By Jeremiah E. Goulka
Top often called the hero of Little around most sensible at Gettysburg and the commanding officer of the troops who accredited the Confederates' give up at Appomattox, Joshua Lawrence Chamberlain (1828-1914) has turn into the most well-known and so much studied figures of Civil warfare heritage. After the warfare, he went directly to function governor of Maine and president of Bowdoin collage. the 1st selection of his postwar letters, this e-book bargains vital insights for figuring out Chamberlain's later years and his position in chronicling the war.The letters integrated right here exhibit Chamberlain's viewpoint on army occasions at Gettysburg, 5 Forks, and Appomattox, and at the making plans of ceremonies to rejoice the 50th anniversary of Gettysburg. As Jeremiah Goulka issues out in his creation, the letters additionally make clear Chamberlain's perspectives on politics, race family members, and schooling, they usually divulge a number of the own problems he confronted overdue in existence. On a broader scale, Chamberlain's correspondence contributes to a greater knowing of the impact of Civil battle veterans on American lifestyles and the influence of the battle on veterans themselves. It additionally says a lot approximately country and nationwide politics (including the politics of pensions), kin roles and relationships, and ideas of masculinity in Victorian the US.
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Extra resources for The Grand Old Man of Maine: Selected Letters of Joshua Lawrence Chamberlain, 1865-1914 (Civil War America)
To accomplish this, professors needed to change the way they interacted with students. He did not ﬁnd the usual routine—‘‘themes written, faithfully corrected, returned, and burned’’—eﬀective, so he devised a system ‘‘for the sake of ‘getting at’ the student’s mind (and heart too, for he has one) and . . ’’ Juniors would spend a fortnight every term with him, individually, editing their themes into real papers. ) Chamberlain had tried to employ this pedagogy in his own courses. One of these was a popular senior elective on the history of English language and literature.
July to King Wilhelm. . Apr. to Frye. . See, for example, Nov. to Hale. . Pullen describes the duties of the surveyor at –. . Dec. to Richards. xxx } A In , Chamberlain announced that he would never again return to academia. ‘‘Let me say no danger and no hardship ever makes me wish to get back to that college life again. I can’t breathe when I think of those last two years. ’’ 54 Even though teaching was merely a fallback in , and even though he often pronounced himself profoundly bored and frustrated by it, education would always remain a fundamental part and passion of Chamberlain’s life, and he had the great good fortune to be involved in the dramatic years of educational reform of the second half of the nineteenth century.
Nov. to Fannie. . Nov. to his mother, . . Oct. to Fannie. . Jan. to Fannie. xxxviii } A For biographies of Chamberlain, the best place to start is Alice Rains Trulock’s In the Hands of Providence: Joshua L. Chamberlain and the American Civil War (Chapel Hill: University of North Carolina Press, ). For the period covered in this volume, see the late John J. : Stackpole Books, ), an insightful work by the man who is most responsible for reviving modern interest in Chamberlain.