L3: As Have Faith That Right Makes Might, and In

Total Page:16

File Type:pdf, Size:1020Kb

L3: As Have Faith That Right Makes Might, and In L3: as H AVE FAITH THAT RIGHT MAK ES MIGHT , AN D IN THAT ‘ W — rum LET US DARE t o Do ova DUTY As E UN DERSTAN D rr. A bralzam Linc ln in an addres in Coo er Institute Februa 27 o , s p , ry F O R E WO R D . com iler e l The p of this Record , ar y in 1 868 , published a volume hr of t ee hundred and eighty pages entitled Brown University in - the Civil War. In it were included biographies of twenty one of the graduates and non -graduates of the University who died in war l - that , and a so the record of the two hundred and ninety four of the graduates and non-graduates who served in the Union army or navy in the Civil War period . Brown A lumni Month In the ly for April, 1 91 5 , attention was called to a noteworthy gift received by the Library of the Univer sit y from Mr . Bertram Smith , of Berkeley , California (class of was l c It a typewritten compi ation , overing one hundred pages , containing references to Brown University graduates and ’ non-graduates in the Ofia al Records of the Union and Confederate — A rmies in the Civil War that monumental work comprising one lu hundred and thirty vo mes , published under the direction of suc cessive Secretaries of War until its completion under Secretary as Elihu Root in 1901 . It w a happy thought that led Mr . Smith l x l 1 2 (even with the aid of the inva uable inde vo ume of 24 pages , recording every name in these one hundred and thirty volumes) l to make the extended search which his p an required . As Mr . Smith remarked in his introduction , the material thus secured added little to what was already known concerning the services of - d Brown University graduates and non gra uates in the Civil War . Its great value was in calling attention to quite a large number of VI FOREWORD . Brown men who had a part in that war on the Union or Confed h ad et ate side, but whose services not found mention in our University war records . The list thus compiled contained one hundred a nd ninety a seven names . Of these , seventeen h d no other connection with the University than as the recipients of honorary degrees . Major General Burnside was one of the seventeen; but of course such recognition of honorable service was not sufficient to give him a place among Brown University graduates or non -graduates in the Civil War . Of the one hundred and eighty other persons men c tioned by Mr . Smith thirty had no military servi e in that war, and accordingly their names had no place in a record of such was l service . One of the thirty Francis Way and , who , in the O cialRecords o the Union and Con ederate A rmies I fi f f (Volume V , is Series III , page mentioned as one of the incorporators of the National Home for Disabled Volunteer Soldiers ; but mention of a call to such honorable service even would not entitle the ven - et able err president of the University to a place in a record among those who were enrolled in the military service during the Civil War . ‘ h n O a al Reco T e . in this list taken from the fi rds, there were - - eighty three names of graduates and non graduates of Brown who w m Brown ere mentioned in the memorial volu e , University in the ivil War l d 1 C , pub ishe in 868 ; so that these eighty-three names were not a new contribution to the roll of Brown University grad - and who w the ates non graduates ere in military service , on one - , l 1 861 1 8 side or the other in the batt e years 65 . But even with the elimination of these names there were still left sixty-seven O cial Records names , taken from the fi , which are not recorded in the v ar the roll prepared at the close of Ci il W . FOREWORD VII m s Other na e also , not appearing in that roll , but belonging to it , the writer of these lines had obtained from various sources since the publication of Brown University in tlxe Civil War; and ’ Mr . Smith s discovery became now the suggestion of bringing together the names of these men preparatory to a search for the f m a record o their ilit ry service . Such a list was made with the assistance of the keeper of the Graduate Records of the Univer sit and - y; the seventy three names thus secured , added to Mr . ' - m s . Smith s sixty seven , made a totalof one hundred and forty na e The task of obtaining the Civil War record of these men was d ff divide between Mr . Smith and myself , he to make an e ort to a obt in the war service of the men whose names he had secured , and I to make an efiort to ascertain the war service of those whose s dimenl name were on my list . After some time , because of the Mr. ties encountered in obtaining the information desired , Smith relinquished his endeavor , and I took upon myself the whole of the work . w The task was not an easy one . Many whose names ere in o l l the tw ists had died , not a few long ago , indeed so ong ago that little information concerning their part in the war could be se cured . while of some no evidence was ascertainable that at any time they h ad a part in the w ar on either side . This difliculty - was greatest in case of those graduates or non graduates who resided in the South . Accordingly , I have not found it possible to make the Civil War service of the graduates and non-graduates of the University l has as complete as I desired . In the imit that been reached , as l however , suflicient information w discovered to increase the ro l of Brown University men in the Civil War from two hundred and - 8 8 d and ninety four , as recorded in 1 6 , to four hun red seventeen , VIII FOREWORD - and the number of those who died in the service from twenty one - to thirty nine . In the ne w Record are included the names of the graduates and non-graduates of the University who served in the Confeder B own Universit in tlie Civil War was ate army . The roll in r y the record of the men of the University whose service in that war had x r r been pro libertate et pro Reipuolieee integritate . But a g eat change had been manifested in the intervening years . The bitterness of a - ll w war the w r period , also of the period fo o ing the for some time , had now given place to a spirit of love and devotion to the one ar . common country , which happily the w left to us Especially - was this change made to appear at the time of the Spanish Amer War. e ican War , and more recently in the great World Gen ral E . P . Alexander , who fired the guns at Gettysburg which opened upon the Union lines preceding what is commonly known as ’ Pickett s Charge , used the following words in the introduction to H Milita Memories o a Con ederate 1902 : The his ! ry f f , published in world has not stood still in the years since we took up arms for — what we deemed our most invaluable right that of self govern o ment . We n w enjoy the rare privilege of seeing what we fought for in the retrospect . It no longer seems desirable . It would no w prove only a curse . We have good cause to thank God for our escape from it . not alone for ourselves , but for that of the l ” who e country and even of the world . With such words on record , and many others from a similar source that have long l l been fami iar . the time certain y had come for a recognition of w w the l the change hich the years had rought since Civi War . d Accor ingly , it seemed desirable that search should be made for the record of our graduates and non -graduates who served in the 1 mth n Fro e i scription on the tablet in Manning Hall by Profe ssor Joh n n ln L . Li co . FOREWORD I! C d r a m onfe e ate r y or navy . The Civil War records in the South ern States have not been as carefully preserved as were those in the Union States . Such as remain are now in the War Depart en shin a e but m t at Wa gton , nd these , as required , have been us d ; am s I e pecially indebted to many willing helpers in the South , who h ave rendered valuable service when search was requested. At a meeting of the corporation of the University , October 1 5 1 919 , , the writer of these lines had the pleas ure of reporting to ss t e his a ociates h results of these later labors . In so doing he stated that this new Civil War Record is still incomplete because of the dificulty of obtaining any information concerning Civil War service at a date so remote from that great crisis in our al nation history .
Recommended publications
  • The Skirmisher
    THE SKIRMISHER CIVIL WAR TRUST THE STORM AFTER THE CALM: 1861 VOLUME 5 THINGS FALL APART The new year of 1861 opened with secession weighing heavily on the American mind. Citing abuses of constitutional law, plans for the abolition of slavery, and a rigged 1860 presidential election, the state of South Carolina had dissolved its bonds with the Union less than two weeks before. Mississippi, Florida, Alabama, Georgia, and Louisiana left by the end of January, seizing a number of Federal arsenals as they went. Northerners were agog at the rapid turn of events. Abraham Lincoln refused to surrender Federal forts in Confederate territory, but their garrisons would starve without fresh provisions. The new president, only 60 days into his first term, sent the steamer Star of the West to resupply Fort Sumter in the Charleston, South Carolina harbor. Charleston’s cannons opened fire on the ship, turning it away at the mouth of the harbor. The brief salvo showed the depth of feeling in the Rebel states. Texas left the Union, even though Texas governor Sam Houston refused to take the secession oath, telling his citizens South Carolina seceded from the Union with that “you may, after a sacrifice of countless millions of treasures and hundreds of thousands great fanfare. (Library of precious lives, as a bare possibility, win Southern independence…but I doubt it.” of Congress) In February, the newly-named Confederate States of America held its first constitutional convention. The Confederate States Army took shape, and quickly forbade any further resupplies of Federal forts. The Fort Sumter garrison was very low on food.
    [Show full text]
  • SUV Dept NL Summer 2009.Pub
    SONS OF UNION VETERANS OF THE CIVIL WAR DEPARTMENT OF COLORADO / WYOMING Vol. 2 Summer 2009 Sons of Union GRAND ARMY OF THE REPUBLIC IN MESA CO Veterans of the Civil Article by Gary E. Parrott, PDC De- War partment of CO/WY Department of CO/WY 2960 great Plains Drive Grand Junction, CO 81503 MMMesa County just completed (970) 243-0476 th celebrating its 125 Anniver- NEW OFFICERS Commander sary. Many of the service and Garry W. Brewer, PCC fraternal organizations active 2722 Rincon Drive Grand Junction, Colorado 81503 today in the Grand Valley can 970-241-5842 trace their roots back to the first [email protected] Senior Vice Commander days of Mesa County. One of Rhy Paris, PCC the first such orders was the 494 Bing Street Grand Junction, CO 81504-6113 Grand Army of the Republic 970-434-0410 [email protected] (GAR), the largest and most in- Junior Vice Commander fluential veteran service organi- Eric D. Richhart, PCC zation of its era. 3844 S. Danbury Circle Magna, UT 84044-2223 801-250-7733 The GAR was a national or- [email protected] ganization established on April Secretary / Treasurer 6, 1866 (just after the official Gary E. Parrott, PDC 2960 Great Plains Drive end of the Civil War) in Deca- Grand Junction, CO 81503 970-243-0476 tur, Illinois. Its members were [email protected] former soldiers, sailors and ma- Counselor William Ray Ward, PDC rines who had honorably served P.O. Box 11592 this country during the Civil War. Salt Lake City, UT 84147-0592 801-359-6833 The GAR was intended to be a fraternal and benevolence society.
    [Show full text]
  • Famous-Civil-War-Let
    Famous Civil War Letter Still Speaks to Americans 150 Years Later My very dear Sarah: The indications are very strong that we shall move in a few days -- perhaps tomorrow. Lest I should not be able to write you again, I feel impelled to write lines that may fall under your eye when I shall be no more. Our movement may be one of a few days duration and full of pleasure -- and it may be one of severe conflict and death to me. Not my will, but thine O God, be done. If it is necessary that I should fall on the battlefield for my country, I am ready. I have no misgivings about, or lack of confidence in, the cause in which I am engaged, and my courage does not halt or falter. I know how strongly American Civilization now leans upon the triumph of the Government, and how great a debt we owe to those who went before us through the blood and suffering of the Revolution. And I am willing -- perfectly willing -- to lay down all my joys in this life, to help maintain this Government, and to pay that debt. But, my dear wife, when I know that with my own joys I lay down nearly all of yours, and replace them in this life with cares and sorrows -- when, after having eaten for long years the bitter fruit of orphanage myself, I must offer it as their only sustenance to my dear little children -- is it weak or dishonorable, while the banner of my purpose floats calmly and proudly in the breeze, that my unbounded love for you, my darling wife and children, should struggle in fierce, though useless, contest with my love of country? I cannot describe to you my feelings on this calm summer night, when two thousand men are sleeping around me, many of them enjoying the last, perhaps, before that of death -- and I, suspicious that Death is creeping behind me with his fatal dart, am communing with God, my country, and thee.
    [Show full text]
  • Learning from Sullivan Ballou: Meditations on a Rhode Islander’S Civil War
    Learning from Sullivan Ballou: Meditations on a Rhode Islander’s Civil War Professor Robert Tracy McKenzie Department of History University of Washington It is my pleasure to be with you tonight to take part in this induction of initiates into the University of Washington chapter of Phi Beta Kappa. Let me begin by extending my congratula- tions to each of you new initiates, and to your friends and family members who are with you here this evening. I was initiated into the Phi Beta Kappa chapter at the University of Tennessee some twenty-six years ago, and I still remember that as the proudest accomplishment of my un- dergraduate career. The problem is that I don’t remember anything else about that evening. When I began to think about what I might say to you tonight, I naturally looked back to the only Phi Beta Kappa induction address I had ever heard, and I quickly realized, to my chagrin, that I couldn’t recall a thing about it. I remember nothing about the speaker and nothing about his (or her?) topic; in- deed, all I can recall is a rather vague sense of irritation at having to sit through a lecture before being awarded my certificate and key. That wasn’t much help. So I then decided to imagine the perfect Phi Beta Kappa induction address in my mind’s eye so I could strive to recreate it. The ideal talk, on an occasion like this, I concluded, would be erudite, entertaining, challenging, at crucial moments inspirational, and above all, brief.
    [Show full text]
  • William Forbes Belcher and Sullivan Ballou: Two Wartime Letters by Michael Hutchison
    WORLD WAR II LESSON PLANS Lesson 1––William Forbes Belcher and Sullivan Ballou: Two Wartime Letters by Michael Hutchison “You both shall know your father better as you This lesson asks students to analyze letters written grow and know yourself better. I can never be by Major Sullivan Ballou of the Second Rhode dead, because you are alive.” Island Regiment during the Civil War, and by Major William Forbes Belcher of Indianapolis, a Major William Forbes Belcher U.S. marine who was on active duty at Okinawa in Letter to his sons World War II. February 14, 1945 “And how hard it is for me to give them up and Grade Level burn to ashes the hopes and future years, when, High School God willing, we might still have lived and loved together, and see our boys grown up to honorable Learning/Instructional Objectives manhood around us.” Students will: Major Sullivan Ballou • gain an appreciation for sacrifices made by Letter to his wife, Sarah soldiers in wartime July 14, 1861 • understand some of the major battles and Overview/Description campaigns of World War II Many soldiers write letters home in wartime. • understand that World War II affected and Frequently, those letters are about mundane disrupted families and personal lives things—what foods they ate, what they did in their spare time, asking about news from home, Academic Standards for the Social Studies etc. Soldiers also wrote home, however, to • Indiana Standards: USH 5.3, USH 5.6, WH express their feelings, emotions, and fears to 8.4 and WH 9.2 (as of Oct.
    [Show full text]
  • Lesson 1: Why Fight? Soldiers' Letters
    LESSON 1: WHY FIGHT? GRADE 5-8 SOLDIERS’ LETTERS WWW.PRESIDENTLINCOLN.ORG Abraham Lincoln Presidential Library and Museum Objectives • Recognize the important role ordinary people play in great historical events. • Understand how historians can learn from primary source material generated by average citizens. • Realize that different sources provide differing viewpoints about the same events. • List three reasons why people fought in the Civil War. • Practice letter writing. • Identify Union and Confederate states on a map. • Independently research facts about the Civil War. INTRODUCTION PROCEDURE he letters of ordinary Part I: Letter Writing 2. Ask students if they had types of communication something highly impor- methods listed on the T Civil War soldiers re- 1. Ask students when they veal a great deal to historians tant to tell someone, board were available to last wrote a hand writ- trying to understand why what means of commu- soldiers fighting in the ten letter. What nication would they use? Civil War? From their people were willing to risk prompted them to write their lives fighting in a war. Why? List these modes answers, ask students to their letters? Why of communication on discuss the following: These letters oftentimes might people write let- present vastly different view- the board. (Telephone, ters? Next ask them • How important was points than those stated in email, letters, visiting in when they last sent an person, telegraph, tele- letter writing in 19th official speeches made by email? To whom did politicians about why a coun- gram, etc.) century America? they send an email and try goes to war.
    [Show full text]
  • Reading Closely for Textual Details Developing Core Proficiencies English Language Arts / Literacy Unit
    READING CLOSELY FOR TEXTUAL DETAILS DEVELOPING CORE PROFICIENCIES ENGLISH LANGUAGE ARTS / LITERACY UNIT GRADES 11-12 "And I am willing to lay down all my joys in this life, to help maintain this Government" OD LL DUCATION www.odelleducation.com OD LL DUCATION Page 1 DEVELOPING CORE PROFICIENCIES SERIES This unit is part of the Odell Education Literacy The Core Prociencies units have been designed Instruction: Developing Core Prociencies to be used in a variety of ways. They can be program, an integrated set of ELA units spanning taught as short stand-alone units to introduce or grades 6-12. Funded by USNY Regents Research develop key student prociencies. Teachers can Fund, the program is comprised of a series of four also integrate them into larger modules that build units at each grade level that provide direct up to and around these prociencies. Teachers instruction on a set of literacy prociencies at the can also apply the activity sequences and unit heart of the CCSS. materials to di5erent texts and topics. The materials have been intentionally designed for Unit 1: Reading Closely for Textual Details easy adaptation to new texts. Unit 2: Making Evidence-Based Claims Unit 3: Researching to Deepen Understanding Unit materials available at Unit 4: Building Evidence-Based Arguments www.odelleducation.com READING CLOSELY FOR TEXTUAL DETAILS Becoming literate involves developing habits and unit takes the invisible process expert readers prociencies associated with many reading have internalized and makes it explicit – to purposes, from reading for pleasure to preparing support teachers and students as they develop for high-stakes business meetings.
    [Show full text]
  • “My Very Dear Sarah”
    Name: Period: “My very dear Sarah” After reading Sullivan Ballou’s letter to his wife Sarah, complete the following: Choose 5 of the bolded words in the Sullivan Ballou letter to define. In the 5 spaces below, write the bolded word and its definition in your own words. 1. 2. 3. 4. 5. Answer the following questions using text evidence. You may have to annotate, highlight and reread the letter several times to really understand what Sullivan is trying to say to Sarah. 1. In the first paragraph, why does Sullivan feel impelled to write this letter to Sarah? 2. What two wars is Major Ballou referring to in the story? What similarities does he find in both wars? 3. Is Major Ballou afraid to die? Why or why not? Which line from the letter shows this? 4. Major Ballou talks about his two loves in the letter. What are they? Use text evidence to complete your answer. 5. Why do you think that Sullivan Ballou asks for Sarah’s forgiveness? 6. What two signs will tell her that he will always be with her in the last paragraph? 7. What does Major Ballou compare these things to? Item Thing he compares it to His love for Sarah His love for his country The battlefield 9. What is the last thing he will whisper “…when my last breath escapes me on the battlefield…”? Why do you think he will only whisper this? 10. Why does Sullivan Ballou capitalize the word Omnipotence? What do you think he means by this? 11.
    [Show full text]
  • Rhode Island Research Outline and Ancestry's Redbook: American State, County, & Town Sources
    Rhode Island Research Outline Table of Contents Records Of The Family History Library Family History Library Catalog Bible Records Biography Cemeteries Census Church Records Court Records Directories Emigration And Immigration Gazetteers Genealogy History Land And Property Maps Military Records Naturalization And Citizenship Newspapers Periodicals Probate Records Taxation Town Records Vital Records For Further Reading Comments And Suggestions This outline describes major sources of information about families from Rhode Island. As you read this outline, study the United States Research Outline (30972), which will help you understand terminology and the contents and uses of genealogical records. RECORDS OF THE FAMILY HISTORY LIBRARY The Family History Library has many of the records described in this outline. The Family History Library's major holdings include cemetery, census, church, land, military, probate, town, and vital records as well as newspaper notices of marriages and deaths, city directories, genealogical collections, and periodicals. Some of the sources described in this outline list the Family History Library's book, microfilm, and microfiche numbers. These are preceded by FHL, the abbreviation for Family History Library. These numbers may be used to locate materials in the library and to order microfilm and microfiche at Family History Centers. FAMILY HISTORY LIBRARY CATALOG The library's records are listed in the Family History Library Catalog found at the library and at each Family History Center. To find a record, look
    [Show full text]
  • Freemasonry in Rhode Island Look Like in Our Case Scenario and Hoping for the Best-Case Scenario
    JUNE/JULY/AUGUST 2020 Rhode Island freem aso n Grand Lodge of Rhode Island Established 1791 Volume Forty-Six, Issue One Most Worshipful Brother Gary S. Kaufman th Our 165 Grand Master for the State of Rhode Island and Providence Plantations R∴W∴Melvin E. Silverio, Grand Marshal and M∴W∴Gary S. Kaufman, Grand Master Page 2 June/July/August 2020 _______________________________________________________________________ Grand Master’s Message great first step to continue our association and fraternity but does not provide the structure that we are all used to in our regular communications. The ritual of the opening and closing a lodge is the foundation of our fraternal meetings. Dressing appropriately and addressing the brethren as we would in lodge should not be lost just because of our virtual communications. Over the past month, I established a committee to work on rewriting our ritual for virtual meetings over Zoom. In the coming days, the Craft will receive formal ritual approved by Grand Lodge to be used for virtual lodge meetings. With the exception of floor work and other things that just cannot be done virtually, there is little difference between the Zoom meeting and our regular meetings in our lodges. In addition, a dress protocol as if we were physically in lodge will be instituted. The Sentinel or assigned brother will make sure that all are appropriately dressed. The masters and officers need to continue Brother Gary S. Kaufman to learn and conduct their ritual as before. In addition, new masters Most Worshipful Grand Master have arrived in the East and it is only fair that they have the same opportunity to conduct ritual as all other masters have done.
    [Show full text]
  • Annual Report 1996
    • MM 1996 ANNUAL REPORT NATIONAL GALLERY OF ART 1996 Annual Report Copyright © 1997, Board of Trustees, Cover: Hans Hofmann, Autumn Gold (detail), 1957, Details illustrated at section openings: National Gallery of Art, Washington. Robert and Jane Meyerhoff Collection, 1996.81.4 p. 5: James Peale, Fruit Still Life with Chinese Export All rights reserved. Basket, 1824, oil on wood, Gift of Mr. and Mrs. Frontispiece: Jan van Huysum, Still Life with Flowers Thomas M. Evans, in Honor of the 50th Anniver- This publication was produced by the and Fruit (detail), c. 1715, Patrons' Permanent Fund sary of the National Gallery of Art, 1990.7.1 and Gift of Philip and Lizanne Cunningham, Editors Office, National Gallery of Art, p. 7: Odilon Redon, Large Vase with Flowers, 1996.80.1 c. 1912, oil on canvas, Gift (Partial and Promised) Editor-in-chief, Frances P. Smyth of John C. Whitehead, in Honor of the 50th Editor, Tarn Curry Bryfogle Photographic Credits: Anniversary of the National Gallery of Art, Editorial Assistant, Mariah Seagle Works of art in the National Gallery of Art's collec- 1990.64.1 tions have been photographed by the department Production Manager, Chris Vogel p. 9: William Michael Harnett, My Gems, 1888, oil of imaging and visual services. Other photographs on wood, Gift of the Avalon Foundation, 1957.5.1 are by: Anthony Grohowski (p. 32), James Locke Designed by Susan Lehmann, (pp. 31-33), Robert Shelley (pp.36, 38), and Rex p. 13: Georges Braque, Still Life: Le Jour, 1929, oil Washington, DC Stucky (p. 60), on canvas, Chester Dale Collection, 1963.10.91 p.
    [Show full text]
  • BAB Manual EBOOK.Pdf
    Contents 1. IntroduCtion to Brother against Brother 5 1.1. Overview 5 1.2. System Requirements 7 1.3. Installing the Game 8 1.4. Uninstalling the Game 8 1.5. Product Updates, Bonus Content and Registering your Game 8 1.6. Game Forums 10 1.7. Technical Support 10 1.8. Multi-player registration 10 2. Loading the Game 10 2.1. Main Menu 11 2.2. “Setup Local Game” Screen 12 3. What You see When the Scenario Begins 12 3.1. Map 13 3.2. Mini-map 14 3.3. Top of Screen 14 3.4. Game Buttons and Menus 15 3.5. Order Of Battle (OOB) Display or “Unit Roster” 20 3.6. Units 20 4. What You see after selectInG a unit 23 4.1. Control Box 23 4.2. Echelon Window 25 4.3. Map 26 5. Unit types, properties and StatuSes 27 5.1. Dynamic Statistics 28 5.2. Static Unit Characteristics 29 5.3. Unit Statuses 29 6. Commanding groups and units 32 6.1. Containers 32 6.2. Commanders 32 6.3. Headquarters Units 33 6.4. The Echelon Window and Commanding Brigades, Divisions, Corps and Armies 34 6.5. Automatic Functions of Corps, Divisions and Brigades 41 6.6. Selecting and Commanding Units 44 6.7. Commanding Independent Units 48 6.8. Automatic Functions of Unit Commanders 49 6.9. Temporary Brigade Attachments 49 6.10. The Effects of Going Out-of-Command 50 6.11. Misinterpreted Commands 51 7. tips on Finding the enemy 51 8. evaluating enemY StrenGth and Fighting CapaCity 52 9.
    [Show full text]