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The American Civil War (1861–1865), also known as the War Between the States and several other names, was a civil war in the United States of America. Eleven Southern slave states declared their secession from the U.S. and formed the Confederate States of America (the Confederacy). Led by Jefferson Davis, they fought against the U.S. federal government (the "Union"), which was supported by all the free states and the five border slave states.
In the presidential election of 1860, the Republican Party, led by Abraham Lincoln, had campaigned against the expansion of slavery beyond the states in which it already existed. The Republican victory in that election resulted in seven Southern states declaring their secession from the Union even before Lincoln took office on March 4, 1861. Both the outgoing and incoming U.S. administrations rejected secession, regarding it as rebellion.
Hostilities began on April 12, 1861, when Confederate forces attacked a U.S. military installation at Fort Sumter in South Carolina. Lincoln responded by calling for a volunteer army from each state, leading to declarations of secession by four more Southern slave states. Both sides raised armies as the Union assumed control of the border states early in the war and established a naval blockade. In September 1862, Lincoln's Emancipation Proclamation made ending slavery in the South a war goal, and dissuaded the British from intervening. Confederate commander Robert E. Lee won battles in the east, but in 1863 his northward advance was turned back at Gettysburg and, in the west, the Union gained control of the Mississippi River at the Battle of Vicksburg, thereby splitting the Confederacy. Long-term Union advantages in men and material were realized in 1864 when Ulysses S. Grant fought battles of attrition against Lee as Union general William Sherman captured Atlanta, Georgia, and marched to the sea. Confederate resistance collapsed after Lee surrendered to Grant at Appomattox Court House on April 9, 1865.
The war, the deadliest in American history, caused 620,000 soldier deaths and an undetermined number of civilian casualties, ended slavery in the United States, restored the Union, and strengthened the role of the federal government. The social, political, economic and racial issues of the war decisively shaped the reconstruction era that lasted to 1877, and continued into the 20th century.
Southern fears of losing control of the federal government to antislavery forces, and Northern fears that the slave power already controlled the government, brought the crisis to a head in the late 1850s. Sectional disagreements over the morality of slavery, the scope of democracy and the economic merits of free labor vs. slave plantations caused the Whig and "Know-Nothing" parties to collapse, and new ones to arise (the Free Soil Party in 1848, the Republicans in 1854, the Constitutional Union in 1860). In 1860, the last remaining national political party, the Democratic Party, split along sectional lines.
Both North and South were influenced by the ideas of Thomas Jefferson. Southerners emphasized, in connection with slavery, the states' rights ideas mentioned in Jefferson's Kentucky Resolutions. Northerners ranging from the abolitionist William Lloyd Garrison to the moderate Republican leader Abraham Lincoln emphasized Jefferson's declaration that all men are created equal. Lincoln mentioned this proposition in his Gettysburg Address.
Confederate Vice President Alexander Stephens said that slavery was "the cornerstone of the Confederacy" after Southern states seceded. After Southern defeat, Stephens said that the war was not about slavery but states' rights, and became one of the most ardent defenders of the Lost Cause. Confederate President Jefferson Davis also switched from saying the war was caused by slavery to saying that states' rights was the cause. While Southerners often used states rights arguments to defend slavery, sometimes roles were reversed, as when Southerners demanded national laws to defend their interests with the Gag Rule and the Fugitive Slave Law of 1850. On these issues, it was Northerners who wanted to defend the rights of their states.
Almost all of the inter-regional crises involved slavery, starting with debates on the three-fifths clause and a twenty year extension of the African Slave Trade in the Constitutional Convention of 1787. There was controversy over adding the slave state of Missouri to the Union that led to the Missouri Compromise of 1820, the Nullification Crisis over the Tariff of 1828 (although the tariff was low after 1846, and even the tariff issue was related to slavery), the Gag rule that prevented discussion in Congress of petitions for ending slavery from 1835–1844, the acquisition of Texas as a slave state in 1845 and Manifest Destiny as an argument for gaining new territories where slavery would become an issue after the Mexican-American War (1846–1848), which resulted in the Compromise of 1850. The Wilmot Proviso was an attempt by Northern politicians to exclude slavery from the territories conquered from Mexico. The extremely popular antislavery novel Uncle Tom's Cabin (1852) by Harriet Beecher Stowe greatly increased Northern opposition to the Fugitive Slave Law of 1850.
The 1854 Ostend Manifesto was an unsuccessful Southern attempt to annex Cuba as a slave state. Rival plans for Northern vs. Southern routes for a transcontinental railroad became entangled in the Bleeding Kansas controversy over slavery. The Second Party System broke down after passage of the Kansas-Nebraska Act in 1854, which replaced the Missouri Compromise ban on slavery with popular sovereignty, allowing the people of a territory to vote for or against slavery. In 1856 Congressional arguments over slavery became violent when Representative Preston Brooks of South Carolina attacked and severely wounded Republican Senator Charles Sumner on the Senate floor after Sumner's "Crime against Kansas" speech. The 1857 Supreme Court Dred Scott decision allowed slavery in the territories even where the majority opposed slavery, including Kansas. The Lecompton Constitution of 1857 was a controversial attempt to admit Kansas to the Union as a slave state. The Lincoln-Douglas debates of 1858 included Northern Democratic leader Stephen Douglas' Freeport Doctrine. This doctrine was an argument for thwarting the Dred Scott decision which, along with Douglas' defeat of the Lecompton Constitution, divided the Democratic Party between North and South. Northern abolitionist John Brown's raid at Harpers Ferry Armory was an attempt to incite slave insurrections in 1859. The North-South split in the Democratic Party in 1860 due to the Southern demand for a slave code for the territories completed polarization of the nation between North and South.
Other factors include sectionalism (caused by the growth of slavery in the lower South while slavery was gradually phased out in Northern states) and economic differences between North and South, although most modern historians disagree with the extreme economic determinism of historian Charles Beard and argue that Northern and Southern economies were largely complementary. There was the polarizing effect of slavery that split the largest religious denominations (the Methodist, Baptist and Presbyterian churches) and controversy caused by the worst cruelties of slavery (whippings, mutilations and families split apart). The fact that seven immigrants out of eight settled in the North, plus the fact that twice as many whites left the South for the North as vice versa, contributed to the South's defensive-aggressive political behavior.
The election of Lincoln in 1860 was the final trigger for secession. Efforts at compromise, including the "Corwin Amendment" and the "Crittenden Compromise", failed. Southern leaders feared that Lincoln would stop the expansion of slavery and put it on a course toward extinction. The slave states, which had already become a minority in the House of Representatives, were now facing a future as a perpetual minority in the Senate and Electoral College against an increasingly powerful North.
A strong correlation was shown between the degree of support for secession and the number of plantations in the region; states of the deep South which had the greatest concentration of plantations were the first to secede. The upper South slave states of Virginia, North Carolina, Arkansas, and Tennessee had fewer plantations and rejected secession until the Fort Sumter crisis forced them to choose sides. Border states had fewer plantations still and never seceded. The percentage of Southern whites living in families that owned slaves was 36.7 percent in the lower South, 25.3 percent in the upper South and 15.9 percent in the border states that fought mostly for the Union. Ninety-five percent of blacks lived in the South, comprising one third of the population there as opposed to one percent of the population of the North. Consequently, fears of eventual emancipation were much greater in the South than in the North.
The Supreme Court decision of 1857 in Dred Scott v. Sandford added to the controversy. Chief Justice Roger B. Taney's decision said that slaves were "so far inferior that they had no rights which the white man was bound to respect", and that slavery could spread into the territories. Lincoln warned that "the next Dred Scott decision could threaten Northern states with slavery.
Northern politician Abraham Lincoln said, "this question of Slavery was more important than any other; indeed, so much more important has it become that no other national question can even get a hearing just at present. The slavery issue was related to sectional competition for control of the territories, and the Southern demand for a slave code for the territories was the issue used by Southern politicians to split the Democratic Party in two, which all but guaranteed the election of Lincoln and secession. When secession was an issue, South Carolina planter and state Senator John Townsend said that "our enemies are about to take possession of the Government, that they intend to rule us according to the caprices of their fanatical theories, and according to the declared purposes of abolishing slavery. Similar opinions were expressed throughout the South in editorials, political speeches and declarations of reasons for secession. Even though Lincoln had no plans to outlaw slavery where it existed, Southerners throughout the South expressed fears for the future of slavery.
Southern concerns included not only economic loss but also fears of racial equality. The Texas Declaration of Causes for Secession said that the non-slave-holding states were "proclaiming the debasing doctrine of equality of all men, irrespective of race or color", and that the African race "were rightfully held and regarded as an inferior and dependent race". Alabama secessionist E. S. Dargan said that emancipation would make Southerners feel "demoralized and degraded".
Beginning in the 1830s, the U.S. Postmaster General refused to allow mail which carried abolition pamphlets to the South. Northern teachers suspected of any tinge of abolitionism were expelled from the South, and abolitionist literature was banned. Southerners rejected the denials of Republicans that they were abolitionists. The North felt threatened as well, for as Eric Foner concludes, "Northerners came to view slavery as the very antithesis of the good society, as well as a threat to their own fundamental values and interests".
As Southerners resigned their seats in the Senate and the House, secession later enabled Republicans to pass bills for projects that had been blocked by Southern Senators before the war, including the Morrill Tariff, land grant colleges (the Morill Act), a Homestead Act, a trans-continental railroad (the Pacific Railway Acts), the National Banking Act and the authorization of United States Notes by the Legal Tender Act of 1862. The Revenue Act of 1861 introduced the income tax to help finance the war.
Seven Deep South cotton states seceded by February 1861, starting with South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas. These seven states formed the Confederate States of America (February 4, 1861), with Jefferson Davis as president, and a governmental structure closely modeled on the U.S. Constitution. Following the attack on Fort Sumter, President Lincoln called for a volunteer army from each state. Within two months, four more Southern slave states declared their secession and joined the Confederacy: Virginia, Arkansas, North Carolina and Tennessee. The northwestern portion of Virginia subsequently seceded from Virginia, joining the Union as the new state of West Virginia on June 20, 1863. By the end of 1861, Missouri and Kentucky were divided -- each of them having a pro-Southern and pro-Northern government.
The territories of Colorado, Dakota, Nebraska, Nevada, New Mexico, Utah, and Washington fought on the Union side. Several slave-holding Native American tribes supported the Confederacy, giving the Indian territory (now Oklahoma) a small bloody civil war.
The Border states in the Union were West Virginia (which was separated from Virginia and became a new state), and four of the five northernmost slave states (Maryland, Delaware, Missouri, and Kentucky).
Maryland had numerous pro-Confederate officials who tolerated anti-Union rioting in Baltimore and the burning of bridges. Lincoln responded with martial law and called for troops. Militia units that had been drilling in the North rushed toward Washington and Baltimore. Before the Confederate government realized what was happening, Lincoln had seized firm control of Maryland (and the separate District of Columbia), by arresting all the Maryland government members and holding them without trial.
In Missouri, an elected convention on secession voted decisively to remain within the Union. When pro-Confederate Governor Claiborne F. Jackson called out the state militia, it was attacked by federal forces under General Nathaniel Lyon. After the Camp Jackson Affair Lyon chased the governor and the rest of the State Guard to the southwestern corner of the state. (See also: Missouri secession). In the resulting vacuum, the convention on secession reconvened and took power as the Unionist provisional government of Missouri.
Kentucky did not secede; for a time, it declared itself neutral. When Confederate forces entered the state in September, 1861, neutrality ended and the state reaffirmed its loyal status, while trying to maintain slavery. During a brief invasion by Confederate forces, Confederate sympathizers organized a secession convention, inaugurated a governor, and gained recognition from the Confederacy. The rebel government soon went into exile and never controlled Kentucky.
After Virginia voted to secede, Union supporters in fifty counties of northwestern Virginia voted on October 24, 1861 to approve the creation of the new state of West Virginia. The majority of the voters in what was to become West Virginia had voted against Virginia's secession, although twenty six of the fifty counties had pro-secession majorities. About half of West Virginia's soldiers were Confederate. This new state was admitted to the Union on June 20, 1863.
Similar Unionist secessions attempts appeared in East Tennessee, but were suppressed by the Confederacy. Jefferson Davis arrested over 3000 men suspected of being loyal to the Union and held them without trial.
Over 10,000 military engagements took place during the war, 40% of them in Virginia and Tennessee. Since separate articles deal with every major battle and many minor ones, this article only gives the broadest outline. For more information see List of American Civil War battles and Military leadership in the American Civil War.
On March 4, 1861, Abraham Lincoln was sworn in as President. In his inaugural address, he argued that the Constitution was a more perfect union than the earlier Articles of Confederation and Perpetual Union, that it was a binding contract, and called any secession "legally void". He stated he had no intent to invade Southern states, nor did he intend to end slavery where it existed, but that he would use force to maintain possession of federal property. His speech closed with a plea for restoration of the bonds of union.
The South sent delegations to Washington and offered to pay for the federal properties and enter into a peace treaty with the United States. Lincoln rejected any negotiations with Confederate agents on the grounds that the Confederacy was not a legitimate government, and that making any treaty with it would be tantamount to recognition of it as a sovereign government. However, Secretary of State William Seward engaged in unauthorized and indirect negotiations that failed.
Fort Sumter in Charleston, South Carolina, Fort Monroe, Fort Pickens and Fort Taylor were the remaining Union-held forts in the Confederacy, and Lincoln was determined to hold Fort Sumter. Under orders from Confederate President Jefferson Davis, troops controlled by the Confederate government under P. G. T. Beauregard bombarded the fort with artillery on April 12, forcing the fort's capitulation. Northerners rallied behind Lincoln's call for all of the states to send troops to recapture the forts and to preserve the Union. With the scale of the rebellion apparently small so far, Lincoln called for 75,000 volunteers for 90 days. For months before that, several Northern governors had discreetly readied their state militias; they began to move forces the next day.
Four states in the upper South (Tennessee, Arkansas, North Carolina, and Virginia), which had repeatedly rejected Confederate overtures, now refused to send forces against their neighbors, declared their secession, and joined the Confederacy. To reward Virginia, the Confederate capital was moved to Richmond. The city was the symbol of the Confederacy. Richmond was in a highly vulnerable location at the end of a tortuous Confederate supply line. Although Richmond was heavily fortified, supplies for the city would be reduced by Sherman's capture of Atlanta and cut off almost entirely when Grant besieged Petersburg and its railroads that supplied the Southern capital.
Winfield Scott, the commanding general of the U.S. Army, devised the Anaconda Plan to win the war with as little bloodshed as possible. His idea was that a Union blockade of the main ports would weaken the Confederate economy; then the capture of the Mississippi River would split the South. Lincoln adopted the plan, but overruled Scott's warnings against an immediate attack on Richmond.
In May 1861, Lincoln enacted the Union blockade of all Southern ports, ending most international shipments to the Confederacy. Violators' ships and cargos could be seized and were often not covered by insurance. By late 1861, the blockade stopped most local port-to-port traffic. The blockade shut down King Cotton, ruining the Southern economy. British investors built small, fast "blockade runners" that traded arms and luxuries from Bermuda, Cuba and the Bahamas in return for high-priced cotton and tobacco. When captured, the blockade runners and cargo were sold and the proceeds given to the Union sailors, but the British crews were released. Shortages of food and other goods triggered by the blockade, foraging by Northern armies, and the impressment of crops by Confederate armies combined to cause hyperinflation and bread riots in the South.
On March 8, 1862, the Confederate Navy waged a fight against the Union Navy when the ironclad CSS Virginia attacked the blockade; it seemed unstoppable but the next day it had to fight the new Union warship USS Monitor in the Battle of the Ironclads. The battle ended in a draw, which was a strategic victory for the Union in that the blockade was sustained. The Confederacy lost the CSS Virginia when the ship was scuttled to prevent capture, and the Union built many copies of the USS Monitor. Lacking the technology to build effective warships, the Confederacy attempted to obtain warships from Britain. The Union victory at the Second Battle of Fort Fisher in January 1865 closed the last useful Southern port and virtually ended blockade running.
Because of the fierce resistance of a few initial Confederate forces at Manassas, Virginia, in July 1861, a march by Union troops under the command of Maj. Gen. Irvin McDowell on the Confederate forces there was halted in the First Battle of Bull Run, or First Manassas, whereupon they were forced back to Washington, D.C., by Confederate troops under the command of Generals Joseph E. Johnston and P. G. T. Beauregard. It was in this battle that Confederate General Thomas Jackson received the nickname of "Stonewall" because he stood like a stone wall against Union troops. Alarmed at the loss, and in an attempt to prevent more slave states from leaving the Union, the U.S. Congress passed the Crittenden-Johnson Resolution on July 25 of that year, which stated that the war was being fought to preserve the Union and not to end slavery.
Maj. Gen. George B. McClellan took command of the Union Army of the Potomac on July 26 (he was briefly general-in-chief of all the Union armies, but was subsequently relieved of that post in favor of Maj. Gen. Henry W. Halleck), and the war began in earnest in 1862. Upon the strong urging of President Lincoln to begin offensive operations, McClellan attacked Virginia in the spring of 1862 by way of the peninsula between the York River and James River, southeast of Richmond. Although McClellan's army reached the gates of Richmond in the Peninsula Campaign, Johnston halted his advance at the Battle of Seven Pines, then General Robert E. Lee and top subordinates James Longstreet and Stonewall Jackson defeated McClellan in the Seven Days Battles and forced his retreat. The Northern Virginia Campaign, which included the Second Battle of Bull Run, ended in yet another victory for the South. McClellan resisted General-in-Chief Halleck's orders to send reinforcements to John Pope's Union Army of Virginia, which made it easier for Lee's Confederates to defeat twice the number of combined enemy troops.
Emboldened by Second Bull Run, the Confederacy made its first invasion of the North, when General Lee led 45,000 men of the Army of Northern Virginia across the Potomac River into Maryland on September 5. Lincoln then restored Pope's troops to McClellan. McClellan and Lee fought at the Battle of Antietam near Sharpsburg, Maryland, on September 17, 1862, the bloodiest single day in United States military history. Lee's army, checked at last, returned to Virginia before McClellan could destroy it. Antietam is considered a Union victory because it halted Lee's invasion of the North and provided an opportunity for Lincoln to announce his Emancipation Proclamation.
When the cautious McClellan failed to follow up on Antietam, he was replaced by Maj. Gen. Ambrose Burnside. Burnside was soon defeated at the Battle of Fredericksburg on December 13, 1862, when over twelve thousand Union soldiers were killed or wounded during repeated futile frontal assaults against Marye's Heights. After the battle, Burnside was replaced by Maj. Gen. Joseph Hooker. Hooker, too, proved unable to defeat Lee's army; despite outnumbering the Confederates by more than two to one, he was humiliated in the Battle of Chancellorsville in May 1863. He was replaced by Maj. Gen. George Meade during Lee's second invasion of the North, in June. Meade defeated Lee at the Battle of Gettysburg (July 1 to July 3, 1863), the bloodiest battle of the war, which is sometimes considered the war's turning point. Pickett's Charge on July 3 is often recalled as the high-water mark of the Confederacy, not just because it signaled the end of Lee's plan to pressure Washington from the north, but also because Vicksburg, Mississippi, the key stronghold to control of the Mississippi, fell the following day. Lee's army suffered 28,000 casualties (versus Meade's 23,000). However, Lincoln was angry that Meade failed to intercept Lee's retreat, and after Meade's inconclusive Fall campaign, Lincoln decided to turn to the Western Theater for new leadership.
While the Confederate forces had numerous successes in the Eastern theater, they were defeated many times in the West. They were driven from Missouri early in the war as a result of the Battle of Pea Ridge. Leonidas Polk's invasion of Columbus, Kentucky ended Kentucky's policy of neutrality and turned that state against the Confederacy.
Nashville, Tennessee, fell to the Union early in 1862. Most of the Mississippi was opened with the taking of Island No. 10 and New Madrid, Missouri, and then Memphis, Tennessee. The Union Navy captured New Orléans without a major fight in May 1862, allowing the Union forces to begin moving up the Mississippi as well. Only the fortress city of Vicksburg, Mississippi, prevented unchallenged Union control of the entire river.
General Braxton Bragg's second Confederate invasion of Kentucky ended with a meaningless victory over Maj. Gen. Don Carlos Buell at the Battle of Perryville, although Bragg was forced to end his attempt at liberating Kentucky and retreat due to lack of support for the Confederacy in that state. Bragg was narrowly defeated by Maj. Gen. William Rosecrans at the Battle of Stones River in Tennessee.
The one clear Confederate victory in the West was the Battle of Chickamauga. Bragg, reinforced by Lt. Gen. James Longstreet's corps (from Lee's army in the east), defeated Rosecrans, despite the heroic defensive stand of Maj. Gen. George Henry Thomas. Rosecrans retreated to Chattanooga, which Bragg then besieged.
The Union's key strategist and tactician in the West was Ulysses S. Grant, who won victories at Forts Henry and Donelson (by which the Union seized control of the Tennessee and Cumberland Rivers); the Battle of Shiloh; and the Battle of Vicksburg, which cemented Union control of the Mississippi River and is considered one of the turning points of the war. Grant marched to the relief of Rosecrans and defeated Bragg at the Third Battle of Chattanooga, driving Confederate forces out of Tennessee and opening a route to Atlanta and the heart of the Confederacy.
Guerrilla activity turned much of Missouri into a battleground. Missouri had, in total, the third-most battles of any state during the war. The other states of the west, though geographically isolated from the battles to the east, saw numerous small-scale military actions. Battles in the region served to secure Missouri, Indian Territory, New Mexico Territory, and Arizona Territory for the Union. Confederate incursions into Arizona and New Mexico territories were repulsed in 1862 and a Union campaign to secure Indian Territory succeeded in 1863. Late in the war, the Union's Red River Campaign was a failure. Texas remained in Confederate hands throughout the war, but was cut off from the rest of the Confederacy after the capture of Vicksburg in 1863 gave the Union control of the Mississippi River.
At the beginning of 1864, Lincoln made Grant commander of all Union armies. Grant made his headquarters with the Army of the Potomac, and put Maj. Gen. William Tecumseh Sherman in command of most of the western armies. Grant understood the concept of total war and believed, along with Lincoln and Sherman, that only the utter defeat of Confederate forces and their economic base would bring an end to the war. This was total war not in terms of killing civilians but rather in terms of destroying homes, farms and railroad tracks. Grant devised a coordinated strategy that would strike at the entire Confederacy from multiple directions: Generals George Meade and Benjamin Butler were ordered to move against Lee near Richmond; General Franz Sigel (and later Philip Sheridan) were to attack the Shenandoah Valley; General Sherman was to capture Atlanta and march to the sea (the Atlantic Ocean); Generals George Crook and William W. Averell were to operate against railroad supply lines in West Virginia; and Maj. Gen. Nathaniel P. Banks was to capture Mobile, Alabama.
Union forces in the East attempted to maneuver past Lee and fought several battles during that phase ("Grant's Overland Campaign") of the Eastern campaign. Grant's battles of attrition at the Wilderness, Spotsylvania, and Cold Harbor resulted in heavy Union losses, but forced Lee's Confederates to fall back again and again. An attempt to outflank Lee from the south failed under Butler, who was trapped inside the Bermuda Hundred river bend. Grant was tenacious and, despite astonishing losses (over 65,000 casualties in seven weeks), kept pressing Lee's Army of Northern Virginia back to Richmond. He pinned down the Confederate army in the Siege of Petersburg, where the two armies engaged in trench warfare for over nine months.
Grant finally found a commander, General Philip Sheridan, aggressive enough to prevail in the Valley Campaigns of 1864. Sheridan defeated Maj. Gen. Jubal A. Early in a series of battles, including a final decisive defeat at the Battle of Cedar Creek. Sheridan then proceeded to destroy the agricultural base of the Shenandoah Valley, a strategy similar to the tactics Sherman later employed in Georgia.
Meanwhile, Sherman marched from Chattanooga to Atlanta, defeating Confederate Generals Joseph E. Johnston and John Bell Hood along the way. The fall of Atlanta, on September 2, 1864, was a significant factor in the reelection of Lincoln as president. Hood left the Atlanta area to menace Sherman's supply lines and invade Tennessee in the Franklin-Nashville Campaign. Union Maj. Gen. John M. Schofield defeated Hood at the Battle of Franklin, and George H. Thomas dealt Hood a massive defeat at the Battle of Nashville, effectively destroying Hood's army.
Leaving Atlanta, and his base of supplies, Sherman's army marched with an unknown destination, laying waste to about 20% of the farms in Georgia in his "March to the Sea". He reached the Atlantic Ocean at Savannah, Georgia in December 1864. Sherman's army was followed by thousands of freed slaves; there were no major battles along the March. Sherman turned north through South Carolina and North Carolina to approach the Confederate Virginia lines from the south, increasing the pressure on Lee's army.
Lee's army, thinned by desertion and casualties, was now much smaller than Grant's. Union forces won a decisive victory at the Battle of Five Forks on April 1, forcing Lee to evacuate Petersburg and Richmond. The Confederate capital fell to the Union XXV Corps, composed of black troops. The remaining Confederate units fled west and after a defeat at Sayler's Creek, it became clear to Robert E. Lee that continued fighting against the United States was both tactically and logistically impossible.
Lee surrendered his Army of Northern Virginia on April 9, 1865, at Appomattox Court House. In an untraditional gesture and as a sign of Grant's respect and anticipation of folding the Confederacy back into the Union with dignity and peace, Lee was permitted to keep his officer's saber and his horse, Traveller. On April 14, 1865, Lincoln was shot. Andrew Johnson became President when Lincoln died the next day. Johnston surrendered his troops to Sherman on April 26, 1865, in Durham, North Carolina. On June 23, 1865, at Fort Towson in the Choctaw Nations' area of the Oklahoma Territory, Stand Watie signed a cease-fire agreement with Union representatives, becoming the last Confederate general in the field to stand down. The last Confederate naval force to surrender was the CSS Shenandoah on November 6, 1865, in Liverpool, England.
In 1861, Lincoln expressed the fear that premature attempts at emancipation would mean the loss of the border states, and that "to lose Kentucky is nearly the same as to lose the whole game. At first, Lincoln reversed attempts at emancipation by Secretary of War Simon Cameron and Generals John C. Fremont (in Missouri) and David Hunter (in South Carolina, Georgia and Florida) in order to keep the loyalty of the border states and the War Democrats.
Lincoln warned the border states that a more radical type of emancipation would happen if his gradual plan based on compensated emancipation and voluntary colonization was rejected. Only the District of Columbia accepted Lincoln's gradual plan, and Lincoln mentioned his Emancipation Proclamation to members of his cabinet on July 21, 1862. Secretary of State William H. Seward told Lincoln to wait for a victory before issuing the proclamation, as to do otherwise would seem like "our last shriek on the retreat". In September 1862 the Battle of Antietam provided this opportunity, and the subsequent War Governors' Conference added support for the proclamation. Lincoln had already published a letter encouraging the border states especially to accept emancipation as necessary to save the Union. Lincoln later said that slavery was "somehow the cause of the war". Lincoln issued his preliminary Emancipation Proclamation on September 22, 1862, and his final Emancipation Proclamation on January 1, 1863. In his letter to Hodges, Lincoln explained his belief that "If slavery is not wrong, nothing is wrong ... And yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially upon this judgment and feeling ... I claim not to have controlled events, but confess plainly that events have controlled me.
Since the Emancipation Proclamation was based on the President's war powers, it only included territory held by Confederates at the time. However, the Proclamation became a symbol of the Union's growing commitment to add emancipation to the Union's definition of liberty. Lincoln also played a leading role in getting Congress to vote for the Thirteenth Amendment, which made emancipation universal and permanent.
Enslaved African Americans did not wait for Lincoln's action before escaping and seeking freedom behind Union lines. From early years of the war, hundreds of thousands of African Americans escaped to Union lines, especially in occupied areas like Norfolk and the Hampton Roads region in 1862, Tennessee from 1862 on, the line of Sherman's march, etc. So many African Americans fled to Union lines that commanders created camps and schools for them, where both adults and children learned to read and write. The American Missionary Association entered the war effort by sending teachers south to such contraband camps, for instance establishing schools in Norfolk and on nearby plantations. In addition, nearly 200,000 African-American men served with distinction as soldiers and sailors with Union troops. Most of those were escaped slaves. Confederates enslaved captured black Union soldiers, and black soldiers especially were shot when trying to surrender at the Fort Pillow Massacre. This led to a breakdown of the prisoner exchange program, and the growth of prison camps such as Andersonville prison in Georgia where almost 13,000 Union prisoners of war died of starvation and disease.
In spite of the South's shortage of manpower, until 1865, most Southern leaders opposed arming slaves as soldiers. They used them as laborers to support the war effort. As Howell Cobb said, "If slaves will make good soldiers our whole theory of slavery is wrong." Confederate generals Patrick Cleburne and Robert E. Lee argued in favor of arming blacks late in the war, and Jefferson Davis was eventually persuaded to support plans for arming slaves to avoid military defeat. The Confederacy surrendered at Appomattox before this plan could be implemented.
The Emancipation Proclamation greatly reduced the Confederacy's hope of getting aid from Britain or France. Lincoln's moderate approach succeeded in getting border states, War Democrats and emancipated slaves fighting on the same side for the Union. The Union-controlled border states (Kentucky, Missouri, Maryland, Delaware and West Virginia) were not covered by the Emancipation Proclamation. All abolished slavery on their own, except Kentucky and Delaware. The great majority of the 4 million slaves were freed by the Emancipation Proclamation, as Union armies moved South. The 13th amendment, ratified December 6, 1865, finally freed the remaining slaves in Kentucky, Delaware, and New Jersey, that numbered 225,000 for Kentucky, 1,800 in Delaware, and 18 in New Jersey as of 1860.
Entry into the war by Britain and France on behalf of the Confederacy would have greatly increased the South's chances of winning independence from the Union. The Union, under Lincoln and Secretary of State William Henry Seward worked to block this, and threatened war if any country officially recognized the existence of the Confederate States of America (none ever did). In 1861, Southerners voluntarily embargoed cotton shipments, hoping to start an economic depression in Europe that would force Britain to enter the war in order to get cotton. Cotton diplomacy proved a failure as Europe had a surplus of cotton, while the 1860–62 crop failures in Europe made the North's grain exports of critical importance. It was said that "King Corn was more powerful than King Cotton", as US grain went from a quarter of the British import trade to almost half.
When the UK did face a cotton shortage, it was temporary, being replaced by increased cultivation in Egypt and India. Meanwhile, the war created employment for arms makers, iron workers, and British ships to transport weapons.
Charles Francis Adams proved particularly adept as minister to Britain for the Union, and Britain was reluctant to boldly challenge the Union's blockade. The Confederacy purchased several warships from commercial ship builders in Britain. The most famous, the CSS Alabama, did considerable damage and led to serious postwar disputes. However, public opinion against slavery created a political liability for European politicians, especially in Britain. War loomed in late 1861 between the U.S. and Britain over the Trent Affair, involving the Union boarding of a British mail steamer to seize two Confederate diplomats. However, London and Washington were able to smooth over the problem after Lincoln released the two.
In 1862, the British considered mediation—though even such an offer would have risked war with the U.S. Lord Palmerston reportedly read Uncle Tom's Cabin three times when deciding on this. The Union victory in the Battle of Antietam caused them to delay this decision. The Emancipation Proclamation further reinforced the political liability of supporting the Confederacy. Despite sympathy for the Confederacy, France's own seizure of Mexico ultimately deterred them from war with the Union. Confederate offers late in the war to end slavery in return for diplomatic recognition were not seriously considered by London or Paris.
On the other hand, James McPherson has argued that the North's advantage in population and resources made Northern victory likely, but not inevitable. Confederates did not need to invade and hold enemy territory in order to win, but only needed to fight a defensive war to convince the North that the cost of winning was too high. The North needed to conquer and hold vast stretches of enemy territory and defeat Confederate armies in order to win.
Also important were Lincoln's eloquence in rationalizing the national purpose and his skill in keeping the border states committed to the Union cause. Although Lincoln's approach to emancipation was slow, the Emancipation Proclamation was an effective use of the President's war powers.
|Total population
|22,000,000 (71%)
|9,000,000 (29%)
|Free population
|1860 Border state slaves
|1860 Southern slaves
|2,200,000 (67%)
|1,064,000 (33%)
|Railroad miles
|21,788 (71%)
|8,838 (29%)
|Manufactured items
|Firearm production
|Bales of cotton in 1860
|Bales of cotton in 1864
|Pre-war U.S. exports
The more industrialized economy of the North aided in the production of arms, munitions and supplies, as well as finances, and transportation. The table shows the relative advantage of the Union over the Confederate States of America (CSA) at the start of the war. The advantages widened rapidly during the war, as the Northern economy grew, and Confederate territory shrank and its economy weakened. The Union population was 22 million and the South 9 million in 1861; the Southern population included more than 3.5 million slaves and about 5.5 million whites, thus leaving the South's white population outnumbered by a ratio of more than four to one compared with that of the North. The disparity grew as the Union controlled more and more southern territory with garrisons, and cut off the trans-Mississippi part of the Confederacy. The Union at the start controlled over 80% of the shipyards, steamships, river boats, and the Navy. It augmented these by a massive shipbuilding program. This enabled the Union to control the river systems and to blockade the entire southern coastline. Excellent railroad links between Union cities allowed for the quick and cheap movement of troops and supplies. Transportation was much slower and more difficult in the South which was unable to augment its much smaller rail system, repair damage, or even perform routine maintenance. The failure of Davis to maintain positive and productive relationships with state governors (especially governor Joseph E. Brown of Georgia and governor Zebulon Vance of North Carolina) damaged his ability to draw on regional resources. The Confederacy's "King Cotton" misperception of the world economy led to bad diplomacy, such as the refusal to ship cotton before the blockade started. The Emancipation Proclamation enabled African-Americans, both free blacks and escaped slaves, to join the Union Army. About 190,000 volunteered, further enhancing the numerical advantage the Union armies enjoyed over the Confederates, who did not dare emulate the equivalent manpower source for fear of fundamentally undermining the legitimacy of slavery. Emancipated slaves mostly handled garrison duties, and fought numerous battles in 1864-65. European immigrants joined the Union Army in large numbers, including 177,000 born in Germany and 144,000 born in Ireland.
Reconstruction, which began early in the war and ended in 1877, involved a complex and rapidly changing series of federal and state policies. The long-term result came in the three "Civil War" amendments to the Constitution: the Thirteenth Amendment, which abolished slavery; the Fourteenth Amendment, which extended federal legal protections equally to citizens regardless of race; and the Fifteenth Amendment, which abolished racial restrictions on voting.
Reconstruction ended in the different states at different times, the last three by the Compromise of 1877.
For details on how whites in the South subverted the protections of the Fourteenth Amendment and Fifteenth Amendment until the American Civil Rights movement, see
Slavery effectively ended in the U.S. in the spring of 1865 when the Confederate armies surrendered. All slaves in the Confederacy were freed by the Emancipation Proclamation, which stipulated that slaves in Confederate-held areas were free. Slaves in the border states and Union-controlled parts of the South were freed by state action or (on December 6, 1865) by the Thirteenth Amendment. The full restoration of the Union was the work of a highly contentious postwar era known as Reconstruction. The war produced about 1,030,000 casualties (3% of the population), including about 620,000 soldier deaths—two-thirds by disease. The war accounted for more casualties than all other U.S. wars combined. The causes of the war, the reasons for its outcome, and even the name of the war itself are subjects of lingering controversy today. About 4 million black slaves were freed in 1861-65. Based on 1860 census figures, 8% of all white males aged 13 to 43 died in the war, including 6% in the North and an extraordinary 18% in the South.
One reason for the high number of battle deaths during the war was the use of Napoleonic tactics such as charges. With the advent of more accurate rifled barrels and (near the end of the war for the Union army) repeating firearms such as the Spencer repeating rifle and a few experimental Gatling guns, soldiers were decimated when standing in lines in the open. This gave birth to trench warfare, a tactic heavily used during World War I.


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WatchDog™ Monitor by Bully Dog®. Monitor multiple vehicle parameters. Plugs into OBD-II port for easy installation. Mount permanently or suction cup to windshield. Great for tuning or towing. Tracks vehicle performance to see changes.
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Every Customer can leave a review about our service and the product that was purchased. In order to leave your review for your new product, please follow the link in the email you receive after completing your purchase. You can rate appearance, ease of installation, price/value and product quality.Bully Dog® - WatchDog™ MonitorAverage Rating: 4.9 of 5APPEARANCEEASE OF INSTALLATIONPRICE/VALUEQUALITYShop Now(5)APPEARANCEEASE OF INSTALLATIONPRICE/VALUEQUALITY2004 Dodge Ram | Posted by James | (Casper, WY)
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For first-year and transfer students.
Associate and bachelor's degree programs for men and women 4 full years out of high school.
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Equine Journalism represents a professional track for majors interested in Equestrian Studies, and a specific focus for majors interested in Mass Communications. A joint effort of the Wilson College Equestrian Studies Department and the English and Mass Communications Department, the major in equine journalism provides in-depth knowledge of equestrian studies in conjunction with the guiding principles of journalism. By the completion of the degree, students will have gained a foundational knowledge of the Equestrian world—vital for working in that industry—while taking every writing course every Mass Communications and Journalism major takes.
This curriculum provides a potent one-two punch. Courses in equestrian studies will offer comprehension of equine anatomy, horsemanship and horse-related industries. Courses in journalism and writing teach the basics of Associated Press style, conventions of journalism, public relations, feature writing, and media ethics and practices. Students apply this learning in small courses that prepare them for careers as professionals in the equestrian world.
There are exciting opportunities available for students majoring in Equine Journalism at Wilson College. Students can cover Wilson's own "horse beat" for the award-winning school newspaper, The Billboard. They can intern over the summer at one of the premiere equestrian magazines in the country, or for one of the top businesses in the industry. Majors can join one of Wilson's many horse-related clubs and teams: Dressage, Drill, Eventing, Hunt Seat Equitation, Intercollegiate Riding, Quadrille, and Western. Students can board their horses at Wilson College's Equestrian Center or ride the college's horses.
Wilson is a member of the American Horse Publications (AHP), an organization that counts over 400 equestrian periodicals, magazines, media organizations, and businesses as members. All students in the major are automatically given membership in the AHP once they reach junior status; they are then paired with a professional in the field who will aid in personally guiding and mentoring the student. The AHP also allows the student to access amazing opportunities for internships, grants, conferences, and student writing awards in the Equine Journalism field. For more information on the American Horse Publications organization and how it can benefit students, please click here.
Use the links below to learn more about the major in Equine Journalism, opportunities for career and graduate studies, and the faculty that teach the classes. Check out our Resource page to search listings for jobs, internships, and other amazing opportunities.
Questions? Please contact the Equine Journalism Program Administrator: Dr. Michael G. Cornelius 717-264-4141 ext. 3308
Development of expository writing skills at
an advanced level across the major academic curriculum and disciplines
(natural sciences, social sciences, humanities, business, etc.). Course
also establishes the foundations of rhetorical theory and the
application of advanced rhetorical techniques to academic writing. WI
Introduction to graphic design for desktop and electronic publishing in communication using Adobe InDesign and Photoshop. Students will create a comprehensive media project including one-year editorial calendar, media kit, and audience analysis.
Development of skills required by newspaper writing and production, including principles of interviewing, reporting, editing and design. WI
Introduction to web communications, including Podcasting, blogging, and e-journalism. Course will cover Basic HTML code, Content Management Systems, Cascading Style Sheets, and file conversion for electronic publishing. Prerequisites: COM 130. FT
A study in writing and reflection, COM Assessment Portfolio will impart the advanced rhetorical skills that will enable a student to assemble an assessment portfolio and demonstrate mastery of the department's assessment criteria. Prerequisite: senior standing in Mass Communications or instructor's permission.
Introduction to cell anatomy and organismal biology. The five kingdoms of life are surveyed, emphasizing distinguishing features and lifestyles. In-depth study of major organ systems of multicellular animals. Emphasis on principles underlying living organisms, problems they face and solutions that have evolved. Designed as first of two semesters of a general survey. Three hours lecture; three hours laboratory. NSL
The foundation course for equestrian studies, which addresses basic
equine anatomy, breeds, colors, conformation, equipment, feeding,
grooming, minor veterinary care, shoeing, soundness and stable
management. Lecture, demonstration, discussion; practica and
experiential work required at the stable.
A study of the musculoskeletal, respiratory, cardiovascular, digestive,
urinary, nervous, endocrine and reproductive systems of the horse from
anatomical and physiological perspectives. Prerequisite: BIO 101 or 110.
Three hours lecture; two hours laboratory.
Examines the care of the horse, symptoms,
causes, care and prevention of diseases and injuries; assisting the
farrier and veterinarian; basics of blood testing, immunizations,
parasites and their control; and record-keeping. Lecture, discussion,
practica, laboratory and experiential work required at the stable.
Prerequisites: 110, 116.
Presents the basic concepts of a variety of
traditional and modern training methods. The course provides an
understanding of the horse's natural behavior, instincts and ability to
learn. Students are taught the use of aids, tack, equipment, schooling
exercises and training techniques, all designed to develop a calm,
obedient, forward-moving horse. Lecture, discussion and practica.
A preparatory course for teaching the basics of safe horsemanship,
emphasizing theory of riding principles, methods of instruction, safety,
prevention of accidents, and supervision of groups and individual
riders. Lecture, discussion, observation, practica. Prerequisites: 110,
A study of the management, design and operation of stables and horse
farms. Includes managing employees, basics of raising crops and
pastures, designing buildings, arenas, and layout, transporting horses,
insurance concerns, fire prevention and farm vehicle maintenance.
Lecture, discussion, practica, computer labs and site visits to local
stable. Includes an experiential work requirement at the stables.
Prerequisite: EQS 110.
Plus one of the following courses (chosen in consultation with academic adviser):
Introduces students to techniques and skills in writing the four major
genres of creative writing: poetry, fiction, drama and creative
non-fiction. Class will consist of craft exercises, critical renderings
of others' work, self-reflective analysis and the completion of four
distinct projects in portfolio format. ART
Introduction to basic skills of black-and-white still photography,
including darkroom techniques. Lectures and examinations on the history
of photography. (Students must supply their own single-lens reflex
cameras.) ART
Examines the basic types of computer graphics: pixel, object and vector
based. Participants will learn the basic computer graphic tools, develop
original graphics and manipulate existing graphics using popular
graphics packages. Graphic layout for artistic, publication and
multimedia purposes will be discussed and implemented, including the use
of color, foreground, background, text and images. Prerequisite: CS 110
or permission. ART
Legal and ethics-based study of court rulings and other issues that
concern journalists, especially with respect to censorship, obscenity,
libel, copyright, privacy and First Amendment rights and
responsibilities. ETH, WI
This course is designed to provide students with the practical experience of participating in the production of a media text. Students will be involved in all aspects of preparation, production, reporting and publication design over the course of the semester. Under guidance of the Billboard adviser, students will be primarily responsible for output of the publication. Both the afternoon and evening journalism practicums will also serve as a refresher course for Journalism I and II. The Billboard adviser will provide students with the necessary instruction to be able to produce the paper, as well as work toward increasing the Billboard's circulation and advertising clients. Prerequisite: COM 201 or permission. This may be taken as .5 or 1 course credit.
or relevant COMTopics course (per academic adviser's approval)
And one of the following courses (chosen in consultation with academic adviser)
An introductory course addressing:
therapeutic program development, program personnel and team-building,
qualifications, and training; overview of disabilities commonly
encountered in the therapeutic program; learning styles; record-keeping
and use of the horse in equine-assisted activities. Prerequisite: EQS
A practical course to train the therapeutic riding horse. Students will
train/retrain assigned horses in the following: leading techniques (on-
and off-lead) in walk and trot; ramp safety for mounts and dismounts;
acceptance of adaptive equipment; de-sensitization techniques; and
working with behavior issues related to herd work, emergency situations
and boredom. Prerequisite: EQS 230.
A study of equine movement. A thorough understanding of how a horse
moves is used to improve the posture, balance and mobility of both horse
and rider. To gain an understanding of the horse's movement in real
time, students will complete a research project using video analysis,
still photography and other media applications. Prerequisite: EQS 116.
An introduction to all aspects of horse breeding including heredity,
selection, the reproductive system of mares and stallions, live cover
and artificial insemination, fetal development, parturition, care and
handling of breeding stock and foals, and breeding farm design and
management. Lectures, laboratory, and visits to breeding farms.
Experiential work required at the stable. Prerequisite: 116 or
permission of the director of equestrian studies.
Designed for show managers, riders, trainers and instructors, this
course examines the operation of various shows, trials, events and
competitions, including basics of course design. Reviews national and
international rules, governing bodies and organizations. Practicum
experiences running college-sponsored events, lecture and discussion.
Practica and experiential work requirement at the stable. Not open to
first-year students.
Addresses the management of the equine athlete, including nutrition,
lameness and conditioning; and modern techniques of prevention and
treatment of injuries. Lectures, discussion, laboratory, practica and
experiential work requirement at the stable Prerequisite: 225.
or relevant EQS Topics course (per academic adviser's approval)
From time to time the Department asks our majors to offer their words to potential students looking to become Wilson success stories like themselves. Here are just a few of their thoughts on a wide variety of subjects…
Wilson has prepared me for the next phase of my life in equine journalism by combining the classes I need to successfully master both areas. Many of the classes overlap and Wilson has provided and taught me the skills I need to thrive. -Georgia Kalmoutis, BA '14
C.J. Giacomini '12 interned for Horse News, a monthly newspaper that covers the Mid-Atlantic region. At the magazine C.J. worked as an editorial assistant and even wrote stories that appeared in the publication.
I had a ton of fun learning about how a newspaper gets put together and all the work that goes into it. I got to edit results, help judge the photo contest, and I even got to write a few articles for the magazine. It was great to see my work in print! This internship was an amazing opportunity to see behind the scenes in publication. For anyone looking to go into the Equine Journalism major interning at a place like Horse News is a great way to see what the major can do in action and to see different aspects of the sport, since papers like Horse News cover everything from hunters and show jumpers to racing and steeplechase. It's a great place to learn new skills and put to use what you are learning at Wilson.
–C. J. Giacomini, BA '12
Want to learn more about these and other Department graduates? Visit our "See What Our Graduates Are Up To" page to see what they did after graduation.
2013-2014 Department HandbookResources for Equine Journalism Majors
Career and Graduate School OpportunitiesInternships
Visit the Communications Department
Visit the Equestrian Studies Department
Dr. Michael G. Cornelius
Equine Journalism Program Administrator
717-264-4141 ext. 3308 firstname.lastname@example.com
Enter your information and question below and we will get back to you as soon as possible.


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When asked about the potential of moving up to 155-pounds for his next go round inside the Octagon, here's what old "Scarface" had to say:
"I don't know. I would love it, but it's up to Joe Silva. But, if I was given the opportunity, I would go there and fight. Yes!"


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Ths Harbor reading glasses are everything I couls want. The smaller size makes it easy for me to look over the lenses for a break from my text. Size was perfect for my face, and the clarity of the lenses is very sharp.
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The former Germany capital, Bonn is now a global centre in the area of energy + the environment and one of the leading German venues for conventions and conferences. This is in part due to the many international secretariats based here that deal with nature and the environment; the UN Campus is also located in Bonn. One of the outstanding events to focus on climate change and the environment was the UN Conference on Biodiversity 2008.
Bonn has repeatedly stimulated research around the world into and use of renewable energy and sustainable development in the area of energy + the environment in general. It is the focus for the efforts of the United Nations in this area; the UN secretariats located in Bonn include the UN Climate Secretariat, the UN Secretariat to Combat Desertification and the United Nations Volunteers Programme. Other themes include early warnings of natural catastrophes, nature and biodiversity conservation, health, education and sustainable tourism. With many links and partnerships between the UN, federal ministries, development agencies, commercial companies, scientific research institutes, media and around 150 international NGOs, Bonn offers a high level of competence in matters of the environment and development. Major events such as the Renewables Conference in 2004 and the UN Conference on Biodiversity in 2008 have made vital contributions to Bonn's outstanding reputation. The fact that the city itself has long taken a pioneering role in sustainability is another aspect that supports this reputation.
Contacts for further information:
Tourismus & Congress GmbH Region Bonn/Rhein-Sieg/Ahrweiler


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Crinkle CutterUse the Crinkle Cutter to make waffle fries, slice cucumbers and carrots with the greatest of ease. Learn More
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Elizabeth Karmel's Bamboo Tasting SpoonThe Bamboo Tasting Spoon serves a dual purpose in the kitchen where with one side you can use it to stir and mix your sauce or soup. Then, there is a shallow trough that allows you to fill the spoon and then taste the soup or sauce with the tasting side. Learn More
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Marjorie Lehman is associate professor of Talmud and Rabbinics at The Jewish Theological Seminary.
Dr. Lehman's scholarly interests are focused on the En Yaaqov, an early 16th-century collection of talmudic Aggadah. She recently published The En Yaaqov: Jacob ibn Habib's Search for Faith in the Talmudic Corpus (Wayne State University Press, 2012). The book was a finalist for the National Jewish Book Award-Nahum M. Sarna Memorial Award in the category of Scholarship.
Her research also concentrates on the study of women and festival observance in the Babylonian and Palestinian Talmudim. She approaches rabbinic material from the perspective of gender and ritual theory, and has published numerous articles on the subject.
Dr. Lehman has recently begun an in-depth study of Tractate Yoma (Bavli and Yerushalmi), and will confront the ways in which gender is used throughout the work. In addition to constructing a history of the holiday of Yom Kippur, her interest in this project is fueled by a desire to particularize the broader fundamental question of why one should study the Talmud using gender as an interpretive tool. She aims to explore more deeply the impact that methodologies rooted in gender can have on the way we think about the Talmud, the Rabbis, and Yom Kippur. What does our use of such methodologies in examining the Talmud contribute to the field of gender studies more generally, and to the fields of ritual and religious studies? Dr. Lehman will be a fellow at the Frankel Center for Judaic Studies at the University of Michigan in spring 2014, and will use the time to expand upon her research in this area.
As the co-chair of a scholars' working group at the Center for Jewish History, Dr. Lehman has contributed to defining the group's current topic of study, the Jewish book trade. Along with the scholars' working group, she wishes to explore how an increased knowledge of the Jewish book trade illuminates aspects of the interplay between text and context, and helps scholars to investigate further the ways in which material texts shed light on cultural and religious history.
A dynamic, stimulating, and passionate teacher, Dr. Lehman is known at JTS for her attention to pedagogy. She has published works on pedagogy, Talmud, and Jewish education. She has also collaborated with members of JTS's Jewish Education faculty, including a project with Dr. Jeffrey Kress, assistant professor of Jewish Education, on cognitive developmental theories as a means of enhancing scholarly understanding of the role of dialogue in the sugyot of the Babylonian Talmud. Her role on the editorial board of the journal Teaching Theology and Religion has enabled her to be in dialogue with professors teaching religion throughout the United States. She has also recently collaborated with Professor Jane Kanarek of Hebrew College in Boston. Together they are spearheading a project overseen by the Mandel Center for Studies in Jewish Education of Brandeis University that is focused on the way students are taught to read rabbinic texts.
Dr. Lehman's love of teaching is not limited to the classroom. She has lectured widely to adults and children in various settings, including The Jewish Museum, Jewish Educators Assembly, 92nd Street Y, United Synagogue of Conservative Judaism, JTS's Day School Leadership Training Institute, KOLLOT, Camp Ramah, and various synagogues throughout metropolitan New York. Prior to her position at JTS, Dr. Lehman was assistant professor of Talmud and the director of Rabbinic Civilization at the Reconstructionist Rabbinical College in Philadelphia.
Dr. Lehman received a bachelor of arts degree from Wellesley College (magna cum laude) and a master of arts, master of philosophy, and doctorate in Religion from Columbia University.
Published Works
The En Yaaqov: Jacob ibn Habib's Search for Faith in the Talmudic Corpus. Detroit: Wayne State University Press, 2012.
"Teaching to, with, and Against Faith." Teaching Theology and Religion (accepted for publication, forthcoming 2013).
"Assigning Integration: A Framework for Intellectual, Personal, and Professional Development in Seminary Courses." Teaching Theology and Religion 16:1 (2013). (coauthor with Jane Kanareck)
"Reading the Gendered Rhetoric of Yom Kippur." In Introduction to Seder Qodashim, edited by Tal Ilan, Monika Brockhaus, and Tanja Hidde, 33-56. Tubingen: Mohr Siebeck, 2012.
"Reimagining Home, Rethinking Sukkah: Rabbinic Discourse and its Contemporary Implications." In Jews at Home: The Domestication of Identity, edited by Simon Bronner, 107-139. Oxford: Littman Library of Jewish Civilization, 2009.
"Making a Case for Rabbinic Pedagogy." In The International Handbook of Jewish Education, edited by Lisa Grant and Alex Pomson, 581-596. New York: Springer, 2011. (coauthor with Jane Kanarek)
"Reenacting Ancient Pedagogy in the Classroom." Spotlight on Theological Education: American Academy of Religion 2:1 (2008).
"The Gendered Rhetoric of Sukkah Observance." Jewish Quarterly Review 96:3 (2006).
"Examining the Role of Gender Studies in the Teaching of Talmudic Literature," Journal of Jewish Education 72:2 (2006).
"The Babylonian Talmud in Cognitive Perspective: Reflections on the Nature of the Bavli and Its Pedagogical Implications." Journal of Jewish Education 69:2 (2003). (coauthor with Jeffrey Kress)
"Dialogue and 'Distance': Cognitive-Developmental Theories and the Teaching of Talmud." Jewish Education News, spring 2004. (coauthor with Jeffrey Kress)
"Women and Passover Observance: Reconsidering Gender in the Study of Rabbinic Texts." Studies in Jewish Civilization 14 (2003).
"For the Love of Talmud: Reflections on the Study of Bava Metzia, Perek 2." The Journal of Jewish Education 68:1 (2002).
"Patriarchy and the Status of Women in Rabbinic Judaism." Prooftexts 19:3 (1999).
The Ein Yaakov: A Collection of Aggadah in Transition." Prooftexts 19:2 (1999).
Title: Associate Professor, Talmud and Rabbinics
Department: Faculty
Building/Room: Unterberg 308
Phone: 280-6127
Ext: 6127
Email: firstname.lastname@example.com


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Featuring a wide pedal platform for improved foot and pedal stability, the Shimano R540 SPD-SL Pedals in silver have an open profile design for easy cleat adjustment. The pedals are easy to clip into an release, whilst still allowing for maximum transfer of power from the foot. Supplied with 6° float cleats, they're the perfect choice for road cyclists. - L.M.
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You are here
2014 Venice Regional Event
Venice Alumni Event
Saturday, March 1, 2014
11:30 a.m. Reception
12:00 p.m. Luncheon
The Venice Yacht Club
1330 Tarpon Center Drive
Venice, FL 34285
President Dan DiBiasio, Chris Burns-DiBiasio and hosts Captian Ed Krebs and Mary Jo Bremyer-Krebs, BSPh '45, cordially invite you to share your love for Northern and reminisce with alumni and friends at The Venice Yacht Club. A brief presentation will follow lunch which will include an update on the university by President Dan DiBiasio and a Northern perspective from current students. Please join us in celebrating Ohio Northern University in your area!
$20 per person
So the chef will have enough food prepared, kindly register online at onualumnicommunity.com/venice2014 on or before Monday, February 24, 2014. A username and password is not required to register online for events.
For questions, please call (866) ONU-ALUM. If you would prefer to write a check, please make checks payable to ONU Alumni and return to Ohio Northern University; Office of Alumni Relations; 525 South Main Street, Ada, OH 45810.


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2006 Angel Barbie® Doll
Designed by: Katiana Jimenez
Release Date: 6/1/2006
Product Code: J0973
Designer Katiana Jimenez creates a beautiful tribute to the angelic world. 2006 Angel Barbie® doll is a heavenly vision in a gown with attached golden metallic chiffon wings.
For ages 6 and over.
Production doll may vary from the photo shown above. Mattel reserves the right to modify the fashion/fabrics, sculpt, hair color/style, and accessories. Doll cannot stand alone as shown.
Collector Photos
No one has uploaded any photos.


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Aug 28, 2006
First Compass Program
It's not much to look at, but it allowed me to give the sensor an initial test. I verified its results with the compass in my truck! The sensor I am using is an official production line sensor from HiTechnic... it functions exactly as yours will. For now, I do not have the NXT-G COMPASS block yet (but it's coming!) so the workaround is to configure it using the Ultrasonic sensor (pick a port) set to Centimeters. Using the output data plug, I feed that number into a MATH block. You must do this because the value returned by the sensor will be between 0 and 179 degrees. I use the MATH block to multiply the value by 2 and then convert that number to Text... I then feed the text into the DISPLAY block so I can watch the number as I rotate my bot around.
I'm going to play with it some more and build a little more complex routine - will post soon.
5 comments:
Cool blog and I love the idea's.
Do you know how to increase the power of the motor past 100?
- Aug 28, 2006, 10:58:00 AM
The only way I could find out how to increase the speed of the motors is through gearing.
Im pretty sure you cant increase it past 100 (at least in NXT-G, dont know about anything else).
- Aug 28, 2006, 1:13:00 PM
- Brian Davis said...
100 is the maximum power you can command the motor to. All motors have some maximum power, and at a NXT-G setting of 100 the NXT will try to drive the motor with every amp & volt it legally can.
If you need more speed or more torque (power), try gearing the motor output to run slower (and thus with more power, or torque), or gear it to run faster (but with consequently less force... there ain't no such thing as a free lunch).
Brian "at BrickFest sleep is for the weak" Davis
- Aug 29, 2006, 12:45:00 AM
Hya Jim! It's David from Boston. I emailed you last week about my Catchaser robot :)
Thanks for posting the snapshot of the program but I have a question. When you set the ultrasonci sensor to centimeters what did you do with the greater/less than thing?
To the whole team: great blog! I check it every day. And in case you haven't seen it, they posted a whole bunch of info on the RIF on the blog.rifagent.com site. Are you goign to join it?
- Aug 29, 2006, 7:34:00 AM
- Jim Kelly said...
Hey, David... yes, I remember you. Hope your CatChaser survived the attack! :) Remember: Dogs run, Cats attack.
As for your question - the greater than- less than drop-down box has no effect. You just leave it alone. The value the Ultrasonic sensor block receives from the Compass sensor is output from the Data Hub... you can see that I've dropped a data line out of it and into a MATH block (to multiply by 2)... I then take that value and it becomes output into the Number-to-Text block... and on and on...
As for the RIF... I hadn't looked in on the blog for a few days, but I just took a look... definitely some good info in there. I haven't decided if I'll sign up yet - need more info! (Here me, Poe - more info!)
Send me a picture of your CatChaser when you can...
- Aug 29, 2006, 7:50:00 AM


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Juan Cena Unmasked! *PHOTOS*
by, 12-06-2010 at 11:04 AM (14711 Views)
It's been reported about John Cena's Mexican cousin appearing at house shows, following John Cena being fired.
This past week at a house show in Tennessee the Nexus attacked Juan Cena and
the Mexican cousin of John Cena unmasked actually turned out to actually be none other than John Cena.
The Photos attatched are not mine, they are off of the Nexus facebook page.


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Neverland is a state of mind, a mountain pushed up from the ground by imagination. Anyone can go but most people have trouble with the simple directions: Follow your dreams. This winter Absinthe dropped down the rabbit hole to explore this elusive place and brought back some mind bending tales and a pocketful of surprises. Travis Rice, Dan Brisse, Bode Merrill, Nicolas Müller, Sylvain Bourbousson, JP Solberg, Romain deMarchi, DCP, Marc Frank Montoya, Annie Boulanger, Marie-France Roy, Jules Reymond, Wille Yli-Luoma, Cale Zima, Phil Damianakes, Wolfgang Nyvelt, Kevin Pearce, Eero Ettala, Gigi Rüf and the rest of the Lost Boys continued down the road less traveled and explored some new possibilities during a winter that saw the progression of snowboarding take some giant strides. This place has everything.
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Cast: Dan Brisse, Bode Merrill, Travis Rice
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Opens: Aug 28, 2009