The people's journal. (Pickens, S.C.) 1891-1903, 1897-12-23
THE REAL CAUSE OF THE "REBtLL|ON." ."
SLAVERY ONLY AN INCIDENT.

TO the Editor Of The News ana courier:
Being the teacher Of history in tho
graded school 0. my town, | have read
with Or. at interest the editorials and
communications in your paper relating
to one of the questions asked ~ the
recent examination OF teachers: wv hat
was the real cause OF the rCDclllOn IN
1861 - Please allow me the space IN
YOUR columns to make to others among
your readers, likewise Interested IN
the subject, q few suge cstiOns, from
my own experience, about way o.
tcaching United States history IN our
school.
"Thc ultimate purpose Of all his.
torical instruction should be the IN
culcation of spirit Of patriotism, Il
broadening of the ChilU's ideas also To
develop a more thorough understand
inc OF human nature aud ut the prlu-
ciplcs of political economy. True
patriotism must rest upon something
irmer than clap-trap words. II must
be founded upon IL OcICi in ana Il desire
to maintain the honor OF oar country.
This belief should be rooted III Il Know
ledge Of first principles. W tGHcu"fH
should carry our pupils mluua /" lh"
starting point Of u question, lcAu (HLm
to trace cause and cllCct, ana lGc!,e
them to individual research. II "a
the facts necessary for tins study OF
first principles are not cOntNucI IN
the text book. they can hC give. uE
means OF black board exercises an"
note hooks. For several sessions h;tNr
pursued the plaI OI giving jHc Class
many lessons, not in their text BOOK,
by having them 10 copy IN their note
books exercises &iVCn on the ntAcN
board: and at stated times thcJ arc
reviewed upon their note BOOK tHrtS,
and ave required to be prepared upon
them for examinations JUet AS II lhrE
were in the text book.
According 10 this method the text
book is laid aside at tn" CIt~1 % tLr
French and Indian wHr period. white
the class learns. from the p.HcN- nrarC,
the growth in Engiund OF representa-
tive government and UI the prime pic
OF taxation only through rcrrr,cutt-
ii ~, from Anglo Saxon and Norman
times down to lII5: reviewing the
Colonial Assemblies and their powers
Thus the children realize that WASTE
ington was lighting for Il princi 'iG that
had been distinctly COn.cNucu 10" Dy
the English people during live con
turtles. The " tCn-parLics OF Boston.
New York, rhilad"lphIa. WiImjngtnn,
Savannah and Charleston arc rC-
cognizcd as rlEhtiui protests against
tyrannI. The suffering men OF tho
armies Of ashiRglun in PunUS. iVNuia
ana OF GrrCnC IN onuli Nlruit"a are
truly martyrs. And the children "
alize that a frccmHn's vote i a prvciuu,
heritage, gained Oy the blood Of pa
triotS on both i les OF the Atlantic
Should it ever become, IN their nNuu>
an article OF barter:
While studying the Revolutionary
period, in the text book, wc learn from
the black. board That one Ivy on, most
OF the colonies. Il not a.. OF turm, de-
clarcu their independence ana CHta
blishcd each her own State tiovcru
ment before the Continental Congress:
was int'ucted by each ami al TIA,
States TO declare iudrulUu"nyo. \
the close oi the hrNulUiIun the tex
book Is again laid aside for the class II
study many iacts connected with tn,
formation OF the present ImUn 1t
some oi our school histories. Barn.
ana montgomery, for example, thl
pGflUG "i thv iurmAtl0n o. thG tHI0n !
given only brief attrnJiou, bat, if TIA
enid Is to learn first principles,
knowlcdE" OF this epoch Is not only in
P"' 'Hh"' '"V 'NN' y
From books Of Preferences th2 teach"
can gatncr many fact" and iuualri
tionS mat, Taught from the bIN"t
board, MI give the children 4 EnoN
icogc OF the prlncipI,S npon winch ol
lorelaIncra formed INC tS"crai On'"
Inc 'ollo"lnE are some Oh tAc lAc
hoCcu
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