Education Is “Reconstruction”–Even Today!

by Al Benson Jr.

Member, Board of Directors, Confederate Society of America

In his informative book Segregation–Federal Policy or Racism (Shotwell Publishing Co., Columbia, South Carolina) author John Chodes has some interesting information in chapter 6, which he entitles The Freedmen’s Bureau:  Segregation for Black Education. In this chapter he notes that the whole concept of segregation was promoted so that blacks could be “educated” (radicalized) separately from whites. This was a kind of master  plan to promote class hatred between the races. Look at it this way–one of the reasons for the War of Northern Aggression was not to free the slaves, but rather to transfer ownership from private hands to federal hands. From private hands to the Freedmen’s Bureau!

Chodes notes how the federal government was, even in the 1860s, messing around with federal control of and aid for education. The foolish idea of public, or government, schools being “ours” or somehow belonging to the people, is and has been the prevalent myth, propagated on the public at large so they will not realize that this leviathan institution was made and directed from Washington from day one. This is something we have got to get through our heads! These really were and are Government Schools!

Chodes observes, on page 34 that: “The Union League, for all its destructiveness for race relations,  was only a division of a larger organization–the Freedmen’s Bureau. It was an agency of the War Department. Its role in the post-war South was enormous and its educational projects that were put in place in the 1860s, became national models for the 20th century. Its political directives for the special treatment of blacks and the hunting down of racists is still expanding in the contemporary United States and continues to impact current national policy.”

The Union League separated the blacks from the whites and then the Freedman’s Bureau educated them differently, which laid the basic foundation for “eternal segregation.” And Chodes accurately observed that  “The primary function of the Freedmen’s Bureau was educating blacks to vote Republican and to forever hate Southern whites. Integration was unthinkable, except in some rare, showcase schools, where it was used to torment whites with radical principles of social equality.” They could teach the blacks how to vote Republican and not bother to teach the whites much about anything regarding voting because the vast majority of the whites had been disenfranchised due to “reconstruction” and could no longer vote.

Then came the Yankee/Marxist “school teachers.” These “missionaries” and they were missionaries, felt that they were “…the advance guard of a new army of invasion against the terrible South.” And here your “history” books have told you that “reconstruction” ended when all those Yankee troops departed. Well, not really. The South was still in the process of being invaded–only now it was with school teachers instead of soldiers–but the results, if more insidious, were still the same. It was never about “freeing the slaves” but it was always about changing the culture, particularly the Christian culture, of the Old South. After 150 years of this, we still haven’t figured that out yet. I begin to wonder if we ever will!

These invading “missionaries” of Yankee/Marxist “education” came down here to show us the error of our ways, and while they were assaying to do that they “…taught the negro the wildest of social, political, and religious doctrines…In teaching him not to be servile, they taught him to be insolent…” Anyone notice any of that going around today?

Chodes said that “In his autobiography, General O. O. Howard described his plan to permanently consolidate all Southern schools. This would be the prelude to nationalizing them.” Howard wanted all education, both private and public, to “become absorbed in a great free system.” Guess who would control that “great free system?”  Subtle hint: it wouldn’t be the parents! In retrospect, you have to wonder how much different this was than Karl Marx’s tenth point in the Communist Manifesto  “Free education for all children in public schools.” I don’t see much difference.

And in regard to educating white kids “…education would be the instrument for reforming the Southern mind to be sympathetic to the principles of union and liberty, and for training Southerners to be obedient to Republican Party rule. In a sense, the school was the common denominator,  the agency for nationalization of the sectionally minded South.” It doesn’t take a rocket scientist to see where all this was going–and remember, this was 1866, not 1966!

I have, over the years, often maintained that public (government) education was an integral part of “reconstruction.” Unfortunately, most Southern folks I have talked to either totally don’t get it, or they don’t even want to think about it. To that degree, “reconstruction” in the South has been a smashing success. The “missionaries” have done what the Yankee troops couldn’t.

But, whether you want to think about it or not, government schools ARE a major part of the ongoing “reconstruction” of the South, and of the rest of the country as well. If you look at the history of government schools, you will find that kids (and parents) in the North were being “reconstructed” for about a generation before they started on us. So, whatever else you want to think, government schools as we now have them, were part and parcel of “reconstruction” in the South, and that is a problem we have yet to deal with down here.

3 thoughts on “Education Is “Reconstruction”–Even Today!

  1. Pingback: Education Is “Reconstruction”–Even Today! | Flyover-Press.com

  2. Pingback: The Marxist Zionist/Jesuit Cartel’s Hijacking of the Web & Talmudic TV Land Follies. | Economic & Multicultural Terrorism

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