The Surrender of New Netherland, 1664 Introduction Questions for Discussion
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The Works of Washington Irving
ALFRED SANTEU KNICKERBOCKER S HISTORY OF NEW YORK WHEN THE RIVAL HEROES CAME FACE TO FACE. ffulton lEMtton THE WORKS OF WASHINGTON IRVING KNICKERBOCKER S HISTORY OF NEW YORK NEW YORK THE CENTURY CO. 1910 Stack Annex CONTENTS PAGE THE AUTHOR S APOLOGY ................ i ACCOUNT OF THE AUTHOR ............... 5 To THE PUBLIC .................... 15 BOOK I CONTAINING DIVERS INGENIOUS THEORIES AND PHILOSOPHIC SPECULATIONS, CONCERNING THE CREATION AND POPULA TION OF THE WORLD, AS CONNECTED WITH THE HISTORY OF NEW YORK CHAP. I. Description of the World ............ 21 II. or Creation of the World with a CHAP. Cosmogony, ; mul titude of excellent theories, by which the creation of a world is shown to be no such difficult matter as common folk would imagine ....................... 27 CHAP. III. How that famous navigator, Noah, was shamefully nicknamed; and how he committed an unpardonable over sight in not having four sons. With the great trouble of philosophers caused thereby, and the discovery of America . 35 CHAP. IV. Showing the great difficulty philosophers have had in peopling America and how the Aborigines came to be begotten by accident to the great relief and satisfaction of the Author ..................... 41 CHAP. V. In which the Author puts a mighty question to the rout, by the assistance of the Man in the Moon which not only delivers thousands of people from great embarrassment, but likewise concludes this introductory book ...... 47 BOOK II TREATING OF THE FIRST SETTLEMENT OF THE PROVINCE OF NIEUW-NEDERLANDTS CHAP. I. In which are contained divers reasons why a man should not write in a hurry Also of Master Hendrick Hudson, his discovery of a strange country and how he was vi CONTENTS PAGE magnificently rewarded by the munificence of their High Mightinesses 63 CHAP. -
The English Take Control DIFFERENTIATING INSTRUCTION
CHAPTER 3 • SECTION 4 New Netherland As you read in Chapter 2, in the early 1600s the Dutch built the colony of New Netherland along the Hudson River in what is now New York State. The colony’s largest town, New Amsterdam, was founded on Manhattan Island in 1625. New Amsterdam was built to defend the Dutch More About . West India Company’s fur trading settlements along the Hudson River. Peter Stuyvesant, the colony’s governor, expanded New Netherland by Religious Refugees taking over the nearby colony of New Sweden in 1655. The Swedes had settled the land along the Delaware River in 1638. in Pennsylvania The Dutch West India Company set up the patroon system to attract more In England, thousands of Quakers went settlers. A patroon was a person who brought 50 settlers to New Netherland. to jail for their beliefs, especially after As a reward, a patroon received a large land grant. He also received hunting, Charles II gained the throne in 1660. fishing, and fur trading privileges. The patroon system brought great wealth Some made their way to Maryland and to the colony’s elite. Massachusetts in the 1650s, but after The social system also included many slaves. Although their lives were William Penn founded a Quaker colony in harsh, they enjoyed some rights of movement and property ownership. 1681, many more arrived. A Tolerant Society In the 17th century the Netherlands had one of the Besides Quakers, several other small religious most tolerant societies in Europe. Dutch settlers brought this religious toleration to their colony. -
Introducing New Amsterdam One Useful Way to Understand History Is to Forget “History” and Instead Think of the Introducing Past in Terms of Archaeology
Life in New Amsterdam Educator Resource Guide This guide is made possible by The Netherlands Consulate General in New York. Russell Shorto Introducing New Amsterdam One useful way to understand history is to forget “history” and instead think of the Introducing past in terms of archaeology. Think of layers of civilization, one on top of the other. New Amsterdam Now imagine yourself with a shovel, standing on the surface. You begin digging into the layers of America’s story, searching for its beginnings. You dig through the 20th century, and reach the 19th, finding remnants of the era of horse–drawn buggies, of the Civil War, of the advent of steam–engines. You dig further, and come to the American Revolution: the powdered wigs, the muskets, the gentlemen in Philadelphia grandly inscribing their signatures to a document declaring their independence from Great Britain. This is it: the bedrock of American culture and history, the bottom layer. But no, of course that is not true. Beneath the Revolution lies the colonial period, with its cities burgeoning, its tobacco plantations worked by slaves, its residents thinking of themselves not so much as Americans but as Virginians or Pennsylvanians or New Yorkers. This, then, surely, is the bedrock, the root of all later American history. Actually, no. For the colonies of the 18th century have their roots in the 17th century. Many of these original European settlements — Virginia, the Massachusetts Bay Colony — were English. But not all of them were. This volume explores one of those earliest colonies, which was not founded by the English and which, though largely forgotten in the standard telling of American history, exerted an enormous influence on American culture. -
History and Genealogy of the Vreeland Family
.0^ . ^ovV : ^^^* • .rC^^'^.t.'^ . O .V . 4:^ "^^ o.* "^ v° *^' %- 'd- m^ ^^^ \ a/ "O* - '^^ .^'-^ "<*>. n"^ ,o«<.- -^^ ^ Vol •.°' ^^ aO ^ './ >:^^:- >. aV .^j^^^. Nicholas Garretson \'reeland. THHR BOOK: Wriltenarranged ^adaptgd BY ON E OF THEM WWW OIMT^oN VREELSIND Title parte and ofcher* di-awing/s by FR.flNCI5 WILLIAM Vl^EELflND^ Printed by CHflUNCELY H O L T- NOa7V^NDEPy%'" 3TIIEE.T • NEW YORK: HISTORY GENEALOGY of the VREELAND FAMILY Edited by NICHOLAS GARRETSON VREELAND HISTORICAL PUBLISHING CO. Jersey City, Nert) Jersey MDCCCCIX sT 1'^ \(\ •2> (At Copyright 1909 BY Nicholas G. Vrekland Cla.A,a3<* 112 JUL 28 1909 1 : table:contentsof CHAPTER. TITLE. PAGE. Foreword. 9 Preface. 10 PART FIRST — THE STORY OF HOLLAND. 1 In Day.s of Caesar 17 2 Fifteen Centuries of Struggle 20 3 The Dutch take Holland 21 4 Chaos leads to System 23 5 Dutch War Songs 24 Beggars of the Sea 24 Moeder Holland 29 Oranje Boven 30 6 Independence at Last 31 7 Holland and its People 33 8 Holland of To-day 41 PART SECOND — THE STORY OF AMERICA. 9 The American Birthright (Poem)... 49 10 In the New World, 1609-38 53 1 On Communipaw's Shore, 1646 57 12 Settlement of Bergen, 1660 59 13 Religion and Education 61 14 Battledore and Shuttlecock, 1664-74 63 15 Paulus Hook, 1800 66 16 From Youth to Manhood, 1840- 1909 69 17 Manners and Customs 73 18 Nomenclature 76 19 The True Dutch Influence 83 20 Land Titles 90 PART THIRD — THE STORY OF THE VREELANDS. 2 An Old Vreeland Family 99 22 The Town Vreeland, in Holland 104 CONTENTS—Continued. -
Overview Directions
R E S O U R C E L I B R A R Y A C T I V I T Y : 5 0 M I N S Exploring Early Manhattan Through Art Students analyze two paintings by artist Len Tantillo depicting early Manhattan in the 1650- 1660s. Then they discuss how art can reveal geographic information about place. G R A D E S 6 - 8 S U B J E C T S Arts and Music, Geography, Human Geography, Physical Geography C O N T E N T S 3 Images OVERVIEW Students analyze two paintings by artist Len Tantillo depicting early Manhattan in the 1650- 1660s. Then they discuss how art can reveal geographic information about place. For the complete activity with media resources, visit: http://www.nationalgeographic.org/activity/exploring-early-manhattan-through-art/ DIRECTIONS 1. Review the history of 17th century Dutch New Amsterdam. Review the history of colonial settlement in the Hudson River region. Ask students to locate the mouth of the Hudson River in New York on a wall map of the United States. Then show students the map of the Hudson-Raritan Estuary and have them identify the Hudson River and New York City. Remind students that Dutch explorer Henry Hudson traveled across the Atlantic Ocean on the Half Moon in 1609 and continued to sail up the Hudson River. Dutch colonists followed Hudson and established settlements along the Hudson River. One of these settlements was New Amsterdam. Ask: What is the modern-day name of New Amsterdam? (New York City) Tell students that the New Amsterdam settlement was mainly located on the island of Manhattan, which is one of the five boroughs, or sections, of modern-day New York City. -
Gert Jan Bestebreurtje Rare Books Catalogue
GERT JAN BESTEBREURTJE RARE BOOKS CATALOGUE 215 - TRAVEL GERT JAN BESTEBREURTJE Rare Books Langendijk 8, 4132 AK Vianen The Netherlands Telephone +31-(0)347 - 322548 E-mail: [email protected] Visit our Web-page at http://www.gertjanbestebreurtje.com CATALOGUE 215 – TRAVEL Prices are quoted in euro, for clients within the European Community VAT will be added to the prices. Illustration on cover no 64 HAAFNER, Jacob. Reize naar Bengalen en terugreize naar Europa. Amsterdam, Johannes van der Hey, 1822. Wiert Adels, the master and boatswain of the Dutch ship De Bloeyende Blom 1 ADELS, Wiert. Wiert Adels. Stuurman op het Hollandsch kofschip De Bloeijende Blom, die zig van dezen bodem, na dat dezelve door de Franschen genomen, met veel bravoure meester gemaakt en den 5 Augustus te Hellevoet opgebracht heeft. (Middelburg), W.A. Keel, (1796). Half-length mezzotint portrait by Charles Howard Hodges after Jacobus Perkois. Ca. 26,5 x 21,5 cm. (Margins trimmed). € 275,00 Wiert Adels was steersman for the ship De Bloeyende Blom which was bringing grain from the Baltic port of Libau. A Duinkerk privateer seized his ship but after a few days he managed to recapture his ship and to seize the chief of the privateers and to throw him overboard. Thus he succeeded to bring his ship into Hellevoetsluis in 1794. This fine engraved portrait of a brave sailor was done by the mezzotint master Hodges (1764-1837) after a drawing by Perkois (1756-1804). Cf. Van Someren 227; Muller, Portetten, 17; Van der Feltz 626. Attack on the Jesuits’ attitude towards the Chinese rites 2 (ALEXANDRE, NOëL). -
The Archaeology of 17Th-Century New Netherland Since1985: an Update Paul R
Northeast Historical Archaeology Volume 34 From the Netherlands to New Netherland: The Archaeology of the Dutch in the Old and New Article 6 Worlds 2005 The Archaeology of 17th-Century New Netherland Since1985: An Update Paul R. Huey Follow this and additional works at: http://orb.binghamton.edu/neha Part of the Archaeological Anthropology Commons Recommended Citation Huey, Paul R. (2005) "The Archaeology of 17th-Century New Netherland Since1985: An Update," Northeast Historical Archaeology: Vol. 34 34, Article 6. https://doi.org/10.22191/neha/vol34/iss1/6 Available at: http://orb.binghamton.edu/neha/vol34/iss1/6 This Article is brought to you for free and open access by The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in Northeast Historical Archaeology by an authorized editor of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. Northeast Historical Archaeology/Vol. 34,2005 95 The Archaeology of 17th-Century New Netherland Since 1985: An Update Paul R. Huey . In 1985, a number of goals and research questions were proposed in relation to the archaeology of' pre-1664 sites in the Dutch colony of New Netherland. Significant Dutch sites were subsequently ~xcavated in Albany, Kingston, and other places from 1986 through 1988, while a series of useful publications con tinued to be produced after 1988. Excavations at historic period Indian sites also continued after 1988 . Excavations in 17th-century sites from Maine to Maryland have revealed extensive trade contacts with New Netherland and the Dutch, while the Jamestown excavations have indicated the influence of the Dutch !n the early history of Virginia. -
Washington Irving's Use of Historical Sources in the Knickerbocker History of New York
WASHINGTON IRVING’S USE OF HISTORICAL SOURCES IN THE KNICKERBOCKER. HISTORY OF NEW YORK Thesis for the Degree of M. A. MICHIGAN STATE UNIVERSITY DONNA ROSE CASELLA KERN 1977 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIII 3129301591 2649 WASHINGTON IRVING'S USE OF HISTORICAL SOURCES IN THE KNICKERBOCKER HISTORY OF NEW YORK By Donna Rose Casella Kern A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of English 1977 TABLE OF CONTENTS INTRODUCTION . CHAPTER I A Survey of Criticism . CHAPTER II Inspiration and Initial Sources . 15 CHAPTER III Irving's Major Sources William Smith Jr. 22 CHAPTER IV Two Valuable Sources: Charlevoix and Hazard . 33 CHAPTER V Other Sources 0 o o o o o o o o o o o o o o o o 0 Al CONCLUSION 0 O C O O O O O O O O O O O 0 O O O O O 0 53 APPENDIX A Samuel Mitchell's A Pigture 9: New York and Washington Irving's The Knickerbocker Histgrx of New York 0 o o o o o o o o o o o o o c o o o o 0 56 APPENDIX B The Legend of St. Nicholas . 58 APPENDIX C The Controversial Dates . 61 APPENDIX D The B00k'S Topical Satire 0 o o o o o o o o o o 0 6A APPENDIX E Hell Gate 0 0.0 o o o o o o o o o o o o o o o o 0 66 APPENDIX F Some Minor Sources . -
BOCA RATON NEWS Vol
BOCA RATON NEWS Vol. 15, No. 50 Sunday, Feb. 15, 1970 34 Pages 10 Cents Lawsuit studied St- Funds raised to challenge school appearance code ByKATHIEKEIM A group of students spearheading the drive to challenge the appearance Students at Boca Raton High School regulations say about $200 has been are raising money to back an effort to raised so far. The money that is raised challenge the school's policy on per- will help retain an attorney should the sonal appearance. students take their case to court. Some of the students have said they are considering a suit against the schoolfbecauseithey say the wording of The City Council candidates, from left, are Tore Wallin, Bill Moore, Pat Honchell, and Earl Sloane. YOUR DAY the school's policy on such things as 197O FEBRUARY i97O the length of a boy's hair or a girl's M T W skirt leaves the school in a position to All agree: money 2 3 4 5 6 7 interpret the provisions arbitrarily. • If 9 10 11 12 13 14 The present policy, established by needed to fix roads 16 17 18 19 20 21 the county school board and in- 23 24 25 26 27 28 terpreted locally be each school's administration, includes statesment such as a male student's hair should be of "reasonable" length and worn in a"standard" hair style; girls are to Don't wear skirts or dresses of a Council race ends with "reasonable" length; and boys must wear socks. forget There is no precise definition of what is meant by "reasonable," so there should be some guidelines added students say. -
European Nations Settle North America MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES
2 European Nations Settle North America MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES EMPIRE BUILDING Several The English settlers in North •New France • New European nations fought for America left a legacy of law and •Jamestown Netherland control of North America, and government that guides the • Pilgrims •French and England emerged victorious. United States today. • Puritans Indian War • Metacom SETTING THE STAGE Spain’s successful colonization efforts in the Americas did not go unnoticed. Other European nations, such as England, France, and the Netherlands, soon became interested in obtaining their own valuable colonies. The Treaty of Tordesillas, signed in 1494, had divided the newly discovered lands between Spain and Portugal. However, other European countries ignored the treaty. They set out to build their own empires in the Americas. This resulted in a struggle for North America. Competing Claims in North America TAKING NOTES Clarifying Use a chart to Magellan’s voyage showed that ships could reach Asia by way of the Pacific record information about Ocean. Spain claimed the route around the southern tip of South America. Other early settlements. European countries hoped to find an easier and more direct route to the Pacific. If it existed, a northwest trade route through North America to Asia would Name of General become highly profitable. Not finding the route, the French, English, and Dutch Settlement Location instead established colonies in North America. New France Explorers Establish New France The early French explorers sailed west with New dreams of reaching the East Indies. One explorer was Giovanni da Verrazzano Netherland (VEHR•uh•ZAHN•noh), an Italian in the service of France. -
Nicolls/Esopus Peace Treaty of 1665
An Agreement made between Richard Nicolls Esq., Governor and the Sachems and People called the Sopes Indyans. 7th day of October 1665 A Publication of the Ulster County Clerk’s Office Records Management Program—Archives Division 2015 Nicolls/Esopus Indian Treaty 1665 — A Special 350th Anniversary Commemorative Edition Publication of The Treaty between Governor Richard Nicolls and the Sachems and People called the Sopes Indyans made 7th October 1665. 2 — Ulster County Clerk’s Office 2015 INTRODUCTION hree-hundred and fifty years ago the Esopus natives and the TDutch and English settlers entered into a Treaty for peace between their peoples. This Treaty is significant because it brought to a close hostilities between the Esopus and the settlers that had begun back in 1659. Both parties promised to cease hostilities, to establish a course of justice and conduct trade with each other. In addition to the cessation of fighting, the Treaty proclaimed that all past injuries were forgotten and that the peace would be kept in perpetual memory. This Treaty was so important that it would be renewed 13 times, with the latest renewal dated 1745. What was life like? How did people manage? The best answer to these questions is found in the primary documents written in their own hand. Thanks to the due diligence and stewardship of the forty-four Ulster County Clerk’s before me, a number of very important primary documents from that period have survived. The Richard Nicolls/Esopus Indian Treaty of 1665 is one of them. The County of Ulster is required, not only to identify and preserve its primary documents of historical value, but also to make them available to the public. -
English Colonization in the 19 Century
English Colonization in the 19th Century Examples of Colonial disunity were not surprising – Reasons: English Crown awarded colonial charters to: 1. Merchants 2. Religious idealists – different types of colonists 3. Adventurers Decisions to Emigrate 1. Rapid Population growth (1580-1650) in England created competition for food and jobs 2. New World was the land of opportunity 3. Institute a purer form of worship 4. Escape poverty, debt, jail terms, bad marriages 5. Religious and political persecution in Spain and England Upon arriving the colonist brought ideas and subcultures of which some were changed by the American environment. The New England colonies, the Middle Colonies, and the Southern Colonies all were distinct in various ways A. Economy B. Religion The Chesapeake: Dreams of Wealth Post Roanoke, New World interest lessened English interest reappeared with English rivalry with Spain Jamestown Colonization was very costly Solution – Joint Stock Company, large amounts of cash available with a stock investment plan, with hopes of high cash returns. 1st charter – London Company – John Smith 30 miles up the James River Problem – wealth was the motivation, not permanent settlement. Wealth rather than farming (planting corn) Captain John Smith – Prevented a Roanoke repeat A. Brought order and prevented anarchy B. Traded with Native American tribes for food C. Mapped the Chesapeake Bay D. Instituted military rule John Smith was rescued by Pocahontas Reorganization in government allowed for joint stock investment to be opened to the general public. Difficulties continue, a supply ship headed to Jamestown crashed in Bermuda John Smith suffered a gun powder injury and returned to England.