work on submarine, <a href="#Page_394">394</a>.</li>
-
-
-<li class="indx"><strong>Cabot, John</strong>, <a href="#Page_34">34</a>-37;</li>
-<li class="isub1">born in Genoa, <a href="#Page_34">34</a>;</li>
-<li class="isub1">voyages of, <a href="#Page_34">34</a>-36;</li>
-<li class="isub1">statue of, <a href="#Page_35">35</a>;</li>
-<li class="isub1">seeks India and discovers Labrador, <a href="#Page_35">35</a>;</li>
-<li class="isub1">honored by king and people on return to England, <a href="#Page_35">35</a>, <a href="#Page_36">36</a>;</li>
-<li class="isub1">on second voyage, <a href="#Page_36">36</a>;</li>
-<li class="isub1">England claims large part of North America through discoveries of, <a href="#Page_37">37</a>.</li>
-
-<li><strong>Caesar, Julius</strong>, <a href="#Page_471">471</a>-473.</li>
-
-<li><strong>Cahokia</strong>, <a href="#Page_220">220</a>, <a href="#Page_223">223</a>.</li>
-
-<li><strong>Calhoun, John C.</strong>, <a href="#Page_252">252</a>, <a href="#Page_297">297</a>, <a href="#Page_306">306</a>-311;</li>
-<li class="isub1">early life of, <a href="#Page_306">306</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_307">307</a>;</li>
-<li class="isub1">works hard for success of army in War of 1812, <a href="#Page_307">307</a>;</li>
-<li class="isub1">made Secretary of War, <a href="#Page_307">307</a>;</li>
-<li class="isub1">twice elected Vice-President, <a href="#Page_307">307</a>;</li>
-<li class="isub1">favors nullification, <a href="#Page_308">308</a>;</li>
-<li class="isub1">opposes Abolitionists, <a href="#Page_308">308</a>-309;</li>
-<li class="isub1">annexes Texas, <a href="#Page_310">310</a>;</li>
-<li class="isub1">opposes Compromise of 1850, <a href="#Page_310">310</a>;</li>
-<li class="isub1">death, <a href="#Page_311">311</a>.</li>
-
-<li><strong>California</strong>, conquest of, <a href="#Page_288">288</a>-289;</li>
-<li class="isub1">missionaries in, <a href="#Page_291">291</a>-292;</li>
-<li class="isub1">sends greatest number of volunteers to Spanish-American War, <a href="#Page_356">356</a>;</li>
-<li class="isub1">admitted as a state, <a href="#Page_373">373</a>;</li>
-<li class="isub1">an agricultural state, <a href="#Page_375">375</a>.</li>
-
-<li><strong>Calvert, Cecil</strong>, <a href="#Page_69">69</a>-70;</li>
-<li class="isub1">and the Indians, <a href="#Page_69">69</a>;</li>
-<li class="isub1">locates village of St. Marys, <a href="#Page_69">69</a>.</li>
-
-<li><strong>Calvert, George</strong>, <a href="#Page_69">69</a>;</li>
-<li class="isub1">prepares to found a colony for Catholics and Protestants, <a href="#Page_69">69</a>;</li>
-<li class="isub1">colony named after, <a href="#Page_70">70</a>.</li>
-
-<li><strong>Camden</strong>, battle of, <a href="#Page_182">182</a>.</li>
-
-<li><strong>Campbell, Colonel</strong>, <a href="#Page_213">213</a>, <a href="#Page_214">214</a>.</li>
-
-<li><strong>Canada</strong>, French in, <a href="#Page_49">49</a>-53, <a href="#Page_106">106</a>-114, <a href="#Page_121">121</a>.</li>
-
-<li><strong>Cannae</strong>, battle of, <a href="#Page_468">468</a>.</li>
-
-<li><strong>Cape Breton Island</strong>, <a href="#Page_35">35</a>.</li>
-
-<li><strong>Cape of Good Hope</strong>, rounded by Drake, <a href="#Page_39">39</a>.</li>
-
-<li><strong>Carpenter's Hall</strong>, <a href="#Page_163">163</a>, <a href="#Page_173">173</a>.</li>
-
-<li><strong>Carroll, Charles</strong>, <a href="#Page_263">263</a>.</li>
-
-<li><strong>Carson, Kit</strong>, <a href="#Page_285">285</a>, <a href="#Page_286">286</a>, <a href="#Page_288">288</a>.</li>
-
-<li><strong>Cartier, Jacques</strong>, takes possession of Montreal for France, <a href="#Page_49">49</a>.</li>
-
-<li><strong>Carthage</strong>, <a href="#Page_467">467</a>-469.</li>
-
-<li><strong>Carver, John</strong>, first Pilgrim governor, <a href="#Page_73">73</a>, <a href="#Page_75">75</a>, <a href="#Page_78">78</a>.</li>
-
-<li><strong>Catholics</strong>, <a href="#Page_68">68</a>, <a href="#Page_69">69</a>.</li>
-
-<li><strong>Catiline</strong>, <a href="#Page_475">475</a>.</li>
-
-<li><strong>Cattle raising</strong>, <a href="#Page_419">419</a>-421.</li>
-
-<li><strong>Cavaliers</strong>, settle in Virginia, <a href="#Page_69">69</a>.</li>
-
-<li><strong>Cervera, Admiral</strong>, <a href="#Page_357">357</a>.</li>
-
-<li><strong>Chalons</strong>, battle of, <a href="#Page_477">477</a>.</li>
-
-<li><strong>Champlain, Lake</strong>, discovered, <a href="#Page_50">50</a>.</li>
-
-<li><strong>Champlain, Samuel de</strong>, <a href="#Page_49">49</a>-53;</li>
-<li class="isub1">portrait of, <a href="#Page_49">49</a>;</li>
-<li class="isub1">founds Quebec, <a href="#Page_49">49</a>;</li>
-<li class="isub1">and Indians, <a href="#Page_49">49</a>-52;</li>
-<li class="isub1">discovers Lake Champlain, <a href="#Page_50">50</a>;</li>
-<li class="isub1">death, <a href="#Page_53">53</a>.</li>
-
-<li><strong>Chancellorsville</strong>, battle of, <a href="#Page_338">338</a>.</li>
-
-<li><strong>Charlemagne</strong>, <a href="#Page_479">479</a>-482;</li>
-<li class="isub1">grandson of Charles Martel, <a href="#Page_479">479</a>-480;</li>
-<li class="isub1">appearance, <a href="#Page_480">480</a>;</li>
-<li class="isub1">and the School of the Palace, <a href="#Page_481">481</a>;</li>
-<li class="isub1">crowned Emperor of Rome, <a href="#Page_481">481</a>;</li>
-<li class="isub1">methods of governing, <a href="#Page_482">482</a>;</li>
-<li class="isub1">fall of empire, <a href="#Page_482">482</a>.</li>
-
-<li><strong>Charles I</strong>, friend of Lord Baltimore, <a href="#Page_69">69</a>;</li>
-<li class="isub1">gives charter to Puritan colony, <a href="#Page_81">81</a>.</li>
-
-<li><strong>Charles II</strong>, and William Penn, <a href="#Page_94">94</a>;</li>
-<li class="isub1">gives Pennsylvania to Penn, <a href="#Page_96">96</a>.</li>
-
-<li><strong>Charles Martel</strong>, <a href="#Page_479">479</a>-480.</li>
-
-<li><strong>Charles the Great</strong>, <em>see</em> Charlemagne.</li>
-
-<li><strong>Charleston</strong>, <a href="#Page_101">101</a>-102, <a href="#Page_104">104</a>;</li>
-<li class="isub1">surrenders to Cornwallis, <a href="#Page_182">182</a>.</li>
-
-<li><strong>Charleston earthquake</strong>, Red Cross Society relieves suffering caused by the, <a href="#Page_411">411</a>.</li>
-
-<li><strong>Charleston Harbor</strong>, <a href="#Page_323">323</a>.</li>
-
-<li><strong>Château-Thierry</strong>, battle of, <a href="#Page_439">439</a>.</li>
-
-<li><strong>Cherokee Indians</strong>, <a href="#Page_104">104</a>, <a href="#Page_211">211</a>, <a href="#Page_277">277</a>, <a href="#Page_278">278</a>.</li>
-
-<li><strong>Chickamauga</strong>, <a href="#Page_335">335</a>.</li>
-
-<li><strong>Christianity</strong>, rise of, <a href="#Page_475">475</a>;</li>
-<li class="isub1">becomes widespread, <a href="#Page_478">478</a>-479.</li>
-
-<li><strong>Cicero</strong>, <a href="#Page_475">475</a>.</li>
-
-<li><strong>Cimon</strong>, <a href="#Page_461">461</a>.</li>
-
-<li><strong>Cincinnatus</strong>, <a href="#Page_465">465</a>.</li>
-
-<li><strong>Circular Letter</strong>, Adams', <a href="#Page_168">168</a>-169, <a href="#Page_173">173</a>.</li>
-
-<li><strong>Cities</strong>, development of, in West, <a href="#Page_376">376</a>.</li>
-
-<li><strong>Civil War</strong>, <a href="#Page_323">323</a>-327, <a href="#Page_337">337</a>-341;</li>
-<li class="isub1">woman's part in the, <a href="#Page_400">400</a>-401, <a href="#Page_404">404</a>;</li>
-<li class="isub1">Clara Barton's part in the, <a href="#Page_410">410</a>.</li>
-
-<li><strong>Clark, Captain William</strong>, <a href="#Page_239">239</a>-244;</li>
-<li class="isub1">and Lewis sent to explore Louisiana Purchase, <a href="#Page_239">239</a>;</li>
-<li class="isub1">and Lewis and the Indians, <a href="#Page_239">239</a>-243;</li>
-<li class="isub1">portrait of, <a href="#Page_240">240</a>;</li>
-<li class="isub1">and Lewis cross Rocky Mountains, <a href="#Page_240">240</a>, <a href="#Page_241">241</a>;</li>
-<li class="isub1">with Lewis reaches Columbia River, <a href="#Page_241">241</a>;</li>
-<li class="isub1">with Lewis reaches the Pacific, <a href="#Page_242">242</a>;</li>
-<li class="isub1">and Lewis return to St. Louis, <a href="#Page_242">242</a>;</li>
-<li class="isub1">rewarded by Congress, <a href="#Page_242">242</a>;</li>
-<li class="isub1">appointed governor of Missouri Territory, <a href="#Page_243">243</a>.</li>
-
-<li><strong>Clark, George Rogers</strong>, <a href="#Page_216">216</a>-224, <a href="#Page_236">236</a>;</li>
-<li class="isub1">in Virginia, <a href="#Page_216">216</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_217">217</a>;</li>
-<li class="isub1">becomes a leader in Kentucky, <a href="#Page_217">217</a>;</li>
-<li class="isub1">at Harrodsburg, <a href="#Page_217">217</a>;</li>
-<li class="isub1">receives aid from Patrick Henry to raise army, <a href="#Page_218">218</a>;</li>
-<li class="isub1">at old Vincennes, <a href="#Page_218">218</a>-224;</li>
-<li class="isub1">at Louisville, <a href="#Page_218">218</a>;</li>
-<li class="isub1">surprises Kaskaskia, <a href="#Page_218">218</a>-219;</li>
-<li class="isub1">builds the <em>Willing</em>, <a href="#Page_220">220</a>;</li>
-<li class="isub1">marches on Vincennes, <a href="#Page_220">220</a>-222;</li>
-<li class="isub1">retakes Vincennes, <a href="#Page_223">223</a>;</li>
-<li class="isub1">unrewarded, <a href="#Page_224">224</a>;</li>
-<li class="isub1">result of his work, <a href="#Page_224">224</a>;</li>
-<li class="isub1">death, <a href="#Page_224">224</a>.</li>
-
-<li>"<strong>Clark's Grant</strong>," <a href="#Page_224">224</a>.</li>
-
-<li><strong>Clay, Henry</strong>, <a href="#Page_294">294</a>-300;</li>
-<li class="isub1">"mill boy of the Slashes," <a href="#Page_294">294</a>;</li>
-<li class="isub1">studies law, <a href="#Page_295">295</a>;</li>
-<li class="isub1">goes to Lexington, <a href="#Page_295">295</a>;</li>
-<li class="isub1">sent to United States Senate, <a href="#Page_295">295</a>;</li>
-<li class="isub1">speaker of House of Representatives, <a href="#Page_296">296</a>;</li>
-<li class="isub1">urges war in 1812, <a href="#Page_296">296</a>;</li>
-<li class="isub1">and the Treaty of Ghent, <a href="#Page_296">296</a>;
-<span class="pagenum"><a name="Page_xvii" id="Page_xvii">[Pg xvii]</a></span></li>
-<li class="isub1">and the Missouri Compromise, <a href="#Page_296">296</a>;</li>
-<li class="isub1">and his Compromise Tariff Law, <a href="#Page_297">297</a>;</li>
-<li class="isub1">the "Pacificator," <a href="#Page_297">297</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_297">297</a>;</li>
-<li class="isub1">retires to Ashland, <a href="#Page_298">298</a>;</li>
-<li class="isub1">and the Compromise of 1850, <a href="#Page_298">298</a>-299;</li>
-<li class="isub1">receives ovation from the people, <a href="#Page_299">299</a>;</li>
-<li class="isub1">death, <a href="#Page_300">300</a>.</li>
-
-<li><strong>"Clermont," The</strong>, first successful steamboat, <a href="#Page_259">259</a>-260.</li>
-
-<li><strong>Clovis</strong>, <a href="#Page_479">479</a>.</li>
-
-<li><strong>Coal</strong>, <a href="#Page_421">421</a>-422.</li>
-
-<li><strong>Cold Harbor</strong>, battle of, <a href="#Page_336">336</a>, <a href="#Page_349">349</a>.</li>
-
-<li><strong>Cold storage of meat</strong>, <a href="#Page_421">421</a>.</li>
-
-<li><strong>Colorado, Grand Cañon of the</strong>, <a href="#Page_24">24</a>.</li>
-
-<li><strong>"Columbia," The</strong>, <a href="#Page_238">238</a>.</li>
-
-<li><strong>Columbia River</strong>, discovered by Captain Gray, <a href="#Page_238">238</a>;</li>
-<li class="isub1">Lewis and Clark embark on, <a href="#Page_242">242</a>;</li>
-<li class="isub1">Fremont on, <a href="#Page_286">286</a>.</li>
-
-<li><strong>Columbus, Christopher</strong>, <a href="#Page_2">2</a>-16, <a href="#Page_18">18</a>, <a href="#Page_31">31</a>;</li>
-<li class="isub1">boyhood of, <a href="#Page_2">2</a>, <a href="#Page_3">3</a>;</li>
-<li class="isub1">goes to Lisbon, <a href="#Page_4">4</a>;</li>
-<li class="isub1">plans new route to India, <a href="#Page_5">5</a>;</li>
-<li class="isub1">unfairly treated by King of Portugal, <a href="#Page_5">5</a>;</li>
-<li class="isub1">seeks aid of Spain, <a href="#Page_6">6</a>;</li>
-<li class="isub1">begs bread for his son at monastery, <a href="#Page_7">7</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_8">8</a>;</li>
-<li class="isub1">first voyage of, <a href="#Page_9">9</a>-13;</li>
-<li class="isub1">discovers the New World, <a href="#Page_11">11</a>;</li>
-<li class="isub1">names the natives Indians, <a href="#Page_12">12</a>;</li>
-<li class="isub1">honored on return to Spain, <a href="#Page_13">13</a>, <a href="#Page_14">14</a>, <a href="#Page_15">15</a>;</li>
-<li class="isub1">last voyages of, <a href="#Page_15">15</a>, <a href="#Page_16">16</a>;</li>
-<li class="isub1">death, <a href="#Page_16">16</a>;</li>
-<li class="isub1">effect in England of discoveries of, <a href="#Page_34">34</a>.</li>
-
-<li><strong>Committees of Correspondence</strong>, <a href="#Page_232">232</a>.</li>
-
-<li><strong>Compromise of 1850</strong>, <a href="#Page_298">298</a>, <a href="#Page_300">300</a>, <a href="#Page_305">305</a>, <a href="#Page_310">310</a>.</li>
-
-<li><strong>Compromise Tariff Law</strong>, <a href="#Page_297">297</a>.</li>
-
-<li><strong>Concord</strong>, battle of, <a href="#Page_130">130</a>, <a href="#Page_175">175</a>.</li>
-
-<li><strong>Confederate States of America</strong>, formed, <a href="#Page_323">323</a>;</li>
-<li class="isub1">capital of, <a href="#Page_326">326</a>;</li>
-<li class="isub1">war between Union and, <a href="#Page_323">323</a>-327.</li>
-
-<li><strong>Congress</strong>, <a href="#Page_130">130</a>, <a href="#Page_134">134</a>, <a href="#Page_138">138</a>, <a href="#Page_141">141</a>, <a href="#Page_154">154</a>, <a href="#Page_155">155</a>, <a href="#Page_163">163</a>, <a href="#Page_232">232</a>, <a href="#Page_233">233</a>;</li>
-<li class="isub1">First Continental, <a href="#Page_172">172</a>-174;</li>
-<li class="isub1">Second Continental, <a href="#Page_177">177</a>;</li>
-<li class="isub1">disputes in, <a href="#Page_235">235</a>;</li>
-<li class="isub1">Clay in, <a href="#Page_296">296</a>-300;</li>
-<li class="isub1">Webster in, <a href="#Page_302">302</a>;</li>
-<li class="isub1">Calhoun in, <a href="#Page_306">306</a>-307.</li>
-
-<li><strong>Constantine</strong>, Emperor of Rome, <a href="#Page_475">475</a>.</li>
-
-<li><strong>Constitution of the United States</strong>, <a href="#Page_143">143</a>, <a href="#Page_144">144</a>, <a href="#Page_156">156</a>, <a href="#Page_157">157</a>, <a href="#Page_166">166</a>, <a href="#Page_493">493</a>.</li>
-
-<li><strong>Cooper, Peter</strong>, <a href="#Page_269">269</a>.</li>
-
-<li><strong>Corn-fed cattle</strong>, <a href="#Page_419">419</a>-420.</li>
-
-<li><strong>Corn Island</strong>, <a href="#Page_218">218</a>;</li>
-<li class="isub1">Clark dies on, <a href="#Page_224">224</a>.</li>
-
-<li><strong>Cornwallis, Lord</strong>, <a href="#Page_136">136</a>, <a href="#Page_137">137</a>, <a href="#Page_213">213</a>;</li>
-<li class="isub1">Washington outwits, <a href="#Page_139">139</a>-140;</li>
-<li class="isub1">surrenders at Yorktown, <a href="#Page_140">140</a>;</li>
-<li class="isub1">gains victories, <a href="#Page_182">182</a>, <a href="#Page_183">183</a>;</li>
-<li class="isub1">Green turns tide against, <a href="#Page_185">185</a>;</li>
-<li class="isub1">pursues Morgan, <a href="#Page_188">188</a>;</li>
-<li class="isub1">at Guilford Court House, <a href="#Page_189">189</a>;</li>
-<li class="isub1">caught at Yorktown, <a href="#Page_180">180</a>;</li>
-<li class="isub1">orders Tarleton to catch Marion, <a href="#Page_191">191</a>.</li>
-
-<li><strong>Coronado, Francisco</strong>, <a href="#Page_24">24</a>;</li>
-<li class="isub1">searches for rich cities, <a href="#Page_24">24</a>;</li>
-<li class="isub1">discovers Grand Cañon of the Colorado, <a href="#Page_24">24</a>;</li>
-<li class="isub1">finds buffalo, <a href="#Page_24">24</a>;</li>
-<li class="isub1">returns home, <a href="#Page_24">24</a>.</li>
-
-<li><strong>Cortés, Hernando</strong>, <a href="#Page_18">18</a>-22, <a href="#Page_23">23</a>, <a href="#Page_28">28</a>, <a href="#Page_37">37</a>;</li>
-<li class="isub1">invades Mexico, <a href="#Page_18">18</a>;</li>
-<li class="isub1">sinks his ships, <a href="#Page_18">18</a>;</li>
-<li class="isub1">armor of, <a href="#Page_19">19</a>;</li>
-<li class="isub1">attacks the Indians, <a href="#Page_20">20</a>;</li>
-<li class="isub1">takes Mexican capital, <a href="#Page_19">19</a>, <a href="#Page_20">20</a>;</li>
-<li class="isub1">puts Montezuma to death, <a href="#Page_21">21</a>;</li>
-<li class="isub1">conquers Mexico, <a href="#Page_21">21</a>;</li>
-<li class="isub1">visits Spain, <a href="#Page_21">21</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_21">21</a>;</li>
-<li class="isub1">shares Columbus' fate, <a href="#Page_22">22</a>.</li>
-
-<li><strong>Cotton</strong>, <a href="#Page_227">227</a>, <a href="#Page_228">228</a>;</li>
-<li class="isub1">fields and factories, <a href="#Page_420">420</a>-421.</li>
-
-<li><strong>Cotton gin</strong>, invention of, <a href="#Page_227">227</a>-228;</li>
-<li class="isub1">present-day machine built along lines of Whitney's, <a href="#Page_416">416</a>.</li>
-
-<li><strong>Cotton-seed oil</strong>, <a href="#Page_417">417</a>.</li>
-
-<li><strong>Cowpens</strong>, battle of the, <a href="#Page_186">186</a>, <a href="#Page_188">188</a>.</li>
-
-<li>"<strong>Cradle of Liberty</strong>," <a href="#Page_169">169</a>.</li>
-
-<li><strong>Creek Indians</strong>, <a href="#Page_104">104</a>, <a href="#Page_249">249</a>.</li>
-
-<li><strong>Crèvecœur</strong>, Fort, <a href="#Page_111">111</a>.</li>
-
-<li>"<strong>Croatoan</strong>," <a href="#Page_46">46</a>.</li>
-
-<li><strong>Crockett, David</strong>, <a href="#Page_279">279</a>, <a href="#Page_282">282</a>-283;</li>
-<li class="isub1">boyhood of, <a href="#Page_282">282</a>;</li>
-<li class="isub1">enlisted under Jackson, <a href="#Page_282">282</a>;</li>
-<li class="isub1">elected to Congress, <a href="#Page_282">282</a>;</li>
-<li class="isub1">fights for Texas at the Alamo, <a href="#Page_282">282</a>-283;</li>
-<li class="isub1">death, <a href="#Page_283">283</a>.</li>
-
-<li><strong>Cuba</strong>, discovered by Columbus, <a href="#Page_13">13</a>;</li>
-<li class="isub1">Spanish persecution in, <a href="#Page_354">354</a>-355;</li>
-<li class="isub1">United States at war with Spain in behalf of, <a href="#Page_354">354</a>-358;</li>
-<li class="isub1">made a republic, <a href="#Page_358">358</a>.</li>
-
-<li><strong>Custis, Martha</strong>, <a href="#Page_126">126</a>.</li>
-
-<li><strong>Cuzco</strong>, where Pizarro found fabulous riches, <a href="#Page_23">23</a>.</li>
-
-
-<li class="indx"><strong>Da Gama, Vasco</strong>, rounds Africa, <a href="#Page_28">28</a>.</li>
-
-<li><strong>Danes</strong>, <a href="#Page_484">484</a>, <a href="#Page_485">485</a>, <a href="#Page_486">486</a>.</li>
-
-<li><strong>Dare, Virginia</strong>, first white child of English parents born in America, <a href="#Page_45">45</a>.</li>
-
-<li><strong>Darius</strong>, <a href="#Page_461">461</a>.</li>
-
-<li><strong>Daughters of Liberty</strong>, <a href="#Page_400">400</a>.</li>
-
-<li><strong>Davis, Jefferson</strong>, president of the Confederacy, <a href="#Page_326">326</a>, <a href="#Page_336">336</a>.</li>
-
-<li><strong>Declaration of Independence</strong>, Franklin appointed to help write, <a href="#Page_155">155</a>, <a href="#Page_156">156</a>;</li>
-<li class="isub1">made, <a href="#Page_177">177</a>, <a href="#Page_178">178</a>;</li>
-<li class="isub1">Samuel Adams worked hard for, <a href="#Page_177">177</a>;</li>
-<li class="isub1">Jefferson author of, <a href="#Page_229">229</a>, <a href="#Page_232">232</a>.</li>
-
-<li>"<strong>Declaration of Sentiments</strong>," <a href="#Page_402">402</a>.</li>
-
-<li><strong>Democratic party</strong>, <a href="#Page_322">322</a>, <a href="#Page_348">348</a>, <a href="#Page_351">351</a>.</li>
-
-<li><strong>Democratic-Republican party</strong>, formed by Thomas Jefferson, <a href="#Page_235">235</a>.</li>
-
-<li><strong>Depth bomb</strong>, <a href="#Page_397">397</a>.</li>
-
-<li><strong>De Soto, Hernando</strong>, <a href="#Page_24">24</a>-28;</li>
-<li class="isub1">makes an expedition to Florida, <a href="#Page_24">24</a>-26;</li>
-<li class="isub1">welcomed at Cuba, <a href="#Page_24">24</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_25">25</a>;</li>
-<li class="isub1">cruel to natives, <a href="#Page_25">25</a>;</li>
-<li class="isub1">fights way northward and inland, <a href="#Page_25">25</a>;</li>
-<li class="isub1">discovers Mississippi, <a href="#Page_26">26</a>-27;</li>
-<li class="isub1">marches far northward and westward, <a href="#Page_27">27</a>;</li>
-<li class="isub1">returns to the Mississippi and dies, <a href="#Page_27">27</a>.</li>
-
-<li><strong>"Deutschland," The</strong>, <a href="#Page_397">397</a>.</li>
-
-<li><strong>Dewey, Admiral George</strong>, <a href="#Page_355">355</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_355">355</a>.</li>
-
-<li><strong>Dictaphone</strong>, <a href="#Page_387">387</a>-388.</li>
-
-<li><strong>Diego</strong>, son of Columbus, <a href="#Page_6">6</a>, <a href="#Page_7">7</a>.</li>
-
-<li><strong>Dinwiddie, Governor</strong>, <a href="#Page_121">121</a>.</li>
-
-<li><strong>Dirigibles</strong>, <a href="#Page_391">391</a>, <a href="#Page_394">394</a>.</li>
-
-<li>"<strong>Dogwood Papers</strong>," <a href="#Page_148">148</a>.</li>
-
-<li><strong>Dorchester Heights</strong>, <a href="#Page_133">133</a>.</li>
-
-<li><strong>Douglas, Stephen A.</strong>, debates with Lincoln, <a href="#Page_319">319</a>-322;</li>
-<li class="isub1">nominated by northern Democrats, <a href="#Page_322">322</a>.</li>
-
-<li><strong>"Dove," The</strong>, <a href="#Page_69">69</a>.</li>
-
-<li><strong>Drake, Sir Francis</strong>, <a href="#Page_37">37</a>-42;</li>
-<li class="isub1">ruined by Spaniards, <a href="#Page_37">37</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_38">38</a>;</li>
-<li class="isub1">returns to England with Spanish gold, <a href="#Page_38">38</a>;</li>
-<li class="isub1">on voyage around the world, <a href="#Page_38">38</a>-40;</li>
-<li class="isub1">captures Spanish treasure ships in Pacific, <a href="#Page_39">39</a>, <a href="#Page_41">41</a>, <a href="#Page_43">43</a>;</li>
-<li class="isub1">given title by Queen Elizabeth, <a href="#Page_40">40</a>;</li>
-<li class="isub1">takes command of fleet to fight Spain, <a href="#Page_40">40</a>;</li>
-<li class="isub1">destroys Spanish towns in Cuba, <a href="#Page_41">41</a>;</li>
-<li class="isub1">burns Spanish ships, <a href="#Page_41">41</a>;</li>
-<li class="isub1">and the Spanish Armada, <a href="#Page_42">42</a>;</li>
-<li class="isub1">takes Raleigh's colony home, <a href="#Page_45">45</a>.</li>
-
-<li><strong>"Drake," The</strong>, <a href="#Page_196">196</a>.</li>
-
-<li><strong>Duquesne, Fort</strong>, <a href="#Page_122">122</a>;</li>
-<li class="isub1">captured, <a href="#Page_126">126</a>.
-<span class="pagenum"><a name="Page_xviii" id="Page_xviii">[Pg xviii]</a></span></li>
-<li><strong>Duryea, Charles</strong>, <a href="#Page_389">389</a>.</li>
-
-<li><strong>Dutch</strong>, explorations of the, <a href="#Page_54">54</a>-59;</li>
-<li class="isub1">establish trading posts, <a href="#Page_56">56</a>;</li>
-<li class="isub1">Indians and the, <a href="#Page_56">56</a>-57;</li>
-<li class="isub1">fur traders, <a href="#Page_57">57</a>-58;</li>
-<li class="isub1">settle New Netherland, <a href="#Page_58">58</a>-59;</li>
-<li class="isub1">governed by Stuyvesant, <a href="#Page_88">88</a>-90;</li>
-<li class="isub1">surrender to the English, <a href="#Page_90">90</a>-91;</li>
-<li class="isub1">manners and customs of the, <a href="#Page_91">91</a>-92.</li>
-
-<li><strong>Dutch traders</strong>, <a href="#Page_56">56</a>-59.</li>
-
-<li><strong>Dutch West India Company</strong>, <a href="#Page_88">88</a>.</li>
-
-
-<li class="indx">"<strong>Ebenezer</strong>," German colony in Georgia,</li>
-<li>102.</li>
-
-<li><strong>Edison, Thomas A.</strong>, <a href="#Page_380">380</a>-385, <a href="#Page_387">387</a>;</li>
-<li class="isub1">boyhood of, <a href="#Page_380">380</a>-381;</li>
-<li class="isub1">experiments in telegraphy, <a href="#Page_381">381</a>;</li>
-<li class="isub1">receives $40,000 for his inventions, <a href="#Page_382">382</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_382">382</a>;</li>
-<li class="isub1">builds his first laboratory in Newark, <a href="#Page_383">383</a>;</li>
-<li class="isub1">builds a second laboratory at Menlo Park, <a href="#Page_383">383</a>;</li>
-<li class="isub1">invents microphone, megaphone, and phonograph, <a href="#Page_383">383</a>-384;</li>
-<li class="isub1">develops the electric light, <a href="#Page_384">384</a>-385;</li>
-<li class="isub1">and moving pictures, <a href="#Page_385">385</a>;</li>
-<li class="isub1">and the dictaphone, <a href="#Page_387">387</a>.</li>
-
-<li><strong>"Edward," The</strong>, <a href="#Page_199">199</a>.</li>
-
-<li><strong>"Effingham," The</strong>, <a href="#Page_199">199</a>.</li>
-
-<li><strong>Egypt</strong>, <a href="#Page_446">446</a>-448, <a href="#Page_450">450</a>;</li>
-<li class="isub1">and the Nile, <a href="#Page_446">446</a>-447;</li>
-<li class="isub1">irrigation in, <a href="#Page_447">447</a>;</li>
-<li class="isub1">and its kings, <a href="#Page_447">447</a>;</li>
-<li class="isub1">civilization in, <a href="#Page_447">447</a>-448;</li>
-<li class="isub1">Phoenicians spread learning of, <a href="#Page_450">450</a>.</li>
-
-<li><strong>El Caney</strong>, capture of, <a href="#Page_356">356</a>-357.</li>
-
-<li><strong>Electricity</strong>, Edison the wizard of, <a href="#Page_383">383</a>-385.</li>
-
-<li><strong>Electric light</strong>, developed by Edison, <a href="#Page_384">384</a>-385.</li>
-
-<li><strong>Eliot, John</strong>, preaches to the Indians, <a href="#Page_83">83</a>-84.</li>
-
-<li><strong>Elizabeth, Queen of England</strong>, knights Drake, <a href="#Page_40">40</a>;</li>
-<li class="isub1">favors Raleigh, <a href="#Page_43">43</a>, <a href="#Page_44">44</a>;</li>
-<li class="isub1">names colony of Virginia, <a href="#Page_44">44</a>.</li>
-
-<li><strong>Emancipation Proclamation</strong>, <a href="#Page_326">326</a>.</li>
-
-<li><strong>England</strong>, explorations made by, <a href="#Page_34">34</a>-47;</li>
-<li class="isub1">claims large part of North America, <a href="#Page_37">37</a>;</li>
-<li class="isub1">quarrel between Spain and, <a href="#Page_37">37</a>-42;</li>
-<li class="isub1">first permanent settlement in America by, <a href="#Page_60">60</a>-61.</li>
-
-<li><strong>Ericson, Leif</strong>, <a href="#Page_1">1</a>, <a href="#Page_484">484</a>.</li>
-
-<li><strong>Ericson, Thorvald</strong>, <a href="#Page_1">1</a>-2.</li>
-
-<li><strong>Eric the Red</strong>, <a href="#Page_1">1</a>.</li>
-
-<li><strong>Erie, Lake</strong>, battle of, <a href="#Page_244">244</a>-245.</li>
-
-<li><strong>Erie Canal</strong>, <a href="#Page_262">262</a>.</li>
-
-<li><strong>Euphrates River</strong>, <a href="#Page_448">448</a>.</li>
-
-<li><strong>Eutaw Springs</strong>, battle of, <a href="#Page_189">189</a>.</li>
-
-<li><strong>Evans, Oliver</strong>, <a href="#Page_388">388</a>.</li>
-
-
-<li class="indx"><strong>Fairfax, Lord</strong>, <a href="#Page_119">119</a>, <a href="#Page_122">122</a>, <a href="#Page_128">128</a>;</li>
-<li class="isub1">friend of Washington, <a href="#Page_120">120</a>;</li>
-<li class="isub1">builds Greenway Court, <a href="#Page_120">120</a>;</li>
-<li class="isub1">makes Washington public surveyor, <a href="#Page_120">120</a>;</li>
-<li class="isub1">returns to England, <a href="#Page_142">142</a>.</li>
-
-<li><strong>Fair Oaks</strong>, battle of, <a href="#Page_338">338</a>.</li>
-
-<li><strong>Faneuil Hall</strong>, <a href="#Page_169">169</a>.</li>
-
-<li><strong>Fannin, General</strong>, <a href="#Page_280">280</a>.</li>
-
-<li><strong>Farming</strong>, <em>see</em> Agriculture.</li>
-
-<li><strong>Farragut, Captain David</strong>, <a href="#Page_325">325</a>.</li>
-
-<li>"<strong>Father of Waters</strong>," <a href="#Page_112">112</a>.</li>
-
-<li><strong>Federalist party</strong>, <a href="#Page_235">235</a>.</li>
-
-<li><strong>Ferdinand and Isabella</strong>, <a href="#Page_6">6</a>, <a href="#Page_15">15</a>.</li>
-
-<li><strong>Ferguson, Colonel</strong>, <a href="#Page_213">213</a>;</li>
-<li class="isub1">defeated at Kings Mountain, <a href="#Page_213">213</a>-214.</li>
-
-<li><strong>Field, Cyrus W.</strong>, <a href="#Page_268">268</a>-272;</li>
-<li class="isub1">early success of, <a href="#Page_269">269</a>;</li>
-<li class="isub1">becomes interested in telegraph lines, <a href="#Page_269">269</a>;</li>
-<li class="isub1">conceives idea of connecting Europe and America, <a href="#Page_269">269</a>;</li>
-<li class="isub1">aided by Peter Cooper and other wealthy men, <a href="#Page_269">269</a>;</li>
-<li class="isub1">success of invention of, <a href="#Page_270">270</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_270">270</a>;</li>
-<li class="isub1">receives honors from many nations, <a href="#Page_271">271</a>;</li>
-<li class="isub1">death, <a href="#Page_272">272</a>.</li>
-
-<li><strong>Fillmore, President</strong>, <a href="#Page_305">305</a>.</li>
-
-<li><strong>Fitch, John</strong>, <a href="#Page_257">257</a>.</li>
-
-<li><strong>Five Nations</strong>, <em>see</em> Iroquois.</li>
-
-<li><strong>Fletcher, Grace</strong>, <a href="#Page_302">302</a>.</li>
-
-<li><strong>Florida</strong>, De Leon takes possession of, <a href="#Page_17">17</a>;</li>
-<li class="isub1">De Soto's expedition to, <a href="#Page_24">24</a>-26.</li>
-
-<li><strong>Flour mills</strong>, <a href="#Page_418">418</a>.</li>
-
-<li><strong>Foch, Ferdinand</strong>, <a href="#Page_437">437</a>, <a href="#Page_438">438</a>, <a href="#Page_439">439</a>.</li>
-
-<li><strong>Foote, Commodore</strong>, <a href="#Page_333">333</a>.</li>
-
-<li><strong>Forbes, General</strong>, <a href="#Page_126">126</a>.</li>
-
-<li><strong>Forts</strong>, <em>see under</em> names of forts.</li>
-
-<li><strong>France</strong>, aids Americans, <a href="#Page_139">139</a>;</li>
-<li class="isub1">discoverers and explorers of, <a href="#Page_49">49</a>-53;</li>
-<li class="isub1">missionaries of, <a href="#Page_53">53</a>, <a href="#Page_106">106</a>-114.</li>
-
-<li><strong>Franciscan friars</strong>, <a href="#Page_300">300</a>-302.</li>
-
-<li><strong>Franklin, Benjamin</strong>, <a href="#Page_124">124</a>, <a href="#Page_147">147</a>-157;</li>
-<li class="isub1">early life of, <a href="#Page_147">147</a>-151;</li>
-<li class="isub1">portrait of, <a href="#Page_148">148</a>;</li>
-<li class="isub1">in London, <a href="#Page_150">150</a>;</li>
-<li class="isub1">editor of <em>Pennsylvania Gazette</em> in Philadelphia, <a href="#Page_151">151</a>;</li>
-<li class="isub1">founds three great institutions, <a href="#Page_151">151</a>;</li>
-<li class="isub1">invents stove, <a href="#Page_151">151</a>;</li>
-<li class="isub1">forms first fire department in America, <a href="#Page_151">151</a>;</li>
-<li class="isub1">author of <em>Poor Richard's Almanac</em>, <a href="#Page_151">151</a>-152;</li>
-<li class="isub1">clerk of Pennsylvania Assembly, <a href="#Page_152">152</a>;</li>
-<li class="isub1">postmaster-general, <a href="#Page_152">152</a>;</li>
-<li class="isub1">plans union of colonies, <a href="#Page_153">153</a>;</li>
-<li class="isub1">becomes famed as scientist, <a href="#Page_153">153</a>;</li>
-<li class="isub1">experiments with electricity, <a href="#Page_153">153</a>;</li>
-<li class="isub1">sent to England to defend colonies, <a href="#Page_154">154</a>;</li>
-<li class="isub1">appointed to help write Declaration of Independence, <a href="#Page_155">155</a>, <a href="#Page_232">232</a>;</li>
-<li class="isub1">secures French aid for America, <a href="#Page_155">155</a>;</li>
-<li class="isub1">helps make treaty of peace, <a href="#Page_155">155</a>;</li>
-<li class="isub1">helps make and signs Constitution, <a href="#Page_156">156</a>, <a href="#Page_157">157</a>;</li>
-<li class="isub1">death, <a href="#Page_157">157</a>.</li>
-
-<li><strong>Franks</strong>, <a href="#Page_479">479</a>.</li>
-
-<li><strong>Fraunces' Tavern</strong>, <a href="#Page_140">140</a>.</li>
-
-<li><strong>Frederica</strong>, <a href="#Page_103">103</a>.</li>
-
-<li><strong>Fredericksburg</strong>, battle of, <a href="#Page_346">346</a>.</li>
-
-<li><strong>Fremont, John C.</strong>, <a href="#Page_283">283</a>-290;</li>
-<li class="isub1">early life of, <a href="#Page_284">284</a>;</li>
-<li class="isub1">goes to South America, <a href="#Page_284">284</a>;</li>
-<li class="isub1">becomes a civil engineer, <a href="#Page_284">284</a>;</li>
-<li class="isub1">loves the wild life, <a href="#Page_284">284</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_285">285</a>;</li>
-<li class="isub1">marries Jessie Benton, <a href="#Page_285">285</a>;</li>
-<li class="isub1">receives permission to explore South Pass, <a href="#Page_285">285</a>;</li>
-<li class="isub1">unfurls Stars and Stripes from summit of Fremonts Peak, <a href="#Page_285">285</a>;</li>
-<li class="isub1">seeks a more southerly route to Oregon and California, <a href="#Page_285">285</a>;</li>
-<li class="isub1">reaches Great Salt Lake, <a href="#Page_286">286</a>;</li>
-<li class="isub1">goes to Fort Vancouver, <a href="#Page_286">286</a>;</li>
-<li class="isub1">makes a circuit of the Great Basin and crosses mountains to California, <a href="#Page_287">287</a>;</li>
-<li class="isub1">third expedition of, <a href="#Page_288">288</a>;</li>
-<li class="isub1">in Mexican War, <a href="#Page_288">288</a>-289;</li>
-<li class="isub1">elected to United States Senate, <a href="#Page_289">289</a>;</li>
-<li class="isub1">fifth expedition of, <a href="#Page_289">289</a>;</li>
-<li class="isub1">first Republican candidate for president, <a href="#Page_289">289</a>;</li>
-<li class="isub1">major general in Civil War, <a href="#Page_290">290</a>;</li>
-<li class="isub1">governor of Arizona, <a href="#Page_290">290</a>;</li>
-<li class="isub1">death, <a href="#Page_290">290</a>.</li>
-
-<li><strong>Fremonts Peak</strong>, <a href="#Page_285">285</a>.</li>
-
-<li><strong>French</strong>, in North America, <a href="#Page_49">49</a>-53, <a href="#Page_106">106</a>-113.</li>
-
-<li><strong>French allies</strong>, in Revolutionary War, <a href="#Page_139">139</a>.</li>
-
-<li><strong>French and Indian War</strong>, <a href="#Page_114">114</a>, <a href="#Page_121">121</a>, <a href="#Page_126">126</a>, <a href="#Page_130">130</a>.</li>
-
-<li><strong>French in Canada</strong>, <a href="#Page_121">121</a>.</li>
-
-<li><strong>Friends</strong>, <em>see</em> Quakers.</li>
-
-<li><strong>"Friendship," The</strong>, <a href="#Page_194">194</a>.</li>
-
-<li><strong>Frontenac, Count</strong>, sends Joliet and Marquette to find Mississippi, <a href="#Page_53">53</a>;</li>
-<li class="isub1">sends La Salle and Hennepin, <a href="#Page_106">106</a>;
-<span class="pagenum"><a name="Page_xix" id="Page_xix">[Pg xix]</a></span></li>
-<li class="isub1">"children of," <a href="#Page_111">111</a>.</li>
-
-<li><strong>Frontenac, Fort</strong>, <a href="#Page_106">106</a>, <a href="#Page_107">107</a>, <a href="#Page_111">111</a>.</li>
-
-<li><strong>Fruit growing</strong>, <a href="#Page_375">375</a>.</li>
-
-<li><strong>Fugitive Slave Law</strong>, <a href="#Page_407">407</a>.</li>
-
-<li><strong>Fulton, Robert</strong>, <a href="#Page_257">257</a>-264, <a href="#Page_395">395</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_258">258</a>;</li>
-<li class="isub1">starts life as portrait painter, <a href="#Page_258">258</a>;</li>
-<li class="isub1">meets James Watt, <a href="#Page_258">258</a>;</li>
-<li class="isub1">becomes interested in driving power of steam, <a href="#Page_258">258</a>;</li>
-<li class="isub1">makes trial steamboat in France, <a href="#Page_258">258</a>;</li>
-<li class="isub1">builds the <em>Clermont</em>, <a href="#Page_259">259</a>;</li>
-<li class="isub1">wonderful success of invention of, <a href="#Page_260">260</a>, <a href="#Page_261">261</a>;</li>
-<li class="isub1">death, <a href="#Page_261">261</a>;</li>
-<li class="isub1">and the invention of the submarine, <a href="#Page_395">395</a>.</li>
-
-<li><strong>Fur traders</strong>, <a href="#Page_56">56</a>-58 106-107, <a href="#Page_243">243</a>-244.</li>
-
-
-<li class="indx"><strong>Gadsden, Christopher</strong>, <a href="#Page_173">173</a>.</li>
-
-<li><strong>Gage, General</strong>, <a href="#Page_130">130</a>, <a href="#Page_131">131</a>, <a href="#Page_183">183</a>.</li>
-
-<li><strong>Galena</strong>, <a href="#Page_332">332</a>.</li>
-
-<li><strong>Galveston flood</strong>, Red Cross relieves suffering caused by the, <a href="#Page_411">411</a>.</li>
-
-<li><strong>Gama, Vasco da</strong>, <em>see</em> Da Gama, Vasco.</li>
-
-<li><strong>Garfield, James J.</strong>, <a href="#Page_345">345</a>-347;</li>
-<li class="isub1">portrait of, <a href="#Page_345">345</a>.</li>
-
-<li><strong>Gates, General</strong>, <a href="#Page_182">182</a>.</li>
-
-<li><strong>Gauls</strong>, <a href="#Page_466">466</a>, <a href="#Page_472">472</a>, <a href="#Page_475">475</a>.</li>
-
-<li><strong>George II</strong>, grants charter to Oglethorpe, <a href="#Page_101">101</a>.</li>
-
-<li><strong>George III</strong>, <a href="#Page_135">135</a>, <a href="#Page_136">136</a>, <a href="#Page_141">141</a>, <a href="#Page_158">158</a>, <a href="#Page_159">159</a>, <a href="#Page_173">173</a>.</li>
-
-<li><strong>Georgia</strong>, founded, <a href="#Page_101">101</a>-103;</li>
-<li class="isub1">planters of, <a href="#Page_103">103</a>-104.</li>
-
-<li><strong>Germanic tribes</strong>, <a href="#Page_476">476</a>, <a href="#Page_477">477</a>, <a href="#Page_478">478</a>, <a href="#Page_479">479</a>, <a href="#Page_481">481</a>.</li>
-
-<li><strong>Germany</strong>, one of the Central Powers, <a href="#Page_426">426</a>;</li>
-<li class="isub1">protests against United States trading with Allies, <a href="#Page_427">427</a>;</li>
-<li class="isub1">lawless submarine policy of, <a href="#Page_428">428</a>, <a href="#Page_430">430</a>-431;</li>
-<li class="isub1">America enters the war against, <a href="#Page_431">431</a>;</li>
-<li class="isub1">makes last great attack, <a href="#Page_437">437</a>;</li>
-<li class="isub1">defeated on all fronts, <a href="#Page_441">441</a>;</li>
-<li class="isub1">accepts armistice, <a href="#Page_442">442</a>;</li>
-<li class="isub1">treaty of peace with, <a href="#Page_442">442</a>-443.</li>
-
-<li><strong>Gettysburg</strong>, battle of, <a href="#Page_335">335</a>, <a href="#Page_338">338</a>.</li>
-
-<li><strong>Ghent</strong>, <em>see</em> Treaty of.</li>
-
-<li><strong>Gibault</strong>, Father, <a href="#Page_220">220</a>, <a href="#Page_221">221</a>.</li>
-
-<li><strong>Gilbert, Sir Humphrey</strong>, <a href="#Page_43">43</a>.</li>
-
-<li><strong>Gist, Christopher</strong>, <a href="#Page_122">122</a>.</li>
-
-<li><strong>Goethals, George Washington</strong>, <a href="#Page_376">376</a>-378;</li>
-<li class="isub1">portrait of, <a href="#Page_376">376</a>;</li>
-<li class="isub1">early life of, <a href="#Page_377">377</a>;</li>
-<li class="isub1">in Spanish-American War, <a href="#Page_377">377</a>;</li>
-<li class="isub1">in charge of construction of Panama Canal, <a href="#Page_377">377</a>-378;</li>
-<li class="isub1">appointed governor of Canal Zone, <a href="#Page_377">377</a>.</li>
-
-<li><strong>Gold</strong>, discovery and mining of, <a href="#Page_289">289</a>, <a href="#Page_372">372</a>-373, <a href="#Page_375">375</a>.</li>
-
-<li><strong>"Golden Hind," The</strong>, Drake's ship, <a href="#Page_38">38</a>, <a href="#Page_39">39</a>, <a href="#Page_40">40</a>.</li>
-
-<li><strong>Gold Fleet, Spanish</strong>, <a href="#Page_41">41</a>.</li>
-
-<li><strong>Goliad</strong>, massacre at, <a href="#Page_280">280</a>.</li>
-
-<li><strong>Gooch, Daniel</strong>, <a href="#Page_271">271</a>.</li>
-
-<li><strong>"Good Man Richard," The</strong>, <a href="#Page_197">197</a>-198.</li>
-
-<li><strong>Gore, Christopher</strong>, <a href="#Page_311">311</a>.</li>
-
-<li><strong>Gracchi, the</strong>, <a href="#Page_470">470</a>.</li>
-
-<li><strong>Grain</strong>, <a href="#Page_417">417</a>-419;</li>
-<li class="isub1">elevators for 418.</li>
-
-<li><strong>Grant, Ulysses S.</strong>, <a href="#Page_325">325</a>, <a href="#Page_327">327</a>, <a href="#Page_331">331</a>-337;</li>
-<li class="isub1">early life of, <a href="#Page_331">331</a>-332;</li>
-<li class="isub1">in Mexican War, <a href="#Page_332">332</a>;</li>
-<li class="isub1">promoted in the army, <a href="#Page_333">333</a>;</li>
-<li class="isub1">at Forts Henry and Donelson, <a href="#Page_333">333</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_333">333</a>;</li>
-<li class="isub1">at Vicksburg, <a href="#Page_334">334</a>;</li>
-<li class="isub1">at Gettysburg, <a href="#Page_335">335</a>;</li>
-<li class="isub1">made commander of the Union armies, <a href="#Page_336">336</a>;</li>
-<li class="isub1">in the "Wilderness," <a href="#Page_336">336</a>;</li>
-<li class="isub1">Lee surrenders to, <a href="#Page_336">336</a>;</li>
-<li class="isub1">elected president, <a href="#Page_337">337</a>;</li>
-<li class="isub1">death, <a href="#Page_337">337</a>.</li>
-
-<li><strong>Gray, Captain Robert</strong>, the first to carry the Stars and Stripes around the world, <a href="#Page_238">238</a>;</li>
-<li class="isub1">discovers the Columbia River, <a href="#Page_238">238</a>.</li>
-
-<li><strong>Gray, &mdash;&mdash;</strong>, invents telephone, <a href="#Page_268">268</a>.</li>
-
-<li><strong>Great Basin</strong>, Fremont explores the, <a href="#Page_287">287</a>-288.</li>
-
-<li><strong>Great Charter</strong>, struggle for the, <a href="#Page_490">490</a>-493.</li>
-
-<li><strong>Great Salt Lake</strong>, <a href="#Page_286">286</a>.</li>
-
-<li><strong>Greater Greece</strong>, <a href="#Page_451">451</a>-452.</li>
-
-<li><strong>Greece</strong>, <a href="#Page_450">450</a>-463;</li>
-<li class="isub1">geography of, <a href="#Page_450">450</a>-451;</li>
-<li class="isub1">legendary heroes of, <a href="#Page_452">452</a>-453;</li>
-<li class="isub1">philosophers of, <a href="#Page_453">453</a>-455;</li>
-<li class="isub1">wins admiration of Philip of Macedon, <a href="#Page_455">455</a>;</li>
-<li class="isub1">government of, <a href="#Page_456">456</a>-460;</li>
-<li class="isub1">civilization of, <a href="#Page_458">458</a>-460;</li>
-<li class="isub1">in "Age of Pericles," <a href="#Page_460">460</a>-461;</li>
-<li class="isub1">defeats Persian kings, <a href="#Page_461">461</a>-463;</li>
-<li class="isub1">Alexander's conquests spread civilization of, <a href="#Page_463">463</a>.</li>
-
-<li><strong>Green Bay</strong>, <a href="#Page_108">108</a>.</li>
-
-<li><strong>Greene, Mrs.</strong>, <a href="#Page_227">227</a>-228.</li>
-
-<li><strong>Greene, Nathanael</strong>, <a href="#Page_182">182</a>-185, <a href="#Page_188">188</a>, <a href="#Page_189">189</a>, <a href="#Page_190">190</a>, <a href="#Page_191">191</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_182">182</a>;</li>
-<li class="isub1">given command of army in South, <a href="#Page_182">182</a>;</li>
-<li class="isub1">goes to Boston and meets Washington, <a href="#Page_184">184</a>;</li>
-<li class="isub1">made one of Washington's generals, <a href="#Page_184">184</a>;</li>
-<li class="isub1">divides army, <a href="#Page_184">184</a>;</li>
-<li class="isub1">on great march, <a href="#Page_188">188</a>;</li>
-<li class="isub1">at Guilford Court House, <a href="#Page_189">189</a>;</li>
-<li class="isub1">drives British into Charleston, <a href="#Page_189">189</a>;</li>
-<li class="isub1">honored by his country, <a href="#Page_189">189</a>;</li>
-<li class="isub1">praises General Marion, <a href="#Page_191">191</a>.</li>
-
-<li><strong>Greenland</strong>, discovered by Northmen, <a href="#Page_1">1</a>, <a href="#Page_484">484</a>.</li>
-
-<li><strong>Greenway Court</strong>, <a href="#Page_120">120</a>-121, <a href="#Page_125">125</a>.</li>
-
-<li><strong>Grenville, Sir Richard</strong>, <a href="#Page_44">44</a>.</li>
-
-<li><strong>"Griffin," The</strong>, <a href="#Page_108">108</a>-109.</li>
-
-<li><strong>Guam</strong>, annexed by United States, <a href="#Page_359">359</a>.</li>
-
-<li><strong>Guatemotzin</strong>, statue of, <a href="#Page_20">20</a>.</li>
-
-<li><strong>Guilds</strong>, <a href="#Page_446">446</a>.</li>
-
-<li><strong>Guilford Court House</strong>, battle of, <a href="#Page_189">189</a>.</li>
-
-
-<li class="indx"><strong>Hale, Nathan</strong>, <a href="#Page_134">134</a>, <a href="#Page_179">179</a>-182;</li>
-<li class="isub1">in college, <a href="#Page_179">179</a>;</li>
-<li class="isub1">statue of, <a href="#Page_180">180</a>;</li>
-<li class="isub1">joins Washington, <a href="#Page_180">180</a>;</li>
-<li class="isub1">captures British man-of-war, <a href="#Page_180">180</a>;</li>
-<li class="isub1">passes safely through British lines, <a href="#Page_181">181</a>;</li>
-<li class="isub1">captured, <a href="#Page_181">181</a>;</li>
-<li class="isub1">death, <a href="#Page_181">181</a>.</li>
-
-<li><strong>"Half Moon," The</strong>, <a href="#Page_54">54</a>, <a href="#Page_55">55</a>.</li>
-
-<li><strong>Hamilton, Alexander</strong>, <a href="#Page_235">235</a>.</li>
-
-<li><strong>Hamilton, General</strong>, <a href="#Page_220">220</a>, <a href="#Page_222">222</a>.</li>
-
-<li><strong>Hancock, John</strong>, <a href="#Page_177">177</a>, <a href="#Page_233">233</a>.</li>
-
-<li><strong>Hanks, John</strong>, <a href="#Page_315">315</a>, <a href="#Page_316">316</a>, <a href="#Page_321">321</a>.</li>
-
-<li><strong>Hannibal</strong>, <a href="#Page_467">467</a>-469.</li>
-
-<li><strong>Harlem Heights</strong>, <a href="#Page_134">134</a>.</li>
-
-<li><strong>Harrison, Benjamin</strong>, <a href="#Page_142">142</a>, <a href="#Page_232">232</a>, <a href="#Page_349">349</a>, <a href="#Page_351">351</a>.</li>
-
-<li><strong>Harrison, William Henry</strong>, <a href="#Page_304">304</a>, <a href="#Page_319">319</a>.</li>
-
-<li><strong>Harrodsburg</strong>, <a href="#Page_217">217</a>.</li>
-
-<li><strong>Harvard Elm</strong>, <a href="#Page_132">132</a>.</li>
-
-<li><strong>Harvesting machines</strong>, <a href="#Page_418">418</a>.</li>
-
-<li><strong>Hastings</strong>, battle of, <a href="#Page_489">489</a>.</li>
-
-<li><strong>Hawaiian Islands</strong>, annexed by United States, <a href="#Page_356">356</a>.</li>
-
-<li><strong>Hawkins, Captain</strong>, <a href="#Page_37">37</a>.</li>
-
-<li><strong>Hayes, Lucy Webb</strong>, <a href="#Page_344">344</a>.</li>
-
-<li><strong>Hayes, Rutherford B.</strong>, <a href="#Page_342">342</a>-344;</li>
-<li class="isub1">portrait of, <a href="#Page_343">343</a>.</li>
-
-<li><strong>Hayne, Senator</strong>, <a href="#Page_303">303</a>.</li>
-
-<li>"<strong>Hearts Content</strong>," <a href="#Page_271">271</a>.</li>
-
-<li><strong>Helen of Troy</strong>, <a href="#Page_452">452</a>-453.</li>
-
-<li><strong>Helm, Captain</strong>, <a href="#Page_220">220</a>.</li>
-
-<li><strong>Henderson, Richard</strong>, <a href="#Page_205">205</a>.</li>
-
-<li><strong>Hennepin</strong>, a missionary, <a href="#Page_106">106</a>, <a href="#Page_107">107</a>, <a href="#Page_110">110</a>, <a href="#Page_111">111</a>.</li>
-
-<li><strong>Henry, Patrick</strong>, <a href="#Page_129">129</a>-130, <a href="#Page_153">153</a>, <a href="#Page_158">158</a>-167, <a href="#Page_217">217</a>, <a href="#Page_230">230</a>, <a href="#Page_234">234</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_158">158</a>;</li>
-<li class="isub1">opposes Stamp Act, <a href="#Page_159">159</a>;</li>
-<li class="isub1">birth and parentage of, <a href="#Page_160">160</a>;</li>
-<li class="isub1">early failures of, <a href="#Page_160">160</a>;
-<span class="pagenum"><a name="Page_xx" id="Page_xx">[Pg xx]</a></span></li>
-<li class="isub1">orator of the Revolution, <a href="#Page_160">160</a>-167;</li>
-<li class="isub1">succeeds as a lawyer, <a href="#Page_161">161</a>;</li>
-<li class="isub1">first great speech of, <a href="#Page_161">161</a>;</li>
-<li class="isub1">elected to House of Burgesses, <a href="#Page_161">161</a>-162;</li>
-<li class="isub1">speaks against Stamp Act, <a href="#Page_162">162</a>;</li>
-<li class="isub1">sent to Continental Congress, <a href="#Page_163">163</a>;</li>
-<li class="isub1">offers resolutions for arming Virginia, <a href="#Page_164">164</a>;</li>
-<li class="isub1">defends his resolutions in great speech, <a href="#Page_164">164</a>-165;</li>
-<li class="isub1">in forefront of struggle with England, <a href="#Page_166">166</a>;</li>
-<li class="isub1">statue of, <a href="#Page_166">166</a>;</li>
-<li class="isub1">aids George Rogers Clark in raising an army, <a href="#Page_217">217</a>-218;</li>
-<li class="isub1">death, <a href="#Page_166">166</a>.</li>
-
-<li><strong>Henry</strong>, Prince of Portugal, <a href="#Page_3">3</a>.</li>
-
-<li><strong>Henry II</strong>, <a href="#Page_490">490</a>-491.</li>
-
-<li><strong>Henry VII</strong>, <a href="#Page_35">35</a>, <a href="#Page_37">37</a>.</li>
-
-<li><strong>Henry VIII</strong>, <a href="#Page_37">37</a>.</li>
-
-<li><strong>Hercules</strong>, <a href="#Page_452">452</a>.</li>
-
-<li><strong>Hermitage, The</strong>, <a href="#Page_254">254</a>.</li>
-
-<li><strong>Hessians, The</strong>, <a href="#Page_135">135</a>, <a href="#Page_136">136</a>.</li>
-
-<li><strong>Hieroglyphics</strong>, <a href="#Page_448">448</a>-449.</li>
-
-<li><strong>Hobkirks Hill</strong>, <a href="#Page_189">189</a>.</li>
-
-<li><strong>Holland, John P.</strong>, and the submarine, <a href="#Page_395">395</a>-397;</li>
-<li class="isub1">portrait of, <a href="#Page_395">395</a>.</li>
-
-<li><strong>Homestead Law</strong>, <a href="#Page_373">373</a>.</li>
-
-<li><strong>Hooker</strong>, <a href="#Page_335">335</a>.</li>
-
-<li><strong>Hoover, Herbert</strong>, <a href="#Page_431">431</a>-432.</li>
-
-<li><strong>Horace</strong>, <a href="#Page_475">475</a>.</li>
-
-<li><strong>Horatius</strong>, <a href="#Page_464">464</a>-465.</li>
-
-<li><strong>Horseshoe Bend</strong>, battle of, <a href="#Page_249">249</a>, <a href="#Page_277">277</a>.</li>
-
-<li><strong>Houston, General Sam</strong>, <a href="#Page_277">277</a>-281;</li>
-<li class="isub1">lives with Cherokees, <a href="#Page_277">277</a>;</li>
-<li class="isub1">in battle of Horseshoe Bend, <a href="#Page_277">277</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_278">278</a>;</li>
-<li class="isub1">studies law, <a href="#Page_278">278</a>;</li>
-<li class="isub1">goes to Congress, <a href="#Page_278">278</a>;</li>
-<li class="isub1">governor of Tennessee, <a href="#Page_278">278</a>;</li>
-<li class="isub1">visits Washington, <a href="#Page_279">279</a>;</li>
-<li class="isub1">goes to Texas, <a href="#Page_279">279</a>;</li>
-<li class="isub1">in Texas War with Mexico, <a href="#Page_279">279</a>-281;</li>
-<li class="isub1">at battle of San Jacinto, <a href="#Page_280">280</a>-281;</li>
-<li class="isub1">elected first president of Texas, <a href="#Page_281">281</a>;</li>
-<li class="isub1">sent to United States Senate, <a href="#Page_281">281</a>;</li>
-<li class="isub1">death, <a href="#Page_281">281</a>.</li>
-
-<li><strong>Howe, Elias</strong>, <a href="#Page_274">274</a>-276.</li>
-
-<li><strong>Howe, General</strong>, <a href="#Page_133">133</a>, <a href="#Page_134">134</a>, <a href="#Page_137">137</a>, <a href="#Page_181">181</a>.</li>
-
-<li><strong>Howe, Julia Ward</strong>, <a href="#Page_404">404</a>-406;</li>
-<li class="isub1">early life of, <a href="#Page_404">404</a>-405;</li>
-<li class="isub1">writes "Battle Hymn of the Republic," <a href="#Page_405">405</a>;</li>
-<li class="isub1">and the Woman's Club, <a href="#Page_405">405</a>-406;</li>
-<li class="isub1">portrait of, <a href="#Page_406">406</a>.</li>
-
-<li><strong>Howe, Samuel Gridley</strong>, <a href="#Page_405">405</a>.</li>
-
-<li><strong>Hudson, Henry</strong>, <a href="#Page_54">54</a>-56;</li>
-<li class="isub1">discovers Hudson River, <a href="#Page_54">54</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_55">55</a>;</li>
-<li class="isub1">cruel to Indians, <a href="#Page_55">55</a>;</li>
-<li class="isub1">seeks northwest passage, <a href="#Page_55">55</a>-56;</li>
-<li class="isub1">set adrift by sailors, <a href="#Page_56">56</a>.</li>
-
-<li><strong>Hudson Bay Company</strong>, <a href="#Page_286">286</a>.</li>
-
-<li><strong>Hudson River</strong>, <a href="#Page_54">54</a>-55.</li>
-
-<li><strong>Hull House</strong>, <a href="#Page_413">413</a>.</li>
-
-<li><strong>Huns</strong>, <a href="#Page_476">476</a>-477.</li>
-
-<li><strong>Hydroplane</strong>, <a href="#Page_394">394</a>.</li>
-
-
-<li class="indx"><strong>Iceland</strong>, discovered by Northmen, <a href="#Page_1">1</a>.</li>
-
-<li><strong>Illinois Indians</strong>, <a href="#Page_111">111</a>.</li>
-
-<li><strong>Illinois River</strong>, <a href="#Page_109">109</a>, <a href="#Page_110">110</a>, <a href="#Page_111">111</a>.</li>
-
-<li><strong>Inca</strong>, captured by Pizarro, <a href="#Page_23">23</a>.</li>
-
-<li><strong>Independence, Declaration of</strong>, <em>see</em> Declaration of Independence.</li>
-
-<li><strong>India</strong>, search for new route to, <a href="#Page_2">2</a>-16, <a href="#Page_34">34</a>-37;</li>
-<li class="isub1">Magellan first to reach, <a href="#Page_31">31</a>.</li>
-
-<li><strong>Indian corn</strong>, taken to England, <a href="#Page_45">45</a>;</li>
-<li class="isub1">best crop of the Pilgrims, <a href="#Page_79">79</a>.</li>
-
-<li><strong>Indians</strong>, first seen by white men, <a href="#Page_12">12</a>;</li>
-<li class="isub1">named by Columbus, <a href="#Page_12">12</a>;</li>
-<li class="isub1">Cortés and the Mexican, <a href="#Page_18">18</a>-21;</li>
-<li class="isub1">great city of the, <a href="#Page_18">18</a>-21;</li>
-<li class="isub1">cruelly treated by De Soto, <a href="#Page_25">25</a>;</li>
-<li class="isub1">welcomed Raleigh's sailors, <a href="#Page_44">44</a>;</li>
-<li class="isub1">Lane cruel to, <a href="#Page_45">45</a>;</li>
-<li class="isub1">hostile to English settlers, <a href="#Page_45">45</a>;</li>
-<li class="isub1">Champlain and the, <a href="#Page_49">49</a>-53;</li>
-<li class="isub1">Marquette loved by the, <a href="#Page_53">53</a>;</li>
-<li class="isub1">carried Champlain's remains to Mackinac, <a href="#Page_53">53</a>;</li>
-<li class="isub1">friendly to Hudson but repaid with cruelty, <a href="#Page_55">55</a>;</li>
-<li class="isub1">and the Dutch, <a href="#Page_56">56</a>-58, <a href="#Page_59">59</a>;</li>
-<li class="isub1">and the Jamestown Colony, <a href="#Page_61">61</a>-66;</li>
-<li class="isub1">friendly to Lord Baltimore, <a href="#Page_69">69</a>;</li>
-<li class="isub1">Pilgrims and, <a href="#Page_76">76</a>, <a href="#Page_78">78</a>-81, <a href="#Page_84">84</a>-85;</li>
-<li class="isub1">John Eliot and the, <a href="#Page_83">83</a>-84;</li>
-<li class="isub1">Penn's treaty with the, <a href="#Page_98">98</a>;</li>
-<li class="isub1">Oglethorpe made treaty with the, <a href="#Page_103">103</a>;</li>
-<li class="isub1">La Salle and the, <a href="#Page_107">107</a>, <a href="#Page_110">110</a>-112;</li>
-<li class="isub1">French trappers and, <a href="#Page_113">113</a>-114;</li>
-<li class="isub1">in French and Indian War, <a href="#Page_114">114</a>, <a href="#Page_121">121</a>-126;</li>
-<li class="isub1">war dance of the, <a href="#Page_119">119</a>;</li>
-<li class="isub1">Boone and the, <a href="#Page_204">204</a>-209;</li>
-<li class="isub1">fought with British in Revolutionary War, <a href="#Page_207">207</a>-209;</li>
-<li class="isub1">Sevier and the, <a href="#Page_211">211</a>-215;</li>
-<li class="isub1">Clark and the, <a href="#Page_216">216</a>, <a href="#Page_217">217</a>;</li>
-<li class="isub1">friendly to Lewis and Clark, <a href="#Page_239">239</a>-243;</li>
-<li class="isub1">missionaries among the, <a href="#Page_243">243</a>-244, <a href="#Page_301">301</a>;</li>
-<li class="isub1">Jackson and the, <a href="#Page_247">247</a>-249;</li>
-<li class="isub1">War of the Seminole, <a href="#Page_252">252</a>;</li>
-<li class="isub1">Houston and the, <a href="#Page_277">277</a>-278;</li>
-<li class="isub1">placed on reservations by U. S. government, <a href="#Page_375">375</a>;</li>
-<li class="isub1"><em>see also</em> names of Indians.</li>
-
-<li><strong>Indigo</strong>, <a href="#Page_104">104</a>.</li>
-
-<li><strong>Iron</strong>, <a href="#Page_422">422</a>-423.</li>
-
-<li><strong>Iroquois Indians</strong>, <a href="#Page_50">50</a>, <a href="#Page_52">52</a>, <a href="#Page_56">56</a>, <a href="#Page_107">107</a>, <a href="#Page_111">111</a>, <a href="#Page_112">112</a>, <a href="#Page_114">114</a>.</li>
-
-<li><strong>Irrigation</strong>, <a href="#Page_375">375</a>, <a href="#Page_446">446</a>-447.</li>
-
-<li><strong>Isabella, Queen of Spain</strong>, <a href="#Page_6">6</a>, <a href="#Page_8">8</a>, <a href="#Page_15">15</a>.</li>
-
-<li><strong>Italians</strong>, <a href="#Page_102">102</a>.</li>
-
-
-<li class="indx"><strong>Jackson, Andrew</strong>, <a href="#Page_245">245</a>-254, <a href="#Page_282">282</a>, <a href="#Page_308">308</a>;</li>
-<li class="isub1">early life of, <a href="#Page_246">246</a>-247;</li>
-<li class="isub1">taken prisoner by the English, <a href="#Page_246">246</a>;</li>
-<li class="isub1">lawyer before twenty, <a href="#Page_247">247</a>;</li>
-<li class="isub1">emigrates to Tennessee, <a href="#Page_247">247</a>;</li>
-<li class="isub1">made U. S. senator, <a href="#Page_248">248</a>;</li>
-<li class="isub1">in War of 1812, <a href="#Page_248">248</a>-252;</li>
-<li class="isub1">wins the name "Old Hickory," <a href="#Page_249">249</a>;</li>
-<li class="isub1">fights Indians, <a href="#Page_249">249</a>;</li>
-<li class="isub1">at battle of New Orleans, <a href="#Page_250">250</a>-252;</li>
-<li class="isub1">portrait of, <a href="#Page_252">252</a>;</li>
-<li class="isub1">twice elected president, <a href="#Page_252">252</a>;</li>
-<li class="isub1">and the United States Bank, <a href="#Page_252">252</a>-253;</li>
-<li class="isub1">and nullification, <a href="#Page_254">254</a>, <a href="#Page_308">308</a>;</li>
-<li class="isub1">death, <a href="#Page_254">254</a>.</li>
-
-<li><strong>Jackson, General "Stonewall,"</strong> 338.</li>
-
-<li><strong>James I</strong>, puts Raleigh to death, <a href="#Page_47">47</a>;</li>
-<li class="isub1">gives London Company a charter, <a href="#Page_60">60</a>;</li>
-<li class="isub1">makes Calvert, Baron of Baltimore, <a href="#Page_69">69</a>.</li>
-
-<li><strong>Jamestown</strong>, settled, <a href="#Page_61">61</a>;</li>
-<li class="isub1">life in the colony of, <a href="#Page_60">60</a>-66, <a href="#Page_71">71</a>-72.</li>
-
-<li><strong>Jefferson, Thomas</strong>, <a href="#Page_229">229</a>-238;</li>
-<li class="isub1">early life of, <a href="#Page_229">229</a>;</li>
-<li class="isub1">studies law, <a href="#Page_230">230</a>;</li>
-<li class="isub1">meets Patrick Henry, <a href="#Page_230">230</a>;</li>
-<li class="isub1">member of House of Burgesses, <a href="#Page_231">231</a>;</li>
-<li class="isub1">marries, <a href="#Page_231">231</a>;</li>
-<li class="isub1">and Committee of Correspondence, <a href="#Page_232">232</a>;</li>
-<li class="isub1">and the Declaration of Independence, <a href="#Page_232">232</a>-233;</li>
-<li class="isub1">governor of Virginia, <a href="#Page_234">234</a>;</li>
-<li class="isub1">minister to France, <a href="#Page_234">234</a>;</li>
-<li class="isub1">first Secretary of State, <a href="#Page_235">235</a>;</li>
-<li class="isub1">leader of the Democratic-Republican party, <a href="#Page_235">235</a>;</li>
-<li class="isub1">elected president, <a href="#Page_235">235</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_235">235</a>;</li>
-<li class="isub1">purchases Louisiana, <a href="#Page_236">236</a>;</li>
-<li class="isub1">sends out Lewis and Clark Expedition, <a href="#Page_237">237</a>;</li>
-<li class="isub1">elected president second time, <a href="#Page_237">237</a>;</li>
-<li class="isub1">"Sage of Monticello," <a href="#Page_238">238</a>;</li>
-<li class="isub1">death, <a href="#Page_238">238</a>.</li>
-
-<li><strong>Jenkins, C. Francis</strong>, <a href="#Page_385">385</a>.</li>
-
-<li><strong>Jews</strong>, <a href="#Page_447">447</a>, <a href="#Page_449">449</a>.</li>
-
-<li><strong>John, King of England</strong>, <a href="#Page_491">491</a>-492.</li>
-
-<li><strong>John II</strong>, of Portugal, <a href="#Page_5">5</a>.</li>
-
-<li><strong>Johnson, Andrew</strong>, <a href="#Page_328">328</a>-329, <a href="#Page_337">337</a>;
-<span class="pagenum"><a name="Page_xxi" id="Page_xxi">[Pg xxi]</a></span></li>
-<li class="isub1">portrait of, <a href="#Page_328">328</a>.</li>
-
-<li><strong>Johnston, General Joseph E.</strong>, <a href="#Page_338">338</a>, <a href="#Page_340">340</a>.</li>
-
-<li><strong>Johnston, Sarah Bush</strong>, stepmother of President Lincoln, <a href="#Page_314">314</a>.</li>
-
-<li><strong>Joliet</strong>, <a href="#Page_53">53</a>, <a href="#Page_106">106</a>, <a href="#Page_112">112</a>;</li>
-<li class="isub1">with Marquette sets out to find the Mississippi, <a href="#Page_53">53</a>;</li>
-<li class="isub1">sails down the Mississippi, <a href="#Page_53">53</a>;</li>
-<li class="isub1">death, <a href="#Page_53">53</a>.</li>
-
-<li><strong>Jones, John Paul</strong>, <a href="#Page_194">194</a>-198;</li>
-<li class="isub1">early life of, <a href="#Page_194">194</a>;</li>
-<li class="isub1">enters American navy, <a href="#Page_195">195</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_195">195</a>;</li>
-<li class="isub1">shows his mettle in West Indies, <a href="#Page_196">196</a>;</li>
-<li class="isub1">sent to France, <a href="#Page_196">196</a>;</li>
-<li class="isub1">in Whitehaven, <a href="#Page_196">196</a>;</li>
-<li class="isub1">on English coast, <a href="#Page_197">197</a>;</li>
-<li class="isub1">captain of <em>Bon Homme Richard</em>, <a href="#Page_197">197</a>;</li>
-<li class="isub1">and the <em>Serapis</em>, <a href="#Page_197">197</a>-198;</li>
-<li class="isub1">great naval hero, <a href="#Page_198">198</a>.</li>
-
-<li><strong>Jonesboro</strong>, <a href="#Page_247">247</a>.</li>
-
-<li><strong>Jutes</strong>, <a href="#Page_478">478</a>.</li>
-
-
-<li class="indx"><strong>Kaiser, The German</strong>, <a href="#Page_430">430</a>, <a href="#Page_442">442</a>.</li>
-
-<li><strong>Kansas-Nebraska Bill</strong>, <a href="#Page_319">319</a>-322.</li>
-
-<li><strong>Kaskaskia</strong>, Clark at, <a href="#Page_218">218</a>, <a href="#Page_219">219</a>, <a href="#Page_223">223</a>.</li>
-
-<li><strong>Keith, Sir William</strong>, <a href="#Page_150">150</a>.</li>
-
-<li><strong>Kentucky</strong>, Boone in, <a href="#Page_204">204</a>-210, <a href="#Page_216">216</a>.</li>
-
-<li><strong>Kieft, Governor</strong>, <a href="#Page_59">59</a>.</li>
-
-<li><strong>King Philip</strong>, Indian chief, <a href="#Page_84">84</a>-85.</li>
-
-<li><strong>Kings Mountain</strong>, battle of, <a href="#Page_184">184</a>, <a href="#Page_213">213</a>-214.</li>
-
-<li><strong>Knox, General</strong>, <a href="#Page_201">201</a>.</li>
-
-<li><strong>Knoxville</strong>, <a href="#Page_215">215</a>, <a href="#Page_216">216</a>.</li>
-
-
-<li class="indx"><strong>Labrador</strong>, discovered by John Cabot, <a href="#Page_35">35</a>.</li>
-
-<li><strong>Lachine</strong>, <a href="#Page_106">106</a>.</li>
-
-<li><strong>Lafayette, Marquis de</strong>, <a href="#Page_137">137</a>, <a href="#Page_139">139</a>, <a href="#Page_140">140</a>, <a href="#Page_189">189</a>;</li>
-<li class="isub1">visits Washington after war, <a href="#Page_142">142</a>-143;</li>
-<li class="isub1">rewarded by Congress, <a href="#Page_143">143</a>.</li>
-
-<li><strong>Lafayette Squadron</strong>, <a href="#Page_431">431</a>.</li>
-
-<li><strong>Lake Superior</strong>, iron "ranges" of, <a href="#Page_422">422</a>.</li>
-
-<li><strong>Lane, Ralph</strong>, <a href="#Page_44">44</a>.</li>
-
-<li><strong>La Salle, Robert Cavelier, Sieur de</strong>, <a href="#Page_106">106</a>-113;</li>
-<li class="isub1">seeks Canada, <a href="#Page_106">106</a>;</li>
-<li class="isub1">builds Fort Frontenac, <a href="#Page_106">106</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_107">107</a>;</li>
-<li class="isub1">returns to France for permission to explore Mississippi Valley, <a href="#Page_107">107</a>;</li>
-<li class="isub1">sets out for Mississippi, <a href="#Page_107">107</a>;</li>
-<li class="isub1">builds <em>Griffin</em>, <a href="#Page_108">108</a>-109;</li>
-<li class="isub1">builds Fort Crèvecœur, <a href="#Page_111">111</a>;</li>
-<li class="isub1">plans union of Indian tribes, <a href="#Page_111">111</a>;</li>
-<li class="isub1">journeys to mouth of Mississippi, <a href="#Page_112">112</a>;</li>
-<li class="isub1">takes possession for France, <a href="#Page_112">112</a>;</li>
-<li class="isub1">builds Fort St. Louis on Starved Rock, <a href="#Page_112">112</a>;</li>
-<li class="isub1">returns to France and brings over colony, <a href="#Page_113">113</a>;</li>
-<li class="isub1">killed by disappointed colonists, <a href="#Page_113">113</a>.</li>
-
-<li><strong>"Lawrence," The</strong>, Perry's flagship, <a href="#Page_245">245</a>.</li>
-
-<li><strong>Lee, Henry</strong>, "Light Horse Harry," <a href="#Page_184">184</a>.</li>
-
-<li><strong>Lee, Richard Henry</strong>, <a href="#Page_130">130</a>, <a href="#Page_173">173</a>, <a href="#Page_177">177</a>, <a href="#Page_232">232</a>.</li>
-
-<li><strong>Lee, Robert E.</strong>, <a href="#Page_325">325</a>, <a href="#Page_326">326</a>, <a href="#Page_327">327</a>, <a href="#Page_335">335</a>, <a href="#Page_336">336</a>, <a href="#Page_337">337</a>-341;</li>
-<li class="isub1">at West Point, <a href="#Page_337">337</a>;</li>
-<li class="isub1">wins fame and honor in Mexican War, <a href="#Page_337">337</a>;</li>
-<li class="isub1">in charge at West Point, <a href="#Page_337">337</a>;</li>
-<li class="isub1">in charge of Confederate army at Richmond, <a href="#Page_338">338</a>;</li>
-<li class="isub1">defeats McClellan, <a href="#Page_338">338</a>;</li>
-<li class="isub1">retreats from Maryland after battle of Antietam, <a href="#Page_338">338</a>;</li>
-<li class="isub1">at Fredericksburg and Chancellorsville, <a href="#Page_338">338</a>;</li>
-<li class="isub1">at Gettysburg, <a href="#Page_338">338</a>;</li>
-<li class="isub1">in the "Wilderness," <a href="#Page_339">339</a>;</li>
-<li class="isub1">plans to join Johnston, <a href="#Page_340">340</a>;</li>
-<li class="isub1">meets Sheridan, <a href="#Page_340">340</a>;</li>
-<li class="isub1">surrenders to Grant, <a href="#Page_341">341</a>;</li>
-<li class="isub1">president of Washington College, <a href="#Page_341">341</a>;</li>
-<li class="isub1">death, <a href="#Page_341">341</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_341">341</a>.</li>
-
-<li><strong>Leonidas</strong>, <a href="#Page_462">462</a>.</li>
-
-<li><strong>Lewis, Captain Meriwether</strong>, <a href="#Page_239">239</a>-244;</li>
-<li class="isub1">portrait of, <a href="#Page_239">239</a>;</li>
-<li class="isub1">and Clark sent to explore Louisiana Purchase, <a href="#Page_239">239</a>;</li>
-<li class="isub1">and Clark and the Indians, <a href="#Page_239">239</a>-243;</li>
-<li class="isub1">and Clark cross Rocky Mountains, <a href="#Page_240">240</a>-241;</li>
-<li class="isub1">and Clark reach the Columbia River, <a href="#Page_242">242</a>;</li>
-<li class="isub1">and Clark reach the Pacific, <a href="#Page_242">242</a>;</li>
-<li class="isub1">and Clark return to St. Louis, <a href="#Page_242">242</a>;</li>
-<li class="isub1">rewarded by Congress, <a href="#Page_242">242</a>;</li>
-<li class="isub1">made governor of Louisiana Territory, <a href="#Page_243">243</a>.</li>
-
-<li><strong>Lewis and Clark Expedition</strong>, <a href="#Page_237">237</a>, <a href="#Page_239">239</a>.</li>
-
-<li><strong>Lexington</strong>, battle of, <a href="#Page_130">130</a>, <a href="#Page_175">175</a>.</li>
-
-<li><strong>"Lexington," The</strong>, <a href="#Page_199">199</a>.</li>
-
-<li><strong>Lincoln, Abraham</strong>, <a href="#Page_313">313</a>-329;</li>
-<li class="isub1">born in Kentucky backwoods, <a href="#Page_313">313</a>;</li>
-<li class="isub1">early life of, <a href="#Page_313">313</a>-317;</li>
-<li class="isub1">in Black Hawk War, <a href="#Page_317">317</a>;</li>
-<li class="isub1">goes to Illinois legislature, <a href="#Page_318">318</a>;</li>
-<li class="isub1">speaks for General Harrison and Henry Clay, <a href="#Page_319">319</a>;</li>
-<li class="isub1">goes to Congress, <a href="#Page_319">319</a>;</li>
-<li class="isub1">the champion against Douglas, <a href="#Page_319">319</a>;</li>
-<li class="isub1">in the U. S. Senate, <a href="#Page_320">320</a>;</li>
-<li class="isub1">debates between Douglas and, <a href="#Page_320">320</a>-322;</li>
-<li class="isub1">elected president, <a href="#Page_322">322</a>;</li>
-<li class="isub1">calls for troops, <a href="#Page_323">323</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_325">325</a>;</li>
-<li class="isub1">issues Emancipation Proclamation, <a href="#Page_326">326</a>;</li>
-<li class="isub1">assassinated, <a href="#Page_327">327</a>;</li>
-<li class="isub1">and reconstruction, <a href="#Page_328">328</a>-329.</li>
-
-<li><strong>Lincoln, General</strong>, <a href="#Page_182">182</a>.</li>
-
-<li><strong>Lincoln, Nancy Hanks</strong>, <a href="#Page_314">314</a>.</li>
-
-<li><strong>Livingston, Robert R.</strong>, helps draw up Declaration of Independence, <a href="#Page_232">232</a>;</li>
-<li class="isub1">helps make Louisiana Purchase, <a href="#Page_236">236</a>;</li>
-<li class="isub1">aids Fulton, <a href="#Page_258">258</a>, <a href="#Page_259">259</a>.</li>
-
-<li><strong>Locomotive invented</strong>, <a href="#Page_263">263</a>.</li>
-
-<li><strong>Loe, Thomas</strong>, <a href="#Page_92">92</a>, <a href="#Page_94">94</a>.</li>
-
-<li><strong>London Company</strong>, formed, <a href="#Page_60">60</a>.</li>
-
-<li>"<strong>Lone Star Republic</strong>," <a href="#Page_281">281</a>.</li>
-
-<li><strong>Longstreet, William</strong>, <a href="#Page_257">257</a>.</li>
-
-<li><strong>Lookout Mountain</strong>, battle of, <a href="#Page_335">335</a>.</li>
-
-<li><strong>Los Angeles</strong>, <a href="#Page_376">376</a>.</li>
-
-<li><strong>Louisiana Purchase</strong>, <a href="#Page_236">236</a>-238;</li>
-<li class="isub1">Lewis and Clark explore territory obtained by, <a href="#Page_237">237</a>, <a href="#Page_239">239</a>-244.</li>
-
-<li><strong>Louisiana Purchase Exposition</strong>, <a href="#Page_237">237</a>.</li>
-
-<li><strong>Louisville</strong>, <a href="#Page_218">218</a>.</li>
-
-<li><strong>"Lusitania," The</strong>, <a href="#Page_428">428</a>, <a href="#Page_430">430</a>.</li>
-
-<li><strong>"Luzerne," The</strong>, <a href="#Page_201">201</a>.</li>
-
-
-<li class="indx"><strong>McClellan, General</strong>, and Lee, <a href="#Page_325">325</a>, <a href="#Page_338">338</a>;</li>
-<li class="isub1">at Antietam, <a href="#Page_338">338</a>.</li>
-
-<li><strong>Mace, Samuel</strong>, <a href="#Page_46">46</a>.</li>
-
-<li><strong>Macedonian phalanx</strong>, <a href="#Page_455">455</a>, <a href="#Page_463">463</a>, <a href="#Page_469">469</a>.</li>
-
-<li><strong>McCormick, Cyrus H.</strong>, <a href="#Page_272">272</a>-274.</li>
-
-<li><strong>McKinley, William</strong>, <a href="#Page_352">352</a>-359;</li>
-<li class="isub1">early life of, <a href="#Page_352">352</a>-353;</li>
-<li class="isub1">in the Civil War, <a href="#Page_353">353</a>;</li>
-<li class="isub1">becomes a successful lawyer, <a href="#Page_353">353</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_353">353</a>;</li>
-<li class="isub1">in Congress, <a href="#Page_354">354</a>;</li>
-<li class="isub1">and the Spanish-American War, <a href="#Page_354">354</a>-359;</li>
-<li class="isub1">assassinated, <a href="#Page_359">359</a>.</li>
-
-<li><strong>Madison, James</strong>, <a href="#Page_250">250</a>, <a href="#Page_296">296</a>.</li>
-
-<li><strong>Magellan, Ferdinand</strong>, <a href="#Page_28">28</a>-31;</li>
-<li class="isub1">portrait of, <a href="#Page_28">28</a>;</li>
-<li class="isub1">first to sail around earth and prove it round, <a href="#Page_28">28</a>-31;</li>
-<li class="isub1">names, and is first to cross Pacific Ocean, <a href="#Page_30">30</a>;</li>
-<li class="isub1">visits the Philippines, <a href="#Page_30">30</a>;</li>
-<li class="isub1">killed defending his sailors, <a href="#Page_31">31</a>.</li>
-
-<li><strong>Magellan, Strait of</strong>, discovered, <a href="#Page_30">30</a>;</li>
-<li class="isub1">Drake sails through, <a href="#Page_38">38</a>.</li>
-
-<li>"<strong>Magna Charta</strong>," <em>see</em> Great Charter.</li>
-
-<li><strong>"Maine," The</strong>, <a href="#Page_355">355</a>.</li>
-
-<li><strong>Manhattan Island</strong>, trading posts established on, <a href="#Page_56">56</a>;</li>
-<li class="isub1">purchase of, <a href="#Page_58">58</a>.</li>
-
-<li><strong>Manila</strong>, bay, <a href="#Page_355">355</a>-356;</li>
-<li class="isub1">city of, <a href="#Page_357">357</a>.</li>
-
-<li><strong>Manufactures</strong>, <a href="#Page_421">421</a>-423.</li>
-
-<li><strong>Marathon</strong>, battle of, <a href="#Page_461">461</a>-462.
-<span class="pagenum"><a name="Page_xxii" id="Page_xxii">[Pg xxii]</a></span></li>
-<li><strong>Marconi</strong>, invents wireless telegraphy, <a href="#Page_268">268</a>.</li>
-
-<li><strong>Marianas</strong>, <a href="#Page_30">30</a>.</li>
-
-<li><strong>Marion, Francis</strong>, <a href="#Page_184">184</a>, <a href="#Page_189">189</a>-192;</li>
-<li class="isub1">portrait of, <a href="#Page_190">190</a>;</li>
-<li class="isub1">the "Swamp Fox," <a href="#Page_190">190</a>, <a href="#Page_191">191</a>;</li>
-<li class="isub1">sets free one hundred and fifty prisoners, <a href="#Page_191">191</a>;</li>
-<li class="isub1">honored by friends, <a href="#Page_192">192</a>.</li>
-
-<li><strong>Marne</strong>, first battle of, <a href="#Page_427">427</a>;</li>
-<li class="isub1">second battle of, <a href="#Page_438">438</a>.</li>
-
-<li><strong>Marquette, Father</strong>, <a href="#Page_53">53</a>, <a href="#Page_106">106</a>, <a href="#Page_112">112</a>.</li>
-
-<li><strong>Maryland</strong>, <a href="#Page_68">68</a>-70.</li>
-
-<li><strong>Massachusetts Bay</strong>, Colony of, <a href="#Page_82">82</a>, <a href="#Page_83">83</a>.</li>
-
-<li><strong>Massasoit</strong>, Indian chief, <a href="#Page_78">78</a>, <a href="#Page_79">79</a>, <a href="#Page_80">80</a>, <a href="#Page_84">84</a>.</li>
-
-<li><strong>"Mayflower," The</strong>, <a href="#Page_73">73</a>-75, <a href="#Page_77">77</a>, <a href="#Page_78">78</a>, <a href="#Page_80">80</a>, <a href="#Page_81">81</a>.</li>
-
-<li><strong>Meat packing</strong>, <a href="#Page_376">376</a>, <a href="#Page_419">419</a>-421.</li>
-
-<li><strong>Megaphone</strong>, <a href="#Page_275">275</a>.</li>
-
-<li><strong>Menlo Park</strong>, Edison's laboratory at, <a href="#Page_383">383</a>, <a href="#Page_385">385</a>.</li>
-
-<li><strong>"Merrimac," The</strong>, <a href="#Page_324">324</a>-325.</li>
-
-<li><strong>Mexican Indians</strong>, <a href="#Page_18">18</a>-21.</li>
-
-<li><strong>Mexico</strong>, invaded and conquered by Cortés, <a href="#Page_18">18</a>-22;</li>
-<li class="isub1">mines of, <a href="#Page_22">22</a>;</li>
-<li class="isub1">war between Texas and, <a href="#Page_279">279</a>-283;</li>
-<li class="isub1">Fremont in the war with, <a href="#Page_288">288</a>-289;</li>
-<li class="isub1">war between United States and, <a href="#Page_298">298</a>, <a href="#Page_310">310</a>;</li>
-<li class="isub1">Grant in war with, <a href="#Page_332">332</a>;</li>
-<li class="isub1">Lee in war with, <a href="#Page_337">337</a>;</li>
-<li class="isub1">Pershing sent into, <a href="#Page_430">430</a>.</li>
-
-<li><strong>Microphone</strong>, <a href="#Page_383">383</a>.</li>
-
-<li>"<strong>Mill boy of the Slashes</strong>," <a href="#Page_294">294</a>.</li>
-
-<li><strong>Mims, Fort</strong>, massacre at, <a href="#Page_249">249</a>.</li>
-
-<li><strong>Mines and mining</strong>, <a href="#Page_375">375</a>, <a href="#Page_421">421</a>-423.</li>
-
-<li><strong>Minuit, Peter</strong>, first governor of New Netherland, <a href="#Page_58">58</a>.</li>
-
-<li><strong>Minutemen</strong>, <a href="#Page_174">174</a>-175, <a href="#Page_183">183</a>.</li>
-
-<li><strong>Missionaries</strong>, <a href="#Page_53">53</a>, <a href="#Page_106">106</a>-114, <a href="#Page_243">243</a>.</li>
-
-<li><strong>Missionary Ridge</strong>, battle of, <a href="#Page_335">335</a>.</li>
-
-<li><strong>Missions</strong>, in the Southwest, <a href="#Page_300">300</a>-302.</li>
-
-<li><strong>Mississippi River</strong>, discovered by De Soto, <a href="#Page_26">26</a>, <a href="#Page_27">27</a>;</li>
-<li class="isub1">explored by Joliet and Marquette, <a href="#Page_53">53</a>;</li>
-<li class="isub1">La Salle reached mouth of, <a href="#Page_112">112</a>;</li>
-<li class="isub1">western boundary of United States, <a href="#Page_224">224</a>, <a href="#Page_236">236</a>.</li>
-
-<li><strong>Mississippi Valley</strong>, La Salle explores the, <a href="#Page_107">107</a>, <a href="#Page_109">109</a>-113.</li>
-
-<li><strong>Missouri</strong>, state of, <a href="#Page_210">210</a>, <a href="#Page_238">238</a>, <a href="#Page_296">296</a>.</li>
-
-<li><strong>Missouri Compromise</strong>, <a href="#Page_296">296</a>, <a href="#Page_319">319</a>.</li>
-
-<li><strong>Missouri River</strong>, Falls of the, <a href="#Page_240">240</a>.</li>
-
-<li><strong>Mohave Desert</strong>, <a href="#Page_288">288</a>.</li>
-
-<li>"<strong>Mohawks</strong>," <a href="#Page_171">171</a>.</li>
-
-<li><strong>"Monitor," The</strong>, <a href="#Page_324">324</a>-325.</li>
-
-<li><strong>Monoplane</strong>, <a href="#Page_392">392</a>-393.</li>
-
-<li><strong>Monmouth</strong>, battle of, <a href="#Page_138">138</a>, <a href="#Page_139">139</a>.</li>
-
-<li><strong>Monroe James</strong>, <a href="#Page_236">236</a>, <a href="#Page_307">307</a>, <a href="#Page_426">426</a>.</li>
-
-<li><strong>Monterey</strong>, <a href="#Page_289">289</a>.</li>
-
-<li><strong>Montezuma</strong>, <a href="#Page_20">20</a>.</li>
-
-<li><strong>Monticello</strong>, home of Jefferson, <a href="#Page_231">231</a>, <a href="#Page_232">232</a>, <a href="#Page_234">234</a>, <a href="#Page_237">237</a>, <a href="#Page_238">238</a>.</li>
-
-<li><strong>Moravians</strong>, <a href="#Page_102">102</a>.</li>
-
-<li><strong>Morgan, General</strong>, <a href="#Page_184">184</a>, <a href="#Page_185">185</a>-189;</li>
-<li class="isub1">fights French and Indians, <a href="#Page_185">185</a>;</li>
-<li class="isub1">helps capture Burgoyne, <a href="#Page_186">186</a>;</li>
-<li class="isub1">complimented by Burgoyne, <a href="#Page_186">186</a>;</li>
-<li class="isub1">at battle of Cowpens, <a href="#Page_186">186</a>, <a href="#Page_188">188</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_186">186</a>; joins Greene, <a href="#Page_188">188</a>;</li>
-<li class="isub1">last days of, <a href="#Page_188">188</a>-189.</li>
-
-<li><strong>Morristown</strong>, <a href="#Page_137">137</a>.</li>
-
-<li><strong>Morse, Samuel F. B.</strong>, <a href="#Page_264">264</a>-268;</li>
-<li class="isub1">interested in electricity, <a href="#Page_264">264</a>;</li>
-<li class="isub1">plans instrument, <a href="#Page_265">265</a>;</li>
-<li class="isub1">meets helper in Alfred Vail, <a href="#Page_265">265</a>;</li>
-<li class="isub1">gets government aid, <a href="#Page_267">267</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_267">267</a>;</li>
-<li class="isub1">receives rewards and honors, <a href="#Page_268">268</a>;</li>
-<li class="isub1">death, <a href="#Page_268">268</a>.</li>
-
-<li><strong>Moving pictures</strong>, <a href="#Page_385">385</a>-386.</li>
-
-<li><strong>Moultrie, Colonel</strong>, <a href="#Page_182">182</a>.</li>
-
-<li><strong>Mount Vernon</strong>, <a href="#Page_116">116</a>, <a href="#Page_119">119</a>, <a href="#Page_121">121</a>, <a href="#Page_123">123</a>, <a href="#Page_128">128</a>, <a href="#Page_129">129</a>, <a href="#Page_141">141</a>, <a href="#Page_142">142</a>, <a href="#Page_143">143</a>, <a href="#Page_145">145</a>.</li>
-
-<li><strong>Murfreesboro</strong>, <a href="#Page_335">335</a>.</li>
-
-<li><strong>Murray, Mrs.</strong>, entertains Lord Howe, <a href="#Page_133">133</a>.</li>
-
-
-<li class="indx"><strong>Napoleon</strong>, sells Louisiana Territory to the United States, <a href="#Page_236">236</a>.</li>
-
-<li><strong>Nassau, Fort</strong>, <a href="#Page_56">56</a>.</li>
-
-<li><strong>Natick, Mass.</strong>, <a href="#Page_84">84</a>.</li>
-
-<li><strong>National Woman's Suffrage Association</strong>, <a href="#Page_403">403</a>.</li>
-
-<li><strong>Necessity, Fort</strong>, <a href="#Page_123">123</a>.</li>
-
-<li><strong>Negro slaves</strong>, <em>see</em> Slavery.</li>
-
-<li><strong>Neutrality</strong>, American in World War, <a href="#Page_426">426</a>, <a href="#Page_427">427</a>-429.</li>
-
-<li><strong>New Amsterdam</strong>, <a href="#Page_58">58</a>, <a href="#Page_91">91</a>, <a href="#Page_92">92</a>;</li>
-<li class="isub1">becomes New York, <a href="#Page_90">90</a>.</li>
-
-<li><strong>New England</strong>, Puritans in, <a href="#Page_68">68</a>, <a href="#Page_81">81</a>-86;</li>
-<li class="isub1">Pilgrims in, <a href="#Page_73">73</a>-81;</li>
-<li class="isub1">industries, manners, and customs of colonists in, <a href="#Page_85">85</a>-86.</li>
-
-<li><strong>New France</strong>, <a href="#Page_52">52</a>;</li>
-<li class="isub1">trappers, soldiers, and missionaries of, <a href="#Page_113">113</a>-114.</li>
-
-<li><strong>New Netherland</strong>, <a href="#Page_88">88</a>-90;</li>
-<li class="isub1">settlement of, <a href="#Page_58">58</a>-59;</li>
-<li class="isub1">industries, manners, and customs of, <a href="#Page_91">91</a>-92.</li>
-
-<li><strong>New Orleans</strong>, <a href="#Page_236">236</a>;</li>
-<li class="isub1">battle of, <a href="#Page_250">250</a>-252.</li>
-
-<li><strong>Newport, Captain</strong>, <a href="#Page_60">60</a>, <a href="#Page_62">62</a>.</li>
-
-<li><strong>New York</strong>, New Amsterdam becomes, <a href="#Page_90">90</a>;</li>
-<li class="isub1">William and Mary give representative assembly to, <a href="#Page_90">90</a>;</li>
-<li class="isub1">British in, <a href="#Page_133">133</a>;</li>
-<li class="isub1">Washington inaugurated in, <a href="#Page_143">143</a>-144.</li>
-
-<li><strong>Nez Percé Indians</strong>, <a href="#Page_241">241</a>, <a href="#Page_243">243</a>.</li>
-
-<li><strong>"Niagara," The</strong>, <a href="#Page_245">245</a>.</li>
-
-<li><strong>Niagara River</strong>, <a href="#Page_108">108</a>, <a href="#Page_109">109</a>.</li>
-
-<li><strong>Nile River</strong>, <a href="#Page_446">446</a>-447, <a href="#Page_463">463</a>.</li>
-
-<li><strong>"Niña," The</strong>, <a href="#Page_10">10</a>, <a href="#Page_13">13</a>.</li>
-
-<li><strong>Ninevah</strong>, <a href="#Page_448">448</a>.</li>
-
-<li>"<strong>Nolichucky Jack</strong>," <a href="#Page_212">212</a>-216.</li>
-
-<li><strong>Nolichucky River</strong>, <a href="#Page_212">212</a>.</li>
-
-<li>"<strong>No-Man's-Land</strong>," <a href="#Page_203">203</a>.</li>
-
-<li><strong>Normans</strong>, <a href="#Page_483">483</a>, <a href="#Page_488">488</a>-490.</li>
-
-<li><strong>Northmen</strong>, voyages of, <a href="#Page_1">1</a>-2;</li>
-<li class="isub1">in Iceland and Greenland, <a href="#Page_1">1</a>;</li>
-<li class="isub1">discover Vinland, <a href="#Page_1">1</a>;</li>
-<li class="isub1">wanderings of, <a href="#Page_483">483</a>, <a href="#Page_484">484</a>, <a href="#Page_486">486</a>.</li>
-<li class="isub1"><em>See also</em> Normans <em>and</em> Danes.</li>
-
-<li><strong>"North River," The</strong>, <a href="#Page_260">260</a>.</li>
-
-<li><strong>Nullification</strong>, and President Jackson, <a href="#Page_254">254</a>, <a href="#Page_308">308</a>;</li>
-<li class="isub1">Webster's great speech on, <a href="#Page_303">303</a>-304;</li>
-<li class="isub1">Calhoun favors, <a href="#Page_307">307</a>-308;</li>
-<li class="isub1">South Carolina and, <a href="#Page_253">253</a>-254, <a href="#Page_308">308</a>.</li>
-
-
-<li class="indx"><strong>Odoacer</strong>, <a href="#Page_477">477</a>.</li>
-
-<li><strong>Oglethorpe, James</strong>, <a href="#Page_100">100</a>-103, <a href="#Page_104">104</a>;</li>
-<li class="isub1">friend of the unfortunate, <a href="#Page_100">100</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_101">101</a>;</li>
-<li class="isub1">settles Georgia, <a href="#Page_101">101</a>-103;</li>
-<li class="isub1">death, <a href="#Page_103">103</a>.</li>
-
-<li>"<strong>Old Hickory</strong>," <a href="#Page_249">249</a>.</li>
-
-<li><strong>Old North Church</strong>, <a href="#Page_174">174</a>.</li>
-
-<li><strong>Old South Church</strong>, <a href="#Page_169">169</a>, <a href="#Page_171">171</a>.</li>
-
-<li><strong>Orange, Fort</strong>, <a href="#Page_56">56</a>, <a href="#Page_57">57</a>, <a href="#Page_90">90</a>.</li>
-
-<li><strong>Orange growing</strong>, <a href="#Page_375">375</a>.</li>
-
-<li><strong>"Oregon," The</strong>, <a href="#Page_377">377</a>.</li>
-
-<li><strong>Oregon Country</strong>, Lewis and Clark Expedition sent to, <a href="#Page_237">237</a>, <a href="#Page_243">243</a>;</li>
-<li class="isub1">sought by fur traders and missionaries, <a href="#Page_243">243</a>-244;</li>
-<li class="isub1">United States and Great Britain occupy, <a href="#Page_244">244</a>;</li>
-<li class="isub1">northern boundary of the established, <a href="#Page_244">244</a>;
-<span class="pagenum"><a name="Page_xxiii" id="Page_xxiii">[Pg xxiii]</a></span></li>
-<li class="isub1">Benton speaks on the, <a href="#Page_285">285</a>.</li>
-
-
-<li class="indx"><strong>"Pacificator," The</strong>, <a href="#Page_297">297</a>.</li>
-
-<li><strong>Pacific Northwest</strong>, <a href="#Page_333">333</a>.</li>
-
-<li><strong>Pacific Ocean</strong>, named by Magellan, <a href="#Page_30">30</a>.</li>
-
-<li><strong>Pakenham, General</strong>, <a href="#Page_251">251</a>.</li>
-
-<li><strong>Palos</strong>, <a href="#Page_7">7</a>, <a href="#Page_9">9</a>, <a href="#Page_13">13</a>, <a href="#Page_15">15</a>.</li>
-
-<li><strong>Panama-California Exposition</strong>, <a href="#Page_378">378</a>.</li>
-
-<li><strong>Panama Canal</strong>, <a href="#Page_376">376</a>-378.</li>
-
-<li><strong>Panama-Pacific International Exposition</strong>, <a href="#Page_378">378</a>.</li>
-
-<li><strong>Paris</strong>, son of the king of Troy, <a href="#Page_452">452</a>.</li>
-
-<li><strong>Parker, &mdash;&mdash;</strong>, <a href="#Page_243">243</a>.</li>
-
-<li><strong>Parsons' Case, The</strong>, <a href="#Page_161">161</a>-162.</li>
-
-<li><strong>Patagonia</strong>, <a href="#Page_29">29</a>, <a href="#Page_38">38</a>.</li>
-
-<li><strong>Patroons, The</strong>, <a href="#Page_58">58</a>-59, <a href="#Page_89">89</a>.</li>
-
-<li><strong>Paul, John</strong>, <em>see</em> Jones, John Paul.</li>
-
-<li><strong>"Pelican," The</strong>, Drake's ship, <a href="#Page_38">38</a>.</li>
-
-<li><strong>Penn, Admiral</strong>, <a href="#Page_93">93</a>, <a href="#Page_94">94</a>, <a href="#Page_95">95</a>, <a href="#Page_96">96</a>.</li>
-
-<li><strong>Penn, William</strong>, <a href="#Page_92">92</a>-98;</li>
-<li class="isub1">becomes a Quaker, <a href="#Page_93">93</a>;</li>
-<li class="isub1">sent to Paris and Ireland, <a href="#Page_93">93</a>-94;</li>
-<li class="isub1">portrait of, <a href="#Page_94">94</a>;</li>
-<li class="isub1">King Charles and, <a href="#Page_94">94</a>;</li>
-<li class="isub1">founds Pennsylvania as home for Quakers, <a href="#Page_95">95</a>-98;</li>
-<li class="isub1">invites all persecuted people, <a href="#Page_96">96</a>;</li>
-<li class="isub1">founds Philadelphia, <a href="#Page_97">97</a>;</li>
-<li class="isub1">treaty with the Indians, <a href="#Page_98">98</a>;</li>
-<li class="isub1">death, <a href="#Page_98">98</a>.</li>
-
-<li><strong>Penn's Woods</strong>, <a href="#Page_96">96</a>.</li>
-
-<li><strong>Pennsylvania</strong>, founded, <a href="#Page_95">95</a>-96;</li>
-<li class="isub1">coal in, <a href="#Page_421">421</a>-422.</li>
-
-<li><strong>Pennsylvania, University of</strong>, founded, <a href="#Page_151">151</a>.</li>
-
-<li>"<strong>Pennsylvania Dutch</strong>," <a href="#Page_98">98</a>.</li>
-
-<li>"<strong>Pennsylvania Gazette</strong>," <a href="#Page_151">151</a>.</li>
-
-<li><strong>Pericles</strong>, <a href="#Page_460">460</a>-461.</li>
-
-<li><strong>Perry, Oliver Hazard</strong>, <a href="#Page_244">244</a>-245;</li>
-<li class="isub1">midshipman at fourteen, <a href="#Page_244">244</a>;</li>
-<li class="isub1">in war against Barbary States, <a href="#Page_244">244</a>;</li>
-<li class="isub1">ordered to Lake Erie, <a href="#Page_244">244</a>;</li>
-<li class="isub1">battle of Lake Erie, <a href="#Page_244">244</a>-245;</li>
-<li class="isub1">portrait of, <a href="#Page_245">245</a>;</li>
-<li class="isub1">highly honored, <a href="#Page_245">245</a>.</li>
-
-<li><strong>Pershing, John J.</strong>, sent to Mexico, <a href="#Page_430">430</a>;</li>
-<li class="isub1">heads American forces, <a href="#Page_436">436</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_436">436</a>;</li>
-<li class="isub1">early life, <a href="#Page_436">436</a>-437;</li>
-<li class="isub1">lands in France, <a href="#Page_437">437</a>;</li>
-<li class="isub1">divides his troops among the Allies, <a href="#Page_438">438</a>-439;</li>
-<li class="isub1">defeats the Germans at Château-Thierry, <a href="#Page_439">439</a>;</li>
-<li class="isub1">wins battle of St. Mihiel, <a href="#Page_439">439</a>-440.</li>
-
-<li><strong>Peru</strong>, Pizarro in, <a href="#Page_23">23</a>.</li>
-
-<li><strong>Petersburg</strong>, siege of, <a href="#Page_336">336</a>.</li>
-
-<li>"<strong>Petition of Right</strong>," <a href="#Page_493">493</a>.</li>
-
-<li><strong>Philadelphia</strong>, <a href="#Page_137">137</a>;</li>
-<li class="isub1">founded, <a href="#Page_97">97</a>;</li>
-<li class="isub1">British at, <a href="#Page_138">138</a>;</li>
-<li class="isub1">first Continental Congress at, <a href="#Page_172">172</a>;</li>
-<li class="isub1">Second Continental Congress at, <a href="#Page_177">177</a>.</li>
-
-<li><strong>Philip</strong>, <em>see</em> King Philip.</li>
-
-<li><strong>Philip of Macedon</strong>, <a href="#Page_455">455</a>.</li>
-
-<li><strong>Philippines</strong>, Magellan visits, <a href="#Page_30">30</a>;</li>
-<li class="isub1">United States pays Spain for, <a href="#Page_357">357</a>.</li>
-
-<li><strong>Phoenicians</strong>, <a href="#Page_449">449</a>-450.</li>
-
-<li><strong>Phonograph</strong>, <a href="#Page_384">384</a>, <a href="#Page_387">387</a>.</li>
-
-<li><strong>Pickett, General George E.</strong>, <a href="#Page_338">338</a>.</li>
-
-<li><strong>Pierce, President</strong>, <a href="#Page_269">269</a>.</li>
-
-<li><strong>Pilgrims, The</strong>, <a href="#Page_73">73</a>-81;</li>
-<li class="isub1">seek Holland, <a href="#Page_73">73</a>;</li>
-<li class="isub1">land in America, <a href="#Page_74">74</a>-77;</li>
-<li class="isub1">and the Indians, <a href="#Page_76">76</a>, <a href="#Page_78">78</a>-81, <a href="#Page_84">84</a>-85;</li>
-<li class="isub1">settle at Plymouth, <a href="#Page_77">77</a>;</li>
-<li class="isub1">build homes in the forest, <a href="#Page_77">77</a>;</li>
-<li class="isub1">celebrate Thanksgiving, <a href="#Page_80">80</a>;</li>
-<li class="isub1">industries, manners, and customs of, <a href="#Page_85">85</a>-86.</li>
-
-<li><strong>"Pinta," The</strong>, <a href="#Page_10">10</a>, <a href="#Page_11">11</a>, <a href="#Page_13">13</a>, <a href="#Page_14">14</a>.</li>
-
-<li><strong>Pinzón</strong>, <a href="#Page_7">7</a>;</li>
-<li class="isub1">sails with Columbus, <a href="#Page_10">10</a>.</li>
-
-<li><strong>Pitt, Fort</strong>, <a href="#Page_126">126</a>, <a href="#Page_218">218</a>.</li>
-
-<li><strong>Pitt, William</strong>, <a href="#Page_126">126</a>, <a href="#Page_154">154</a>, <a href="#Page_162">162</a>, <a href="#Page_233">233</a>.</li>
-
-<li><strong>Pittsburgh</strong>, iron and steel center of America, <a href="#Page_423">423</a>.</li>
-
-<li><strong>Pittsburg Landing</strong>, <a href="#Page_334">334</a>-335, <a href="#Page_380">380</a>.</li>
-
-<li><strong>Pizarro, Francisco</strong>, <a href="#Page_23">23</a>-24;</li>
-<li class="isub1">marches army to Cuzco and finds vast wealth, <a href="#Page_23">23</a>;</li>
-<li class="isub1">killed by his men, <a href="#Page_24">24</a>.</li>
-
-<li><strong>Planters</strong>, industries, manners, and customs of the southern, <a href="#Page_103">103</a>-104.</li>
-
-<li><strong>Plato</strong>, <a href="#Page_454">454</a>.</li>
-
-<li><strong>Plymouth</strong>, landing place of the Pilgrims, <a href="#Page_77">77</a>;</li>
-<li class="isub1">colony of, <a href="#Page_83">83</a>.</li>
-
-<li><strong>Plymouth Rock</strong>, <a href="#Page_77">77</a>.</li>
-
-<li><strong>Pocahontas</strong>, <a href="#Page_66">66</a>-68;</li>
-<li class="isub1">rescues John Smith, <a href="#Page_64">64</a>;</li>
-<li class="isub1">carries corn to settlers, <a href="#Page_64">64</a>;</li>
-<li class="isub1">warns settlers of danger, <a href="#Page_65">65</a>;</li>
-<li class="isub1">marries John Rolfe, <a href="#Page_66">66</a>;</li>
-<li class="isub1">received as a princess in England, <a href="#Page_67">67</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_68">68</a>;</li>
-<li class="isub1">death, <a href="#Page_68">68</a>.</li>
-
-<li><strong>Ponce de Leon</strong>, <a href="#Page_17">17</a>-18;</li>
-<li class="isub1">takes possession of Florida, <a href="#Page_17">17</a>;</li>
-<li class="isub1">death, <a href="#Page_18">18</a>.</li>
-
-<li>"<strong>Pony express</strong>," <a href="#Page_373">373</a>.</li>
-
-<li>"<strong>Poor Richard's Almanac</strong>," <a href="#Page_151">151</a>, <a href="#Page_152">152</a>, <a href="#Page_197">197</a>.</li>
-
-<li><strong>Pope, General</strong>, <a href="#Page_338">338</a>.</li>
-
-<li><strong>Portland</strong>, <a href="#Page_376">376</a>.</li>
-
-<li><strong>Porto Rico</strong>, annexed by United States, <a href="#Page_357">357</a>.</li>
-
-<li><strong>Port Royal</strong>, founded, <a href="#Page_49">49</a>.</li>
-
-<li><strong>Potato, white</strong>, taken to England, <a href="#Page_45">45</a>.</li>
-
-<li><strong>Powhatan</strong>, famous Indian chief, <a href="#Page_63">63</a>, <a href="#Page_64">64</a>, <a href="#Page_65">65</a>, <a href="#Page_67">67</a>.</li>
-
-<li><strong>Prescott, Colonel</strong>, <a href="#Page_176">176</a>.</li>
-
-<li><strong>Princeton</strong>, <a href="#Page_136">136</a>.</li>
-
-<li><strong>Protestants</strong>, <a href="#Page_68">68</a>, <a href="#Page_69">69</a>, <a href="#Page_102">102</a>.</li>
-
-<li>"<strong>Puffing Billy</strong>," <a href="#Page_263">263</a>.</li>
-
-<li><strong>Puritans</strong>, <a href="#Page_68">68</a>, <a href="#Page_70">70</a>, <a href="#Page_81">81</a>-83, <a href="#Page_85">85</a>;</li>
-<li class="isub1">in England, <a href="#Page_81">81</a>;</li>
-<li class="isub1">seek America, <a href="#Page_81">81</a>;</li>
-<li class="isub1">at Salem, <a href="#Page_81">81</a>;</li>
-<li class="isub1">found Boston, <a href="#Page_82">82</a>, <a href="#Page_83">83</a>;</li>
-<li class="isub1">found colony of Massachusetts, <a href="#Page_92">92</a>.</li>
-
-<li><strong>Put-In-Bay</strong>, <a href="#Page_244">244</a>.</li>
-
-
-<li class="indx"><strong>Quakers</strong>, <a href="#Page_92">92</a>-100;</li>
-<li class="isub1">called themselves Society of Friends, <a href="#Page_99">99</a>.</li>
-
-<li><strong>Quebec</strong>, founded, <a href="#Page_49">49</a>;</li>
-<li class="isub1">fall of, <a href="#Page_114">114</a>;</li>
-<li class="isub1">expedition against, <a href="#Page_126">126</a>.</li>
-
-
-<li class="indx"><strong>Railroads</strong>, <a href="#Page_263">263</a>-264, <a href="#Page_373">373</a>.</li>
-
-<li><strong>Raleigh, Sir Walter</strong>, <a href="#Page_42">42</a>-47;</li>
-<li class="isub1">Drake carries back to England colony of, <a href="#Page_41">41</a>;</li>
-<li class="isub1">as student, soldier, seaman, <a href="#Page_42">42</a>-43;</li>
-<li class="isub1">plants colonies in America, <a href="#Page_43">43</a>-46;</li>
-<li class="isub1">portrait of, <a href="#Page_44">44</a>;</li>
-<li class="isub1">wins favor with Queen Elizabeth, <a href="#Page_44">44</a>;</li>
-<li class="isub1">put to death, <a href="#Page_47">47</a>.</li>
-
-<li><strong>"Raleigh," The</strong>, <a href="#Page_200">200</a>.</li>
-
-<li><strong>Rameses II</strong>, <a href="#Page_447">447</a>.</li>
-
-<li><strong>"Ranger," The</strong>, <a href="#Page_196">196</a>, <a href="#Page_197">197</a>.</li>
-
-<li><strong>"Ranges" of Lake Superior</strong>, <a href="#Page_422">422</a>.</li>
-
-<li><strong>Reaper</strong>, <a href="#Page_272">272</a>-274.</li>
-
-<li><strong>Red Cross Society</strong>, <a href="#Page_355">355</a>, <a href="#Page_410">410</a>-412, <a href="#Page_431">431</a>.</li>
-
-<li><strong>Reed, Deborah</strong>, wife of Franklin, <a href="#Page_149">149</a>, <a href="#Page_151">151</a>.</li>
-
-<li><strong>Refrigerator cars</strong>, <a href="#Page_421">421</a>.</li>
-
-<li><strong>Remus</strong>, <a href="#Page_464">464</a>.</li>
-
-<li><strong>Republican party</strong>, <a href="#Page_289">289</a>, <a href="#Page_320">320</a>, <a href="#Page_344">344</a>, <a href="#Page_348">348</a>, <a href="#Page_351">351</a>, <a href="#Page_370">370</a>.</li>
-
-<li><strong>Resources and industries of the United States</strong>, <a href="#Page_416">416</a>-423.</li>
-
-<li><strong>Revere, Paul</strong>, <a href="#Page_172">172</a>, <a href="#Page_174">174</a>.</li>
-
-<li><strong>"Revolution," The</strong>, <a href="#Page_403">403</a>.</li>
-
-<li><strong>Revolution, War of the</strong>, <a href="#Page_207">207</a>, <a href="#Page_209">209</a>, <a href="#Page_211">211</a>, <a href="#Page_224">224</a>, <a href="#Page_246">246</a>, <a href="#Page_247">247</a>;</li>
-<li class="isub1">debt of the, <a href="#Page_235">235</a>;</li>
-<li class="isub1">woman's part in the, <a href="#Page_400">400</a>.</li>
-
-<li><strong>Rice</strong>, in the South, <a href="#Page_104">104</a>.</li>
-
-<li><strong>Richmond</strong>, <a href="#Page_325">325</a>, <a href="#Page_326">326</a>, <a href="#Page_327">327</a>.</li>
-
-<li><strong>Roanoke Island</strong>, <a href="#Page_44">44</a>, <a href="#Page_45">45</a>.
-<span class="pagenum"><a name="Page_xxiv" id="Page_xxiv">[Pg xxiv]</a></span></li>
-<li><strong>Rochambeau, General</strong>, <a href="#Page_139">139</a>.</li>
-
-<li><strong>Rocky Mountains</strong>, <a href="#Page_240">240</a>, <a href="#Page_243">243</a>.</li>
-
-<li><strong>Rolfe, John</strong>, <a href="#Page_66">66</a>, <a href="#Page_67">67</a>.</li>
-
-<li><strong>Rolfe, Thomas</strong>, <a href="#Page_68">68</a>.</li>
-
-<li><strong>Rome</strong>, <a href="#Page_464">464</a>-477;</li>
-<li class="isub1">legends and myths of, <a href="#Page_464">464</a>-466;</li>
-<li class="isub1">threatened with civil war, <a href="#Page_466">466</a>;</li>
-<li class="isub1">taken by Gauls, <a href="#Page_466">466</a>;</li>
-<li class="isub1">conquers all tribes of Italy, <a href="#Page_466">466</a>;</li>
-<li class="isub1">war with Carthage, <a href="#Page_466">466</a>-469;</li>
-<li class="isub1">conquers many nations, <a href="#Page_469">469</a>;</li>
-<li class="isub1">changed character of, <a href="#Page_469">469</a>-470;</li>
-<li class="isub1">uprisings in, <a href="#Page_470">470</a>;</li>
-<li class="isub1">conquests under Caesar, <a href="#Page_472">472</a>;</li>
-<li class="isub1">becomes an empire, <a href="#Page_473">473</a>;</li>
-<li class="isub1">establishes a system of laws, <a href="#Page_473">473</a>-474;</li>
-<li class="isub1">builds famous roads and engineering works, <a href="#Page_474">474</a>;</li>
-<li class="isub1">literature of, <a href="#Page_475">475</a>;</li>
-<li class="isub1">prepares way for spread of Christianity, <a href="#Page_475">475</a>-476;</li>
-<li class="isub1">conquered by Teutons, <a href="#Page_476">476</a>-477;</li>
-<li class="isub1">later invasions, <a href="#Page_477">477</a>;</li>
-<li class="isub1">brings Christianity to Germans, <a href="#Page_478">478</a>-479;</li>
-<li class="isub1">Charlemagne crowned emperor of, <a href="#Page_481">481</a>.</li>
-
-<li><strong>Romulus</strong>, <a href="#Page_464">464</a>.</li>
-
-<li><strong>Roosevelt, Theodore</strong>, <a href="#Page_356">356</a>, <a href="#Page_360">360</a>-372;</li>
-<li class="isub1">early life, <a href="#Page_360">360</a>-363;</li>
-<li class="isub1">as New York assemblyman, <a href="#Page_363">363</a>-364;</li>
-<li class="isub1">western life, <a href="#Page_364">364</a>-365;</li>
-<li class="isub1">as Civil Service Commissioner, <a href="#Page_365">365</a>;</li>
-<li class="isub1">as Police Commissioner, <a href="#Page_365">365</a>-366;</li>
-<li class="isub1">in Spanish-American War, <a href="#Page_366">366</a>;</li>
-<li class="isub1">governor of New York, <a href="#Page_366">366</a>;</li>
-<li class="isub1">as vice-president, succeeds McKinley, <a href="#Page_367">367</a>;</li>
-<li class="isub1">record as president, <a href="#Page_368">368</a>;</li>
-<li class="isub1">as an author, <a href="#Page_368">368</a>-369;</li>
-<li class="isub1">defeated for reëlection, <a href="#Page_370">370</a>;</li>
-<li class="isub1">explores a Brazilian river, <a href="#Page_370">370</a>-371;</li>
-<li class="isub1">death, <a href="#Page_371">371</a>.</li>
-
-<li><strong>Rosecrans, General</strong>, <a href="#Page_335">335</a>.</li>
-
-<li>"<strong>Rough Riders</strong>," <a href="#Page_366">366</a>.</li>
-
-<li><strong>Rubicon</strong>, <a href="#Page_472">472</a>-473.</li>
-
-<li><strong>Rumsey, James</strong>, <a href="#Page_257">257</a>.</li>
-
-<li><strong>Runnymede</strong>, meeting at, <a href="#Page_492">492</a>.</li>
-
-<li><strong>Russia</strong>, takes part in World War, <a href="#Page_421">421</a>;</li>
-<li class="isub1">makes peace with Germany, <a href="#Page_437">437</a>.</li>
-
-
-<li class="indx"><strong>Sacajawea</strong>, statue of, <a href="#Page_241">241</a>.</li>
-
-<li><strong>Sacramento Valley</strong>, <a href="#Page_287">287</a>-288.</li>
-
-<li>"<strong>Sage of Monticello</strong>," <a href="#Page_238">238</a>.</li>
-
-<li><strong>St. Francis</strong>, <a href="#Page_290">290</a>.</li>
-
-<li><strong>St. Gaudens</strong>, statue of Lincoln by, <a href="#Page_326">326</a>-327.</li>
-
-<li><strong>St. John's Church</strong>, <a href="#Page_163">163</a>.</li>
-
-<li><strong>St. Joseph River</strong>, <a href="#Page_109">109</a>, <a href="#Page_110">110</a>.</li>
-
-<li><strong>St. Lawrence River</strong>, French on, <a href="#Page_49">49</a>, <a href="#Page_50">50</a>, <a href="#Page_52">52</a>.</li>
-
-<li><strong>St. Louis</strong>, <a href="#Page_210">210</a>, <a href="#Page_242">242</a>.</li>
-
-<li><strong>St. Louis, Fort</strong>, <a href="#Page_112">112</a>.</li>
-
-<li><strong>St. Marys</strong>, <a href="#Page_69">69</a>.</li>
-
-<li><strong>St. Mihiel</strong>, battle of, <a href="#Page_439">439</a>-440.</li>
-
-<li><strong>Salamis</strong>, battle of, <a href="#Page_462">462</a>.</li>
-
-<li><strong>Salem</strong>, colony at, <a href="#Page_81">81</a>, <a href="#Page_82">82</a>.</li>
-
-<li><strong>Samoset</strong>, <a href="#Page_78">78</a>.</li>
-
-<li><strong>Sampson, Rear Admiral</strong>, <a href="#Page_357">357</a>.</li>
-
-<li><strong>San Antonio</strong>, <a href="#Page_282">282</a>.</li>
-
-<li><strong>San Diego</strong>, mission at, <a href="#Page_290">290</a>-291;</li>
-<li class="isub1">exposition at, <a href="#Page_378">378</a>.</li>
-
-<li><strong>San Francisco</strong>, importance of, <a href="#Page_376">376</a>;</li>
-<li class="isub1">exposition at, <a href="#Page_378">378</a>;</li>
-<li class="isub1">Red Cross relieves suffering caused by earthquake at, <a href="#Page_411">411</a>-412.</li>
-
-<li><strong>San Jacinto</strong>, battle of, <a href="#Page_280">280</a>-281.</li>
-
-<li><strong>San Juan</strong>, <a href="#Page_356">356</a>-357.</li>
-
-<li><strong>San Salvador</strong>, discovered by Columbus, <a href="#Page_12">12</a>.</li>
-
-<li><strong>Santa Ana, General</strong>, <a href="#Page_280">280</a>, <a href="#Page_281">281</a>, <a href="#Page_282">282</a>.</li>
-
-<li><strong>"Santa Maria," The</strong>, <a href="#Page_9">9</a>.</li>
-
-<li><strong>Santiago</strong>, <a href="#Page_356">356</a>-357.</li>
-
-<li><strong>Savannah</strong>, founded, <a href="#Page_102">102</a>;</li>
-<li class="isub1">captured by British, <a href="#Page_182">182</a>.</li>
-
-<li><strong>Saxons</strong>, <em>see</em> Anglo-Saxon tribes.</li>
-
-<li><strong>Schley, Commodore</strong>, <a href="#Page_357">357</a>.</li>
-
-<li><strong>Schuyler, Philip</strong>, <a href="#Page_132">132</a>.</li>
-
-<li><strong>Scott, General</strong>, <a href="#Page_254">254</a>.</li>
-
-<li><strong>Seminole Indians</strong>, war with the, <a href="#Page_252">252</a>.</li>
-
-<li><strong>"Serapis," The</strong>, <a href="#Page_197">197</a>, <a href="#Page_198">198</a>.</li>
-
-<li><strong>Serfs</strong>, <a href="#Page_445">445</a>.</li>
-
-<li><strong>Serra, Junipero</strong>, <a href="#Page_290">290</a>-291.</li>
-
-<li><strong>Settlement</strong>, <em>see</em> Social Settlement.</li>
-
-<li><strong>Sevier, John</strong>, <a href="#Page_210">210</a>-216, <a href="#Page_247">247</a>;</li>
-<li class="isub1">goes to school at Fredericksburg, <a href="#Page_210">210</a>;</li>
-<li class="isub1">famous Indian fighter, <a href="#Page_210">210</a>;</li>
-<li class="isub1">captain in Washington' regiment, <a href="#Page_210">210</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_211">211</a>;</li>
-<li class="isub1">at siege of Fort Watauga, <a href="#Page_211">211</a>-212;</li>
-<li class="isub1">Kate Sherrill and, <a href="#Page_211">211</a>-212;</li>
-<li class="isub1">moves to the Nolichucky, <a href="#Page_212">212</a>;</li>
-<li class="isub1">fights battle of Kings Mountain, <a href="#Page_213">213</a>-214;</li>
-<li class="isub1">destroys Indian towns, <a href="#Page_214">214</a>;</li>
-<li class="isub1">governor of Tennessee, <a href="#Page_215">215</a>;</li>
-<li class="isub1">dies while working, <a href="#Page_215">215</a>.</li>
-
-<li><strong>Sewing Machine</strong>, <a href="#Page_274">274</a>-276.</li>
-
-<li><strong>Shafter, General</strong>, <a href="#Page_356">356</a>.</li>
-
-<li><strong>Shawnee Indians</strong>, <a href="#Page_216">216</a>.</li>
-
-<li><strong>Shelby, Colonel</strong>, <a href="#Page_213">213</a>.</li>
-
-<li><strong>Sheridan, General</strong>, <a href="#Page_340">340</a>.</li>
-
-<li><strong>Sherman, Roger</strong>, <a href="#Page_232">232</a>.</li>
-
-<li><strong>Sherrill, Kate</strong>, <a href="#Page_211">211</a>-212.</li>
-
-<li><strong>Sholes, Christopher L.</strong>, <a href="#Page_386">386</a>-387.</li>
-
-<li><strong>Silver</strong>, <a href="#Page_373">373</a>.</li>
-
-<li><strong>Slavery</strong>, in Virginia, <a href="#Page_71">71</a>;</li>
-<li class="isub1">in the South, <a href="#Page_229">229</a>;</li>
-<li class="isub1">Calhoun on question of, <a href="#Page_308">308</a>-310;</li>
-<li class="isub1">petitions in favor of abolishing, <a href="#Page_308">308</a>;</li>
-<li class="isub1">new view of, <a href="#Page_310">310</a>;</li>
-<li class="isub1">Lincoln's attitude toward, <a href="#Page_316">316</a>, <a href="#Page_318">318</a>;</li>
-<li class="isub1">question of, <a href="#Page_320">320</a>;</li>
-<li class="isub1">destroyed, <a href="#Page_326">326</a>;</li>
-<li class="isub1">Harriet Beecher Stowe's efforts against, <a href="#Page_407">407</a>.</li>
-
-<li><strong>Sloat, Commander</strong>, <a href="#Page_289">289</a>.</li>
-
-<li><strong>Smith, John</strong>, <a href="#Page_61">61</a>-66, <a href="#Page_77">77</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_61">61</a>;</li>
-<li class="isub1">as a soldier, <a href="#Page_62">62</a>;</li>
-<li class="isub1">and the Indians, <a href="#Page_62">62</a>-65;</li>
-<li class="isub1">saved from death by Pocahontas, <a href="#Page_64">64</a>;</li>
-<li class="isub1">returns to Jamestown, <a href="#Page_64">64</a>;</li>
-<li class="isub1">returns to England, <a href="#Page_66">66</a>;</li>
-<li class="isub1">on last visit to America, <a href="#Page_66">66</a>;</li>
-<li class="isub1">meets Pocahontas in England, <a href="#Page_67">67</a>.</li>
-
-<li><strong>Snake River</strong>, Lewis and Clark on the, <a href="#Page_242">242</a>.</li>
-
-<li><strong>Social Settlement</strong>, Jane Addams and the, <a href="#Page_413">413</a>.</li>
-
-<li><strong>Socrates</strong>, <a href="#Page_453">453</a>-454.</li>
-
-<li>"<strong>Soldier's Rest</strong>," Morgan's home, <a href="#Page_188">188</a>.</li>
-
-<li>"<strong>Sons of Liberty</strong>," <a href="#Page_162">162</a>, <a href="#Page_168">168</a>.</li>
-
-<li><strong>South Carolina</strong>, and nullification, <a href="#Page_253">253</a>-254, <a href="#Page_308">308</a>.</li>
-
-<li><strong>South Pass</strong>, <a href="#Page_243">243</a>, <a href="#Page_285">285</a>.</li>
-
-<li><strong>Spain</strong>, in America, <a href="#Page_11">11</a>-16, <a href="#Page_18">18</a>-28;</li>
-<li class="isub1">Englishmen check progress of, <a href="#Page_37">37</a>-42;</li>
-<li class="isub1">missions of, <a href="#Page_290">290</a>-292;</li>
-<li class="isub1">war between United States and, <a href="#Page_366">366</a>-370.</li>
-<li class="isub1"><em>See also</em> Spanish-American War.</li>
-
-<li><strong>Spanish-American War</strong>, <a href="#Page_366">366</a>-370;</li>
-<li class="isub1">Goethals in the, <a href="#Page_377">377</a>;</li>
-<li class="isub1">Clara Barton and the Red Cross in the, <a href="#Page_411">411</a>.</li>
-
-<li><strong>Spanish Armada, The</strong>, <a href="#Page_42">42</a>.</li>
-
-<li><strong>Spanish missions</strong>, in the Southwest, <a href="#Page_290">290</a>-292;</li>
-<li class="isub1">in California, <a href="#Page_290">290</a>-292;</li>
-<li class="isub1">treatment of Indians at, <a href="#Page_291">291</a>-292;</li>
-<li class="isub1">present condition of, <a href="#Page_292">292</a>.</li>
-
-<li><strong>Sparta</strong>, <a href="#Page_452">452</a>, <a href="#Page_453">453</a>, <a href="#Page_456">456</a>, <a href="#Page_458">458</a>, <a href="#Page_462">462</a>.</li>
-
-<li><strong>"Speedwell," The</strong>, <a href="#Page_73">73</a>, <a href="#Page_74">74</a>.</li>
-
-<li><strong>Spottsylvania</strong>, battle of, <a href="#Page_336">336</a>, <a href="#Page_337">337</a>.</li>
-
-<li><strong>Squanto</strong>, friend of Pilgrims, <a href="#Page_78">78</a>, <a href="#Page_79">79</a>, <a href="#Page_80">80</a>.</li>
-
-<li><strong>Stamp Act</strong>, <a href="#Page_129">129</a>, <a href="#Page_154">154</a>, <a href="#Page_158">158</a>-160, <a href="#Page_162">162</a>, <a href="#Page_168">168</a>, <a href="#Page_230">230</a>.
-<span class="pagenum"><a name="Page_xxv" id="Page_xxv">[Pg xxv]</a></span></li>
-<li><strong>Standish, Miles</strong>, <a href="#Page_75">75</a>, <a href="#Page_76">76</a>, <a href="#Page_78">78</a>, <a href="#Page_79">79</a>, <a href="#Page_80">80</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_78">78</a>.</li>
-
-<li><strong>Stanton, Elizabeth Cady</strong>, <a href="#Page_401">401</a>-404;</li>
-<li class="isub1">early life of, <a href="#Page_401">401</a>-402;</li>
-<li class="isub1">portrait of, <a href="#Page_401">401</a>;</li>
-<li class="isub1">calls woman's rights convention, <a href="#Page_402">402</a>;</li>
-<li class="isub1">works with Miss Anthony for suffrage, <a href="#Page_403">403</a>;</li>
-<li class="isub1">death, <a href="#Page_404">404</a>.</li>
-
-<li><strong>Stanton, Henry B.</strong>, <a href="#Page_402">402</a>, <a href="#Page_403">403</a>.</li>
-
-<li><strong>Starved Rock</strong>, <a href="#Page_110">110</a>, <a href="#Page_111">111</a>.</li>
-
-<li><strong>Steamboat</strong>, invented by Fulton, <a href="#Page_257">257</a>-260;</li>
-<li class="isub1">used on all rivers, <a href="#Page_260">260</a>-261.</li>
-
-<li><strong>Steel</strong>, manufacture of, <a href="#Page_423">423</a>.</li>
-
-<li><strong>Stephenson, George</strong>, <a href="#Page_263">263</a>.</li>
-
-<li><strong>Steuben, General</strong>, <a href="#Page_138">138</a>.</li>
-
-<li><strong>Stewart</strong>, Boone's companion, <a href="#Page_204">204</a>.</li>
-
-<li><strong>Stowe, Calvin E.</strong>, <a href="#Page_407">407</a>.</li>
-
-<li><strong>Stowe, Harriet Beecher</strong>, <a href="#Page_406">406</a>-407;</li>
-<li class="isub1">early life of, <a href="#Page_406">406</a>-407;</li>
-<li class="isub1">in behalf of freedom for slaves, <a href="#Page_407">407</a>;</li>
-<li class="isub1">writes <em>Uncle Tom's Cabin</em>, <a href="#Page_407">407</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_407">407</a>;</li>
-<li class="isub1">death, <a href="#Page_407">407</a>.</li>
-
-<li><strong>Strait of Magellan</strong>, <em>see</em> Magellan.</li>
-
-<li>"<strong>Stump speaking</strong>," <a href="#Page_319">319</a>.</li>
-
-<li><strong>Stuyvesant, Peter</strong>, <a href="#Page_87">87</a>-91;</li>
-<li class="isub1">in West Indies, <a href="#Page_87">87</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_88">88</a>;</li>
-<li class="isub1">governor of New Amsterdam, <a href="#Page_88">88</a>-90;</li>
-<li class="isub1">makes strict laws, <a href="#Page_88">88</a>;</li>
-<li class="isub1">disputes with people, <a href="#Page_89">89</a>;</li>
-<li class="isub1">surrenders to English, <a href="#Page_90">90</a>-91.</li>
-
-<li><strong>Submarine</strong>, <a href="#Page_395">395</a>-397.</li>
-
-<li><strong>Suffrage, Woman</strong>, <a href="#Page_402">402</a>, <a href="#Page_403">403</a>-404, <a href="#Page_414">414</a>.</li>
-
-<li><strong>Sumter, Fort</strong>, <a href="#Page_323">323</a>.</li>
-
-<li><strong>Sumter, Thomas</strong>, <a href="#Page_184">184</a>.</li>
-
-<li><strong>Superior</strong>, iron "ranges" of Lake, <a href="#Page_422">422</a>.</li>
-
-<li><strong>Sutter, Colonel</strong>, <a href="#Page_288">288</a>.</li>
-
-<li><strong>Sutter's Fort</strong>, <a href="#Page_287">287</a>.</li>
-
-
-<li class="indx"><strong>Taft, William Howard</strong>, <a href="#Page_369">369</a>-370;</li>
-<li class="isub1">portrait of, <a href="#Page_369">369</a>.</li>
-
-<li><strong>Tanks</strong>, <a href="#Page_397">397</a>.</li>
-
-<li><strong>Tariff</strong>, collecting in South Carolina, <a href="#Page_297">297</a>;</li>
-<li class="isub1">protective, <a href="#Page_303">303</a>-307;</li>
-<li class="isub1">Calhoun and, <a href="#Page_307">307</a>-308.</li>
-
-<li><strong>Tariff Law, Compromise</strong>, <a href="#Page_297">297</a>, <a href="#Page_304">304</a>, <a href="#Page_308">308</a>.</li>
-
-<li><strong>Tarleton, Colonel</strong>, sent to capture Morgan, <a href="#Page_185">185</a>-187;</li>
-<li class="isub1">defeated at battle of the Cowpens, <a href="#Page_186">186</a>-188;</li>
-<li class="isub1">stories of, <a href="#Page_187">187</a>-188;</li>
-<li class="isub1">sent to capture Marion, <a href="#Page_191">191</a>.</li>
-
-<li><strong>Tea Tax</strong>, <a href="#Page_129">129</a>, <a href="#Page_162">162</a>-163, <a href="#Page_168">168</a>-170, <a href="#Page_231">231</a>.</li>
-
-<li><strong>Tecumseh</strong>, <a href="#Page_249">249</a>.</li>
-
-<li><strong>Telegraph</strong>, invented by Morse, <a href="#Page_264">264</a>-268;</li>
-<li class="isub1">Marconi invents wireless, <a href="#Page_268">268</a>;</li>
-<li class="isub1">Edison and the, <a href="#Page_381">381</a>-383.</li>
-
-<li><strong>Telephone</strong>, invented by Bell and Gray, <a href="#Page_268">268</a>.</li>
-
-<li><strong>Temperance</strong>, <em>see</em> Woman's Christian Temperance Union.</li>
-
-<li><strong>Tennessee</strong>, <a href="#Page_215">215</a>, <a href="#Page_247">247</a>, <a href="#Page_248">248</a>.</li>
-
-<li><strong>Texas</strong>, <a href="#Page_279">279</a>-283, <a href="#Page_310">310</a>.</li>
-
-<li><strong>Thanksgiving</strong>, the first American, <a href="#Page_80">80</a>.</li>
-
-<li><strong>Thermopylae</strong>, <a href="#Page_462">462</a>.</li>
-
-<li><strong>Threshing machines</strong>, <a href="#Page_418">418</a>.</li>
-
-<li><strong>Ticonderoga</strong>, <a href="#Page_132">132</a>.</li>
-
-<li><strong>Tigris River</strong>, <a href="#Page_448">448</a>.</li>
-
-<li><strong>Tobacco</strong>, chief crop of Virginia planters, <a href="#Page_71">71</a>.</li>
-
-<li><strong>Tonti</strong>, comes to America with La Salle, <a href="#Page_107">107</a>;</li>
-<li class="isub1">goes to hunt the <em>Griffin</em>, <a href="#Page_109">109</a>, <a href="#Page_110">110</a>;</li>
-<li class="isub1">at Starved Rock, <a href="#Page_111">111</a>, <a href="#Page_113">113</a>;</li>
-<li class="isub1">in command of Fort St. Louis, <a href="#Page_112">112</a>.</li>
-
-<li><strong>Tories</strong>, <a href="#Page_169">169</a>, <a href="#Page_190">190</a>.</li>
-
-<li><strong>Tours</strong>, battle of, <a href="#Page_479">479</a>.</li>
-
-<li><strong>Trade routes</strong>, old, <a href="#Page_2">2</a>;</li>
-<li class="isub1">Turks destroy, <a href="#Page_3">3</a>.</li>
-
-<li><strong>Trading posts</strong>, <a href="#Page_56">56</a>.</li>
-
-<li><strong>Transportation</strong>, development of, <a href="#Page_373">373</a>-374.</li>
-
-<li>"<strong>Traveler</strong>," Lee's horse, <a href="#Page_341">341</a>.</li>
-
-<li><strong>Travis, Colonel</strong>, <a href="#Page_279">279</a>.</li>
-
-<li><strong>Treaty of 1783</strong> (Revolution), <a href="#Page_140">140</a>, <a href="#Page_155">155</a>.</li>
-
-<li><strong>Treaty of Ghent</strong> (War of 1812), <a href="#Page_306">306</a>.</li>
-
-<li><strong>Treaty of 1846</strong>, <a href="#Page_244">244</a>.</li>
-
-<li><strong>Trenton</strong>, <a href="#Page_135">135</a>.</li>
-
-<li><strong>Trojans</strong>, <a href="#Page_452">452</a>-453.</li>
-
-<li><strong>Turkey</strong>, <a href="#Page_45">45</a>.</li>
-
-<li><strong>Tyler, President</strong>, <a href="#Page_314">314</a>, <a href="#Page_320">320</a>.</li>
-
-<li><strong>Typewriter</strong>, <a href="#Page_386">386</a>-388.</li>
-
-
-<li class="indx"><strong>Ulysses</strong>, <a href="#Page_453">453</a>.</li>
-
-<li>"<strong>Uncle Tom's Cabin</strong>," <a href="#Page_407">407</a>.</li>
-
-<li>"<strong>Unknown Warrior</strong>," burial of, <a href="#Page_433">433</a>.</li>
-
-<li><strong>Union-Pacific Railway</strong>, completed, <a href="#Page_374">374</a>.</li>
-
-<li><strong>United States</strong>, resources and industries of the, <a href="#Page_316">316</a>-323.</li>
-
-<li><strong>United States Bank</strong>, President Jackson and the, <a href="#Page_252">252</a>-253.</li>
-
-
-<li class="indx"><strong>Vail, Alfred</strong>, <a href="#Page_265">265</a>.</li>
-
-<li><strong>Valley Forge</strong>, <a href="#Page_137">137</a>, <a href="#Page_138">138</a>.</li>
-
-<li><strong>Van Buren, President</strong>, <a href="#Page_254">254</a>.</li>
-
-<li><strong>Vancouver, Fort</strong>, <a href="#Page_286">286</a>.</li>
-
-<li><strong>Van Rensselaer</strong>, a patroon, <a href="#Page_58">58</a>.</li>
-
-<li><strong>Vernon, Admiral</strong>, <a href="#Page_116">116</a>.</li>
-
-<li><strong>Vespucci, Amerigo</strong>, <a href="#Page_16">16</a>.</li>
-
-<li><strong>Vicksburg</strong>, siege of, <a href="#Page_334">334</a>.</li>
-
-<li><strong>Victoria, Queen</strong>, <a href="#Page_270">270</a>.</li>
-
-<li><strong>Vikings</strong>, <em>see</em> Northmen.</li>
-
-<li><strong>Villa</strong>, <a href="#Page_430">430</a>.</li>
-
-<li><strong>Vincennes</strong>, campaign against, <a href="#Page_218">218</a>-224.</li>
-
-<li><strong>Vinland</strong>, visited by Northmen, <a href="#Page_1">1</a>.</li>
-
-<li><strong>Virgil</strong>, <a href="#Page_475">475</a>.</li>
-
-<li><strong>Virginia</strong>, <a href="#Page_60">60</a>, <a href="#Page_130">130</a>, <a href="#Page_163">163</a>, <a href="#Page_166">166</a>;</li>
-<li class="isub1">named by Queen Elizabeth, <a href="#Page_44">44</a>;</li>
-<li class="isub1">colony planted in, <a href="#Page_46">46</a>;</li>
-<li class="isub1">Charles I gives Baltimore a part of, <a href="#Page_69">69</a>;</li>
-<li class="isub1">slavery introduced into, <a href="#Page_71">71</a>;</li>
-<li class="isub1">life in the colony of, <a href="#Page_71">71</a>;</li>
-<li class="isub1">industries, manners, and customs of, <a href="#Page_71">71</a>-72;</li>
-<li class="isub1">old days in, <a href="#Page_126">126</a>-129;</li>
-<li class="isub1">the change in, <a href="#Page_141">141</a>.</li>
-
-
-<li class="indx"><strong>Wabash</strong>, Clark and his men in the "drowned lands" of the, <a href="#Page_221">221</a>-222.</li>
-
-<li><strong>War of 1812</strong>, heroes of, <a href="#Page_244">244</a>-254;</li>
-<li class="isub1">Perry in, <a href="#Page_244">244</a>-245;</li>
-<li class="isub1">Jackson in, <a href="#Page_248">248</a>-252;</li>
-<li class="isub1">Clay's part in the, <a href="#Page_296">296</a>;</li>
-<li class="isub1">treaty ending, <a href="#Page_296">296</a>;</li>
-<li class="isub1">Webster's part in, <a href="#Page_302">302</a>;</li>
-<li class="isub1">Calhoun's work in, <a href="#Page_307">307</a>.</li>
-
-<li><strong>Warren, General Joseph</strong>, <a href="#Page_177">177</a>.</li>
-
-<li><strong>Washington, Augustine</strong>, <a href="#Page_115">115</a>.</li>
-
-<li><strong>Washington, George</strong>, <a href="#Page_114">114</a>-145, <a href="#Page_153">153</a>, <a href="#Page_166">166</a>, <a href="#Page_173">173</a>, <a href="#Page_180">180</a>, <a href="#Page_182">182</a>, <a href="#Page_184">184</a>, <a href="#Page_234">234</a>;</li>
-<li class="isub1">birthday and birthplace of, <a href="#Page_115">115</a>;</li>
-<li class="isub1">mother of, <a href="#Page_115">115</a>;</li>
-<li class="isub1">a skilled woodsman, <a href="#Page_118">118</a>;</li>
-<li class="isub1">meets Lord Fairfax, <a href="#Page_119">119</a>;</li>
-<li class="isub1">as a surveyor, <a href="#Page_119">119</a>-120;</li>
-<li class="isub1">in the wilderness and at Greenway Court, <a href="#Page_119">119</a>-121;</li>
-<li class="isub1">as a soldier against the French, <a href="#Page_121">121</a>-123;</li>
-<li class="isub1">builds Fort Necessity, <a href="#Page_123">123</a>;</li>
-<li class="isub1">joins Braddock's army, <a href="#Page_123">123</a>;</li>
-<li class="isub1">visits Boston, <a href="#Page_125">125</a>;</li>
-<li class="isub1">meets Martha Custis, <a href="#Page_126">126</a>;</li>
-<li class="isub1">at Fort Duquesne, <a href="#Page_126">126</a>;</li>
-<li class="isub1">married, <a href="#Page_126">126</a>-127;</li>
-<li class="isub1">elected to House of Burgesses, <a href="#Page_127">127</a>;</li>
-<li class="isub1">at Mount Vernon, <a href="#Page_128">128</a>-129;</li>
-<li class="isub1">modesty of, <a href="#Page_128">128</a>, <a href="#Page_131">131</a>;</li>
-<li class="isub1">sent to Continental Congress, <a href="#Page_130">130</a>;</li>
-<li class="isub1">made commander in chief of American armies, <a href="#Page_130">130</a>, <a href="#Page_155">155</a>, <a href="#Page_177">177</a>;
-<span class="pagenum"><a name="Page_xxvi" id="Page_xxvi">[Pg xxvi]</a></span></li>
-<li class="isub1">takes command of army, <a href="#Page_132">132</a>;</li>
-<li class="isub1">appoints Schuyler to take command in New York, <a href="#Page_132">132</a>;</li>
-<li class="isub1">outwits Howe, <a href="#Page_133">133</a>;</li>
-<li class="isub1">retreats but fights, <a href="#Page_134">134</a>;</li>
-<li class="isub1">at Trenton, <a href="#Page_135">135</a>-136;</li>
-<li class="isub1">defeats British at Princeton, <a href="#Page_137">137</a>;</li>
-<li class="isub1">at battle of Brandywine, <a href="#Page_137">137</a>;</li>
-<li class="isub1">at Valley Forge, <a href="#Page_137">137</a>-138;</li>
-<li class="isub1">at Yorktown, <a href="#Page_139">139</a>-140;</li>
-<li class="isub1">portrait of, <a href="#Page_139">139</a>;</li>
-<li class="isub1">bids farewell to army and returns to Mount Vernon, <a href="#Page_140">140</a>-142;</li>
-<li class="isub1">elected first president, <a href="#Page_143">143</a>-145, <a href="#Page_234">234</a>;</li>
-<li class="isub1">loved by the people, <a href="#Page_143">143</a>;</li>
-<li class="isub1">character of administration of, <a href="#Page_144">144</a>;</li>
-<li class="isub1">reëlected president and refuses third term, <a href="#Page_145">145</a>;</li>
-<li class="isub1">death, <a href="#Page_145">145</a>.</li>
-
-<li><strong>Washington, Lawrence</strong>, <a href="#Page_116">116</a>, <a href="#Page_117">117</a>, <a href="#Page_121">121</a>.</li>
-
-<li><strong>Washington, William</strong>, <a href="#Page_184">184</a>, <a href="#Page_185">185</a>, <a href="#Page_186">186</a>, <a href="#Page_187">187</a>.</li>
-
-<li><strong>Watauga, Fort</strong>, <a href="#Page_211">211</a>, <a href="#Page_212">212</a>.</li>
-
-<li><strong>Watt, James</strong>, <a href="#Page_258">258</a>, <a href="#Page_259">259</a>.</li>
-
-<li><strong>Webster, Daniel</strong>, <a href="#Page_300">300</a>-306;</li>
-<li class="isub1">early life of, <a href="#Page_300">300</a>;</li>
-<li class="isub1">best student at Dartmouth, <a href="#Page_301">301</a>;</li>
-<li class="isub1">studies law, <a href="#Page_301">301</a>;</li>
-<li class="isub1">marries, <a href="#Page_302">302</a>;</li>
-<li class="isub1">in Congress, <a href="#Page_302">302</a>;</li>
-<li class="isub1">opposes nullification, <a href="#Page_303">303</a>, <a href="#Page_304">304</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_304">304</a>;</li>
-<li class="isub1">Secretary of State, <a href="#Page_304">304</a>, <a href="#Page_306">306</a>;</li>
-<li class="isub1">supports the Compromise of 1850, <a href="#Page_305">305</a>;</li>
-<li class="isub1">dies at Marshfield, <a href="#Page_306">306</a>.</li>
-
-<li><strong>Wesley, John and Charles</strong>, <a href="#Page_103">103</a>.</li>
-
-<li><strong>West, Benjamin</strong>, <a href="#Page_258">258</a>.</li>
-
-<li><strong>West, The New</strong>, <a href="#Page_372">372</a>-376.</li>
-
-<li><strong>West Indies</strong>, Columbus discovers and explores, <a href="#Page_13">13</a>, <a href="#Page_15">15</a>;</li>
-<li class="isub1">devastated by Drake, <a href="#Page_41">41</a>;</li>
-<li class="isub1">Paul Jones' expedition to, <a href="#Page_196">196</a>.</li>
-
-<li><strong>Wheat</strong>, <a href="#Page_375">375</a>, <a href="#Page_417">417</a>-419.</li>
-
-<li><strong>Whig party, The</strong>, <a href="#Page_297">297</a>, <a href="#Page_298">298</a>, <a href="#Page_304">304</a>, <a href="#Page_319">319</a>, <a href="#Page_322">322</a>.</li>
-
-<li><strong>White, John</strong>, <a href="#Page_45">45</a>, <a href="#Page_46">46</a>.</li>
-
-<li><strong>Whitehaven</strong>, Paul Jones' exploit at, <a href="#Page_196">196</a>.</li>
-
-<li><strong>White Plains</strong>, <a href="#Page_134">134</a>.</li>
-
-<li><strong>Whitman, Marcus</strong>, missionary, <a href="#Page_243">243</a>, <a href="#Page_244">244</a>.</li>
-
-<li><strong>Whitney, Eli</strong>, <a href="#Page_226">226</a>-229;</li>
-<li class="isub1">in his father's tool shop, <a href="#Page_226">226</a>;</li>
-<li class="isub1">goes to Savannah, <a href="#Page_227">227</a>;</li>
-<li class="isub1">invited to Mulberry Grove, <a href="#Page_227">227</a>;</li>
-<li class="isub1">becomes interested in cotton, <a href="#Page_228">228</a>;</li>
-<li class="isub1">invents cotton gin, <a href="#Page_228">228</a>;</li>
-<li class="isub1">effect of cotton gin invented by, <a href="#Page_416">416</a>.</li>
-
-<li>"<strong>Wilderness</strong>," fighting in the, <a href="#Page_336">336</a>, <a href="#Page_337">337</a>.</li>
-
-<li><strong>"Wilderness Road," The</strong>, <a href="#Page_205">205</a>-206.</li>
-
-<li><strong>Willard, Frances E.</strong>, <a href="#Page_408">408</a>-409;</li>
-<li class="isub1">early life of, <a href="#Page_408">408</a>;</li>
-<li class="isub1">and the Woman's Christian Temperance Union, <a href="#Page_409">409</a>;</li>
-<li class="isub1">death, <a href="#Page_409">409</a>;</li>
-<li class="isub1">portrait of, <a href="#Page_409">409</a>.</li>
-
-<li><strong>William and Mary</strong>, <a href="#Page_90">90</a>.</li>
-
-<li><strong>William the Conqueror</strong>, <a href="#Page_488">488</a>-489, <a href="#Page_490">490</a>.</li>
-
-<li><strong>Williamsburg</strong>, <a href="#Page_159">159</a>, <a href="#Page_163">163</a>, <a href="#Page_230">230</a>.</li>
-
-<li><strong>"Willing," The</strong>, <a href="#Page_220">220</a>, <a href="#Page_223">223</a>.</li>
-
-<li><strong>Wilson, Woodrow</strong>, <a href="#Page_428">428</a>-431;</li>
-<li class="isub1">early life, <a href="#Page_429">429</a>;</li>
-<li class="isub1">practises law, <a href="#Page_429">429</a>;</li>
-<li class="isub1">as a teacher, <a href="#Page_429">429</a>;</li>
-<li class="isub1">president of Princeton, <a href="#Page_429">429</a>;</li>
-<li class="isub1">governor of New Jersey, <a href="#Page_429">429</a>-430;</li>
-<li class="isub1">portrait of, <a href="#Page_430">430</a>;</li>
-<li class="isub1">and Mexico, <a href="#Page_430">430</a>;</li>
-<li class="isub1">dismisses German ambassador, <a href="#Page_431">431</a>;</li>
-<li class="isub1">makes loans to Allies, <a href="#Page_431">431</a>;</li>
-<li class="isub1">at Paris, <a href="#Page_442">442</a>;</li>
-<li class="isub1">tours the United States, <a href="#Page_443">443</a>.</li>
-
-<li><strong>Winslow, Edward</strong>, <a href="#Page_73">73</a>.</li>
-
-<li><strong>Winthrop, John</strong>, <a href="#Page_81">81</a>-83, <a href="#Page_147">147</a>.</li>
-
-<li><strong>Wireless telegraphy</strong>, <a href="#Page_268">268</a>.</li>
-
-<li><strong>Wolfe, General</strong>, <a href="#Page_114">114</a>, <a href="#Page_126">126</a>.</li>
-
-<li><strong>Woman's Christian Temperance Union</strong>, <a href="#Page_409">409</a>.</li>
-
-<li><strong>Woman's club</strong>, <a href="#Page_405">405</a>-406.</li>
-
-<li><strong>Woman's rights</strong>, <a href="#Page_401">401</a>-404, <a href="#Page_414">414</a>;</li>
-<li class="isub1">Elizabeth Cady Stanton and, <a href="#Page_402">402</a>;</li>
-<li class="isub1">Susan B. Anthony and, <a href="#Page_403">403</a>-404;</li>
-<li class="isub1">Julia Ward Howe and, <a href="#Page_406">406</a>.</li>
-
-<li><strong>Woman's Rights Convention</strong>, first, <a href="#Page_402">402</a>.</li>
-
-<li><strong>Woman suffrage</strong>, <a href="#Page_402">402</a>, <a href="#Page_403">403</a>-404, <a href="#Page_414">414</a>.</li>
-
-<li><strong>Women of our nation</strong>, <a href="#Page_400">400</a>-416.</li>
-
-<li><strong>Wood, Colonel Leonard</strong>, <a href="#Page_356">356</a>.</li>
-
-<li><strong>World's Columbian Exposition</strong>, <a href="#Page_16">16</a>.</li>
-
-<li><strong>World's Woman's Christian Temperance Union</strong>, <a href="#Page_409">409</a>.</li>
-
-<li><strong>World War</strong>, <a href="#Page_371">371</a>, <a href="#Page_424">424</a>-443;</li>
-<li class="isub1">support of by the American people, <a href="#Page_424">424</a>-426;</li>
-<li class="isub1">attitude of United States in early years of, <a href="#Page_426">426</a>-429, <a href="#Page_430">430</a>-431;</li>
-<li class="isub1">nations involved in, <a href="#Page_426">426</a>,</li>
-<li class="isub1">naval events of, <a href="#Page_427">427</a>;</li>
-<li class="isub1">United States enters, <a href="#Page_431">431</a>-432;</li>
-<li class="isub1">size of, <a href="#Page_433">433</a>-434;</li>
-<li class="isub1">character of, <a href="#Page_434">434</a>-435;</li>
-<li class="isub1">Russia withdraws from, <a href="#Page_437">437</a>;</li>
-<li class="isub1">crisis of, <a href="#Page_437">437</a>-439;</li>
-<li class="isub1">American battles in, <a href="#Page_439">439</a>-441;</li>
-<li class="isub1">Allied victories in, <a href="#Page_441">441</a>;</li>
-<li class="isub1">close of, <a href="#Page_442">442</a>-443.</li>
-
-<li><strong>Wright, Orville</strong>, <a href="#Page_390">390</a>-394.</li>
-
-<li><strong>Wright, Wilbur</strong>, <a href="#Page_390">390</a>-394.</li>
-
-<li><strong>Wyeth, Nathaniel</strong>, <a href="#Page_243">243</a>.</li>
-
-
-<li class="indx"><strong>Xerxes</strong>, <a href="#Page_462">462</a>.</li>
-
-
-<li class="indx"><strong>Yadkin River</strong>, Greene crosses, <a href="#Page_188">188</a>;</li>
-<li class="isub1">Boone on the, <a href="#Page_203">203</a>;</li>
-<li class="isub1">Boone returns to home on the, <a href="#Page_205">205</a>.</li>
-
-<li><strong>York, Duke of</strong>, <a href="#Page_89">89</a>.</li>
-
-<li><strong>Yorktown</strong>, victory at, <a href="#Page_139">139</a>-140, <a href="#Page_189">189</a>.</li>
-
-
-<li class="indx"><strong>Zama</strong>, battle of, <a href="#Page_469">469</a>.</li>
-
-<li><strong>Zeppelins</strong>, <a href="#Page_391">391</a>.</li>
-</ul>
-<p><span class="pagenum"><a name="Page_xxvii" id="Page_xxvii">[Pg xxvii]</a><br /><a name="Page_xxviii" id="Page_xxviii">[Pg xxviii]</a></span></p>
-
-<div class="figcenter" style="width: 500px;">
-<img src="images/i_inback.jpg" width="500" height="318" alt="" />
-<div class="caption"><p>UNITED STATES</p>
-<p class="right"><em>Copyright, <a href="#Page_190">190</a>9, by Rand, McNally &amp; Company.</em></p>
-</div>
-<span class="pagenum"><a name="Page_xxix" id="Page_xxix">[Pg xxix]</a></span></div>
-
-<div id="transnote">
-<div class="chapter"></div>
-<hr class="chap" />
-
-
-
-
-<h2>TRANSCRIBER'S NOTES</h2>
-
-
-<p>Silently corrected simple spelling, grammar, and typographical errors.</p>
-
-<p>Retained anachronistic and non-standard spellings as printed.</p>
-</div>
-
-
-
-
-
-
-
-
-<pre>
-
-
-
-
-
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