The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1897-12-15


and of these, the latter is by far, the more
important in this connection. That our
school histories shall fairly set before our
youth the main facts in our career as a
people and that they shall contain clear
and simple exposition of the principles upon
which our government is founded, Is
desideratum. Ancient Greece and Rome Wen
understood the Importance of having their
boys study their own national history, and
especially the deeds of courage, bravery ana
adventure by their forefathers: Why should
not American history, rich in deeds OF nero
ism, courage and sacrifice, in every station
and situation in life, be utilized TO the run
for inspiring American youth with lofty
jealous, patriotic love OF country and pro-
found faith in their country's institutions?
Next to the heart and dear TO the mem
DRY of every surviving Union soldier OF the
late war are the glories and achievements
of the Union army and the triumphant prln-
ciples for which they commended; What
place shall this war have in the histories
studied by the boys and girls and from
which they are largely to get their lnIor-
nation as to the causes, events and results
of the war; and their convictions as to the
relative merits of the opposing causes? a
schools of this country should contain these
three things: q, simple. plain unbiased 5d
there should be no hesitation to place the
responsibility of the war where 1t belongs;
90, a plain, unvarnished narrative OF the
leading events of the war, doing full JUS
tice to the skill, bravery and gallantry OF
both the opposing forces; (3), such @tate-
ment of the results of the war as can leaVe
and what things were finally ana forever
settled. Justice, alike to the living and the
follow us, require this. A short history OF
the United States for use IN the puDnc
schools can, of course, treat the sup!ecl %
the war imperfectly at best, put TINS ldcl
only emphasizes the Importance OF accuracy
in what is presented. Every substantial m
terest will be promoted by a perfectly 1ranki
causes of the war These histories should
frankly avow that the South fought for a
principle which, however wrong IN ltseI If
a century had led them to belleVe corEect.
An open admission of the South's consclen-
tiousness will in nowise initiate against tne
eternal righteousness of the cause OF the
Union, while it will pave the way to ON
pleter reconciliation between the opposlns
sections. In asserting the right of any state
under the Constitution to Withdraw from
the Union, the South believed she was
right; but she was wrong. In declarine the
supremacy of the general government, the
North believed she was right, and she was
right. The eternal distinction between what
Is right and what is wrong should not De
Conscientiousness is no defense against pun
ishment of wrong. The man VINO violates the
laws of nature innocently and CONSCIENTIOUS
" even, will find nature no respecter OF IN
nocence and cOnScientiOuSneSS. Ine .laton
der about it will find its fatal nemesis IN tne
order it assails. Let these histories make II
clear, also, that this was not war be
tween different parts of the government:
There was but one government, and that
was a unit. 1t was a war upon the govern
ment of the whole United States, as truly
Clearness as to the nature and causes or the
war is the first essential of any proper
treatment of this subject in a school history
SOUTHERN SIDE OF IT.
'In setting before the child the events of
the war, the courage of the Southern SOL
ders should be fairly dealt with. 1t will not
enhance the bravery and gallantry OF the
Union armies to minimize in any way the
skill and courage of the South Let it be
frankly said that the armies of the North
contended with foemen worthy of their steel
and worthy of a better cause-brave, CHI
Various men of our own blood and bone. But
certainly we may demand without fear of
offense to any right-minded person that the
heroic deeds of the Union leaders ana ar
miles, their valor and voluntary SacrlnceS
on hundred hard fought fields, small nave
sympathetic and honorable notice IN any
history the children of America are required
to study. And if l were passing on the Mt
ness of d history to be used In the puDllc
schools, and / found a trace of loyal en-
thusiasm now and then expressing itself In
commentator of brilliant achievement or
heroic deed by Union leaders or armies, L
would not consider this a positive and IN
Superable objection.
THE children have a right to know WhaI
was settled by the late war and no scEool
history is complete or worthy place IN the
public schools of any State or section which,
Tor commercial or any OIIler IedSotlS, WIFI
holds a clear, positive and explicit state
ment of these permanent results. The doc
trine that State or section can, at VIII or
pleasure, withdraw from the Union without
violating the Constitution of the United
States. received a final and irreVOcaDle neg
alive answer. The child has right TO Know,
and the people who support these ScnoOlS
in all sections of the land should demand
that he be taught that henceforth ana Tor
ever the Union is one and iHdissoluble. sure
ly this question has been put at rest ana
every consideration of peace and pubic IN
This and the question of human slavery IN
the United States had their final ana eternal
answer in the results of the war. In all time
to come every human being VINO treadS
American soil shall breathe the free atmo-
sphere of free America, and snail llVe unoer
humanity, fraternity and union forever; A
history for use in the American pupnc
schools should not be a Northern history,
nor a Southern history; 1t should be an
American history. Such a history, purged OF
all elimination and recrimination, doing
causes and holding aloft the highest con-
ceptions and ideals of patriotic DUTY ana
public policy would hasten the time When
all sectional jealouSies and contentious
would cease and America would become IN
truth. what providence designed her to be,
nation OF prosperous, ndppy' ullitSu peo-
ple.'
Among those present last night were the
following:
Indianapolis-Rear Admiral George
Brown, G. L. Wilson, Irwin and Earl u.
Colonel Charles Kahlo, w. J: Handy, J. 2.
Cravens, b. B. Peck. w. f. HIT, X. ,.
Foster James T. Layman, Daniel l..
Rrown Nicholas Ensey, James K. Gore,