The regiment1 to which he was assigned was recruited from the same counties which he represented in the State Senate. A large number of the officers and privates had been connected as students with Hiram College, and were personally known to Garfield.
His first step was to qualify himself for his new position. Of the art and mystery of war the young scholar knew little, but he was no worse off than many another whom the exigencies2 of his country summoned from peaceful pursuits to the tented field and the toilsome march. It was probably the only office which he ever assumed without suitable qualifications. But it was not in his nature to undertake any duties without endeavoring to fit himself for their discharge.
His method of studying the art of war was curious and original. Falling back on his old trade of carpenter, he brought "his saw and jack-plane again into play, fashioned companies, officers and non-commissioned officers out of maple3 blocks, and with these wooden-headed troops he thoroughly4 mastered the infantry5 tactics in his quarters." There was this advantage in his method, that his toy troops were thoroughly manageable.
The next step was to organize a school for the officers of his regiment, requiring thorough recitation in the tactics, while their teacher illustrated6 the maneuvers7 by the blocks he had prepared for his own instruction. He was obliged to begin with the officers, that they might be qualified8 to assist him in instructing the men under their command. He was then able to institute regimental, squad9, skirmish, and bayonet drill, and kept his men at these exercises from six to eight hours daily till the Forty-second won the reputation of being the best drilled regiment to be found in Ohio.
My boy readers will be reminded of the way in which he taught geometry in one of his winter schools, preparing himself at night for the lesson of the next day. I would like to call their attention also to the thoroughness with which he did everything. Though previously10 ignorant of military tactics he instructed his regiment in them thoroughly, believing that whatever was worth doing at all was worth doing well.
He was appointed Lieutenant-Colonel, but by the time his organization was completed he was promoted to the Colonelcy.
At last the preliminary work was completed. His men, an undisciplined body when he took them in hand, had become trained soldiers, but as yet they had not received what Napoleon III. called the "baptism of fire." It is all very well to march and countermarch, and practice the ordinary evolutions like militia-men at a muster11, but how was the regiment, how was its scholarly commander likely to act in the field?
On the 14th of December orders for the field were received by Colonel Garfield's command, stationed at Camp Chase.
Then came the trial of parting with wife and mother and going forth12 to battle and danger. To his mother, whose highest ambition had been that her son should be a scholar, it was doubtless a keen disappointment that his settled prospects13 should be so broken up; but she, too, was patriotic14, and she quietly said: "Go, my son, your life belongs to your country."
Colonel Garfield's orders were to report to General Buell at Louisville. He moved his regiment by way of Cincinnati to Catlettsburg, Kentucky, a town at the junction15 of the Big Sandy and the Ohio, and was enabled to report to his commander on the 19th of December.
Then, for the first time, he learned what was the nature of the duty that was assigned to him. It was no less than to save Kentucky to the union. A border State, with an interest in slavery, public opinion was divided, and it was uncertain to which side it would incline. The Confederates understood the value of the prize, and they had taken measures, which promised to be successful, to wrest16 it from the union. The task had been committed to Gen. Humphrey Marshall, who had invaded Eastern Kentucky from the Virginia border, and had already advanced as far north as Prestonburg.
Gen. Marshall fortified17 a strong natural position near Paintville, and overran the whole Piedmont region. This region contained few slaves—but one in twenty-five of the whole population. It was inhabited by a brave rural population, more closely resembling their Northern than their Southern neighbors. Among these people Marshall sent stump18 orators19 to fire them with enthusiasm for the Confederate cause. Such men would make valuable soldiers and must be won over if possible.
So all that portion of the State was in a ferment20. It looked as if it would be lost to the union. Marshall was daily increasing the number of his forces, preparing either to intercept21 Buell, and prevent his advance into Tennessee, or, cutting off his communications, with the assistance of Beauregard, to crush him between them.
To Colonel Garfield, an inexperienced civilian22, who had only studied military tactics by the aid of wooden blocks, and who had never been under fire, it was proposed to meet Marshall, a trained soldier, to check his advance, and drive him from the State. This would have been formidable enough if he had been provided with an equal number of soldiers; but this was far from being the case. He had but twenty-five hundred men to aid him in his difficult work, and of these eleven hundred, under Colonel Craven, were a hundred miles away, at Paris, Kentucky, and this hundred miles was no level plain, but a rough, mountainous country, infested23 with guerrillas and occupied by a disloyal people.
Of course, the first thing to be done was to connect with Colonel Craven, but, considering the distance and the nature of the country to be traversed, it was a most difficult problem. The chances were that Gen. Marshall, with his vastly superior force, would attack the two bodies of soldiers separately, and crush them before a union could be effected.
Gen. Buell explained how matters stood to the young colonel of volunteers, and ended thus:
"That is what you have to do, Colonel Garfield—drive Marshall from Kentucky, and you see how much depends on your action. Now go to your quarters, think of it overnight, and come here in the morning and tell me how you will do it."
In college Garfield had been called upon to solve many difficult problems in the higher mathematics, but it is doubtful whether he ever encountered a more knotty24 problem than this one.
He and Colonel Craven represented two little boys of feeble strength, unable to combine their efforts, who were called upon to oppose and capture a big boy of twice their size, who knew a good deal more about fighting than they did.
No wonder the young colonel felt perplexed25. But he did not give up. It was not his way. He resolved to consider whether anything could be done, and what.
My chief object in writing this volume being to commend its subject as an example for boys, I think it right to call attention to this trait which he possessed26 in a conspicuous27 degree. Brought face to face with difficulty—with what might almost be called the impossible, he did not say, "Oh, I can't do it. It is impossible." He went home to devise a plan.
First of all, it was important that he should know something of the intervening country—its conformation, its rivers and streams, if there were any. So, on his way to his room he sought a book-store and bought a rude map of Kentucky, and then, shutting himself up in his room, while others were asleep, he devoted28 himself to a lesson in geography. With more care than he had ever used in school, he familiarized himself with the geography of the country in which he was to operate, and then set himself to devise some feasible plan of campaign.
It was a hard problem, and required still more anxious thought, because the general to whom he was to report it, was, unlike himself, a man thoroughly trained in the art of war.
The next morning, according to orders, he sought again his commanding officer.
Gen. Buell was a man of great reticence29 and severe military habits, and if the plan were weak or foolish, as might well be from the utter lack of experience of the young officer who was to make it, he would unhesitatingly say so.
As Garfield laid his rude map and roughly outlined plan on the table, and explained his conception of the campaign, he watched anxiously to see how Gen. Buell was impressed by it. But the general was a man who knew how to veil his thoughts. He waited in silence till Garfield had finished, only asking a brief question now and then, and at the end, without expressing his opinion one way or the other, merely said: "Colonel Garfield, your orders will be sent you at six o'clock this evening."
Garfield was not compelled to wait beyond that hour.
Promptly30 the order came, organizing the Eighteenth Brigade of the Army of the Ohio, under the command of Colonel Garfield, with a letter of instructions, embodying31 essentially32 the plan submitted by the young officer in the morning.
When Garfield set out with his command the next morning, Gen. Buell said to him at parting:
"Colonel, you will be at so great a distance from me, and communication will be so difficult, that I must commit all matters of detail and much of the fate of the campaign to your discretion33. I shall hope to hear a good account of you."
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1
regiment
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| n.团，多数，管理；v.组织，编成团，统制 | |
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exigencies
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| n.急切需要 | |
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maple
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| n.槭树，枫树，槭木 | |
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thoroughly
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| adv.完全地，彻底地，十足地 | |
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infantry
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| n.[总称]步兵(部队) | |
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illustrated
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| adj. 有插图的，列举的 动词illustrate的过去式和过去分词 | |
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maneuvers
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| n.策略，谋略，花招( maneuver的名词复数 ) | |
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qualified
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| adj.合格的，有资格的，胜任的，有限制的 | |
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squad
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| n.班，小队，小团体；vt.把…编成班或小组 | |
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previously
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| adv.以前，先前（地） | |
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muster
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| v.集合，收集，鼓起，激起；n.集合，检阅，集合人员，点名册 | |
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12
forth
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| adv.向前；向外，往外 | |
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prospects
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| n.希望，前途(恒为复数) | |
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patriotic
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| adj.爱国的，有爱国心的 | |
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15
junction
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| n.连接，接合；交叉点，接合处，枢纽站 | |
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wrest
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| n.扭，拧，猛夺；v.夺取，猛扭，歪曲 | |
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17
fortified
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| adj. 加强的 | |
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stump
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| n.残株，烟蒂，讲演台；v.砍断，蹒跚而走 | |
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orators
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| n.演说者，演讲家( orator的名词复数 ) | |
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ferment
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| vt.使发酵；n./vt.（使）激动，（使）动乱 | |
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intercept
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| vt.拦截，截住，截击 | |
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civilian
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| adj.平民的，民用的，民众的 | |
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infested
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| adj.为患的，大批滋生的（常与with搭配）v.害虫、野兽大批出没于( infest的过去式和过去分词 )；遍布于 | |
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knotty
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| adj.有结的，多节的，多瘤的，棘手的 | |
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perplexed
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| adj.不知所措的 | |
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possessed
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| adj.疯狂的；拥有的，占有的 | |
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conspicuous
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| adj.明眼的，惹人注目的；炫耀的，摆阔气的 | |
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devoted
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| adj.忠诚的，忠实的，热心的，献身于...的 | |
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reticence
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| n.沉默，含蓄 | |
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promptly
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| adv.及时地，敏捷地 | |
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31
embodying
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| v.表现( embody的现在分词 )；象征；包括；包含 | |
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32
essentially
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| adv.本质上，实质上，基本上 | |
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33
discretion
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| n.谨慎；随意处理 | |
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