1. Consider Shaara’s description of Chamberlain’s looks: “He had a grave, boyish dignity, that clean-eyed, scrubbed-brain, naïve look of the happy professor.” What does this mean? Imagine yourself as a war-weary veteran before an officer with such a look. Would you be inclined to take him seriously?
2. Does Chamberlain behave like a professor? Is he more a man of thought or a man of action?
3. Shaara tells us that Chamberlain “had a gift for [making speeches] . . . when he spoke most men stopped to listen. Fanny [his wife] said that it was something in his voice.” What does this mean? Can you recognize it in what he says to the mutineers and how he says it?
4. Look carefully at the scene between Chamberlain and the captain who delivers the prisoners. How would you characterize the differences between the two men? What do we learn about Chamberlain from that encounter? From his refusal even to consider shooting the mutineers?
5. Look carefully at the scene between Chamberlain and Bucklin. What do we learn about Chamberlain from that encounter?
6. Later, as Chamberlain walks to speak to the mutineers, Shaara remarks: “He had a complicated brain and there were things going on back there from time to time that he only dimly understood, so he relied on his instincts, but he was learning all the time.” What does this mean? How is it displayed in the Chamberlain you watch and hear?
7. Just before Chamberlain addresses the men, Shaara describes Chamberlain’s “faith” and his reasons for fighting. What does this tell you about the man? Why can he not rely on these ideas in speaking to the men?

1. What are the condition, mood, and attitude of the mutineers as they march into Chamberlain’s camp?
2. What are the basic grievances of the mutineers? Should we sympathize with them?
3. Why do you think Bucklin has such anger at “these goddamned gentlemen, these officers”?
4. Imagine yourself as one of the mutineers. What would it take to overcome your refusal to fight? What would it take for you to overcome your antipathy to “these officers”?

1. The bulk of our attention is directed at Chamberlain’s speech to the men. But Shaara also lets us watch his actions toward and before them from the time they arrive; his manner, tone, and gestures; and the order in which he proceeds. Look carefully at all aspects of his conduct. How do they strike you, as a reader? How might they have moved you were you among the mutineers?
2. Chamberlain deliberately speaks quietly and slowly, without foul language. Why does he choose this strategy? What is its effect on his hearers?
3. Chamberlain’s speech divides itself into five distinguishable parts (in ten separated passages of direct quotation, beginning with “I’ve been talking with Bucklin . . .” and ending with “. . . We have to move out”). Pausing after each part, consider the following: Why does Chamberlain say what he says?  What does he mean? Why does he take up the subjects in the order in which he does? And, finally, imagining yourself as a mutineer, at each turn, ask yourself how you would react.
1. Addresses their “problem.” Promises to do what he can.
2. Outlines his orders: he won’t shoot them, though he is authorized to do so.
3. Describes the situation, and their freedom to choose whether to fight.
4. Explains things they should know if they choose to fight (including the regiment’s history, the reasons they volunteered, and the reasons they fight).
5. Concludes (including again their freedom to choose, the importance of the battle, and a personal appeal).
4. Chamberlain appeals to a variety of causes. What is the highest or most fundamental appeal he makes? Is it persuasive to you?
5. In general, why do you think Chamberlain’s speech was so successful with the men? Would you have been persuaded by it to choose to fight—and very likely die?
6. Do you think that Chamberlain’s speech would be as effective today? Why or why not?

1. What is courage? What makes it so difficult?
2. Winston Churchill called courage “the first of human qualities . . . the quality which guarantees all others.” In what sense might this be true?
3. How can one get ordinary citizens—especially in a republic dedicated to safeguarding their rights to life, liberty, and the pursuit of happiness—to risk their lives in the service of the nation?
4. How does one encourage public-spiritedness and sacrifice? How effective can speech be toward this goal? What sorts of speech? By whom? When?
5. How important—and effective—are national ideals for inspiring men to fight? Is there a difference between fighting for your fatherland—for blood and soil (what Chamberlain calls “dirt”)—and fighting for a cause? Does it depend on the cause?
6. Is patriotism—love of country—necessary for the common defense? How can it be instilled in ordinary citizens? How can it be summoned?
7. Should military service—or some other form of national service—be a civic duty? Why or why not?
8. What is the difference between military courage (and military service) and other sorts of courage (and public service)? Which do you regard as most important? Why?

B. Leadership and the Military

1. What are the virtues necessary for leaders in a democratic republic? Are the virtues needed for military leaders different from those of civilian leaders?
2. On the one hand, we Americans want excellent leaders, people whom we can admire and follow. On the other hand, we Americans do not wish to be led, and we do not believe that some people are really better than others. What does this tension imply for leadership in America?
3. Among American leaders, Abraham Lincoln is unsurpassed in inspirational speech that succeeded in blurring the (in this case, enormous) difference between the leader and the led. During the Civil War, on the evening of August 22, 1864, he delivered an address from the White House balcony to the men of the 166th Ohio regiment. He began by thanking them for their service to the Union, then continued as follows:

   I almost always feel inclined, when I happen to say anything to soldiers, to impress upon them in a few brief remarks the importance of success in this contest. It is not merely for today, but for all time to come that we should perpetuate for our children’s children this great and free government, which we have enjoyed all our lives. I beg you to remember this, not merely for my sake, but for yours. I happen temporarily to occupy this big White House. I am a living witness that any one of your children may look to come here as my father’s child has. It is in order that each of you may have through this free government which we have enjoyed, an open field and a fair chance for your industry, enterprise, intelligence; that you may all have equal privileges in the race of life, with all its desirable human aspirations. It is for this the struggle should be maintained, that we may not lose our birthright. . . . The nation is worth fighting for, to secure such an inestimable jewel.

   Compare Lincoln’s appeal with that of Chamberlain. What generalizations can you offer regarding successful leadership and the encouragement of courage and public spirit in America?
4. The United States maintains civil control of the military. It also has a volunteer army, comprising mainly citizens who serve only for a short time, who are not and will not become professional soldiers. These citizen-soldiers are, however, ruled by a cadre of professional soldiers whose entire career is spent in uniform. What special challenges of leadership do these arrangements produce?