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The Selection and Preparation of White Officers for the Command of Black Troops in the American Civil War: a Study of the 41St and 100Th U.S

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The Selection and Preparation of White Officers for the Command of Black Troops in the American Civil War: a Study of the 41St and 100Th U.S THE SELECTION AND PREPARATION OF WHITE OFFICERS FOR THE COMMAND OF BLACK TROOPS IN THE AMERICAN CIVIL WAR: A STUDY OF THE 41ST AND 100TH U.S. COLORED INFANTRY Paul D. Renard Dissertation submitted to the Faculty of the Graduate School of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Human Development February 15, 2006 Falls Church, Virginia COMMITTEE Dr. Marcie Boucouvalas, chair. Dr. Gabriella Belli Dr. Daniel Kuehl Dr. Linda Morris Dr. Harold Stubblefield Keywords: American Civil War, U.S. Colored Troops, officer examination, black soldiers, Bureau for Colored Troops © 2006 by Paul D. Renard The selection and preparation of white officers for the command of black troops in the American Civil War: A study of the 41st and 100th U.S. Colored Infantry Paul D. Renard ABSTRACT American Civil War officer preparation activities were rooted in the broader practices of antebellum military education as applied at West Point, other military academies, and the state militia system. The arrival of black troops in the Union Army led to a radical, if temporary, transformation in the Army’s process for the selection and preparation of officers—but only for the white officers who served with black regiments. Overtly political or casual processes of the early Civil War were replaced in many cases by formal examinations and the centralized review of results, operating in parallel with more traditional political patronage systems of appointment. This study uses the experiences of officers from several black infantry regiments, and particularly the 41st U.S. Colored Infantry from the East and the 100th U.S.C.I. from the West, to illustrate how leaders for black units were chosen, prepared, examined, commissioned, and continued their military education. It focuses on the experiences of the officers, along with the contextual environments of antebellum education, slavery, racism, tactics, and bureaucracy in which they served. TABLE OF CONTENTS LIST OF MULTIMEDIA OBJECTS ..................................................................................v ACKNOWLEDGEMENTS............................................................................................... vi DEDICATION.................................................................................................................. vii LIST OF ACRONYMS ................................................................................................... viii IMPORTANT NOTES ON THE TEXT............................................................................ ix Reader’s Navigation Guide..............................................................................................x PROLOGUE ........................................................................................................................1 THE JOURNEY OF THE STUDY .................................................................................1 ORGANIZATION OF THE CHAPTERS.......................................................................8 CHAPTER ONE SCOPE OF THE STUDY .....................................................................9 BACKGROUND TO THE RESEARCH ........................................................................9 HISTORIOGRAPHY AND LITERATURE REVIEW.................................................23 General Reference Works......................................................................................... 23 General Primary Sources .......................................................................................... 25 Officers, Education, and Training............................................................................. 25 Examination Boards.................................................................................................. 28 Tactics....................................................................................................................... 28 Slavery and Abolitionism ......................................................................................... 30 Blacks of the U.S.C.T. .............................................................................................. 31 Innovative Educational Approaches Encountered by the 41st and 100th U.S.C.I. .... 33 A Surfeit of General Riches, Starvation for Specifics .............................................. 34 HISTORICAL METHOD..............................................................................................34 Sources of Data......................................................................................................... 37 Collection and Analysis of Data ............................................................................... 38 CHAPTER TWO NORTHERN OFFICER EDUCATION............................................40 SKILLS NEEDED BY CIVIL WAR INFANTRY OFFICERS....................................43 THE PRIMACY OF INFANTRY DRILL ....................................................................46 FORMAL OFFICER EDUCATION .............................................................................50 The United States Military Academy ....................................................................... 51 The Psychology of West Point.................................................................................. 61 Demographics, Admission, and Retention at West Point......................................... 66 Curriculum ................................................................................................................ 69 The Basics of Military Education and Drill at the U.S.M.A..................................... 76 PRIVATE AND STATE MILITARY ACADEMIES...................................................79 Alden Partridge – Proponent of Military Education................................................. 80 MILITARY ACADEMIES OF THE NORTH..............................................................82 MILITARY ACADEMIES OF THE SOUTH ..............................................................85 SIGNIFICANCE OF THE MILITARY ACADEMY MOVEMENT...........................91 OTHER ROUTES FOR OFFICER PREPARATION...................................................93 CHAPTER THREE THE U.S.C.T. .................................................................................95 MEN OF THE U.S.C.T..................................................................................................97 THE TRAVAILS OF RECRUITING..........................................................................103 MUSTERING THE 41ST AND 100TH U.S.C.I............................................................117 “THEY CERTAINLY TAKE WONDERFULLY TO THE DRILL.”........................119 LITERACY EDUCATION FOR FREEDMEN AND THE U.S.C.T. ........................125 iii RACISM AND MARGINAL ACCEPTANCE...........................................................134 CHAPTER FOUR PROVIDING THE OFFICERS ......................................................143 SEARCHING FOR EFFECTIVE OFFICERS ............................................................143 OFFICER SELECTION PRACTICES........................................................................147 CHARACTERISTICS OF U.S.C.T. OFFICER PREPARATION..............................153 CHAPTER FIVE PREPARATION FOR EXAMINATION, THE EXAMINATION BOARDS, AND POST-COMMISSIONING TRAINING IN THE 41st AND 100th U.S.C.I. ............................................................................................................................157 ESTABLISHING THE EXAMINATION BOARDS .................................................163 CANDIDATE APPLICATION...................................................................................166 PREPARING FOR THE EXAMINATION ................................................................170 EXAMINATION SCOPE............................................................................................171 REPORTS CREATED FOR EACH CANDIDATE....................................................175 POST-BOARD PLACEMENT ...................................................................................179 TRAINING WITHIN THE REGIMENTS..................................................................181 EFFECTIVENESS OF THE BOARDS AND TRAINING.........................................185 CHAPTER SIX EDUCATIONAL INNOVATIONS IN OFFICER PREPARATION 187 THE FREE MILITARY SCHOOL FOR APPLICANTS FOR COMMANDS OF COLORED TROOPS ..................................................................................................190 Significance of the Free Military School................................................................ 199 CHAPTER SEVEN SUMMARY OF FINDINGS AND QUESTIONS FOR FUTURE RESEARCH.....................................................................................................................203 ANALYSIS AND INSIGHTS.....................................................................................203 QUESTION 1.......................................................................................................... 205 QUESTION 2.......................................................................................................... 214 QUESTION 3.......................................................................................................... 220 QUESTION 4.......................................................................................................... 225 OPPORTUNITIES FOR FUTURE RESEARCH .......................................................229 CONCLUSION............................................................................................................232
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