INTRODUCTORY REMARKS. THIS book has been prepared in obedience to the earnest calls of educators to supply an acknowledged want in the Common Schools of the country, namely, a HISTORY OF THE UNITED STATES, containing the record of every important event, arranged in a manner, and expressed in phraseology that might convey to the mind of the pupil a clear and comprehensive knowledge of the subject, in as few words as possible. The Author's Primary History of the United States, for beginners, and Pictorial History of the United States for Schools and Families, for the use of more advanced students, have met with a most gratifying reception from parents, teachers, and pupils, for many years. An intermediate History was wanted to make the series complete. To meet that want, this volume is offered. The general arrangement and peculiar features of the other books are preserved in this. Numerous pictorial illustrations of the subject; maps showing the geographical positions of the most important events; numerous explanatory and illustrative footnotes, and a convenient and useful Concordance interwoven with them, are notable features which commend themselves specially to teachers as important helpers in the task of instruction. Events during the last few years have impressed all thoughtful Americans with the importance of the possession, by every citizen, of a general knowledge of the letter and spirit of our National Constitution-the organic and supreme law of the land. That such knowledge may be taught in our Common Schools, and thereby be vividly and indelibly impressed upon the minds of the people, that Constitution, with numerous explanatory foot-notes, is made a part of this history. The Supplement contains the Declaration of Independence, with copious historical notes; a biographical table of the Signers of the Declaration; brief sketches of the lives of the Presidents of the Republic, and a Chronological Table of events mentioned in this volume. General reviewing questions, in addition to those at the foot of each page, are introduced at the close of the History. These will be found useful as tests of the thoroughness of the pupil's acquirements, and as helps for him in obtaining a comprehensive grasp of the subject. The historical narrative includes an outline sketch, with copious notes, of the most prominent events of the Great Civil War in our country. It is brought down to as late a period as possible before printing the book. With these remarks, the work is submitted to the public with a desire and hope that it may be made an implement of usefulness in the work of popular education. CONTENTS. SECTION I. General Characteristics of the Indian Tribes, 5.-Their Manners, Customs, Habits, Religion, Government, Funeral Ceremonies, and Destiny, 6, 7, 8, 9. SECTION I. Virginia, 24.-§ II. New York, 32.-§ III. Massachusetts, 34.-8 IV. New Hampshire, 37.-§ V. Maryland, 37.-§ VI. Connecticut, 39.-§ VII. Rhode Island, 42. § VIII. Delaware, 43; New Jersey, 44; Pennsylvania, 45.-§ IX. The Carolinas, 46.-. SECTION I. Virginia, 50.—§ II. Massachusetts, 56.-§ III. New York, 69.-§ IV. Maryland, 75.-§ V. Connecticut, 77.-§ VI. Rhode Island, 80.-§ VII. New Jersey, 81.—§ VIII. Pennsylvania, 83.-§ IX. The Carolinas, 85.-§ X. Georgia, 91.-§ XI. A Retrospect, 92. SECTION I. Preliminary Events, 115.-§ II. First Year of the War for Independence, 128. - III. Second Year of the War for Independence, 138.-§ IV. Third Year of the War for Independence, 149.-§ V. Fourth Year of the War for Independence, 160.-§ VI. Fifth Year of the War for Independence, 166.—§ VII. Sixth Year of the War for Inde- pendence, 174.-§ VIII. Seventh Year of the War for Independence, 181.-§ IX. Closing SECTION I. Washington's Administration, 195.-§ II. John Adams's Administration, 201.— § III. Jefferson's Administration, 203.-§ IV. Madison's Administration, 208.—§ V. The Second War for Independence, 214.-§ VI. Second War for Independence-con- tinued, 222.-§ VII. Monroe's Administration, 231.-§ VIII. John Quincy Adams's Administration, 234.-§ IX. Jackson's Administration, 236.-§ X. Van Buren's Adminis tration, 241.—§ XI. Harrison and Tyler's Administrations, 243.—§ XII. Polk's Adminis- tration, 246.-§ XIII. Taylor's Administration, 254.-§ XIV. Pierce's Administration, 257.-§ XV. Buchanan's Administration, 260.-§ XVI. Lincoln's Administration, 262.- The Great Civil War, 265.-The Constitution and Growth of the Republic, 305. 1. WHEN men from Europe first came over the Atlantic ocean and landed on the shores of America at different places, they found inhabitants of a copper color, who could give very little account of themselves, as a people. They could not tell whether their race came from Asia, Africa, or Europe; or whether, as many of them believed, their first father and mother were created in the land which they inhabited.' 4 2 2. These people, who were called Indians, spoke a great variety of dialects, but there were among them only eight distinct languages. They were divided into many families, or tribes; but in color, size, moral character, religion, and government, they were very much alike. They were tall, straight, and well formed; 1. There seem to be reasons for believing that the Aborigines, or first inhabitants of America, are of Asiatic origin. 2. When Columbus discovered the first land on the American coast (verse 6, page 12), he supposed that he had reached a point of Farther India, his theory being that, sailing westward, he would find that land. He and his people, therefore, called the native inhabitante Indians. 3. Dialect is the form of expression peculiar to the people of different provinces or sections of a country where the same language is spoken. The people of London and Yorkshire have such different modes of expressing the English language, that it is difficult, sometimes, for them to understand each other. 4. These languages, which represented eight nations, who inhabited the country from the Atlantic ocean to the Mississippi river and beyond, occupying a region embraced within about twenty-four degrees of latitude, and almost forty degrees of longitude, and covering a greater portion of the breadth of the north temperate zone, were called, respectively, ALGONQUIN, HURON, IROQUOIS, CHEROKEE, CATAWBA, UCHEE, NATCHEZ, and DACOTAH or SIOUX. QUESTIONS.-1. What kind of people did Europeans find in America? 2. What can you tell about their name, languages, and persons ? Dwellings, dress, money, and language of the Indians. their eyes were black; their hair long, coarse, and straight. Sickness was very little known among them. 3. The men were employed in war, hunting, and fishing; and the women did all the labor of every kind required by family wants. Huts made of poles covered with mats, skins of beasts, or bark of trees, were their dwelling-places, and were called wigwams. Their few tools were made of stones, shells, and bones. Their food was the meat of animals found in the forests, with fish, and a few vegetables. Maize, commonly called Indian corn, was in common use. All the simple arts of their rude life were taught to their children. A WIGWAM. made in strings and belts, and was used in traffic, and, between nations and tribes, as tokens of affection or alliance. Wampum-belts were held by the sachems, or chief men, as records of public acts. WAMPUM. 5. The Indians had no written language, excepting rude pic E INDIAN HIEROGLYPHICS.1 ture-writings, and these were confined to the records of warlike achievements, treaties of alliance, and deeds of brave men. These were more frequently preserved in memory, and handed down from father to son, and from chief to chief. 1. This is part of a record of a war expedition. The figures on the right and left-one with a gun, and the other with the hatchet--denote prisoners taken by a warrior. The one QUESTIONS.-3. What can you tell about the employments, dwellings, and food of the In4. What of their clothing and money? 5. What of their writing and records? dians? Warfare, women, and funeral ceremonies of the Indians. 6. War was the principal business of the men. CALUMETS. They gener INDIAN WEAPONS.1 scalping-knives of bone. They made prisoners, and tortured them; and the scalps of enemies were their trophies of war.' Peace was arranged by sachems in council;" and each, smoking the same pipe of peace, called calumet, thus made a pledge of fidelity to the contract. 7. Women were the mere slaves of the men. They never engaged in any of the games, but were allowed, with their children, to be spectators of them and the war-dances. Marriage was a contract that might be broken by the husbands, who had a right to take and dismiss wives at pleasure. 8. The funeral ceremonies and methods of burial were similar among all the Indian nations. The dead body was wrapped in skins, when it was laid upon sticks in the bottom of a shallow pit; or placed in a sitting posture in a grave; or laid upon a high scaffold, out of the reach of wild beasts. Trinkets, arms, tools, paints, and food were buried with it, for they supposed the soul would need them on its journey " SCAFFOLD BURIAL-PLACE. without a head and holding a bow and arrow, denotes that one was killed; and the figure with a shaded part below the cross indicates a female prisoner. Then he goes in a warcanoe, with nine companions, denoted by the paddles, after which a council is held by the chiefs of the Bear and Turtle tribes, indicated by rude figures of these animals on each side of a fire. 1. a, bow and arrow; b, war-club; c, an iron tomahawk; d, a stone one; e, a scalping-knife. 2. They seized an enemy by the hair, and, by a skillful use of the knife, cut and tore from the top of the head a large portion of the skin. 3. Sachems were the civil heads of nations or tribes; chiefs were military leaders. 4. Tobacco was in general use among the Indians for smoking, when the white men came. The more filthy practice of chewing it was invented by the Europeans. The calumet was made of pipe-clay, and often ornamented with feathers. QUESTIONS.-6. What can you tell about the warfare and weapons, and method of peacemaking of the Indians? 7. What can you tell about their women and marriages? 8. What of their funeral ceremonies and burials? |