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.

XIV

RECONSTRUCTION AND REUNION, 1865-1888

Books for Study and Reading

References.--Scribner's Popular History, V; McMaster's School History, chs. xxx-xxxiii; Andrews's Last Quarter-Century.

Home Readings.--Hale's Mr. Merriam's Scholars.