Fort Negley [TN]

Description

Fort Negley was the largest fortification built by the occupying Union Army in Nashville and the largest inland stone fort built during the Civil War. Measuring 600 feet by 300 feet, Negley covered four acres and was constructed from October to December 1862. The stronghold was constructed by conscript laborers, both slaves and free blacks, of stone, logs, earth, and railroad iron. More than 2,700 African American men worked to build Fort Negley; only 300 were paid for their labor. The Visitor Center features exhibits, monthly activities, annual events, and self-guided tours of Fort Negley Park.

The fort offers tours, exhibits, educational programs, and occasional recreational and educational events (including living history events).

Forty Acres and a Mule

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General William Tecumseh Sherman
Question

I'm trying to find a map of the land Sherman set aside in Special Field Order No. 15. I wanted to be able to make a transparency to show students what we are talking about before we delve deeper into what took place. I have no problem getting the text of the order, but even my school librarians had difficulty with this.

Answer

I have not found a map of it either, but that may be partly because the field order itself was ambiguous about the area as well as about what exactly it authorized.

Sherman Defines the Area

General William Sherman issued Special Field Order No. 15 from his temporary headquarters in Savannah on January 16, 1865. It defined an area along the coast north and south of where he had encamped his army: “The islands from Charleston south, the abandoned rice fields along the rivers for thirty miles back from the sea and the country bordering the St. John River, Florida.” A broad interpretation of this would take it to include a continuous 30-mile-wide swath of land extending along the coast south from Charleston, South Carolina, as far as Jacksonville, Florida, and including all the Sea Islands. I have cropped a section of an 1854 map from Wells’ McNally’s System of Geography and tinted this area light red.

This is the region of South Carolina, Georgia, and Florida that is known as the “low country.” You can show your students why it is called that by looking at the satellite version of the Google map for the region, which shows that it is a deep shade of green.

sherman-reserve.jpg

It is flat and almost entirely just above sea level. It was an area where large rice plantations flourished. Growing rice was an extremely labor intensive occupation and the plantation owners owned many slaves. The slave population of the area therefore far exceeded the white population, which, of course, constituted the landholders.

a continuous 30-mile-wide swath of land extending along the coast

From the North’s point of view, it was not only the epicenter of the most egregious form of the unjust slave system, wherein a large number of black slaves labored entirely for the profit of white slave owners, but it was also (not coincidentally) the epicenter of the secession movement that precipitated the beginning of the war at Fort Sumter.

The purpose of Sherman’s order was to set aside a large area within which freed blacks could be settled. The area came to be popularly known as the “Sherman Reservation.”

Abandoned or Confiscated Land

Sherman had defined a general area, but his wording was somewhat ambiguous. He clearly set aside all the Sea Islands, but within the coastal swath of land, he appears to have been aiming to confiscate—and make available for settlement—only the plantations along the rivers and other “abandoned” lands. Nevertheless, Congress had earlier decided that all land and property of men who were fighting for the Confederacy (or even the property of others who had supported or conducted business with Confederate forces or authorities) had been technically “abandoned,” even if their families were still on the land, making it eligible for confiscation by the Federal government. This would have vastly expanded the land reckoned to be available for settling freed blacks, even if Sherman’s order was originally interpreted to apply only to the islands and the land along the rivers (rather than the entire 30-mile-wide swath of land).

Sherman Later Explains His Field Order

Sherman wrote a letter to President Andrew Johnson on February 2, 1866, explaining the origin of his field order. It was published in The New York Times the following day and was undoubtedly meant for public consumption:

The Hon. E. M. Stanton, Secretary of War, came to Savannah soon after its occupation by the forces under my command, and conferred freely with me as to the best methods to provide for the vast number of negroes who had followed the army from the interior of Georgia, as also for those who had already congregated on the islands near Hilton Head, and were still coming into our lines. We agreed perfectly that the young and able-bodied men should be enlisted as soldiers, or employed by the Quartermaster in the necessary work of unloading ships, and for other army purposes. But this left on our hands the old and feeble, the women and children, who had necessarily to be fed by the United States. Mr. Stanton summoned a large number of the old negroes mostly preachers with whom he had long conference, of which he took down notes. After the conference he was satisfied the negroes could, with some little aid from the United States, by means of the abandoned plantations on the Sea Islands and along the navigable waters take care of themselves. He requested me to draw up a plan that would be uniform and practicable. I made the rough draft and we went over it very carefully. Mr. Stanton making many changes, and the present Orders No. 15 resulted and were made public.

I know of course we could not convey title to land and merely provided “possessory” titles to be good so long as war and military power lasted. I merely aimed to make provision for the negroes who were absolutely dependent on us, leaving the value of their possessions to be determined by after events or legislation.

At that time, January, 1865, it will be remembered that the tone of the people of the South was very defiant, and no one could foretell when the period of war would cease. Therefore I did not contemplate that event as being so near at hand.

President Johnson was about to begin pardoning ex-Confederates and restoring the property the Federal government had confiscated from them, provided that they took an oath of allegiance to the U.S. The whites who had original title to land in “Sherman’s Reservation” petitioned the President to recognize their titles and give them back full possession. Sherman’s letter emphasized that he had had no authority to give full title to the land covered in his field order, but only a temporary or “possessory” title to it, under his wartime military authority, and he implied that he would not have issued the order if he had known that the war was about to end.

Johnson Restores Much of the Land to the Original Owners

Sherman’s explanation provided justification for Johnson’s order to the Freedmen’s Bureau, which had been liberally setting up black settlements in the area, with each family receiving “forty acres and a (leased army) mule.” Much to the dismay of the Freedmen’s Bureau, of the military officer General Rufus Saxton who Sherman had put in place to implement his order—and of course to the African Americans who had been resettled into the area—Johnson ordered the restoration of the land to the original owners.

Edwin Stanton, Lincoln’s Secretary of War, had traveled to Savannah to meet with Sherman at the time the General had issued his order, and appears to have approved it orally, but not formally, in the sense that he did nothing to countermand it. Stanton’s biographer, Frank Abial Flower, wrote, of the order:

Stanton, on reading it, said to Sherman: “It seems to me, General, that this is contrary to law.” Sherman’s response was: “There is no law here except mine, Mr. Secretary.” Stanton smiled and the order was issued a day or two after he left for the North. General Saxton says Stanton was opposed to the order, but acquiesced in its promulgation in deference to the positive wishes of General Sherman.

On the face of it, Stanton's implied reluctance seems unlikely, because, as Sherman explained, the plan had suggested itself to Stanton and Sherman after they met in Savannah with a group of African American clergy who had asked for relief from the government for the many thousands of ex-slaves who were then in the area, either because they had originally resided there or because they had followed Sherman’s army across the South.

"we could not convey title to land and merely provided 'possessory' titles to be good so long as war and military power lasted"

When the notion of establishing them on abandoned or confiscated lands came up for discussion, almost all of these clergy urged that military forces be used to settle them in areas in which all whites would be prohibited from entering, as a way to protect the settlements from white encroachments. Militarily, this could be most efficiently accomplished by designating the Sea Islands and the low lands along the rivers as the places to settle.

A Pledge of Government Reparations?

Some of the most radical members of Congress were delighted by this. Indeed, several had expressed their desire as the war ended to hang everyone who had been in the Confederate armies, to confiscate all their property, including their land, and to redistribute it all permanently to ex-slaves, recreating the South as a kind of African American preserve from which Southern whites would be barred—a plan that today would be called “ethnic cleansing.”

After the war ended, the contentious results of Sherman’s field order arose as the Federal government sorted out how it would deal permanently with what Sherman had instituted primarily as a military expedient—to free his forces from the burden of caring for refugees as he moved his armies north into the Carolinas. Historian Jacqueline Jones, in Saving Savannah, summed up Sherman’s original goal:

Ultimately, then, Special Field Order No. 15 grew out of the refugee problem, which, in the words of one Union officer, “left on our hands the old and feeble, the women and children,” too many hungry mouths to feed in the city of Savannah. … The order made explicit the connection between military service for men and homesteads for their families, and it provided not for fee-simple titles, outright ownership of the land, but rather possessory titles that remained contingent on future political developments. The order itself remained “subject to the approval of the President.” What came to be called the Sherman Reservation, then, was a means of draining Savannah of women, children, and the elderly while providing for enforced service among young men. This initial goal foreshadowed the order’s troubled future.

Down to our own time, the confused and conflicted intentions and authorities that informed the issuance of Field Order No. 15 and its later implementation and revocation, have been the focus of the claim of precedent for government reparations to ex-slaves and then to their descendants.

For more information

Ira Berlin, Thavolia Glumph, Julie Saville, et al, The Wartime Genesis of Free Labor: The Lower South, Volume 3 of Freedom: a Documentary History of Emancipation, 1861-1867. New York: Cambridge University Press, 1990.

Walter L. Fleming, “Forty Acres and a Mule,” North American Review (May 1906): 721-737.

Julie Saville, The Work of Reconstruction: From Slave to Wage Laborer in South Carolina. Cambridge University Press, 1996.

Claude F. Oubre, Forty Acres and a Mule: The Freedmen’s Bureau and Black Land Ownership. Baton Rouge: Louisiana State University Press, 1978).

Barton Myers, "Sherman's Field Order No. 15," The New Georgia Encyclopedia, 2005.

Text of Special Field Order No. 15, at the Freedmen & Southern Society Project at the University of Maryland.

Bibliography

William T. Sherman, “Sherman’s Famous Field Order,” New York Times, February 3, 1866.

Frank Abial Flower, Edwin McMasters Stanton: The Autocrat of Rebellion, Emancipation, and Reconstruction. Akron: Saalfield Publishing Company, 1904, p. 298.

Jacqueline Jones, Saving Savannah: The City and the Civil War. New York: Vintage Books, 2008, p. 222.

J. Wells, “Georgia, Alabama, and Florida,” from Wells’ McNally’s System of Geography. New York: McNally, 1854.

Booth's Reason for Assassination

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Broadside, black and white, Wanted Poster for Murder of President, 1865
Question

Why did John Wilkes Booth assassinate Abraham Lincoln? What kind of gun did he use?

Answer

On April 14, 1865, John Wilkes Booth became the first person to assassinate an American president when he shot and killed Abraham Lincoln in his box at Ford’s Theater in Washington. Using a .44 caliber derringer pistol—a small, easily concealed handgun—Booth fired a single shot (timed so that that the audience’s laughter would mask the report) into Lincoln’s brain at point-blank range before jumping to the stage and escaping into the night. After a two-week manhunt, Federal troops cornered Booth in a barn in Maryland, where a Union soldier shot him in the neck. Booth died two hours later.

A member of a famous acting family (many considered Booth’s father, Junius Brutus Booth, the finest Shakespearean actor of his generation, and Booth’s older brother, Edwin is commonly named among the greatest American actors of all time), John Wilkes Booth enjoyed a phenomenally successful stage career during the Civil War: by 1864, he earned $20,000 a year, at a time when the average Northern family earned around $300 annually. A Marylander by birth, Booth was an open Confederate sympathizer during the war. A supporter of slavery, Booth believed that Lincoln was determined to overthrow the Constitution and to destroy his beloved South.

After Lincoln’s reelection in November 1864, Booth devised a plan to kidnap the president and spirit him to Richmond, where he could be ransomed for some of the Confederate prisoners languishing in northern jails. Booth enlisted a group of friends from Washington to aid him in his attempt. That winter, Booth and his conspirators plotted a pair of elaborate plans to kidnap the president; the first involved capturing Lincoln in his box at Ford’s Theater and lowering the president to the stage with ropes. Booth ultimately gave up acting to focus on these schemes, and spent more than $10,000 to buy supplies to outfit his band of kidnappers. Neither of the kidnapping plans bore fruit—the second, a ploy on March 17 to capture Lincoln as he traveled in his carriage collapsed when the president changed his itinerary—and several of Booth’s conspirators ultimately left the group.

Now, by God, I’ll put him through. That is the last speech he will ever make

On the evening of April 11, the president stood on the White House balcony and delivered a speech to a small group gathered on the lawn. Two days earlier, Robert E. Lee had surrendered the Army of Northern Virginia at Appomattox Court House, and after four long years of struggle it had become clear that the Union cause would emerge from the war victorious. Lincoln’s speech that evening outlined some of his ideas about reconstructing the nation and bringing the defeated Confederate states back into the Union. Lincoln also indicated a wish to extend the franchise to some African-Americans—at the very least, those who had fought in the Union ranks during the war—and expressed a desire that the southern states would extend the vote to literate blacks, as well. Booth stood in the audience for the speech, and this notion seems to have amplified his rage at Lincoln. “That means nigger citizenship,” he told Lewis Powell, one of his band of conspirators. “Now, by God, I’ll put him through. That is the last speech he will ever make.”

Three days later Booth made good on his promise. Upon learning that Lincoln and his wife intended to see the play Our American Cousin at Ford’s Theater with commanding general Ulysses S. Grant, Booth used his actor’s connections there to gain access to the president’s box. Finally rejecting the notion of kidnapping, Booth now planned to assassinate the president along with top officials his administration: besides Lincoln and General Grant, Secretary of State William Seward and Vice President Andrew Johnson were to be killed the same night by other members of Booth’s gang. Booth appears to have plotted the murders in the belief that the simultaneous assassination of four top officials would throw the North and the Republican Party into chaos long enough for the Confederacy to reassemble itself.

The other parts of Booth’s plan did not come to fruition. General Grant declined the invitation to see the play; Union officer Henry Rathbone took his place. While Booth waited for his opportunity to assassinate the president at Ford’s Theater, two of his co-conspirators journeyed to their assigned targets. Lewis Powell gained entry to Secretary of State’s home, where a bedridden Seward lay recuperating from a carriage accident; Powell stabbed him several times, but none of the blows was mortal. At the same time, another conspirator, George Azterodt, made his way to the hotel where Vice President Johnson was lodging. Armed with a gun and a knife, Azterodt detoured to the hotel saloon, where he got drunk and lost his nerve. He left the bar without confronting Johnson and discarded his knife in the streets of Washington.

Only one of the four intended victims of Booth’s plot was killed, but Lincoln was by far the biggest prize. With Lincoln’s death, Andrew Johnson ascended to the presidency, and the nation lost the one man that most contemporaries, and most American historians, believed best qualified to “bind up the nation’s wounds” after four brutal years of war.

For more information

Roger J. Norton, Abraham Lincoln’s Assassination, 2010.

The Abraham Lincoln Association, 2010.

Abraham Lincoln Papers at the library of Congress.

Bibliography

Michael W. Kauffman. American Brutus: John Wilkes Booth and the Lincoln Conspiracies. New York: Random House, 2004.

Lincoln Archives Digital Project

John Rhodehamel and Louise Taper, eds. Right or Wrong, God Judge Me: The Writings of John Wilkes Booth. Urbana: University of Illinois Press, 1997.

Marjorie Spruill Wheeler and William A. Link. The South in the History of the Nation, vol. II: From Reconstruction. New York: St. Martin’s, 1999.

Broadcasting Longevity

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Grand Old Opry in the 1930s over WSM radio
Question

What was America's longest-running radio show?

Answer

In 1925, Nashville radio station WSM went on the air. Like many early radio stations, it was the voice of a particular commercial enterprise—in this case, the Nashville-based National Life and Accident Insurance Company, which was looking to move beyond sickness and accident insurance into life insurance. WSM program director George D. Hay, who had previously been an announcer on the Barn Dance on a Chicago radio station, organized a Saturday-night show which was also called the "barn dance." Live performances ranged from minstrel acts to military bands, but old-time or traditional string bands performing country music dominated.

The show that preceded the barn dance was a classical music program called the Music Appreciation Hour. One night in 1927 Hay introduced the barn dance by saying, "For the past hour you have been listening to music taken largely from the Grand Opera, but from now on we will present the Grand Ole Opry." The name stuck, and it continued to be broadcast under that name for the next six decades.

Although some "proper" Nashville residents thought the show was not in tune with the city's genteel reputation, it soon became wildly popular. A new radio tower built in 1932 allowed WSM to reach most of the nation with the show, although southerners remained the core of the audience. Whereas commercial media like radio have sometimes been seen as a threat to "traditional" cultures, WSM and the Grand Ole Opry spread and preserved (while it also transformed) southern white rural music.

Bibliography

Charles Reagan Wilson and William Ferris, eds., Encyclopedia of Southern Culture Chapel Hill, NC: University of North Carolina Press, 1989.

Florida Historical Society [FL]

Description

Created in St. Augustine in 1856, The Florida Historical Society is the oldest existing cultural organization in the state, and Florida’s only state-wide historical society. The FHS is dedicated to preserving Florida’s past through the collection and archival maintenance of historical documents and photographs, the publication of scholarly research on Florida history, and educating the public about Florida history through a variety of public history and historic preservation projects. The Society operates the Florida Historical Society Press which publishes a diverse selection of interesting books, maintains the Library of Florida History in Cocoa with its extensive archival collections, manages the Historic Rossetter House Museum in Eau Gallie, and serves as host for the Florida Public Archaeology Network (FPAN) East Central Region. We publish scholarly research in the critically acclaimed Florida Historical Quarterly and produce Florida Frontiers: The Weekly Radio Magazine of the Florida Historical Society.

Preserve Historic Forsyth [NC]

Description

Preserve Historic Forsyth "is dedicated to supporting the preservation of architectural, community, artifacts and natural heritage of Forsyth County." The organization seeks to achieve its aim by providing citizens with support and advice on preserving historic structures and, more importantly, small historic mementos and memorabilia. The organization also maintains a library with resources and guides for historic preservation which is open to the public.

The site offers an online virtual tour of Historic Forsyth, .pdf versions of recent newsletters, a calendar of events, limited library access, and online preservation resources.

1939 World's Fair Photograph Collection

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Photo, "The Old Dominion's youngest M.F.H. " c. 1939
Annotation

For the Court of States exhibit at the 1939 World's Fair in New York, the Virginia State Chamber of Commerce prepared a collection of albums containing more than 3,000 photographs on "twelve aspects of Virginia life: scenic tours; recreation; historic homes; culture; history; colonial archaeology; scenery and natural wonders; physiography; agriculture; education; government and the people; and industry, commerce, and transportation." These photographs are accessible according to 10 Library of Congress subject headings: geographic location, personal name, building name, historic subjects, and keywords appearing in bibliographic records. Useful for those interested in Virginia history or studying practices of historical memory.

Old Cape Henry Lighthouse [VA]

Description

With the construction of the Cape Henry Lighthouse in 1792, the waters of the Chesapeake Bay became navigable and safe ensuring steady trade and commerce on the Virginia and Maryland coasts. Today, the Cape Henry Lighthouse is open to the public during the spring, summer, and fall.

The lighthouse offers exhibits and tours.

Texas Archive of the Moving Image

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Screenshot, The Dr. Henry Withers, M.D. and Frances. . . , George Withers, TAMI
Annotation

The Texas Archive of the Moving Image (TAMI) hosts more than 1,000 streaming videos about Texas, shot by Texans, or created in Texas. Users who have appropriate footage, including home videos, can have their films digitized and added to the collection free of charge.

Of the four main navigational buttons, the one to pay attention to is "Teach Texas." This opens a page leading to lesson plans; information on how to implement TAMI resources in the classroom; collection browsing options; and "Documenting History," a documentary-making activity.

Lesson plans can be browsed by grade level, starting with a K-3 category, or by general topic. Specific topics covered include the 1900 Galveston hurricane; 20th-century business; oil; Japanese, Italian, and German internment in World War II; festivals; cattle; the Dust Bowl; the aerospace industry; Lyndon B. Johnson and civil rights; the Vietnam War; the World War II home front; and Gulf Coast hurricanes. Lesson plans are structured, offering, for example, objectives; lists of useful prior knowledge and/or activities to engage said knowledge; hooks; the activity itself, including films to watch, questions to address, and readings to complete; worksheets; resources; and lists of Texas state standards.

Using Archival Film in the Classroom holds best practice suggestions for preparation prior to class, in class (before, during, and after a film viewing), and further resources on using film to teach.

Documenting History is a multi-day lesson plan, which culminates in group documentaries discussing local people, events, or items. While the idea is to collect Texas history, the plan can easily be implemented elsewhere without the possibility of adding the videos to the TAMI. In addition, the plan includes information on free video editing software, so, while there are equipment requirements, you do not need your school to possess expensive editing software to put the plan into action.

Finally, Curated Collections offers video sets on home movies, Lyndon B. Johnson, Austin television, local films, Texas and the Vietnam War, Speakers of the Texas House of Representatives, and the U.S.-Mexico frontier.

Robert E. Lee Papers

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Letter, R.E. Lee to Blair Robertson, April 30, 1864, Robert E. Lee Papers
Annotation

Many people are familiar with Lee's role as Commander of the Confederate Army. However, have you ever wondered what Lee himself had to say during the war? Before or after? This website gives you a peek into the mind of this famous man by way of selected correspondence.

This website consists of a collection of more than 45 letters written by Lee to recipients as diverse as family members, Jubal Early, Pendleton, McClellan, Jefferson Davis, and the Washington College. Contents include regular correspondence, a declination to a wedding invitation, military matters such as the release of citizen hostages, comments on personal illness, and college matters—from the grounds to recognizing strong attendance records. Letters are arranged in small collections by the year that they were penned. Although this website does not include transcriptions for all of the letters, a link on the main page leads to a site with a large selection of transcribed letters written by Lee. Lee's hand is legible, though, so don't discount the originals.