193-211, Comte de Paris's Civil War, II., pp. 331-360, Morris's Half Hours, II., pp. 392-407; Peninsular Campaign, Century, 8, p. 136; and 10, p. 121, (McClellan's articles). Poem Barbara Frietchie, Whittier. IV. SUGGESTIVE NOTES. Having repulsed McClellan and saved Richmond, Lee decided to cross the Potomac into Maryland, where he fought and lost the Battle of Antietam. Lee's success in Maryland or Pennsylvania would have had great influence upon England and France in behalf of Southern interests. What to Teach: (c) Lee's Second Invasion of the North; The Battle of Gettysburg and Its Results (1863). I. REFERENCES. Barnes, pp. 549-553; Richardson, pp. 524-529; Champlin, pp. 361-367; Ellis, III., pp. 192–195; Barnes's Brief, pp. 251-254; Bryant, IV., pp. 552-555. II. SPECIAL TOPICS. Confederate Wants, Champlin, pp. 300-302; Jackson's Death, Champlin, p. 351; Lee's Retreat from Gettysburg, Champlin, pp. 365, 366; John Burns and Jenny Wade, Champlin, pp. 368, 369; Effect upon England of Battle of Gettysburg and Surrender of Vicksburg, Coffin's Marching to Victory, pp. 330-332. III. OUTSIDE READINGS. History: Gettysburg, Greeley's American Conflict, II., pp. 367-403, Coffin's Marching to Victory, pp. 160-182; Burnside at Fredericksburg, Coffin's Drum-Beat, pp. 386– 414; Pickett's Charge, Morris's Half Hours, II., pp. 467– 482; "Stonewall" Jackson, Century, 10, p. 927; Gettysburg, Century, 33, pp. 112, 133, 218, 451, 296, 464, 472, 803. Poetry John Burns of Gettysburg, Harte. Oratory Lincoln's speech at Gettysburg, Anderson, pp. 316, 317; also in Johnston's American Orations, III., pp. 243-245; also in Union Speaker, p. 374. IV. SUGGESTIVE NOTES. We omit references to military detail between the battles of Antietam and Gettysburg, but the teacher will do well to outline the events as follows: — After Lee was driven back from Maryland, General Burnside marched with the Army of the Potomac toward Richmond, and was defeated at Fredericksburg. The next spring General Hooker, the new commander of the Army of the Potomac, started toward Richmond and met General Lee at Chancellorsville, when the Federals were again defeated. Doubt and gloom filled the North with apprehension, and Lee, flushed with success, thought it a good time to strike a blow on Northern soil. We will not mention the many reasons that led him to go on this fatal expedition. He knew that a great victory on Uionn territory would secure foreign interference. On the very day when Pickett's repulse brought glorious victory to Northern veterans, a resolution to recognize the Southern Confederacy was pending in the House of Commons. It was never called up. Gettysburg was the Waterloo of the South. Teachers will do well to read the Comte de Paris's Civil War, III., pp. 538-694. E. The Negro Contraband and Emancipation. What to Teach: Emancipation Proclamation; Colored Troops in the War and Exchange of Prisoners; Prison Life; The Draft. I. REFERENCES. Richardson, pp. 514-517, 530-533; Champlin, pp. 318-322; Coffin's Marching to Victory, pp. 94-98, 321328; Anderson, p. 315, with note; Eliot, pp. 439–443 ; Bryant, IV., pp. 504, 505, 543, 544. II. SPECIAL TOPICS. Exchange of Prisoners, Champlin, p. 430; The War and the Slave, Sheldon-Barnes, pp. 339-342; Lincoln's Plan of buying Slaves in Border States, Champlin, pp. 316, 317; Emancipation Proclamation, Barnes, p. 531; How the Confederacy compelled her soldiers to serve, Coffin's Marching to Victory, p. 5. Effect of Emancipation, North and South, Coffin's Marching to Victory, pp. 8, 9; Emancipation of Slaves in District of Columbia, Coffin's Drum-Beat, pp. 368-370; Slaves as Contraband of War, Coffin's Drum-Beat, p. 77; Drafting Soldiers for Southern Army, Coffin's Redeeming Republic, pp. 4, 5; Slaves enlisted by the Confederacy, Eliot, p. 463. III. OUTSIDE READINGS. History: Slavery, the Corner-Stone of the Confederacy, Crumbling, Coffin's Drum-Beat, pp. 364-385; Indians in the Confederate Army, Coffin's Drum-Beat. p. 158; Smede's Memorials of a Southern Planter; Emancipation, Greeley's American Conflict, pp. 232-270; Narrative of a Blockade Runner; Alcott's Hospital Sketches; Livermore's My Story of the War; Emancipation, Comte de Paris's Civil War, II., pp. 706-747. Poem: After the Emancipation Proclamation, Holmes. IV. SUGGESTIVE NOTES. When the war began the United States, refusing to recognize the Confederacy as a government, insisted upon treating prisoners as felons, and regarded the shooting of Union soldiers as murder. At Bull Run the Confederates captured many Union soldiers, and threatened to retaliate by hanging these if the North maintained its attitude toward Southern prisoners. Although the North was then obliged to abandon its position, the government was unwilling to do anything which would appear "to recognize the right of the Confederates to carry on war," and would not agree to exchange any prisoners until the summer of 1862. When this agreement was reached, thousands of prisoners were released from Northern and Southern pris. ons, until the Emancipation Proclamation was issued and colored troops were enrolled in the Union armies. The Confederacy then refused to exchange colored prisoners, and issued an order that every white officer in charge of colored troops should be put to death, and every black soldier taken prisoner should be enslaved. President Lincoln retaliated by proclaiming that "for every soldier. of the United States killed in violation of the laws of war, a rebel soldier shall be executed; and for every one enslaved by the enemy or sold into slavery, a rebel soldier shall be placed at hard labor on the public works." President Lincoln thus prevented the execution of any prisoner, but the Confederates resolutely refused to exchange any black prisoners. This ended all exchanges, as the North was emphatic in its demand that all prisoners, irrespective of color, should be put on the same footing. Thereafter the treatment of prisoners, on both sides, was a source of much bitterness. Life in Libby Prison, and in the prison-pens of Belle Isle, Andersonville, and so on, was full of disease and suffering. The necessity of the draft and its unpopularity in certain parts of the North, notably in New York City, deserve special notice. B. Defence of Washington and Capture of Richmond. What to Teach: III. Grant's Campaign against Richmond. (a) Advance upon Richmond (1864); The Petersburg Mine. |