The Student's Life of Washington; Condensed from the Larger Work of Washington Irving For Young Persons and for the Use of Schools — Reading Notes
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The source record for The Student's Life of Washington; Condensed from the Larger Work of Washington Irving For Young Persons and for the Use of Schools — Reading Notes measures this digital text at 300,218 words, 21 hr 46 min estimated reading time, and 32 detected text sections.
The text analysis averages about 24.0 words per sentence, while the detected sections provide another way to judge how the source is divided.
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CHAPTER I. BIRTH OF WASHINGTON.--HIS BOYHOOD.
The Washington family is of an ancient English stock, the genealogy of which has been traced up to the century immediately succeeding the Conquest. Among the knights and barons who served under the Count Palatine, Bishop of Durham, to whom William the Conqueror had granted that important See, was WILLIAM DE HERTBURN. At that period surnames were commonly derived from castles or estates; and de Hertburn, in 1183, in exchanging the village of Hertburn for the manor of Wessyngton, assumed the name of DE WESSYNGTON. From this period the family has been traced through successive generations, until the name, first dropping the _de_, varied from Wessyngton to Wassington, Wasshington, and finally to Washington. The head of the family to which our Washington immediately belongs sprang from Lawrence Washington, Esq., of Gray's Inn. He was mayor of Northampton, and received a grant of the manor of Sulgrave from Henry VIII. [Sir William Washington of Packington, was his direct descendant. The Washingtons were attached to the Stuart dynasty. Lieut.-Col. James Washington perished in defence of that cause. Sir Henry Washington, son of Sir William, distinguished himself under Prince Rupert, in 1643, at the storming of Bristol; and still more, in 1646, in the defence of Worcester against the arms of Fairfax. We hear little of the Washingtons after the death of Charles I. England, during the protectorate, was an uncomfortable residence for those who had adhered to the Stuarts, and many sought refuge in other lands. Among many who emigrated to the western wilds were John and Andrew Washington, great-grandsons of the grantee of Sulgrave.]
The brothers arrived in Virginia in 1657, and purchased lands in Westmoreland County, on the northern neck, between the Potomac and Rappahannock rivers. John married a Miss Anna Pope, of the same county, and took up his residence on Bridges Creek, near where it falls into the Potomac. He became an extensive planter, and, in process of time, a magistrate and member of the House of Burgesses. Having a spark of the old military fire of the family, we find him, as Colonel Washington, leading the Virginia forces, in co-operation with those of Maryland, against a band of Seneca Indians, who were ravaging the settlements along the Potomac.
The estate continued in the family. His grandson Augustine, the father of our Washington, was born there in 1694. He was twice married; first (April 20th, 1715), to Jane, daughter of Caleb Butler, Esq., of Westmoreland County, by whom he had four children, of whom only two, Lawrence and Augustine, survived the years of childhood; their mother died November 24th, 1728, and was buried in the family vault. On the 6th of March, 1730, he married in second nuptials, Mary, the daughter of Colonel Ball, a young and beautiful girl, said to be the belle of the northern neck. By her he had four sons, George, Samuel, John Augustine, and Charles; and two daughters, Elizabeth, or Betty, as she was commonly called, and Mildred, who died in infancy.
George, the eldest, the subject of this biography, was born on the 22d of February (11th, O. S.), 1732, in the homestead on Bridges Creek. This house commanded a view over many miles of the Potomac, and the opposite shore of Maryland. Not a vestige of it remains. Two or three decayed fig trees, with shrubs and vines, linger about the place, and here and there a flower grown wild serves "to mark where a garden has been." Such at least, was the case a few years since; but these may have likewise passed away. A stone marks the site of the house, and an inscription denotes its being the birthplace of Washington.
Not long after the birth of George, his father removed to an estate in Stafford County, opposite Fredericksburg. The house stood on a rising ground overlooking a meadow which bordered the Rappahannock. This was the home of George's boyhood; but this, like that in which he was born, has disappeared.
Washington Irving's The Student's Life of Washington, condensed from his larger work for young persons and schools, presents a narrative that blends biographical detail with military history. The excerpts reveal a focus on specific campaigns, such as the siege of Fort Stanwix, where Colonel Willett's sortie and escape are described with vivid action: 'Willett sacked their camps; loaded wagons with camp equipage... and retreated safely to the fort.' The text also includes direct appeals from General Schuyler, showing the human dimensions of command. Despite the catalog subjects emphasizing Washington's life, the excerpts devote substantial space to other figures like Gansevoort and Stark, indicating a broader historical scope than the title suggests.
Narrative Focus Beyond the Title Figure
The catalog subjects list Washington's biography as the primary content, but the excerpts from the siege of Fort Stanwix center on Colonel Willett, Lieutenant Stockwell, and General Schuyler. Washington himself does not appear in these passages. The narrative follows Willett's perilous mission to seek reinforcements, describing how he 'passed by the British sentinels and close by the Indian camp without being discovered.' This suggests that the condensed work, while titled after Washington, includes extended episodes where other actors drive the action. Readers expecting constant focus on Washington will find a broader military history of the Revolutionary era.
Use of Direct Appeals and Correspondence
Irving incorporates letters and speeches to convey character and urgency. General Schuyler's appeal to John Stark is quoted: 'Assure General Stark that I have acquainted Congress of his situation, and that I trust and entreat he will in the present alarming crisis waive his right.' This direct quotation, retained from the larger work, illustrates how the condensation preserves primary-source flavor. Similarly, St. Leger's threats are reported indirectly: 'he would not be able to restrain the fury of the savages.' The use of such appeals adds a layer of authenticity and drama, showing that the text values documentary evidence alongside narrative.
Condensation Techniques and Bracketed Passages
The publisher's note explains that Irving's language is generally retained, but where brevity required changes, paragraphs are enclosed in brackets. The excerpts do not contain bracketed sections, so the extent of this editorial intervention is not visible in the sample. However, the note indicates a deliberate effort to preserve the author's voice while shortening the text. The resulting work is described as 'a continuous and complete record of American history during the period of Washington's official life,' suggesting that the condensation prioritizes historical continuity over biographical detail. Readers should be aware that some passages may be summarized rather than quoted directly.
Readers approaching this work should expect a narrative that, despite its title, often shifts focus to other military figures and events. The condensation retains Irving's literary style and incorporates original correspondence, but the extent of abridgment varies. For those interested in the Revolutionary War's northern campaigns, the excerpts offer detailed accounts of sieges and sorties. However, the full scope of Washington's personal life and early career is not represented in these passages, and the book's school-oriented format may prioritize instructive episodes over comprehensive biography.
Leafing through Irving's condensed Washington, I paused at the siege of Fort Stanwix, and a strange warmth crept in—the same quiet patience I once felt reading Schools of to-morrow — A Closer Reading. Both books speak of shaping something stubborn, of learning through slow, deliberate effort, not flash. That old fort, too, was just another kind of classroom.
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