National Education–It Has Always Been About “Reconstructing” Southern Culture

by Al Benson Jr.

Member, Board of Directors, Confederate Society of America

In his book Segregation–Federal Policy or Racism? (Shotwell Publishing, Columbia, South Carolina) author John Chodes noted, on page 53 that: “In 1867, a small agency was created by Congress. It was called the Bureau of Education. It consisted of only five employees: a supervisor and four clerks, ‘to collect such statistics and facts as shall show the condition and progress of education in the several states and territories…as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country.’ From this miniscule beginning, over time, the Bureau of Education became a gigantic department, nationalizing, controlling, and separating black and white primary and secondary schools by administering the Morrill colleges and absorbing the Freedmen’s Bureau schools into its own bureaucracy.” And we have all been led to believe that the federal Department of Education  didn’t happen until Jimmy Carter brought it in during his one-term presidency as payback to the National Education Association for their support of him. Actually,  it seems that all Carter did was to support the most recent manifestation of something that had really been around, in one form or another, for a very long time.

It seems that the educational messiahs in Washington at that time (ever read about them in your history books?) felt that one of the leading causes of Southern secession was that Southern folks had existed for all those years without the dubious “benefit” of a nationalized school system, and therefore, they were easy prey for “Southern demagogues” to con into helping their states secede from our “indivisible” Union.

Republican demagogue James P. Wickersham of Pennsylvania observed that: “It was this ignorance that enabled the rebel leaders to create a prejudice in the minds of this class of persons against the North and to induce them to enlist in their armies…As long as they are ignorant they will remain tools of political demagogues and therefore be incapable of self-government. They must be educated;…No state that has passed an act of secession should be allowed to take its former place in the Union without having first incorporated into its constitution a provision for the establishment of a free school system.” Do you begin to see where this has all been going?

What the honorable Mr. Wickersham is really saying here, in his own unique way, is that most Southern folks have just been paying attention to the wrong set of demagogues. They’ve been listening to Southern ones when they really should have been embracing Northern ones. It seems the Northern demagogues have the (politically) correct slant on all the current issues of the day and, therefore, any state that embraced secession should have to have some sort of Yankee/Marxist public school system firmly in place to brainwash the kiddies before it even dreams of unification with the glorious Union. In other words–“teach your kids to think the same way we’ve taught ours to think–or else!”

This Yankee/Marxist mindset portrays secession as some sort of evil, traitorous act that has to be “educated” out of Southern kids so they will never again be tempted to think along those lines. It would seem, if you look at some of today’s headlines, that the government educational system has been somewhat less than spectacularly successful  in obliterating  the idea of secession. There are some small blessings we can be thankful for!

Contrary to what the promoters of public education have told us for over 150 years now,  secession is not (was not) treason. The Declaration of Independence was a secession document, and three of the states that ratified the Constitution did so with the proviso that, if this new government ended up being detrimental to their states, they reserved the right to remove themselves. Virginia, Rhode Island, and New York all said that, in one form or another, in their ratification ordinances. So if secession had been treasonous then the ratification ordinances of those states should not have been accepted–but they were, and that fact alone, which most of your “history” books leave out, speaks volumes.

National (and it’s never really been local) education has always been about the restructuring of American society and culture and making it into something the Founders would not have recognized, something that the Washington and New York culture-benders wanted it to be. All this blather about “quality education for the kids” to put it bluntly, smells like a fresh West Texas cow chip on a hot day in August. It’s pure bovine fertilizer–and not even the high grade stuff at that!

As far as all the Confederate monuments coming down, what do you think most public schools in the South have been teaching your kids about their ancestors who seceded and fought for the Confederacy? You probably don’t really want to know. But you better start finding out, because the drivel they are pushing down your kids’ throats will affect their future, your grandchildren’s futures and the future of your Southern culture.

Just remember this–if you take nothing else away from what you’ve read here–“Reconstruction” is ongoing. It has never stopped. It may have shifted gears here and there, but it has never ceased. It is as relevant to your lives today as it was to those who surrendered at Appomattox.

Segregation Was Not Southern Racism–It Was Federal Policy

by Al Benson Jr.

Member, Board of Directors, Confederate Society of America

I have just received an informative little book that deals with a lot of material folks will never see in their “history” books, but need to be aware of, especially here in the South. This book was written by John Chodes of New York City and published by Shotwell Publishing  http://www.ShotwellPublishing.com in Columbia, South Carolina.

The title of the book is Segregation Federal Policy or Racism? And Mr. Chodes explains why it was federal policy instead of Southern racism. He starts out by dealing with a subject I have written about on and off for years, but which most people simply fail to grasp–that “reconstruction” did not end in the South after the Yankee/Marxist troops departed–it just continued under other names and it continues right down to our day. The current riots in Charlottesville, Virginia are a prime example of how “reconstruction” continues to work in our day.

Chodes notes on page x of his introduction that: “Northerners attempted to recast every opinion opposed to the North’s myths, to impose Northern ways upon the Southern people, to…write error across the pages of Southern history which were out of keeping with the Northern legend…” Here he quoted Frank L. Owsley, who had noted all this decades ago. And referring to this, Chodes stated: “This new history erased the fact that segregation is not the result of Southern racism. It is the result of federal policy from 1865 to 1900 to divide the white and black races and to promote discord and hatred for political advantage.” In this vein, he begins to conclude his book with this statement: “Uncle Sam has come full circle. He created segregation by fraud, force, and violence, then blamed Southerners for those deeds. Now he employs busing, gerrymandering of election districts, the police, the national guard, the courts, confiscation, and the threat of incarceration to achieve a coercive, integrated, egalitarian society through an arbitrary  ratio of blacks to whites. This is totally in keeping with the utopian dream of the Radical Republican carpetbaggers and congressmen.” And in between these two points he says an awful lot in a short 73 pages that it will take a couple of articles for me to even hit all the high points.

Mr. Chodes notes how the antebellum society of the South before the War of Northern Aggression was an integrated society, especially on the plantations, but other places as well. For Southern society to function back then there had to be a fair amount of integration because there was a mutual dependence of both races on the other. After the Confederacy was defeated (but never officially surrendered) all of this changed. “Reconstruction” changed all this “…by the bayonet, into mutual suspicion and loathing, separation and violence. A great mental and physical chasm opened up between the races.” That was not by accident. He goes into the fact that, in the Johnson administration, segregation began under “congressional reconstruction.”  He wrote that: “In many respects, the Reconstruction-era policy of divide and conquer is still maintained today but in a subtler form.” Only with some of what is going on today with the planned destruction of Southern culture, it is getting much less subtle and much more overt.

Chodes notes the integrated makeup of Southern armies. He observes: “Contrary to politically correct history, the Confederacy used blacks, slave and free, as troops long before the North did. Slaves were integrated with white troops into Southern armies,” and although Mr. Chodes didn’t mention it, they got the same pay, when they got paid, as white troops did. In the Northern armies they got less.

The 14th and 15th Amendments come in for “honorable” mention by Chodes, where he notes that “Both these amendments drove a tremendous antagonistic  wedge between the races. They were not intended to create equality between blacks and whites, they were to put the bottom rail on top and perpetuate constant discord, violence, and political submission of the rebels to the freedmen. These Constitutional amendments were acts of revenge and their effects are still felt today.”

The Freedmen’s Bureau and the Union League are dealt with in some detail and he notes how the Freedmen’s Bureau “…represented the first unconstitutional foray by the federal government into education. The Freedmen’s bureau began the process of nationalizing Southern schools…It focused on educating blacks, which included propagandizing for Republicans and hating ‘traitors’ so that any hope of reconciliation with Southern whites was eradicated.” He noted that the Morrill Act, passed in Congress, was “segregating whites for re-education” and he ties all this in with the Department of Agriculture and shows how it has worked down through the decades. Do you begin now to get some idea of where all this is going? Connecting any dots?

This is not a fun book to read, but it is a necessary book to read if you want to begin to grasp all that has been done to (not for) us since the end of the War, all in the name of “progress.”

It is easy to see that the federal government already had a class struggle (Marxist) mindset and a plan in the works before the War was ended that they were going to foist upon the South first, and then the rest of the country afterward.

Please do yourself and your children a favor and read Mr. Chodes’ book to grasp what the cultural Marxists have done to us while we slept, especially here in the South.  And if you don’t grasp what cultural Marxism is, it is nothing more than a communist war on your culture, on you, and on your children. You should be able to understand that. It’s as plain as I can make it.

Mr. Chodes’ book sells for $7.95 and would be worth it at twice the price.