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THE PLANTING From a photograph of a painting by Fran B.
F THE COLONY r, in the State House at Annapolis
LEADING EVENTS
OF
MARYLAND HISTORY
WITH TOPICAL ANALYSES, REFERENCES, AND QUESTIONS FOR ORIGINAL THOUGHT AND RESEARCH
BY
J. MONTGOMERY GAMBRILL
ASSISTANT STATE SUPERINTENDENT OF PUBLIC EDUCATION IN MARYLAND; FORMERLY INSTRUCTOR IN HISTORY AND CIVICS IN THE BALTIMORE POLYTECHNIC INSTITUTE
GINN & COMPANY BOSTON . NEW YORK . CHICAGO . LONDON
FIE G2
LIBRARY of CONGRESS Two Copies Received NOV 15 1904 Copyrigut Entry Oct. 26. 1904 CLASS ~ XXG. NO: 99946 COPY B.
H.n.
COPYRIGHT, 1903, 1904, BY JOHN MONTGOMERY GAMBRILL
ALL RIGHTS RESERVED
64. 11
TYPOGRAPHY BY THE NORWOOD PRESS, NORWOOD, MASS.
PRESSWORK BY THE ATHENEUM PRESS, CAMBRIDGE, MASS.
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
iii
iv
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 Cana 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
V
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
vi
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
vii
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.
J. M. G.
BALTIMORE, July, 1903.
PREFACE TO REVISED EDITION
THE second edition of this book, to the number of ten thousand copies, was totally destroyed in the Baltimore fire of February, 1904, together with the plates. The republication necessary has been made the occasion of additions required to bring the narrative to date. The alterations in the body of the text are slight and mostly verbal. Mechanically, an effort has been made to manufacture a book more than usually attractive and durable. The number of illustrations has been doubled, and the best available material has been sought with small regard to trouble or expense ; a reproduction in colors of the flag and great seal has been added, which, it is believed, will set a standard. An entirely new series of maps appears, including several prepared especially for this work; the map of the palatinate (p. 50) is believed to illustrate the loss of territory Maryland has suffered more graphically than any ever pub- lished.
The cuts appearing on pp. 158-161 were kindly furnished by the Baltimore and Ohio railroad.
I wish here to express my gratitude to my friend, Mr. Samuel M. North, head of the department of English in the Baltimore Polytechnic Institute, for his valuable assistance in the laborious work of reading proofs and preparing the index for this edition.
J. M. G.
BALTIMORE, Oct. 10, 1904.
viii
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 .
I13
·
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
ix
X
CONTENTS
PAGE
Talbot .
.
236
Somerset
238
Dorchester
· 243
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
D. Constitution of Maryland
· 278
BIBLIOGRAPHY
. . .
· 346
INDEX
·
.
.
.
.
.
·
· 351
LIST OF ILLUSTRATIONS
PAGE
The Planting of the Colony .
I. Christopher Columbus I
2. Monument to Christopher Columbus, Baltimore . 2
3. King James I 3
4. George Calvert
4
5. Henrietta Maria
6. Cecilius Calvert (full page) .
7
7. Chancellor's Point, the First Landing-place for the Settlement of St. Mary's . I4
8. Catholics settling Maryland
15
9. Trinity Church, Site of St. Mary's .
. IO. Site of St. Mary's . 16
.
17
II. St. Mary's Female Seminary .
18
12. First State House in Maryland 20
13. Rosecroft
22
14. Settler's Log Cabin
23
15. Alsop's Map of Maryland 24
16. King Charles I 33
17. Oliver Cromwell
34
37
20. View of Annapolis, from the Dome of the State House . 41
21. Naval Academy
22. The Palatinate of Maryland
· 50
23. Proprietary Coins . 52
24. Herrman's Map of Maryland .
· 54
. 55
xi
25. William Penn .
· 43
18. Monument to Leonard Calvert
38
19. The Great Seal of Maryland (Obverse) .
Frontispiece
5
xi
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
31. The Murray House, Built in 1743 ·
65 66
32. Pillory
33. Advertisement for a Runaway Servant
34. Baltimore in 1752 (full page) 73
35. View of Hagerstown 74
36. Baltimore, before the Fire of 1904 (full page)
75
38. Fort Duquesne
39. Old Fort Frederick 82
40. British Stamp
41. Burning of the Peggy Stewart (full page)
89
42. Charles Alexander Warfield .
43. Reprint of Declaration of the Association of Freemen (full page) 91
44. Maryland Signers of the Declaration of Independence (full page) 93
45. The State House, Annapolis .
46. Thomas Johnson
47. "Hampton " . .
100
48. Interior of a Hampton Residence
IOI
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
55. White Hall Manor . . 109
56. Staircase, Carvel House . . 109
57. The Maryland Gazette, July 26, 1745 (full page) IIO
58. George Washington
59. William Smallwood
.
. II4
. 115
.
94
·
95
37. Five Mile Stone, Mason and Dixon's Line
77
80
84
88
108
.
67
68
ILLUSTRATIONS
PAGE
60. Mordecai Gist ·
II6
61. Monument to Maryland's Four Hundred, Brooklyn (full page) · II7
62. Tablet on the Site of Old Congress Hall 119
63. Nathaniel Ramsey . I21
64. Statue of De Kalb, Annapolis 123
65. Nathanael Greene . 124
66. Marquis de Lafayette
125
67. Equestrian Statue of John Eager Howard
127
68. Otho Holland Williams . 128
69. Joshua Barney
I29
70. Washington Resigning his Commission (full page) I3I
71. John Hanson I37
72. Potomac River at Harper's Ferry 143
73. McDowell Hall, St. John's College I44
74. Nathan Towson
146 .
75. A Baltimore Clipper 147
76. Fort McHenry ·
150
77. Samuel Smith · · 150
78. The "Star-spangled Banner " (full page)
151
152
156
· 157
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
79. Francis Scott Key . ·
80. Mount Vernon Square, Baltimore, showing Washington Monument
81. Chesapeake and Ohio Canal .
82. Travel on the Baltimore and Ohio Railroad in 1829
xiii
xiv
ILLUSTRATIONS
PAGE
94. Jefferson Davis
. 169
95. U. S. Grant .
. I71
96. Robert E. Lee
. 171
97. Statue of Roger B. Taney, Baltimore
. 173
98. John R. Kenly
175
99. Bradley T. Johnson 176
100. View of Frederick ·
. · 178
IOI. Monument to Maryland Dead at Antietam
179
102. George Peabody .
IO3 Peabody Institute . . 183
185
105. Court House and Battle Monument, Baltimore
· 187
106. McCoy Hall, Johns Hopkins University
. 188
107. Johns Hopkins Hospital .
189
108. The Poe Monument, Baltimore . 190
109. Edgar Allan Poe (full page) . 19I
IIO. The Enoch Pratt Free Library, Baltimore 192
III. The Maryland Revolutionary Monument (full page) 196
112. The Cruiser Baltimore . . 198 II3. Winfield Scott Schley . 199
· 201
115. Edwin Warfield · · 202
116. Coal Mine, Allegany County
· 203
117. Tonging for Oysters
. 204
118. Oyster Packing . 205 119. Steel Industry, Sparrows Point . 206 . 206
120. Ship Building, Sparrows Point
121. A Granite Quarry
I22. Mt. Royal Station, B. & O. R.R., Baltimore
123. View of Cumberland (full page) . . 209
124. Easton High School 210 .
125. State Normal School, Baltimore · 21I
126. Woman's College, Baltimore . 212
. 207 . 208
127. Rebuilding in the Burned District, Baltimore .
216
114. The Cruiser Maryland .
. 182
I04. City Hall, Baltimore ·
ILLUSTRATIONS
XV
128. Proposed Baltimore Stock Exchange · 217
129. Typical Tobacco Field . . · 223
130. Proposed New Building for Washington College . 225
131. Annapolis High School
227
132. A Launching at Shipyards, Solomon's . · 229
133. New Court House, La Plata . 231
134. Marble Quarry, Cockeysville 233
135. Grazing Scene, Samuel Shoemaker's Farm
136. Scene on Miles River
· 235 236
137. View of Main Street, Crisfield 238
138. Cambridge Hospital, Cambridge
. 240
139. Memorial Hall, Tome Institute, Port Deposit
. 242
140. Maryland Agricultural College
245
141. Threshing Scene .
. 247
142. Makemie Memorial Presbyterian Church, Snow Hill · 249
143. Key Monument, Frederick
.
251
144. High School, Havre de Grace
· 253
145. Court House, Denton 256
146. Limestone Crusher 258
147. Limestone Quarry 260 .
148. Court House, Rockville 261
149. Old Natural Bridge, Cumberland . . 264 .
150. Western Maryland College, Westminster
. 266
151. Cotton Mills, Alberton .
. 268
LIST OF COLORED MAPS
I. The Revolution - The Middle States .
.
· Facing I20
I28
3. The United States at Close of the Revolution .
66 I36
4. The Northwest Territory, 1787 .
.
140
5. Maryland and Delaware 66 222
PAGE
2. The Revolution - The Southern States .
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
NATO M.CCCC.XLII
MORTO M.D.VI
Christopher Columbus After the bust in the Capitol, Rome
I
2
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 in the New World. At first the English tried to imitate the Spanish; but there The first erected to him in America was no gold or silver to be had in the northern parts, while the people were a From a photograph 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
3
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 came Sir George Calvert. He From an engraving by Roniat after the original by Crispin de Pax 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.
4
LEADING EVENTS OF MARYLAND HISTORY
4. Religious Intolerance. - In order that you may understand this act of Calvert's, you must know that in the times that we are now studying, not all men could freely and safely profess and practise the religion they preferred.
On the contrary, those in control of the government usually tried to force other persons to believe in their religion ; it was a common thing for people to be im- prisoned for their relig- ious belief, and many had even been burned to death merely for disagreeing with the prevailing faith. Now at this time England was a Protestant country, and there were very se- vere laws in force against the Roman Catholics, who were not allowed to hold any public office. This will fully explain the ac- tion of Secretary Calvert.
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