Among the points at issue in the adoption of Northern textbooks was the use of certain opprobrious terms. At the Atlanta reunion in 1898, a resolution was adopted which gave voice to such objections. It requested the substitution of the term “the civil war between the States” for “the war of the Rebellion,” because such an expression reflected “on the patriotism of the Southern people and the cause for which they so heroically fought....”[451] The Historical Committee at the same time indicated their aversion to other “offensive epithets” in Northern histories, such as “rebels” and “arch-traitors.”[452] They recommended, among other things, that “Boards of Education and all others having charge of the selection of histories, geographies, speeches, readers, etc., be careful to exclude works that show the partisan, sectional and unpatriotic spirit.”[453]
Yet the need of a “broad American patriotism” was recognized by the United Confederate Veterans regardless of their attacks on Northern produced histories. Such an attitude manifested itself in the committee report of the reunion of 1898 which quoted with favorable comment an extract from an address of Commander John W. Frazier of the Fred Taylor Post, G. A. R., of Philadelphia. The Confederate Veterans especially approved the spirit of Mr. Frazier when he declared: “We must under the blending influence exerted by the new order of things, undo that which sectional feelings led both North and South to do in regard to the publication of public school histories—certain to create and foster lasting and bitter prejudices—and use our influence in behalf of a public school history of the late war and the causes leading to it, that will be used in common in all the public schools of the country,....”[454]
The suggestion of Mr. Frazier reflected the welding influence of the Spanish-American War upon all factions in America. In 1899, the Historical Committee of the Confederate Veterans announced that its duty was “little more than to keep watch upon the histories of the day” for “the prospect for fairness and candor in historical writing” seemed “much improved since the Spanish War,” because “a new perspective,” had been afforded the historian.[455] Yet the same report evidenced a watchfulness on the part of the Southerner to prevent the use of books which “either pervert or fail to do justice to the history of the people of this section.”[456] The reunion further endorsed the recommendation of the Historical Committee for the appointment in each state of a sub-committee of three to examine “every history taught in the schools of the state with especial reference to ascertaining whether said books contain incorrect or inaccurate statements or make important omissions of facts, or inculcate narrow or partisan sentiments.”[457] In the event that any defects were found in any of the histories used in the schools, the Committee suggested that each sub-committee should “enter into friendly correspondence with the authors and publishers of such books, with a view to correcting such errors, or supplying such omissions.” In addition, it became the duty of each sub-committee “annually, one month before each reunion to make a report” to the Historical Committee, showing what histories of the state and of the United States were used in the schools of the state; and further “to make such suggestions with regard to school histories and with regard to the teaching of history” as might seem appropriate.[458]
The reports of the next few years show a slackening vigilance on the part of the historical committees. At each meeting of the Veterans a report and suggestions as to the improvement of historical instruction in the South were offered, but much of the recriminatory tone of the reports of the ’nineties had disappeared. In 1900, the Committee recommended again that the term “the war between the states” be substituted for other terms, and that money be appropriated in order that the Historical Committee could carry on their campaign, through the press and public meetings, for the use of histories doing “full justice” both to the South and the North.[459] The Reunion of 1902 sanctioned the suggestion of the Historical Committee dealing with the preparation of a source book portraying the “character, the ideals and the leadership of the South,” and called favorable attention to Thomas Dixon’s novel The Leopard’s Spots.[460]
The historical reports presented to the reunions held in 1908, 1909 and 1910 still discussed the need for “true history” although commending the fairness of most historians. Yet the Committee hesitated to relax its watchfulness because “the history of the Confederate period as it is told in many books that may be used in our schools, ... demands and deserves undiminished vigilance.”[461]
The Report of 1910 expressed, however, a sanguine satisfaction in the condition resulting from the agitation about history textbooks. “We do not fear the bookmaker now,” the Veterans declared. “Southern schools and Southern teachers have prepared books which Southern children may read without insult or traduction of their fathers. Printing presses all over the Southland—and all over the Northland—are sending forth by thousands ones which tell the true character of the heroic struggle. The influence and wealth of the South forbid longer the perversion of truth and the falsification of history.”[462]
In the reports of the historical committees two history textbooks received specific criticism for their treatment of Southern institutions and life. In 1903, attention was called to a paragraph in The Young People’s Story of the Great Republic by Ella Hines Stratton, in which “a most false and misleading account” was given of the capture of Fort Pillow by General N. B. Forrest.[463] The Report of 1911 devoted considerable space to an attack on Elson’s History of the United States. “One of the most extraordinary happenings in regard to the history of the South occurred in Virginia in the last few weeks,” chronicled the Report. “Elson’s History of the United States had been selected as a textbook by Roanoke College. Miss Sarah Moffett, one of the students of the college, refused to attend the history class or use this history where it referred to the South and its people. For this she suffered reprimand.”[464] The Southern Cross Chapter of the United Daughters of the Confederacy thereupon undertook an investigation and issued a circular which was “widely distributed.”[465] The circular was addressed: “To the Daughters of the Confederacy, the Camps of the Confederate Veterans, the Sons of Veterans, and to all Who are Loyal to the Southland, and Love Her Traditions and Desire a truthful History of Her Social and Political Life.”[466]
The charges brought against Mr. Elson rested upon “the partisan spirit that prompted the writer to slander a people who had reached the pinnacle of high ideals, refinement and culture, and to which it has never been the fortune of many to attain.”[467] To the Southerner was especially abhorrent the portrayal of slave life in the South in which it was said: “‘Often the attractive slave woman was a prostitute to her master,’” “‘an evil’” that “‘was widespread at the South.’”[468] Further objections arose to the statement: “‘A sister of President Madison declared that though the Southern ladies were complimented with the name of wife they were only the mistresses of Seraglios’”; and that “‘a leading Southern lady declared to Harriet Martineau that the wife of many a planter was but the chief slave of his harem.’”[469] Mr. Elson was also regarded as misrepresenting the cause of the Civil War, which he attributed “to slavery and slavery alone” and not to state rights, which he declared “in the abstract had nothing to do with bringing on the war.”[470]
In response to the circular of the United Daughters of the Confederacy, the Veterans adopted a resolution indicating that it could not be “too earnestly pressed upon the attention of those in charge of our educational institutions the supreme importance of excluding from our schools and colleges all histories that do not in their reports of the great struggle for constitutional liberty ... fairly and impartially represent the facts.” The Reunion further resolved that there be used “only such histories as will recognize the justice of that cause [of 1861-1865] in support of which so many of our brave comrades shed their blood and gave their lives.”[471]
In 1912 the agitation regarding history textbooks had lost much of its bitterness and the line of cleavage between the Northerner’s history and that of the Southerner seemed less apparent. Under the fusing influence of the World War, the Confederate Veterans held their reunion in 1917 in the city of Washington where Confederate and Union flags waved together.[472] But the spirit of sectional interest had too long enslaved them and, in 1921, the Reunion favorably adopted a report of the Rutherford Committee. Chief among the achievements for a “true history” which the Committee were able to report was the adoption of satisfactory histories in the states of Mississippi and Texas. The Committee predicted similar action in North Carolina where there were “true histories by Southern authors and published by a home house,” thereby eliminating any necessity for even considering “any Yankee books.”[473]