“Bringing history alive” is an overused expression, but there is no question that the past must have personal relevance for students if they are to find meaning in it.
Pine Bush, New York, where I teach, is rich with the legacy of the American Civil War. When I became involved with “living history” a decade ago, I couldn't imagine that what began as an exercise in public relations would evolve into a richly diverse study of a fascinating aspect of American history.
My Civil War Study Group is built around the 124th New York State Volunteers, the famed “Orange Blossoms,” an historic regiment recruited in Orange County in the summer of 1862. Over the past 10 years, many of my high school students have participated in the program in various ways: by donning authentic military uniforms and civilian dress of the era; by conducting primary research using local newspapers, letters, diaries, and photographs; by presenting programs before school groups, historical societies, and civic organizations; and by taking part in preservation efforts involving original documents.
Overview of the Survey
- attitude toward social studies,
- performance in social studies classes,
- motivation to get better grades in social studies,
- effects on career choice,
- generation of a lasting interest in the Civil War.
The initial mailing was to about 30 former students who still lived in the vicinity. Fortunately, some of them had been in contact with one another since graduation, and I was able to obtain additional addresses. Although the questionnaires are still coming in, some trends are already discernible.
Reliving the Past
To the question about how “participation in the 124th NY has affected my choice of career,” 35 percent “agreed,” but only 13 percent “agreed strongly” with this statement. More than half of the students saw no correlation between their work with the “Orange Blossoms” and their eventual career choices.
Although most students did not pursue a social studies-related profession, 83 percent agreed strongly that the program had had a positive effect on their attitude toward the field.
With regard to actual performance in social studies classes, 27 percent of my former students agreed and 72 percent agreed strongly that the program had enhanced their achievement. Forty-five percent agreed and 50 percent agreed strongly that they had received better grades in social studies as a result of the program.
Finally, a notable 95 percent of my former students said that the program had had a lasting effect on their interest in or appreciation of the American Civil War.
The narrative section of the survey asked respondents to elaborate on their impressions of the program. By far, the “most meaningful activity” was the annual trip to Gettysburg to retrace the actions of the 124th NY in that pivotal battle. After the customary tourist orientation given by the National Park Service, we set out early in the morning, marching under arms for Devil's Den, the scene of the principal fighting of the “Orange Blossoms” on July 2, 1863. By the time the students returned to the motel late in the afternoon, they had marched many miles—some years under a blazing sun, other years in sleet or freezing rain—and had gained a new understanding of what it was like to live in the Civil War era. Some of my former students described it as follows: “I don't think anything could beat the living history reenactments ... for tying historical facts together into a real and complete image. I gained a sense of how similar the people and life were (as compared to today)—and yet how different the times were.”—A graduate student in her third year at Georgetown“The weekend we spent at Gettysburg really put me in touch with some of the thoughts and feelings of the men who fought to keep our country unified. It was the only educational experience that had such a strong emotional impact on me ...”—An environmental engineer in his senior year at Lafayette“[The most meaningful activity was] having my leadership abilities tested as company sergeant during the 125th anniversary of the Battle of Gettysburg.”—A fire fighter“[I most remember] going to Gettysburg in uniform to reenact the three days of the battle.”—A 1st Lieutenant in the 82nd Airborne, just back from Operation Desert Storm
When asked what aspect of the program they remembered best, the responses varied. Some mentioned the 125th anniversary reenactments of Antietam (September 1987), Gettysburg (June 1988), or The Wilderness (May 1989). Antietam, for example, was held on a farm just a few miles from the actual battlefield and was attended by about 4,000 reenactors in full uniform.
A junior at Fordham remembers that reenactment well: “I learned a great deal of history as well as some things about myself. I was interested in the filming of the reenactment and am now pursuing a career in film.”
His classmate in high school and also at Fordham remembers the experience as well: “The reenacting ... especially Antietam ... was one of the most powerful things I ever witnessed or have taken part in. However, the knowledge I gained throughout the whole program has remained with me as well. The academics were as memorable as the reenactments.”
The Heart of the Program
The “academics” to which this former “Orange Blossom” (and many other students) referred form what I consider the heart of the program. Marching in parades, giving presentations, and attending encampments are fun and entertain the public, but research and writing show students that they can play an important role in what actual historians do: original, primary research.
One student, researching at the U.S. Army Military History Institute in Carlisle, Pennsylvania, found letters written by members of the historic 124th NYSV that were previously unknown to scholars interested in the regiment. Not only did he make an important discovery, but he also got to work with Jay Luvaas, a notable Civil War historian. The student, writing five years later, remembered this research with obvious pride.
Another student, now in her third year of graduate school at Georgetown, recalled her primary research, which compared the connections between the fictional regiment in Stephen Crane's The Red Badge of Courage with the actions of the historic 124th NY at the Battle of Chancellorsville.
Within the past year, a student-authored article entitled “Our Name Is Legion,” dealing with the 56th New York Veteran Volunteers at the Battle of Seven Pines, was published in America's Civil War. The research—drawn almost entirely from primary sources, such as the regimental history of the 56th, letters from private collections, and soldiers' letters reprinted in the local newspapers of the time—resulted in a first-rate piece of history on an almost unknown aspect of the Civil War.
For Years to Come
Beyond the positive feedback I have received from former students about the “living history” program, I am gratified by our contributions to the body of knowledge on the local regiments. Many projects now under way will add more to that knowledge, such as the transcription of the original Muster Rolls and Order Books of the 124th NY by a sophomore at Pine Bush High School. When completed, the documents will be published for distribution to interested scholars of the Civil War.
The lasting effects on my students are also apparent. Their comments on the surveys convince me that one of my original goals of this program is being accomplished: they have come to think of local Civil War soldiers as real people, with all the nobility and frailties of any other human being. Years from now, when they take their children to Gettysburg and stand near Devil's Den, they can point out across the fields and say, “This is where we fought” or “This is were the men of our regiment held the ground against three times their number.”
They have attained that “real and complete image” so eloquently described by a former student. I believe that they will keep it with them for years to come.
