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Copyright © 2018 by Pearson Education, Inc.

All right reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photo-copying, recording, or any
other media embodiments now known or hereafter to become known, without the prior written
permission of the publisher. Manufactured in the United States of America.

Many of the designations used by manufacturers and sellers to distinguish their products are
claimed as trademarks. Where these designations appear in this book, and the publisher was aware
of a trademark claim, the designations have been printed in initial caps or all caps.

The programs and the applications presented in this book have been included for their
instructional value. They have been tested with care but are not guaranteed for any particular
purpose. The publisher does not offer any warranties or representations, nor does it accept any
liabilities with respect to the programs or applications.

Pearson Education Inc.

501 Boylston St., Suite 900
Boston, MA 02116
Contents
Preface

Chapter 1 Introduction to Computers and C++ Programming

Chapter 2 C++ Basics

Chapter 3 More Flow of Control

Chapter 4 Procedural Abstraction and Functions that Return a Value

Chapter 5 Functions for all Subtasks

Chapter 6 I/O Streams as an Introduction to Objects and Classes

Chapter 7 Arrays

Chapter 8 Strings and Vectors

Chapter 9 Pointers and Dynamic Arrays

Chapter 10 Defining Classes

Chapter 11 Friends, Overloaded Operators, and Arrays in Classes

Chapter 12 Separate Compilation and Namespaces

Chapter 13 Pointers and Linked Lists

Chapter 14 Recursion

Chapter 15 Inheritance

Chapter 16 Exception Handling

Chapter 17 Templates

Chapter 18 Standard Template Library and C++11

Preface
This is a document that is meant to be a supplement the text for the instructor. There is a
discussion of the ideas in each chapter, teaching suggestions, and some supplementary ideas.
There are solutions to many of the programming problems. Some problems have several different
solutions that correspond to different paths through the book. The test bank contains 25 to 50 test
questions with answers for each chapter. The questions are of both short answer (multiple choice,
true false, fill in the blank) type as well as read-the-code questions and short programming
problems. I urge that explanations to the short answer questions be required of the student.
With regard to the content of this manual, it should be noted that C++ leaves many options on how
to do any problem, and any book will necessarily choose a subset to present. Our author has made
such a set of choices. I have also made what I hope is a complementary set of choices for this
Instructor's resource Manual. I am striving to produce a complementary document to the text, a
document for the instructor, but I necessarily will do some things differently. Please do not hold
the student responsible for what I have put here. The reader of this document must note that it is
necessary to read the text, as that is what the student has to work with. In spite of our efforts at
consistency of content and style, there will be some variance between some of the presentation here
and the presentation in the text.
The code has been compiled and tested with g++ (gcc 4.8.4) and Visual Studio C++ .NET 2017.
Much of the code will work on Visual Studio C++ 6.0 updated to service pack 6 but a newer
compiler is recommended that is compliant with C++11. The text uses only mainstream features of
C++, consequently, most compilers will compile the code and produce output that does not differ
significantly from the results presented here. We have attempted to supply warnings where any of
these compilers gives trouble.
 Instructor's Resource Manual
for
Savitch, Problem Solving with C++

Chapter 1

Introduction to Computers and C++ Programming

This document is intended to be a resource guide for instructors using Savitch, Problem Solving with
C++. This guide follows the text chapter by chapter. Each chapter of this guide contains the
following sections:
1. Solutions to, and remarks on, selected Programming Projects
2. Outline of topics in the chapter
3. General remarks on the chapter

Solutions and remarks on selected Programming Projects

These programming exercises are intended to help familiarize the student with the programming
environment. Solutions are very system dependent. Consequently, only two solutions are provided
for the programming projects in this chapter.

Programming Project 3. Change calculator

***********************************************************************
// Ch1 Programming Project 3.cpp
//
// This program calculates the monetary value of a number of
// quarters, dimes, and nickels.
//
***********************************************************************

#include <iostream>

using namespace std;

// ====================
// main function
// ====================

int main()
{
int quarters, dimes, nickels, total;

// Input coins
cout << "Enter number of quarters." << endl;
cin >> quarters;

6
Copyright © 2018 Pearson Education, Inc.
Savitch Instructor’s Resource Guide
Problem Solving w/ C++, 10e Chapter 1

cout << "Enter number of dimes." << endl;

cin >> dimes;
cout << "Enter number of nickels." << endl;
cin >> nickels;

// Calculate and output total

total = (quarters * 25) + (dimes * 10) + (nickels * 5);
cout << "The monetary value of your coins is " << total << " cents." <<
endl;
return 0;
}

Programming Project 4. Distance in freefall

// Ch1 Programming Project 4.cpp

// This program allows the user to enter a time in seconds
// and then outputs how far an object would drop if it is
// in freefall for that length of time

#include <iostream>
using namespace std;

int main()
{
int ACCELERATION = 32;

// Declare integer variables for the time and distance. A later

// chapter will describe variables that can hold non-integer numbers.
int time, distance;

// Prompt the user to input the time

cout << "Enter the time in seconds, that the object falls: ";
cin >> time;

// Compute the distance

distance = ACCELERATION/2 * time * time;

cout << "\nThe object will fall " << distance << " feet in "
<< time << " seconds.\n";

return 0;
}

Outline of Topics in the Chapter 1

1.1 Computer Systems

1.2 Programming and Problem-Solving
1.3 Introduction to C++

7
Copyright © 2018 Pearson Education, Inc.
Savitch Instructor’s Resource Guide
Problem Solving w/ C++, 10e Chapter 1

1.4 Testing and Debugging

Suggested course outlines:

There seem to be three major approaches to teaching C++ as the first course in programming. In the
one approach, classes and objects are done very early, frequently with a library of some sort that
must be used with the text. In another, all of the ANSI C subset of C++ is covered prior to even
mentioning classes or objects. This text takes a third road that is more middle of the road. Here,
enough of the control constructs and functions are covered prior to doing classes and objects.
However, reorderings of the chapters are possible that allow any of these approaches.
Here is a "classes early" course that follows the text closely. This outline assumes no background in
computing. Topics beyond Chapter 11 may be studied as time permits.
Day days allotted
1 1 Startup business
2-3 2 Chapter 1: Introduction to Computers
4-8 5 Chapter 2: C++ Basics. If the students have programming experience, the time
spent can be significantly reduced.
9-11 3 Chapter 3: Flow of control
12-14 3 Chapter 4: Procedural Abstraction
Test 1
16-18 3 Chapter 5: Functions for all subtasks
19-22 4 Chapter 6: I/O Streams
23-27 5 Chapter 7: Arrays
Test 2
29-32 4 Chapter 8: Strings and Vectors
Chapter 9: Pointers and Dynamic Arrays
33-37 5 Chapter 10: Classes
38-41 3 Chapter 11: Friends and Overloaded Operators
Test 3
5 Chapter 12 Separate compilation and namespaces
3 Chapter 13 Pointers and Linked Lists
3 Chapter 14: Recursion
3 Chapter 15: Inheritance
3 Chapter 16: Exception Handling
3 Chapter 17: Templates
2 Chapter 18: Standard Template Library and C++11

Reorderings:
The author suggests a reordering in the preface that allow almost all of ANSI C (with the tighter
C++ type-checking) to be covered before classes. Several variants on this reordering that allow
classes a bit earlier are presented in the text. The author describes interdependency of the chapters
in the preface of the text. Other reorderings are certainly possible.

8
Copyright © 2018 Pearson Education, Inc.
Savitch Instructor’s Resource Guide
Problem Solving w/ C++, 10e Chapter 1

Chapter 1:
The student should do all the programming assignments in this chapter. These teach the locally
available program development system and familiarize the student with some of the more
common compiler errors. Error messages are quite specific to the compiler being used. It is very
important that the student learn these ideas as early as possible.

Outline of topics in the chapter:

1.1 Computer Systems
1.2 Programming and Problem-Solving
1.3 Introduction to C++
1.4 Testing and Debugging

General remarks on the chapter

This chapter serves as an introduction to computers and the language of computers for those
students who have no computer experience. The terminology is very important. Many students
only want to learn how the programming language works, and seem to be unhappy when they
find that they are required to learn the terminology associated with the language. The students
who learn the terminology have less trouble by far with this course.
Students should be given an indication of the amount of work that must be done before coding
begins. There are instances where several man-years of work have gone into software before a
single line of code was written.
Emphasize the importance of the problem-solving phase of program design. This will save the
student work in the long run. It is further important to emphasize that the problem definition and
algorithm design phases may need correcting once the actual coding and testing is in process. This
is true even if the algorithm was carefully desktop tested. Emphasize that the program design
process is an 'iterative' process. You make a start, test, correct and repeat until you have a solution.
It is a fact that the sooner the coding is started (on most problems), the longer the problem will take
to finish. My students insist on learning this the hard way. The algorithm design can be given a
boost by dividing the problem definition into INPUT, PROCESS, OUTPUT phases. The algorithm
will be primarily concerned with PROCESS, but frequently just getting information into the
computer, or out of the computer in a desirable format is a significant part of the task, if not the
whole problem.
In the text, Section 1.4, subsection "Kinds of Program Errors", there is a discussion of compiler error
messages. The error message from g++ when the wrong operator << or >> is used for input or
output, is something like errormessage.cpp:8: no match for `_IO_ostream_withassign & >> int. The
point is that compiler error messages are not clear, and anything your can do to help students to
associate error messages with errors that cause them will help the student to gain some intuition in
debugging based on compiler messages.

9
Copyright © 2018 Pearson Education, Inc.
Savitch Instructor’s Resource Guide
Problem Solving w/ C++, 10e Chapter 1

Encourage students to put only one statement per line. When errors are made, as they inevitably
are, the compiler is better able to tell us which is the offending statement. The cost is little for the
convenience gained in ability to find errors. The student should take compiler warnings to heart. If
the compiler warns about something, and the student is not absolutely certain what the message is
warning about, the student should treat the warning like the error that it probably is. The bottom
line is that all warnings (in the first course, at least) should be treated as errors. Compilers vary
with respect to what is reported as an error and what is reported with a warning. The GNU project
C++ compiler, g++ is more permissive by default. Encourage your students to compile using

g++ -W -Wall --pedantic file.cpp

This provides error messages that are close to the lint C-code checker.
GNU g++ 4.7 and Visual Studio 2013 very nearly meet the C++11 Standard. With g++ you may
need to add the –std=c++11 flag to compile with C++11.
The student should be encouraged to ask the compiler questions about the C++ language, to create
examples and to actually test the questions on the computer. The compiler is the final authority on
the version of the language that the compiler accepts, regardless of the ISO Standard. An example is
Practice Program 6, where the student is asked to type in a simple program, then test the effect of
deliberately introducing common errors.

10
Copyright © 2018 Pearson Education, Inc.
Other documents randomly have
different content
The Project Gutenberg eBook of The Women
Who Came in the Mayflower
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: The Women Who Came in the Mayflower

Author: Annie Russell Marble

Release date: November 23, 2015 [eBook #50542]

Most recently updated: October 22, 2024

Language: English

Credits: Produced by WebRover, Lisa Anne Hatfield, Chris

Curnow and
the Online Distributed Proofreading Team at
http://www.pgdp.net (This file was produced from
images
generously made available by The Internet Archive)

*** START OF THE PROJECT GUTENBERG EBOOK THE WOMEN

WHO CAME IN THE MAYFLOWER ***
 THE WOMEN WHO
CAME IN THE MAYFLOWER
The Women Who Came
in the Mayflower
BY
ANNIE RUSSELL MARBLE

THE PILGRIM PRESS

BOSTON CHICAGO
 Copyright 1920
By A. W. FELL

THE PILGRIM PRESS

BOSTON
 Foreword

This little book is intended as a memorial to the women who came in

The Mayflower, and their comrades who came later in The Ann and
The Fortune, who maintained the high standards of home life in
early Plymouth Colony. There is no attempt to make a genealogical
study of any family. The effort is to reveal glimpses of the communal
life during 1621-1623. This is supplemented by a few silhouettes of
individual matrons and maidens to whose influence we may trace
increased resources in domestic life and education.
One must regret the lack of proof regarding many facts, about which
are conflicting statements, both of the general conditions and the
individual men and women. In some instances, both points of view
have been given here; at other times, the more probable surmises
have been mentioned.
The author feels deep gratitude, and would here express it, to the
librarians of the Massachusetts Historical Society, the New England
Genealogic-Historical Register, the American Antiquarian Society, the
Register of Deeds, Pilgrim Hall, and the Russell Library of Plymouth,
private and public libraries of Duxbury and Marshfield, and to Mr.
Arthur Lord and all other individuals who have assisted in this
research. The publications of the Society of Mayflower Descendants,
and the remarkable researches of its editor, Mr. George E. Bowman,
call for special appreciation.
Annie Russell Marble.
Worcester, Massachusetts.
 CONTENTS

Foreword v

I Endurance and Adventure: The Voyage and Landing 3

II Communal and Family Life in Plymouth 1621-1623 21

III Matrons and Maidens Who Came in “The Mayflower” 53

IV Companions Who Arrived in “The Fortune” and “The Ann” 93

Index 109
 ERRATA

Page
49 (And foot-notes elsewhere) read The Mayflower Descendant
for Mayflower Descendants.
49 Foot-note, read 53 Mt. Vernon St. for 9 Ashburton Pl.
78 Line 21, read two hundred and seventy for seventy.
79 Line 12, read inventory for will.
82 Line 12, omit Revolutionary.
84 Lines 4 and 5, read Edward Winslow and Peregrine White for
William Mullins and Miles Standish.
84 Line 21, read Petty coate with silke Lace for Pretty, etc.
86 Line 25, read step-mother for mother.
88 Line 10, read eighty for ninety years.
98 Line 14, read Abraham for Alexander.
102 Line 9, read Mercy for Mary.
 I
ENDURANCE AND ADVENTURE: THE
VOYAGE AND LANDING

“So they left ye goodly and pleasante citie, which had been ther
resting-place near 12. years; but they knew they were pilgrimes, &
looked not much on those things, but lift up their eyes to ye
heavens, their dearest cuntrie, and quieted their spirits.”
—Bradford’s History of Plymouth Plantations. Chap. VII.
 Chapter I

ENDURANCE AND ADVENTURE: THE

VOYAGE AND LANDING

December weather in New England, even at its best, is a test of

physical endurance. With warm clothes and sheltering homes today,
we find compensations for the cold winds and storms in the
exhilarating winter sports and the good cheer of the holiday season.
The passengers of The Mayflower anchored in Plymouth harbor,
three hundred years ago, lacked compensations of sports or fireside
warmth. One hundred and two in number when they sailed,—of
whom twenty-nine were women,—they had been crowded for ten
weeks into a vessel that was intended to carry about half the
number of passengers. In low spaces between decks, with some fine
weather when the open hatchways allowed air to enter and more
stormy days when they were shut in amid discomforts of all kinds,
they had come at last within sight of the place where, contrary to
their plans, they were destined to make their settlement.
At Plymouth, England, their last port in September, they had “been
kindly entertained and courteously used by divers friends there
dwelling,”[1] but they were homeless now, facing a new country with
frozen shores, menaced by wild animals and yet more fearsome
savages. Whatever trials of their good sense and sturdy faith came
later, those days of waiting until shelter could be raised on shore,
after the weeks of confinement, must have challenged their physical
and spiritual fortitude.
There must have been exciting days for the women on shipboard
and in landing. There must have been hours of distress for the older
and the delight in adventure which is an unchanging trait of the
young of every race. Wild winds carried away some clothes and
cooking-dishes from the ship; there was a birth and a death, and
occasional illness, besides the dire seasickness. John Howland, “the
lustie young man,” fell overboard but he caught hold of the topsail
halyard which hung extended and so held on “though he was sundry
fathoms under water,” until he was pulled up by a rope and rescued
by a boat-hook.[2]
Recent research[3] has argued that the captain of The Mayflower was
probably not Thomas Jones, with reputation for severity, but a
Master Christopher Jones of kindlier temper. The former captain was
in Virginia, in September, 1620, according to this account. With the
most generous treatment which the captain and crew could give to
the women, they must have been sorely tried. There were sick to be
nursed, children to be cared for, including some lively boys who
played with powder and nearly caused an explosion at Cape Cod;
nourishment must be found for all from a store of provisions that
had been much reduced by the delays and necessary sales to satisfy
their “merchant adventurers” before they left England. They slept on
damp bedding and wore musty clothes; they lacked exercise and
water for drink or cleanliness. Joyful for them must have been the
day recorded by Winslow and Bradford,[4]—“On Monday the
thirteenth of November our people went on shore to refresh
themselves and our women to wash, as they had great need.”
During the anxious days when the abler men were searching on land
for a site for the settlement, first on Cape Cod and later at Plymouth,
there were events of excitement on the ship left in the harbor.
Peregrine White was born and his father’s servant, Edward
Thompson, died. Dorothy May Bradford, the girl-wife of the later
Governor of the colony, was drowned during his absence. There
were murmurings and threats against the leaders by some of the
crew and others who were impatient at the long voyage, scant
comforts and uncertain future. Possibly some of the complaints came
from women, but in the hearts of most of them, although no women
signed their names, was the resolution that inspired the men who
signed that compact in the cabin of The Mayflower,—“to promise all
due submission and obedience.” They had pledged their “great hope
and inward zeal of laying good foundation for ye propagating and
advancing ye gospell of ye kingdom of Christ in those remote parts
of ye world; yea, though they should be but as stepping-stones unto
others for ye performing of so great a work”; with such spirit they
had been impelled to leave Holland and such faith sustained them
on their long journey.
Many of the women who were pioneers at Plymouth had suffered
severe hardships in previous years. They could sustain their own
hearts and encourage the younger ones by remembrance of the
passage from England to Holland, twelve years before, when they
were searched most cruelly, even deprived of their clothes and
belongings by the ship’s master at Boston. Later they were
abandoned by the Dutchman at Hull, to wait for fourteen days of
frightful storm while their husbands and protectors were carried far
away in a ship towards the coast of Norway, “their little ones
hanging about them and quaking with cold.”[5]
There were women with frail bodies, like Rose Standish and
Katherine Carver, but there were strong physiques and dauntless
hearts sustained to great old age, matrons like Susanna White and
Elizabeth Hopkins and young women like Priscilla Mullins, Mary
Chilton, Elizabeth Tilley and Constance Hopkins. In our imaginations
today, few women correspond to the clinging, fainting figures
portrayed by some of the painters of “The Departure” or “The
Landing of the Pilgrims.” We may more readily believe that most of
the women were upright and alert, peering anxiously but
courageously into the future. Writing in 1910, John Masefield said:[6]
“A generation fond of pleasure, disinclined towards serious thought,
and shrinking from hardship, even if it may be swiftly reached, will
find it difficult to imagine the temper, courage and manliness of the
emigrants who made the first Christian settlement of New England.”
Ten years ago it would have been as difficult for women of our day
to understand adequately the womanliness of the Pilgrim matrons
and girls. The anxieties and self-denials experienced by women of all
lands during the last five years may help us to “imagine” better the
dauntless spirit of these women of New-Plymouth. During those
critical months of 1621-1623 they sustained their households and
assisted the men in establishing an orderly and religious colony. We
may justly affirm that some of “the wisdom, prudence and patience
and just and equall carriage of things by the better part”[7] was
manifested among the women as well as the men.
In spite of the spiritual zeal which comes from devotion to a good
cause, and the inspiration of steady work, the women must have
suffered from homesickness, as well as from anxiety and illness.
They had left in Holland not alone their loved pastor, John Robinson,
and their valiant friend, Robert Cushman, but many fathers,
mothers, brothers and sisters besides their “dear gossips.” Mistress
Brewster yearned for her elder son and her daughters, Fear and
Patience; Priscilla Mullins and Mary Chilton, soon to be left orphans,
had been separated from older brothers and sisters. Disease stalked
among them on land and on shipboard like a demon. Before the
completion of more than two or three of the one-room, thatched
houses, the deaths were multiplying. Possibly this disease was
typhus fever; more probably it was a form of infectious pneumonia,
due to enervated conditions of the body and to exposures at Cape
Cod. Winslow declared, in his account of the expedition on shore, “It
blowed and did snow all that day and night and froze withal. Some
of our people that are dead took the original of their death there.”
Had the disease been “galloping consumption,” as has been
suggested sometimes, it is not probable that many of those “sick
unto death” would have recovered and have lived to be
octogenarians.
The toll of deaths increased and the illness spread until, at one time,
there were only “six or seven sound persons” to minister to the sick
and to bury the dead. Fifteen of the twenty-nine women who sailed
from England and Holland were buried on Plymouth hillside during
the winter and spring. They were: Rose Standish; Elizabeth, wife of
Edward Winslow; Mary, wife of Isaac Allerton; Sarah, wife of Francis
Eaton; Katherine, wife of Governor John Carver; Alice, wife of John
Rigdale; Ann, wife of Edward Fuller; Bridget and Ann Tilley, wives of
John and Edward; Alice, wife of John Mullins or Molines; Mrs. James
Chilton; Mrs. Christopher Martin; Mrs. Thomas Tinker; possibly Mrs.
John Turner, and Ellen More, the orphan ward of Edward Winslow.
Nearly twice as many men as women died during those fateful
months of 1621. Can we “imagine” the courage required by the few
women who remained after this devastation, as the wolves were
heard howling in the night, the food supplies were fast disappearing,
and the houses of shelter were delayed in completion by “frost and
much foul weather,” and by the very few men in physical condition to
rive timber or to thatch roofs? The common house, twenty foot
square, was crowded with the sick, among them Carver and
Bradford, who were obliged “to rise in good speed” when the roof
caught on fire, and their loaded muskets in rows beside the beds
threatened an explosion.[8]
Although the women’s strength of body and soul must have been
sapped yet their fidelity stood well the test; when The Mayflower
was to return to England in April and the captain offered free
passage to the women as well as to any men who wished to go, if
the women “would cook and nurse such of the crew as were ill,” not
a man or a woman accepted the offer. Intrepid in bravery and faith,
the women did their part in making this lonely, impoverished
settlement into a home. This required adjustments of many kinds.
Few in number, the women represented distinctive classes of society
in birth and education. In Leyden, for seven years, they had chosen
their friends and there they formed a happy community, in spite of
some poverty and more anxiety about the education and morals of
their children, because of “the manifold temptations”[9] of the Dutch
city.
Many of the men, on leaving England, had renounced their more
leisurely occupations and professions to practise trades in Leyden,—
Brewster and Winslow as printers, Allerton as tailor, Dr. Samuel
Fuller as say-weaver and others as carpenters, wool-combers,
masons, cobblers, pewterers and in other crafts. A few owned
residences near the famous University of Leyden, where Robinson
and Brewster taught. Some educational influences would thus fall
upon their families.[10] On the other hand, others were recorded as
“too poor to be taxed.” Until July, 1620, there were two hundred and
ninety-eight known members of this church in Leyden with nearly
three hundred more associated with them. Such economic and social
conditions gave to the women certain privileges and pleasures in
addition to the interesting events in this picturesque city.
In The Mayflower and at Plymouth, on the other hand, the women
were thrust into a small company with widely differing tastes and
backgrounds. One of the first demands made upon them was for a
democratic spirit,—tolerance and patience, adaptability to varied
natures. The old joke that “the Pilgrim Mothers had to endure not
alone their hardships but the Pilgrim Fathers also” has been
overworked. These women would never have accepted pity as
martyrs. They came to this new country with devotion to the men of
their families and, in those days, such a call was supreme in a
woman’s life. They sorrowed for the women friends who had been
left behind,—the wives of Dr. Fuller, Richard Warren, Francis Cooke
and Degory Priest, who were to come later after months of anxious
waiting for a message from New-Plymouth.
The family, not the individual, characterized the life of that
community. The father was always regarded as the “head” of the
family. Evidence of this is found when we try to trace the posterity of
some of the pioneer women from the Old Plymouth Colony Records.
A child is there recorded as “the son of Nicholas Snow,” “the son of
John Winslow” or “the daughter of Thomas Cushman” with no hint
that the mothers of these children were, respectively, Constance
Hopkins, Mary Chilton and Mary Allerton, all of whom came in The
Mayflower, although the fathers arrived at Plymouth later on The
Fortune and The Ann.
It would be unjust to assume that these women were conscious
heroines. They wrought with courage and purpose equal to these
traits in the men, but probably none of the Pilgrims had a definite
vision of the future. With words of appreciation that are applicable to
both sexes, ex-President Charles W. Eliot has said:[11] “The Pilgrims
did not know the issue and they had no vision of it. They just loved
liberty and toleration and truth, and hoped for more of it, for more
liberty, for a more perfect toleration, for more truth, and they put
their lives, their labors, at the disposition of those loves without the
least vision of this republic, or of what was going to come out of
their industry, their devotion, their dangerous and exposed lives.”

1. Relation or Journal of a Plantation Settled at Plymouth in New-

England and Proceedings Thereof; London, 1622 (Bradford and
Winslow) Abbreviated in Purchas’ Pilgrim, X; iv; London, 1625.

2. Bradford’s History of Plymouth Plantation; ch. 9.

3. “The Mayflower,” by R. G. Marsden; Eng. Historical Review,

Oct., 1904; The Mayflower Descendant, Jan., 1916.

4. Relation or Journal, etc. (1622).

5. Bradford’s History of Plymouth Plantation; ch. 2.

6. Introduction to Chronicles of the Pilgrim Fathers (Everyman’s

Library).

7. Bradford’s History of Plymouth Plantation; Bk. II.

8. Mourt’s Relation.

9. Bradford’s History of Plymouth Plantation, ch. 3.

10. The England and Holland of the Pilgrims, Henry M. Dexter and
Morton Dexter, Boston, 1905.

11. Eighteenth Annual Dinner of Mayflower Society, Nov. 20, 1913.

 Chapter II

COMMUNAL AND FAMILY LIFE IN

PLYMOUTH 1621-1623

Spring and summer came to bless them for their endurance and
unconscious heroism. Then they could appreciate the verdict of their
leaders, who chose the site of Plymouth as a “hopeful place,” with
running brooks, vines of sassafras and strawberry, fruit trees, fish
and wild fowl and “clay excellent for pots and will wash like soap.”[12]
So early was the spring in 1621 that on March the third there was a
thunder storm and “the birds sang in the woods most pleasantly.” On
March the sixteenth, Samoset came with Indian greeting. This visit
must have been one of mixed sentiments for the women and we can
read more than the mere words in the sentence, “We lodged him
that night at Stephen Hopkins’ house and watched him.”[13] Perhaps
it was in deference to the women that the men gave Samoset a hat,
a pair of stockings, shoes, a shirt and a piece of cloth to tie about
his waist. Samoset returned soon with Squanto or Tisquantum, the
only survivor of the Patuxet tribe of Indians which had perished of a
pestilence at Plymouth three years before. He shared with Hobomok
the friendship of the settlers for many years and both Indians gave
excellent service. Through the influence of Squanto the treaty was
made in the spring of 1621 with Massasoit, the first League of
Nations to preserve peace in the new world.
Squanto showed the men how to plant alewives or herring as
fertilizer for the Indian corn. He taught the boys and girls how to
gather clams and mussels on the shore and to “tread eels” in the
water that is still called Eel River. He gathered wild strawberries and
sassafras for the women and they prepared a “brew” which almost
equalled their ale of old England. The friendly Indians assisted the
men, as the seasons opened, in hunting wild turkeys, ducks and an
occasional deer, welcome additions to the store of fish, sea-biscuits
and cheese. We are told[14] that Squanto brought also a dog from his
Indian friends as a gift to the settlement. Already there were, at
least, two dogs, probably brought from Holland or England, a mastiff
and a spaniel[15] to give comfort and companionship to the women
and children, and to go with the men into the woods for timber and
game.
It seems paradoxical to speak of child-life in this hard-pressed,
serious-minded colony, but it was there and, doubtless, it was
normal in its joyous and adventuresome impulses. Under eighteen
years of age were the girls, Remember and Mary Allerton, Constance
and Damaris Hopkins, Elizabeth Tilley and, possibly, Desire Minter
and Humility Cooper. The boys were Bartholomew Allerton, who
“learned to sound the drum,” John Crakston, William Latham, Giles
Hopkins, John and Francis Billington, Richard More, Henry Sampson,
John Cooke, Resolved White, Samuel Fuller, Love and Wrestling
Brewster and the babies, Oceanus Hopkins and Peregrine White.
With the exception of Wrestling Brewster and Oceanus Hopkins, all
these children lived to ripe old age,—a credit not alone to their hardy
constitutions, but also to the care which the Plymouth women
bestowed upon their households.
The flowers that grew in abundance about the settlement must have
given them joy,—arbutus or “mayflowers,” wild roses, blue chicory,
Queen Anne’s lace, purple asters, golden-rod and the beautiful
sabbatia or “sentry” which is still found on the banks of the fresh
ponds near the town and is called “the Plymouth rose.” Edward
Winslow tells[16] of the drastic use of this bitter plant in developing
hardihood among Indian boys. Early in the first year one of these
fresh-water ponds, known as Billington Sea, was discovered by
Francis Billington when he had climbed a high hill and had reported
from it “a smaller sea.” Blackberries, blueberries, plums and cherries
must have been delights to the women and children. Medicinal herbs
were found and used by advice of the Indian friends; the bayberry’s
virtues as salve, if not as candle-light, were early applied to the
comforts of the households. Robins, bluebirds, “Bob Whites” and
other birds sang for the pioneers as they sing for the tourist and
resident in Plymouth today. The mosquito had a sting,—for Bradford
gave a droll and pungent answer to the discontented colonists who
had reported, in 1624, that “the people are much annoyed with
musquetoes.” He wrote:[17] “They are too delicate and unfitte to
begin new plantations and colonies that cannot enduer the biting of
a muskeet. We would wish such to keep at home till at least they be
muskeeto proof. Yet this place is as free as any and experience
teacheth that ye land is tild and ye woods cut downe, the fewer
there will be and in the end scarce any at all.” The end has not yet
come!
Good harvests and some thrilling incidents varied the hard conditions
of life for the women during 1621-2. Indian corn and barley
furnished a new foundation for many “a savory dish” prepared by
the housewives in the mortar and pestles, kettles and skillets which
they had brought from Holland. Nuts were used for food, giving
piquant flavor both to “cakes” baked in the fire and to the stuffing of
wild turkeys. The fare was simple, but it must have seemed a feast
to the Pilgrims after the months of self-denials and extremity.
Before the winter of 1621-2 was ended, seven log houses had been
built and four “common buildings” for storage, meetings and
workshops. Already clapboards and furs were stored to be sent back
to England to the merchant adventurers in the first ship. The seven
huts, with thatched roofs and chimneys on the outside, probably in
cob-house style, were of hewn planks, not of round logs.[18] The
fireplaces were of stones laid in clay from the abundant sand. In
1628 thatched roofs were condemned because of the danger of fire,
[19]
and boards or palings were substituted. During the first two
years or longer, light came into the houses through oiled paper in
the windows. From the plans left by Governor Bradford and the
record of the visit of De Rassieres to Plymouth, in 1627, one can
visualize this first street in New England, leading from Plymouth
harbor up the hill to the cannon and stockade where, later, was the
fort. At the intersection of the first street and a cross-highway stood
the Governor’s house. It was fitting that the lot nearest to the fort
hill should be assigned to Miles Standish and John Alden. All had free
access to the brook where flagons were filled for drink and where
the clothes were washed.
A few events that have been recorded by Winslow, Bradford and
Morton were significant and must have relieved the monotony of life.
On January fourth an eagle was shot, cooked and proved “to be
excellent meat; it was hardly to be discerned from mutton.”[20] Four
days later three seals and a cod were caught; we may assume that
they furnished oil, meat and skins for the household. About the
same time, John Goodman and Peter Brown lost their way in the
woods, remained out all night, thinking they heard lions roar
(mistaking wolves for lions), and on their return the next day John
Goodman’s feet were so badly frozen “that it was a long time before
he was able to go.”[21] Wild geese were shot and used for broth on
the ninth of February; the same day the Common House was set
ablaze, but was saved from destruction. It is easy to imagine the
exciting effects of such incidents upon the band of thirteen boys and
seven girls, already enumerated. In July, the cry of “a lost child”
aroused the settlement to a search for that “unwhipt rascal,” John
Billington, who had run away to the Nauset Indians at Eastham, but
he was found unharmed by a posse of men led by Captain Standish.
To the women one of the most exciting events must have been the
marriage on May 22, 1621, of Edward Winslow and Mistress Susanna
White. Her husband and two men-servants had died since The
Mayflower left England and she was alone to care for two young
boys, one a baby a few weeks old. Elizabeth Barker Winslow had
died seven weeks before the wedding day. Perhaps the Plymouth
women gossiped a little over the brief interval of mourning, but the
exigencies of the times easily explained the marriage, which was
performed by a magistrate, presumably the Governor.
Even more disturbing to the peaceful life was the first duel on June
18, between Edward Lister and Edward Dotey, both servants of
Stephen Hopkins. Tradition ascribed the cause to a quarrel over the
attractive elder daughter of their master, Constance Hopkins. The
duel was fought with swords and daggers; both youths were slightly
wounded in hand and thigh and both were sentenced, as
punishment, to have their hands and feet tied together and to fast
for twenty-four hours but, says a record,[22] “within an hour, because
of their great pains, at their own and their master’s humble request,
upon promise of better carriage, they were released by the
Governor.” It is easy to imagine this scene: Stephen Hopkins and his
wife appealing to the Governor and Captain Standish for leniency,
although the settlement was seriously troubled over the occurrence;
Elder Brewster and his wife deploring the lack of Christian affection
which caused the duel; Edward Winslow and his wife, dignified yet
tolerant; Goodwife Helen Billington scolding as usual; Priscilla
Mullins, Mary Chilton and Elizabeth Tilley condoling with the tearful
and frightened Constance Hopkins, while the children stand about,
excited and somewhat awed by the punishment and the distress of
the offenders.
Another day of unusual interest and industry for the householders
was the Thanksgiving Day when peace with the Indians and assured
prosperity seemed to follow the ample harvests. To this feast, which
lasted for three days or more, came ninety-one Indians bringing five
deer which they had killed and dressed. These were a great boon to
the women who must prepare meals for one hundred and forty
people. Wild turkeys, ducks, fish and clams were procured by the
colonists and cooked, perhaps with some marchpanes also, by the
more expert cooks. The serious prayers and psalms of the Pilgrims
were as amazing to the Indians as were the strange whoops,
dances, beads and feathers of the savages marvellous to the women
and children of Plymouth Colony.
In spite of these peaceable incidents there were occasional threats
of Indian treachery, like the theft of tools from two woodsmen and
the later bold challenge in the form of a headless arrow wrapped in