“Love Lincoln” Propaganda For Fifth Graders

By Al Benson Jr.

How do you create Lincoln lovers at the fifth grade level and thereby assure that most of them will continue to believe the pro-Lincoln propaganda that the public school system will continually throw in their faces up through high school and on into the college level? You do it by making Lincoln look like an underdog, because most people, adults as well as kids, will feel automatic sympathy for the underdog. An outfit called Scholastic Teaching Resources has done this for fifth graders in the state of Georgia and, I’m sure, for others around the country.

They publish a one-page summary on Lincoln, to be read before taking a “bubble test” on the content of that one page. The one page is a mélange of partial truths about Lincoln and the slavery issue, which as most of us know, is the reason educators tout as being the cause of the “Civil War.”

They start off by noting that Lincoln was not always considered to be a heroic person (the implication there being that he should have been). The summary states that: “Lincoln was hated in the South because he wanted to free the slaves.” Actually, Lincoln had very little concern for the slaves. He was a decided “racist” as his comments during the Lincoln-Douglas Debates in 1858 conclusively show. He was a supporter of the Corwin Amendment, (read The Lincoln-Corwin Keep Your Slaves article on this blog spot) which, had it been enacted, would have been the original 13th Amendment. The Corwin Amendment, introduced by Thomas Corwin of Ohio, of all places, would have allowed for slavery to be continued in perpetuity and this amendment had Lincoln’s support. And Lincoln readily admitted that his main concern was to keep the Union preserved (under a strong central government) and that if he could free half the slaves to do that he would, if he could do that by freeing none of the slaves he would. Contrary to the drivel our kids are fed in public schools, Lincoln’s concern for the slaves was, at best, minimal.

The summary continues: “On the other hand, many in the North thought that Lincoln was a coward for not having freed the slaves already.” Another partial truth! Most in the North couldn’t have cared less about the slavery issue. They were just as “racist” in their own way as any Southerner and they, quite frankly, did not want a lot of blacks living amongst them. Many northern states, Lincoln’s Illinois included, had laws on the books to restrict black immigration into their states and to limit the time blacks could stay there. This is a little-known fact that the so-called “history” books almost never deal with. Since this would make the North accurately look as “racist” as the South it is just ignored. The fifth graders just don’t need to know this—anymore than the college students do—and brainwashed fifth graders make easy-to-fool college students.

The summary states that: “In 1862 he (Lincoln) signed the Emancipation Proclamation, which freed all the slaves in the Southern states. This is another of those infamous half-truths that, for some reason, the “educators” never seem to get right. The kids are almost always taught that the Emancipation Proclamation freed all the slaves in the South. If the truth be known, the Emancipation Proclamation did not free a single slave. You read that right. Lincoln, or whoever, wrote it so that it would free only those slaves in areas of the South that were still under the control of the Confederate States of America. Since Lincoln had no authority in the Confederate States of America to free anyone or do anything, it was, in the truest sense, nothing more than a war propaganda measure. And there were exceptions. Any parts of the Confederate States that had been captured by the Union and were, henceforth, under Union control, got to keep their slaves, as did the Southern states of Maryland, Delaware, Kentucky and Missouri which had all remained in the Union. What Lincoln did with his infamous proclamation was to free slaves where he had no authority to do so and leave them in bondage where he had the authority to free them. I would suggest that concerned people get a copy of the proclamation and read what it really says in its entirety.

What passes for history in public schools nowadays, and for decades now, never deals with this. Down the memory hole! I’ve read other public school material in years past about Lincoln’s proclamation and this is the way it’s always presented—that it freed all the slaves in the South. A subtle half truth if the kids don’t know their history.

And the summary states, near its conclusion that: “Finally on April 9, 1864, the South surrendered and the Civil War finally ended. Outside of getting the year wrong, another half truth appears. On April 9, 1865 Robert E. Lee surrendered the Army of Northern Virginia—and that’s all he surrendered. As commander of all the Confederate forces at that point he could have surrendered them all but he didn’t. There were still Confederate armies in the field so the war was not officially over. In fact the Confederate government never officially surrendered. The only surrenders that took place were by armies in the field. Jefferson Davis and the Confederate States cabinet fled rather than surrender. Most of them were eventually caught, but the Confederate States government never issued a surrender document—and this is something else they don’t discuss.

What they do with this fifth grade material is to attempt to make Lincoln look like the underdog and thereby create sympathy for him and the Union cause, which deserves no sympathy if you understand the issues. Lincoln was much more concerned with collecting tariffs than he was with freeing slaves, but they are not about to tell the fifth graders that. It would dilute the “love Lincoln” image they are trying to pass off on these unknowing kids as “education.” It’s all part of the ongoing “hate the South” campaign that we see so vividly portrayed in Hollyweird, the media, and Washington. And part of this campaign is to get the kids to hate their own history and heritage and to feel guilty about being Southerners. I wonder if they will ever bother to tell the kids that slavery existed in the North, too; they just got rid of it a little earlier than the South did, or if they will inform them about the Northern folks who took the major part in the slave trade. You’ll have to pardon me if I tend to doubt that such will ever happen.

Southern kids, and others too, need to get out of these establishment propaganda mills and begin to learn real history from alternative sources. It can be found if you are willing to look.

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18 thoughts on ““Love Lincoln” Propaganda For Fifth Graders

  1. Al—You wrote–“Any parts of the Confederate States that had been captured by the Union and were, henceforth, under Union control, got to keep their slaves, as did the Southern states of Maryland, Delaware, Kentucky and Missouri which had all remained in the Union.”

    I know not about the other states, but Kentucky did not “remain” in the union. A more correct statement would be, The Southern State of Kentucky was invaded, occupied, and under Union control.

    Perhaps all four of the above Southern States were “invaded, occupied, and under Union control. What say you Al?

    A Grandson of “THE OLD REBEL”–FRED C. WILHITE~~Forrest’s-Orphans Camp~1744, PO Box 10, Calhoun,KY 42327. 270-785-4594 kyscv.org WHAT WOULD GENERAL FORREST DO? KEEP UP THE SKEER! Join The Flaggers.

    John 15:13 Greater love has no man than this, that a man lay down his life for his friends.

    “Duty is ours; consequences are God’s.” ~ General Thomas Jackson

    “I am only one, but still, I am one. I cannot do everything but I can do something. And, because I cannot do everything, I will not refuse to do what I can.” Edward Everett Hale [1822-1909]

    Robert E. Lee told the great libertarian Lord Acton in 1866 that the consolidation of the states into one vast republic, sure to be aggressive abroad and despotic at home, will be the certain precursor of that ruin which has overwhelmed all those that have preceded it. If you are wondering how we got to our present condition, ponder that statement. If the right to life, liberty and the pursuit of happiness which are the stated reasons for forming the United States of America in the first place mean anything, they mean that we all possess the inalienable right to be different and the inalienable right to be left alone. Neither of these rights can be honored when the government knows all. And when the government knows all, and doesnt like what it knows, we will have an authoritarian state far more odious than any history has ever known. On the face of an all-knowing secret government are large and awful eyes and no smile. Andrew P. Napolitano

    “I hold concession or compromise to be fatal. If we concede an inch, concession would follow compromise, until our ranks would be so broken that effectual resistance would be impossible….” – John C. Calhoun

    Independent self-reliant people would be a counterproductive anachronism in the collective society of the future where people will be defined by their associations. 1896 ~ John Dewey, educational philosopher, proponent of modern public schools.

    If the laws be so voluminous that they cannot be read, or so incoherent that they cannot be understood; if they be repealed or revised before they are promulgated, or undergo such incessant changes that no man, who knows what the law is to-day, can guess what it will be to-morrow. Law is defined to be a rule of action; but how can that be a rule, which is little known, and less fixed? ~ James Madison, Federalist Papers 62 James Madison himself wrote, All men having power should be distrusted to a certain degree. Freedom is a fragile thing and is never more than one generation away from extinction. It is not ours by inheritance; it must be fought for and defended constantly by each generation, for it comes only once to a people. Those who have known freedom and then lost it, have never known it again. Ronald Reagan, 40th President of the U.S.

    “The Gettysburg speech was at once the shortest and the most famous oration in American history…the highest emotion reduced to a few poetical phrases. Lincoln himself never even remotely approached it. It is genuinely stupendous. But let us not forget that it is poetry, not logic; beauty, not sense. Think of the argument in it. Put it into the cold words of everyday. The doctrine is simply this: that the Union soldiers who died at Gettysburg sacrificed their lives to the cause of self-determination, that government of the people, by the people, for the people, should not perish from the earth. It is difficult to imagine anything more untrue. The Union soldiers in the battle actually fought against self-determination; it was the Confederates who fought for the right of their people to govern themselves.” – H. L. Mencken Resolved, That the several states composing the United States of America, are not united on the principle of unlimited submission to their general government; but that by compact, under the style and title of a Constitution for the United States, and of amendments thereto, they constituted a general government for special purposes, delegated to that government certain definite powers, reserving, each state to itself the residuary mass of right to their own self-government; and that whensoever the general government assumes undelegated powers, its acts are unauthoritative, void, and of no force: That to this compact each state acceded as a state, and is an integral party, its co-states forming as to itself, the other party: That the government created by this compact was not made the exclusive or final judge of the extent of the powers delegated to itself; since that would have made its discretion, and not the Constitution, the measure of its powers; but that, as in all other cases of compact among parties having no common judge, each party has an equal right to judge for itself, as well of infractions, as of the mode and measure of redress. (Kentucky Resolutions, November 10th, 1798)

    Please note: message attached

    • Not to be rude but CSA General Nathan Bedford Forrest was a Tennessean. I knew and worked with his descendent grandson, a Westpoint graduate and veteran of the 10th Mountain Division while we both worked at Embry-Riddle Aeronautical University in the 1970s.

    • Actually, Kentucky, Maryland and Missouri were all occupied by Union troops. I don’t know about Delaware. The Union occupation of Missouri was one of the things that contributed to the Southern guerillas fightig back the way they did. Since there was mostly no Confederate Army in Missouri the civilians had to resist Northern aggression in whatever way the could.

  2. Kentucky actually seceded on May 16, 1861 when it declared neutrality. Of course Lincoln played along, but behind the scenes he armed the Kentucky home guards with his “Lincoln guns” and had camps of instruction set up. This behind the scenes eventually led to General Polk invading Columbus,Ky in September 1861

  3. COMMENT on WND.com Article about U.S. adults being dumber than average humans
    http://mobile.wnd.com/2013/10/u-s-adults-dumber-than-average-human/
    NO, U.S. adults are not dumber than “average humans”. Those Americans who became adults after being brainwashed in our K-12 schools, colleges and universities since the 1950s have no knowledge of the true history of America unless they have put forth the individual effort to learn the truth of our history. The early 1960s “transformation” of our educational system by liberal-progressive-socialist superintendents, administrators and teachers, and professors have been brainwashing, they call it ‘indoctrinating’, successive generations of American youth to produce adults who accept socialism and ultimately communism. Then these same un-American operatives did the same thing to our ‘press’ or news media. Today our religion and very government has been assaulted by these evil anti-republican form of government. Now, these brainwashed adults support the ideology of Marxism because they are ignorant, not dumber. They are plenty smart and intelligent but have had their minds polluted by anti-freedom and independence rhetoric and propaganda all of their short lives. Only the older generations, such as I, know the true history of American, its leaders and people. When we are gone the United States will become a totalitarian communist nation modeled on the old Soviet Union’s communist party system.
    This transformation didn’t start in 2008 with Barack Hussein Obama II, but some 63 years ago. The damage won’t be reversible in a sort year or two. It will take long time concerted effort to re-educate these adults using period documentation to prove they have been misled or indoctrinated by forces of evil who would transform them into slaves of the state doing their wishes with no hope of salvation, freedom, independence or individualism… Even today we hear the term “social justice” which is the opposite of individualism…individualism on which this Nation was founded…
    As a people and a nation we are on the cusp of total chaos! We are on the verge of squandering what our ancestors and Founding Fathers gave us by sacrificing their fortunes, property, families and themselves.
    Patrick Henry said, ” Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may
    take; but as for me, give me liberty or give me death!” –March 23, 1775
    Thomas Paine said, “These are the times that try men’s souls.”
    The question is…will we Americans respond to the call or freedom and independence once again brought on by a tyrannical central government, our own government???
    ###
    October 8, 2013
    To WND.com
    Article: U.S. adults ‘dumber than average human’
    Comment by Al Barrs e-mail: albarrs@wfeca.net; True American History at eBooks and eArticles by Al Barrs’ Website: http://www.wix.com/albarrs/usandfamilyhistory
    “Qui Docet Discet”: “Those who teach learn!” — John Amos Comenius
    “Fighting for America’s Freedom through True American History Education…” –Al Barrs
    “You must listen to others to know yourself!”
    “Educate and inform the whole mass of the people… They are the only sure reliance for the preservation of our liberty.” –Thomas Jefferson

  4. I had never thought through the emancipation proclamation that way before. I knew it only freed the slaves in the Confederate States, but it never occurred to me that the Fed gov had no jurisdiction. Was it a ploy to gain international favor, or prevent that favor from going to the South, maybe?
    As for the North getting rid of slavery a little bit earlier than the South, I read that the last slaves to be freed were in Maine. I don’t remember where I read that, though.
    As for Lincoln, this is nothing new. I grew up in the 80s and 90s in NC and “Lincoln love” was no less prominent than it is today. In fact it may be ebbing with Obama’s attaching himself to Lincoln’s myth. I wonder what “honest” Abe would have thought of that?

    • Outside of Obama’s color I don’t think “Honest” Abe would have had a problem with it. Their political worldviews were both headed in the same direction. The proclamation definitely was intended to keep France and/or England from giving any tangible aid to the Confederacy or recognizing it.

  5. This is just one more good reason why I believe, and teach from the pulpit, that no Christian parents (and I would add here Southerners in particular) ought to have their children in the public education system.

    • I surely wish more pastors would see it your way. Ive run into too many over the years that see no problem with public education–even when you explain its origins to them. They seem to feel you are not “loving” enough if you won’t support the public brain laundry. Guess I’m not loving enough then.

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