Albany conference. The "War in Old South appealing to you or me. . . . Abraham Lincoln has no right to a soldier in Fort Sumter." For a long time General Dix's famous telegram, "If any one attempts to haul down the American flag, shoot him on the spot," remained the only indication of a fighting spirit in leading circles of the government. While the tide of secession was at its height in the South, a convention met at Albany. It was composed of conservative men of all shades of political opinion, and was in the hands of those who believed coercion to be revolutionary. Later, in February, a peace conference was held at Washington. It urged on Congress the adoption of the Crittenden Compromise or of some similar plan. The march of events was too rapid for compromise; the Southerners relied too implicitly on their own enthusiasm and on the lack of spirit displayed by the men of the North. During this time of hesitation, the Republican current was still running strongly in the North. In January, 1861, many Republican governors were sworn into office — some of whom continued to occupy their positions during the conflict, or the greater part of it; they are known familiarly as the "war governors." To them the country owes the greatest debt. Recognizing the gravity of the crisis, some of them energetically set to work to prepare their states for war. For example, Andrew and Buckingham ordered large quantities of arms and military equipments. When the decisive moment came, they were able to send their state troops to the front within a day or two of the fall of Fort Sumter. SUGGESTIVE QUESTIONS AND TOPICS As preparation for this chapter, trace the constitutional, economic, and social development of the nation by making continuous summary of portions of text underlined with identical colors; make continuous recitations from note-book on Slavery, Particularism, and Nationalism; review the Three Compromises of the Constitution, and trace the results of each from 1789 to 1861. Questions and Topics §§ 319-326. THE UNITED STATES IN 1860 505 a. Trace the history of the policy of compromise which had marked the political history of the country since 1775. What was the effect upon the slave owners; upon the self-respect of the Northerners; upon national spirit? Which group- the Northerners, the Southerners, or the slave owners - do you respect the most? Is there any group of people during this time which wholly commands your respect? Give reasons for answer to each part of this question. b. Explain fully how immigration aided in the preservation of the Union. c. Study the maps showing density of population, and arrange the population of the several sections by states. What states and cities are referred to in the last lines of the first paragraph of p. 485? Make other similar comparisons. d. Explain fully the effect of the grants of public lands upon railroad development. e. Trace the history of cotton raising from 1784 to 1890. What was the largest crop of cotton raised by slave labor; by free labor? f. Study the lives of the men whose names are given in § 326. $327. ELECTION OF 1860 a. Precisely what was the cause of the split in the Democratic party? b. Why was Lincoln nominated? Had you been a member of the Chicago Convention, how would you have voted? c. Bring to class a digest of the Republican platform of 1860, and discuss its principal features. $$ 328-332. SECESSION a. Was the South wholly wrong in the struggle which culminated in secession? Upon the basis of a strict construction of the Constitution, did the South demand more than the Constitution justified? Prove your statements. b. Summarize the compromise efforts of 1860-61. If you had been in the Senate in 1861, how would you have voted on the Crittenden Compromise, and why? c. Secession: describe carefully the course of South Carolina; did all the cotton states actually secede? Explain carefully the difference of interests between the cotton states and the border states. $$ 333, 334. THE NORTH AND THE SOUTH a. Look up and describe the President's "war powers." b. How do you account for the apathy of the Northerners in the winter of 1860-61? Explain conditions in the South which made it possible for a small minority of slave owners to dominate public opinion. c. Upon what grounds could Phillips base his assertion that "Lincoln has no right to a soldier in Fort Sumter"? HISTORICAL GEOGRAPHY Represent in colors upon an Outline Map: (1) free soil, (2) slave soil, (3) states which cast their vote for Douglas or for Bell, (4) states which seceded before April, 1861, (5) states which seceded after that time. GENERAL QUESTIONS a. Represent upon a chart the origin and history of political parties from 1824 to 1860. b. What entries under headings already in note-book must you make? What new headings does this chapter suggest? TOPICS FOR INVESTIGATION BY INDIVIDUAL STUDENTS (See note under this head on p. 56.) a. Tabulate the electoral vote of 1860, and compare it with that of 1856 and of 1896. b. Summarize Senator Crittenden's argument (499, last reference of first group). c. Compare Buchanan's and Andrew's messages (504, last reference). CHAPTER XIII THE CIVIL WAR, 1861-1865 Books for Consultation General Readings. - Dodge's Bird's-Eye View of our Civil War (should be read by all students); Wilson's Division and Reunion, 216-252; Johnston's American Politics, 197–206. Special Accounts. Ropes's Story of the Civil War; Rhodes's United States; Morse's Lincoln (S. S.); *Stephens's War between the States; Davis's Confederate States; Battles and Leaders of the Civil War; Swinton's Twelve Decisive Battles; Boynton's The Navy during the Rebellion; *Greeley's American Conflict; Mahan's Farragut. Biographies of the leading statesmen and generals, Guide, § 25. Sources. — American History Leaflets; Old South Leaflets; Johnston's American Orations; Nicolay and Hay, Abraham Lincoln; McPherson's History of the Rebellion; Grant's Memoirs; Sherman's Memoirs; Moore's Rebellion Record. Writings of the leading statesmen and generals, Guide, §§ 32, 33 Maps. - Dodge's Bird's-Eye View. Bibliography. Channing and Hart, Guide to American History, §§ 56 a, 56b (General Readings), §§ 208–214 (Topics and References). Illustrative Material. Scribner's Campaigns of the Civil War; Herndon's Lincoln; Thurlow Weed's Autobiography; McCulloch's Men and Measures; Greeley's Recollections; The Sherman Letters; Eggleston's A Rebel's Recollections; Jones's A Rebel War Clerk's Diary; Harper's Pictorial History; Garrisons' Garrison, Lowell's Commemoration Ode, Biglow Papers, Second Series, and Political Essays; Whittier's Anti-slavery Poems, Barbara Frietchie, etc.; Moore's Songs and Ballads of the Southern People; Roe's An Original Belle and other stories; Coffin's Winning his Way; Harris's On the Plantation; Page's Among the Camps; Mitchell's In War Time and Roland Blake; Soley's Sailor Boys of 'b1; Stedman's Occasional Poems; Cable's Strange True Stories of Louisiana; Cooke's Hilt to Hilt and other stories; Trowbridge's Drummer Boy and other stories. Abraham Lincoln's first inaugu- No. 18; III, 16-31. THE CIVIL WAR, 1861-1865 334. Lincoln's Policy, 1861. Abraham Lincoln admirably represented that which was best in American life. Undef every disadvantage of birth and breeding, he raised himself by his own exertions to the level of the best statesmen of the day. His sincerity, his straightforwardness, his keen perception of right and wrong, were all enforced by a sense of humor and a kindliness of bearing that endeared him to all with whom he came in contact. On the fourth day of March, 1861, Lincoln entered upon the discharge of his duties as chief magistrate of the United States. In his inaugural address he stated the broad lines of the policy he intended to pursue. He began by declaring that he had "no purpose, directly or indirectly, to interfere with the institution of slavery in the states where it exists. . . . I have no inclination to do so." He held that in contemplation of universal law and of the Constitution, the Union of these states is perpetual, and he maintained that "the Union is much older than the Constitution." It followed from these premises, only partly set forth above, "that no state upon its own mere motion can lawfully get out of the Union; that resolves and ordinances to that effect are legally void. "I therefore consider that, in view of the Constitution and the laws, the Union is unbroken; and to the extent of my ability I shall take care, as the Constitution itself expressly enjoins upon me, that the laws of the Union be faithfully executed in all the states. . . . In doing this there needs be no bloodshed or violence; and there shall be none, unless it be enforced upon the national authority." Lincoln believed that if the laws were enforced in the South wherever they could be executed without resort to arms, and if the mail service were regularly carried on, the Southern people would gradually come to their senses and repeal the ordinances of secession. At all events, he was determined that, while there should be no more paltering with the dogma of |