. >> we rode for our students gary gallagher has been teaching over 30 i have been teaching over 20. there was no short worse instinct for provocative textbook to combine in a the chronological of political economic to have those and the chapters on reconstruction and also in memory. and the progress of the of for reconstruction and memory and the 12 chapters than 20 pages and we were very pleased and we do know this the basis of which that students and readers who will not invest the time in a 500 or 800 page one volume work of the civil war to excite them and get them to where they need to go helped along by our suggestions. >> what do you teach here?. >> reconstruction and that period called the gilded age. >> assembly in your life to that because of your interest your vocation?. >> at what point in my life was it not. >> but that is a very anti- intellectual thing for you to say. i am teasing you because i a mouse that all the time that people was the angeles should only be interested in los angeles to say but they don't care about the civil war. with those baseless allegations f

>> host: we wrote this book for students that we have been teaching for gary gallagher has been teaching for over 30 years and i have been teaching for over 20 years. he's teaching at uva, and i am teaching at ucla. we thought a lot about the fact that there is no short, distinct, and yet provocative book, textbook on the civil war that would combine the chronological in the political and economic, the progress of the battles, but also have somatic chapters on emancipation of soldiers, and women, chapters on reconstruction, and also a chapter on memory. we wanted to cover it all. the causes of the war, the progress of the war, reconstruction which some people might call the consequences of the war, and memory, how the civil war has been remembered. all in 276 pages, 12 chapters. delivered over 20 pages each more or less. we are very pleased with the result of this book and think that it does give our students, we know this since we have assigned it a couple of times already, the basis in which students and also many readers who are not going to invest their time right away in a 500 k of

as gary gallagher has pointed out, the earliest numbers warmer accurate -- -- early's numbers were more accurate than sheridan's. can he is the same strategy in his memoirs. the first was accompanied by an appendix, titled, "statistics." in this document, early employed in the 1860 u.s. census and quoted figures from secretary of war edwin stanton to demonstrate beyond a doubt that confederate had been grossly outnumbered by federals for the war, including the 1864 shenandoah campaign. throughout both memoirs, early frequently called to attention reports by union generals that overemphasized the strength of rebel armies. mcallen was famous for this, so naturally he became one of early's frequent targets for humiliation, but early also lambasted generals like nathaniel p banks, i like this quote, "it is well-known that banks always thought things with largely magnifying glasses when stonewall jackson was about." similarly, early used primary sources to show that his command of the historical narrative of the valley campaign surpassed his contemporaries. considering that he wrote his memo

it is about the press on the cusp of the overland campaign, published in gary gallagher's collection of essays on the wilderness. great expectations. listening to john's point about things coming into alignment, on greatment expectations, how does that reflect upon the world in which inhabited, how does the press figuring? -- figure in? the expectations fall short during the overland campaign. campaignens during the is meade starts a war with the press. you think of scott hancock as this great guy because of what he did at gettysburg, but he starts becoming ready childish in the press. warren will never have such a nice monument as what he did in little round top. if he had gunshot, we would member him as the man who saved little round top but not some college professor. [laughter] college professor and obscure, that is redundant anyway. [laughter] >> meade cannot win on this. meade understands this. if the army wins, the credit will go to grant. he tells his wife. if the army loses, then they will blame me. meade is not good at structuring that politics of image, which i would argue