framework for the Continental Congress. American Revolution During the American Revolutionary War, the British realized that the river's proximity to Lake George and Lake Champlain would allow their navy to control the water route from Montreal to New York City. British general John Burgoyne planned the Saratoga campaign, to control the river and therefore cut off the patriot hub of New England (to the river's east) from the South and Mid-Atlantic regions to the river's west. The action would allow the British to focus on rallying the support of loyalists in the southerly states. As a result, numerous battles were fought along the river and in nearby waterways. These include the Battle of Long Island, in August 1776 and the Battle of Harlem Heights the following month. Later that year, the British and Continental Armies were involved in skirmishes and battles in rivertowns of the Hudson in Westchester County, culminating in the Battle of White Plains. Also in late 1776, New England militias fortified the river's choke point known as the Hudson Highlands, which included building Fort Clinton and Fort Montgomery on either side of the Hudson and a metal chain between the two. In 1777, Washington expected the British would attempt to control the Hudson River, however they instead conquered Philadelphia, and left a smaller force in New York City, with permission to strike the Hudson Valley at any time. The British attacked on October 5, 1777, in the Battle of Forts Clinton and Montgomery by sailing up the Hudson River, looting the village of Peekskill and capturing the two forts. In 1778, the Continentals constructed the Great West Point Chain in order to prevent another British fleet from sailing up the Hudson. Hudson River School Hudson River School paintings reflect the themes of discovery, exploration, and settlement in America in the mid-19th century. The detailed and idealized paintings also typically depict a pastoral setting. The works often juxtapose peaceful agriculture and the remaining wilderness, which was fast disappearing from the Hudson Valley just as it was coming to be appreciated for its qualities of ruggedness and sublimity. The school characterizes the artistic body, its New York location, its landscape subject matter, and often its subject, the Hudson River. In general, Hudson River School artists believed that nature in the form of the American landscape was an ineffable manifestation of God, though the artists varied in the depth of