Atlanta semi-weekly journal. (Atlanta, Ga.) 1898-1920, 1902-03-13
Sectiona1ism IN Text Books.
BY MRS. c. e. WELLS.

|, ing laurels than were ever yet bestowed
on general or admiral for great military
feats on sea or land.
Pending the advent Of such book, the
truly unbiased teacher can CLEAN from all
historic sources, and though the whole
of American history is embodied IN no
one text he can yet lead his pupils into
true and unprejudiced views OF the lead
ing questions which have agitated the
country.
One Of the first things a pupil must be
led to see is how geographical environ
ment not only affects the ways, customs
and manners of men, but their hearts ana
consciences also. Geographical environ
ment made slavery Improbable in the
north, but profitable in the SOUTH.
Being Improbable in the north. 1t finally
was done away with. Being done away
with, it-in time-became wrong. On the
other hand. slavery brought such immense
profits to the south that it was easy TO
believe that the relation between the slave
and his master was a natural one.
Again, geographical environment was re-
sponsfble for the tariff disputes. Could
the people of South Carolina and the
New England states have exchanged
places in 1882, their minds and consciences
would have undergone a similar change
in regard to the tariff. The put yourself
in his place" principle is ever safe one
to suggest in the school room.
All other questions, however, are OF
minor Importance compared to that which
deals with the nature Of the Union. Every
child. north or south, should know exact
ly what is meant by sovereign" statesi
how the Confederation was merely q
friendly league Of such states, and how
the constitution was ratified by men hold
ing all shades of belief on the subject. Nor
should he be kept in ignorance of the doc
he
held by the men who believed the Union
indestr.ctible. Every step in the develop
ment of these beliefs should be carefully
traced until the doctrine Of states rights,
like slavery, had worked its way largely
to the south.
The northern pupil will look at nullh1-
cation and secession in new hght' II
the various feints toward the latter made
by the New England states, in the early
history Of our country, and the attempts
of some state to evade the fugitive slave
law. be not omitted from the history.
In Justice to the southern advocates OF
secession, our histories should chronicle
the fact that some Of the abolitionists
cared nothing for the sanctity OF the
union, even terming the constitution
compact with hell and a covenant with
DEATH"
In a history designed for use in the pub
lie schools but little space should be de-
voted to the ''irrepressible conflict itself.
"reminiscences of the battlefield may be
interesting to the old veterans Of the blue
and gray, who gave the strength and glo-
~ of their young manhood to the cause
they deemed Just but they should not be
set for the Study of young pupils. There
is nothing in the bloody passes OF Shiloh
or Gettysburg that will uplift any childs
life.
The general plan OF the war with the
merest details Of the most important en-
gagements should suffice. Enough should
be given for every child to know that
whether his ancestors wore the blue or
the gray, they conducted themselves with
uneoualed bravery and heroism, and that
the fail of the Confederacy was due to the
lack of material resources, and that
alone.
Not battles, but biography should be tine
predominant theme in our schools. From
the life of Robert E. Lee alone score
Of very profitable recitations can pc made.
His inherent gentlemanly qualities, his
truth. bravery and lofty character. are
topics which can be used 10 the eyerlast-
ing betterment of the pupil.
And what more inspiring story can be
placed before the boy, struggling through
poverty and ignorance into the light
than the life Of Abraham Lincoln? An
truly
'Lives of great men all remind US
We can make our lives sublime"
Not in strife or in sectionalism, party or
politics, but in these burning words, is the
message Of history to the youth Of our
land.