Lincoln's Gamble Fear of Intervention and the Onset of the American Civil War
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LINCOLN's OFFICIAL FAMILY-Bffiuography
LINCOLN LORE Bulletin of the Lincoln National Life Foundation -- --- Dr. Louis A. WarreniEditor Published each week by The Lincoln National Life Insurance Company, Fort Wayne, ndlana Number 753 FORT WAYNE, INDIANA September 13, 1943 LINCOLN'S OFFICIAL FAMILY-BffiUOGRAPHY Sometimes the appearance of a new Salmon P. Chase, 1861-1864 Seward, F. W., Stward at Wa8hington book will call to the attention of the 1.18 Senat<w and Secretary of State, public a considerable number of titles Schuckers, J. W., Life and Public Serv· ices of Salm<m Portland Clwse, 1846·1881, 650pp., 1891. with which it may be classified. Gideon Seward, F. W., Seward at Washington \Velles, Lincoln's Navy Department, 669pp., 1874. is such a book. Chase, S. P., AgaimJt tl~ Re,Jealof the as Sent~.t<w and Secretary of State, Missottri Prohibition of Suwery, 1861-187!, 561pp., 1891. Just outside the pale which separates 16pJ>., 1854. Bancroft, F., Life of William H. Sew· Lincolniana from a general library is ard, 2 vols., 1900. an indefinite number of books called Luthin, R. H., Salmon P. Chase'tt P(}o collateral items. A bibliography of this litical Career Bef&re the Civil ll'ar. Seward, 0. R., William H. Seward's (23) pp., 1943. Travel• Arormd the World, 730pp., large number of Lincoln J'cference 1873. items has never been attempted, except Chase, S. P., Diary and Cor-rcttpon· in Civil War compilations, where many tlence of S. P. Cl1.0.11c, 2 vols., 1903. Seward, W. H., Recent SpeecJwg and of them properly belong, yet, most of Writing• of William H. -
The Shadow of Napoleon Upon Lee at Gettysburg
Papers of the 2017 Gettysburg National Military Park Seminar The Shadow of Napoleon upon Lee at Gettysburg Charles Teague Every general commanding an army hopes to win the next battle. Some will dream that they might accomplish a decisive victory, and in this Robert E. Lee was no different. By the late spring of 1863 he already had notable successes in battlefield trials. But now, over two years into a devastating war, he was looking to destroy the military force that would again oppose him, thereby assuring an end to the war to the benefit of the Confederate States of America. In the late spring of 1863 he embarked upon an audacious plan that necessitated a huge vulnerability: uncovering the capital city of Richmond. His speculation, which proved prescient, was that the Union army that lay between the two capitals would be directed to pursue and block him as he advanced north Robert E. Lee, 1865 (LOC) of the Potomac River. He would thereby draw it out of entrenched defensive positions held along the Rappahannock River and into the open, stretched out by marching. He expected that force to risk a battle against his Army of Northern Virginia, one that could bring a Federal defeat such that the cities of Philadelphia, Baltimore, or Washington might succumb, morale in the North to continue the war would plummet, and the South could achieve its true independence. One of Lee’s major generals would later explain that Lee told him in the march to battle of his goal to destroy the Union army. -
The Dutchness of the Roosevelts
The Dutchness of the Roosevelts FRANK FREIDEL wo of the most notable of American Presidents in the twentieth Tcentury, Theodore Roosevelt and Franklin D. Roosevelt, took intense pride in their Dutch ancestry. It was the first topic that Theo dore Roosevelt wrote about in the opening pages of his Autobiography. Franklin sketched the family line in a paper he wrote as a student at Harvard University, and at the beginning of each of his unprecedented four terms as President took his oath of office on the old Dutch family Bible.1 Yet both Roosevelts were Dutch more in name and in tradition than in origins. Theodore, a fifth cousin of Franklin, was less than a quarter Dutch; Franklin had only a trifling percentage of Dutch an cestry. Both Roosevelts, despite their name, were predominantly Eng- lish in origin. There were sound reasons, both political and social, for their pride in their Dutch name. Socially there was no more prestigious pedigree in New York than to be a member of one of the old Knicker bocker families, tracing descent from the founders of New Amsterdam. The Roosevelts enjoyed a secure position in New York society. The political worth of a Dutch name was rather less tangible but nevertheless seemed consequential to both the Roosevelts. It was well to give the impression that one was somehow not an unadulterated blue blood of English colonial aristocracy, but rather a product of the American melting pot. Both Roosevelts had a tendency to claim as varied an ancestry as possible depending upon the ethnic origins of the group whose votes they were soliciting at a given moment. -
Reviewing the Civil War and Reconstruction Center for Legislative Archives
Reviewing the Civil War and Reconstruction Center for Legislative Archives Address of the Boston Female Anti-Slavery Society NAID 306639 From 1830 on, women organized politically to reform American society. The leading moral cause was abolishing slavery. “Sisters and Friends: As immortal souls, created by God to know and love him with all our hearts, and our neighbor as ourselves, we owe immediate obedience to his commands respecting the sinful system of Slavery, beneath which 2,500,000 of our Fellow-Immortals, children of the same country, are crushed, soul and body, in the extremity of degradation and agony.” July 13, 1836 The Boston Female Anti-Slavery Society was founded in 1832 as a female auxiliary to male abolition societies. The society created elaborate networks to print, distribute, and mail petitions against slavery. In conjunction with other female societies in major northern cities, they brought women to the forefront of politics. In 1836, an estimated 33,000 New England women signed petitions against the slave trade in the District of Columbia. The society declared this campaign an enormous success and vowed to leave, “no energy unemployed, no righteous means untried” in their ongoing fight to abolish slavery. www.archives.gov/legislative/resources Reviewing the Civil War and Reconstruction Center for Legislative Archives Judgment in the U.S. Supreme Court Case Dred Scott v. John F. A. Sanford NAID 301674 In 1857 the Supreme Court ruled that Americans of African ancestry had no constitutional rights. “The question is simply this: Can a Negro whose ancestors were imported into this country, and sold as slaves, become a member of the political community formed and brought into existence by the Constitution of the United States, and as such, become entitled to all the rights and privileges and immunities guaranteed to the citizen?.. -
To Live and Die in Dixie: Robert E. Lee and Confederate Nationalism Jacob A
Western Kentucky University TopSCHOLAR® Honors College Capstone Experience/Thesis Honors College at WKU Projects 2010 To Live and Die in Dixie: Robert E. Lee and Confederate Nationalism Jacob A. Glover Western Kentucky University Follow this and additional works at: http://digitalcommons.wku.edu/stu_hon_theses Part of the United States History Commons Recommended Citation Glover, Jacob A., "To Live and Die in Dixie: Robert E. Lee and Confederate Nationalism" (2010). Honors College Capstone Experience/ Thesis Projects. Paper 267. http://digitalcommons.wku.edu/stu_hon_theses/267 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Honors College Capstone Experience/ Thesis Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. Copyright by Jacob A. Glover 2010 ABSTRACT Robert E. Lee is undeniably one of the most revered figures in American history, and yet despite the adoration awarded to the man over the years, surprisingly little scholarly research has dedicated itself to an inquiry into his nationalistic leanings during the four most important years of his life—the Civil War. In fact, Lee was a dedicated Confederate nationalist during his time in service to the Confederacy, and he remained so for the rest of his life, even after his surrender at Appomattox and the taking of an oath to regain his United States citizenship. Lee identified strongly with a Southern view of antebellum events, and his time in the Confederate army hardened him to the notion that the only practical reason for waging the Civil War was the establishment of an independent Southern nation. -
Juneteenth” Comes Ployer and Free Laborer
J UNETEENTH 92 C ELEBRATIONS UNETEENTH is the oldest celebration in the and the connection h eretofore existing be- nation to commemorate the end of slavery in tween them becomes that between em- J the United States. The word “Juneteenth” comes ployer and free laborer. from a colloquial pronunciation of “June 19th,” which With this announcement the last 250,000 slaves in is the date celebrations commemorate. the United States were effectively freed. Afterward In 1863 President Abraham Lincoln signed the many of the former slaves left Texas. As they moved to Emancipation Proclamation, offi - other states to fi nd family mem- cially freeing slaves. However, bers and start new lives, they car- word of the Proclamation did not ried news of the June 19th event reach many parts of the country with them. In subsequent decades right away, and instead the news former slaves and their descendants spread slowly from state to state. continued to commemorate June The slow spread of this important 19th and many even made pilgrim- news was i n part because the A mer- ages back to Galveston, Texas to ican Civil War had not yet ended. celebrate the event. However, in 1865 the Civil War Most of the celebrations ini- ended and Union Army soldiers tially took place in rural areas and began spreading the news of the included activities such as fi shing, war’s end and Lincoln’s Emanci- barbeques, and family reunions. pation Proclamation. Church grounds were also often On June 19, 1865, Major Gen- the sites for these celebrations. As eral Gordon Granger and U nion more and more African Americans Army soldiers arrived in Galves- improved their economic condi- ton, Texas. -
Abraham Lincoln Papers
Abraham Lincoln papers From Thomas Worcester to Abraham Lincoln, May 16, 1864 Dear Sir, It is a constant subject of thankfulness with me, that you are where you are. And it is my belief that the Divine Providence is using your honesty, kindness, patience and intelligence as means of carrying us through our present troubles. 1 I see that you hesitate with regard to retaliation, and I am glad of it. Your feelings of kindness and regard to justice do not allow you to take the severe course, which is most obvious. Now I feel great confidence that you will be led to the best conclusions; but while you are hesitating, I am tempted to offer a suggestion. 1 This is a reference to the Fort Pillow massacre that occurred on April 12 when black soldiers attempted to surrender and were given no quarter. Lincoln carefully considered an appropriate response to this outrage. On May 3, he convened a meeting of the cabinet and requested each member to submit a written opinion that recommended a course of action to take in response to the massacre. At a cabinet meeting on May 6, each member read his opinion on the case and after receiving this advice, Lincoln began to draft a set of instructions for Secretary of War Stanton to implement. Apparently Lincoln became distracted by other matters, such as Grant's campaign against Lee and these instructions were neither completed nor submitted to the War Department. For the written opinions of the cabinet, see Edward Bates to Lincoln, May 4, 1864; William H. -
Abraham Lincoln: Preserving the Union and the Constitution
ABRAHAM LINCOLN: PRESERVING THE UNION AND THE CONSTITUTION Louis Fisher* I. THE MEXICAN WAR ..................................................................505 A. Polk Charges Treason ...................................................507 B. The Spot Resolutions ....................................................508 C. Scope of Presidential Power .........................................510 II. DRED SCOTT DECISION ...........................................................512 III. THE CIVIL WAR .....................................................................513 A. The Inaugural Address.................................................515 B. Resupplying Fort Sumter .............................................518 C. War Begins ...................................................................520 D. Lincoln’s Message to Congress .....................................521 E. Constitutionality of Lincoln’s Actions .......................... 523 F. Suspending the Writ .....................................................524 G. Statutory Endorsement ................................................527 H. Lincoln’s Blockade .......................................................528 IV. COMPARING POLK AND LINCOLN ...........................................531 * Specialist in constitutional law, Law Library, Library of Congress. This paper was presented at the Albany Government Law Review’s symposium, “Lincoln’s Legacy: Enduring Lessons of Executive Power,” held on September 30 and October 1, 2009. My appreciation to David Gray Adler, Richard -
Four Roads to Emancipation: Lincoln, the Law, and the Proclamation Dr
Copyright © 2013 by the National Trust for Historic Preservation i Table of Contents Letter from Erin Carlson Mast, Executive Director, President Lincoln’s Cottage Letter from Martin R. Castro, Chairman of The United States Commission on Civil Rights About President Lincoln’s Cottage, The National Trust for Historic Preservation, and The United States Commission on Civil Rights Author Biographies Acknowledgements 1. A Good Sleep or a Bad Nightmare: Tossing and Turning Over the Memory of Emancipation Dr. David Blight……….…………………………………………………………….….1 2. Abraham Lincoln: Reluctant Emancipator? Dr. Michael Burlingame……………………………………………………………….…9 3. The Lessons of Emancipation in the Fight Against Modern Slavery Ambassador Luis CdeBaca………………………………….…………………………...15 4. Views of Emancipation through the Eyes of the Enslaved Dr. Spencer Crew…………………………………………….………………………..19 5. Lincoln’s “Paramount Object” Dr. Joseph R. Fornieri……………………….…………………..……………………..25 6. Four Roads to Emancipation: Lincoln, the Law, and the Proclamation Dr. Allen Carl Guelzo……………..……………………………….…………………..31 7. Emancipation and its Complex Legacy as the Work of Many Hands Dr. Chandra Manning…………………………………………………..……………...41 8. The Emancipation Proclamation at 150 Dr. Edna Greene Medford………………………………….……….…….……………48 9. Lincoln, Emancipation, and the New Birth of Freedom: On Remaining a Constitutional People Dr. Lucas E. Morel…………………………….…………………….……….………..53 10. Emancipation Moments Dr. Matthew Pinsker………………….……………………………….………….……59 11. “Knock[ing] the Bottom Out of Slavery” and Desegregation: -
8Th US History Civil War and Reconstruction Units
8th US History Civil War and Reconstruction Units 1. Complete the first 4 weeks of work in order. The first week covers the Civil War. If you can answer the questions without completing all of the reading, you may do so, as you should have learned the majority of this content in class. Within the unit there are two video lessons, one about Harriet Tubman and another about the 54th Massachusetts. If you have access to your phone or the internet, watch the videos as they are assigned to complete the questions. 2. Weeks 2, 3, and 4 over lessons we have yet to cover in class, including about the period of time after the Civil War, called Reconstruction. You should use the textbook reading to complete the questions and assignments in this section. 3. Week 5 focuses on the STAAR practice unit. Please access the quizlet link on page 76, review the “US History at a glance” pages, and answer the practice problems using the “at a glance” information. 4. For online games, activities and extra practice check out: https://www.icivics.org/games 5. Khan Academy provides a free, online module for 8th Grade US History, including topic overviews and practice. Focus on The Civil War era (1844-1877) https://www.khanacademy.org/humanities/us-history WEEK 1 The Civil War 21.1 Introduction he cannon shells bursting over Fort Sumter ended months of confu sion. The nation was at war. The time had come to choose sides. TFor most whites in the South, the choice was clear. -
Frank and Virginia Williams Collection of Lincolniana Original Manuscripts FVWCL.2019.003
Frank and Virginia Williams Collection of Lincolniana Original Manuscripts FVWCL.2019.003 This finding aid was produced using ArchivesSpace on September 12, 2019. Mississippi State University Libraries P.O. Box 5408 Mississippi State 39762 [email protected] URL: http://library.msstate.edu/specialcollections Frank and Virginia Williams Collection of Lincolniana Original Manuscripts FVWCL.2019.003 Table of Contents Summary Information .................................................................................................................................... 3 Biographical .................................................................................................................................................... 3 Scope and Content ......................................................................................................................................... 5 Administrative Information ............................................................................................................................ 5 Controlled Access Headings .......................................................................................................................... 6 Collection Inventory ....................................................................................................................................... 6 Series 1: Abraham Lincoln Legal Documents, 1837-1859 ........................................................................ 6 Series 2: Abraham Lincoln Correspondence, 1852-1865 .......................................................................... -
The First Reading of the Emancipation Proclamation Compiled by the National Portrait Gallery, Smithsonian Institution
The First Reading of the Emancipation Proclamation Compiled by the National Portrait Gallery, Smithsonian Institution Target Grade Level: 4–12 in United States history classes Objectives After completing this lesson, students will be better able to: • Identify and analyze key components of a portrait and relate visual elements to relevant historical context and significance. • Evaluate provisions of the Emancipation Proclamation, Lincoln's reasons for issuing it, and its significance. Portrait The First Reading of the Emancipation Proclamation By Alexander Hay Ritchie, after Francis Bicknell Carpenter Stipple engraving, 1866 National Portrait Gallery, Smithsonian Institution; gift of Mrs. Chester E. King NPG.78.109 Link >> Background Information for Teachers Background Information for Teachers: First Reading of the Emancipation Proclamation (depicting a scene that took place on July 22, 1862) Pictured, left to right: Secretary of War Edwin Stanton; Secretary of the Treasury Salmon P. Chase; President Abraham Lincoln; Secretary of the Navy Gideon Welles; Secretary of State William H. Seward (seated); Secretary of the Interior Caleb Smith; Postmaster General Montgomery Blair; Attorney General Edward Bates Pictured on the table: a copy of the Constitution of the United States; a map entitled The Seat of War in Virginia; Pictured on the floor: two volumes of Congressional Globe; War Department portfolio; “Commentaries on the Constitution”; “War Powers of the President”; and a map showing the country’s slave population Portrait Information: The painter of the original work, Francis Carpenter, spent six months in Abraham Lincoln’s White House in 1864, reconstructing the scene on July 22, 1862, when Lincoln read the first draft of his Emancipation Proclamation to his cabinet.