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AMERICAN HISTORY FOR PERSONAL GROWTH
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George Meade: Good leaders take responsibility.

4/6/2014

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by Paul Bailey, Licensed Battlefield Guide and guest author for April, 2014

In the early hours of June 28th 1863, Major General George Gordon Meade received an order from the General-in-Chief of all Union Armies Major General Henry Halleck elevating Meade to the command of the Army of the Potomac. After relieving his former superior Major General Joseph Hooker, Meade penned and issued General Order No. 67.

By direction of the President of the United States, I hereby assume command of the Army of the Potomac. As a soldier, in obeying this order - an order totally unexpected and unsolicited - I have no promises or pledges to make. The country looks to this Army to relieve it from the devastation and disgrace of a hostile invasion. Whatever fatigues and sacrifices we may be called upon to undergo, let us have in view, constantly, the magnitude of the interests involved, and let each man determine to do his duty, leaving to an all-controlling Providence the decision of the contest. It is with just diffidence that I relieve in command of this Army, an eminent and accomplished soldier, whose name must ever appear conspicuous in the history of its achievements; but I rely on the hearty support of my companions in arms to assist me in the discharge of the duties of the important trust which has been confided to me.
                George G. Meade,
                Major General Commanding


While this message may appear to be just a formal letter of introduction from a new commander to the troops, a message the troops were sadly getting use to since Meade was the fourth commander of the Army of the Potomac in eight months. It is, however, significant for a number of reasons. First, it was the last such message the troops would receive because Meade would not relinquish the command until the war was over. Second, the message provides us with insights into Meade's leadership qualities just three days before he would face off against Confederate General Robert E. Lee at Gettysburg. And lastly, the message provides us today with lessons on leadership and team building.

                                                  Gettysburg Lessons

When in charge, take charge.  
"By direction of the President...I hereby assume command..." With these words Meade not only took command, he illustrated by what authority he had command. Commanders are only in charge because they have some form of authority over others. This authority is granted to them by appointment to a position, by election or through a warrant. New commanders / leaders must immediately inform everyone that they are in charge or run the risk of having orders contradicted or worse yet of being ignored. By stating this up front Meade establishes his credentials so every soldier will know that he is in charge and that his orders are to be followed above all others. The importance of this point became evident over the following days when some soldiers thought their former commander Union Major General George McClellan had returned to take command and others hesitated to obey orders because they couldn't identify who their commander was. There can be no question over who is in charge during critical moments.

Good leaders build a team.
At the time of Meade's appointment he was not the senior officer in the Army and he was junior to two other Corps commanders. Knowing that some would question his appointment as some sort of political chicanery, Meade stated the appointment was "totally unexpected and unsolicited." He humbly asked his peers for support saying, "I rely on the hearty support of my companions." He appealed to his troops by stating he would share the "fatigues and sacrifices we may be called upon to undergo." By building trust with his peers and subordinates and establishing that he would lead by example with his troops, Meade begins to build the team that will follow him through the hardest fighting of the war.

Good leaders set tough, realistic goals.
While Confederate General Robert E. Lee, bolstered by a string of victories, confidently marched in to Pennsylvania, Meade struggled with the decision to find a defensive position and protect Washington, D.C. or attempt to find the Confederates and give battle. Meade did, however, make one decision immediately. Instead of over-promising to a less than confident force that he would lead them "On to Richmond", Meade established a tough, realistic goal to "relieve it [the country] from the devastation and disgrace of a hostile invasion." If the Army could accomplish this goal then the Union Army's confidence would increase and they would be ready for the next, more difficult goal of defeating the Confederates during a campaign that would lead to victory. To this end, Meade doesn't ask for super human effort. He simply asks "let each man determine to do his duty." Meade calls on their belief in "an all-controlling Providence" to motivate them to achieve the goal.

Good leaders take responsibility.
"I relieve in command of this Army, an eminent and accomplished soldier, whose name must ever appear conspicuous in the history of its achievements." Anyone reading these words would assume that George Meade was the biggest supporter of Major General Joseph Hooker. When in fact, in the days leading up to June 28th, Meade was very outspoken against Hooker and his actions following the battle of Chancellorsville. On the morning of the 28th, when Meade received the messenger from the General-in-Chief, Meade thought he was being relieved of command or placed under arrest. Later that morning when Hooker briefed Meade on the disposition of the Army, Meade was shocked at how scattered the army was. So why praise the former commander? Why not use him as an excuse? The answer is in the word leadership. Meade is to lead the Army forward. Meade is now responsible for anything and everything the Army does from that point forward. If the Army is broke, it doesn't matter who broke it. It is Meade's responsibility to fix it. Good leaders take responsibility for failures and determine to do their duty to never let that organization fail again.

There are many lessons to be learned from good leaders who take charge in good times and bad; leaders who build teams and motivate them to achieve tough, realistic goals; and leaders who take responsibility for their team's failures and lead them to new heights. The lessons of Major General George Gordon Meade are still valid for today's leaders.
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Copyright 2014 Paul Lloyd Hemphill
Gettysburg Lessons in the Digital Age



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George McFarland: Narrow your focus.

3/29/2014

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By Paul Lloyd Hemphill
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The battle of Gettysburg was won by a dedicated group of teachers. That was the proud claim made by a school principal, George McFarland, who fought there. "The victory at Gettysburg," he wrote, was "the work of the teacher!" 



McFarland was in charge of some one hundred educators who made up a quarter of what became known as the "Schoolteachers' Regiment." His claim had universal appeal: the attitudes and convictions of the fighting men on both sides were the assumed result of the impact teachers had on their lives, long before they arrived at Gettysburg.

"Who that reflects," he concluded, "upon the costly sacrifices the teachers of our country made both in their own persons and in those of their pupils, can doubt this?"


George Fisher McFarland worked on the family farm as a youth and attended school for several weeks during the winter. After doing occasional work on boats that traveled on Pennsylvania's Susquehanna Canal, he began teaching at the unusually young age of sixteen. At age twenty-one he was elected principal of an academy.

An educational entrepreneur of sorts, he bought and principled his own academy three years later. When Lincoln called for more volunteers for the war effort in 1862, McFarland closed his school and recruited his own teachers and students to form a regiment of volunteers.


After doing guard duty in Virginia, these volunteers marched toward Gettysburg with a mission. "We are approaching the state of our birth," McFarland explained in a letter to his wife, "not to enjoy peace and comfort there, but to drive out the invading foe. But they will pay for their temerity.They will not long pollute the soil of Pennsylvania with impunity."



McFarland could not envision the price he and his men would have to pay for their convictions. His patriotism was shared by his fellow teachers: "I regret the loss of the many gallant patriots who lost their lives or received honorable scars in its ranks; but I rejoice it was in the battle of Gettysburg and in defense of human freedom and republican institutions."  


Like so many other moments in this battle, McFarland found himself in a position of having to purchase one of war's most precious commodities - time. Being outnumbered, bravery alone could not stop the Rebel advance.



McFarland took what may be regarded in modern terms as an entrepreneurial approach to fighting battles: instead of employing the outmoded tactic of bunching his men together to project a huge mass of fire on the enemy, he had them aim and shoot at specific individuals.

His fire, he later wrote, had an "effectiveness which the enemy himself respected and afterward acknowledged..." [The enemy] "suffered very heavily from our deliberate...fire..." Confirming McFarland's assessment, a Southern officer later offered the compliment that "the enemy [was] stubbornly resisting."


His observation about the fate of his beloved schoolteachers and students was sobering: "...my gallant officers and men fell thick and fast." Witnessing the carnage, McFarland never imagined that another Confederate officer would honor the schoolteachers' fighting as "the most destructive fire of musketry I have ever been exposed to."


The battered remnants of his regiment had regrouped behind fences and trees to withstand another Rebel onslaught. McFarland was shot in both legs and would lie in his own blood for two days before receiving medical attention. The wait and crude surgical skills caused the amputation of one leg; the other caused him discomfort for the rest of his life.



McFarland's commander, General Abner Doubleday, had no doubt as to the sacrifice made by the school teachers on this first day: "...they won, under the brave McFarland, an imperishable fame...and enabled me, by their determined resistance, to withdraw...in comparative safety." 



With four hundred and sixty-seven men going into their fight, the Schoolteachers Regiment suffered an astounding casualty rate of more than seventy percent during the battle. The enlistment period for McFarland and his men was to expire in less than thirty days.


                                                Gettysburg Lessons

Teach by example. 
    
Parents are the first teachers and leaders. What they do, suggests McFarland, has such a powerful influence on their children's actions and moral framework that it determines the outcome of battles, not to mention other less dramatic events. What you say or do, be it positive or negative, is the trigger of someone else's thought or action. Whether you realize it or not, you always have an influence,you are always leading.

Narrow your focus.
As McFarland instructed his men to aim carefully at individual targets, they were more effective in achieving their larger objective. In other words, break down your goal into smaller goals. For example, to lose twenty-five pounds in six months, aim to lose sixteen ounces every week; to read an assigned book of two hundred and eighty pages in two weeks, read only twenty pages a day; to watch a ten-part educational video formaximum gain, watch only one part at a time.

Teach and lead at any age.   
You can be certain that McFarland started teaching earlier than at age sixteen. It can be said that a newborn baby exercises the greatest influence because the new mother - now in the role as follower - responds to the infant's every gesture. Similarly a mother complains of the "terrible twos" because the child is demonstrating too much influence in a leadership role.
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Copyright 2013 Paul Lloyd Hemphill
From the book, Gettysburg Lessons in the Digital Age
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    Author

    Paul Lloyd Hemphill, a life-long marketing specialist, is frustrated with how American history is taught in our schools - through boring textbooks and too many uncommitted teachers.  On his own initiative, he chose the battle of Gettysburg as the vehicle to change how American history is taught. Convinced he needed to entertain students in order for them to be receptive to learning history, he employs the digital media they prefer as a learning tool: video and audio. These stories reveal an unexpected bonus which historians are not obliged to discuss: the ingredients of success that are a proven part of your DNA. This blog complements his digital approach since so many adults still treasure reading the written word.

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