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NYPL RESEARCH LIBRARIES
3 3433 08181653 4
LEADING EVENTS
MARYE HISTORY
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ASTOR, LENOX TILDEN FOUNDATIONS
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LEADING EVENTS OF MARYLAND HISTORY
WITH TOPICAL ANALYSES, REFERENCES AND QUESTIONS FOR ORIGINAL THOUGHT AND RESEARCH
BY
1 hn J' MONTGOMERY GAMBRILL
ASSISTANT PROFESSOR OF HISTORY IN TEACHERS COLLEGE, COLUMBIA UNIVERSITY ; FORMERLY HEAD OF THE DEPARTMENT OF HISTORY AND CIVICS IN THE BALTIMORE POLYTECHNIC INSTITUTE
REVISED AND 'ENLARGED
GINN AND COMPANY BOSTON . NEW YORK . CHICAGO . LONDON ATLANTA . DALLAS . COLUMBUS . SAN FRANCISCO C1917 F. V.1
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PUBLIC LIBRARY
788874 ASTOP, LENOX AND TICO : N F :U DA IONS :9 / L
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COPYRIGHT, 1903, 1904, 1910, 1917, BY JOHN MONTGOMERY GAMBRILL ALL RIGHTS RESERVED 217.6
The Atheneum Press GINN AND COMPANY . PRO- PRIETORS . BOSTON . U.S.A.
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PREFACE TO FIRST EDITION
IT is very much the fashion nowadays to write a preface to a text-book that is really an apology for its appearance. If not an apology, at least I am willing to offer an explanation for the writing of this little book. Several histories of Maryland have been published since the Civil War for the alleged purpose of furnishing a text for schools. It cannot be denied that these books have not been altogether reliable historically, and none of them can be said to contain the features of the best modern texts in history, or to be pedagogically adapted to the uses of the schoolroom. A word on each of these phases of the subject seems necessary.
The material used in the preparation of this book includes, it is believed, the principal matter in print relating to the subjects treated, and embraces contemporary writings, letters, commis- sions, warrants, newspapers, etc., and the printed state archives ; in addition the manuscript sources have been used. The results of exhaustive original research are not embodied in elementary text-books; and while this work is not put forth with such pre- tensions, it is hoped that it may justly claim to be much more than the lifeless compilations that so often masquerade as state histories (for schools).
Great pains have been taken to verify matter that seemed doubt- ful, while the controverted points have been carefully studied. On these points, such, for example, as the reasons for the Calvert policy of toleration, or the conduct of Captain Richard Ingle, or
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PREFACE TO FIRST EDITION
the attitude of Maryland at the outbreak of the Civil War, it is impossible for all students of the subject to agree. I have tried to weigh the material carefully and intelligently, and to present as far as possible the actual facts, leaving the pupil to his own inferences.
The limitations of a book of this kind are so severe that it is a serious problem what to leave out, and of course judgments will differ as to the facts best to omit. I have endeavored to make the book as comprehensive as possible, to omit only facts of minor importance, and to treat as fully as possible the " Leading Events." At the same time there are some facts of importance which it is impossible to treat profitably in a work of this kind, owing to the great amount of explanation necessary to a young pupil. A good example is the contest between Cecilius Calvert and the Jesuits over the statute of mortmain and the bull In Cæna Domini, the results of which extend to the present day.
The point to which special attention has been given, and which I think is particularly the justification of a new text-book in Maryland history, is the pedagogics of the subject. The attain- ments and attitude of the pupil must first be considered. Many things which we take as matters of course, the young pupil does not understand ; he has, for instance, but the vaguest conception of religious persecution and toleration. In most cases the pupil beginning to study Maryland history has but the slightest knowl- edge of United States history, and none whatever of the history of England. These facts cannot be ignored without disastrous consequences. I have given a brief explanation of religious per- secution and intolerance, and have not assumed any knowledge, on the part of the pupil, of English or American history. As a rule, separate sections have been devoted to the statement of so much of this history as was necessary to an understanding of the matter in hand. While clearness and simplicity of style have
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PREFACE TO FIRST EDITION
been attempted, care has been taken not to run to the extreme, and unfamiliar terms that must be met with again and again in the study of history have been freely introduced.
A few special features, hitherto neglected in Maryland his- tories, will need mention. The attention of the teachers using the book is particularly called to these features.
(a) Topical Treatment. - The treatment is strictly topical rather than chronological. No arrangement of matter has been made with reference to such artificial and arbitrary consideration as number of pages or extent of time considered. On the other hand, both chapters and paragraphs have been arranged with reference to the grouping of events. The chapter headings can be readily and profitably used in connection with the topical analyses for blackboard diagrams and review schemes.
(b) Topical Analyses. - These are arranged in the form of topics and questions. When desired, the topics can easily be converted into questions. It is a mistake for the teacher to de- pend very much on ready-made questions, and a greater one for pupils to study by them. It is, therefore, desirable that this material be used for definite ends under the guidance of the teacher. An excellent way of conducting the study would be, first to read the chapter in class, with discussions, explanations, readings from other works, etc., and follow this with recitation work from the topics.
(c) Questions for Original Thought and Research. - These have several objects. In the first place, they should discourage the extraordinary amount of rote work that is done in history. If the study is to have any value except for training the mechanical memory, it is indispensable that the pupil do some thinking for himself. Some of the questions require enough original thinking for the formation of an opinion, and nothing further. Others require some investigation, though of course
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PREFACE TO FIRST EDITION
of a most elementary character. In most cases some book in use in the schoolroom, a geography, a United States history, or a work on civics, will contain the information asked; in other cases the pupil will be obliged to gain his information from his teacher, a parent, or some other person. The essential thing is that the pupil have some training in finding out things for him- self, and that he be required to make some effort before he receives help. It is not intended that every pupil, nor indeed every class, shall use all this material; it must be used accord- ing to the age and advancement of the pupils. Different in- quiries may be assigned to different members of the class for investigation. I am not unaware that some of the questions are too difficult for the immature student to form a really well- grounded opinion upon; but merely to show him that the ques- tion exists and to set his mind to work upon it, is to accomplish a good deal.
(d) References. - The references at the ends of the chapters are in most cases to books that can readily be procured at a comparatively small cost. Few of the rural schools, at least, will be able to use or even to have them all; but even a very little work with books of this kind will add wonderfully to the interest and profit of the study. An extended bibliography follows the appendix.
(e) The Index. - Special pains have been taken to make the index valuable. Such topics as General Assembly, Governor, Religion, Popular Privileges, etc., impart an analytical character to the index that will render it particularly valuable for topi- cal reviews, special studies, or investigation of any particular development.
The study of history is of extraordinary value in civic train- ing, and the teacher should constantly have in mind this fact and use his opportunities. The lessons of history should be
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PREFACE TO FIRST EDITION
applied to present conditions as far as possible, though invari- ably in a broad and impartial way; and the pupil should be inspired with high and noble ideals. There is some danger of falling into a habit of eulogizing indiscriminately our own affairs, that must be carefully guarded against. I have tried to do so in the text, and to be everywhere fair and impartial. That attitude of mind on the part of the citizens of a state which regards everything connected with it as the best, pre- cludes progress and improvement. Fortunately, the history of Maryland is such that her citizens may justly be very proud of her record.
It is now generally conceded that the illustrations in a history should be real and authentic. Of such character are most of the pictures of men, places, and things in this book. Several famous paintings are reproduced. With the exception of a few lent by the Baltimore and Ohio railroad, all the cuts were pre- pared from photographs made especially for this book.
In conclusion, I desire to express my thanks to all who have in any way been of assistance to me in the preparation of this book : in the search for material, in obtaining illustrations, or in reading manuscript. Especially, I have to thank Mr. George W. McCreary, librarian of the Maryland Historical Society, whose kind assistance in finding material, in obtaining illustra- tions, and in the reading of proof, has been invaluable.
BALTIMORE, July, 1903.
J. M. G.
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PREFACE TO REVISED EDITION
In the Baltimore fire of February, 1904, the plates of this book were destroyed, and the new publication necessary was made the occasion for adding a large number of new illustra- tions and a new series of maps. From time to time revisions of the text have been made, but the march of events has finally rendered it necessary to rewrite the last chapter. This has been done so as to include every important phase - political, industrial, commercial, artistic, and educational - of the recent civic life of the state.
My thanks are due to Dr. Horace E. Flack and his assistant, of the Bureau of Legislative Reference, Baltimore city, for aid in obtaining documents, and to Miss Lida Lee Tall, assistant superintendent of schools in Baltimore county, for much valuable counsel as well as help in collecting information.
J. M. G.
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CONTENTS
PART I. HISTORY OF THE . PROVINCE
PAGE
Chapter I. The Founding of Maryland
I
Chapter II. The Settlement of Maryland . 12 Chapter III. "Leah and Rachel " - Wherein Two Sister Colonies Disagree 27
Chapter IV. Maryland Becomes a Royal Province
49
Chapter V. The Province Becomes an Independent State .
71
Chapter VI. Maryland Life in Colonial Times
99
PART II. HISTORY OF THE STATE
Chapter I. The Struggle for Independence : Maryland in the Revo- lution . . 113
Chapter II. Founding the New Nation . 135
Chapter III. Internal Affairs and the Second War with England . . 142
Chapter IV. Public Improvements ; The Mexican War . 155
Chapter V. Slavery and the Civil War . 166
Chapter VI. From the Close of the Civil War to the Present . 182
COUNTY HISTORIES
St. Mary's
·
. 223
-Kent
. 225
Anne Arundel
227
Calvert .
. 229
Charles .
. 231
Baltimore
· 233
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Talbot .
.
236
Somerset
. 238
Dorchester
. 240
Cecil
· 242
Prince George's
. 245
Queen Anne's
. 247
Worcester
. 249
Frederick
. 251
Harford
. 253
Caroline
. 256
Washington .
. 258
Montgomery .
261
Allegany
. 264
Carroll .
. 266
Howard
. 268
Wicomico
270
Garrett .
. 272
APPENDIXES
A. Proprietaries of Maryland
275
B. Governors of Maryland .
275
C. Towns of Maryland
. 277
CONSTITUTION OF MARYLAND
. 278
CHARTER OF PROVINCE OF MARYLAND
. 346
BIBLIOGRAPHY
357
INDEX
. 363
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LIST OF ILLUSTRATIONS
PAGE
The Planting of the Colony . Frontispiece
I. Christopher Columbus .
2. Monument to Christopher Columbus, Baltimore 2
3. King James I 3
4. George Calvert
5. Henrietta Maria
6. Cecilius Calvert (full page) .
7
7. Chancellor's Point, the First Landing-place for the Settlement of St. Mary's . 14
8. Catholics settling Maryland
15
9. Trinity Church, Site of St. Mary's .
10. Site of St. Mary's .
17
II. St. Mary's Female Seminary .
12. First State House in Maryland
13. Rosecroft
22
14. Settler's Log Cabin
23
15. Alsop's Map of Maryland
16. King Charles I
17. Oliver Cromwell
18. Monument to Leonard Calvert
38
19. The Great Seal of Maryland ( Obverse) .
20. View of Annapolis, from the Dome of the State House . . 41
21. A Naval Academy Building (Boat-house)
· 43
22. The Palatinate of Maryland .
. 50
23. Proprietary Coins . · 52
24. Herrman's Map of Maryland .
54
25. William Penn
55
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ILLUSTRATIONS
PAGE
26. King William · 56
27. The Old Treasury Building 62
28. Charles Calvert, Fifth Lord Baltimore
63
29. Tobacco Field 64
30. Tobacco Hogshead Ready for Rolling
65
31. The Murray House, Built in 1743 ..
66
32. Pillory
33. Advertisement for a. Runaway Servant
68
34. Baltimore in 1752 (full page)
73
35. View of Hagerstown 74
36. Baltimore as it Appears To-day (full page)
75
37. Five Mile Stone, Mason and Dixon's Line
77 80
38. Fort Duquesne
39. Old Fort Frederick 82
84
41. Burning of the Peggy Stewart (full page)
89
44. Maryland Signers of the Declaration of Independence (full page) 45. The State House, Annapolis .
46. Thomas Johnson
47. "Hampton " . · 100
48. Hall, Hampton Residence
10I
49. The Brice Residence, Annapolis
103
50. Negroes rolling Tobacco . 104
51. Slave " Quarters " .
. 105
52. Colonial Costumes . . 106
53. "The Chase Home," Annapolis . 107
54. Doughoregan Manor
108
55. White Hall Manor . . 109
56. Staircase, Carvel House . . 109
57. The Maryland Gazette, July 26, 1745 ( full page) IIO
58. George Washington 114
59. William Smallwood
115
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42. Charles Alexander Warfield . 43. Reprint of Declaration of the Association of Freemen ( full page) 91 93 94
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40. British Stamp
67
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ILLUSTRATIONS
PAGE
60. Mordecai Gist 116
61. Monument to Maryland's Four Hundred, Brooklyn (full page) . 117
62. Tablet on the Site of Old Congress Hall 119
63. Nathaniel Ramsey .
. 121
. 123
65. Nathanael Greene . . 124
66. Marquis de Lafayette
. 125
. 127
. 128
69. Joshua Barney . 129
70. Washington Resigning his Commission (full page) 131
71. John Hanson
72 Potomac River at Harper's Ferry . 143
73. Old McDowell Hall, St. John's College . 144
74. Nathan Towson 146
75. A Baltimore Clipper
. 147
76. Fort McHenry
77. Samuel Smith
150
78. The "Star-spangled Banner " (full page)
151
152
80. Mount Vernon Square, Baltimore, showing Washington Monument 156
81. Chesapeake and Ohio Canal .
. 157
82. Travel on the Baltimore and Ohio Railroad in 1829 158 83. First Locomotive built in America . 158
84. The Davis "Grasshopper " Locomotive (1832) . 159
85. The "Dutch Wagon " Locomotive (1838) . 159
86. The Winan's " Mud Digger" Locomotive (1844) 160
87. Winan's Famous "Camel Back " Locomotive (1851) . 160
88. Modern Passenger Locomotive (1904) . 161
89. Largest Freight Locomotive in the World (1904) 161
90. First Terminus of B. & O. R.R.
. 162
91. Mexican War Monument, Baltimore
. 163
92. Confederate Monument, Baltimore . . 167
93. Abraham Lincoln . . 169
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67. Equestrian Statue of John Eager Howard 68. Otho Holland Williams .
· 137
· 150
79. Francis Scott Key .
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ILLUSTRATIONS
PAGE
94. Jefferson Davis .
169
95. U. S. Grant
171
96. Robert E. Lee . 171
97. Statue of Roger B. Taney, Baltimore
173
98. John R. Kenly .
175
99. Bradley T. Johnson . 176
178
101. Monument to Maryland Dead of both Armies at Antietam .
179
102. A Coal Mine, Allegany County .
. 187
103. Tonging for Oysters .
188
104. Oyster Packing .
· 189
105. Steel Industry, Sparrows Point .
. 190
106. Shipbuilding, Sparrows Point
191
107. A Granite Quarry, near Woodstock, Baltimore County
. 193
108. View of Cumberland (full page) . 195
109. Administration Building, State Normal School, Towson 198
110. Gilman Hall, Johns Hopkins University . 200
III. Johns Hopkins Hospital
201
1 12. George Peabody
. 203
113. Peabody Institute . 204
114. Winfield Scott Schley
. 207
115. Edgar Allan Poe 208
116. The City Hall, Baltimore . . 213
117. The Court House and Battle Monument, Baltimore
214
118. Statue of Cecilius Calvert . 215
119. Rebuilding in the Burned District, Baltimore 216
120. Baltimore Stock Exchange 217
121. A Typical Tobacco Field .
223
I22. Washington College, Chestertown
. 225
123. High School Building, Annapolis . 227
124. A Launching at Shipyards, Solomon's . 229
125. Court House, La Plata · 231
126. Marble Quarry, Cockeysville . 233
127. Grazing Scene, Samuel Shoemaker's Farm . . 235
128. Scene on Miles River
236
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XV
ILLUSTRATIONS
129. A Part of Main Street, Crisfield
130. Cambridge Hospital, Cambridge
131. Memorial Hall, Tome Institute, Port Deposit 242
132. Maryland State College of Agriculture 245
I33. Threshing Scene 247
134. Makemie Memorial Presbyterian Church, Snow Hill . 249
135. Key Monument, Frederick
251
136. High School, Havre de Grace
253
. 256
258 .
.
. 260
140. Court House, Rockville 261
141. Old National Bridge, Cumberland
. 264
142. Western Maryland College, Westminster
266
143. Cotton Mills, Alberton
268
144. Lumber Yard, Salisbury
145. Lumber Mill, Salisbury 271
146. Coal Mining, Corinth
272
LIST OF COLORED MAPS
I. The Revolution - The Middle States
Facing 120
2. The Revolution - The Southern States 128 66
3. The United States at Close of the Revolution 136
4. The Northwest Territory, 1787 . 140 66
5. Maryland and Delaware 222
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238
240
137. Court House, Denton
138. Limestone Crusher
139. Limestone Quarry
270
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LEADING EVENTS OF MARYLAND HISTORY
PART I
HISTORY OF THE PROVINCE
CHAPTER I
THE FOUNDING OF MARYLAND
1. Introduction. - A little more than four hundred years ago a map of the world looked very different from a map of the world to-day. The civilized peoples lived in Eu- rope; besides their own continent they were acquainted with parts of Asia, a small part of northern Af- rica, and a few islands. The word " America " had never been uttered, and nothing whatever was known of the vast continent that lay be- yond the western sea. To this noble country the attention of Europe was called in the year 1492, when a bold sailor named Christopher Columbus sailed bravely out upon the stormy
CRISTOFORO COLOMBO
MORTO M.D.VI
Christopher Columbus After the bust in the Capitol, Rome
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LEADING EVENTS OF MARYLAND HISTORY
Atlantic, and by and by landed on an island in the West Indies. Soon other brave mariners followed the example of Columbus. The mainland of America was discovered and its eastern coast explored.
Columbus was in the employ of the king and queen of Spain; and the Span- iards soon discovered rich and populous countries in the south of the new conti- nent, and easily conquering the half-civi- lized inhabitants, carried away to Spain immense quantities of gold and silver.
2. English Colonies. - When the rulers of other countries heard of these things it is not strange that they desired to have a share for themselves of the wealth that seemed so abundant in the New World. Only a few years after the great voyage of Columbus most of the eastern coast of what is now the United States was explored by a sailor named Cabot, in the employ of England. Basing their claims on this voyage, the English later undertook to plant colonies Monument to Christopher Columbus, Baltimore The first erected to him in America From a photograph in the New World. At first the English tried to imitate the Spanish; but there was no gold or silver to be had in the northern parts, while the people were a race of savages whom it was useless to conquer, since they had nothing that was worth taking. The early attempts of the English met with misfortune and failure.
A new plan was soon tried. Companies were formed composed chiefly of merchants, whose plan was to plant colonies in the New
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THE FOUNDING OF MARYLAND
World for the purposes of trade. With furs obtained from the Indians, fish from the neighboring waters, or the products of the soil, these colonies were to carry on trade that should be profitable to the members of the company and indirectly to the commerce of England. The first permanent settlement was planted at Jamestown, in 1607, on the north bank of the James river, in Virginia. It was under the control of a company of merchants and others known as the London Company.
3. George Calvert, the First Lord Baltimore. - Among those interested in these plans for planting colonies in America, was an English gentleman named George Calvert, who became the founder of Maryland. He re- ceived a thorough education and traveled on the Continent, as was the custom of young men of rank and wealth. After his return he became the private secretary of the famous states- man, Sir Robert Cecil. He pres- ently attracted the favor of the king, was appointed to an office in Ireland, and in 1617 raised to the order of knighthood and be- King James I From an engraving by Roniat after the original by Crispin de Pax came Sir George Calvert. He was liked and trusted by the king, James I, and was from time to time advanced until he be- came principal secretary of state, a high office in some respects like the modern one of prime minister. After a time Sir George announced to the king that he had become a convert to the Catholic religion, and requested that he therefore be allowed to resign the high office that he held and retire to private life.
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