The Story of New Jersey

Home , English people, Government of New Jersey, Jersey Live, Jersey people, Ringwood Manor

THE STORY OF NEW JERSEY

HAGAMAN

THE UNIVERSITY PUBLISHING COMPANY Examination Copy THE STORY OF NEW JERSEY (1948) A NEW HISTORY OF THE MIDDLE ATLANTIC STATES THE STORY OF NEW JERSEY is for use in the intermediate grades. A thorough story of the Middle Atlantic States is presented; the context is enriohed with illustrations and maps. THE STORY OF NEW JERSEY begins with early Indian Life and continues to present day with glimpses of future growth. Every aspect from mineral resources to vac-| tioning areas are discussed. 160 pages. Vooabulary for 4-5 Grades. List priceJ $1.28 Net price* $ .96 (Single Copy) (5 or more, f.o.b. i ^y., point of shipment) i^c' *"*. ' THE UNIVERSITY PUBLISHING COMPANY Linooln, Nebraska

..T" 3 6047 09044948 8

lererse

The Story of New Jersey

BY ADALINE P. HAGAMAN

Illustrated by MARY ROYT and GEORGE BUCTEL

The University Publishing Company LINCOLN NEW YORK DALLAS KANSAS CITY RINGWOOD PUBLIC LIBRARY 145 Skylands Road Ringwood, New Jersey 07456 TABLE OF CONTENTS NEW.JERSEY IN THE EARLY DAYS Before White Men Came ... 5 Indian Furniture and Utensils 19 Indian Tribes in New Jersey 7 Indian Food 20 What the Indians Looked Like 11 Indian Money 24 Indian Clothing 13 What an Indian Boy Did... 26 Indian Homes 16 What Indian Girls Could Do 32 THE WHITE MAN COMES TO NEW JERSEY The Voyage of Henry Hudson 35 The English Take New Dutch Trading Posts 37 Amsterdam 44 The Colony of New The English Settle in New Amsterdam 39 Jersey 47 The Swedes Come to New New Jersey Has New Jersey 42 Owners 50

PIONEER DAYS IN NEW JERSEY Making a New Home 52 Clothing of the Pioneers ... 62 Wickams and Log Cabins . . 54 Travelling in Pioneer Days.. 64 Pioneer Furniture 56 Money in Pioneer Days .... 67 What the Pioneers Ate 58 What the Pioneers Did for a How Food Was Kept in Living 69 Winter 60 The Indians and the How Meals Were Cooked . . 61 Pioneers 71

COLONIAL LIFE IN MORE SETTLED COMMUNITIES Classes in the New World .. 72 Colonial Furniture 92 Dutch Homes 74 Transportation of the English Homes 78 Colonists 93 Manor Houses 80 Occupations in Colonial New How the Food Was Cooked. 82 Jersey 99 How Houses Were Lighted . 84 Fun in Colonial Days 104 Setting the Table 86 The Indians and the The Clothing of the Colonists 88 Colonists 106

COPYRIGHT, 1948, BY THE UNIVERSITY PUBLISHING COMPANY PRINTED IN THE UNITED STATES OF AMERICA DA. THE REVOLUTIONARY WAR England and the Colonies Do The Lack of Money 115 NotUnderstandEachOtherl08 War Comes to New Jersey .116 The Growth of New Jersey as a Battleground 118 Manufacturing 110 The First Flag 122 . The Growth of Trade 113 The Colonists Win the War. 124

NEW JERSEY AS A STATE—1775 TO THE PRESENT Public Schools 125 The Growth of Growth in Transportation . . 129 Manufacturing 142 Improvements in The Growth of Cities 145 Farming 135 City Problems 146 New Jersey's Minerals 139 The Lenape Indians Today .150 New Jersey as a Vacation The State Emblems 151 State 140 New Jersey in the Future .. 154

ACKNOWLEDGMENTS Grateful acknowledgment is made to the following people: Mr. Thomas J. Durell, Assistant Commissioner of Education, State Department of Education, for his inspiration and encouragement at all times; Miss Anne Hoppock, Assistant in Education, Division of Elementary Education, for her invaluable assistance concerning many details; Dr. Dorothy Cross, Archaeological Adviser, New Jersey State Museum, for checking the Indian material and furnishing the map of Indian trails; Miss Rachel Jarrold, Head of the History Department, Trenton State Teachers College, for checking the material concerning colonial days; Dr. Helen R. Shaw, Assistant Professor of History, Trenton State Teachers College, for supplying much material regarding New Jersey as a state, as well as checking the material used; Miss Marie Hoagland, Assistant Librarian, Somerset County Library, for locating and making available many important source materials; Miss Edna Hensel, Hubbard School, Plainfield, New Jersey, for reading the manuscript and making a variety of helpful suggestions; Miss Helen Hageman, Jefferson School, Plainfield, New Jersey, and Mrs. June Strong, Flagtown School, Hillsboro Township, New Jersey, for using this material with children and aiding in appraising it; and to many classroom teachers, librarians, Helping Teachers, and historians for giving assistance. Last, but not least, I wish to mention my youthful nephew, Thomas Carter Hagaman. It was really for him—and for boys and girls like him— that this book was written. In order that vocabulary difficulties might be eliminated, Carter read every word aloud. Then he helped with definitions for the glossary. He was an invaluable co-worker, as well as my chief critic.

NEW JERSEY IN EARLY DAYS

1. Before White Men Came

WORDS TO REMEMBER dense—very thick. underbrush—small trees and bushes growing under large trees in a forest, marshlands—low, wet land covered with grasses.

ID you ever wonder what this country looked D like years ago, before your father, or your grandfather, or his grandfather, or any white man lived here? Of course, there were no cities or towns or farms. There were no houses such as we have now, or even roads. There were forests everywhere. In many places these forests were very dense. They had thick growths of giant trees and tangled underbrush. The southern part of New Jersey was covered with pines and other soft woods. C 5 3 In the forests lived many kinds of birds and animals. There were bears, wolves, and deer. Thou- sands of wild ducks and geese flew over the lakes and marshlands. Many partridges, quail, pigeons, and wild turkeys could be found back in the thickets. Many kinds of fish swam in the rivers. Good hunters and fishermen could find plenty of food. People do not know who first lived in this land. When the white men came, they found only a few thousand Indians scattered here and there. The Indians called New Jersey Scheyechbi (Shay-ik-bi) which means Land Along the Water. Look at your map and see whether you think this was a good name. If you had been living at that time, would you have wanted to live in Scheyechbi?

2. Indian Tribes in New Jersey

WORDS TO REMEMBER

UNDERBRUSH totem—an animal that stood for a tribe. emblem—something that stands for, or represents, something else, legends—stories that have been passed along for many years. sachem—an Indian ruler sub-tribe—part of a tribe. The Minsi were part of the Lenni Lenape tribe. ERHAPS some Indians used to live where you live P now. You may be going to school over one of their old trails. Years ago, Indians traveled many paths that are your roads and highways today. Did you ever wonder where they were going on these paths? The Indians in Scheyechbi called themselves Len- ape or Lenni Lenape (pronounced Lay'nee Layn- ah'pay) which means Very Original People. They belonged to a larger group named Algonkians. There were three large divisions of the Lenape tribe in New Jersey. The Minsi lived in northern Jersey. Their name meant People of the Stony Ground. The Unamis lived in central Jersey. Their name stood for People Down the River. The Una- lachtigo lived in southern Jersey. Their name meant People Near the Ocean. Each tribe had a totem. This was the emblem of an animal to whose family they felt they belonged. The Minsi had the wolf as their totem. The Unamis had the turtle. The Unalachtigo had the turkey. Perhaps you are wondering why these Indians believed they were of the wolf or the turtle or the turkey family. Many interesting legends have been C 8 3 found about the tribes and their totems. Your teacher or librarian will show you some of them. Indians were great story tellers. They liked to talk about the days long ago when the world was new, and the turtle had carried it on his back. They liked also to tell of the time when their great grandfathers had been shut up in the dark center of the earth, and the wolf had helped them to find the way out. They painted signs of the totem on their houses or used them in picture writing. The Unamis painted the whole turtle, but the Minsi showed just the paw

of the wolf. The Unalachtigo drew just the claw of the turkey. The Indians also made records of the history of their tribe. Sometimes these also were painted on bark or cut in stone. Sometimes they were kept on Record Sticks which had special notches cut, burned or painted on them. Each tribe had its own chief or sachem. A chief's C 9 3 son could not be the next chief, because each child belonged to his mother's, not his father's family. The one who was to become the new chief was chosen while the old chief was still living. This new ruler was carefully trained for his duties. The Minsi was the most warlike sub-tribe. Yet the Lenape were usually so peaceful that they were nicknamed "women" by a very powerful tribe called Iroquois, who lived in what is now New York State. The Iroquois lived to the north of Scheyechbi and were the tribe that later captured and scalped many early settlers. They made the Lenape give them presents, just as some gangsters make people pay money today. The Lenape feared and hated the Iroquois. At the same time, they thought they were much better than the Iroquois were. This was because the Lenape believed they were the Original People or first settlers in the country. They were here much earlier than the Iroquois. Do you think that belonging to a family of First Settlers is a real reason for believing that you are better than other people?

c 10 n 3. What These Indians Looked Like

WORDS TO REMEMBER

Or TATTOOED CREST BABRETTE tattooed—marked on the skin with pictures that would not come off. Sailors often do this today. They prick their skin and put color in the pricked places. crest—tuft or bunch. soot—the black part of smoke. . dressed the skins—made them smooth. barrette—a small clasp worn in the hair.

ENAPE INDIANS have copper colored skins and I-* straight black hair. Their cheek bones are high. Their eyes are small and dark. In the early days, the Lenape Indians were well built. They were tall, broad in the shoulders, and thin at the waist. They stood very straight. The women painted their faces. The men painted cm their faces and bodies. They painted their bodies with paint made from brightly colored stones crushed and mixed with bear grease. They always painted their faces for war. Black meant sorrow and red meant joy. Both men and women rubbed their bodies with bear oil to protect them from insects and the weather. They wore necklaces, earrings, and armbands of shark's teeth, bear's claws, shells, and wooden and stone beads. A few tattooed their skin. Some painted pictures of birds or other animals on their bodies. The men let one scalp lock or crest of hair grow long. They pulled their thin beards out. The women braided their hair or combed it straight back and let it hang loose. Sometimes they held it in place with a bone barrette or a painted strip of deerskin. Both men and women greased their hair with bear fat mixed with soot. 4. Indian Clothing

WORDS TO REMEMBER leggings—coverings for the legs. wampum—Indian money made of shells and beads. quiver—a case for carrying arrows. moccasins—soft Indian shoes.

Fl BERS QUIVER MOCCASINS

OR clothing, the Indians used skins from the deer, Fbeaver, bear, raccoon, lynx, elk, or wolf. They scraped the hair off these skins. Then they washed them and smoked them for several days. After that they "dressed" the skins so that they would always keep soft. In the summer, a man would wear an apron of skins. A woman would wear a skirt made of skins. This skirt would be wrapped around and lapped over on one side. In the winter, an Indian would wear a long blanket C 13 3 of skin. He threw this over one shoulder and wrapped it around his body. He wore moccasins and leggings of elk or deer skins. He often trimmed these skins with wampum beads or dyed porcupine quills. This is the way a young man might be dressed. He would wear a fish hawk feather in his scalp lock. Around his shoulders might be the skin of a wild cat. Because of rattlesnakes, he usually wore leggings of deer skin which reached to his hips. His moccasins were of deer skin, too. He carried a spear, an axe, and a bow with arrows and quiver. Around his neck was a bear's claw necklace of which he was very proud. When Indian women wanted to dress up, they wore skirts of turkey feathers woven together with thread from the wild hemp or nettle. Their necks and waists were covered with beads. On their heads they wore bands of deer hair dyed red and made into braids. Their faces were painted. Often they wore rings in their ears and noses. Babies wore very little clothing until they were three years old. Each new-born baby was dipped into cold water. Then he was bound to a cradle board. Often this board was hung upon a tree during the day. After the white man came, many Indians wore brown fringed hunting shirts. The hunting shirts of the women came to their knees. Those of the men were a little shorter. These shirts were woven of grass or made of skins. Sometimes they were dec- orated with feathers of the humming bird or wood duck.

15 5. Indian Homes

WORDS TO REMEMBER pueblos—Indian villages built of stone or adobe. saplings—young trees. rectangular—having four square corners.

PUEBLOS RECTANGULAR

HE Indians who lived in Scheyechbi were "Woods TIndians." They did not build their homes in the same way as the Indians on the plains, or as the Indians in Arizona and New Mexico who built the pueblos. They were in a land where there was plenty of water and plenty of wood. That made a great difference. There were four kinds of Indian homes used in New Jersey. The one we hear the most about was a Wickam or wigwam shaped like a round bowl turned upside down. It was built of poles and branches. You could easily make one in your back yard, or perhaps on the school grounds. Wouldn't that be fun? This is what you would do. Have your father or your older brother help you place some freshly-cut saplings firmly in the ground in a circle. Bend the tops over and fasten them together. Weave some branches through these. Then cover them with pieces of bark or bundles of grass. The Indians also used cornstalks or skins, or other material which they happened to have. Be sure to leave a small opening for a door. This can be closed with flaps of skin or cloth. An Indian village had a number of wigwams. There were often rectangular shaped houses, too. This might be the meeting house, or it might be the home of the chief. It was begun by placing two rows of saplings about fifteen feet apart. The tops of these saplings were bent together, and the rest of the house was made as before. When Lenape Indians traveled, they used temporary shelters of saplings covered with mats. In northern New Jersey they also used rock shelters at night. These were rock ledges. They were usually near streams or springs of water. About a hundred fifty of these rock shelters have been found. They can be seen today.

C 18 6. Indian Furniture and Utensils

WORDS TO REMEMBER mortar—the bowl in which the corn was ground, pestle—the stone used to pound or grind the corn, oval—egg-shaped. o MORTAR PESTLE OVAL

HEN your Indian wigwam is made, you will Wwant to furnish it. You can do this easily. In all Indian homes the furniture was simple. The Indians used wooden benches or platforms along the walls for both seats and beds. They covered these with grass, mats of corn husks, skins or anything else that was at hand. In the winter they used fur coverings if they had any. They made baskets from rushes and strips of bark. You might use reed or bark. They made a mortar and a pestle of wood or stone. They used these to grind the corn and the herbs. C 19 3 They made cups of wood or clay. They made spoons of wood, clay, or shells. Stone hammers were used to crack bones or nuts. One pot was used for all the cooking. This was made of clay mixed with crushed stone. It often had a design around it. Food was kept in oval and round bowls made of bark or wood. It was also kept in clay pots and in shallow soapstone jars and in baskets.

7. Indian Food

WORDS TO REMEMBER succotash—beans and corn cooked together, mammals—animals that give milk to their young, herbs—plants that are used for flavoring or medicine. C 20 3 o YOU know that many of the foods we now use came from .the Indians? Nobody in Europe had ever heard of hot corn bread, succotash, corn fritters, or corn mush. They had not tasted jellies or preserves made with maple sugar. In the summer, the Indians had many kinds of food to eat. All the waters were full of fish, such as sturgeon, eel, shad, pike, and herring. There were plenty of berries such as mulberries, cherries, blackberries, strawberries, cranberries, and huckle- berries. There were many fruits such as plums, grapes, and melons. Then there were nuts: walnuts, chestnuts, butternuts, hickory nuts, and hazel nuts. Squashes, pumpkins, and beans were raised in gar- dens. There was much maple sugar and honey. Indian men were skilled hunters. They caught many kinds of mammals and birds: badger, deer, rabbit, ground-hog, squirrel, raccoon, muskrat, ea- gle, opposum, wild pigeon, bear, turkey, and goose. Sometimes these were roasted in ashes. At other times they were boiled in water. The Indians never used salt, such as we have. When they flavored anything, they used dried shell fish or sage and other herbs. They used bear fat C 21 3 in place of butter on their corn meal mush. Their chief problem was to have enough to eat during the winter. At that time, the ground was often covered with snow and the rivers were frozen. What would you have done? You could not go to any store or open any cans of fruit. Indians didn't have any cows to give them milk or cheese. The Indian mothers dried as many of the summer fruits and vegetables as possible. They put these into bags or pots and buried them in the ground. They also dried or smoked some of the meat and preserved that, too. It was not wise to depend upon hunter's luck, because there were times when game was very scarce. Lenape Indians liked to travel to the seashore in the summer. If you have an old map, look for the Minisink Trail. This was the route the Minsi Indians liked best. They gathered oysters and clams and smoked them over a slow fire. Then they carried them home in bags. Often they buried these bags in the ground to save them for winter. Whenever they wished, they ground up some of this sea food in their mortars and baked it with corn meal. This was the beginning of corn fritters. c 22 a Lenape Indians were said to be very generous toward their friends and loved ones. They would always divide the meat they brought home from hunting, even though they knew that they might be in danger of going hungry later. They would never "hoard" while their neighbors went without food.

C23 8. Indian Money

WORDS TO REMEMBER thongs—narrow strips of leather sinews—tough cords that join the muscles of animals to the bones. You can see the sinews in a chicken's leg.

p Indians used money made from shells. They •*- called this Wampum. It was made from sea shells ground down to beads the thickness of a large straw and about a third of an inch in length. These beads were smoothly polished and strung upon thongs or the sinews of animals. These strings were often tied in bundles. Some of this wampum was black and some was white. Black beads were often made from the inside of the clam shell. White beads were worked out of the inside of the great conch shell. White beads were worth half as much as the black beads. Sometimes belts made like sashes had thousands of beads. These belts were always in the sachem's care. A belt made of two rows of white wampum with a string of dark wampum woven through the C24 3 center meant good will. When war was to be declared, red paint was used on dark wampum. A dark wampum belt with a red tomahawk meant war. Strings and belts were often presented at important occasions or were sent along with important messages. They were also kept by the head chief in a speech bag. Each string or belt had a story. In every tribe there were wise men who were trained to tell these stories to the young men. When you play Indian, can you make a speech bag? , ..vnr/itf

C25 9. What an Indian Boy Did

WORDS TO REMEMBER snare—a kind of trap. gourds—plants whose fruit looks something like squash. The dried shell was used for cups or bowls, splints—thin strips of wood, charred—burned. handicrafts—work that needed the skill of hands, council—a group of people who decide important questions.

mm SNARE. ^' GOURDS SPLINTS

OULD you like to have been an Indian boy? WLet us see what he did all day. First, he was taught how to hunt and trap. It took at least ten square miles to feed one Indian family well. Hunting and trapping were very necessary. The Indian boy learned how to make and use a bow and arrow. C26H He knew how to make traps, set snares, and stalk game. Sometimes he wrapped three round stones in pieces of skin. He tied the three thongs of these pieces of skin together. Then he threw them in such a way as to tangle the birds' feet. He could make fire quickly with a bow drill, and he knew how to send out smoke signals as the Boy Scouts do today. He was trained to see things that were far off. He had been taught to climb a tall tree once a day and notice what he saw. His eyes were almost as quick and sharp as a bird's. He could find animal tracks. He could go along a trail and look straight ahead of him, and yet see the least movement to the right or left. He learned to tell the difference between the foot prints of the wolf and those of the deer. He had to know sounds and to find out what caused them. He could imitate animal calls and could call bird or beast. Sometimes he would hide in the grass or bushes, and call up a grouse or a quail until it got within range of his bow and arrow. He could run, jump, leap, and climb. He could do all sorts of daring things. He learned how to make and use stone axes and clubs. He learned how to swim. He became a good fisherman. He made fish hooks of bone, stone, or bird claws. He learned how to put new points on fish spears. He made fish nets of fiber of nettle, with stone sinkers to hold one side down. He made fish traps by driving sticks into the mud close together and filling the spaces tightly with brush. When the tide came in, these traps were completely under water. He made fish lines by twisting strands of wild hemp or milkweed. He helped his father and the other men of his tribe when they were making a canoe Sometimes they hollowed out a great log. First they put wet

C 28 clay along the side to mark the part that was not to be burned. Then they built a fire on the top of the log. As the wood burned, they cut off the burned parts, and scraped the log with shells. The Indian boy also learned many handicrafts. He could make bowls from wood. He could make spoons from shells or wood. He could carve bowls from soapstone. He could make pots from clay or gourds. If he made pots from clay, he smoothed them with a round stone and put them in a cool place. To harden them, he placed them in a pit, and put small twigs around them. Then he set fire to the twigs. He could make baskets from wild hemp or splints from trees. He could braid mats or ropes. He could cure skins but could not make leather. He knew the signs of the weather. He could kill rattlesnakes and protect himself. He knew the value of herbs. Also, he knew how to count on his fingers. He measured distance from his thumb and first finger to the pit of his elbow. He knew the value of money in beaver skins and wampum. He could tell time by looking at the position of c 29 a the sun or the moon. His names for our months beginning with January might be: January—Squirrel month February—Frog month March—Shad month April—Spring month May—Planting month June—Fawn month July—Summer month August—Roasting ears month September—Fall month October—Gathering of harvest month November—Hunting month December—Cold month Of course, if an Indian did not live near the Dela- ware or the Hudson rivers, he would not call March "shad month." He would find some other name. Could you invent a name for each of the months to show what you do during the year? The Indian boy also learned the names of many stars. He found directions by the North Star. As a child, he could attend council meetings and listen to the old men or elders who talked in a slow, solemn manner. His father trained him in the tribe's C 30 ] code of honor. He was never to run away from a danger or forget a duty. He was to be careful, but not cowardly. He was never to lie or boast. He was never to seek a quarrel. He was always to be polite to other people. When he was six or seven years old, he was given a temporary name by his father. His real name would have to wait until he grew up and became a brave. It depended upon what he was like and how he acted. Boys and girls nowadays learn for fun many of the handicrafts the Indian boy learned in order to make a living. Do you think you would make a good Indian? What real name would you deserve?

C 31 10. What Indian Girls Could Do

WORDS TO REMEMBER parched—dried by heating. mica—a soft, shining kind of rock.

NDIAN girls worked with their mothers and learned I the work of the women. They helped raise vegetables by digging the fields with hoes made of stones, large bones, or crooked sticks. They learned to cook and to prepare food for winter. Corn was ground, parched, and stored in pots on the ground. Squash and pumpkin were cut into strips, dried, and strung along the ceiling. The girls learned how to make clothing, too. They helped to tan hides and trim them with the designs that told the story of their tribe's history. They learned to make capes and skirts from feathers. They knew how to make dyes. These were used for body paint and for staining baskets, hides, and blankets. Hickory bark made yellow dye. Indigo made blue. Brown came from walnut bark or hulls from the nuts. Red came from the root of blood- C 32 3 root. Pokeberry made the purple, and sumac made the black color. These dyes were mixed with the juice of the wild crab apple so that they would hold their color and not fade or wash away. Indian girls learned many other handicrafts. They could weave corn husk mats. They learned how to make strong jars by grinding stone, mica, or shells to fine powder, and mixing this with clay. They made hoes of wood, turtle shells, or stone. The hoes had wooden handles. The girls and women waited on the men and helped them carry burdens while traveling. In- dians had no horses or wagons so the women had to carry all their goods on their backs. A long strap, called a tumpline, was placed across the fore- head, and the bundle was fastened to the ends that hung down the back. Many people all over the world still carry heavy things like this. Do you

C 33 think it is a good way? Try it and see. Indians allowed girls to marry when they were thirteen, fourteen, or fifteen years old. Gifts were given by the young man and his parents. In a mar- riage ceremony, the groom gave the bride a bone or a piece of deer meat. The bride gave the groom an ear of corn. Can you guess why? Who was to do the hunting and who was to look after the corn and other vegetables?

C 34 THE WHITE MAN COMES TO NEW JERSEY

1. The Voyage of Henry Hudson

NE day a small ship called The Half Moon sailed O slowly up the Hudson River. It had come from Holland. On it were a number of Dutch sailors under the command of Henry Hudson. At that time, very little was known about the new land called America. Many people believed that it was not very wide. They thought that some- where there might be a passage through it. If the passage were found, it might be easier to reach the rich East Indies by sailing west than by sailing east. At least, this was what people believed. Look at your globe and see how far they were right. The Dutch were the leading sea-faring people in the world at that time. They owned colonies in C35 3 the East Indies. They were carrying on a rich trade with those colonies. They could make still more money if the Indies could be reached by a shorter route. So they had hired Henry Hudson to sail west and look for a passage through America. That was why Henry Hudson was sailing up the Hudson River. When the river began to grow shallow near Albany, Hudson turned back to look for another passage. The Indians along the shore saw the great white sails of The Half Moon. They beckoned to the sailors to land, and held out gifts of corn and beans and squash. Some had fresh-caught fish or fat oysters. Others brought beautiful furs which they gladly exchanged for ribbons or beads.

C 36 One tribe gave a big feast and danced around their council fires. All seemed very happy to see the white visitors. Hudson would have liked to stay with these friendly people for a while, but he had to keep sailing along the coast. After some months, The Half Moon returned to Holland. The short route to the Indies had not been found. But Hudson's sailors had much to say. They told everyone about the new land called Scheyechbi. They said it was the most wonderful country they had ever seen. The natives were friendly and rich furs were to be had everywhere. Their tales caused much talk. The merchants in Amsterdam, Holland, looked thoughtful. If this land had rich furs, it might be a good place to make more money. They decided to form the West Indies Trad- ing Company. 2. Dutch Trading Posts HE Dutch had trading posts in many far coun- Ttries. For one of their trading posts in Ameri- ca they chose Manhattan Island. Do you know what city is on that island today? The Dutch never dreamed that their tiny outpost would grow to be New York, the largest city in the whole world. How surprised they would have been! Several years later they began a settlement on the Jersey side of the Hudson River, where Jersey City is today. Five years after that they built Fort Nassau on the Delaware River in New Jersey. This fort was opposite what is now Philadelphia. Trading posts were places where supplies could be stored and goods could be traded with the In- dians. The Dutch gave the Indians such things as hatchets, knives, cloth or small trinkets. Indians

C38] wanted these things very much. In return, they gave the Dutch beautiful furs. These furs were worth a great deal of money in Holland. Men who were in the fur trading business began to grow rich. However, most of the fur traders did not want to stay all their lives in America. They looked forward to the time when they would be able to return home to Holland. They did not expect to remain here. They did not bring their wives and children. They did not plan to make real homes in the new world.

3. The Colony of New Amsterdam

WORDS TO REMEMBER colonists—people who settle in a new country away from their homes, refugees—people who run away for safety. r-piHE first real colonists to arrive on Manhattan -•- Island were what we should call refugees. They had fled to Holland from a nearby French country. C 39 3 The Dutch called them "Walloons" or strangers. They spoke French, not Dutch. These refugees were looking for a land where they might worship God as they pleased. They were willing to come to the New World and settle wherever the Dutch trading company wanted them. They brought their wives and children. The trading company did all it could to make their first settlers happy and contented. In 1626, Peter Minuit was sent over as governor. He brought

seeds, plants, farm tools, cows, pigs, horses, and many other things. He bought Manhattan Island from the Indians for about twenty-four dollars in goods and began to build a town. C40] This town was called New Amsterdam. At first it was only a little village with a few huts made of bark. However, it soon began to grow. Other people who wanted new homes began arriving from Holland. Many came from other countries, too. The colony of New Amsterdam included land on both sides of the Hudson River. Today, we should say it included land in both New York State and New Jersey. Some Dutch farmers began to settle on the Jersey side. Bergen was the first Dutch town in New Jersey.

41 4. The Swedes Come to New Jersey HE Dutch claimed more than the Hudson River Tvalley. They claimed the Delaware River valley, also. However, they did not have any colonists there. They had only fur traders. Christina, Queen of Sweden, decided she would like to own the Delaware River valley. She sent over two ships with fifty colonists. These colonists began at once to make a settlement on the Delaware. They called it New Sweden. This made the Dutch traders very angry. They ordered the Swedes to get out. The Swedes paid no attention. They were not afraid of the Dutch. However, New Sweden began to have other trou- bles. One of its forts was renamed "Fort Mos- quito." Can you guess why? Also, not enough ships came with supplies. There was no Swedish trading company that helped its colonists as the Dutch trading company did. Then, too, it was difficult to find enough Swedes who really wanted to stay in the new country. There was plenty of room for them in Sweden. A few Finns, who had lived in Sweden as refugees, proved to be the best members of New Sweden. These Finns liked to chop down trees. They built very good log cabins for the settlers. Later, the kind of cabin the Finns made was copied by colonists all over America. There are many other stories of the Swedish settlement. If you live near the Delaware River, you may find some of these in your town library. One tale tells of the day when the Swedes became very excited over some shining specks in the ground. They sent two shiploads of this earth back to Swe- den. Imagine their disappointment when they learned it was only pyrite or "fool's gold." They had hoped to get rich so quickly! In 1655, Queen Christina died. The Dutch seized their opportunity. The governor of New Amster- C 43 3 dam was then a one-legged old warrior called Peter Stuyvesant. He quickly gathered a small army and sailed to Fort Christina. The fort was taken without any fighting. That was the end of the Swedish empire in America. Why do you think the colony failed? Was it just because of Peter Stuyvesant and his soldiers?

5. The English Take New Amsterdam

URING this time, the English had also been D interested in the New World. England had colonies both north and south of New Amsterdam. She did not want these colonies separated by a Dutch colony in the middle. Ask your teacher to help you find a map of the American colonies before 1664 and you will see what was happening. The English said New Amsterdam ought to be- long to them. They said that John Cabot had sailed along the Atlantic coast over a hundred years C44] before Henry Hudson had come. John Cabot had claimed all that land for England. The Dutch merchants made no answer. By this time, people from many lands were living in New Amsterdam. Many languages besides Dutch were spoken in the colony. Farming was becoming an important industry. However, the Dutch trading company still made all the laws and appointed the governor. The settlers could worship as they pleased, but that was the only freedom they had. In other matters they must do as the trading company said. In 1664, England went to war against Holland. At once, the English king sent a fleet to capture New Amsterdam. The Dutch governor was Peter Stuyvesant. You remember he was the one-legged old soldier who had demanded that the Swedes surrender. Now, the English were asking him to do the same thing. At first, Peter Stuyvesant refused. He wanted to fight. However, the people of New Amsterdam would not. Stuyvesant stamped around and stormed at everybody, but it was of no use. Even the Dutch would not fight. In Holland they had been used to making their own laws. They did not like to have a trading company making laws for them and telling them what they must do. They thought that England might allow them to govern themselves. So, not one shot was fired. The Dutch flag was pulled down and New Amster- dam became English. This was the end of the Dutch empire in America. Why do you think it failed?

C 46 6. The English Settle in New Jersey rr-iHE English king gave the country he had taken •*• from the Dutch to his brother, James, the Duke of York. James changed the name "New Amster- dam" to "New York." Then, he gave the part of the land we now call New Jersey to two of his friends, Lord Berkeley and Sir George Carteret. The name "New Jersey" came from the fact that Lord Carteret had been governor of an island near England called Jersey. As we have seen, there were already a few settlers in New Jersey. There were some Dutch farmers near the Hudson River and there were some Swedes and Finns along the Delaware. However, if the new colony were to be a success, it would have to have many more colonists. The new owners, or proprietors as they were called, tried to attract people from many countries. They offered rich farm lands very cheap. People did come to New Jersey from many lands. Scotch-Irish came because of high taxes. French Huguenots came because they were in danger of [47 3 being killed on account of their religion. Quakers came because they were not allowed to worship God as they pleased in England. Other English people wanted to own land. Most of the land in England was owned by the nobles. Many German families came to find new homes where they might live in peace. They had seen thirty years of war. Again and again their houses and barns had been burned. Their cattle had been taken away by one army after another. Other people came from other countries. Most of them came because of hard times of one kind or another. People even came to New Jersey from the other colonies. In New England the soil was poor and the winters were long. Elizabethtown was the first English settlement. In 1665, one year after the Dutch had surrendered, Governor Phillip Carteret landed at Elizabethtown with thirty colonists from England. During the same year, 74 other English colonists came to Elizabethtown from New England. The next year, another group of New England people led by Robert Treat settled Newark. C 48 3 -w-

To all of these people, the New World seemed to be a wonderful land of promise. Perhaps, at last, their hopes might come true. They were willing to work hard. What are the oldest houses still standing in the place where you live? Who built them? From what countries did these people come? How did they get to New Jersey? Can you trace the route on a world map or globe? What ocean did they cross? Where did your own family come from? Why did C49H they first come to America? Ask your parents. They will help you find the answers. Today, many people are again seeking homes in new lands. Some of them would like to come to America. "I don't think it's fair to let any of them in," said one fifth grader. "America should be for the real Americans." What do you think about that?

7. New Jersey Has New Owners

URING the next hundred years, New Jersey D changed hands many times. Lord Berkeley sold his half to a number of men. When Sir George Carteret died, his half was sold, also. After a while, there were twenty-four owners or proprietors. Many of the settlers did not like this state of affairs. They said they were the ones who really owned the land. They declared they had bought their farms from the Indians. Many of them refused to pay even a small rent each year to the proprietors. There was so much trouble that, when Anne be- C50] came Queen of England in 1702, she took back the land. The proprietors could not rule any longer. New Jersey became a royal colony and remained so until the Revolutionary War, seventy-three years later. Burlington was the capital of West Jersey. Perth Amboy was the capital of East Jersey. Perhaps you would like to make a Time Line, so you can see when all of these things happened. Draw a long line. Place 1500 at the beginning; this year at the end. Show where the year 1600 would come on the line; show 1700; show 1800; show 1900. Mark the part of the line that shows how long ago you were born, how long ago your father was born, and how long ago your great-grandfather was born. Your teacher will help you make this line. You may add as many dates to it as you wish. We are now going to look at what happened in New Jersey before 1700, after the white men came. The first settlers were real pioneers. They couldn't expect to find food, clothing, and shelter waiting for them in the strange, new land. Let us see how they managed to live and make a living.

C 51 PIONEER DAYS IN NEW JERSEY

1. Making a New Home

UPPOSE you had been one of those getting ready, S' in the early days, for the long trip to America. For many weeks you would be on a tiny sailing vessel. If the weather were bad, the trip might take

C 52 more than three months. The ship would be so filled with people that there would not be room for much baggage. Your family could bring just one chest or trunk perhaps. What do you think your father and mother would decide to put into it? Remember, you would be going to a land where there were no stores. There were no houses, even. There was only the forest, with its great trees, its wild animals, and its Indians. What would you find to eat? Wild animals would be in the woods and fish would be in the rivers, but how would you catch them? What must you have in order to plant a garden? What would you eat when winter came? Where would you live? What would you need to make a house? How would you manage before the house was ready? What would happen when your clothes wore out? How would you get new ones? What things learned in the old country could your father and mother use in the new land? What new ways of farming, fishing, and hunting would they have to learn? How much do you suppose the Indians could teach them? n 53 ] 2. Wickams and Log Cabins

T A THEN the first settlers arrived in New Jersey, » * they had to get busy at once to clear the ground and plant some crops. They had to raise food to eat during the winter. They did not have time to chop down the big trees and cut them up for log houses. During their first year in the new land, many pioneers lived in wickams. These were very much like those of the Indians. They were made of pieces of bark which could be quickly fastened together on a light frame. Then, as soon as they could spare the time, the settlers began to chop down trees to make log cabins. Great round logs were piled up in even lengths.

C 54 The corners were halved so they would fit together. When the right number of logs was ready for a cabin, all the neighbors would come together and have a log raising party. This was lots of fun. While the men worked to make the house, the women cooked the dinner. The children played games with one another. One of these cabins might be built in a single day. It had just one room and a big fireplace. The roof was made of small logs or poles covered with bark or thatch. Cracks between the logs were filled with mud and moss. In the winter, dirt would be heaped against the outside walls to make the house still warmer. The floor was of earth trodden down until it was nearly smooth. A bark door was hung on wooden hinges or straps of hide. When a settler found time to improve his cabin, he might add small windows. These would be covered with oiled paper to let in some light. At night, heavy wooden shutters would be closed over them. These shutters kept out wild animals, or thieves, or enemy Indians. C 55 ] Years later, when people grew richer, and could build better homes, many still used these wooden shutters. They felt safer at night. A pioneer might also improve his cabin by add- ing a wooden floor. He would try to smooth the upper sides of the logs with his axe, and make this floor as level as possible. Where do you suppose the settlers gained the ideas that helped them make homes in the new land?

3. Pioneer Furniture

HE little ships that crossed the ocean did not Thave room for fine furniture or silverware. They did not even have room for flax and wool. The first settlers had to supply most of their own needs. At first, some people had to sleep on piles of grass or dried leaves. Then, as soon as they could, they built beds that we should call bunks. These were raised platforms about two feet high. They were built into a corner of the cabin. Most of the bedding in the early days was of C 56 3 skins from bear, deer, or wolf. Of course, there were no springs on the bedstead. When mattresses were made, they were stuffed with corn husks or hay. Three-legged stools were used for chairs. They were made of split logs smoothed on the upper side. Only an old person or a sick one could have a "barrel chair" made out of a barrel. Tables were not like the ones we have today. The dining table was a long, narrow board. It was laid on two supports that we should call saw- horses. When a meal was over, the board was taken off and washed. Today, we still use the word "boarder." It really means one who pays for the use of the eating board.

C 57 4. What the Pioneers Ate

HEN many of the settlers landed, they had Weaten up most of the food they had brought with them. What were they to do? It would be a long time before another ship would arrive with fresh supplies. Pioneers had to turn at once to hunting, fishing, and planting. It was easy to hunt and fish in the summer. Deer were plentiful. Wild turkey were everywhere. There were also wild pigeons, pheas- ants, and quail. The rivers were full of fish. Planting was more difficult. How was the great forest to be cleared away? How could the ground be plowed when there were no plows? Suppose the seeds brought from England failed to come up? The Indians knew the answers to many of these questions. They were glad to teach the first white men what they had learned about food. Without their help, many of the pioneers surely would have died. The Indians had a new vegetable that none of the white men had ever seen before. It was maize or corn. C 58 ] Corn was very easy to plant. It grew well. The Indians showed the settlers how to raise it. They made a little hole in the soil with a sharp stick. Into this hole they put a dead fish for fertilizer, five kernels of corn, two or three beans and a pumpkin or a squash seed. They did this every three feet. The beans climbed the corn stalks and were ripe first. Then came the ears of corn and last of all, the pumpkins. The Indians also showed the pioneers how to grind the corn and to cook it. Even today, we cook our corn the same way. Many of our corn dishes have Indian names. Did you ever have succotash or hominy? What other corn dishes do you like? C 59 3 Many pioneer families ate corn meal, in some form, every day of the year. The yellow meal was slowly stirred into a pot of water and boiled. Salt was added. Sometimes sweetened corn meal was put into a bag and boiled. Then it was eaten with maple syrup. This was called Indian Pudding. Hunters on long trips usually took some parched corn with them. This was easy to carry and even a few grains a day would keep a man from starving. All the colonists who came to America were very glad to learn about corn and to use it.

5. How Food Was Kept for Winter HAT were the pioneers to eat when winter came? WHow could they save some of the summer's food? What do you suppose the friendly Indians taught them? They dried as many fruits, vegetables, and pieces of meat as possible. They preserved fruits with maple syrup or wild honey. They buried root crops in the ground. C 60 ] The settlers who lived near the sea also salted and pickled some of their foods. These were things the Indians had not done. Salt was made by letting sea water stand in the sun until all the water was dried up and the salt was left. How does your mother preserve food for winter? Does she keep vegetables, fruits, or meat? How? Did you ever help her dry fruit or make jellies or jams? Perhaps your teacher will let you preserve some food in school.

6. How Meals Were Cooked

N ALL pioneer homes the fireplaces were very I large. The cooking was done over them. The first pioneers to come to New Jersey didn't have very many pots or kettles. Most of them were satisfied to own just one iron pot. In this pot they did all their boiling and stewing of meats and vegetables. They used wooden bowls, cups, and spoons as did the Indians. They used gourds, too, and clay pots. C 61 3 Today, some families have outdoor fireplaces in their back yards. They like to cook many meals over them in summer. Have you ever eaten food cooked over a fireplace? It can be very, very good.

7. Clothing of the Pioneers

HEN the clothing that the pioneers had brought Wwith them wore out, what could they use? The Indians showed the first settlers how to make deerskins as soft as cloth. From these skins the settlers made buckskin breeches and jackets, caps and mittens. Many white people also wore Indian moccasins, with moss, leaves, or other soft material placed in the bottom. As soon as they could find time, each family planted a field of flax. From the fibers of this flax linen was made. Some of the first animals brought over on any ships were sheep. As soon as a settler was fortunate enough to own a sheep, he could make wool yarn. This yarn was knitted into sweaters, caps, and mittens. Even little girls four years old were taught to knit.

C63] Later, when there were cows in the colony, people began using cow hides to make leather. Then the people could wear home-made leather shoes. To make cloth, it was necessary to have both a spinning wheel and a loom. Did you ever see a spinning wheel making thread? Have you ever woven any cloth on a loom? Perhaps your teacher will let you try. The colonists dyed their homemade cloth with the juices of fruits and vegetables which grew around them. Do you remember the dyes the In- dian women used?

8. Travelling in Pioneer Days

HE first settlers who went inland in New Jer- Tsey had two ways of travelling. One was by the rivers and the other was by Indian trails. New Jersey has many rivers. Some are tidal. This means the tide comes up every day. There are few rapids in these rivers. New Jersey rivers were easy to use. Most of these pioneers built their homes on the £64 3 shores of rivers. They did not go into the tangled underbrush. At first, they travelled in Indian dugouts or canoes as we should call them. Later, they built flatboats by binding logs together in a large raft. On these they could float their goods to market. New Jersey also had many Indian trails. They crisscrossed the state. Most of them were animal trails that followed the streams and rivers. These trails crossed the streams at the places that were easiest to ford. They followed the best grade up the hills and went by the shortest distances. To- day, many of our great modern highways follow the paths of these old Indian trails. Many other roads were Indian trails, also. Did the Indians ever travel over any road that is near your home? In the beginning, the trails made by the Indians C65] were very narrow. Indians always walked single file, with one foot straight in front of the other. They did not need wide paths.

INDIAN T RAIL S - ---JJ

C 66 Their trails wound in among rocks and great fallen trees. The pioneers had to work very hard to make these trails wider. They always travelled with their axes. They had to clear away wild vines and bushes. They had to lay aside fallen tree trunks. The first settlers travelled these trails on foot, with their packs on their backs. There were no horses in New Jersey when the white men came. Rivers were crossed at fords or shallow places. Sometimes a bridge was made by letting a great log fall across a stream. Travelling was so difficult that few pioneers ever went very far away from their new home. The children who were born in America knew very little of the world outside of their own neighborhood. How far have you ever travelled on foot from your home?

9. Money in Early Days

HE pioneers did not need much money. Most Tof the trade in the early days was carried on by barter. Goods were exchanged for goods. A C67] farmer might give a blacksmith some corn. The blacksmith might give the farmer some nails. However, it was not always easy to make an ex- change so that both parties would be satisfied. Do you see what some of the difficulties would be? Since there was no real money, such as we know, made in New Jersey, something had to be used as money. What do you suppose the colonists used? The thing chosen had to be: 1. Something that was fairly scarce 2. Something that was small and could be carried around easily 3. Something that would not wear out easily, but would last for a long time What do you suppose could be used? Some colonists used beaver skins, but they were not very small. Some used corn, but that was not very scarce. However, most of them preferred Indian wampum. Since much of the trading was with the Indians, this worked fairly well. It was used by the piece, or one foot string. Several places were set up for making it.

C 68 10. What the Pioneers Did for a Living

ALMOST all of the pioneers were fanners. They •**• had always dreamed of owning land. Now this dream had come true. It was very hard to clear the land. At first a settler would make just a small clearing with a fence around it to keep out wild animals. Then he would burn bushes and small trees. To kill the big trees he would cut a ring through the bark clear around the tree. Since the settler's animals had to be left outdoors, they were branded. Some were hobbled by having two feet tied together. Others wore bells. They were very different from our well-fed animals today. These cows gave no milk during the winter. Meat was of poor quality. Sheep had short fleece. Horses were small and could not do hard work for a long time. There was much hard work for everybody. But the pioneers did not complain. They were making homes for their children and their children's children. This was their country now! C 69 ] In those days, children did not have very much time for play. Boys helped their fathers. They planted and hoed corn. They weeded and pulled flax. They carded wool and made new wool cards. If they were strong enough, they helped at house raisings and log rollings. At these times all the men came together to build a new home for someone. The girls helped their mothers. Both boys and girls knitted their own caps, mittens and stockings. Even children four years old could knit. Suppose you were a pioneer, just arrived on your new land. What would you do first? What would you do next? C70] 11. The Indians and the Pioneers

T)EFORE the white men came, the Indians had •*-* never seen a cow, a pig, a sheep, or a horse. Neither had they ever seen a wheel. But they knew how to live in the new country. They were glad to teach the pioneers what they knew about food, clothing, and shelter. By doing this, they saved many settlers' lives. One year the Dutch in New Amsterdam foolishly started an Indian War. While it lasted, no pioneer's life was safe in New Jersey, either. However, the Lenni Lenape were not very warlike. Most of them were glad to live in peace with the white men. They brought furs to trade. They sold great stretches of land for beads, guns, blankets and powder. They did not know what it meant to sell land. They thought they could still live upon it and hunt the animals.

C71 COLONIAL LIFE IN MORE SETTLED COMMUNITIES

1. Classes in the New World

life between the years 1700 and 1775 was different in many ways from life in the century before. Some families had now been in New Jersey for over a hundred years. They were no longer pioneers. Many of them lived in villages and towns. A few of the larger towns were even called cities. In all of these villages and towns there were Classes, just as there had been in the Old Country. Each kind of people lived differently from the others. Each dressed differently. Indeed, it was even against the law to dress alike. If a farmer's wife wore the same kind of a gown that a lawyer's wife had, her husband might be fined, or even put into prison. In the upper class were the ministers, lawyers, C72H SERVANT WORKER TRADESWOMAN WEALTHY state officials and rich people. In the middle class were the farmers, merchants, and mechanics. In the lowest class were the Negro slaves and the indentured servants. Indentured servants were people who had agreed to work for a number of years to pay for their passage to America. However, there was one important way in which classes in the New World were not like those in the Old World. No one had to stay in the class in which he was born. There was still plenty of land. Anyone who wanted to work could do so. When an indentured servant's three or five years was up, he might become a farmer. Sometimes he even became rich. A farmer's son might become a minister or a lawyer. Yet not even the richest man in the upper class could enjoy many things that all of us have today. Of course, he could never listen to a radio or see a movie or ride in a car. What else could all his wealth never buy? Today, do different kinds of people have to live and dress differently? Ask your teacher what she thinks about this matter. Do we have "classes" of people?

2. Dutch Homes

WORDS TO REMEMBER nationality—belonging to a nation, mortar—a mixture to hold bricks together, kiln—a large oven in which bricks were baked, eaves—the edge of the roof that hangs over. • bins—boxes. head cheese—part of the meat of the head, or of the head and feet, of an animal cut up fine and spiced. £74 ] WE have seen, some of the towns in New Jersey A were settled by English people, while others were settled by Dutch, German or some other nationality. Each wanted its own church and its own language. It wanted many of its own customs, too. Most of the pioneers had lived in log cabins. But, in the more settled communities, people began to build other homes. In Holland, most of the houses had been made of brick or stone. For this reason, the Dutch colonists wanted to build their new homes of brick, too. A few who were rich had yellow bricks brought all the way from Holland. Others used native sandstone held together with a mortar made of river mud mixed with straw or hog's hair. Some- times a Dutch settlement had a brick kiln in which bricks were made of native clay. Have you ever seen an old Dutch house? Per- haps there is one in the place you live. If not, ask your librarian for a book with pictures. Have you ever seen any new homes with much the same design? Dutch houses had low ceilings. They almost always faced south if they were in the country. Do you know why? Roofs were high and steep. Great overhanging eaves made a good awning to keep out the summer sun. Walls that were a foot and a half thick helped keep the rooms cool in summer and warm in winter. In the towns, each house had a front porch, or "stoop" as the Dutch called it. This stoop often had two wooden benches facing each other. Here the whole family would sit on summer evenings and visit with the neighbors. The front door of most Dutch houses was di- vided across the middle, so that the top part could C 76 3 be opened while the bottom part remained closed. In this way, the house could be aired without letting the babies get out or the cats and dogs come in. Inside of the house was a very large fireplace, with room for a whole family to have seats around the fire. Meat hung and smoked within the large chimney. The mantel was often trimmed with bright colored tiles which came from Holland. Some- times these tiles had pictures of scenes from the Bible. Two very important rooms in any Dutch home were the cellar and the attic. The cellar was filled with good things to eat. There were great bins of apples, turnips, beets, parsnips, and other fruits and vegetables. Barrels would be filled with corned beef, salt pork, and salted fish. There might also be head cheese, sausages, and spiced fruit stored in the cellar. The smoke house, a small building where the meat was smoked, was filled with hams, bacon, smoked beef, and sausages. In the attic were great strings of dried pumpkins and apples, and heaps of dried beans and corn.

C 77 3 3. English Homes

OST of the English people wanted to build M their houses of wood. There was plenty of wood everywhere. However, at first only the rich could have frame houses covered with clapboards. Each round log had to be shaped square and sawed into planks by hand. Then a sawmill might be set up in a neighborhood. After that many wooden houses could be built. These houses were always unpainted. Can you find pictures of any of the earliest ones? What is the oldest house that you have ever seen? Do you know who built it and when? Were its logs shaped by hand or sawed at a mill? The English, too, stored winter food in their cel- lars and attics. Most of the first houses were made almost en- tirely without iron. Nails were very precious because they had to be made, one by one, at the blacksmith's shop. Have you seen any of these old nails? They are square, not round. Why? Often, wooden pegs were used instead of nails. These pegs were usually a little thicker than your thumb. The roof timbers were often pinned together and weighted down with other pieces of wood. The inside walls were covered with whitewash. No one had carpets. The bare floors were scrubbed to keep them clean. Sometimes they were covered with white sand that could be swept by a broom into patterns. 4. Manor Houses

WORDS TO REMEMBER blacksmith—a man who makes articles out of iron in his own shop, especially horse shoes. plantation—a large farm. various sizes—different sizes. hemp—a plant whose tough fibers are used to make rope or coarse cloth.

CH people often lived on large estates on the K banks of the rivers. Some of these beautiful homes are still standing. A few have been kept as museums or "Washington's Headquarters." Many of the estates were really plantations. They were five or ten times as big as one of our large farms today. On an estate there might be a blacksmith shop, a wheelwright shop and a place where rope was made. Looms for weaving linen, machines for preparing flax, and spinning wheels of various sizes, were used on these plantations. Usually there was a great number of slaves to help do the work. However, the rich people were n so 3 not idle just because they had servants. They worked very hard, too. They were always trying to find better ways of farming. They brought cattle, horses, sheep, pigs, and chickens from England. They also brought many fruit trees, such as apple, pear, plum, peach, and cherry. They raised much wheat, corn, hay, hemp, and flax. Often one of the great homes had its own wharf. Then, from the dock, ships would often carry salted meat, grain, furs, and lumber as far as the West Indies.

C 81 5. How Food Was Cooked

WORDS TO REMEMBER willed—gave them when they died, twirled—turned very fast.

N COLONIAL days, getting the meals ready took a I great deal of time. All cooking for both rich and poor people was still done over open fireplaces. Many of them were so large that seats were often built within the chimney on either side. At night the children could sit on these seats and watch the huge logs burn as the sparks flew upward. Through the great open chimney they could see the stars in the sky above. Each fireplace had a crane or swinging iron bar on which hung iron pot hooks. Upon these swung the pots or kettles for cooking. Look at the picture of one of these fireplaces. Do you see the crane? The pots and kettles were of different sizes. Those that were supposed to sit on the fire had three iron feet. Those that were to be moved while food was cooking had long handles. L82 3 Most kettles for baking were broad and shallow. They had iron covers upon which the red-hot coals were piled. These pots and kettles were so valu- able that people often willed them to their relatives when they died. Sometimes meats were roasted by being hung on a string before the fireplace. This string had to be twirled continually. Sometimes they were placed on a thin iron rod called a spit. This had to be turned from time to time to keep the meat from burning. Often one of the children in the family was set to take care of the roast. While a chimney was being built, people often C 83 3 made a brick oven on one side. The oven had an iron door. Once a week, inside the oven a hot fire was built. When the wood of the fire burned to coals, it was shoveled out. Then, bread, cake, or a pot of beans to bake was put in with a very long handled shovel called a "peel." A peel was usually given to a bride for a wedding present. It was said to be a sign of good luck.

6. How Houses Were Lighted

WORDS TO REMEMBER tallow—fat used to make candles. bank a fire—cover the fire so that it will burn slowly. r-i-iHE pioneers went to bed early and rose early. •*- In this way they did not need much light other than sunshine. In the winter, there was always the flickering light from the great fire. Also, pine knots were often burned on a stone in the fireplace. These were taken from the pitch pine tree. They burned slowly, and so were very good for a light. They C84 3 were called "torch pine" because they were also used at night for torches. However, most of the colonists preferred to use candles. Every day they carefully saved all the grease from cooking. They melted this to make tallow. Then they made wicks of rolled cotton or of the silky down of the milkweed plant. They doubled these wicks and slipped them over a small stick called a candle rod. Slowly they dipped the wicks over and over again into the hot tallow until the candles were the right size. Some people also used whale oil lamps. These were made by placing a lighted wick in a dish of

C 85 whale oil. Such lamps were not very good, though, as they often gave off more smell than light. There were no matches. If a colonist did not have any flint and steel for starting a fire, he had to bank his fire very carefully. Otherwise, it might go out over night. Then, someone would have to walk to the nearest neighbor's in the morning to borrow a basket of live coals.

7. Setting the Table

WORDS TO REMEMBER punch bowl—a large bowl to hold the drink. finger bowl—a small bowl to hold water to wash the fingers at the table, trencher—a wooden trough used as a plate.

PUNCH BOWL FINGER BOWL TRENCHER.

HERE were few dining room chairs. On each T side of the table was a long narrow bench without a back. Here is where the people sat while eating. C 86 3 Colonial girls did not have to spend much time setting the table. Even the rich had very little china or silver. The few pieces they had were to look at, not to use. Many people did not have forks. Few had glasses. Instead of plates, as we know them, trenchers were used. These were blocks of wood about a foot square and three or four inches deep. They were hollowed out into a sort of bowl in the middle. Nothing was known about germs. Two people often ate from one trencher. Nobody thought of having a drinking cup of his own. Even the great punch bowl was passed up and down the table at important feasts, for everyone to drink as much as he wished. n 87 3 All of the colonists had spoons made of wood, iron, or horn. Much food was cooked so that it could be eaten with these spoons. Thick stews, hashes, and porridge were common. The rich people always had napkins to keep their hands clean while they ate. They had finger bowls, too, in which they dipped their hands before they wiped them.

8. The Clothing of the Colonists

WORDS TO REMEMBER warp—the threads running lengthwise in.the cloth, woof—the threads running from side to side, indigo—a plant which produces a dark blue dye.

"|v /TANY of the farmers wore home-made leather -LV.L shoes, buckskin breeches, and linsey woolsey shirts. Their wives wore linsey woolsey dresses for everyday wear. This linsey woolsey was a cloth made of both flax and wool. The warp was of flax and the woof was of wool. Ask your teacher to show you how to do some weaving. Then you will see what this means. C 88 ^ Wool yarn was made on a spinning wheel. Then, sometimes it was woven, and sometimes it was knitted. Not every family was fortunate enough to own a loom, but almost everyone knew how to knit. Many colonists made their own dyes. They knew that onion skins would make a beautiful yellow. Onion skins with indigo would make green. Butter- nut or walnut bark would make a different brown for each month of the year. As time went on, and ships brought more and more goods from the Old World, the wives of fanners did not have to wear linsey woolsey for Sunday. Their "best" dress might be of taffeta, Holland linen or silk. It had to be made by hand because there were no sewing machines. Often, the dress lasted for many years. Sometimes a colonial woman was still able to wear the silk dress of her grandmother, or even of her great-grandmother. The rich people dressed differently. They did not look like the other people in the country. Most of them, except some of the Quakers, had their clothes sent from England. Also, the styles for these people did not remain the same, so that a C 89 3 girl could not wear her grandmother's dress. Sometimes a rich person would want to buy goods and have some of her dresses made in this country. Since there were no dress patterns, such as your mother uses, the English merchants would often send some dolls to New Jersey. These dolls would be dressed in the latest fashion and would show what the new styles were. When the dresses of a rich lady became out of style, they were never thrown away. Instead, they were carefully made over. When cloth had been made over too many times, and had grown old and faded, it was pulled apart and dyed another color. Then it was sewed again into curtains or pillow tops. Nothing was wasted. Why? Little boys and girls were dressed just like their parents. When it was the fashion for men to wear C 90 ] wigs, four year old boys wore wigs, too. When women wore corsets, linen masks, long silk gloves, and thin silk shoes, little girls wore them, too. Wealthy men and women alike wore gay colors, laces, silk or satin cloth. Tradesmen, farmers, and servants dressed more quietly and did not change fashions often. Can you find more pictures of people living in colonial days? What different styles do you see worn? Can you copy some of these styles upon lantern slides and give a program in your school? Perhaps your mothers would like to be invited.

C91 9. Colonial Furniture

TIME went on, the richer families began to buy A furniture from the Old World. Much of this was very beautiful. It could be brought to America now because more ships were crossing the ocean. Also, some fine furniture began to be made by skilled workers in this country. It was sold cheap enough for the middle class to buy some, too. To- day, such pieces of furniture are highly prized as antiques. People who still own some are very fortunate.

C92] 10. Transportation of the Colonists

WORDS TO REMEMBER gullies—deep ditches. stirrup—the part of the saddle in which a rider puts his foot, ford—a shallow place in a river where it is possible to walk across. ruts—tracks made in the ground by wheels, axle—the bar on which the wheel turns, prairie schooner—a kind of covered wagon, emigrants—people who leave their country to go to another country.

AXLE WITH WHEELS PRAIRIE SCHOONER r~piHE colonists had hard work to make Indian •*- trails into roads. Paths had to be widened and straightened. Big roots had to be dug out so that they would not break some horse's leg. Trees had to be cut down to fill in gullies. As soon as there were horses, most people rode C 93 J horseback and led mules who carried the packs. When a child or a woman traveled, he or she was usually seated on a pillion or padded cushion. This was a kind of seat behind the saddle. The woman or child sat on the pillion with both feet on the same side of the horse. Sometimes there was a foot rest fastened to the pillion. When two men were travelling, and had but one horse, they might "ride and tie." One man would start on foot. The other would ride. Of course, the man on horseback would go faster. After he had ridden for a distance, he would dismount, tie C 94 3 his horse, and go on walking down the road. When the other man reached the horse, he would untie him, get into the saddle, and ride ahead. He would pass the first man on the trail and continue a good distance. Then he would get off, tie the horse as the first man had done, and go ahead on foot. The two men would keep this up until their trip was fin- ished. They could go a long way in this manner. The first carts used by the colonists had two wheels. These wheels were often made of whole sections of tree trunks. The smaller rivers were crossed at fords. There were a few bridges made of tall trees and short planks. Two tall trees might be chopped down so they would fall across a stream. Then planks would be laid across them. The larger rivers were crossed in some places by small ferries. Some of these ferries were moved by

c 95 ropes or oars. Others had sails. The colonists used boats whenever possible. Oth- erwise, they chose to go on horseback. This was because the roads were always bad. In the spring they were very muddy. In the summer they were covered with dust. In the winter they were covered with ice or snow. Even after they had been made wide enough for carts, the ruts, roots, rocks, mud- holes, and washouts often upset the carts or broke their wheels and axles. As long as it was nobody's particular business to repair the roads, they con- tinued to be in poor condition. In 1723, the first stage wagon came to New Jersey. It traveled twice a week between Trenton and Phil- adelphia. From that time, one stage line after another appeared. By 1800, most of the principal towns had them. Coaches with leather springs took the place of the first uncomfortable stage wagons. Milestones were placed along the principal roads. Every twelve miles a coach would stop for a fresh relay of horses. This twelve miles was called a "stage" of the jour- ney. That is why a coach that went from stage to stage was called a "stage" coach. Today we still C96] speak of travelling by "easy stages." However, travelling in stages was not very easy in colonial days. Travelers were glad to rest, when they could, at an inn. Each inn keeper was re- quired by law to have at least two feather beds for people and stabling and feed for horses. In those days, being the driver of one of the "flying machines," as they were called, was an exciting job! It took a great deal of skill. Look at the picture of some coaches rushing madly along, and you'll see why. Imagine driving six or eight horses at top speed over the bumpiest kind of dirt roads! Into an inn yard you would dash, blowing your horn and cracking your whip. Servants would run out and hitch up fresh horses! Off you would go again! Sometimes you would get stuck in the mud and all the passengers would have to get out and help push. Sometimes several of the passengers who were tired of being bumped around too long would ride horseback beside the coach for a few miles. Extra horses were often brought along for them. Stage coaches carried people and their baggage, but they did not carry other goods in large amounts. C97] Another kind of wagon was used. This was the Conestoga wagon. We should call it a "covered wagon" or prairie schooner. It was the same kind that was used later by emigrants going to Cali- fornia. Ask your teacher or librarian for a picture. How useful do you think such a wagon would be? As you will see, the driver sat on the left rear horse. When meeting another wagon, he had to pull to the right, in order to watch the space between the wagons and see that they cleared. Other wagons found it easy to use the deep ruts made by the Conestoga wagons. This is the reason that all cars and wagons in this country keep to the right when they want to pass each other. Before the Conestoga wagon was made, they stayed on the left, just as they had done in Europe. They still keep to the left in England. Suppose you had lived in colonial days. How would you have wanted to travel? Would you have chosen a stage coach for a trip to New York or to Philadelphia? Would you have taken a two- day boat trip and slept in an unheated cabin or would you have gone on horseback?

n 98 n 11. Occupations in Colonial New Jersey

WORDS TO REMEMBER churn—a machine in which butter is made from cream, barrel staves—bent wooden boards used to make a barrel, forge—a place where metal is heated very hot and hammered into useful things, such as nails or horse shoes, shoe pegs—pieces of wood used to fasten together the soles and uppers of boots and shoes, charcoal burner—a man who makes his living by burning wood to make charcoal. This charcoal was needed for melting iron, grist mill—a mill for grinding grain, wheelwright—a wheel maker.

BARREL STAVES

ANY people were farmers, as we have seen. M However, they had to do more than take . C 99 ^ care of their farms. They had to be jacks-of-all- trades, too. They must make everything that was made. Most of them did their own carpentering and wheelwrighting. They tanned their own leather. They made their own shingles, fence posts, barrel staves, churns, spinning wheels, looms, and household furniture. Often they made their own shoes and boots, as well as hats and caps. Some- times they shod their own horses and made their own tools on a home forge. They took the fibers from flax plants to make linen thread. They wove this thread into cloth.

C 100 Every boy wanted to own a sharp knife or pen- knife. If he had one, he could whittle all kinds of things such as spoons, brooms, hoops for barrels, shoe pegs, and small toys. Almost everything that was used every day was made of wood. As time went on and roads were made, farmers could sell some of their extra grain and meat. Then, they did not need to make all of their clothing, or furniture, or farm tools. People who lived in the villages began making things for their fellow villagers and the nearby farmers. Perhaps they built a grist mill or a saw mill, or set up a blacksmith shop. Lumbering was a good business, too. There was always much work for carpenters, weavers, brick layers, and other skilled mechanics. However, at first, one man might have to have two jobs. A blacksmith would not have enough work in his blacksmith shop, so he would have to be a charcoal burner, too. Sometimes he would care for a farm at the same time. When a village grew to be a town and there was work enough for two blacksmiths, one of them might decide to be a special kind of iron worker called a wheelwright. Then there would be a blacksmith and a wheelwright. As soon as there was work for a number of carpenters or "joiners," as they were called, one might become a cabinet maker. A second might make nothing but chairs, while a third was a "cooper", whose business was to make barrels and kegs. Some years after a grist mill had been built, a flour mill might be built also. The grist mill ground grain into coarse feed for cattle. A shoemaker or "cordwainer" might travel about

C 102 from farm to farm. Where there was a village, a tanner might set up shop, and take half of the hides which the farmers had collected in return for his services to them. When the village had grown to be a large enough town, it might have not only a tannery, but a harness shop and a shoe shop as well. What colonial villages or towns were near the place where you live? Ask your teacher or librarian to help you find out what they were like. Per- haps there is some old person whom you could ask also. How many people lived in such a village? What did they do? What stores were there? What mills were nearby? If you were choosing a site for a village, what would you consider a good spot? Should it be high or low ground? Should it be near the river? Would a waterfall be important? Why do some towns grow larger and larger, while others stay the same size or grow smaller?

103 3 12. Fun in Colonial Days

WORDS TO REMEMBER cricket—an English game played outdoors with ball, bats, and wickets. bowls—a game something like bowling, tavern—an early day hotel with a bar room, inn keeper—a hotel keeper, posted notices—nailed notices to a post in some public place.

EFORE the days when machines could be had, B there was much more to be done. People had to keep busy all the time if they were to have enough food, clothing and shelter. For this reason, "bees," where everybody worked together, were often held. We might call them "work parties." There were husking bees, quilt- ing bees, apple paring bees, haying or threshing bees, and many other kinds. After the work was over the guests would have many good things to eat. Then would come games and dancing. When women went calling, they usually took C104] some work along, such as knitting or sewing. Some- times they even took their spinning wheels. They did not want to waste a single moment. In the winter, when there was little outdoor work, there was some free time. Then dancing parties, singing schools, skating, and sleighing became pop- ular. Some colonists enjoyed horse racing, cricket, wrestling, boxing and shooting. Prizes were often given at shooting matches. In Bergen and Hudson counties, the Dutch people played a game called "Bowls." The club houses or town halls of those days were C105 3 the taverns. These were the centers of all local gatherings. They kept travellers overnight. They posted notices. They handled whatever mail there was. An inn keeper was a person of much impor- tance in the neighborhood.

13. The Indians and the Colonists

ARLY settlers often lived side by side with the E1 Indians. The first colonist in what is now Flemington was William Kase. The chief of the nearby Indians took Mr. Kase into his own wigwam, fed him, and then had the Indians build him his log cabin. When Mr. Kase's first baby was born, the In- dians scraped out a large log and made a cradle with rockers and a top over one end. As the Kase children grew older, they were often allowed to go to the Indian camp and spend the day playing with the Indian children. However, as the Indians sold more and more land to the white men, they had less and less for themselves. As we said before, they did not know what C 106 3 it meant to sell land. As one Indian chief said, "You claim all the wild creatures and will not let us come on your land to hunt for them. The cattle you raise are your own, but those which are wild are still ours, for when we sold the land we did not propose to deprive ourselves of hunting the wild deer or using a stick of wood." The Indians could not understand the ways of the white men. Why should people want to cut down forest and kill game? By 1762, the Indians were in a sad state. Then the government of New Jersey bought 3000 acres of land for them at Indian Mills, Burlington County. C107 3 This was the first Indian reservation in the United States. It was called Brotherton. About 100 In- dians, most of them Unamis, were brought together. They agreed to give up titles to all unsold land, and go to live on the reservation. The government built them houses, a store, a saw mill, and a meeting house.

n 108 THE REVOLUTIONARY WAR

1. England and the Colonies Do Not Understand Each Other

Y THIS time, the country that had the greatest B power was not Holland or France. It was England. She owned colonies all over the world. However, in those days of slow sailing vessels, a mother country was often very far away from her possessions. It was hard for her to see what was happening. After the danger from Indians was over, and the French no longer had colonies nearby, the American colonists did not feel that they needed to be protected. Why should they keep on paying taxes to support English soldiers? Why should they pay taxes anyway, unless they had helped to make the laws? C 109 3 Perhaps people whose fathers or grandfathers had crossed the ocean were more independent and daring than those who had stayed at home. At any rate, they began to insist upon what they called their rights. They thought they should be treated just the same as Englishmen who lived in England. They did not want to have most of their laws made by men who lived three thousand miles away. They said England could not understand their problems. One of these problems came about because of the growth of manufacturing. Another was caused by the growth of trade. Another was caused by the lack of money.

2. The Growth of Manufacturing

WORDS TO REMEMBER ore—rock having some metal in it. bog—a piece of marshy, wet land, mold—a hollow shape into which metal may be poured.

FIRST there was not much manufacturing. A Most of the colonists were trappers and farm- n no 3 ers. They sold whatever grain, meat, fish, lumber, and furs they did not need for themselves. In return, they bought manufactured goods from England. However, as more and more skilled workers came to America, they began to manufacture, too. A weaver would set up his own loom and make goods for his neighbors. As the town grew, there would soon be work for a whole family of weavers. Next, a woolen mill would be built. There might also be a hat factory or a place for making leather goods. Why send furs or skins all the way across the ocean and back when there was a shop in the next town? It was much cheaper to buy at home. All the colonists needed things made from iron. Can you name some? In northern Jersey, iron ore was found in some places in the hills. In southern Jersey, bog iron was dug from the banks of streams. This iron was smelted by being placed with lime- stone in a furnace and heated with charcoal. As it melted, it ran out into molds called "pigs." Blacksmiths used this crude pig iron to make horse- shoes, nails, and tools. England did not mind having her colonists make bars of pig iron, but she did not want them to make such things as stoves or guns. She did not care if one man made hats or shoes or woolen goods, but she did not want four or five men to make them together. The four or five men working together made a small factory. In South Jersey, there is a fine white sand that was very good for glass manufacture. As soon as the glass blowers began making a great deal of fine glass, England did not like that, either. She felt that manufacturing should be done in the mother country. The colonists grew very angry. Wherever they could, they kept on manufacturing goods. They refused to buy the things that were taxed. There n 112 3 were several "tea parties" in which the English tea was taken off ships in the harbor and thrown overboard. One of these "parties" was in New Jersey. Ask your librarian to help you find the story. Do you know what happened in your own neighborhood at this time? Was any manufacturing carried on near your home? Perhaps someone in your class can report on "Glass Blowing," "Iron Mining," or another industry. Have you ever seen a weaver, a miner, a hat maker, or a glass blower at work?

3. The Growth of Trade

HE TRADE of the colonies had been growing Tlarger and larger. How did their location help this? Look at a map that will show Europe and the West Indies also. It was easy to build many ships because there were so many big trees in America. Some of these ships were used for fishing along the coast. Others went far away in search of whales. C 113 3 Still other ships were used for trading. Then, England passed laws saying that colonists had to ship goods only in English vessels and trade only with English countries. In New Jersey, many of the great manor houses had been built upon the banks of large rivers. Ships could easily leave their own wharves, go to the West Indies, and return. Much of the best trading was with the West Indies. The islands wanted much grain, dried fish, and smoked meat, and would send back sugar, molasses, rum, and Spanish dollars. However, most of the West Indies belonged to Spain. The new laws said that trade with them would have to be stopped. At that time, the king n 1143 and many of the people who were ruling England did not understand how the colonists felt. They were sure that there was only one side to the ques- tion. The colonists, also, were sure that there was only one side. What could happen if two peoples kept on feel- ing that way?

4. The Lack of Money

E HAVE seen what the colonists had to use Wfor money. However, wampum could not be used for foreign trade! Ships that went to the West Indies returned with silver coins as well as with sugar and molasses. These coins were from many nations. There were Dutch thalers, Spanish pieces-of-eight, French crowns, and other kinds. Many were badly chipped and only about half size. It was very hard to tell how much each was worth. Merchants found it difficult to carry on business. No one liked to make change in those days. C 115 3 Several times the colony of New Jersey tried printing paper money, in spite of the English laws. However, many merchants would not accept that at all. Do you see why? What makes our paper money worth as much as silver or gold coins?

5. War Comes to New Jersey

AR broke out in New England in 1775. At Wfirst, England did not do very well. However, she felt this was because she was fighting where all the colonists were English. If she should move her troops to New York and New Jersey, things might be different. In those colonies were settlers whose families had come from many lands. Surely they would not want to take either side! They should be glad to sell food to the army that offered the higher price. Do you think England was right? Many history books will tell you what happened next. George Washington was in command of the colonial troops. He lost the battle on Long Island in the spring of 1776, and was forced to retreat. He crossed over into New Jersey. n The British tried hard to catch him. Sometimes the last of Washington's men were just burning a bridge as the first of the British appeared. For the first time, New Jersey saw her own soldiers. But they were not winning battles! Their clothes were ragged and torn. Many had no shoes, just rags wound around their feet and legs. They were tired and hungry. Many were sick and they were running away from the enemy! Surely the war would be over in a few months! The people whose homes were in the path of the army became filled with fear. Some of them packed C 117 3 what they could in their wagons and started to run away, too. Soon the roads were crowded with refugees. Other people would not leave their homes. A number of them hurried to the English headquarters to swear loyalty. Then they were given "pro- tection papers." These papers did them little good, however. In the English army were a large number of paid Ger- man soldiers called Hessians. These Hessians could not read English. They did not know, or did not care to know, what the "papers" said. So they burned houses and barns of the "loyal" colonists as quickly as they did those of the others. They mistreated their families, and took off their cattle and other food, too. This made people, who had not taken sides before, begin to hate the English.

6. New Jersey is a Battle Ground

T LAST, Washington reached the Delaware River K and crossed it. The English could not follow C because they had no boats. However, it was De- cember and the English did not wish to build boats. If they waited, the river would soon freeze over. Washington knew their plans and saw the trap. He decided to make a surprise attack. The best time would be Christmas Eve when the Hessians were having a big party in Trenton. Have you ever seen the picture, Washington Cross- ing the Delaware! The night was freezing cold. The river was choked with ice. After the soldiers landed on the New Jersey shore, they had to push on through a driving snow. There is a story that a friend of the English saw Washington's men coming, and sent a message of warning. However, the Hessian commander was having such a good time at his party that he merely stuffed the note into his pocket, without reading it. The next day, it was found on his dead body. Washington won a great victory. Over a thousand Hessians were killed or captured. The colonists lost but two men. Then, before the English could do anything, Washington hurried his men to Prince- ton. They won a victory there, too. After these two victories, things seemed different. C 119 3 Maybe the colonists could win, even against the greatest nation in the world. Washington set up his winter headquarters near Morristown. Men kept coming to join his army. All that winter he drilled them and made ready for the Spring. Many books have been written that tell of what happened at this time. The Revolutionary War lasted seven long years. Four times Washington moved his army across New Jersey. Three large battles were fought in this state, and there were at least ninety small ones. Do you know what happened in your own neighborhood? Perhaps you can write a local history. Then you can put it in your school library. Your librarian and your teacher will be glad to help you find what has already been written. Have you ever heard of Molly Pitcher, Tempe Wick, General Pulaski, Reverend James Caldwell, or John Honeyman? Perhaps your class can take a historical tour. A few of the interesting places to visit are: Jockey Hollow National Park near Morristown and the historic old Ford mansion; Washington's Head- quarters at Morristown, Somerville, and Rocky Hill; C 120 ] Middlebrook Heights on the Watchung Mountain north of Bovmd Brook; Washington Rock on the

C121 RIN6VI00D UBR Watchung Mountain north of Dunellen; the Han- cock House near Bridgeton; the Old Barracks at Trenton; Old Christ Church near Shrewsbury; Old Tennant Church at Monmouth; the Village Inn at Englishtown; Ringwood Manor near Ringwood; and the Ferry House at Washington's Crossing on the Delaware. You might also invite some people to speak to your class and answer questions. Have you ever heard of the "Daughters of the American Revolu- tion" or of the "Sons of the American Revolu- tion?" The members of these had grandfathers or great-grandfathers who fought in the Revolutionary War. They will be glad to tell you many exciting stories of the brave deeds that were done where you live.

7. The First Flag

N JULY 4, 1776, the colonists drew up a paper O which said that they were no longer a part of England. They were going to be a new country called The United States of America. C 122] A new country must have a flag. There is a story that George Washington asked Betsy Ross to make a flag. He knew that Betsy Ross did very fine sewing. Congress decided that this would be the flag of our country. As soon as it was made, it was hurried to George Washington at Camp Middlebrook. If your class should visit Middlebrook Heights you will see a flag with thirteen stars flying high above some old cannon. This is one of the few places in the world where the Betsy Ross flag flies night and day. It marks the spot where the flag was first flown over the colonial army. Why did the first flag have but thirteen stars? How many stars does our flag have today?

C123 The stars on the first flag were arranged in a circle. This was to show that the thirteen states were all together and that each needed the other. There were thirteen stripes just as there are now. The second red stripe from the top is for New Jersey. The red of our flag stands for courage. The white stands for peace and liberty, while the blue stands for justice. What do you think the stars might mean? Each day we salute this flag. What is it that we promise to do?

8. The Colonists Win the War

AT LAST the war was over. New Jersey was really •**• free, and was one of the United States. No longer would her people have to fear the coming of enemy soldiers. Look at your Time Line. Be sure to mark this period. How many years was it from the time of Henry Hudson? How many years from today? Every war brings many changes to a country. Let us see what happened to New Jersey. C 124 3 NEW JERSEY AS A STATE

From 1775 until Today

1. Public Schools

WORDS TO REMEMBER tutors—teachers. dunce cap—a cap shaped like an ice cream cone. A stupid pupil was called a dunce.

NE thing that the Revolutionary War began O to change was an idea most people had always had about schools. Until then, only the sons of the upper class could have a really good education. Usually they were taught by private tutors. Sometimes they went to a small private school. Then they entered college. New Jersey already had two colleges, Queen's, now Rutgers, and Princeton. Rutgers was begun by the Dutch Reformed Church to train boys to be ministers. Princeton was begun by the Pres- byterian Church for the same reason. The churches also started the few schools that there were for little children. When a town was large enough to have a church and a grist mill, it might also have a school. This would be a tiny, one-room building. The minister would often be the teacher. There were Dutch schools, English schools, Quaker schools, and so on. However, during the long, hard war of the Revolu- tion, people had suffered and fought together. They began to forget that they were Dutch, Swedes, German, or English. They were Americans. They felt that all children should be able to go to school. It was not fair for just the rich, or those who belonged to a certain church, to have an education. Some said that children would grow up to be better citizens if they knew how to read and write. For this reason, they felt that everybody should help pay for the schools. People who had no children should pay just the same as people who had children. C 126 ] Others said, "No!" Each parent should pay for his own children. If he could not, his children could always take jobs that did not need reading and writing. Who do you think was right? Who pays for your being in school today? The people who said "No" were very powerful. So, for a while, not much happened. Here and there some kind-hearted person or some church started a school for a few children in some neighborhood. Then, in 1820, towns were allowed to raise money from taxes to pay for certain children. They were to pay for any children whose parents were too poor to pay. These children were called "paupers." So the first public schools in New Jersey were known as "pauper schools." The teachers of those schools were not like teachers today. There was nowhere they could be trained for teaching. Often they were people who could not do anything else. Sometimes they could hardly read or write. The first schools had no comfortable seats or black- boards or maps or pictures. Pupils who did not know their lessons were made to wear dunce caps. C 127 H Often they were whipped for giving wrong answers. However, the early schools were a beginning, even though they were poor. People who thought a good education was important kept on saying so. Then, very slowly, things began to happen. In 1853, the first really free public school in New Jer- sey was begun by Clara Barton at Bordentown. See if you can find the story about this. Clara Barton was the person who later started the Red Cross. In 1855, a school to train teachers was built in Trenton. This was called a Normal School. It is now a Teachers' College. C 128 3 Then, in 1871, a law was passed saying that all public schools in New Jersey would be free. At last every child could have an education! How many years was this after the close of the Revolution? Since then, more and more schools have been built. Today, the schools of New Jersey are among the very best in the United States.

2. Growth in Transportation

WORDS TO REMEMBER toll—a charge made for a privilege, toll keeper—a man who collected money at a gate across a pay highway.

AMERICANS had come from many countries with •**• many languages. If they were to get along together, they must know one another better. They ought to be able to trade with one another. They ought to be able to travel more easily. How could this be done? Some private companies decided to build turnpikes. These would be improved roads where people would be charged toll. C 129 3 The first New Jersey turnpike was built in 1801. After a traveller had paid his money, a pike or stick was "turned" to allow him to enter the road. Every ten miles there was a new pike. The toll keeper of one of these turnpikes knew everyone who lived within ten miles. A person could enter free if he lived within a mile. He could also enter free if he were going to church, to vote, or to see a doctor. The charges made by one turnpike company for ten miles were as follows: Wagon with two horses Each extra horse 3c C 130 3 Carriage with two horses 25c Carriage with one horse Horse and rider 4c Horses, cattle, or mules each lc 20 sheep or hogs for 6c Bridges were often built by toll companies. The sides and tops of these were covered. This kept off the snow in winter. It kept rain from rotting the boards in summer. During this time, the State also tried to make transportation better. It built four wooden bridges. They were over four of the largest rivers, the Passaic, the Hackensack, the Raritan, and the Delaware. Can you find these rivers on your map? The State also tried to improve more of the roads. Each township was to have its road overseers. These overseers could hire farmers to work for a few days on the roads near them. In this way, farmers could earn money to pay part of their taxes. However, many of the farmers were not good road builders. Others thought they did not have time to help. Most of the roads still had loose stones and deep holes. About 1820, people began to talk about canals. C131 ] These were big ditches. They were dug large enough for boats to be pulled up and down them. They were made so that water from nearby lakes and rivers would flow into them and fill them. The first canal to be built in New Jersey was the Morris Canal. The iron furnaces in northern Jersey had used up all their nearby wood. If they were to keep going, they had to have something else to burn. Coal had just been discovered in Pennsylvania. A canal could bring that coal to the iron furnaces! The Delaware and Raritan canal was built next. This was to make another waterway for people to travel from New York to Philadelphia. Before this, they had had to go by sea. What could happen in time of war, if an enemy's ships were just off the coast? Ask your librarian for stories of the war of 1812, and you will see what did happen. This was why many people thought the canal was a very good idea. Of course, it would be useful for carrying coal, too. However, the canal had hardly been built when the first New Jersey railroad appeared. This was C 132 ] the Camden and Amboy Railroad. At first, many people did not think that railroads would ever be better than horses and wagons. They said it was foolish to think that anyone could ride safely at twenty miles an hour. He would become sick. However, more and more railroads were made. They took the place of the canals and the big stage coach lines. They were very important in opening up new parts of New Jersey. People settled near railroad stations, instead of along the banks of rivers or canals. In the 1820's, steamboats were made, too. Can you find stories about John Fitch and Robert Fulton? Steamboats also helped to change people's lives. The first autos came many years later, at the very end of the 1800's. Ask your grandparents for stories of what happened in their neighborhood when the first automobile came. Just as some people made fun of railroads, so they laughed at these machines. Whenever a car was stuck, the bystanders would laugh and yell, "Get a horse!" However, other people grew very angry. They said it was not right to scare horses or other animals. They demanded that cars be forbidden. For a few years, there was a law in England saying that each car should have at least two people. One was to drive the machine. The other was to walk in front of it waving a red flag. The first cars were very high in price. Also, they were hard to start and to steer—and to stop! However, each year they were made a little better, and they cost less. After a while, garages were built. Then there were filling stations. Dirt roads began to disappear at last. Today, New Jersey has some of the finest roads in the United States. She has more railroads for her size than any other state. Four great bridges and two turtnels connect her with New York. One C 134 ] of the largest bridges in the whole world connects her with Philadelphia. No place in the state is very far away from a large city. The coming of the airplane has brought other great changes. All over the state plans are being made for airports. Soon, no town or village in New Jersey' will be very far away from any country in the whole world.

3. Improvements in Farming

WORDS TO REMEMBER overseers—men who had charge of workmen, harrow—a machine used for breaking the clods on plowed land into smaller pieces, scythe—a long curved knife for cutting grain, thresh—to separate the grain from the rest of the plant, flail—a wooden handle to which a short heavy stick was fastened by a thong. It was used to beat the husks from the grain, chaff—the husks of the grain, fertilizer—something put on the land to make the plants grow better. C 135 3 almanac—a booklet containing a calendar of days, weeks and months, with information of various kinds. poultry—chickens, ducks, geese, turkeys, and other fowls.

N COLONIAL days, most farming tools were made I of wood. They were very hard to use. The wooden plows and harrows would barely scratch the soil. Grain was cut with a wooden scythe. It was threshed with a wooden flail. Then it was separated from the chaff by being tossed up into the air when a strong wind was blowing. This was called "winnowing." Little was known about fertilizers. When the soil in one field wore out, the farmers simply cleared new land. They did not change their crops from

C 136 year to year. They did not plant other crops to give back food to the soil. When trees were in the way, farmers cut them down. They burned wood that they did not need. No one thought of the time when few tree roots or grasses would be left to hold the rich top soil. Much of this soil was washed away before people woke up to what was happening. Most of the New Jersey farmers were very poor after the Revolutionary War. The Hessian fly had ruined the wheat. Taxes were high. Farm prices were low. The only money crop seemed to be lumber and firewood for the towns. Years went by. Then a few farmers began to experiment. They tried different ways of doing things. They began to interest their neighbors in their discoveries. Soon ideas were being exchanged, Clubs for farmers were started. Fairs were held. Farmers' newspapers, magazines, and almanacs appeared. A College of Agriculture was added to Rutgers University. A few years later, a State Agricultural Experiment Station was also built in New Bruns- wick. Farmers were able to learn the best ways C 137 3 of raising animals and crops and fertilizing soils. Many farmers decided to specialize. This meant each farmer would raise just one crop. A farmer might specialize in raising poultry, producing milk, raising vegetables, or something else. Each farmer would raise the crop that was best for his farm. Today, the income per acre is greater than in any other state of the United States. This means that New Jersey farmers take in more money for the size of their farms than do any others. The most important crop is poultry. Baby chicks have even been sent by airplane to Europe. The next most important farm product is milk. Then comes the raising of vegetables. New Jersey is sometimes called "The Garden State." The largest truck farm in all the world is Seabrook Farms near Bridgeton. What are other important New Jersey crops? What crops are raised in your own neighborhood? Where are they sent? Your County Agent will be glad to answer questions. So will the State De- partment of Agriculture.

C138 4. New Jersey's Minerals

N A map of New Jersey, draw a line from O Trenton, through New Brunswick, to the Raritan Bay. South of this line lies the great coastal plain. Once upon a time, millions of years ago, it was under the ocean. For this reason, its soil today has much clay, marl, sand, and gravel. Even before the Revolutionary War, people were making glass from South Jersey sand. It was not long before pottery was made from clay, also. North Jersey has minerals, too. North of the

C 139 line you drew, you will find gently rolling hills, then highlands, then mountains. Do you know anyone who has visited a New Jer- sey mine? Would he come to school and tell your class about it? If anyone in your neighborhood has a mineral collection, ask to see the minerals that come from New Jersey. Perhaps you can start your own collection. It is said that good transportation helps New Jersey mining. Why? How would the nearness of large towns and cities help too?

5. New Jersey as a Vacation State

WORDS TO REMEMBER glaciers—large masses of ice that move very slowly, crabbing—catching crabs.

NE of the largest industries of New Jersey is O the tourist business. Look again at the line you drew across the state from Trenton to the Raritan Bay. C140 3 North of that line, New Jersey was once covered with great glaciers. This was millions of years ago. In some places, the glaciers scooped out hollows as they pushed along. These hollows filled with rain water and became lakes. In other places, the glaciers dropped piles of rocks and stones they were carrying. These dammed up streams and made other lakes. Several hundred such lakes were made in northern Jersey. Many of them are famous summer places for fishing, boating, and bathing. The largest is Lake Hopatcong. In South Jersey, because of the coastal plain, there is a good beach nearly all the way from Sandy Hook to Cape May. Can you find these places on your map? Because this beach slopes gently, the waves are not rough. The most famous seaside resort is Atlantic City. It is called by many "The Playground of the World." Behind the beach, there are many shallow back bays and inlets. These are just right for fishing, crabbing, and boating. There are also many state forests and parks where C 141 3 cabins, camp sites, or fireplaces may be had by anyone. Write to the Department of Conservation, State House Annex 19, Trenton, N. J. Ask where you can go camping, fishing, or boating.

6. Growth of Manufacturing

T~IEW factories were built until the 1850's. There -*• were no longer any laws against them. Yet their growth was slow. Let us see why. In the first place, all factories must have money, or "capital" in order to get started. Do you think there was much money just after the War? C142 ] Factories must also have people who want their goods, and can afford to buy them. By the middle of the century, a large number of settlers had gone West, over the mountains. They were making new homes in what are now Pennsylvania and Ohio. When they shipped their grain and wool back East, they asked for manufactured goods in return. Factories must also have people to work in them. They must have both skilled and unskilled laborers. It was hard to find these as long as free farm land was to be had. However, as time went on, more and more immigrants came from the Old World. Then many of them were glad to take whatever jobs there were. Factories must have ways of shipping their products. This means there must be some kind of good transportation. Most important of all, factories have to wait for the birth of new ideas. Sewing machine factories couldn't be built in New Jersey, or anywhere else, until sewing machines had been invented. Elec- trical machinery couldn't be made until electricity had been discovered! C143 3 When factories did increase in New Jersey, their growth was very rapid. Why? How many factories are in your neighborhood? What do they manufacture? Where do they ship their products? A famous inventor who lived in New Jersey was Thomas Alva Edison. Be sure to read the story of his life. What kinds of factories could be built because of his inventions? How many of the things you use every day are made by hand? How many are made in factories? Could we live without factories? What reasons do you have for your answer?

7. The Growth of Cities

-TXUKING the 1700's most of the people in New -1—' Jersey lived in the country. Even the rich stayed on their large estates. However, by 1850, only half of the people were living in the country. Today, three out of every four people in New Jersey live in a city. What has caused the change? C144 3 Why do certain villages grow to be towns and certain towns grow to be cities? One reason is manufacturing. As factories get larger, they need more and more workers. Many of these live close to where they work. Another reason for the growth of cities is a location where there is a "break in transportation," where people or goods have to change from one kind of transportation to another. In stage coach days, villages grew where people had to change coaches. After canals were dug, towns came where products were loaded or unloaded. When railroads took the place of canals, towns grew larger around each station. Village and towns grow, too, because they are on "crossroads." Where railroad lines crossed, or

C145 where they met steamship lines, cities began to appear. What city is nearest your home? How did it grow? Does your own neighborhood have more or fewer people than it had fifty years ago? Why?

8. City Problems

WORDS TO REMEMBER volunteer fire department—a fire department made up of men who volunteer to put out fires. They are not paid. contagious diseases—diseases which are spread by touch. custom—the usual way.

T)Y 1860, New Jersey had seven cities. The larg- -*-* est was Newark. Then came Jersey City, Paterson, Trenton, Camden, Elizabeth, and New Brunswick. Trenton was the state capital. Of course, those cities did not always look the way they do today! They were really overgrown villages. Many buildings were only two stories high and were made of wood. Many streets were un- C 146 ] paved. The water supply usually came from pumps. However, as more and more people began to Kve close together, certain problems began to appear. Here are a few of them: 1. What shall we do with the garbage? At first, it was just thrown out into the streets. Hogs, which were always running around, ate it up. Then, as time went on, it was collected. Some- times it was buried. Sometimes it was burned. What happens to your garbage? 2. How shall we put out fires? At first, there were no fire companies. When a fire started, someone rang the nearest church bell. People ran out of their houses with leather buckets in their hands. Those who could not run threw their buckets to the others. The men formed a line between the blazing building and the nearest well. They passed the filled buckets down the line toward the burning building. After the buckets were emptied, they were passed back by a line of women and boys. Then they were sent down again. This was hard work. The people who were near the fire were often burned or choked with smoke. As time went on, volunteer fire departments were formed. Each person was trained for the job and

C 148 knew what to do. He did not get in some one else's way. As cities grew larger, they began to have paid fire departments. Why were these necessary? What happens in your own neighborhood when a fire breaks out? Has your class ever visited the firehouse or talked with one of the firemen? 3. How shall we keep large numbers of people from getting sick1? People must have pure water and pure milk. Why? They must not go into neighbors' houses where there are contagious diseases. Today each neighborhood has a Board of Health. Do you know what your Board of Health does for you? 4. How can we protect people from other dangers'? After we have made wise laws, how can we see that those laws are obeyed? At first, cities in the New World followed the custom of the Old World by having watchmen. These were on day or night "watches." Later, watchmen were called policemen. They were given uniforms and more power. They learned better how to protect people from danger. C 149 3 What are some laws that have been made to help us today? Who sees that these are obeyed in your neighborhood? Did you ever invite a police- man or a state trooper to come and talk with your class? These are just a few of the problems towns and cities have had. What other problems are there? How are they being solved where you live?

9. The Lenape Indians Today

o YOU wonder what happened to the Lenape D Indians? The settlement at Brotherton was not a success. The Indians did not like to live in one village. They were homesick for the wild woods and the long trails. They soon became very unhappy. They did not know how to work like the white men. Most of them became very poor. The government had to give them food and clothing. Then, in 1801, some Indians in New York state invited the New Jersey Indians to join them. This was the beginning of many years of moving from C 150 ^ place to place. Each time they tried to find a land that they could really call home. Today some Lenape Indians live in Anadarko and Dewey, Oklahoma. Others live in Ontario, Canada. A few live at Green Bay, Wisconsin. All we have to remind us of those far-away people are the names of hundreds of towns, rivers, parks, and streets. Do you know any words that have come to us from the Indians? Ask your teacher which places near you have Indian names.

10. The State Emblems

HE Great Seal of the State of New Jersey has Tthree plows in a shield. They are supported by Liberty and Ceres. Liberty has a staff in her right hand. On top of the staff is a cap with a blue band with six stars. Ceres was the Greek goddess of the harvest. Here she holds a horn filled with fruit. On the top of the shield is a king's helmet with six bars and a wreath. Under the shield is a motto. c 151 n It says: Liberty and Prosperity 1776

The flag of New Jersey is light brown in color. In the center is the Great Seal of the State in blue. This flag is also the flag of the governor. The State Bird of New Jersey is the Eastern Goldfinch. This is a little bird that looks something like a canary. In summer the male is bright yellow in color, with a black tail, a black cap, and white-tipped wings. In October he loses his black cap and golden coat and becomes olive green. The female has a brown head and back. Un- derneath she is a yellowish white. Her wings and tail are black. She does not make her nest until August because she uses a feather bed of thistle down. Her nest, made of bark or grass placed in some low bush or tree, is lined with down. It has four to six bluish white eggs. The song of the goldfinch is very sweet. It says "Per-chick-or-ree." Have you ever heard it? Every state in the United States has chosen a native flower as one of its state emblems. C 152 3 The State Flower of New Jersey is the purple violet. This is the most common of all the violets in New Jersey. All of us have.seen it many times along roadsides and in the fields. The leaves are deep green, smooth, and heart shaped. The flower is light purple.

11. New Jersey in the Future

As we have said before, each great war brings •**• changes. New Jersey in 1950 may be very different in a number of ways from what New Jersey was in 1940. Let us see what some of these will be. C 153 H Such industries as smelting copper or weaving cotton goods used to be very important. However, during recent years, copper was smelted near the copper mines and most of these were out West. More cotton products were manufactured where cotton grew. Where was this? What would factories gain by being near their raw products? What would they lose? New factories in New Jersey were built away from cities, out in the open country. There was less danger of bombing in case of war. Land was cheaper. Taxes were lower. Transportation was good, so there was no difficulty in getting workers or supplies. • More people began to talk of owning homes in the country. Because of electricity, they could have radios, washing machines, or vacuum cleaners just the same as they could in a city home. They could also have all the advantages of the country. Large real estate developments, with their hundreds of houses, were planned for many parts of the state. Thousands of people who worked in New York City or Philadelphia decided to live in New Jersey. Great industries began to buy more farms. The n 1543 factories that made frozen foods, dried foods, or canned goods needed thousands of acres of vegetables. Some farmers began to experiment with crops that could be used for medicines or clothing. Do you know that many important drugs are made from plants? Have you ever seen cloth that was made from milk? What does all this mean? In certain sections, huge truck farms, dairy farms, poultry farms, or fruit farms will cover hundreds of acres. As more and more articles are invented, more and more factories will be found in rural areas. Thousands of new homes will be built. Roads will be still further improved. Larger airports will be made. Many other changes will take place. What is happening in your own neighborhood? Is it becoming a better place in which to live and work? Can. New Jersey always be one of the most important states of the United States?

c 155 INDEX Page Page Airports 135, 155 Carteret, Gov. Phillip 48 Albany 36 Ceres 151 Almanac 136, 137 Christina of Sweden 42, 43 America.. .35, 50, 52, 67, 92,113 City Problems 146-149 Americans 126 Clara Barton 128 Amsterdam 37 Classes 72-74 Anadark 151 Classes in the New World. Animals 6, 13, 27, 69 72-74 Anne, Queen of England... 51 Clothing Arizona 16 According to class 72-73 Atlantic City 141 Colonial 88-91 Automobile 133 Early Pioneer 62-64 Baron Pulaski 120 Indian 13-15 Barrel Chair 57 Clothing of the Pioneers. . 62-63 Barrette 11, 12 College of Agriculture 137 Barter 67 Colonial Furniture 92 Barton, Clara 128 Colonial Life in More Basket 19, 20, 29, 32 Settled Communities. .72-108 Bees 104 Colonists 35. 42, 43, 44, 45, Before the White Men Came 5-7 60, 93, 106, 109, 112, 116 Bergen 40, 105 Conch shell 24 Bergen County 105 Conestoga wagon 98 Berkeley, Lord 47, 50 Cord wainer 102 Betsy Ross 123 Corn.. .19, 36, 56-60, 68, 70, 77 Bins 74 Council 26, 30, 37 Blacksmith 80, 101, 111 Cricket 104 Board of Health 149 Delaware River 31, 42, 43, Bog 110, 111 118, 131 Bordentown 128 Department of Bowls 104, 105 Conservation 142 Bridgeton 122 Dewey (Okla.) 151 British 117 Dunce cap 125, 127 Brotherton 108, 150 Dunellen 122 Buckets 148 Dutch Homes 74-77 Burlington 51 Dutch people. . 25, 29, 40, 42, Cabot, John 44, 45 43, 45-48, 71, 75, 105, 126 Caldwell, Rev. James 120 Dutch Reformed Church... 126 Camden 140 Dutch thaler 115 Camden and Amboy Dutch trading posts 37 Railroad 133 East Indies 35, 36 Canada 151 Eastern goldfinch 152 Canals 131, 132, 133, 145 Eaves 74, 76 Candle 85 Eating board 57 Canoe 28, 65 Edison, Thomas Alva 144 Cape May 141 Elizabeth 146 Carteret, Sir George 50 Elizabethtown 48 156] Page Page Emblems 6,151-153 German 75, 118, 126 England 44, 109-112, Glaciers 140, 141 114-116, 134 Glass 112 England and the Colonists Goldfinch 152 Do Not Understand Gourds 26 Each Other 108-109 Gristmill 99, 102 English Homes. . ." 78-79 Growth of English people 44, 47, 48, Manufacturing 142-144 75, 116, 119, 126 Growth of Englishtown 102 Transportation 129-134 Europe 113 Gullies 93 Factory. .111, 112, 142, 144, 154 Hackensack 131 Farming 45, 53, 69, 100, Half Moon, The 35, 36, 37 135-138, 155 Hancock House 122 Farming tools 131, 135, 136 Handicrafts 26, 29, 31, 33 Ferry 95 Harrow 135 Ferry House 122 Head cheese 74, 77 Finger bowls 86, 88 Hemp 81 Finns 43 Henry Hudson 35-36, 124 Fire control 147 Herbs 19, 20, 21,29 Fireplace. 55, 61, 62, 82, 83, 84, Hessians 118, 119 142 Hessian fly 137 Fish. . .21, 28, 30, 39, 53, 58, 59 Holland 37, 40, 41, 47, 109 Fish trap 28 Holland linen 89 Fish line 28 Hominy 39 Fitch, John 133 Honeyman, John 120 Flag 40, 122, 123, 124, 134 How Food Was Cooked... 82-83 Flail ..135, 136 How Food Was Kept in Flat boat 25 Winter 60-61 Flax 56, 63, 81, 88, 100 How Houses Were Lighted 84-85 Flemington 106 How Meals Were Cooked.61-62 Fool's gold 43 Hudson County 105 Ford 93, 95 Hudson, Henry 35, 36, 124 Forests 5, 6 Hudson River. . . .31, 35, 40, 42 Forge 99 Huguenots 48 Fort Christina 44 Improvements in Fort Mosquito 42 Farming 135-138 Fort Nassau 44 Indentured servant 113 France 109 Indians.... 6, 8-13, 40, 41, 50, French 39,47, 109 58, 61, 71, 93, 106-108, French crowns 115 109, 150-151 Fun in Colonial Days. . 104-105 Indians Furs 36, 37,41, 71, 81, 111 Appearance 11-12 Fur traders 38, 42, 72 Clothing 13-15 Furniture 51, 92, 100, 101 Food 20-23 Garbage disposal 147 Furniture 19-20 Garden State, The 138 Homes 16-18 George Washington.... 116-120 Money 24-25 r 157] Page Page Occupations 26-34 Minerals 139, 140 Tribes in New Jersey.... 7-10 Minisink Trail 22 Utensils 19-20 Minsi 7,8, 10,22 Indian Pudding 60 Minuit, Peter 39 Indian Clothing 13-15 Mocassins 14, 63 Indian Food 20-23 Molly Pitcher 120 Indian Furniture and Money : 67-68, 115 Utensils 19-20 Money in Early Days.... 67-68 Indian Homes 16-18 Monmouth 122 Indian Money 24-25 Morris Canal 132 Indian Tribes in Morristown 120 New Jersey 7-10 Mortar 19, 22, 74 Indian War 71 Nails 79,91 Indigo 32, 88 Newark. . 49, 146 Inn keeper 104, 105 New Amsterdam 40, 44, 71 Iron 79, 101, 111, 112 New Brunswick.. . 137, 139, 146 Iroquois..: 10 New England 48 James, Duke of York 47 New Jersey. .71, 72, 114, 116, Jersey 47, 111 124, 128, 129, 132, 143, Jersey City 41, 146 144, 154, 155 Jockey Hollow National New Jersey as a State.. 125-154 Park 120 New Jersey Is a Battle- John Cabot 44, 45 ground 118-121 John Fitch 133 New Jersey, Development of John Honeyman 120 Colonial Life in More Joiner 102 Settled Communities.73-108 Kase, William 74 New Jersey as a State.125-155 Kiln 74 New Jersey in the Early Lake Hopatcong 141 Days 5-32 Leather 64, 100 Pioneer Days in New Legend 7 Jersey 51-72 Lenape 8, 10, 11, 18, 23, 150 The Revolutionary Lenni Lenape 8,71 War 109-124 Liberty 151 The White Man Comes to Linsey-woolsey 88, 89 New Jersey 33-50 Log cabin 43, 54, 55, 75 New Jersey in the Loom 89, 100, 111 Future 153-155 Long Island 116 New Jersey's Minerals.. 139-140 Lord Berkeley 47, 50 New Mexico 16 Making a New Home.... 52-53 New Sweden 42-46 Mammal 20 New York 38, 98, 150, 155 Manhattan Island 38, 40 Normal School 128 Manor Houses 80-81 Occupations in Colonial Manufacturing. .11, 112, 142, New Jersey 99-103 144, 145 Old Barracks 122 Mattress 57 Old Christ Church 122 Mica 32 33 Old Tennant Church 122 Middlebrook Heights..'. 121, 123 Ontario 151 C 158 Page Page Ore 110 Record sticks 9 Passaic 131 Red Cross 128 Paterson 146 Refugees 39, 118 Pauper schools 127 Rev. James Caldwell 120 Peel 84 Revolutionary War. .109-124, Pennsylvania 132, 143 126, 137 Perth Amboy 51 "Ride and tie" 94-95 Pestle 19 Ringwood 122 Peter Minuit 39 Ringwood Manor 122 Peter Stuyvesant 44, 45, 46 Robert Fulton 133 Philadelphia... .41, 98, 135, 155 Robert Treat 49 Pieces of eight 115 Rock ledges 18 Pillion 94 Road building 131, 134, 155 Pioneers 52, 56, 58, 60, Rock Hill 120 61, 64, 70, 71, 72, 75 Ross, Betsy 123 Pioneer Life Round Brook 121 Clothing of the Pioneers. 62-63 Rutgers University 125, 137 How Food Was kept in Sachem 7, 9 Winter 60-61 Sailing vessel 52, 109 How Meals Were Cooked 61-62 Saw mill 78, 108 Making a New Home.. 52-53 Sandy Hook 141 Money in Early Days. . 67-68 Scotch-Irish 47 Pioneer Furniture 56 Schools 125-129 Travelling in Pioneer Scythe 135, 136 Days 64-66 Seabrook Farms 138 Wickams and Log Seal of New Jersey 151 Cabins 54-55 Setting the Table 86-87 What the Pioneers Did Shrewsbury 122 for a Living 69-70 Sheyechbi 6, 10, 16, 37 Pine knot 84 Silk 89,91 Pitcher, Molly 120 Sinew 24 Plantation 80 Sir George Carteret 47, 50 Plow 58, 59, 136 Smoke signals 27 Prairie Schooner 93 Snare 26, 27 Presbyterian Church 129 Soot 11 Princeton 125 Somerville 120 Proprietors 47, 50, 51 Spain 114 Public Schools 125-129 Spanish 114, 115 Pueblos 16 Speech bag 25 Pulaski, Baron 120 Spinning wheel..80, 89, 100, 105 Punch Bowl 86, 87 Spit 83 Quakers 48, 59, 126 Stage coach 96-97 Queen Anne of England... 51 Stage wagon 96 Queen Christina of Sweden 42, 43 State Agricultural Experi- Queen's College 125 ment Station 137 Railroads 132, 145 State bird of New Jersey... 152 Raritan 131 State flag of New Jersey... 151 Rattlesnakes 14, 29 State flower of New Jersey. 153 C 159 Page Page Steamboat 133 Trail 64, 65, 66, 67, 93 Stuyvesant, Peter. . . .44, 45, 46 Transportation 62-67, Sub-tribe 7 93-98, 129-135 Succotash 20, 59 Transportation of the Swedes 42, 43,45, 126 Colonists 93-98 Taffeta 98 Travel. . . 64-67, 93-98, 129-134 Tallow 84, 85 Travelling in Pioneer Tattoo 11, 12 Days 64-66 Tavern 104, 106 Treat, Robert 49 "Tea party" 113 Trenton 119, 122, 139, 146 Tempe Wick 120 Tumpline 33 The Clothing of the Turnpike 129-131 Colonists 88-91 Unalachtigo 8 The Colonists Win the Unami 8, 108 War 124-125 United States.122, 124, 129, 138 The Colony of New Volunteer fire Amsterdam 39-41 department 146-148 The English Settle in Walloons 39 New Jersey 47-49 Wampum .... 13, 24, 25, 29, 68 The English Take War Comes to New Amsterdam 41-46 New Jersey 116-118 The First Flag 122-123 War of 1812 132 The Growth of Cities. .145-146 Washington Crossing the The Growth of Delaware 119, 122 Manufacturing 110-112 Washington, George 116-120 The Growth of Trade... 113-114 Washington Headquarters.. 120 The Lack of Money... . 115-116 Washington Rock 121 The Revolutionary War.108-125 Watchmen 149 The State Emblems 151-153 Watchung Mountain.. .121, 122 The Swedes Come to West Indies 81, 115 New Jersey 42-43 Whale Oil Lamps 83, 85 The White Man Comes to What an Indian Boy Did. 26-31 New Jersey 35-36 What Indian Girls Transportation of the Could Do 32-34 Colonists 93-98 What the Indians Looked The Voyage of Henry Like 11-12 Hudson 35-36 What the Pioneers Ate... 58-59 Thomas Alva Edison 144 What the Pioneers Did for Thongs 24 a Living 69, 70 Time Line 51, 124 Wheelwright 70 Tollbridge 131 Wickam 16, 17, 18, 54 Toll Company 126 Wickams and Log Cabins. Toll keeper 130 54-55 Torch pine 85 Wick, Tempe 120 Totem 7, 8, 9 Wigs 91 Tourist business 140-142 William Kase 106 Trading company. 39, 42, 45, 46 Wisconsin 151 Trading post 37, 38-39, 41 Wool 56, 63, 70,88,89 n y; DATE DUE •=**>

HAGAMAN, ADALIME P.

THE STCRY ON N. J.

RINGWOOD PUBLIC LIBRARY 145 Skylands Road Ringwood, New Jersey 37456 erse