men of the families were serving their nation as soldiers. In hundreds of towns the women formed soldiers' aid societies and sent to the camps clothing, food, bandages for the wounded, medicines for the sick, books, and papers. They even went themselves to the battlefields and army hospitals as nurses, and in many other ways encouraged and helped the troops. Two great and skillfully conducted national organizations were formed, chiefly by women, to carry on this work the Sanitary and Christian Commissions. Both of these bodies, especially the former, were very powerful aids to the welfare and success of the Union army.

355. Its effect on Southern homes. The families of the South suffered far more than those of the North. A much greater proportion of Southern men were soldiers. The loss of life in each neighborhood, therefore, was proportionately larger; and destitute widows and orphans were even more plentiful than in the North. The Southern women, like those of the North, made clothing and prepared food for their loved ones at the front; but they had little money to spend for such articles, and no Sanitary or Christian Commission to help them in their work. Moreover, the Southern women and children who were left at home suffered great hardships from the fact that their country was the scene of nearly all the fighting and destructive raiding.

The Southern hospital service was much poorer than that of the North, so the sick and wounded could not be well cared for. Seldom was the Confederate army supplied with proper food or clothing; and most of their guns, swords, and cannon were much inferior to those supplied to the troops of the Federal Government.

When the war ended such towns of the South as had not been destroyed were almost empty. Her plantations, railroads, and bridges had been ruined. Her trade and her slaves were gone. Her planters, who a few years before were men of wealth, were now poor. Few countries have ever been quite so severely prostrated by the terrible shock of war. 356. What was accomplished by the war. Probably it

was out of the power of any one to have stopped the great conflict. Most Americans thought at that time that only a war could settle the two burning questions that for thirty .years had agitated this nation:

(a) Whether dissatisfied States should be allowed to secede from the Union. If so, this country would be split up into two or more small independent nations, and these would quite likely often be at war with each other.

(b) Whether slavery in America should be allowed to continue and to spread. Must the South always be obliged to live under the terrible blight of bondage?

The war settled these great questions in the negative, and apparently they will never again arise. In 1830 Jackson had insisted that "Our Federal Union: it must and shall be preserved." In 1858 Lincoln had declared that "A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. . . It will become all one thing or all the other." These men were prophets, and their words have come true.

QUESTIONS AND SUGGESTIONS

I. Learn the quotation from Lincoln's second inaugural address given in the text.

2. Lincoln said in 1864, "We have not been fighting aliens, but misled, misguided friends and brothers, members of our own household." Bring incidents to class to show that the Northern generals and their soldiers felt this way also.

3. Compare the transferring of soldiers during the Civil War from place to place with the mode of transfer during the Revolution. Account for the difference.

4. Let each pupil bring to class a story to illustrate some trait of Lincoln's character; e.g., his patience, his humor, his freedom from bitterness or prejudice, his power to think and to act for himself.

5. Without using any names describe several of the foremost leaders of the North and the South. At the close of each sketch see if your classmates can guess whom you have described.

6. Throughout the war who was recognized as the chief general of the Southern forces? Note the number of changes in the Northern generals before the right leader was found.

7. Learn Whitman's O Captain! My Captain! Also the portion of Lowell's Commemoration Ode referring to Lincoln; begin with the line,

"Life may be given in many ways," in stanza v, and end with the close of stanza VI.

8. Compare the gain with the loss of the Civil War.

9. State the different ways of raising money in the North for carrying on the war; in the South.

10. Be able to state clearly what the North fought for; what the South fought for; what the war decided.

II. Make an outline of the chapter.

12. Important date: April, 1865—Lee's surrender at Appomattox; death of Lincoln.

COMPOSITION SUBJECTS

1. Imagine that you are a Southern planter whose property lay in the path of Sherman's march to the sea. Write of your struggle to bring order out of the chaos left by the Northern army.

2. Describe and dramatize the return of a soldier to his home.

3. The place is a farm in the North. News is received of the death of Lincoln. Describe the scene.

4. Write four paragraphs, one describing each of these scenes in the life of Lincoln:

(a) An event of his boyhood.

(b) A debate with Douglas.

(c) The signing of the Emancipation Proclamation.

(d) The visit to Richmond after the surrender.

REVIEW OF THE CIVIL WAR

THE struggle between the principle of states' rights on the one hand and that of centralized government on the other, together with the irritation caused by sectional differences as to slavery, culminated in the greatest civil war that the world has ever seen.

The war began in 1861 with the firing on Fort Sumter. The plan of war east of the Alleghenies consisted chiefly in the efforts of the opposing armies to take Richmond and Washington.

In 1862 the Northern advance toward Richmond was foiled by Lee and Jackson in the Seven Days' battles and the second battle at Bull Run; and Lee was turned back from his advance toward Washington by McClellan at Antietam.

In 1863 Lee defeated Hooker at Chancellorsville and started to invade the North. He was defeated and turned back by Meade in the great three days' battle at Gettysburg during the first week of July.

In 1864 Grant invaded Virginia. Every inch of ground gained by the North was stubbornly contested by the Confederates. In this campaign occurred the battles of the Wilderness, Spottsyl

vania, and Cold Harbor. The movement ended in the siege of Petersburg, twenty-three miles from Richmond.

West of the Allegheny Mountains the fighting centered on the rivers. The South had strongly fortified many posts along the Mississippi, Cumberland, and Tennessee Rivers. Unless she could hold the Mississippi she would be cut off from the aid of Arkansas, Louisiana, and Texas. The Cumberland and the Tennessee were highways into the heart of the Confederacy. In 1862 post after post on these three rivers surrendered to the forces of the Union. Forts Henry and Donelson, Pittsburg Landing, Island No. 10, Corinth, Memphis, and New Orleans were successively taken. In 1863 Vicksburg and Port Hudson were captured. The Confederacy was cut in two from north to south. In the latter part of this year, the Northern victory at Chattanooga, following the defeat at Chickamauga, completed the story of Union success in the West.

In 1864 Grant, who had made his reputation in these Western campaigns, was put in charge of all the Union armies. He placed Sherman at the head of the army of the West at Chattanooga and ordered him to move southward. After weeks of fighting Sherman captured Atlanta. Then began his famous devastating march to the sea, which destroyed all the resources of that section of the South and ended in the capture of Savannah. The Confederacy was now cut in two from west to east.

Sheridan desolated the Valley of the Shenandoah. The end was now inevitable. In April, 1865, Lee surrendered to Grant at Appomattox Court House. This, with the surrender of Johnston to Sherman, practically ended the war.

In this war there was comparatively little fighting on the high seas, but the Union navy's blockade of the Southern ports was a most invaluable help to the North. The success of the Monitor against the Merrimac was essential to the Union cause; had the Merrimac won, she might have compelled the raising of the blockade. This, the first combat between armored ships, showed that wooden warships were out of date. Farragut captured New Orleans and Mobile, and he, Porter, and Foote did gallant service with gunboats on the Western rivers.

Throughout the war Lincoln was, in practice as well as in theory, the commander-in-chief of the army and navy of the United States. He appointed and removed generals and consulted with them as to their plans of campaign. He issued the Emancipation Proclamation, and it was at his word that the Mason and Slidell incident was dealt with so wisely. His death was the greatest loss that could have befallen the nation and added greatly to the difficulties of reconstruction.

Such great commanders as Grant, Sherman, Thomas, and Sheridan, and Lee, Johnston, and Jackson were brought forward by the crises of the war. Each side fought with the greatest heroism. The loss to the nation in the four years of struggle is beyond computation.

This mighty war settled two questions in this country, probably for all time to come: the question of slavery, and the right of States to secede from the Union.

RECOMMENDED READINGS

HISTORY AND BIOGRAPHY

TEACHERS' LIST. Hart's American History by Contemporaries, vol. IV, pp. 151-92, 211-89, 309-444. Fiske's United States, pp. 350-84; Mississippi Valley in the Civil War, chaps. II, III, V-VIII. Wilson's Division and Reunion, pp. 204–52. Chadwick's Causes of the Civil War, chaps. VII-IX, XVII-XIX. Hosmer's Appeal to Arms, chaps. I-VIII, XIII, XIV, XVIII, XIX; Outcome of Civil War, chaps. II-V, X-XII, XV-XVII. Dodge's Bird'sEye View of the Civil War, chaps. I-IV, VIII, X, XIX-XXII, XXV-XXX, LIX, LX. Rossiter Johnson's Short Story of the Civil War, chaps. IV, VI, VIII, IX, XII-XVII, XXVII-XXIX. Rhodes's United States, vol. III, chaps. XIII-XV; vol. IV, chaps. XXI, XXII; vol. v, chaps. XXIV-XXIX. Grant's Memoirs (selected parts). Sherman's Memoirs (selected parts). Sheridan's Personal Memoirs (selected parts). Battles and Leaders of the Civil War (written chiefly by commanders of each great battle). Mrs. Pryor's Reminiscences of Peace and War, chaps. VIII, IX, XII-XXIV. Mrs. Burton Harrison's Recollections Grave and Gay, chaps. I-X. Clark's Short History of U. S. Navy, chaps. XV-XXII. Wilkinson's A Blockade Runner. Fite's Social and Industrial Conditions in the North during the Civil War, chaps. I, VII, IXXI. Alcott's Hospital Sketches. Wise's End of an Era, chaps. XI-XIV, XIX-XXII. Trumbull's War Memories of a Chaplain, chaps. III, V-VII, XI, XII. Lincoln biographies- those of Noah Brooks, Hapgood, Morse, Schurz, and Tarbell are all recommended. Nicolay and Hay's is the great life of Lincoln; it has been condensed into one volume, Short Life of Lincoln. Dodd's Jefferson Davis. Lee biographies—those of Bruce, Page, and Trent are recommended. Mahan's Farragut. White's Stonewall Jackson.

PUPILS' LIST. Hart's Source-Book of American History, pp. 298-335; Romance of Civil War. Elson's Child's Guide to American History, chaps. XVII, XVIII; Side Lights, vol. II, chaps. I-v. Famous Adventures and Prison Escapes of Civil War. Tappan's Our Country's Story, pp. 208-28. Champlin's Young Folks' History of War for the Union, chaps. III-VII, XIV, XVII-XXI, XXVIII, XLIII-XLVI. Coffin's Drumbeat of the Nation; Marching to Victory; Redeeming the Republic; Freedom Triumphant. Abbot's Battlefields of '61; Battlefields and Campfires; Battlefields and Victory; Blue-Jackets of '61. Lodge and Roosevelt's Hero Tales, pp. 185-260, 281–335. Kieffer's Recollections of a Drummer Boy. Lives of Lincoln—those of Moores, Baldwin, Noah Brooks, Helen Nicolay, and Sparhawk are recommended. Lives of Grant - those of Allen, Brooks, and Helen Nicolay are recom