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The Battle of Shiloh: A Study in Leadership and a Terrain Walk
James S. Day and Ruth S. Truss
University of Montevallo, Montevallo, Alabama
| STUDENTS FROM THE UNIVERSITY OF MONTEVALLO, Alabama's public liberal arts university, re-created the Battle of Shiloh (April 6–7, 1862) approximately twenty miles north of Corinth, Mississippi. For ten weeks in a classroom environment, nineteen students studied strategy, operations, and tactics that affected events nearly 143 years prior. Then, sixteen of those students, each representing a key Union or Confederate commander, stepped back in time for about 45 hours. This two-part course brought to fruition nearly three years of planning and preparation. |
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In Part I, the classroom setting, instructors discussed general events leading to war in the mid-nineteenth century as well as specific developments during the early stages of the Civil War. Students considered relative advantages and disadvantages for both sides, and matched political objectives with military strategies. James McDonough's Shiloh: In Hell Before Night (1977) served as the primary text and provided a general account of the two-day battle. A review of additional primary and secondary sources and exposure to The War of the Rebellion: A Compilation of the Official Records of the Union and Confederate Armies (1880–1901) equipped students to conduct detailed research. Each student selected a commander of interest, focusing on his initial plans, his relative location and employment of forces, his understanding of events as they unfolded, and his actions and inactions in response to the flow of battle. Once research was well underway, students made brief presentations (10–15 minutes) on their commanders in the few weeks preceding the trip to Corinth and Shiloh. Individual research continued during the final weeks of the term, and students submitted written critiques of their respective commanders after the on-site visit. |
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Part II, the terrain walk, was based on the Staff Ride concept developed by U.S. Army Captain Arthur L. Wagner and implemented by Major Eben Swift at Fort Leavenworth, Kansas, in 1906. Used extensively as a training medium at the U.S. Army Command and General Staff College, the Army War College, and numerous military installations worldwide, the Staff Ride promotes in-depth preliminary study, rigorous field practice, and the integration of the two. Moreover, with appropriate planning and insight, the technique may be adapted to serve the civilian academic community as well. |
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At the University of Montevallo (UM), students studied key leaders – thirteen Union commanders from the Army of the Tennessee and the Army of the Ohio, and six Confederate commanders from the Army of the Mississippi. Other division and brigade commanders who proved instrumental in developing events on the battlefield may be added, as necessary. However, group size may become a detrimental factor if the number of participants exceeds two dozen. |
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The brochure provided by the National Park Service outlines a driving tour that incorporates a circuitous route throughout the battlefield. However, this plan is designed to facilitate travel to and from the Visitor's Center located in the vicinity of Pittsburg Landing. The UM plan deviates from the NPS route, providing a more chronological examination of events as they unfolded in April 1862. Consequently, UM students began their terrain walk at Fraley Field, in the southwest corner of the battlefield, rather than at Pittsburg Landing to the northeast. |
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Stands (or stops), used in conjunction with the Civil War Battlefield Series map of Shiloh National Military Park, provide a continual appreciation of historical events, time of day, and use of terrain. It is paramount, therefore, to ask two questions at each stop- "Where is north?" and "What time is it?" This reminder keeps students focused on coincidental developments and oriented to the terrain and disposition of forces. In addition, excerpts from primary sources (e.g. the OR) may be used to illustrate battle plans, actual developments, commander perspectives, and key decisions. UM students used first-hand accounts as recorded in the U.S. Army War College Guide to the Battle of Shiloh (1996). |
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Feedback revealed that many students would have liked more time on the battlefield – to return to critical sites, to examine key terrain, to "soak in" the effects of their study. Other activities and enhancements contributed to the overall experience as well. For example, the National Park Service recently constructed an Interpretive Center located adjacent to Battery Robinett, a key position during the Battle of Corinth. Displays describe the battles of Shiloh and Corinth, and the setting helps students adopt the right frame of mind. The C & D Jarnagin Company provided a tour of facilities used to produce authentic reenactment uniforms and equipment. In addition, the Corinth Tourism Office offers a free guided tour for visiting groups.
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Located in central Alabama, Montevallo is a three- to four-hour drive from Civil War sites at Shiloh, Tennessee, Chickamauga, Georgia, and Vicksburg, Mississippi. However, even with the relatively close proximity, scheduling and funding proved problematic. Both professors already carried full teaching loads, and the substitution of courses would compromise the overall history curriculum. The university's Honors Program, offering both 1-hour and 3-hour credits, provided a viable alternative. Each professor could teach a 1-hour overload, and flexible scheduling allowed back-to-back courses. Yet, both professors participated fully in the two components. |
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Research and Special Projects grants in Academic Years 2002–2003 and 2003–2004 funded preliminary visits to Shiloh and Chickamauga. A survey of terrain, review of resource materials, and consideration of administrative issues confirmed Shiloh as the more practicable choice for intensive study. Detailed cost estimates for transportation, food, lodging, and enhancements provided a planning budget and served as a basis for financial requests. Ultimately, Honors Program, History Program, and student-paid funds combined to cover the trip's expenses. Moreover, specific, line-item budget projections facilitated the allocation of funds from separate accounts. |
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Charlotte and Luke Doehner, owners of the Generals' Quarters Bed and Breakfast Inn, assisted in coordinating all events. Located at 924 Fillmore Street, two Victorian houses are within walking distance of downtown Corinth and offer easy access to routes leading to the battlefield. The sitting room and enclosed verandah provided ample space for group meetings and classes. Chef Luke made breakfast each day and prepared a Civil-War-style dinner after the terrain walk. He and Charlotte delivered lunch to the Shiloh Battlefield picnic site, which made the lunch break more efficient. In addition to the Doehners' fare, students enjoyed a dinner at the renowned Catfish Hotel located just north of Pittsburg Landing overlooking the Tennessee River. Undoubtedly, the highlight of the visit came after the Civil War dinner when the 52nd Regimental String Band, a reenactment ensemble from Memphis, led students in dance steps on the front lawn. After serenading the group at dinner, the band moved outside for the Virginia Reel, the Broom Waltz, and other period dances. |
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Logistical planning proved relatively simple with the Doehners' assistance. Charlotte made all local arrangements- reservations at the Catfish Hotel, at C & D Jarnigan, and with the 52nd Regimental String Band. She also coordinated with Sharmaine Hughes, owner of the Samuel D. Bramlitt House Bed and Breakfast Inn, for additional lodging. Electronic communication with National Park Service officials alerted them to the visit, and battlefield personnel waived the entrance fee for the group. Professors collected funds from university agencies and from students, issued maps and travel instructions, and planned the schedule of events. |
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Although Montevallo's geographical location facilitates such a course on Civil War battles, the concept of specialized classroom study combined with an applied field component is universally adaptable. If teachers work within their respective locations and coordinate with surrounding facilities, almost any historical event or theme may be addressed. Certainly, extra effort and advanced planning are required, but the benefits to students- and their enthusiastic response- make the hard work worthwhile. In this case, students learned from detailed study, they increased understanding through hands-on experiences, and ... everyone had fun. Overall, the staff ride left them tired, but begging for more. |
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