Stonewall Jackson and the Battle of Chancellorsville

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Stonewall Jackson
Question

Why did Stonewall Jackson think that his army could fight all night long after the Battle of Chancellorsville?

Answer

Confederate General Thomas J. “Stonewall” Jackson was one of the chief architects of the stunning Confederate victory at the battle of Chancellorsville, Virginia, on May 2, 1863. Along with overall Confederate commander Robert E. Lee, Jackson devised a daring plan that divided the numerically inferior southern army and then marched Jackson’s men far around the Union army to strike unsuspecting northern troops on their extreme right flank. Northern soldiers were caught almost completely unawares and quickly succumbed to panic and rout, resulting in one of the most striking tactical victories of the war. Jackson, eager to follow up the initial success by mounting an extremely rare nighttime attack, reconnoitered the Union lines by the light of a full moon the evening of the battle. It was his last act as commander.

Though the men of his corps were undoubtedly exhausted after the day’s fighting, there was reason to believe that they would summon the will for a follow-up attack. Jackson’s men had already proved themselves capable of feats of endurance far beyond what most Civil War-era units could accomplish. During their famed 1862 campaign in Virginia’s Shenandoah Valley, Jackson’s men marched over 400 miles during a four-week stretch (including one 57-mile march in 51 hours) and fought six battles that month, repeatedly confounding Union generals’ attempts to defeat them. That the troops in Jackson’s command managed these feats under extremely difficult conditions—many had poor equipment, insufficient rations, and suffered from dysentery and other chronic conditions—renders their achievements even more remarkable, and helps explain why Jackson’s infantry became known as his “foot cavalry.” Their record as some of the most battle-hardened troops in the Army of Northern Virginia may have led their commander to believe they could renew the attack even after a grueling day of battle. (Jackson also may have anticipated a relative advantage over his Union opponents, whose troops were not only exhausted from the day’s hard fighting but also suffering from low morale due to the chaos of their defeat earlier in the day.)

Night attacks like the one Jackson contemplated at Chancellorsville were extremely rare during the Civil War not because of fatigue but because of the difficulty of fighting in the dark. Even under the best of conditions, Civil War battles were chaotic and confusing affairs: absent modern communications technologies, regiments depended on brightly-colored flags and uniforms to distinguish friend from foe. Even in daylight, troops sometimes mistook friendly regiments for enemy units: the thick, heavy smoke produced by Civil War firearms hung close to the ground, obscuring lines, and in the first years of the war many units on both sides employed nonstandard uniforms. Nighttime amplified these problems, making it nearly impossible to determine the position of friendly and enemy units. The increased threat of so-called “friendly fire” casualties represented a powerful disincentive to mount nighttime operations.

Jackson himself became the best-known Civil War victim of friendly fire. While scouting the Union lines at Chancellorsville by moonlight on horseback with his aides, Confederate pickets mistook his party for northern troops and fired several volleys into the group. Jackson himself was struck by musket balls and mortally wounded: surgeons amputated his left arm in an attempt to save his life, but pneumonia set in and the famous general died eight days after the battle.

For more information

Maps of the Chancellorsville Campaign, in the American Civil War Atlas assembled by West Point.

Explanation of The Battle of Chancellorsville at the website of the Civil War Preservation Trust.

Bibliography

Images:
Print engraving of Stonewall Jackson. Prints and Photographs Division, Library of Congress.

"Battle-field of Chancellorsville Trees shattered by artillery fire on south side of Plank Road near where Gen. Stonewall Jackson was shot," photograph, 1865. Prints and Photographs Division, Library of Congress.

Deserters in the Civil War

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execution of a deserter
Question

I'm researching a Civil War veteran in my family. I've found his muster roll records and there is something that is confusing me. My Civil War ancestor was a private in the Union Army. It says on his records that he deserted on November 5, 1862, and returned on October 27, 1864. It says he was restored to duty (by competent authority) forfeiting all pay for time absent and $10 for transportation by order of General Stanly. How is this possible? I thought all deserters would have been executed.

Answer

This question gets at a central truth about service in the Civil War armies: desertion was common on both sides. It became more frequent later in the war (when more of the soldiers were draftees rather than volunteers, and when the brutal realities of Civil War combat had become more clear), and was more common among Confederate soldiers, especially as they received desperate letters from wives and families urging them to return home as Union armies penetrated further south.

While it is impossible to know with certainty how many soldiers deserted over the course of the conflict, Northern generals reckoned during the war that at least one soldier in five was absent from his regiment; at war’s end, the Union Provost Marshal General estimated that nearly a quarter of a million men had been absent from their units sometime during the war. Estimates for Confederate armies range even higher—perhaps as many as one soldier in three deserted during the course of the war. The Army of Northern Virginia alone lost eight percent of its total strength in a single month during the savage campaign of the summer of 1864.

Officially, desertion constituted a capital offense and was punishable by death. But because of the numbers of soldiers involved, it proved practically as well as politically impossible to execute every deserter who was captured. The armies could not afford the numerical loss of such large numbers of troops; more importantly, as Abraham Lincoln himself noted, people would not stand to see Americans shot by the dozens and twenties. Both armies employed other punishments (branding captured soldiers with a “D” on the hip, was common, for example) rather than execute every deserter they recovered. Both armies did execute some captured deserters—often in highly public ceremonies before the entire regiments, intended to deter other would-be fugitives—but such punishments were unusual.

Only 147 Union deserters were executed during the course of the war. Rather than rely entirely on punitive measures, Union authorities attempted to woo deserters back with offers of amnesty for soldiers who returned to their commands before a specific deadline, frequently pairing that reprieve with threats of increased punishment for those who failed to return before the designated date. Lincoln offered general amnesty to some 125,000 Union soldiers then absent from their regiments in March 1863, provided those soldiers returned to their units.

The prevalence of desertion from the ranks of both armies speaks to an interesting reality about those soldiers’ conception of military obligation. Long mistrustful of professional armies and fiercely protective of individual liberties, many Americans of the mid-nineteenth century (North and South) adhered to a conception of military service as a contractual—one that involved obligations from the state as well as from the citizen-soldier.

For some Civil War volunteers, their service in the army was predicated on specific treatment from their officers and the government. When they believed that the government had not held up its end of the bargain (by failing to provide essential supplies, for example, or by furnishing incompetent leaders) they assumed that the contract had been voided—and their absence, by extension, did not constitute desertion.

Bibliography

Images:
Part of an editorial, "The Deserter," New York Evangelist, September 26, 1861.

"Execution of a Deserter in the Federal Camp, Alexandria," Illustrated London News, January 11, 1862.

Civil War Peace Offers

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Clement Vallandigham
Question

Someone told me that during the Civil War, one of the American presidents got elected, or someone was elected to a government position when agreeing to remove the Union Army/military from Confederate states or certain territories to get the votes. Is any of this true? Was anyone elected to public office by removing the military from Confederate regions before, during, or after the Civil War?

Answer

Here are three possibilities about what you were told, none of which match precisely what you have described.

Before Fort Sumter

One possibility relates to the actions of Lincoln just after he assumed the presidency in 1861. By late March and early April, several southern states had seceded, but a few closer to the North—Virginia, in particular—had not. Virginia had called a Constitutional Convention to decide its course, but those in favor of remaining in the Union were in control of the convention, and this apparently accorded with public sentiment in Virginia. Nevertheless, the convention did not adjourn, so the outcome was still undecided.

During those weeks, the political and military situation was extremely volatile. The Federal army's forces at Fort Sumter in Charleston Bay and at Fort Pickens outside Pensacola needed to be relieved or reinforced, especially in the face demands from South Carolina and Florida. These two states called for the evacuation of federal soldiers at the forts, an action that would have been widely seen as a de facto recognition of the legality of their secession.

In testimony after the war at a congressional hearing, John Minor Botts and John Baldwin, both pre-war Virginia politicians and delegates to the Virginia convention in Richmond, gave contradictory testimony about Lincoln’s actions. Botts claimed that Lincoln had asked to confer with Baldwin, and that during their talk, Lincoln asked Baldwin to relay to the convention a pledge that, if it would adjourn without voting for secession, he would evacuate the federal forces from Forts Sumter and Pickens. Botts met with Lincoln several days later, he testified, and Lincoln had told him about the offer. This had alarmed Botts, who heard nothing of the offer from Baldwin. Botts claimed that Baldwin, on his own initiative, said nothing about the offer because it could have prevented Virginia’s secession. Baldwin, however, strongly denied that Lincoln had made any offer during their conversation.

if it would adjourn without voting for secession, he would evacuate the federal forces from Forts Sumter and Pickens

Nevertheless, by the time Lincoln met with Botts, he had already dispatched orders to send forces by sea to relieve Forts Sumter and Pickens, an action that South Carolina and Florida resisted by force. After the bombardment of Fort Sumter from Charleston and its fall, sentiment in Virginia and at the convention shifted dramatically, and Virginia seceded.

In the hearing, Botts—who was a Unionist before and throughout the war—said that Lincoln’s offer elevated the president’s reputation as a statesman who was genuinely seeking peace and the preservation of the Union. The Radical Republicans who presided over the hearing, however, were troubled by the idea that Lincoln had made such an offer, because, from their point of view, it would suggest that he had been willing to “offer a bribe to Treason.”

Historian Nelson Lankford points out that Lincoln may have been pursuing more than one course during the first weeks of his presidency, before hostilities erupted. He was criticized in the press for indecision, but in fact he had been working to resolve conflicting advice within his cabinet. His secretary of state, William Seward, in particular, advocated resolving the issue through negotiation, rather than by force.

During the War

Another possibility relates to the presidential election of 1864, when the Democrats nominated General George B. McClellan. The party's platform called for an end to prosecuting the war and a truce with the Confederacy, which would have ended the war by allowing the secession of southern states. McClellan himself did not agree with this and advocated continuing the war. Because the war had not been going well for the North, the Democrats might have won the election, but Union victories close to election day bolstered the Republicans, and Lincoln was re-elected.

The Democrats' "peace plank" had declared the war a failure and promised to end hostilities. Its author was Clement Laird Vallandigham (a photo of him is at the top of the page), an Ohio politician who was arrested, tried, and convicted by a military tribunal the previous year for "disloyal" statements. Instead of serving time in jail, he was exiled south by Lincoln. From there he traveled to Canada and accepted the Ohio democratic nomination for governor in absentia. During his campaign, which he ran from a hotel room in Canada, he pledged, if elected, to withdraw Ohio from the Union unless Lincoln ceased hostilities with the Confederacy.

he pledged, if elected, to withdraw Ohio from the Union unless Lincoln ceased hostilities with the Confederacy

Vallandigham lost the election in a landslide, but continued to be influential in the Democratic Party. If McClellan had won the 1864 presidential election, many Democrats were determined that Vallandigham should serve as secretary of war.

At the End of the War

A third possibility relates to the closing days of the war. Radical Republicans in congress as well as Secretary of War Edwin Stanton became concerned that Lincoln would allow the confederate states back into the Union without punishing them or forcing them to outlaw slavery.

the legislature would be recognized as the de facto government of the state

Their fears seemed well-founded when they learned that Lincoln, during a trip to Richmond after its fall, early in April 1865, consulted with at least one Virginia politician and had informally encouraged him to help reconvene the Virginia legislature, declare the state's loyalty to the Union, and order Virginia's soldiers to lay down their arms. In return, said Lincoln, the legislature would be recognized as the de facto government of the state and it could begin to restore order. Republicans viewed Lincoln's offer as an attempt to usurp the power of Congress and as a "bribe of unconditional forgiveness." The point soon became moot, however, by Lee's surrender of his army at Appomatox. The Virginia Legislature did not reconvene.

Bibliography

John Minor Botts, The Great Rebellion: Its Secret History, Rise, Progress, and Disastrous Failure. New York: Harper & Brothers, 1866.

Nelson D. Lankford, Cry Havoc!: The Crooked Road to Civil War, 1861. New York: Penguin, 2007, pp. 63-71.

Joint Congressional Committee on Reconstruction, Subcommittee on Arkansas, Georgia, Mississippi, and Alabama, February 10 and 15, 1866, Chairman, Senator Jacob M. Howard, Report of the Joint Committee on Reconstruction, at the First Session Thirty-Ninth Congress. Washington: Government Printing Office, 1866, Part 2, pp. 102-109, 114-123.

Edgar Thaddeus Welles, editor, Diary of Gideon Welles, Secretary of the Navy under Lincoln and Johnson, Volume 2. Boston: Houghton Mifflin Company, 1911, pp. 273-274, 279-282.

Image Sources:
"Good-by to Sumter—February 3, 1861," the wives and children of the soldiers quartered at Fort Sumter wave good-bye as they leave, evacuated aboard the steamer Marion bound for New York, Harper's Magazine, February 23, 1861.

Portrait of Clement Vallandigham, Prints and Photographs Division, Library of Congress.

Four Steps to Historical Analysis: the SCIM Method

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Article Body

In this five-minute multimedia presentation, historian Tom Ewing demonstrates a four-step process for analyzing historical sources called SCIM: Summarizing, Contextualizing, Inferring and Monitoring. Using the SCIM strategy, Ewing analyzes a letter written by a Civil War soldier in light of the guiding question, what was life like in the artillery during the Civil War?

As Ewing employs each of the four steps, the parts of the letter that he draws on are highlighted, demonstrating how historians read and analyze documents. This multimedia presentation, drawn from Historical Inquiry: Scaffolding Wise Practices in the History Classroom, also demonstrates how historians use a broad historical question to guide their analyses.

Lincoln Heritage Museum

Description

Located on the campus of the only college named for Abraham Lincoln in his lifetime, the award-winning Lincoln Heritage Museum exhibits a significant collection of Abraham Lincoln and Civil War related artifacts, as well as local and Lincoln College history, Presidential letters, and a tribute to September 11, 2001. On display are such items as several 1860 Lincoln presidential campaign banners, a ballot box in which he voted, several of his personal books (including Shakespeare), and tools, several furnishings from the Lincoln's Springfield home, and Lincoln family personal items including Mary Lincoln's jewelry.

Admission to the museum is free, and museum staff supply schools with personalized and living history tours catered to the topics being covered in individual classes.

Lincoln's Gettysburg Address

Description

From the National Humanities Center website:

"In a speech that lasted barely three minutes but that has since become a touchstone of American democracy, Abraham Lincoln spoke at the site of a decisive battle in which nearly 8,000 Confederate and Union soldiers had been killed and more than 30,000 wounded. Why has the 'Gettysburg Address' achieved almost scriptural status for American culture? What, in Lincoln's view, was at stake in the battle and the larger war for which it proved to be the turning point? How can we account for the majesty and precision of Lincoln's language? We will discuss these and other questions through a close reading of the speech and consideration of the context in which Lincoln delivered it."

Registration Deadline
Sponsoring Organization
National Humanities Center
Target Audience
"K-12 U.S. History and American Literature teachers"
Start Date
Cost
$35
Course Credit
"The National Humanities Center programs are eligible for recertification credit. Each workshop will include ninety minutes of instruction plus ninety minutes of preparation. Because the workshops are conducted online, they may qualify for technology credit in districts that award it. The Center will supply documentation of participation."
Duration
One and a half hours

Battle and Memory: The Civil War in Art

Description

The Civil War destroyed the institution of slavery and transformed the U.S. socially, politically, and economically, all at great cost to human life: more Americans died in this war than in any other in the nation's history. The War's impact on art was almost as profound and long-lasting. Not only did the subject inspire some of the nation's best painters, sculptors, photographers, and illustrators, it also changed the face of town and countryside as monuments to soldiers and statesmen of the Civil War era spread across the landscape. This seminar will examine the far-reaching impact of the war on American art, both during the conflict and afterward, as it moved from current event into the realm of memory. The seminar will pay close attention not only to the imagery of battle but also to the social and political issues which shaped the image of the war and which in many respects continue to shape the U.S. today.

The seminar will consist of three sessions. The first two, featuring lecture and discussion, will focus on the close analysis of images and primary documents. The third will concentrate on the integration of seminar ideas and material into lesson plans using the Center's Seminar-to-Classroom Guide.

Registration Deadline
Sponsoring Organization
National Humanities Center
Target Audience
K-12
Start Date
Cost
$75
Course Credit
The National Humanities Center does not award recertification credit. However, it will provide documentation of participation that teachers can present to their local certifying agencies.
Duration
Four hours

Civil War and Reconstruction

Description

This course will examine military aspects of the war, as well as political developments during it, including the political history of the Emancipation Proclamation, the Gettysburg Address and the Second Inaugural. The course also examines the post-war Amendments and the Reconstruction era.

Registration Deadline
Sponsoring Organization
Teachingamericanhistory.org
Phone number
419-289-5411
Target Audience
K-12
Start Date
Cost
Free; $500 stipend
Course Credit
Teachers may choose to receive two hours of Master's degree credit from Ashland University. This credit can be used toward the new Master of American History and Government offered by Ashland University or may be transfered to another institution. The two credits will cost $468.
Duration
Six days
End Date

Civil War and Reconstruction

Description

This course will examine military aspects of the war, as well as political developments during it, including the political history of the Emancipation Proclamation, the Gettysburg Address and the Second Inaugural. The course also examines the post-war Amendments and the Reconstruction era.

Registration Deadline
Sponsoring Organization
Teachingamericanhistory.org
Phone number
419-289-5411
Target Audience
K-12
Start Date
Cost
Free; $500 stipend
Course Credit
Teachers may choose to receive two hours of Master's degree credit from Ashland University. This credit can be used toward the new Master of American History and Government offered by Ashland University or may be transfered to another institution. The two credits will cost $468.
Duration
Six days
End Date