[Illustration: THE SOUTHERN CAMPAIGNS.]
[Sidenote: General Greene.]
[Sidenote: Morgan's victory of the Cowpens, 1781.]
160. The Cowpens, 1781.--General Greene was now sent to the South to take charge of the resistance to Cornwallis. A great soldier and a great organizer Greene found that he needed all his abilities. His coming gave new spirit to the survivors of Gates's army. He gathered militia from all directions and marched toward Cornwallis. Dividing his army into two parts, he sent General Daniel Morgan to threaten Cornwallis from one direction, while he threatened him from another direction. Cornwallis at once became uneasy and sent Tarleton to drive Morgan away, but the hero of many hard-fought battles was not easily frightened. He drew up his little force so skillfully that in a very few minutes the British were nearly all killed or captured.
[Illustration: GENERAL MORGAN THE HERO OF COWPENS.]
[Sidenote: Greene's retreat.]
[Sidenote: The Battle of Guilford, 1781.]
161. The Guilford Campaign, 1781.--Cornwallis now made a desperate attempt to capture the Americans, but Greene and Morgan joined forces and marched diagonally across North Carolina. Cornwallis followed so closely that frequently the two armies seemed to be one. When, however, the river Dan was reached, there was an end of marching, for Greene had caused all the boats to be collected at one spot. His men crossed and kept the boats on their side of the river. Soon Greene found himself strong enough to cross the river again to North Carolina. He took up a very strong position near Guilford Court House. Cornwallis attacked. The Americans made a splendid defense before Greene ordered a retreat, and the British won the battle of Guilford. But their loss was so great that another victory of the same kind would have destroyed the British army.
As it was, Greene had dealt it such a blow that Cornwallis left his wounded at Guilford and set out as fast as he could for the seacoast.
Greene pursued him for some distance and then marched southward to Camden.
[Sidenote: Greene's later campaigns, 1871-83.]
162. Greene's Later Campaigns.--At Hobkirk's Hill, near Camden, the British soldiers who had been left behind by Cornwallis attacked Greene.
But he beat them off and began the siege of a fort on the frontier of South Carolina. The British then marched up from Charleston, and Greene had to fall back. Then the British marched back to Charleston and abandoned the interior of South Carolina to the Americans. There was only one more battle in the South--at Eutaw Springs. Greene was defeated there, too, but the British abandoned the rest of the Carolinas and Georgia with the exception of Savannah and Charleston. In these wonderful campaigns with a few good soldiers Greene had forced the British from the Southern states. He had lost every battle. He had won every campaign.
[Sidenote: Lafayette and Cornwallis, 1781.]
163. Cornwallis in Virginia, 1781.--There were already two small armies in Virginia,--the British under Arnold, the Americans under Lafayette. Cornwallis now marched northward from Wilmington and added the troops in Virginia to his own force; Arnold he sent to New York.
Cornwallis then set out to capture Lafayette and his men. Together they marched from salt water across Virginia to the mountains--and then they marched back to salt water again. Cornwallis had called Lafayette "the boy" and had declared that "the boy should not escape him." Finally Cornwallis fortified Yorktown, and Lafayette settled down at Williamsburg. And there they still were in September, 1781.
[Sidenote: The French at Newport, 1780.]
[Sidenote: Plans of the allies, 1781.]
164. Plans of the Allies.--In 1780 the French government had sent over a strong army under Rochambeau. It was landed at Newport. It remained there a year to protect the vessels in which it had come from France from capture by a stronger British fleet that had at once appeared off the mouth of the harbor. Another French fleet and another French army were in the West Indies. In the summer of 1781 it became possible to unite all these French forces, and with the Americans to strike a crushing blow at the British. Just at this moment Cornwallis shut himself up in Yorktown, and it was determined to besiege him there.
[Illustration: THE UNITED STATES IN 1783.]
[Illustration: The Siege of Yorktown.]
[Sidenote: The march to the Chesapeake.]
[Sidenote: Combat between the French and the British fleets.]
[Surrender of Yorktown, October 19, 1781. Higginson, 211-212.]
165. Yorktown, September-October, 1781.--Rochambeau led his men to New York and joined the main American army. Washington now took command of the allied forces. He pretended that he was about to attack New York and deceived Clinton so completely that Clinton ordered Cornwallis to send some of his soldiers to New York. But the allies were marching southward through Philadelphia before Clinton realized what they were about. The French West India fleet under De Grasse reached one end of the Chesapeake Bay at the same time the allies reached the other end.
The British fleet attacked it and was beaten off. There was now no hope for Cornwallis. No help could reach him by sea. The soldiers of the allies outnumbered him two to one. On October 17, 1781, four years to a day since the surrender of Burgoyne, a drummer boy appeared on the rampart of Yorktown and beat a parley. Two days later the British soldiers marched out to the good old British tune of "The world turned upside down," and laid down their arms.
[Sidenote: Treaty of Peace, 1783.]
166. Treaty of Peace, 1783.--This disaster put an end to British hopes of conquering America. But it was not until September, 1783, that Benjamin Franklin, John Adams, and John Jay brought the negotiations for peace to an end. Great Britain acknowledged the independence of the United States. The territory of the United States was defined as extending from the Great Lakes to the thirty-first parallel of latitude and from the Atlantic to the Mississippi. Spain had joined the United States and France in the war. Spanish soldiers had conquered Florida, and Spain kept Florida at the peace. In this way Spanish Florida and Louisiana surrounded the United States on the south and the west.
British territory bounded the United States on the north and the northeast.
QUESTIONS AND TOPICS
CHAPTER 14
§§ 134-136.--a. Compare the advantages of the British and the Americans. Which side had the greater advantages?
b. Explain the influence of geographical surroundings upon the war.
c. Why were there so many loyalists?
§§ 137-139.--a. Mold or draw a map of Boston and vicinity and explain by it the important points of the siege.
b. Who won the battle of Bunker Hill? What were the effects of the battle upon the Americans? Upon the British?
c. Why was Washington appointed to chief command?
d. What were the effects of the seizure of Ticonderoga on the siege of Boston?
§§ 140, 141.--a. Why did Congress determine to attack Canada? b.
Follow the routes of the two invading armies. What was the result of the expedition?
c. Describe the harbor of Charleston. Why did the British attack at this point?
d. What was the result of this expedition?
§§ 142, 143.--a. What advantage would the occupation of New York give the British?
b. Describe the Long Island campaign.
c. Why did Congress give Washington sole direction of the war? Who had directed the war before?
§§ 144, 145.--a. Describe the battle of Trenton. Why is it memorable?
b. Who were the Hessians?
c. At the close of January, 1777, what places were held by the British?
CHAPTER 15
§§146, 147.--a. What had been the feeling of most of the colonists toward England? Why had this feeling changed?
b. Why was Jefferson asked to write the Declaration?
c. What great change was made by Congress in the Declaration? Why?
d. What truths are declared to be self-evident? Are they still self-evident?
e. What is declared to be
the basis of government? Is it still the basis of government?
f. When was the Declaration adopted? When signed?
§§ 148, 149.--a. Describe Howe's campaign of 1777.
b. What valuable work was done at Valley Forge?
§§ 150-153.--a. What was the object of Burgoyne's campaign? Was the plan a wise one from the British point of view?
b. What do you think of the justice of removing Schuyler?
c. How did the battle of Bennington affect the campaign? What was the effect of St. Leger's retreat to Canada?
d. Describe Arnold's part in the battles near Saratoga.
§§ 154, 155.--a. What was the effect of Burgoyne's surrender on Great Britain? On France? On America?
b. What were the results of the French alliance?
c. Describe the battle of Monmouth. Who was Charles Lee?
§ 156.--a. Describe Clark's expedition and mark on a map the places named. b. How did this expedition affect the later growth of the United States?
§ 157.--a. Describe Arnold's career as a soldier to 1778. b. What is treason? c. Was there the least injustice in the treatment of André?
Chapter 16
§§ 158, 159.--a. Why was the scene of action transferred to the South? b. What places were captured? c. Compare the British and American armies at Camden. What was the result of this battle?
§§ 160-163.--a. Describe the battle of King's Mountain. b. What was the result of the battle of the Cowpens? c. Follow the retreat of the Americans across North Carolina. What events showed Greene's foresight? d. What were the results of the battle of Guilford? e. Compare the outlook for the Americans in 1781 with that of 1780.
§§ 164-166. a. How did the British army get to Yorktown? b. Describe the gathering of the Allied Forces. c. Describe the surrender and note its effects on America, France, and Great Britain.
§ 167.--a. Where were the negotiations for peace carried on? b. Mark on a map the original territory of the United States. c. How did Spain get the Floridas?
General Questions
a. When did the Revolution begin? When did it end?
b. Were the colonies independent when the Declaration of Independence was adopted?
c. Select any campaign and discuss its objects, plan, the leading battles, and the results.
d. Follow Washington's movements from 1775-82.
e. What do you consider the most decisive battle of the war? Why?
Topics For Special Work
a. Naval victories.
b. Burgoyne's campaign.
c. Greene as a general.
d. Nathan Hale.
e. The peace negotiations.
Suggestions
The use of map or molding board should be constant during the study of this period. Do not spend time on the details of battles, but teach campaigns as a whole. In using the molding board the movements of armies can be shown by colored pins.
The Declaration of Independence should be carefully studied, especially the first portions. Finally, the territorial settlement of 1783 should be thoroughly explained, using map or molding board.
VI
The Critical Period, 1783-1789
Books for Study and Reading
References.--Higginson's Larger History, 293-308; Fiske's Civil Government, 186-267; McMaster's With the Fathers.
Home Readings.--Fiske's Critical Period, 144-231, 306-345; Captain Shays: A Populist of 1786.
Chapter 17
The Confederation, 1783-1787
[Sidenote: Disunion and jealousy. Source-Book, 161-163.]
167. Problems of Peace.--The war was over. But the future of the American nation was still uncertain. Indeed, one can hardly say that there was an American nation in 1783. While the war lasted, a sense of danger bound together the people of the different states. But as soon as this peril ceased, their old jealousies and self-seekings came back.
There was no national government to smooth over these differences and to compel the states to act justly toward one another. There was, indeed, the Congress of the Confederation, but it is absurd to speak of it as a national government.
[Sidenote: Formation of the Articles of Confederation.]
[Sidenote: Weakness of the Confederation. McMaster, 163.]
168. The Articles of Confederation, 1781.--The Continental Congress began drawing up the Articles of Confederation in June, 1776. But there were long delays, and each month's delay made it more impossible to form a strong government. It fell out in this way that the Congress of the Confederation had no real power. It could not make a state or an individual pay money or do anything at all. In the course of a few years Congress asked the states to give it over six million dollars to pay the debts and expenses of the United States. It received about a million dollars and was fortunate to get that.
[Sidenote: Distress among the people.]
169. A Time of Distress.--It is not right to speak too harshly of the refusal of the state governments to give Congress the money it asked for, as the people of the states were in great distress and had no money to give. As soon as peace was declared British merchants sent over great quantities of goods. People bought these goods, for every one thought that good times were coming now that the war was over. But the British government did everything it could do to prevent the coming of good times. The prosperity of the northern states was largely based on a profitable trade with the West Indies. The British government put an end to that trade. No gold and silver came to the United States from the West Indies while gold and silver constantly went out of the country to pay debts due to British merchants. Soon gold and silver grew scarce, and those who had any promptly hid it. The real reason of all this trouble was the lack of a strong national government which could have compelled the British government to open its ports to American commerce.
But the people only saw that money was scarce and called upon the state legislatures to give them paper money.
[Sidenote: Paper money.]
170. Paper Money.--Most of the state legislatures did what they were asked to do. They printed quantities of paper money. They paid the public expenses with it, and sometimes lent it to individuals without much security for its repayment. Before long this paper money began to grow less valuable. For instance, on a certain day a man could buy a bag of flour for five dollars. In three months' time a bag of flour might cost him ten dollars. Soon it became difficult to buy flour for any number of paper dollars.
[Sidenote: Tender laws.]
171 Tender Laws.--The people then clamored for "tender laws." These were laws which would make it lawful for them to tender, or offer, paper money in exchange for flour or other things. In some cases it was made lawful to tender paper money in payments of debts which had been made when gold and silver were still in use. The merchants now shut up their shops, and business almost ceased. The lawyers only were busy. For those to whom money was owed tried to get it paid before the paper money became utterly worthless. The courts were crowded, and the prisons were filled with poor debtors.
[Sidenote: Stay laws.]
172. Stay Laws.--Now the cry was for "stay laws." These were laws to prevent those to whom money was due from enforcing their rights.
These laws promptly put an end to whatever business was left. The only way that any business could be carried on was by barter. For example, a man who had a bushel of wheat that he did not want for his family would exchange it for three or four bushels of potatoes, or for four or five days of labor. In some states the legislatures passed very severe laws to compel people to receive paper money. In one state, indeed, no one could vote who would not receive paper money.
[Illustration: STATE STREET, BOSTON, ABOUT 1790. The Boston Massacre occurred near where the two-horse wagon stands.]
[Sidenote: Disorder in Massachusetts.]
173. Shays's Rebellion, 1786-87.--In Massachusetts, especially, the discontent was very great. The people were angry with the judges for sending men to prison who did not pay their debts. Crowds of
armed men visited the judges and compelled them to close the courts. The leader in this movement was Daniel Shays. He even threatened to seize the United States Arsenal at Springfield. By this time Governor Bowdoin and General Lincoln also had gathered a small force of soldiers. In the midst of winter, through snowstorms and over terrible roads, Lincoln marched with his men. He drove Shays from place to place, captured his followers, and put down the rebellion. There were risings in other states, especially in North Carolina. But Shays's Rebellion in Massachusetts was the most important of them all, because it convinced the New Englanders that a stronger national government was necessary.
[Illustration: CLAIMS AND CESSIONS.]
[Sidenote: Claims of the states to Western lands. McMaster, 155]
[Sidenote: Hero Tales, 19-28.]
[Sidenote: Opposition of Maryland and of other states.]
174. Claims to Western Lands.--The Confederation seemed to be falling to pieces. That it did not actually fall to pieces was largely due to the fact that all the states were interested in the settlement of the region northwest of the Ohio River. It will be well to stop a moment and see how this came about. Under their old charters Massachusetts, Connecticut, Virginia, Carolina, and Georgia had claims to lands west of the Alleghanies. Between 1763 and 1776 the British government had paid slight heed to these claims (pp. 75, 89). But Daniel Boone and other colonists had settled west of the mountains in what are now the states of Kentucky and Tennessee. When the Revolution began the states having claims to western lands at once put them forward, and New York also claimed a right to about one-half of the disputed territory. Naturally, the states that had no claims to these lands had quite different views.
The Marylanders, for example, thought that the western lands should be regarded as national territory and used for the common benefit. Maryland refused to join the Confederation until New York had ceded her claims to the United States, and Virginia had proposed a cession of the territory claimed by her.
[Sidenote: The states cede their claims to the United States.
A Short History of the United States by Channing Page 10