QUESTIONS AND TOPICS

[Use maps constantly while studying this period. The maps provided in Dodge's Bird's-Eye View are admirably adapted to this purpose.]

CHAPTER 37

§ 380.--a. What did Lincoln say about the Union? What did he say about slavery? What oath did Lincoln take?

b. Was his inaugural conciliatory to the South?

§§ 381, 382.--a. What was the result of Buchanan's attempt to send supplies to Fort Sumter?

b. Why did Lincoln inform the governor of South Carolina of his determination to succor Fort Sumter?

c. What was the effect on Northern opinion of the attack on Fort Sumter?

d. Could the Southerners have done otherwise than fire on the flag?

§§ 383-385.--a. Why were the Virginians so divided? What resulted from this division?

b. What were the "border states"? Could these states have been neutral?

c. Describe the especial importance of Maryland.

d. What oath had the officers of the United States army and navy taken? Did Lee and other officers who resigned necessarily believe in the right of secession? Give your reasons.

CHAPTER 38

§§ 386, 387.--a. State the advantages of the Southerners from the geographical point of view.

b. Explain how rivers were lines of defense.

c. Describe carefully the plan of the Bull Run campaign.

d. Why was the Shenandoah Valley so important?

§§ 388-390.--a. Why was McClellan placed in command of the Army of the Potomac?

b. Of what advantage to the South were the negroes?

c. Describe the plan of the Peninsular Campaign. What was the great objection to it?

§ 391.--a. Describe the Merrimac, the Monitor. Compare them with the Congress.

b. What effect did the Monitor-Merrimac fight have on McClellan's campaign?

§§ 392, 393.--a Describe the Peninsular Campaign. Why were not more soldiers sent to McClellan?

b. What is meant by the phrase "change of base"?

c. How did Lee secure the removal of McClellan's army from the James?

§§ 394, 395.--a Why did Lee invade Maryland? b. Describe the battle of Antietam, of Fredericksburg. What was the result of each of these battles?

§§ 396, 397.--a. Give an account of the early life and training of Grant and of Thomas.

b. Why were the seizures of Cairo and Paducah and the battle of Mill Springs important?

c. What is meant by the phrase "unconditional surrender"?

§§ 398, 399.--a. Explain carefully the importance to the South of New Orleans and the lower Mississippi.

b. Give an account of Farragut's early life. How did it fit him for this work?

c. Describe the operations against New Orleans.

§ 400.--a. Explain carefully the plan of the campaign to Corinth Why was Corinth important?

b. What quality in Grant was conspicuous at Shiloh?

§ 401.--a. What was Bragg's object in invading Kentucky? How far did he succeed? Why was Chattanooga important?

CHAPTER 39

§§ 402, 403.--a. What is a blockade? What was the effect of the blockade on the South?

b. Had sea power been in Southern hands, could the Union have been saved?

c. Why was Charleston so difficult to capture? (Compare with the Revolutionary War.)

§§ 405, 406.--a. What help did the Southerners hope to obtain from Great Britain and France? Why? How were their hopes disappointed?

b. What do you think of the action of the English mill operatives?

c. Describe the Trent Affair. What do you think of Lincoln's action? Did the British government act wisely?

§§ 406, 407.--a. What had the Republican party declared about slavery in the states? What had Lincoln said in his inaugural?

b. How had the war altered Lincoln's power as President?

c. Why was it necessary for Lincoln to follow Northern sentiment?

d. What is contraband of war? How were the slaves contraband?

§§ 408, 409.--a. What steps had already been taken by Congress toward freeing the slaves?

b. How was the Emancipation Proclamation justified? Upon what would its enforcement depend?

c. What slave states were not affected by this proclamation?

d. How was slavery as an institution abolished throughout the United States?

§§ 410, 411.--a. Why was not the North united upon this war?

b. What is the force of the writ of habeas corpus? Why is it so important?

c. What was the "draft," and why was it necessary?

CHAPTER 40

§§ 412-415.--a. Explain the position of the armies at the beginning of 1863.

b. Why was the conquest of Vicksburg so difficult? How was it finally captured?

c. What effect did the control of the Mississippi have upon the Confederacy?

§ 416.--a. What was Lee's object in invading Pennsylvania?

b. What position did the Union army keep as regards the Confederates?

§§ 417-419.--a. Describe the battle-field of Gettysburg. Why was the battle so important?

b. Describe in detail the principal events of each day of the battle.

c. Learn Lincoln's "Gettysburg Address." How was this ground hallowed? What was the great task before the people?

§§ 420, 421.--a. Describe the battle of Chickamauga. Review Thomas's services up to this time.

b. Describe the three parts of the battle of Chattanooga.

CHAPTER 41

§§ 422, 423.--a. How had Grant shown his fitness for high command? Was it wise to have one man in command of all the armies? Why?

b. Review Sherman's career up to this time. Why did Grant impose trust in him?

c. What was the result of Hood's attacks?

§§ 424-426.--a. What was the real object of Sherman's march to the sea?

b. Describe the destruction of Hood's army. What does it show as to Thomas's ability?

c. What did Sherman's army accomplish on its way to the sea?

§§ 427-430.--a. Compare the conditions of the two armies in Virginia. Explain the advantages of the Confederates.

b. Describe the battle of the Wilderness, noting the conditions favorable to the Confederates.

c. Describe the movement to the James. What advantages had Grant not possessed by McClellan?

§§ 431, 432.--a. Why was Petersburg important?

b. How did Lee try to compel the withdrawal of Grant? Why did he not succeed?

c. Describe Sheridan's work in the Shenandoah Valley. Read a short account of Sheridan's career to 1865, and state his services to the Union cause.

§§ 433.--a. How had Sherman's victories affected the blockade?

b. What aid had Great Britain given to the Confederates? Why did she not give more assistance?

§§ 434, 435.--a. How did Sherman's occupation of Raleigh affect Lee?

b. Describe the condition of Lee's army. How was its capture accomplished?

§ 436.--a. Why was Lincoln's death a terrible loss to the South?

b. Why is he the greatest of all Americans?

GENERAL QUESTIONS

a. Review the steps which led to the war for the Union.

b. What were Lincoln's personal views as to slavery? Why could he not carry them out?

c. What were Lincoln's leading characteristics? Give illustrations to support your view.

d. Study Grant's military career and try to find out why he succeeded where others failed.

e. Arrange a table of the leading campaigns, giving dates, leaders, end to be attained, important battles, and result.

f. Give the two most important battles of the war. Why do you select these?

TOPICS FOR SPECIAL WORK.

a. Life in Southern prisons.

b. The Shenandoah Valley in the war.

c. Any important battle or naval action, or leading general, or naval commander.

d. The part played by your own state or town in the war, or the history of one of your state regiments.

SUGGESTIONS TO TEACHERS

A few days spent upon a study of the field of war will save a great deal of time. Channing's Students' History will enable the teacher to indicate the most important strategic points. Maps have been sparingly provided in this book, as the simple plans in Dodge's Bird's-eye View can easily be reproduced on the blackboard. In general, campaigns should be studied rather than battles.

Pictures relating to this period are easily obtainable and may be freely used. It is an excellent plan to ask some veteran to describe his experiences, and the local post of the Grand Army of the Republic will often lend material aid in making the war real to the pupils. Grant's career should be especially studied, and the reasons for his successes carefully noted.

Indeed, the study of this period may well center around Lincoln and Grant. Lincoln's inaugurals are too difficult to be studied thoroughly. But the teacher can easily select portions, as the last paragraph of the second inaugural. Lincoln's Gettysburg Address should be learned by every pupil, and his letter to Greeley (Students' History, p. 539) will throw a flood of light on Lincoln's character. In studying this period, as well as other periods, it is better to dwell on the patriotism and heroism of our soldiers, sailors, and statesmen than to point out their mistakes and personal faults.

Literature is so rich in reference to this time that nothing more than the mention of the works of Lowell, Whittier, Holmes, and Longfellow is needed.

[Illustration: THE PRESENT FLAG, 1900.]