THE WAR WITH SPAIN IN 1898.
=346. The Downfall of Spain on this Continent.=--For half a century or
more after the time of Columbus, Spain was the greatest military and
political power in the world. Her ships and her sailors carried the
proud banner of Castile to every shore and clime then known.
The vast domain claimed by Spain on this continent by right of discovery
and exploration comprised the fertile islands of the West Indies, the
greater portion of Central and South America, and all that part of our
own country west of the Mississippi. In territory, in wealth, in power,
the sovereignty of Spain became the mightiest in the world.
How are the mighty fallen! The once powerful empire has crumbled into
dust. The year 1898 saw its overthrow on this side of the Atlantic and
in the Philippines.
=347. Spain's Cruel Policy towards her Colonies.=--For the most part Spain
ruled her colonies with shocking oppression. Her policy was to extort
all possible gain from them to her own selfish profit. She retained to
the last the barbarous methods of less civilized centuries. Finally,
after long years of oppression, the South American colonies began to cut
loose from her tyrannical sway.
In a few years Spain was stripped of all her possessions in America,
excepting only her islands in the West Indies.
=348. Cuba rebels against Spanish Oppression.=--One would naturally
suppose that these disastrous losses would have taught Spain to govern
her only remaining American colonies, Cuba and Porto Rico, with more
wisdom. But not so; she kept right on as before, growing worse, if
possible, still clinging to the old policy of cruel oppression and
merciless extortion.
Some thirty years ago a rebellion began in Cuba which lasted ten years.
In vain Spain spent millions of money and sent thousands of soldiers to
subdue it. Hundreds of Cubans were cast into prison to die of fever and
starvation, and their property was confiscated.
=349. Cuba again rebels against Spain in 1895.=--In 1895 the
long-suffering Cubans rose in rebellion again. Their army was larger,
better furnished, and they gained possession of a much more extensive
portion of the island.
Now Spain became really alarmed. She sent to Cuba a hundred and twenty
thousand soldiers. They melted away, mostly from sickness and
mismanagement, like frost in the morning sun. It was all in vain; for it
was now plain that Spain could never conquer the Cubans, and just as
evident that the Cubans unaided could never win their independence.
The war had already been barbarous enough, when the Spanish General
Weyler set in operation his inhuman concentration plan. This meant the
gathering up in the country districts of thousands of helpless old men,
women, and children, and driving them to the towns and forts, where they
were shut up like cattle in large enclosures, surrounded by a deep ditch
and a barbed wire fence.
Along the line of the fence were frequent guardhouses, where soldiers
with loaded guns prevented escape. The poor outcasts were crowded into
wretched palm-leaf huts, with foul water and scanty food. It is said
that in the island about four hundred thousand helpless people were
herded in this way. They died by thousands.
=350. The Barbarities in Cuba excite Great Indignation in this
Country.=--Now, all these horrors in Cuba aroused a great deal of
indignation in this country and excited profound sympathy for the
sufferers. Shiploads of provisions were sent by the Red Cross and other
societies to relieve the starving thousands.
The feeling throughout this country at last came to be intense. For
years and years past our people had watched the long struggle with the
keenest interest. For years our presidents had protested to Spain
against the useless warfare.
Now, when the real state of affairs in Cuba in 1897 became known, our
government sent word to Spain that this slow starvation of helpless men,
women, and children was not war, but savage barbarity, and must be
stopped. In reply, Spain asked for some delay and promised milder
measures.
=351. The Battleship Maine blown up in Havana Harbor.=--In order to
protect American interests in Cuba, the battleship Maine was sent to
Havana in January, 1898.
A calamity now occurred that shocked the world. On the evening of
February 15 this magnificent ship, while at anchor in the harbor of
Havana, was destroyed by an explosion. Two officers and two hundred and
sixty-four American sailors were hurled to instant death!
The awful disaster sent a thrill of horror and indignation through our
country. A court of inquiry was instantly appointed by President
McKinley to investigate the matter and ascertain the cause. Meanwhile
the country waited for forty days, with surprising patience, for the
report, which came during the last of March, stating that the Maine had
been blown up from the outside by the explosion of a submarine mine.
Subsequent evidence before the Senate committee showed that the mine had
been exploded by men who wore the uniform of Spain.
=352. War declared against Spain.=--Public feeling in our country grew
more intense every hour. The President continued to do his utmost to
avert war by peaceful and diplomatic methods. Thinking people knew well
enough that such efforts would be in vain. It was evident that Spain
would never grant independence to Cuba. It was also evident that the
American people (from the moment they heard of the blowing up of the
Maine) had made up their minds that the only real solution of the
problem was to put an end forever to Spanish rule on this side of the
Atlantic. This of course meant war.
Congress took the responsibility and declared war against Spain on April
21, 1898.
=353. Dewey acts promptly and sails for Manila from Hong Kong.=--The first
step of our war with Spain was to send Commodore Sampson with a fleet to
blockade the large seaports of Cuba. All eyes were turned to this
island; for every one expected the war to begin there; but instantly
the scene of action was shifted to the other side of the globe.
[Illustration: ADMIRAL DEWEY.]
The first day of May saw one of the greatest naval victories in the
history of the world. Our government had telegraphed orders to Commodore
George Dewey, then at Hong Kong, China, in command of our Asiatic
squadron, to sail at once to the Philippine Islands and "capture or
destroy" the Spanish ships.
Dewey had taken part in important naval battles in our Civil War, and
was an experienced and skillful officer. In anticipation of war, his
fleet was ready for action on an hour's notice.
After his instructions arrived from Washington, Dewey promptly sailed
for Manila with six warships and two tenders. He delayed outside the
harbor till the moon had set, and then steamed silently through the
three-mile-wide channel. He was entering in the dark a bay he had never
seen. He knew it was planted with torpedoes, and that he was going to
attack a Spanish fleet of ten ships, besides large forts with heavy
guns.
A wonderful task! but Dewey was a wonderful man. He understood his
business. He had been trained under the eye of the great Admiral
Farragut and had fought long and hard in the war for the Union.
=354. The Remarkable Naval Victory at Manila.=--Dewey's fleet arrived
before sunrise in front of the forts and the line of Spanish ships. The
battle at once began. Our vessels kept moving on the curve of a long
ellipse or flattened circle, and every time each came around it poured a
series of rapid and accurate shots directly into the enemy. They
answered furiously, but not deliberately. Round and round wheeled our
ships in a slow and deadly circle. Our men could see the walls of the
forts crumbling, some ships all ablaze, and others shattered and
sinking.
After two hours of these tremendous circuits Dewey stopped firing and
moved his ships about three miles out of range to rest his men, give
them breakfast, and look after his ammunition. The men, in fine spirits,
ate their morning meal, and rested. It was a stoker on the flagship
Olympia who said that below "the temperature is nearly up to two hundred
degrees, and so hot that our hair is singed."
Before noon Dewey returned, circled nearer still, and fought even more
fiercely. In an hour and a half more the work was finished. One ship
was riddled, then reeled and sank; then another; one was broken midway
and went down; now one was in flames, then a second, and so on till the
entire Spanish fleet, besides gunboats and transports, were sunk or
burned up or shot to pieces!
[Illustration: BATTLE OF MANILA.]
How did our ships stand the contest? Only two or three were hit at all,
and none seriously injured. Our six had destroyed thirteen Spanish
vessels and silenced their forts. The Spaniards had lost six hundred and
thirty-four men, killed and wounded. We had only one man killed and
seven slightly wounded.
=355. The Nation's Grateful Appreciation of Dewey's Victory.=--Thus was
fought, on May Day, 1898, at Manila, perhaps the most surprising naval
conflict the world had ever seen. In three and a quarter hours the naval
power of Spain went down in the blue waters of the bay, and the splendid
fame of George Dewey echoed round the globe. Congress gave him a vote of
thanks and a gold medal; and he was made Admiral, the highest officer in
the American navy.
Many years ago Admiral Farragut said to the father of the hero of
Manila, "Doctor Dewey, your son George is a worthy and brave officer. He
has an honorable record, and some day he will make his mark."
Never before in the history of our country was there projected a series
of patriotic demonstrations grander in their purpose or finer in their
execution than those which greeted Admiral Dewey on his return to this
country, in the fall of 1899, from the scene of his famous victory.
When Dewey sank the Spanish fleet in Manila Bay, he opened a new era in
the history of our country. From that day the United States received
more distinct recognition among the nations responsible for the
political affairs of the world.
=356. Preparations to meet the Spanish Fleet.=--Now let us return to the
scene of war in our own country. On the last day of April the Spanish
fleet, under Admiral Cervera, left the Cape Verde Islands, sailing west;
there were four armed cruisers and three torpedo-boat destroyers; all
good new ships and in prime condition. The alarming question was, Where
will they strike? The good people of our great eastern cities began to
imagine what would happen if these powerful warships should come sailing
into our harbors.
Every effort was promptly and vigorously made to defend exposed points
with forts and torpedoes. Events proved that it was needless. No ship of
that Spanish fleet came within five hundred miles of any American city.
Yet it was evident that Cervera's fleet must be captured or destroyed
before our coast could be safe, or military operations could be
prudently begun in Cuba.
Extraordinary efforts were made to ascertain the exact location of the
hostile squadron.
Finally it was found that it had slipped on May 19 into the bay of
Santiago. Our fleet at once gathered around to blockade the entrance,
to make it impossible for any vessel to pass in, and to attack Cervera's
ships should they attempt to come out. Among our blockaders were the
splendid ships New York, Massachusetts, Brooklyn, Texas, Iowa, Indiana,
and the Oregon that had sailed around Cape Horn from San Francisco,
fourteen thousand miles in sixty-seven days.
[Illustration: RESCUE OF HOBSON BY THE SPANISH ADMIRAL.]
=357. Hobson's Brilliant Exploit.=--Admiral Sampson did not deem it
advisable to steam in and attack Cervera, as the channel was thickly
planted with mines. So our semicircle of ships watched and waited. At
night our strong search-lights blazed into the mouth of the harbor and
lighted it with a fiery glare.
If the narrow neck of the harbor could only be somehow obstructed, so
that Cervera's ships would either be completely "bottled up," or would
have to creep out to sea by daylight, the naval power of Spain would be
crippled. So thought Admiral Sampson, and he selected Lieutenant Hobson
for this daring deed. It meant going right into the midst of the enemy's
batteries and torpedoes.
A large steamer, the Merrimac, was taken and loaded down with coal; and
a crew of seven men were selected to go with Hobson. Strange fascination
of mingled courage and patriotism! Hundreds of sailors begged the chance
to go!
It was all carefully planned; and about two hours before dawn, on June
3, they started. As they drew near, the Spanish made the water boil and
hiss with their shots. But on they went to the chosen spot, balls and
shells striking all about, howling and shrieking in their ears and
tearing their ship.
Coolly but quickly they sank the Merrimac, sprang to the raft they had
prepared, and were clinging to it when the firing ceased and a little
steam launch came up with Cervera in it! The Spanish admiral reached out
and helped lift in Hobson and his seven comrades! He took them ashore,
praised them for their daring, gave them dry clothing, fed them, and
soon after exchanged them for some Spanish officers who had been
captured by our men. =358. The Army does Brilliant Service at
Santiago.=--It was plain that the Spanish ships would never come out
until they were driven out. So during the last week in June an army of
about twenty-five thousand men, under General Shafter, landed a few
miles east of Santiago to cooeperate with our fleet in capturing the
city. Our forces, losing no time, moved on through tropical jungles,
exposed to the enemy's sharpshooting from trees. It was a deadly advance
towards log forts on the steep heights, impeded by the annoying tangle
of barbed-wire fences.
On the first and second days of July our gallant troops captured the two
forts, El Caney and San Juan, which overlooked Santiago, and drove the
enemy in hot haste into the city.
=359. The Remarkable Naval Victory at Santiago.=--Then Cervera's hour had
come! On July 3, a beautiful Sunday morning, the eyes that for more than
a month had watched with sleepless vigilance that narrow opening between
the rocks, saw at last the bow of a Spanish warship. It slipped out and
turned sharply to the west; then came another, and a third, and so on
till all six had passed. They at once opened a fierce but ill-directed
fire upon our fleet.
The men on our vessels were mustering for Sunday morning inspection when
the enemy was seen. "The enemy is coming out!" was signalled from ship
to ship, and on each deck rang out the command, "All hands clear ship
for action!"
Every man was ready to do his duty. Every ship was stripped for action.
Instantly our ships were after the Spanish squadron, firing as they
followed. What a sight was that! There was never before one like it! Two
lines of hostile ships rushing along the coast, tearing the ocean to
foam, each a volcano pouring out smoke, and more than a hundred big guns
hurling shells and shot which strike with awful crash upon the iron
walls of the enemy's ships!
[Illustration: ADMIRAL SAMPSON.]
On they dashed, mile after mile. One of our huge shells fell midway of
the Pluton, which at once went down with an awful plunge. The Furor,
riddled with shot, fled to the shore and broke in pieces on the rocks.
Furious was the chase for the other four; nearer and nearer, till our
ships came up. Then the Maria Teresa, the flagship, with huge holes torn
in her, and set on fire by our exploding shells, escaped to the beach, a
sinking, burning wreck. Next the Oquendo, half her men killed, and her
sides all split open, also fell helpless on the beach. In forty minutes
these four ships had gone to their doom.
[Illustration: ADMIRAL SCHLEY.]
Still beyond was the famous Vizcaya, doing her best to escape. But the
Brooklyn, Commodore Schley's flagship, gained on her and poured shells
into her, so that with the Oregon now rushing up in a burst of speed
which astonished all who saw her, her race was soon run, and she, too,
went to her grave on the strand, a shattered, blazing hulk.
Yet one more, the Colon, newest, fastest, and best of the squadron, was
now about four miles ahead; but our ships gained steadily upon her, and
in less than two hours she hauled down her flag and ran ashore
forty-five miles from Santiago.
=360. After the Battle at Santiago.=--The sun that shone in the morning
upon six of Spain's finest ships looked down at noon upon a row of
half-sunken wrecks along the coast.
At the risk of their lives our men rescued their foes from the mangled
hulks, the burning decks, and the surging water.
"Don't cheer, boys," cried one gallant captain, "the poor fellows are
dying."
Another captain said in his report, "So long as the enemy showed his
flag, our men fought like American seamen; but when the flag came down,
they were as gentle and tender as American women."
The Spanish loss, according to their own accounts, was three hundred and
fifty killed or drowned, and about one hundred officers and one thousand
six hundred and seventy-five men prisoners, including the brave Admiral
Cervera. Their loss in value was over twelve million dollars. Upon our
side only one man was killed, and three were wounded, all on the
Brooklyn. Not one of our ships was badly injured. Evidently the Spanish
gunners could not shoot straight!
So ended this famous naval engagement. Never, perhaps, has the world
seen two such instances of the utter destruction of an enemy's naval
force as in the battles of Manila and Santiago.
=361. The Campaign in Porto Rico.=--The surrender of all Cuba soon
followed. Then General Miles was sent with nine thousand troops to Porto
Rico, the only remaining island on this side belonging to Spain. He
landed near Ponce, on the southern coast. The city surrendered without a
shot and welcomed our army. The Spanish troops fled on the approach of
our soldiers.
General Miles in a proclamation assured the inhabitants that they should
enjoy the rights and immunities of American citizens. As he moved
inwards, other cities along his line of march surrendered, and the
Spanish forces made only occasional resistance to our progress. Just
before an expected battle news of peace came from Washington. All
fighting ceased, and this fertile island came into our hands with little
bloodshed.
=362. End of the War.=--Meanwhile our government was making energetic
preparations to send a powerful fleet under Commodore Watson across the
Atlantic and to carry the war to the Spanish coast. We may be sure that
Spain, and even some of her neighbors, did not like the prospect. There
had been enough of rapid, crushing, and unbroken defeats to satisfy even
the Castilian point of honor.
When it became evident that Watson's fleet would be ready in a few days
to carry the war to the very doors of Spain, the representatives of the
great nations of Europe said things had gone far enough. Diplomatic
pressure was applied to poor Spain. She was politely but firmly told
that she must make peace at once, and on any terms.
The French Minister at Washington was authorized by Spain to sign a
preliminary document, or _protocol_, embodying in precise language the
conditions on which our government would negotiate peace. This document
was signed at Washington on August 12, and hostilities ceased.
The formal treaty of peace was signed in Paris December 10, 1898. By the
terms of this treaty Spain agreed to give up its sovereignty in Cuba, to
cede to the United States Porto Rico, a few small West India islands,
and one of the Ladrone group; also to cede to this country the
Philippines, after payment by us of twenty millions of dollars as
"reimbursement for insular expenses."
=363. Our Nation's Future.=--The immediate results of this short-lived
Spanish war were full of deep meaning to our nation. No one now can
safely say what the distant outcome will be. It is certain to be
far-reaching and momentous.
Our country has rapidly advanced to its position as one of the foremost
nations of the world in wealth and in power. Let us trust it may also
lead in good government, in national honor and righteousness. Let us
earnestly hope that in the long years before us our sacred Union shall
still be preserved, unbroken,--forever one great Union of prosperous and
happy states.
APPENDIX.
BOOKS FOR REFERENCE AND COLLATERAL READING IN THE STUDY OF AMERICAN
HISTORY.
This book is designed to be used before the formal text-book on American
history is begun in grammar-school grades. It is intended also to serve
as a convenient basis for more extended work both on the part of the
teacher and of pupils. Hence the reading of the preceding chapters is
only one part of the proposed plan. A systematic course in supplementary
reading should be added. The following plan is suggested, but it may be
modified, of course, to meet the needs of any particular class of
pupils.
NOTE.--The whole subject of reference books on American History is
treated thoroughly in Montgomery's _Student's American History_
[see "Short List of Books," page xxiv in Appendix, and "Authorities
Cited," page xxx in Appendix], Montgomery's _American History_ [see
"Short List of Books," page xxxiii in Appendix], and Fiske's
_History of the United States_ [see Appendix D, page 518, Appendix
E, page 527, and Appendix F, page 529].
REFERENCE BOOKS FOR TEACHERS.
Two books are of special value to teachers. These are Channing and
Hart's _Guide to American History_ [Ginn & Company, Publishers, price
$2.00], and Gordy and Twitchell's _Pathfinder in American History_ [Lee
& Shepard, Publishers, complete in one volume, $1.20. In separate parts,
Part I, 60 cents; Part II, 90 cents].
These two works are replete with suggestions, hints and helps on
collateral study, numerous references, detailed lists of topics, and a
wide range of other subjects which make them indispensable to the
teacher of American history.
SCHOOL TEXT-BOOKS FOR READING AND REFERENCE.
Pupils should have easy access, by means of the school library or
otherwise, to a few of the formal school text-books on American history.
In connection with this book Montgomery's _Leading Facts of American
History_ and Fiske's _History of the United States_ are especially
valuable. The following books are perhaps equally serviceable:
Eggleston's _History of the United States_; Steele's _Brief History of
the United States_ [usually known as "Barnes's History"]; Thomas's
_History of the United States_ and Mowry's _History of the United
States_. These books are useful in reading for additional topics, for
dates, maps, illustrations, reference tables, and for "filling in"
subjects which do not come within the scope of this book.
TOPICS FOR COLLATERAL READING.
For ordinary school work the text-books to which we have just referred
will furnish enough and suitable material for these topics. When,
however, standard works on history are of easy access, through the
school or public libraries, it is well even for pupils of the lower
grades to read sparingly by topics from such works. These topics should
be carefully selected by the teacher. They should be brief and call only
for a few pages of reading.
In the succeeding pages references have been given only to a very few
standard works, such as those by Fiske, Parkman, Irving, and McMaster,
and such other books as can ordinarily be easily obtained.
REFERENCES FOR READING.
Pupils should also have easy reference to books from which topics may be
read or which may be read sparingly by select passages indicated by the
teacher. Many of these books have been suggested more on account of
their interesting style than for strict historical accuracy. Read the
designated works not as a whole but only by topics or selections. They
will do much to awaken and maintain a lively interest in American
history.
OUTSIDE READINGS.
While the study of this book is in progress it is well for the pupils to
limit their miscellaneous reading to such books as bear directly upon
our subject. Under this head we have suggested many productions which
belong to the "story-book" order. Wholesome books of fiction and
semi-fiction may certainly do much to stimulate and hold the attention
of young students of American history. With this topic, as with all
other topics on collateral reading, the teacher should exercise a
careful supervision.
FOR READING OR RECITATION.
The work should be enlivened by reading occasionally, before the class
or the school, poems or prose selections which bear directly upon the
general topic under consideration. We have referred only to a very few
such extracts from good literature. Other selections will readily
suggest themselves.
USE OF A TOPIC BOOK OR NOTEBOOK.
The teacher and pupil should appreciate the scope and usefulness of a
Topic book or Notebook. By this is meant a blank book with semi-flexible
or board covers, of a convenient size, and of at least 48 pages. Into
this blank book should be written carefully with ink brief notes as the
several chapters of this book are read or studied. It may well be a kind
of enlarged diary of the pupil's work.
Make brief notes of the various books read in whole or by topics; topics
not treated in this book but discussed in the class, such as King
Philip's War, the Mexican War, etc., and references to new books to be
reserved for future reading and other subjects which will readily
suggest themselves.
This notebook should be well illustrated. The basis should be the
inexpensive photographic copies (sold for about one cent each) of
famous pictures illustrating important events in American history.
Catalogues giving the exact titles, cost, and other details are sent to
applicants, free of expense.
Portraits, maps, facsimiles of documents and autographs, etc., are often
easily obtained from book catalogues, guide books, advertising pages,
and secondhand text-books.
All this illustrative material should be pasted in the notebook at the
proper place, neatly and with good judgment, allowing plenty of space
for margins. Such a compilation is, of course, a matter of slow growth.
It should be carefully preserved as a pleasant reminder of school days.
NOTE.--Think of enriching your notebook with photographic
reproductions of such works as Stuart's "Washington"; Faed's
"Washington at Trenton"; Trumbull's "Surrender of Cornwallis" and
"Signing the Declaration of Independence"; Benjamin West's "Penn's
Treaty"; Leutze's "Washington Crossing the Delaware"; Vanderlyn's
"Landing of Columbus"; Johnson's "Old Ironsides" and Overend's "An
August Morning with Farragut."
REFERENCE BOOKS AND SUPPLEMENTARY READING FOR SUCCESSIVE PERIODS IN
AMERICAN HISTORY.
[Intended for use in connection with the study of this book.]
CHAPTER I. PAGES 1-9.
AMERICA IN THE OLD DAYS.
TOPICS FOR COLLATERAL READING.--The following topics are thoroughly
discussed in Fiske's _Discovery of America_:--
The People of Ancient America, Vol. I, pp. 1-19; Origin of the American
Indians, Vol. I, p. 19; The Indians of the Pueblos, Vol. I, p. 82; The
Mysterious Mound Builders, Vol. I, p. 140; Voyages of the Northmen to
Vinland, Vol. I, p. 164.
REFERENCES FOR READING.--For a readable account of the Mound Builders
and the American Indians, consult Shaler's _The Story of Our
Continent_.
OUTSIDE READINGS.--Starr's _American Indians_; The Voyages to Vinland
from the Saga of Eric the Red, _Old South Leaflets_, No. 32; Glasscock's
_Stories of Columbia_.
FOR READING OR RECITATION.--Whittier's _Norumbega_ and _Norsemen_;
Longfellow's _Skeleton in Armor_.
CHAPTER II. PAGES 10-30.
COLUMBUS AND THE DISCOVERY OF AMERICA.
TOPICS FOR COLLATERAL READING.--Topics from Fiske's _Discovery of
America_:--
First Voyage of Columbus, Vol. I, p. 419; Last Voyage of Columbus, Vol.
I, p. 505; Vespucius and the "New World," Vol. II, p. 96; The Cabots and
their Voyages, Vol. II, p. I; Ponce de Leon, Vol. II, p. 486; Adventures
of De Soto, Vol. II, p. 509.
REFERENCES FOR READING.--Read selections from the one-volume edition of
Irving's _Life of Columbus_; Abbott's _Life of Columbus_ (Ajax Series);
Adams's _Columbus_ (Makers of America); Brooks's _True Story of
Columbus_; Adventures of De Soto, Parkman's _Pioneers of France in the
New World_, p. 13.
OUTSIDE READINGS.--Griffis's _Romance of American Discovery_;
Glasscock's _Stories of Columbia_; The Discovery of America, from the
Life of Columbus, by his son, Ferdinand Columbus, _Old South Leaflets_,
No. 29; Columbus's Letter to Gabriel Sanchez, describing the first
voyage, _Old South Leaflets_, No. 33; Americus Vespucius's Account of
his First Voyage, _Old South Leaflets_, No. 34; Death of De Soto, _Old
South Leaflets_, No. 36; The Voyages of the Cabots, _Old South
Leaflets_, No. 37.
CHAPTER III. PAGES 31-46.
SIR WALTER RALEIGH AND CAPTAIN JOHN SMITH.
TOPICS FOR COLLATERAL READING.--For various topics in connection with
Sir Walter Raleigh and Captain John Smith, see the Index to Fiske's
_Old Virginia and her Neighbours_. Incidents in the Life of Captain John
Smith: see John Esten Cooke's _Virginia_ (American Commonwealth Series),
pp. 22-76. The Story of Pocahontas, Cooke's _Virginia_, pp. 35-103.
REFERENCES FOR READING.--Towle's _Raleigh, his Voyages and Adventures_;
Cooke's _Stories of the Old Dominion_; Eggleston's and Seelye's
_Pocahontas_ (Ajax Series).
OUTSIDE READINGS.--Towle's _Magellan, or the First Voyage Round the
World_.
CHAPTERS IV AND V. PAGES 47-72.
THE PILGRIMS.
TOPICS FOR COLLATERAL READING.--Many topics in connection with this
chapter may be selected from Fiske's _The Beginnings of New England_,
as, The Separatists, p. 66; Why the Pilgrims did not stay in Holland, p.
74; Voyage of the Mayflower, p. 80; The Pilgrims and the Indians, p. 83.
REFERENCES FOR READING.--Griffis's _The Pilgrims and their Three Homes_;
Moore's _Pilgrims and Puritans_; Abbott's _Captain Miles Standish_ (Ajax
Series); Drake's _On Plymouth Rock_; Bacon's _Historic Pilgrimages in
New England_.
OUTSIDE READINGS.--Jane G. Austin's _Standish of Standish_, _Betty
Alden_, _Nameless Nobleman_, and _David Alden's Daughter_.
FOR READING OR RECITATION.--Mrs. Hemans's _Landing of the Pilgrims_;
Longfellow's _Courtship of Miles Standish_; Bryant's _Twenty-Second of
December_; Holmes's _The Pilgrim's Vision_.
CHAPTER VI. PAGES 73-87.
THE INDIANS.
TOPICS FOR COLLATERAL READING.--For special topics about the Indians,
see Parkman's _Conspiracy of Pontiac_, Vol. I, p. 1, also the
Introduction to Parkman's _Jesuits in North America_.
REFERENCES FOR READING.--Brooks's _Story of the American Indian_;
Drake's _Indian History for Young Folks_; Starr's _American Indians_;
Shaler's _The Story of Our Continent_.
FOR READING OR RECITATION.--Longfellow's _Hiawatha_.
CHAPTER VII. PAGES 88-105.
THE DUTCH IN NEW YORK; THE QUAKERS IN PENNSYLVANIA.
TOPICS FOR COLLATERAL READING.--Henry Hudson: his voyages, voyage upon
the Great River, his tragic fate, see Fiske's _The Dutch and Quaker
Colonies in America_, Vol. I, pp. 83-95. William Penn: see the Index to
Fiske's _The Dutch and Quaker Colonies in America_.
REFERENCES FOR READING.--_The Great Peace Maker_ (Penn) (Daring Deed
Series); Abbott's _Peter Stuyvesant_ (Ajax Series).
OUTSIDE READINGS.--Butterworth's _Wampum Belt_ (Penn); Irving's
_Knickerbocker's History of New York_ (humorous and satirical account of
the Dutch Colony of New Netherland); Paulding's _The Dutchman's
Fireside_ (Colonial Life in New York).
CHAPTER VIII. PAGES 106-125.
THE FRENCH AND INDIAN WARS.
TOPICS FOR COLLATERAL READING.--For a great variety of topics in
connection with the French and Indian Wars and the overthrow of New
France, the student will find the books of Parkman a vast storehouse of
intensely fascinating reading matter. See the index to the various
volumes. For example, read La Salle's Descent of the Mississippi,
Parkman's _La Salle_, pp. 275-288; Braddock's March and Defeat;
Parkman's _Montcalm and Wolfe_, Vol. I, p. 204, and The Heights of
Abraham, Vol. II, p. 259-297.
REFERENCES FOR READING.--Johnson's _Old French War_; Drake's _Border
Wars of New England_.
OUTSIDE READINGS.-Abbott's _Life of King Philip_ (Ajax Series); Henty's
_With Wolfe in Canada_; Cooper's _Last of the Mohicans_ (story of Seven
Years' War); James Otis's _At the Siege of Quebec_.
CHAPTER IX. PAGES 126-138.
EVERYDAY LIFE IN COLONIAL TIMES.
TOPICS FOR COLLATERAL READING.--The great storehouse of facts regarding
the social and domestic life of the American people is McMaster's
_History of the People of the United States_ (5 vols. now ready). For
topics see detailed index of each volume. Consult especially Vol. II,
pp. 538-582, on "Town and Country Life in 1800." This work is somewhat
voluminous for elementary work.
REFERENCES FOR READING.--Earle's _Home Life in Colonial Days_; Earle's
_Child Life in Colonial Days_, _Tavern and Stage Coach in Colonial
Days_; Earle's _Sabbath in Puritan New England_; Earle's _Customs and
Fashions of Old New England_; Earle's _Colonial Dames and Goodwives_;
Coffin's _Old Times in the Colonies_; Coffin's _Building the Nation_;
Scudder's _Men and Manners in America 100 years Ago_; Wharton's _Through
Colonial Doorways_; Wharton's _Colonial Days and Dames_; Fisher's _Men,
Women, and Manners in Colonial Times_; Markham's _Colonial Days_;
Hawthorne's _Grandfathers Chair_.
CHAPTERS X-XVIII. PAGES 139-295.
THE AMERICAN REVOLUTION.
TOPICS FOR COLLATERAL READING.--For a series of topics on the American
Revolution, to be read in connection with these nine chapters, consult
the index to Fiske's _American Revolution_ (2 vols.).
REFERENCES FOR READING.--For the Revolution as a whole the two best
works for supplementary reading in schools are perhaps Lodge's _Story of
the Revolution_ and Fiske's _War of Independence_ (Riverside Literature
Series). Lossing's _Field Book of the Revolution_ is voluminous but
interesting, and fully illustrated.
Among the scores of excellent works which may be consulted, the
following may be safely recommended: Coffin's _Story of Liberty_;
Fiske-Irving's _Washington and his Country_; Abbot's _Blue Jackets of
'76_; Bacon's _Historic Pilgrimages in New England_; C. H. Woodman's
_Boys and Girls of the Revolution_; Brooks's _Century Book of the
American Revolution_; Drake's _Burgoyne's Invasion of 1777_; Seawell's
_Paul Jones_; Abbott's _Paul Jones_ (Ajax Series); Brooks's _Story of
the American Sailor_; Frost's _Swamp Fox_ (Marion).
OUTSIDE READING.--There are numerous books on the war of the Revolution
suitable for outside reading. For the school grades for which this book
is intended, the following books are interesting and for the most part
instructive: Watson's _Noble Deeds of our Fathers_; Watson's _Tea Party
and Other Stories_; Butterworth's _Patriot Schoolmaster_ (Story of the
Minute Men and Sons of Liberty); Otis's _Signal Boys of 1775_;
Tomlinson's _Stories of the American Revolution_ (several series);
Stoddard's _Red Patriot_; Thompson's _The Rangers or the Tory's
Daughter_; Thompson's _Green Mountain Boys_; Otis's _Boys of Fort
Schuyler_; _Patriot Boy_ (Washington) (Famous Boy Series); _Father of
his Country_ (Washington) (Daring Deed Series); Abbott's _Life of
Washington_ (Ajax Series); Scudder's _George Washington_; Brooks's _True
Story of George Washington_; Miss Hoppens's _A Great Treason_ (Arnold
and Andre); Cooper's _Last of the Mohicans_ (last French or Seven Years'
War); Cooper's _Lionel Lincoln_ (Boston at time of Bunker Hill);
Cooper's _Pilot_ (Paul Jones).
These six novels by William Gilmore Simms furnish under the guise of
fiction a connected and most readable account of the Revolution in the
South from the fall of Charleston to 1782: _The Partisan_,
_Mellichampe_, _The Scout_, _Katherine Walton_, _The Foragers_, _The
Eutaws_.
See also Kennedy's _Horse Shoe Robinson_ (South Carolina in the
Revolution); Churchill's _Richard Carvel_ (Paul Jones); Guerber's _Story
of the Thirteen Colonies_; Guerber's _Story of the Great Republic_;
Eggleston's _First Book in American History_; Johonnot's _Stories of our
Country_; Mowry's _First Steps in the History of our Country_;
Montgomery's _Beginner's American History_.
FOR READING OR RECITATION.--Longfellow's _Paul Revere's Ride_; Emerson's
_Concord Hymn_; Holmes's _Grandmother's Story of the Battle of Bunker
Hill_; Bryant's _Song of Marion's Men_; Pierpont's _General Warren's
Address_; Finch's _Nathan Hale_; Bryant's _Nineteenth of April_; Simms's
_Ballad of King's Mountain_.
CHAPTER XIX. PAGES 296-310.
BENJAMIN FRANKLIN.
TOPICS FOR COLLATERAL READING.--For topics to be read in connection with
the life and career of Franklin, see the index to Fiske's _The American
Revolution_, Fiske's _The Critical Period of American History_
(1783-1789), and Morse's _Benjamin Franklin_ (American Statesmen
Series).
REFERENCES FOR READING.--Franklin's _Autobiography_ should be read
before all other books on Franklin. Read also _Printer Boy_ (Franklin)
(Famous Boy Series); _Poor Richards Story_ (Franklin) (Daring Deed
Series); Abbott's _Benjamin Franklin_ (Ajax Series) and Parton's _Life
of Franklin_.
OUTSIDE READINGS.--Butterworth's _True to his Home_ (Franklin); Brooks's
_True Story of Benjamin Franklin_.
CHAPTER XX. PAGES 311-322.
EVERYDAY LIFE ONE HUNDRED YEARS AGO.
This chapter is supplementary to Chapter IX on "Everyday Life in
Colonial Times." The same works for collateral reading in connection
with that chapter maybe equally serviceable for supplementary work for
this chapter. Refer especially to the works of McMaster, Alice Morse
Earle, Scudder, C. C. Coffin, Fisher, and Wharton.
CHAPTER XXI. PAGES 323-338.
OUR NAVY IN THE WAR OF 1812.
TOPICS FOR COLLATERAL READING.--From this time to the present day
McMaster's _History of the People of the United States_ is a storehouse
of important and interesting topics. See especially the chapter on
"State of the People in 1812," Chapter III, p. 459, and various chapters
in Vol. IV. Consult the detailed index to the several volumes for quick
reference to the desired topics.
REFERENCES FOR READING.--Abbot's _Blue Jackets of 1812_; Brooks's _Story
of the American Sailor_; Johnson's _War of 1812_; Lossing's _History of
the War of 1812_; Roosevelt's _Naval War of 1812_; Lossing's _Story of
the United States Navy_ (for boys).
OUTSIDE READINGS.--Barnes's _Hero of Lake Erie_ (Commodore Perry);
Seawell's _Midshipman Paulding_ (Commodore Paulding); Seawell's _Little
Jarvis_ (cruises of the Constellation); Seawell's _Decatur and Somers_;
George Cary Eggleston's three stories: _Signal Boys_, _Captain Sam_, and
_Big Brother_.
FOR READING OR RECITATION.--Holmes's _Old Ironsides_; Key's _The
Star-Spangled Banner_.
CHAPTER XXII. PAGES 339-352.
THE SETTLEMENT OF THE PACIFIC COAST.
TOPICS FOR COLLATERAL READING.--For special topics in connection with
the settlement of the Pacific coast consult Barrows's _Oregon_ and
Royce's _California_ (both volumes in the American Commonwealth's
Series).
REFERENCES FOR READING.--Irving's _Astoria_ and Dana's _Two Years before
the Mast_ were written many years ago, but present vivid pen-pictures of
the early days on the Pacific coast.
CHAPTERS XXIII-XXV. PAGES 353-405.
THE WAR FOR THE UNION.
TOPICS FOR COLLATERAL READING.--The literature of the Civil War is so
voluminous that the utmost care must be used in the selection of even
the best books for collateral reading.
For school purposes two of the best briefer books for supplementary use
are Champlin's _Young Folks' History of the War for the Union_ and
Dodge's _Bird's-Eye View of the Civil War_. Consult also _Nichol's Story
of the Great March_ (Sherman); Swinton's _Twelve Decisive Battles of the
War_; Drake's _Battle of Gettysburg_; Morse's _Abraham Lincoln_, 2 vols.
(American Statesmen Series).
REFERENCES FOR READING.--Abbot's _Battlefields of '61_; Abbot's _Blue
Jackets of '61_; Soley's _Sailor Boys of '61_; Brooks's _True Story of
Abraham Lincoln_; Brooks's _True Story of General Grant_; Brooks's
_Story of the American Soldier_; Coffin's _Days and Nights on the
Battlefield_; Coffin's _Drumbeat of the Nation_; Coffin's _Redeeming the
Republic_; Coffin's _Marching to Victory_; Coffin's _Freedom
Triumphant_; Cooke's _Stonewall Jackson_; Cooke's _Robert E. Lee_.
OUTSIDE READINGS.--Blaisdell's _Stories of the Civil War_; Goss's _Jed,
a Boy's Adventures in the Army_; Goss's _Tom Clifton_; Keiffer's
_Recollections of a Drummer Boy_; Barnes's _Midshipman Farragut_;
Henty's _With Lee in Virginia_; Page's _Two Little Confederates_.
FOR READING AND RECITATION.--Read's _Sheridan's Ride_; Whittier's
_Barbara Frietchie_; Howe's _Battle Hymn of the Republic_; Bryant's _Our
Country's Call_; Bret Harte's _John Burns at Gettysburg_; Whitman's _O
Captain! My Captain!_ (Death of Lincoln); Finch's _Blue and the Gray_;
Miss Preston's _Gone Forward_ (Death of General Lee); Longfellow's
_Cumberland_; Boker's _Black Regiment_; Byers's _Sherman's March to the
Sea_; Bryant's _The Battlefield_; Wilson's _The Old Sergeant_; Bryant's
_Abraham Lincoln_; Higginson's _Decoration_; Bryant's _Our Country's
Call_; Stedman's _Sumter_; Bayard Taylor's _To the American People_, and
_Scott and the Veteran_; Holmes's _Voyage of the Good Ship Union_;
Stedman's _Wanted--a Man_; Whittier's _Battle Autumn of 1862_, and _Laus
Deo_.
CHAPTER XXVI. PAGES 406-423.
THE WAR WITH SPAIN IN 1898.
The most useful book for schools is perhaps Henry Cabot Lodge's _The War
with Spain_.
The following books are also useful: Brooks's _Story of Our War with
Spain_; Abbot's _Blue Jackets of 1898_; Morris's _The War with Spain_;
Davis's _The War of 1898_; and Spears's _Our Navy in the Spanish War_.
INDEX.
PAGE
Alabama, career of the, 397
destroyed by Kearsarge, 397
claims for damage paid by England, 398
Albemarle, destruction of the, 403
America, in old days, 1
ancient, people of, 3
Andre, meeting with Arnold, 276
capture of, 277
sad fate of, 281
Appomattox, surrender of Lee at 380
Arnold, Benedict, sent to relieve Fort Stanwix, 209
story of his treason, 271-285
brilliant military career, 273
begins his wicked career, 273
meeting with Andre, 275
escape of, 280
after life of, 281
death of, 283
Barbary States, pirates of, 323
Battles: Antietam, 365
Bennington, 213
Bon Homme Richard and Serapis, 290
Bull Run, 364
Bunker Hill, 170-183
Camden, 255
Cedar Creek, 381
Chancellorsville, 369
Chesapeake and Shannon, 331
Chickamauga, 377
Concord, 162
Constitution and Guerriere, 327
Cowpens, 264
Eutaw Springs, 269
Fair Oaks, 365
Forts Henry and Donaldson, 365
Freeman's Farm, 218
Gettysburg, 369
Hobkirk's Hill, 269
Kearsarge and Alabama, 397
King's Mountain, 261
Lake Erie, 333
Lexington, 160
Lookout Mountain, 377
Manassas, 364
Manila, 410
Mobile, 399
Monitor and Merrimac, 392
Monmouth, 239
New Orleans, 337, 390
Oriskany, 207
Princeton, 237
Santiago, 418
Saratoga, 219
Trenton, 233
Vicksburg, 375
Yorktown, 242
Bennington, battle of, 213
Bon Homme Richard, battle with Serapis, 290
Boston boys and General Gage, 150
Boston massacre, 151
tea party, 152
Port Bill, 155
Braddock, expedition of, 118
Buford massacre, 253
Bull Run, battle of, 364
Bunker Hill, battle of, 170-183
lesson taught by, 180
Monument, 183
Burgoyne campaign, 198-221
Cabots, John and Sebastian, 26
their voyages, 26, 27
California enters the Union, 346
discovery of gold in, 346
rush to gold regions of, 348
Camden, defeat at, 255
Cedar Creek, Sheridan at, 383
Cervera and Spanish fleet, 415
Chancellorsville, battle of, 369
Charleston, defense of, 251
capture of, 252
Chesapeake, battle with the Shannon, 331
Chickamauga, battle of, 377
Churches in colonial times, 129
Colonial times, everyday life in, 126
Colonies begin to prosper, 141
tyrannical treatment of, 142
Columbia River, discovery of, 341
Columbus, Christopher, 10
early life of, 12
seeks aid, 14
first voyage of, 15
welcome on return, 19
other voyages, 20-23
Concord Bridge, fight at, 162
Congress, First Continental, 157
Second Continental, 190
Constitution, battle with Guerriere, 327
her noble record, 330
Cowpens, battle of, 264
Cuba, barbarities in, 407
rebels against Spain, 406
Cushing, daring exploit of, 402-405
Decatur, exploits of, 324
Deerfield, attack on, 112
De Soto, Ferdinand, 28-30
Dewey, Admiral, victory at Manila, 412
nation's reception of, 414
Dustin, Hannah, story of, 113
Dutch, settlement in New York, 92
how they lived, 93
Emancipation of the slaves, 366
proclamation of, 367
Erie, Lake, battle of, 333
Eutaw Springs, battle of, 269
Everyday home life one hundred years ago, 311-321
Farragut, Admiral, 390
captures New Orleans, 391
captures Mobile, 399
in the rigging at Mobile, 401
Fires, how put out one hundred years ago, 316
Flag, American, first raised, 209
Franklin, Benjamin, 296-310
early life of, 297
learns printer's trade, 297
goes to Philadelphia, 299
life in London, 301
career in Philadelphia, 302
famous kite experiment, 304
public career, 305
service as diplomatist, 309
last days of, 310
Freeman's Farm, battle of, 218
French in North America, 106
French and Indian Wars, 110
Gage, General, and Boston boys, 150
plans to capture military stores, 158
Gates, General, 217, 255
Gettysburg, battle of, 369-372
memorials of, 372
Lincoln's address at, 372
Gold, Discovery of, in California, 347
effects of discovery, 348
Grant, General, success in the West, 375
Greene, General, takes command in South, 262
his masterly retreat, 265
rare generalship of, 268
brilliant campaign in South, 269
Henry, Patrick, speech of, 147
Herkimer, General, 206
Hobkirk's Hill, battle of, 269
Hobson, brilliant exploit of, 416
Home life in colonial times, 134
Hudson, Sir Henry, 88
enters Dutch service, 89
discovers Hudson River, 90
his sad fate, 92
Independence, Declaration of, 184-197
what it said to the world, 191
how received, 194
incidents connected with, 195
what it should mean, 197
Independence declared, 192
slow growth of the idea, 185
stern necessity of, 188
first steps towards, 190
Indians, 4
principal divisions of, 4
Pueblo, 6
appearance and clothing, 73
food of the, 74
weapons and how they fought, 76
as hunters, 80
cunning and revengeful, 82
their children, 85
ally themselves with French, 111
Jackson, Andrew, anecdote of, 254
wins the battle of New Orleans, 337
Jackson, Stonewall, 369
Jasper, Sergeant, bravery of, 251
Jones, John Paul, begins his remarkable career, 287
daring deeds on English coast 288
interview with Franklin, 289
after life of, 294
battle with the Serapis, 290
Kearsarge destroys the Alabama 397
King's Mountain, battle of, 261
La Salle, 107
Laws, absurd and tyrannical, 143
resistance to, 147
Lee, General Charles, at Monmouth, 240
Lee, Robert E, 371
Lewis and Clarke expedition, 341
Lexington, battle of, 160
Life, everyday, one hundred years ago, 311, 322
Lincoln, Abraham, influence of mother, 353
reads good books, 354, 356
studies law, 357
chosen President, 359
death of, 383
Lookout Mountain, battle of, 377
Louisburg, capture of, 115
Louisiana, purchase of, 340
Maine, blowing up of the, 409
Manila, naval victory at, 410
Marion, General, 255-261
method of fighting of, 257
first exploits of, 258
famous exploits of, 259
visit from British officer, 260
McCrea, Jane, murder of, 205
Meade, General, 370
Merrimac, attack on Union fleet, 392
battle with Monitor, 394
Ministers and meeting-houses one hundred years ago, 318
Minute-men, 167
Mobile, capture of, 399
Monitor, building of, 392
arrival of, 393
battle with the Merrimac, 394
Monmouth, battle of, 239
Montcalm, death of, 125
Morgan, General, victory at Cowpens 264
Naval operations on the Western rivers, 388
Navy in the War of 1812, 323-338
at beginning of the war for the Union, 387
New England, rally of people in defense of, 211
New Orleans, battle of, 337
capture of, 365, 389-391
Newspapers one hundred years ago, 311
Northmen, 6
Oregon saved to the Union, 342
Pacific Coast, settlement of 339-352
Pacific Railroad, first built, 353
Penn, William, 97
becomes a Quaker, 98
establishes a colony in America, 100
kind treatment of Indians, 101
treaty with Indians, 102
his old age, 104
Perry, Commodore, victory on Lake Erie, 333
Pilgrims, story of, 47
home in Holland, 48
voyage across Atlantic, 51
sign compact, 52
explorations of, 53
hardships and suffering of, 60, 65
visit from Indians, 63
peep into houses of, 66
household furniture of, 69
daily fare of, 71
Pitcher, Mollie, story of, 241
Plymouth Rock, 59
Pocahontas, romantic story of, 41
Ponce de Leon, 27
Pony Express, its history, 349
Porter, Commodore, 376
Porto Rico, campaign in, 420
Postal service one hundred years ago, 312
Potatoes first used in Europe, 33
Princeton, battle of, 237
Privateers, Confederate, 396
Quakers, persecution of, 96
Quebec, capture of, 123
Railroad built to California, 352
Raleigh, Sir Walter, 31
Revere, Paul, ride of, 159
Review in Washington, grand, 385
Richmond, capture of, 380
Sailors, American, treatment of by British, 325
Santiago, naval victory at, 418
Saratoga, battle of, 219
effect of victory at, 220
Savannah, capture of, 252
Schoolmaster one hundred years ago, 320
Schools and schoolmasters in colonial times, 131
Schuyler, General, and Burgoyne campaign, 203
Sheridan, General, 381
famous ride of, 381
Sherman, W. T., General, 378
march to the sea, 379
Shiloh, battle of, 375
Slavery, a menace to the country, 358
Slaves, emancipation of the, 366
Smith, Captain John, 34
early career, 35
career in new world, 37
and Pocahontas, 40
South, war of Revolution in, 250
cruel warfare in, 253
Spain, downfall of, 406
colonial policy of 406
Cuba rebels against, 406
war declared against, 409
end of war against, 421
Spanish fleet, preparations to meet, 415
Stage coaches one hundred years ago, 314
Stamp Act, 145
Standish, Captain Miles, 54
Stanwix, Fort, defense of, 208
Stark, John, at Bennington, 213
Steele, Mrs., anecdote of, 266
Stuyvesant, Peter, 95
Sumter, Fort, attack on, 361
Sunday, in colonial times, 127
how kept one hundred years ago, 317
Tablets, historic, 169
Tea Party, Boston, 152
Thomas, General, 377
Ticonderoga, capture of, 201
Tobacco, first use of by Europeans, 33
Trenton, battle of, 233
Union, War for, beginning of, 361
cost of, 384
situation after the, 386
Valley Forge, sufferings at, 238
Vicksburg, capture of, 375
Virginia, first attempt to colonize, 32
starving time in, 44
War, Civil, beginning of, 361
cost of, 384
situation after the, 386
War of 1812, causes of, 326
results of, 338
Warren, Joseph, 156
death of, 180
Washington, George, first difficult task, 117
with Braddock's expedition, 118
boyhood and youth of, 222
as a surveyor, 224
as a colonial army officer, 226
advancement in political honors, 228
as commander-in-chief, 229
his many difficulties, 231
victory at Trenton, 233
victory at Princeton, 237
helps defeat Burgoyne, 237
plans Yorktown campaign, 242
elected President, 245
retires to private life, 246
death of, 248
Washington, Colonel, anecdote of, 264
Whitman, Dr., saves Oregon, 342
his perilous ride for Oregon, 344
success in his mission, 345
Wolfe, capture of Quebec, 123
Yorktown, plan of campaign, 242
victory at, 244