III
It is commonly alleged that the anti-English virulence of the ordinary school history of the United States is mainly responsible for this bias towards hostility in the mind of the average American. Mr. Goldwin Smith, a high authority, has contested this theory; and I must admit that, after a good deal of inquiry, I have been unable to find the American school historians guilty of any very serious injustices to England. Some quite modern histories which I have looked into (yet written before the Spanish War) seem to me excellently and most impartially done. The older histories are not well written: they are apt to be sensational and chauvinistic in tone, and to encourage a somewhat cheap and blusterous order of patriotism; but that they commonly malign character or misrepresent events I cannot discover. They are perhaps a little too much inclined to make "insolent" the inseparable epithet of the British soldier; but there is no reason to doubt that in many cases it was amply merited. I have not come across the history in which Mr. G.W. Steevens discovered the following passages:
"The eyes of the soldiers glared upon the people like hungry bloodhounds. The captain waved his sword. The red-coats pointed their guns at the crowd. In a moment the flash of their muskets lighted up the street, and eleven New England men fell bleeding upon the snow.... Blood was streaming upon the snow; and though that purple stain melted away in the next day's sun, it was never forgotten nor forgiven by the people.... A battle took place between a large force of Tories and Indians and a hastily organised force of patriotic Americans. The Americans were defeated with horrible slaughter, and many of those who were made prisoners were put to death by fiendish torture.... More than six thousand American sailors had been seized by British warships and pressed into the hated service of a hated nation."
These passages are certainly not judicial or even judicious in tone; but I fancy that the book or books from which Mr. Steevens culled them must be quite antiquated. In books at present on the educational market I find nothing so lurid. What I do find in some is a failure to distinguish between the king's share and the British people's share in the policy which brought about and carried on the Revolutionary War. For instance, in Barnes's Primary History of the United States (undated, but brought down to the end of the Spanish War) we read:
"The English people after a time became jealous of the prosperity of the colonists, and began to devise plans by which to grasp for themselves a share of the wealth that was thus rolling in.... Indeed, the English people acted from the first as if the colonies existed only for the purpose of helping them to make money."
George III. and his Ministers are not so much as mentioned, and the impression conveyed to the ingenuous student is that the whole English nation was consciously and deliberately banded together for purposes of sheer brigandage. The same history is delightfully chauvinistic in its account of the Colonial Wars. The British officers are all bunglers and poltroons; if disasters are averted or victories won, it is entirely by the courage and conduct of the colonists:
"When Johnson reached the head of Lake George he met the French, and a fierce battle was fought. Success seemed at first to be altogether with the French; but after a while Johnson was slightly wounded, when General Lyman, a brave colonial officer, took command, and beat the French terribly.... Abercrombie's defeat was the last of the English disasters. The colonists now had arms enough, and were allowed to fight in their own way, and a series of brilliant victories followed.... By the energy, courage, and patriotism of her colonies, England had now acquired a splendid empire in the New World. And while she reaped all the glory of the war and its fruits, it was the hardy colonists who had throughout, borne the brunt of the conflict."
The child who learns his history from Mr. Barnes may not hate England, but will certainly despise her.
Text-books of this type, however, are already obsolescent. A committee of the New England History Teachers' Association published in the Educational Review for December 1898 a careful survey of no fewer than nineteen school histories of the United States, and summed up the results as follows: