Report of the History of the United Sons of Confederate Veterans Committee

Both the Sons of Confederate Veterans and the United Daughters of the Confederacy were determined to present their view of the conflict to their children and not stand idle while Northern textbooks taught their children a different tale.  Gen. Samuel G. French, a Southern general born in New Jersey, directed Southern women to teach the young about their fathers’ patriotism, or Northerners will convince them their fathers were traitors.
Bernhard Thuersam, www.Circa1865.com   The Great American Political Divide

Report of the History [United Sons of Confederate Veterans] Committee:

“Is there any real need of undertaking such work as has been delegated to this committee? We answer that a deplorable condition, and not a theory, confronts us. We know that tens of thousands of boys and girls are growing up into manhood and womanhood throughout the South, with improper ideas concerning the struggle between the States, and with distorted conceptions concerning the causes that led up to that tremendous conflict; that this state of affairs ought to be remedied, and will be if our Confederation does its duty.

We have asked each member of our committee to urge upon each Camp in his State the importance of gathering reliable data for the use of the future historian. This is a sacred duty to that we owe to the living and to the dead and to those who are yet unborn. If we wait until the last Confederate shall have gone to join the silent majority, many statements will be in dispute forever.

The establishment of truth is never wrong. When we realize, as all of us must, that from the gloom of overwhelming defeat at the hands of superior numbers a righteous cause arises and appeals to posterity to render a verdict in accordance with the truth, loyalty to the memories of our dead, patriotism, and self-respect all urge us to go forward in our work till we are amply repaid for all of our labors by a glorious consummation of our undertaking.

Your committee has made an earnest effort to ascertain what United States histories are used in the schools of this republic. We have, so far, not found a single Southern history north of the Ohio and Potomac Rivers. In the South, thousands of schools use Northern histories. We do not condemn any work solely on the ground that it is a Northern publication . . . What we desire placed in the hands of the millions of American youth is a work that metes out exact justice to both sections of our great country; a work that tells the truth, and nothing but the truth. That is all we should desire.

“Do our text-books impress the fact that slavery existed in many of the Northern States also in the early years of the century?, that it was New England votes, combined with those of the extreme South, that prolonged the slave trade twenty years, against the protest of the middle South? Do our school children realize that secession was boldly and widely advocated in New England in 1814? Do they think of the southern leaders as high-minded, noble, devout men, who fought with consummate bravery? Are we clearly taught than many of those leaders were in favor of the gradual abolition of slavery?

The resolution recently introduced into the meeting of the Grand Army of the Republic is altogether praiseworthy. It recommends that school histories use some designation like the “War Between the States,” instead of the “War of the Rebellion,” thus avoiding needless irritation of Southern feeling.”

Let the histories our children study revere the truth, and we shall be satisfied . . . [T]hat the South fought honestly and fearlessly, and that when its banner was furled upon its folds not a stain was there to mar its beauty.”

(Confederate Veteran Magazine, January 1900, pp. 19-20)