Service
The 7th Wisconsin was raised at Madison, Wisconsin, and mustered into Federal service September 2, 1861. It saw severe fighting in the 1862 Northern Virginia Campaign, fighting at Brawner's Farm during the early part of the Second Battle of Bull Run. During the subsequent Maryland Campaign, the 7th attacked Turner's Gap in the Battle of South Mountain, and then suffered considerable casualties battling Hood's Texas Brigade in the D.R. Miller cornfield at Antietam.
During the first day of the Battle of Gettysburg on July 1, 1863, the 7th pushed a part of James J. Archer's Confederate brigade off McPherson's Ridge, and then stubbornly defended the heights later in the day before withdrawing to Seminary Ridge. When the I Corps retreated to Cemetery Hill, the Iron Brigade and the 7th Wisconsin were sent over to nearby Culp's Hill, where they entrenched. They saw comparatively little action the rest of the battle. The regiment later served that year in the Bristoe and Mine Run Campaigns.
In 1864, the 7th Wisconsin fought in the Overland Campaign and the Siege of Petersburg.
The regiment participated in the Grand Review of the Armies on May 23, 1865, and then mustered out at Louisville, Kentucky, on July 2, 1865.
Read more about this topic: 7th Wisconsin Volunteer Infantry Regiment
Famous quotes containing the word service:
“The ability to think straight, some knowledge of the past, some vision of the future, some skill to do useful service, some urge to fit that service into the well-being of the community,—these are the most vital things education must try to produce.”
—Virginia Crocheron Gildersleeve (1877–1965)
“Service ... is love in action, love “made flesh”; service is the body, the incarnation of love. Love is the impetus, service the act, and creativity the result with many by-products.”
—Sarah Patton Boyle, U.S. civil rights activist and author. The Desegregated Heart, part 3, ch. 3 (1962)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)