15 About the Selection William Bradford presents a firsthand description of the initial experiences of the Massachusetts settlers known to us as the Pilgrims. Historians con- 15 sider this to be a factually accurate Of Plymouth Plantation account. Bradford relates how this community of families, united in their goals and religious beliefs, begins the William Bradford task of building a new settlement in the harsh wilderness. His account reflects religious faith, which he cred- its for the settlers’ peaceful, beneficial relationship with their Native American neighbors. Background In 1620, the Pilgrims made the difficult voyage 16 Reading Strategy to America aboard the tiny Mayflower. After fierce storms and the loss of lives, the Pilgrims landed near Cape Cod, Massachusetts, not in Virginia as Breaking Down Sentences intended. It was mid-December before they could build shelters and move • Point out to students that ashore. Once ashore, the Pilgrims found the hardships of settling in a Bradford’s style is notable for its strange land worsened by a harsh winter. They struggled to make a new clarity. Despite the considerable life in America. length and apparent complexity of some sentences, students will prob- from Chapter 9 ably find his prose easier to follow Of Their Voyage and How They Passed the Sea; than John Smith’s. • Help students break down the sen- and of Their Safe Arrival at Cape Cod tence into sections. Draw students’ [1620] SEPTEMBER 6 . After they1 had enjoyed fair winds and Reading Strategy attention to signal words (such as weather for a season, they were encountered many times with crosswinds, Breaking Down Sentences after, and, and which) that indicate and met with many fierce storms, with which the ship was shrewdly2 To better comprehend its 16 relationships among ideas and shaken, and her upper works made very leaky; and one of the main meaning, break down the events. beams in the mid ships was bowed and cracked, which put them in first sentence of this account. some fear that the ship could not be able to perform the voyage. So 17 Vocabulary Builder some of the chief of the company, perceiving the mariners to fear the Word Analysis: Related sufficiency of the ship, as appeared by their mutterings, they entered into serious consultation with the master and other officers of the ship, Forms of Peril 17 to consider in time of the danger; and rather to return then to cast Vocabulary Builder • Point out the word peril in the text, themselves into a desperate and inevitable peril. And truly there was peril (per« ßl) n. danger and let students know the word great distraction and difference of opinion amongst the mariners them- means “danger.” selves; fain3 would they do what could be done for their wages’ sake • Ask students to volunteer forms of (being now half the seas over), and on the other hand they were loath to loath (lòth) adj. the word such as perilous and hazard their lives too desperately. But in examining of all opinions, the reluctant; unwilling imperiled, and write sentences using master and others affirmed they knew the ship to be strong and firm the words on the chalkboard. under water; and for the buckling of the main beam, there was a great Possible answers: Had the Pilgrims known of the perils associ- 1. they Even though Bradford is one of the Pilgrims, he refers to them in the third person. 2. shrewdly (shrØd« lè) adv. severely. ated with their voyage, they might 3. fain (fàn) adv. gladly. have planned differently. The greatest peril that Captain John 76 � Beginnings–1750 Smith encountered was probably being imprisoned by angry Native Americans. History shows that most perilous ele- ment of settling the Americans was disease rather than violence. Immigrants in America The Pilgrims and the Jamestown colonists Have students compare and contrast the obsta- needed great fortitude to succeed in the New cles described by Smith and Bradford with the World. Discuss with students the idea that obstacles immigrants face today. Ask students today’s immigrants to the United States face to suggest and list the skills and strengths peo- their own (and different) kinds of hardships. ple must possess to overcome these difficulties. Have groups discuss the opportunities and chal- Some students may have firsthand knowledge lenges that greet today’s newcomers to of such as challenge. Invite any willing students America. These include overcoming language to share personal or family experiences with barriers, securing housing and jobs, dealing you and their classmates. with different cultural traditions, facing discrim- ination, and adjusting to life in a new place. 76 iron screw the passengers brought out of Holland, which would raise 18 the beam into his place; the which being done, the carpenter and master Humanities affirmed that with a post under it, set firm in the lower deck, and other The Coming of the Mayflower by ways bound, he would make it sufficient. And as for the decks and N. C. Wyeth upper works, they would caulk them as well as they could, and though Wyeth (1882–1945) was a prolific 4 with the working of the ship they would not long keep staunch, yet American illustrator. His work there would otherwise be no great danger, if they did not over-press her appeared with many popular and with sails. So they committed themselves to the will of God, and Vocabulary Builder well-known works of literature, and resolved to proceed. (sun« drè) sundry adj. he also took up the difficult art of mural In sundry of these storms the winds were so fierce, and the seas so various; different painting. Wyeth’s last mural commis- high, as they could not bear a knot of sail, but were forced to hull,5 for sion was a series of eight huge pieces diverse day together. And in one of them, as they thus lay at hull, in a that express the spirit and heritage of mighty storm, a lusty6 young man (called John Howland) coming upon 20 New England. The Coming of the some occasion above the gratings, was, with a seele7 of the ship thrown What happens to the ship Mayflower is one of this series. Wyeth into [the sea]; but it pleased God that he caught hold of the topsail in the storm? halyards,8 which hung overboard, and ran out at length; yet he held died before completing the project, but his son, the artist Andrew Wyeth, his hold (though he was sundry fathoms under water) till he was held 19 Critical Viewing Is this an idealized or a and his son-in-law, John McCoy, fin- 4. staunch (stônch) adj. watertight. realistic depiction of the ished the work for him. Use these 5. hull v. drift with the wind. Mayflower’s Atlantic questions for discussion: 6. lusty adj. strong; hearty. crossing? Explain your 1. What viewpoint does Wyeth use 7. seele n. rolling; pitching to one side. decision. [Judge; Support] 8. halyards (hal« yßrdz) n. ropes for raising or lowering sails. to lend drama to the scene? 18 Possible response: The view is from land––perhaps the famous Plymouth Rock––toward which the ship appears to be headed. mpany, New York City, City, New York mpany, There is a sense of excitement and expectation. 2. Wind plays a key role in the first part of Bradford’s account. How does Wyeth demonstrate the litan Life Insurance Co po power of wind in this mural? Answer: Responses might point to the billowing sails, the listing ship, and the whitecaps in the choppy seas. 19 Critical Viewing Answer: Students may respond N. C. Wyeth, from the Collection Metro of Collection the from C. Wyeth, N. that the colorful painting serves to glorify or romanticize the crossing because it does not portray the hard- ships endured by the ship’s passengers. Others might say that the painting depicts realistically the The Coming of the Mayflower, photograph by Malcolm Varon rough seas the Mayflower faced. 20 from Of Plymouth Plantation ■ 77 Reading Check Answer: The ship is shaken and damaged by the wind and seas: in addition to leaks, the ship sustains a crack in a main beam amidships. Background for Special Needs Students Enrichment for Gifted/Talented Students Seeing a visual representation of the Mayflower Challenge students to write a scene that drama- will help students picture the repairs made to tizes Bradford’s decision to document his expe- the ship. If possible, display a photograph, riences in writing. Encourage students to depict painting, or drawing of the Mayflower, the Bradford discussing the Pilgrims’ experiences Mayflower II, or another similar vessel. with Myles Standish. Remind students to use what they have learned about writing dialogue, and encourage students to perform (or at least to read) their scenes to the class. 77 21 Literature in Context up by the same rope to the brim of the water, and then The Mayflower with a boat hook and other means got into the ship again, Unfortunately, historians have been and his life saved; and though he was something ill with 21 History Connection unable to locate any detailed descrip- it, yet he lived many years after, and became a profitable The Mayflower tion of the original Mayflower. The member both in church and commonwealth. In all this voyage there died but one of the passengers, which was The Mayflower was the British ship ship was intended to make the jour- William Butten, a youth, servant to Samuel Fuller, when on which 102 Pilgrims sailed from ney accompanied by a smaller ship, Southampton, England, to North they drew near the coast.