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 10 Prussian is not entirely alone, and doubtless had thought of retributive justice in mind. For the demon Corsican, in his day of sweeping conquest, compelled conquered provinces to submit to French school laws. The most recent history furnishes one more example. Under date of June 28, 1899, we find an order of the United States Provost-Marshal-General in Manila compelling the attendance of all children between six and twelve at the re-opened public schools and ordaining that "one hour's instruction per day shall be devoted to teaching the English language." We have not yet heard what history of the present war the Philipinos are to study. It is not exactly in point, but it is interesting to note that the schools of France to-day use histories that teach the children how entirely Frenchmen won the American War of Independence. Doubtless an instance may be found here and there of compulsory study of the history of a conquest by the conquered people. When occurring it has been the conqueror's final and to his mind most radical expedient, applied by and with relentless force, and with deadly intent to change the minds and characters of the new subjects.

It remained for these, our Southern States, with this State of Virginia leading and guiding the others, (as we fear the record shows) to present the first instance of voluntary submission to this last resort of the crudest conquerors. The history of the human race furnishes no like example of men who, by their own action, have so exposed their children; of men, who, unconstrained, have dishonored the graves and memories of their dead. Our own people have aided and are still aiding, with "all the insistence of damned and daily school-room iteration," in the work of teaching those malignant falsehoods to Southern children; in the work of so representing a brave people to the world of to-day and the ages to come. How amazing the folly' How dark the crime!

The folly of crime for the State of Virginia is primarily chargeable to the men, who, immediately after the war—when our hearts, if not our intellects, might have been on guard—brought Northern men and Northern histories into our schools and for