Drummer Boy Willie Mcgee Civil War Hero And Fraud

On December 7, 1864, just one week after the bloody battle of Franklin, Tennessee, William McGee, a drummer boy from Newark, New Jersey, was credited with leading a Federal force to a decisive victory over the Confederates in a clash just thirty miles from the carnage at Franklin. This 15-year-old Irish-American, on convalescent duty and acting as an orderly to General Lovell Rousseau, was recognized for the capture of two guns, several hundred prisoners, and the saving of Fortress Rosecrans in Murfreesboro from the famed Nathan Bedford Forrest. For his actions, young McGee would soon be awarded a Medal of Honor, written up in newspapers and books as a glorious New Jersey legend, be commissioned as a lieutenant in the United States Army at age 18, and then, inexplicably at the height of his notoriety, virtually disappear from history for more than 100 years. This is the story of a lost war hero, a man-child with the world at his feet, whose fall from grace is accelerated by fame, lies, alcohol, bigamy, and murder.

"It really matters very little who died last," wrote Civil War historian William Marvel, "but for some reason we seem fascinated with knowing." Drawing on a wide range of sources including correspondence with descendants, this book covers the last living Civil War veterans in each state, providing details of their wartime service as soldiers and sailors and their postwar lives as family men, entrepreneurs, politicians, frontier pioneers and honored veterans.

"Enormous numbers of boys and youths served in the American Civil War. The first book to arrive at a careful estimate, Of Age argues that underage enlistees comprised roughly ten percent of the Union army and likely a similar proportion of Confederate forces. Their importance extended beyond sheer numbers. Boys who enlisted without consent deprived parents of badly needed labor and income to which were legally entitled, setting off struggles between households and the military. As the contest over underage enlistees became a referendum on the growing centralization of military and political power, it was the United States, more than the Confederacy, that fought tooth and nail to retain this valuable cohort. How far could the federal government breach the sanctity of the household when the nation's very survival was at stake? Should military officers bow to the will of local and state judges? And what form should the military take to ensure victory while remaining true to the nation's republican principles? As they detail how Americans grappled with these questions, Clarke and Plant introduce readers to common but largely unknown wartime scenarios-parents chasing after regiments to recover their sons, state judges defying the federal government by discharging boys, and recently enslaved African American youths swept up by Union recruiters. Examining the phenomenon from multiple perspectives-legal, military, medical, social, political, and cultural-Of Age demonstrates why underage enlistment is such an important lens for understanding the Civil War and its transformative effects"--

The hard-fighting 11th Michigan Volunteer Infantry was recruited from sparsely settled southwest Michigan shortly after the Civil War broke out. Mainly composed of young farmers and tradesmen, the regiment rapidly evolved into one of the Army of the Cumberland’s elite combat units, tenaciously fighting its way through some of the war’s bloodiest engagements. This book—featuring a complete unit roster—chronicles the regiment through the words of the veterans, tracing their development from a rabble of idealists into a fine-tuned fighting machine that executed successful bayonet charges against superior numbers. The narrative continues into the postwar period, discussing the ex-soldiers’ careers through Reconstruction and the Gilded Age. Photographs, maps, illustrations and a statistical analysis round out the work.

Reviews are an important aspect of scholarly discussion because they help filter out which works are relevant in the yearly flood of publications and are thus influential in determining how a work is received. The IBR, published again since 1971 as an interdisciplinary, international bibliography of reviews, it is a unique source of bibliographical information. The database contains entries on over 1.2 million book reviews of literature dealing primarily with the humanities and social sciences published in 6,820, mainly European scholarly journals. Reviews of more than 560,000 scholarly works are listed. The database increases every year by 60,000 entries. Every entry contains the following information: On the work reviewed: author, title On the review: reviewer, periodical (year, edition, page, ISSN), language, subject area (in German, English, Italian) Publisher, address of journal

This volume explores how a political and social theory of writing can inform pedagogy, including an analysis of how students' educational histories limit teacher and student roles, and how we might work to enlarge both. Through a critique of ethnography and an exploration of Friere's Pedagogy of the Oppressed, the author develops an interactive theory of teaching writing. In three central chapters, the volume treats gender, class and race issues in the teaching of writing by examining case studies of freshman writers. Within the case studies, the author shows how an interactive pedagogy helps students see how socially-held values, such as beauty, objectivity, upward mobility, and assimilation deeply affect how students write. The case studies give a sense of actuality to the author's ideas. Finally, the author argues that interpretation should replace evaluation as the central activity of writing courses.