Team of Rivals

The Cost of Secession

Teacher Resource Guide

About Us
In conjunction with the exhibit Team of Rivals: Lincolns Cabinet at the Crossroads of War, the Abraham Lincoln Presidential Library and Museum has developed a number of educational materials to enhance study of Abraham Lincoln, his cabinet, and the factors leading up to the Civil War. These materials include the Team of Rivals Teacher Resource Guide with accompanying lesson plans, developed by the ALPLM Division of Education. Additionally, a DVD entitled The Cost of Secession, demonstrating the origins and costs of secession fever, will be distributed to every Illinois public and private school library.

Team of Rivals Project

Historians Thomas F. Schwartz Bryon Andreasen Ian Hunt Education Staff Randy Wiseman Noreen OBrien-Davis Ellis Thomas Michael Tosh Jennifer Tirey Graphic Design/Layout Thom Whalen Carla Smith Partners Illinois State Board of Education, Department of Curriculum and Instruction Illinois State Library Sponsors Funding for the digital map, educational materials and DVD portion of this project was provided by a generous grant from JPMorgan Chase & Co. and is administered by the Abraham Lincoln Presidential Library Foundation. www.PresidentLincoln.org

Team of Rivals: Lincolns Cabinet at the Crossroads of War

Teacher Resource Guide Created in conjunction with the Abraham Lincoln Presidential Library and Museums exhibit Team of Rivals: Lincolns Cabinet at the Crossroads of War, the accompanying educator lesson plans provide historical background and student activities based on Abraham Lincolns presidential nomination over well-known rivals who sought the same office. From Creating a Classroom Cabinet to researching Confederate Confiscations students of grades 4-12 use the skills of interpretation, discussion and writing to put themselves in the shoes of our 16th President as he selected - purposely from his opponents - the cabinet that would agonize, argue, and advise him through the challenges of slavery, secession, and war. Lesson Plans: Create a Classroom Cabinet Grade Level 4-6 Confederate Confiscations: A Digital Exhibit Grade Level 6-12 Lincolns Cabinet: From Rivalry to Respect Grade Level 6-12 Paintings, Proclamations, and Political Positions Grade Level 6-12 Seward, the Red Pen, and the Mystic Chords of Memory Grade Level 7-12 Cabinet Campaigning Grade Level 11-12 pdf classroom format Several lesson plans contain extension activities and all lesson plans have been correlated to the Illinois Learning Standards. Illustration credits: Library of Congress, Prints and Photographs Online Catalog Florida Center for Instructional Technology at http://etc.usf.edu/clipart

Create a Classroom Cabinet

Abraham Lincoln Presidential Library and Museum PresidentLincoln.org

Create a Classroom Cabinet

Grade Level: 46 Illinois Learning Standards: 14B, Stage F; 14 B, Stage G; 14 B, Stage H; 14A, Stage I Objectives: % Understand the function of the Executive Branch of government % Comprehend the purpose of cabinet advisors to the president % Gain an understanding of the origins of the presidential cabinet Materials Needed: Chalkboard Index cards Paper, pens, pencils Table, desks, chairs Two classroom cabinet charts, provided in this lesson Background: When the thirteen original colonies declared themselves independent from Great Britain, they created a new government based on a loose confederation of states held together by the Articles of Confederation. Under the Articles, the states retained much of their autonomy and the federal government, powerless to enforce any laws, was unable to govern effectively. As the weaknesses of the Articles became apparent, they were replaced by the U.S. Constitution in 1787. Under the Constitution, the federal government was divided into three separate branches: Executive, Judicial, and Legislative. Each division was given powers that would balance one another. The Constitution does not directly refer to cabinet advisors, but Article II, Section 2, briefly states that he [the president] may require the Opinion, in writing, of the principal Officer in each of the executive Departments, upon any subject relating to the Duties of their respective Offices. Appointed by the president, cabinet members must be confirmed by the Senate before they are able to assume their duties of enforcing and administering federal laws written by Congress. Once appointed, cabinet members, who advise the president on issues of national concern, do not serve for any set length of time and may be replaced at any time by the president. Each cabinet member serves as the expert on issues related to his/her particular area of responsibility and, as the leader of that department, sets priorities and establishes goals and budgets. Although there are no legal or Constitutional requirements for the position, cabinet members may be impeached just like any other

Create a Classroom Cabinet federal officer. Cabinet members may not be members of Congress or hold any other elected office. The president and his cabinet meet on a regular basis, typically once a week, except in times of crisis, when meetings become more frequent. George Washington, our countrys first president, designated the first cabinet and set the precedent by filling the posts of secretaries of State, Treasury, War, and Attorney General. By the time Abraham Lincoln became president in 1861 the cabinet had expanded to include three new executive officersSecretary of the Navy, Postmaster General, and Secretary of the Interior. In addition, The Smithsonian Institution had become an executive agency without cabinet status. Another such agencythe Department of Agriculturewas created the following year. Lincoln presided over a cabinet of seven people. Today there are fifteen cabinet level executive departments and twenty-two cabinet members. Activity Procedure: % Discuss cabinet positions as described on the cabinet chart included in this activity. % Discuss the job responsibilities. What does this department do? What services does it provide? How has the cabinet expanded over time? How does the cabinet member assist the president? Can students recall historic or modern-day issues that have called upon particular cabinet members to oversee a resolution? % Discuss qualifications needed to be an effective cabinet member. As students provide information, write criteria on blackboard. % Determine the types of classroom assistance required by teacher. What classroom cabinet positions would help a classroom/school operate smoothly? % Create job descriptions based on needs of the classroom. Add them to the Create a Classroom Cabinet Chart. Classroom teacher will assume role of president. % Divide class into five groups, each group will represent a cabinet department selected by the class. % Students not serving as cabinet members will assume role of the Senate in the Legislative Branch of government and hold mock confirmation hearings. % Class should develop ten interview questions. % Members of the cabinet departments will sit in front of the class and answer two questions each. Extension: % Using the illustration of the Lincoln cabinet included in this lesson, fill in the year that each cabinet member took over his respective department under President Lincoln. % Compare and contrast the Lincoln and Obama cabinets using the diagrams included in this lesson plan. What departments are missing? What departments have been added? % Divide students into groups and have them research one cabinet position that is missing or has been added. Why were the new posts added? Why were some posts eliminated? What was occurring in the country that created a reason for the new posts? % Hold a class discussion on why a cabinet position is either missing or has been added.

Additional Resources: http://www.whitehouse.gov/administration/cabinet http://www.mrlincolnswhitehouse.org/inside.asp?ID=9&subjectID

Create a Classroom Cabinet

21st-Century Cabinet Chart

Represents America in working with foreign governments and advises on foreign affairs. Advises on economic issues and oversees the collection of taxes and the printing of money. Works with civilian and military advisers to formulate American military policies and oversees the armed forces. Chief law enforcement officer of the United States. Protects and provides access to our natural and cultural heritage and manages public lands and minerals, national parks, national wildlife refuges, and water resources. Ensures a healthy food supply and provides support to farmers. Encourages, serves, and promotes international trade, economic growth, and technological advancement. Oversees the interests of American workers by improving working conditions and advancing opportunities. Protects the health of all Americans and provides essential human services for those least able to help themselves. Oversees housing needs and focuses on improving and developing communities. Establishes and oversees Americas transportation system including highway planning, development, and construction; urban mass transit; railroads; aviation; and the safety of waterways, ports, highways, and oil and gas pipelines. Advances the national, economic, and energy security of the United States and promotes scientific and technological innovations. Ensures equal access to education and promotes educational excellence. Sets guidelines and provides leadership. Administers programs to benefit veterans and members of their families. Works to prevent terrorist attacks in America and reduce vulnerability to terrorism, and minimize the damage from potential attacks and natural disasters.

Secretary of State Secretary of the Treasury

Secretary of Defense

Attorney General

Secretary of the Interior

Secretary of Agriculture Secretary of Commerce Secretary of Labor

Secretary of Health and Human Services Secretary of Housing and Development

Secretary of Transportation

Secretary of Energy

Secretary of Education

Secretary of Veterans Affairs

Secretary of Homeland Security

Create a Classroom Cabinet Create Your Own Classroom Cabinet

Secretary of State Secretary of the Treasury Secretary of Defense Attorney General Secretary of the Interior Secretary of Agriculture Secretary of Commerce Secretary of Labor Secretary of Health and Human Services Secretary of Housing and Development Secretary of Transportation Secretary of Energy Secretary of Education Secretary of Veterans Affairs Secretary of Homeland Security

Create a Classroom Cabinet

Fill in the year that each cabinet member took over their respective department under President Lincoln 1861 1862 1863 1864 1865
Secretary of the Treasury Salmon P. Chase

Secretary of State William H. Seward Secretary of the Interior John P. Usher

Secretary of the Treasury William P. Fessenden Secretary of the Treasury Hugh McCulloch

Secretary of the Interior Caleb B. Smith

Lincolns Cabinet

Secretary of the Navy Gideon Welles

Postmaster General William Dennison

Secretary of War Edwin M. Stanton

Postmaster General Montgomery Blair Attorney General Edward Bates Attorney General James Speed

Secretary of War Simon Cameron

Secretary of Education Arne Duncan Secretary of Energy Steven Chu

Secretary of the Treasury Timothy F. Geithner

Secretary of Veterans Affairs Eric K. Shinseki Secretary of Homeland Security Janet A. Nepolitano

Secretary of Transportation Ray LaHood

Secretary of Defense Robert M. Gates

Secretary of State Hillary Rodham Clinton

Barack Obamas Cabinet 2009

Secretary of Labor Hilda L. Solis

Secretary of Commerce Gary F. Locke

Secretary of Health and Human Services Kathleen Sebelius Secretary of Housing and Urban Development Shaun L.S. Donovan Attorney General Eric H. Holder, Jr.

Secretary of the Interior Kenneth L. Salazar Secretary of Agriculture Thomas J. Vilsack

Photo: Pete Souza http://www.whitehouse.gov/administration/

Confederate Confiscations

Abraham Lincoln Presidential Library and Museum PresidentLincoln.org

Confederate Confiscations: A Digital Exhibit

Grade Level: 612 Illinois Learning Standards: 16A, Stage F; 16B, Stage F; 16 A, Stage G; 16 B, Stage G; 16D, Stage G; 16 A, Stage H; 16A, Stage I; 16B, Stage I; 16D, Stage I Objectives: % Gain familiarity with primary source documents % Develop analytical skills while interpreting historical events % Accurately access electronic historical records % Recognize chronology of secession movement % Gain awareness of multiple historic interpretations % Develop exhibit preparation skills/strategies Materials Needed: List of federal property confiscated by the Confederacy included in this lesson Computer with Internet access Computer with PowerPoint, Prezi or other presentation software applications Background: When Abraham Lincoln was elected president on November 6, 1860 the widespread fear among people of the South that he would abolish slavery was very real. Initially, Lincoln never said he wanted to abolish slavery but continually said he wanted to contain its growth by limiting it to areas where it already existed. Anxious that their way of life would be changed, southerners debated what their reaction would be if Lincoln won the presidency, even though many believed secession was illegal and wrong. Meeting in state conventions, many southerners claimed they had the right to secede peacefully, while most northerners believed secession amounted to confrontational and warlike talk. Anticipating conflict, communities throughout the South organized additional vigilant committees, minutemen and home guards which actively drilled and advocated secession while intimidating those who did not hold the same opinion.

Confederate Confiscations

On December 20, 1860, South Carolina became the first state to secede issuing an Ordinance of Secession stating: We, the people of the State of South Carolina in convention assembled, do declare and ordain, ... that the Union now substituting between South Carolina and other seceding states under the name of the United States of America, is hereby dissolved. After the Ordinance of Secession was issued, most federal officials in South Carolina, including tax collectors and judges, resigned their positions. South Carolina officials (and subsequently other seceding states officials) acted quickly to confiscate federal property in the state. Influenced by secession sympathizers in his cabinet, Lincolns predecessor, President James Buchanan, failed to reinforce the federal forts in the South, leading to difficulty in defending them and leaving them vulnerable to attack. One month after Lincolns election, Southern state authorities, meeting little resistance from lame duck President Buchanan, began seizing federal property within their boundaries. Seizures included forts, lighthouses, mints, post offices, ships and arsenals. The confiscation of federal assets helped to solidify the publics ambivalent position toward secession in both the North and South, getting people off the fence. Faced with millions of dollars in lost revenue and impeded mail service, northerners felt a sense of betrayal; many southerners, once secession was declared in their states, felt they had no choice but to support it. Buchanan blamed the secession crisis on Northern abolitionists and publically denied the constitutional right of states to secede, but also took the position that the federal government had no power to prevent the secession. By February 1, 1861, Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas had followed South Carolina out of the Union. Days later, representatives from the initial seven seceded states met in Montgomery, Alabama and created a Confederate Constitution that stressed state autonomy. After the attack at Fort Sumter, Virginia, Arkansas, North Carolina, and Tennessee also severed their ties to the Union and joined the Confederacy. Activity Procedure: Develop a digital exhibit on the Souths seizure of federal property between Abraham Lincolns election on November 6, 1860 through the secession of Tennessee on June 8, 1861. % Refer to the list of Confederate seizures included in this activity. % Assign each student one federal installation/property seized by state authorities. % Exhibit should include the following: o Historic map/diagram of the state o Detailed map/diagram of the area where property was located o Illustration/photograph of site o History of installation and its purpose o Statement of what made this site important or valuable

Confederate Confiscations

o General description of the seizure including who, what, when, where, why, and how o Copies/excerpts of orders/reports/letters of seizure in The Official Records of the War of the Rebellion, Volume 1. 1880. (vol. 1, Chap. 1-8) accessed at: http://digital.library.cornell.edu/m/moawar/waro.html o Length of time the Confederates kept control of the facility o Brief biography of officers/officials involved o Illustration/photograph of officer/state official involved o Information about the sites current status o Period music to enhance exhibit (optional) Students should present digital exhibit to class

The Cost of Secession, a digital map depicting the seizure of federal properties by the South, has been mailed to all Illinois public and private school libraries. Use of this digital map may be used to enhance this lesson plan. The Cost of Secession DVD is available for purchase at the presidential Museum Store or on-line at www.PresidentLincoln.org

Confederate Confiscations South Carolina seizures: Castle Pinckney Fort Moultrie United States Arsenal at Charleston Fort Johnson

Georgia seizures: Fort Pulaski United States Arsenal at Augusta Oglethorpe Barracks Fort Jackson Dahlonega Mint

Alabama seizures: United States Arsenal at Mount Vernon Fort Morgan Fort Gaines

Mississippi seizure: Fort Massachusetts on Ship Island

Florida seizures: United States Arsenal at Apalachicola Fort Marion Barrancas Barracks Fort Barrancas Fort McRee Pensacola Navy Yard (Warrington Ship Yard)

Confederate Confiscations

North Carolina seizures: Fort Johnston Fort Caswell Fort Macon United States Arsenal at Fayetteville Charlotte Mint

Louisiana seizures: United States Arsenal at Baton Rouge Baton Rouge Barrack Fort Jackson Fort Saint Philip Fort Pike Fort Macomb United States paymasters office at New Orleans New Orleans Mint

Texas seizures: United States Arsenal at San Antonio San Antonio Barracks Camp Verde Fort Clark

Arkansas seizures: United States Arsenal at Little Rock United States ordnance stores at Napoleon United States subsistence stores at Pine Bluff Fort Smith

Missouri seizures: United States Arsenal at Liberty United States ordnance stores at Kansas City
10

Lincolns Cabinet
Abraham Lincoln Presidential Library and Museum PresidentLincoln.org

Lincolns Cabinet: From Rivalry to Respect Lincolns Cabinet: From Rivalry to Respect o s
Grad Leve Grade Level: 612 Grade Level: 612 a vel: Illi Il n Learnin Standards: Illinois L arning Standard : Illinois Learning Standards: ing a rds: 1C, Stage 4B, Stage F; 5A, Stag 1C, Stage F; 4B, Stage F; 5A, Stage F; 5B, Stage F; 5C, Stage F; 5C, Stage G; 4B, Stage H, I, & J; 5A, Stage H, Stage B, ta 5 Stage 5B, Stage F; 5C, Stage 5C, Stag G; 4B, Stage H g B, tag 5 Stag Stage C, Stage tage B g 5A, Stage H, A Stag a I, J; 5B, Stage H I, I, & J; 5B, Stage H, I, & J; 5C, Stage H, I, & J; 5C, Stage H, I, & J B St g 5C, Sta e H, I Stage tage J; 5C, Stage I, C Stag Stage Objectives: Objectives: i es: s % Recognize how individual emotions affect group dynamics R gnize Recognize how individual emotions affect group dynamics i divid al moti n ffe ro p y amic vidu tion ti ics % Understand assets and liabilities of personality Unde s an Understand assets and liabil ie f personality d s t n liabilities bilit e sonality i % Comprehend individual contributions to team building Compre end n ivid a contributions Comprehend individual c ntr ution o team buildin prehe idua ons eam building a l % Identify and appreciate the dynamism of Abraham Lincolns presidential cabinet the dynamism Abrah Li coln preside tial binet Abraham Lincoln es Identify Identify and appreciate the dyn i m of Abraha Lincolns presidential cabinet n app c ppr a l % Demonstrate research sk lls by sel tion, organization and synthesis of materials selection, organizatio and synthesis of materia D mon ate search skills Demonstrate research ski nstr e electi n ganizati el on organization nthesis material thesis materials % Develop oral and visual presentation skills Develo oral n visual presentation k l De lop o and visual presentation skills lop o % Give positive and negative examples of rivalry rivalry Give positive and negat e examples f rival y i ositive n negative x pl a v % Gain an unders anding of the merits and consequences of competition understanding Gain an u ersta ding the merits and cons qu nc of competition h merits n consequences com etiti nces titio Materials Needed Mater l Needed: Materials Needed: teri e Dictionary Dict onary Dictionary ctio ar Thesaurus Thesauru Thesaurus Thesaurus Computer with Internet access Computer it Internet ccess Computer with Internet access p et ces Poster board Poster o rd Poster board ot r Variety of books, magazines, newspapers Variety Variety o books, mag zines, new p per riet ooks ooks, magazines, newspapers nes, ewsp Paper, pencil, pens Paper, en i ens Paper, pencil, pens per, nci n Glue Glue u Assets vs. Liabilities Chart included in this lesson this lesson Assets Assets vs. Liabilities Chart included in thi less e Liabilities hart nclud ia iliti ties t his sson Background: Background: ackground kground u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cabinet with the men who had opposed him for the nomination and who were his political rivals. Formed from cab e with cabinet w th the men who had opposed him for the nomination and who were his political rivals. Formed from bine bi o d op s d m or he nomi atio pp om tion w were o itic iva s. Form ic o a disparate coalition of Whigs, Democrats, Free Soilers, easterners, westerners, northerners, radicals, and disparate coalition dispa ate coali ion f Whigs, Demo rats, Free Soilers, easterners, westerners, northerners, radicals, and spar t p alit hi s Democrats, ree Soilers, ast rners, est r rs, northerners radicals o e ilers l r rner , r es s c nserv tives, conservatives, the new Republ can political party mirror d the men who served Lincolns cabinet. conservatives, the new Republican politica party mirrored the men who served in Lincolns cabinet. e e ew e ublic olitica arty mirrored he n cal t irror ev incoln s b net. col Every president i c G orge Ever preside since George Washington h select d cabinet to assist and advise him But not Every president since George Washington has selected a cabinet to assist and advise him. But not every ery esiden er sh gton has selected cabi t assist cted ab s d ise him. u pr iden knowi gly elect cabinet ministers president knowingly selects cabinet m niste who will disagree with him/her. va ety of factors determine president knowingly selects cabinet ministers who will disagree with him/her. A variety of factors determine n w t bine ll i a ree e h im/h r variety / ac or ete mine cto e wh so eone why someone s selected for ca in po t inclu why someone is selected for a cabinet post inclu ing ability, politica comp bility and geographical electe ted cabinet post including ability, polit cal compatibility nclu cludi bility political mpatib it t liti t geog aphical geographical ogra FRQVLGHUDWLRQV /LQFROQ H[WUHPHO\ VHOIFRQGHQW VHO FW G WHDP R SROLWLFDO DGYHUVDULHV ZKR ZHUH UHJXODUO\ RQ LGHUDWLRQV QFRO [WUH H HOI RQGH VHOH HUDW QV ROQ U OIFR GHQW VHOHFWHG G GY HV H UHJX UO\ JXOD FRQVLGHUDWLRQV /LQFROQ H[WUHPHO\ VHOIFRQGHQW VHOHFWHG D WHDP RI SROLWLFDO DGYHUVDULHV ZKR ZHUH UHJXODUO\ at odds with each ot r However, Lincoln looked beyond eac mans foibles and competing egos and saw the at odds with each other. However, Lincoln looked beyond each mans foibles and competing egos and saw the dds dd ac othe owever Lincoln o k d y n each n s oibl s other. eve er, nc ompe i g ego an s mpe g h ta en d intelligence ach n rough talent and intelligence each man brought to hi administration. C b e member we free to disagree with talent and intelligence each man brought to his administration. Cabinet members were free to disagree with n genc g his dm istrati n Cabinet members were ree disagr a emb agre g each h r nd incolns n que pers n t ensured balance wi h each other and Lincolns unique persona ity e re b ance within his cabinet. Lincoln recognized the risks ch c s e s binet inco recogniz oln cogn z ol e isks isks each other and Lincolns unique personality ensured balance within his cabinet. Lincoln recognized the risks personality 11

Lincolns Cabinet involved in such a diverse cabinet, but concluded he must risk the dangers of faction to overcome the dangers of rebellion. According to historian Doris Kearns Goodwin, it was Abraham Lincolns ability to effectively manage his Civil War cabinet that illustrated his political genius. Members of Lincolns cabinet were: Secretary of State Secretary of the Treasury

William Seward, 1861 Salmon P. Chase, 1861 William P. Fessenden, 1864 Hugh McCulloch, 1865 Simon Cameron, 1861 Edwin M. Stanton, 1862 Edward Bates, 1861 James Speed, 1864 Montgomery Blair, 1861 William Dennison, 1864 Gideon Welles, 1861 Caleb B. Smith, 1861 John P. Usher, 1863

Secretary of War Attorney General Postmaster General Secretary of the Navy Secretary of the Interior

6HOI DVVXUHG ZHOO HGXFDWHG DQG IRUPLGDEOH HDFK FDELQHW VHFUHWDU\ WKRXJKW KH ZDV EHWWHU TXDOLHG WKDQ /LQFROQ On the surface they were usually courteous to each other; however, beneath their polite exterior they were plagued by rivalry, disagreement, animosity, different temperaments, jealousy over access to the President, and differing political ideology. Lincoln, aware of the mutual dislike and ill will between his secretaries, who oftentimes did not speak to each other, diplomatically mediated squabbles that arose. Given almost limitless IUHHGRP RYHU WKHLU GHSDUWPHQWV /LQFROQ UHVSHFWHG KLV FDELQHW PLQLVWHUV DQG ZDV FRQGHQW LQ WKHLU DELOLWLHV We needed the strongest men of the party in the cabinet, Lincoln stated, We needed to hold our own people together. I had looked the party over and concluded that these were the very strongest men.I had no right to deprive the country of their services. Lincolns Early Cabinet William H. Seward William H. Seward, former Whig, elder statesman, and one time Senator and Governor of New York, was chosen to become Secretary of State. The most prominent 1860 presidential candidate, Seward was shocked when Lincoln won the nomination. He nevertheless accepted the cabinet position and then DWWHPSWHG WR VZD\ /LQFROQV GHFLVLRQV E\ XVLQJ KLV RZQ SROLWLFDO H[SHULHQFH DQG LQXHQFH 6HZDUG LQLWLDOO\ EHOLHYHG KH ZRXOG EH WKH PRVW LQXHQWLDO PHPEHU RI WKH FDELQHW DQG WKDW he would be able to sway Lincoln to his positions. But after the President decided against his advice on Fort Sumter, Seward realized that Lincoln was not a person easily controlled. Sewards political identity was linked to his anti-slavery views and his irrepressible FRQLFW UKHWRULF &RQVLGHUHG D UDGLFDO E\ WKH JHQHUDO SXEOLF 6HZDUG ZDV DFWXDOO\ D political moderate. He had numerous political enemies and was an easy target when people wanted to indirectly criticize Lincoln. Despite his frustration at not being president, Seward slowly accepted Lincolns leadership, telling his wife that the President is the best of us. In time Seward became Lincolns closet cabinet friend and was also attacked in his sick bed on the night of Lincolns assassination. Seward survived the attack and continued as Secretary of State.

12

Lincolns Cabinet Salmon P. Chase An early opponent of slavery and a founder of the Free Soil Party, Salmon P. Chase, former Governor and United States Senator from Ohio, was the leading radical in Lincolns cabinet. Chase was very intelligent, but KH ZDV WHPSHUDPHQWDO DQG KDG DQ LQDWHG HJR +LV LQWULJXHV DQG SROLWLFDO DPELWLRQ ODQGHG KLP LQ KRW ZDWHU with Lincoln on numerous occasions. However, the President tolerated Chases scheming because he thought Chase was an effective Treasury Secretary. Chase envied Sewards relationship with Lincoln. Eventually Chases ambition got the best of him and he used his Treasury connections in a bid to replace Lincoln as the Republican nominee LQ  /LQFROQ QDOO\ UHG &KDVH ZULWLQJ WKH\ KDG UHDFKHG D SRLQW RI PXWXDO embarrassment. He later appointed Chase to be Chief Justice of the United States Supreme Court. Simon Cameron An ambitious politician, Camerons career was marked with corruption. To protect himself as War Secretary from accusations of corruption and poor management, he sided with congressional radicals advocating the use of fugitive slaves for armed PLOLWDU\ VHUYLFH 7KLV FDXVHG SUREOHPV IRU D SUHVLGHQW WU\LQJ WR EDODQFH FRQLFWLQJ northern opinions. In 1862, Lincoln removed Cameron from the cabinet by appointing him to the post of Minister to Russia. A month later Congress censured him for corruption during his tenure in the War Department. Despite these scandals, Cameron restored his Pennsylvania political machine and won re-election to the U.S. Senate. Edwin M. Stanton )RUPHU 'HPRFUDW (GZLQ 6WDQWRQ ZDV QRW /LQFROQV UVW FKRLFH DV 6HFUHWDU\ RI :DU That selection went to Simon Cameron who proved to be incompetent. Initially critical of Lincoln, Stanton grew to respect and admire the President and became one of the most loyal cabinet members. Despite Stantons critiques, the President had great faith in his abilities to run the War Department. Edward Bates Edward Bates, a one-time Whig and popular St. Louis lawyer, had lived in Missouri since 1814. His selection as cabinet member was designed to appease the border VWDWHV %DWHV FRQVHUYDWLYH QDWXUH ZDV LQXHQFHG E\ KLV IDPLO\V VSOLW OR\DOWLHV Some of his sons fought for the Union, but one served in the Confederate army. :ULWLQJ LQ KLV GLDU\ RQ 'HFHPEHU   %DWHV FRQGHG 7KH 3UHVW LV DQ H[FHOOHQW man, and, in the main wise, but he lacks will and purpose, and, I greatly fear he, has not the power to command. Bates became disenchanted with his place in Lincolns cabinet and resigned after Lincolns 1864 re-election. Montgomery Blair A member of a prominent Maryland political family, Montgomery Blair, Lincolns Postmaster General, held a deep animosity toward Seward, Stanton, and Chase and would not visit the War Department, where the President spent much time. A West Point graduate, Blair alienated many people by his repeated public criticism of other cabinet members, politicians, and the military. Blair, while friendly with the President, was dismissed from the cabinet in 1864 as a concession to the Radical Republicans. Later Lincoln would pass Blair over to appoint his political rival Salmon Chase as Chief Justice of the U.S. Supreme Court. 13

Lincolns Cabinet Gideon Welles Geographic location was the primary consideration in the selection of Gideon Welles, a New Englander, for Secretary of the Navy. Welles was sometimes kept in the dark on policy decisions. Of the policy of the administration, if there be one, said Welles, I am not advised beyond what is published and known to all. In addition, Welles harbored animosity toward Seward because he felt like Seward treated other departments as extensions of his own. Despite disagreeing with Lincoln at times, Welles became a devoted and trusted advisor to the President. After he retired he wrote that Lincolns ability to lead would be better appreciated in the future than now. Caleb B. Smith Caleb Smith, Secretary of the Interior, was instrumental in delivering Indianas delegates to Lincoln during the 1860 Republican Convention in Chicago. He believed he was entitled to a place in the cabinet for his help. Considered a conservative in Lincolns cabinet, Smith desired an appointment to the United States Supreme Court but didnt have enough political support behind him. Smiths biggest impact on policy was his support for colonization of blacks in Central America which failed miserably. Smith once told an assistant that if the Emancipation Proclamation was issued, he would resign from the cabinet and work against the administration. Failing health and a desire to work in a judicial role led him to lobby for a federal district judgeship. Lincoln agreed to the request in January of 1863. Activity Procedure: The following is a list of personality traits that describe Lincoln and members of his cabinet. % 6HOHFW WKUHH ZRUGV IURP HDFK LQGLYLGXDO DQG GHQH WKHP % Using the Assets vs. Liabilities Chart included in this lesson, list each cabinet members characteristics into assets and liabilities columns. Do assets outweigh liabilities? % 'HQH DQG GLVFXVV ULYDOU\ o What causes rivalry? o Who can be rivals? o What are the pros and cons of a rivalry o Discuss methods that can be used to resolve rivalries % Why did Abraham Lincoln appoint his political rivals to cabinet positions? % What are the strategies used in appointing cabinet members? % If selecting potential cabinet members, would students choose people with the same political philosophy as the president or contrary opinions? Why?

14

Lincolns Cabinet

Personality Traits: Abraham Lincoln: patient, tactful, even-tempered, shrewd, ambitious, fatalistic, compassionate, tolerant, SUDJPDWLF KRQHVW VHOIFRQGHQW DGURLW VFUXSXORXV self-deprecating, ribald, humble, unassuming, witty, egalitarian, persuasive, determined, judicious, deliberate, perceptive, democratic, accessible, cautious, principled, tenacious, practical, droll, magnanimous, modest, politically astute, empathetic Salmon P. Chase VHOI ULJKWHRXV G\QDPLF UHOLJLRXV GLJQLHG SRPSRXV VWDWHO\ XSULJKW FRQGHQW ambitious, vain, arrogant, humorless, handsome, austere, fastidious, opportunistic, formal, egocentric, reserved, self assured, pretentious, stuffy, reserved William H. Seward DXVWHUH VKUHZG FRPPDQGLQJ LQWHOOLJHQW VRFLDEOH FRQGHQW DPER\DQW LGHDOLVWLF visionary, articulate, affable, ambitious, gregarious, astute, gourmand, unfashionable, charming, vane, aloof, urbane, meddlesome, pretentious, optimistic, imaginative, insightful, pragmatic Simon Cameron SUDFWLFDO FDOFXODWLQJ VKUHZG LQXHQWLDO PDQLSXODWLYH XQHWKLFDO XQRUJDQL]HG powerful, genial, wheeler-dealer Edwin M. Stanton: intelligent, honest, energetic, arrogant, domineering, hot tempered, excitable, RSLQLRQDWHG RUJDQL]HG HIFLHQW VWXEERUQ LPSXOVLYH ZRUNDKROLF GULYHQ FRPEDWLYH QHUYRXV SDWULRWLF RUJDQL]HG LQGXVWULRXV DUELWUDU\ DEUDVLYH EUXVTXH G\VSHSWLF GHVSRWLF GHDQW GXSOLFLWRXV SDVVLRQDWH complex, uncharitable, secretive, tenacious Edward Bates: homebody, respectable, articulate, skillful, conservative, stuffy, sober, civic minded, modest, old school, elderly, polite, earnest, gallant, religious, purposeful, formal, orderly, industrious, frugal Gideon Welles: serious, precise, orderly, loyal, cranky, bookish, scholarly, ambitious, moralist, cautious, restrained, blunt, prudent, sagacious, upright, sarcastic, censorious, frank, exacting, ponderous, pompous, JUDYH UHHFWLYH KXPRUOHVV VLQFHUH UHOLJLRXV HGLWRULDOLVW IDLUPLQGHG H[DFWLQJ REVWLQDWH Montgomery Blair HUXGLWH ZHOO UHDG HIFLHQW UHIRUP PLQGHG OLWKH HDUQHVW UHOLJLRXV ORJLFDO FRXUWO\ irascible, organized, opinionated, strong willed, able, awkward speaker, classically educated, egotistical, YLQGLFWLYH MXGJPHQWDO TXDUUHOVRPH GHYLRXV FDQWDQNHURXV GLIFXOW DVVLGXRXV Caleb B. Smith: indolent, conservative, ineffectual, regimented, poor administrator, eloquent, trim, ingratiating, smooth, conformist, complacent, pragmatic, partisan, orthodox, political tactician, patronage dispenser, lacked vim, compromiser, neat

15

Lincolns Cabinet

ASSETS VS. LIABILITIES CHART

ASSETS LIABILITIES ASSETS AND LIABILITIES

16

Lincolns Cabinet Extension: Rivalry and competition permeate our daily lives including politics, religion, school, the entertainment industry, business, geography and literature. Over the years, competition has become synonymous with western society and behavior. Books, magazine stories, and even a federal regulatory commission, the Federal Trade Commission, have emerged to improve Americas ability to compete into the 21st century. Competition is a natural element to human and animal behavior and can have both positive and negative consequences. % % % % % Ask students to locate and research an example of rivalry in a book, poem, newspaper, play, on-line article, magazine or song. Using visual images students will convey the rivalry/competition by constructing a poster using magazines, newspapers, photographs, and illustrations. Students will write a composition on the nature of the rivalry. Include the issues, the source or history of the rivalry, roles of parties involved, the steps taken to reduce or resolve the issues, and whether the rivalry remains ongoing. Students will present poster and composition to the class. Class will discuss whether the competition/rivalry is negative or positive and what impact(s) the rivalry had.

For more information on rivalries in Lincolns cabinet: % Goodwin, Doris Kearns. Team of Rivals: The Political Genius of Abraham Lincoln. New York: Simon & Schuster, 2005.

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18

Paintings, Proclamations, and Political Positions

Abraham Lincoln Presidential Library and Museum PresidentLincoln.org

Paintings, Proclamations, and Political Positions

Grade Level: 612 Illinois Learning Standards: 1C, Stage F; 4B, Stage F; 5A, Stage F; 5B, Stage F; 5C, Stage F; 5C, Stage G; 4B, Stage H, I, & J; 5A, Stage H, I, & J; 5B, Stage H, I, & J; 5C, Stage H, I, & J Objectives: % Examine the Emancipation Proclamation through painting and lithography % Understand how art is used to convey subliminal (hidden, subtle) messages % Prepare written and oral report Materials Needed: Computer with Internet access Supplemental history books/periodicals Black board Paper, pens, pencils Background: In Abraham Lincolns Inaugural Address delivered on March 4, 1861, he stated that he had a duty to preserve the Union, would not repeal the Fugitive Slave Law, and would allow slavery to exist in places where it was already established. But by the summer of 1862, the war was not progressing to Lincolns satisfaction and he realized he needed to change tactics and broaden his war goals. Calling an impromptu meeting of his cabinet, Lincoln asked them to listen and offer suggestions to a draft of the Emancipation Proclamation. When Lincoln issued the Emancipation Proclamation on January 1, 1863, it transformed the Norths Civil War goal from restoring the Union to freedom for millions of slaves and was arguably the central act of his administration. Wanting to capture what he believed was an act unparalleled for moral grandeur in the history of mankind, Francis Carpenter, an artist of some renown, arranged an introduction to the President and was invited to the White House for six months in 1864. Carpenter began sketching people, places and things while listening to some of the Presidents conversations. Writing in his memoir, Six Months at the White House with Abraham Lincoln: The Story of a Picture, Carpenter relays how he positioned cabinet members who long supported emancipation in the foreground of the composition. Those who displayed reservations, including the Secretary of the Interior, Postmaster General, and the Attorney General were relegated to the back where their less than enthusiastic attitudes of discussion or silent deliberation, would be inconspicuous. Lincoln, while positioned between the radical and conservative factions of his cabinet, is positioned closer to the radical element. On Lincolns right are the two most powerful FDELQHW GHSDUWPHQWV ZDU DQG QDQFH 'LUHFWO\ RSSRVLWH WKH 6HFUHWDU\ RI :DU LV WKH 6HFUHWDU\ RI WKH 1DY\ 19

Paintings, Proclamations, and Political Positions Entitled to a prominent place at the table was the Secretary of State. Measuring 108 inches in height by 180 inches in width, Carpenters painting entitled, First Reading of the Emancipation Proclamation LV DQ LQYDOXDEOH SLFWRULDO UHSUHVHQWDWLRQ RI D GHQLWLYH PRPHQW LQ RXU QDWLRQV history that Lincoln was eager to publicize. The painting, completed in 1864, was displayed in the White House and later toured the country. It hangs in the U.S. Capitol building. But it wasnt until Carpenter asked Alexander Ritchie to create a steel engraving of the painting that the majority of Americans were able to obtain smaller-sized copies of their own. Widely distributed and measuring 21 inches by 32 inches, the lithograph was extremely popular when it began to circulate before the election in 1864. )UDQFLV %LFNQHOO &DUSHQWHUV SDLQWLQJ RI WKH UVW UHDGLQJ RI WKH (PDQFLSDWLRQ 3URFODPDWLRQ FXUUHQWO\ KDQJV LQ the west staircase in the Senate wing of the U.S. Capitol. It can be accessed at: http://www.gpoaccess.gov/serialset/cdocuments/sd107-11/pdf/116-121.pdf Alexander Ritchies lithograph can be found at the Library of Congress: http://www.loc.gov/pictures/item/96521764/?sid=e4cce9a41eada91a38f64ef153a24260 A later edition of Francis Carpenters memoir, retitled The Inner Life of Abraham Lincoln: Six Months at the White House with Abraham Lincoln, can be found at: http://books.google.com/books?id=FTsl3N7hDpAC&lpg=PP1&ots=bUlu8j0QbK&dq=six%20months%20 at%20the%20white%20house&pg=PP1#v=onepage&q&f=true Activity Procedure: % Examine and discuss the Francis Carpenter and Alexander Ritchie First Reading of the Emancipation Proclamation using the links provided in the background information. % Challenge students to identify the differences between the two. % What accessories/objects are present in the painting? A key to the painting can be found at: http://www.gpoaccess.gov/serialset/cdocuments/sd107-11/pdf/116-121.pdf % :KDW LV WKH VLJQLFDQFH RI DFFHVVRULHV" % What emotions are displayed, if any? % 'RHV &DUSHQWHUV ZRUN HYRNH WKH VLJQLFDQFH RI WKH HYHQW" % Based upon the placement of cabinet members in Carpenters painting, who supported/had reservations about Lincolns Emancipation Proclamation? % What does the portrait say about the social construction of government in the 19th century? (All cabinet members are older, white men.) % How has our government changed in terms of its make-up?

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Paintings, Proclamations, and Political Positions Extension: % Teacher will select ten pivotal moments in the history of our country and discuss why they are KLVWRULFDOO\ VLJQLFDQW 6HH VXJJHVWHG HYHQWV EHORZ o Washington Crossing the Delaware o 1969 Apollo Moon Landing o Martin Luther King, I Have a Dream speech o Pilgrims landing at Plymouth Rock o Great Depression o Gettysburg o 19th Amendment o Surrender of Lee at Appomattox Court House o Signing of Declaration of Independence o Signing of the Constitution o D-Day or Surrender of the Japanese on the Battleship Missouri o Completion of the transcontinental railroad % % Students will select an event to depict, locate an image of the event, write a one-page narrative of why the event is pivotal in Americas history, and share their work with the class. Class will assemble a time line of Americas history using images.

Additional Resources: Abraham Lincolns handwritten copy of the Emancipation Proclamation and the transcript can be found at the National Archives: http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/index.html The Smithsonians National Portrait Gallery has prepared a Reading Portraiture Guide for Educators. It can be found at: http://www.npg.si.edu/docs/reading.pdf

21

Seward, the Red Pen, and the Mystic Chords of Memory

Abraham Lincoln Presidential Library and Museum PresidentLincoln.org

Seward, the Red Pen, and the Mystic Chords of Memory

Grade Level: 712 Illinois Learning Standards: 3A, Stage F; 3B, Stage F; 3A, Stage G; 3B, Stage G; 3A, Stage H; 3B, Stage H; 3A, Stage I; 3B, Stage I; 3A, Stage J; 3B, Stage J Objectives: % Edit for tone, clarity, and word choice % Gain understanding of the fragile political and social climate that surrounded Lincolns inauguration Materials Needed: % Red pens (if available) % Computer with Internet access Background: Every United States president, upon being sworn into office, has delivered an inaugural address. Typically, the speech outlines the incoming presidents plans for his four-year term. Often, it is taken as an opportunity to address and assess national or international events pertinent to the United States at the time. Lincolns first inaugural address was no exception. In it he addressed the escalating crisis between the North and the South. By Lincolns inauguration day, seven states had seceded from the Union and formed a new national governmentthe Confederate States of America. Several more states teetered on the brink of joining the Confederacy. Lincolns challenge in writing his first address was to strike a balance between force and conciliationdefending federal authority and the Union without pushing Southerners into further rebellion. At points in his first draft, his language was harsh. Before the first shots of the war, Lincoln shared his original manuscript with William Seward who made several revisions, most notable being his addition of a final paragraph. Lincoln took Sewards eloquent final passage and added his own prose to create one of the most poetic presidential passages in history. Lincolns Original Final Passage: In your hands, my dissatisfied fellow countrymen, and not in mine, is the momentous issue of civil war. The government will not assail you, unlessyou first assail it. You can have no conflict, without being yourselves the aggressors. You have no oath registered in Heaven to destroy the government, while I shall have the most solemn one to preserve, protect, and defend it. You can forbear the assault upon it; I can not shrink from the defense of it. With you, and not with me, is the solemn question of Shall it be peace, or a sword?

22

Seward, the Red Pen, and the Mystic Chords of Memory

The transcription of the last paragraph of Abraham Lincolns first draft of his First Inaugural Address can be accessed at: http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d0770200)) William Sewards transcribed suggestions of changes to Lincolns First Inaugural can be accessed at: http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d0771000))

Lincolns Actual Closing: In your hands, my dissatisfied fellow-countrymen, and not in mine, is the momentous issue of civil war. The government will not assail you. You can have no conflict without being yourselves the aggressors. You have no oath registered in heaven to destroy the government, while I shall have the most solemn one to preserve, protect, and defend it. I am loath to close. We are not enemies, but friends. We must not be enemies. Though passion may have strained, it must not break our bonds of affection. The mystic chords of memory, stretching from every battlefield and patriot grave to every living heart and hearthstone all over this broad land, will yet swell the chorus of the Union when again touched, as surely they will be, by the better angels of our nature.

The transcription of Abraham Lincolns final version of his First Inaugural Address can be accessed at: http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d0773800)) Activity Procedure: % Remind students that slavery and Southern secession were delicate issues at the time and Lincolns wording was critical to events that might possibly follow. % Have students discuss the meaning of the original final paragraph. % Ask students (before reading final draft) to make revisions to Lincolns original manuscript of his First Inaugural Address. % After sharing their changes with classmates, ask students to compare their changes to those made by Seward and eventually by Lincoln himself. % Were the students changes similar to Sewards? How did they differ? Discussion Points: % Considering the political atmosphere of the time (1861), why did Seward make the changes he did? Do you agree or disagree with his changes? % How did Lincolns final tweaks to Sewards poetic final passage affect the overall speech?

23

Seward, the Red Pen, and the Mystic Chords of Memory

Extension: Part I Students compare and contrast the content and very different styles of Lincolns First Inaugural Address to his Second Inaugural Address. The transcription of Abraham Lincolns final version of his First Inaugural Address can be accessed at: http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d0773800)) The transcription of Abraham Lincolns Second Inaugural Address can be found at: http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d4361300))

Part II Students research presidential inaugural addresses,choose one, read it, and write a synopsis, including: % A general comparison to Lincolns addresses % Any prevalent theme or idea % Phrases or passages that stand out % Issues of concern to the president at the time the address was written, how this president addressed or took action on the issue(s), and the results of his actions % What we can learn from inaugural addresses

24

Cabinet Campaigning

Abraham Lincoln Presidential Library and Museum PresidentLincoln.org

Cabinet Campaigning
Grade Level: 1112 Illinois Learning Standards: 1B, Stage F; 1C, Stage F; 2B, Stage F; 2B, Stage G; 1C, Stage H; 2B, Stage H; 2A, Stage I; 2A, Stage J; 2B, Stage J Objectives: % Recognize the use of language, tone, motivation, emphasis, and confidence in letters % Understand the complexities facing presidents when they make cabinet selections % Read and interpret historical transcriptions Materials Needed: Dictionary Paper, pencil, pens Transcribed letters to Gideon Welles provided in this lesson plan Background: In May 1860 Abraham Lincoln unexpectedly won the Republican nomination for president. The surprise candidate now faced the difficult task of trying to balance the many factions of the young political party. On May 19, 1860, his first day as the Republican presidential nominee, on a blank card Lincoln wrote the names of seven men he considered to be potential cabinet members, provided he won the election. One of those names was Gideon Welles. Welles was a former newspaper editor, state legislator, state comptroller, and U.S. Navy Department Bureau Chief. A Connecticut native, Welles could represent the New England region and help balance the cabinet geographically. Even though Welles had caught Lincolns eye early, his appointment was not guaranteed. During the Republican convention, Welles was a supporter of Salmon P. Chasenot Abraham Lincoln. Yet, Lincoln set this aside and focused on the benefits of Welles as a cabinet member, although Lincoln considered others from New England as well. Even if chosen, it was unclear what position Welles would hold in the cabinet. In a series of letters written to Welles in the early months of 1861, his supporters sent regular correspondence promoting him and estimating his chances for appointment to Lincolns cabinet. Supporters eventually saw their predictions fulfilled. President Lincoln appointed Welles as Secretary of the Navy in March of 1861.

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Cabinet Campaigning

Activity Procedure: % As a class, students read and discuss the four selected letters to Gideon Welles provided in this lesson in which the writers speculate whether Lincoln will offer a cabinet position to Welles. % Divide the class into four groups. % Each group will research Gideon Welles and focus on one of the following four areas of qualification that Welles possessed: 1. Personality traits 2. Political experience and compatibility 3. Education 4. Geographical location Consider: How did Welles fulfill the need in each of these areas? Was he lacking qualifications in particular elements? % Student groups will present their findings to the rest of the class. % As a class, discuss the presented information and the following: o Benefits and risks presented to Lincoln in choosing Welles. o What motivations might have been behind these letters to Welles from supporters. o What the letters reveal about how one obtained a cabinet post in Lincolns time. o Why an aspiring cabinet member wouldnt simply ask Lincoln for the job. % Through the use of the Venn diagram included in this lesson, compare the process of candidate investigation and scrutiny for a 19th-century presidential cabinet to a candidate for a 21st-century cabinet.

Accompanying letters to Gideon Welles are from the Abraham Lincoln Presidential Library, Manuscripts Collection, SC 1637.

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Cabinet Campaigning

19th Century

20th Century

27

Cabinet Campaigning

Office of the Independent Democrat Concord, N.H. Jany 5 1861 My dear Sir, I am pretty certain that Banks is desirous of a place in the Cabinet. This he ought not to have. He has accepted the vice-presidency of the Illinois Central Railroad, and moved his family thither. He refused to take part in the recent Presidential Canvass, on the ground of his retirement from politics. He is, therefore, not properly a New England man. Seward, as you believed, is going to accept the State Secretaryship. This ought to make your selection a certainty. Still, I fear adverse councils may prevail. I have written Mr. Lincoln several letters, urging your appointment; but not intimating that it is with your knowledge. I know that within ten days, he still inclined towards [commitment?] [Tuck ?], of our State, is now West, and, as I told you, has aspirations, and is somewhat strongly indorsed. Of course, I could not object to him. But I told and have written Mr. Lincoln that my judgement prefers yourself. I take it that Weed + might not prefer you. Banks goes West immediately. In view of these and sundry considerations, I incline to think you had better send E.S. Cleveland, to Springfield, to see and talk with Lincoln. I suggest him, not as the most discreet man in the world, But because he is your friend and enthusiastic. He can say more to Lincoln than almost any other man, only give him, careful instructions as to what he should say. Should you think favorably of his going, you had better give him the general idea of what he may say, in writing, and let him take his instructions along with him. I submit this idea to your beter judgement. I have just written Mr. L. stating my reasons why you should be preferred to Banks, and why Banks should not be taken as from New England. If C. goes, dont let him go as from you, but on his own [mere?] motion. Very sincerely yours Geo. G. Fogg Hon. G. Welles Hartford Conn.

28

Cabinet Campaigning

Worcester, Jan. 7, 1861

My Dear Sir, What I see in the papers and find in my private letters induced me to believe that you will be a member of Mr. Lincolns Cabinet, and probably Postmaster General. Nothing in connection with the nomination and election of Mr. Lincoln has given me as much satisfaction; and it will disappoint me sorely to see this expectation fail. I have written to Mr. Lincoln to express to him my sense of your character and eminent fitness for a Cabinet office, and to say how much it will heighten the very great satisfaction with which I remember my vote for him in the Convention, (for I gave him my vote of the ballot that secured his nomination,) to have him select you for a place in the cabinet. It is the only letter I have ever written to any man in reference to appointments to office. Of course I did not suppose that a letter from me would have much influence to decide such a question, but I presumed that the opinion of a Massachusetts delegate to the Chicago Convention might at least add a very little to the stronger influences at work in your favor. At the right time, after you are installed in office, I shall have a petition to present, which I hope you will grant, if you can do so without embarrassment to yourself, I am intending to withdraw from this daily and nightly confinement to the work on a morning paper and leave it chiefly in the hands of my sons who have been trained in the business, reserving only a general control of its movement. In your department at Washington, perhaps their may be some place where my faculty, and habit of regular attention to business, may render satisfactory service. If so, and if you can with propriety give me that place, I hope you will do so; and when my term is finished, I might have wherewith to realize my old dream of a fruit garden and a quiet life, without interfering with what I have invested in the [?] If you were but little acquainted with me, I should not say all this. I have never been a place-seeker, and I shall not now press very eagarly to get a place; but situated as I shall be, for once in my life some situation that comes easily and seems proper for me to have, will seem desirable, If my desire in this respect can not be realized without too much seeking, I shall relinquish it and turn in some other direction. Very truly yours, J.D. Baldwin

29

Cabinet Campaigning

[13 Feb. 1861] My dear Sir From facts that have come to my knowledge I think you will have occasion, before long, to study naval affairs. Connecticut will seem to have a [lien?] on the Navy department. The Post office I think will go to Indiana either in the person of C. B. Smith or Colfax. This is a guess on my part. That you are to be in Mr Lincolns cabinet is I think a fixed fact and I do not know that your friends ought to object to your over-looking the past proceedings of Gov. Toucey. The above information I give you on information received from Colfax, how much it is worth you can judge. The belief here is that Lincoln will recommend a National Convention, Feb: 13 Truly yours J Dixon

30

Cabinet Campaigning

Private Albany Feb 19. 1861 My Dear Mr. Welles I have not before written to, or conversed with you upon the subject of an appointment in the Cabinet of the New Administration. I wrote in your favor to Mr. Lincoln in Jany, and last night converesed with him in relation to yourself. He intends to offer you an appointment. I believe he will. Faithfully truly yours E.D. Morgan

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Cabinet Campaigning

Secession Fever
In the winter of 186061, as secession fever swept the Southern United States, federal military and civilian installations were quickly seized by state authorities who later turned over control of these facilities to the Confederate government.Among the assets seized were more than 50 military installations (forts, arsenals, naval yards, etc.), more than 30 customs houses, more than 60 lighthouses, and more than 9,000 post offices. All of these locations had been paid for with Congressional appropriations. The people who maintained them were federal employees who were forced either to resign their position and move north, or become employees of the Confederate government.Nearly 10,000 facilities costing well over $100 million in 1860and worth at least $40 billion today were taken without provocation and served as the physical foundations of the government of the Confederate States of America.

US Arsenal at Charleston

Pass Christian Lighthouse, MS

Star of the West

USS Merimack

Richmond, VA Customs House

Dahlonega Mint

Fort Sumter

Fort Moultrie

The Cost of Secession, a digital map provided in DVD format to Illinois public and private school libraries and generously funded by JPMorgan Chase & Co., highlights the seizure of federal assets by seceding states and the massive financial strain this created for the U.S.This map also demonstrates how secession fever often outpaced secession politics as many locations were taken over before the states officially seceded. 32