The South Was Right

by James Ronald Kennedy

  CHAPTER 13

  The Yankee Campaign of Cultural Genocide

  If it costs ten years, and ten to recover the general prosperity, the destruction of the South is worth so much.1

  Ralph Waldo Emerson

  INTRODUCTORY COMMENTS

  During the War for Southern Independence, the United States government conducted a successful crusade to deny the Southern people their natural right of self-determination. The armed invasion and conquest of the South brought about the wholesale destruction of its economy, the permanent destruction of its political strength vis-a-vis the Northern numerical majority, and the extermination of large numbers of its population. These occurrences are the natural result of armed aggression. Americans have been conditioned to believe that the “Civil War” re-united “our” country and made “us” one people. The truth is that the two regions were not re-united; the Southern people were bayonetted back into line. The blood on those Yankee bayonets is Southern blood!

  As we have demonstrated in prior chapters, the Northern people from the very beginning of this nation were told that Southerners were illiterate, lazy, barbaric slave masters. The antagonism between the two distinct cultures was reinforced by sensational newspaper reports, slanderous novels, and the words and actions of Northern politicians greedy for more Southern tariff money. The present-day continuation of cultural genocide is necessary to justify Yankee aggression and to maintain the unholy alliance between Northern liberals, black militants, and Southern Scalawags.

  Fredrick Swint Hood, Jackson Parish, Louisiana, Twenty-Eighth Louisiana Volunteer Infantry. At the tender age of sixteen Hood began his service to his country, fighting in some of the most important engagements in the Trans-Mississippi Department, such as the Battles of Mansfield and Pleasant Hill,14 giving the Yankee invaders some of their last bitter defeats. (Image courtesy of Keith Canterbury, Simsboro, Louisiana)

  The Southern political Scalawags and their fellow travelers are the keys to maintaining Northern liberal political domination of our Southern homeland. These people are Southern by birth but traitors by choice. Many have accepted the liberal philosophy of “guilt” and sincerely believe that they must sacrifice their Southern heritage as part of the atonement for the “sins” committed by prior generations of Southerners. Most, though, are simply greedy, pragmatic politicians much like the French traitors who cooperated with the Nazi invaders of World War II. They look around, identify who is in control, and coddle up to the power brokers in hopes of enriching themselves with power, prestige, and money. Southern Scalawags have led the fight to destroy our precious Southern heritage. The reason? Because they owe their allegiance, not to the people of the South, but to the power brokers of the North. Anything that might cause the Southern people to remember such forbidden fruit as constitutional government, State’s Rights, local control of education, the right of self-determination, and a government based on the principle of the consent of the governed; anything that displays the principles fought for by our Confederate ancestors is a direct threat to the Scalawags’ power base and therefore must be destroyed!

  In this chapter we shall review the vicious campaign of cultural genocide as conducted by the forces of the United States during the war and as it continues today.

  The Yankee Campaign of Cultural Genocide

  In 1861 the United States Congress passed the Morrill Act which was officially designed to use Federal monies to support local education. The forces of centralized Federalism had, at last, seized complete control of Congress. The old Republic of Sovereign States, in which control of education had been reserved for the people at the local level, was dead. Replacing it was a new Federal Nationalism. Senator Justin Morrill declared that “The role of the national government is to mold the character of the American people.”2

  The real purpose of the act was to use Federal monies to give children in Federally occupied areas of the South an education based on Northern ideas and principles. What this meant was that the United States government would financially support efforts to re-educate Southerners to ensure that they would henceforth have a proper “respect for national authority.” The North knew that to maintain its domination of an erstwhile free people something had to be done to break the rebellious spirit of their newly acquired Southern vassals. That “something” would be the imposition of Northern education.

  The Yankee obsession with the re-education of the Southern people can be seen early in the war. In 1862 New Orleans was suffering under the yoke of a Yankee tyrant known locally as “Beast” Butler. This Massachusetts politician destroyed the traditional educational system in New Orleans and replaced it with one that followed the Boston model. Local teachers who were accused of being secessionist in sentiment or abusive to the United States were removed. New teachers loyal to the North were brought in. Old Southern textbooks were purged and replaced with (guess what?) new Northern textbooks!3

  This effort to re-educate the Southern populace was one of the methods proposed by the Radicals to rebuild the conquered South “from the very ground-sill.” Yankee senator J. P. Wickersmah made this declaration in 1865:

  What can education do for the non-slave-holding whites of the South? The great majority are deplorably ignorant. … It is this ignorance that enables 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. … With free schools in the South there could have been no rebellion in the future. … When our youth learn to read similar books, similar lessons, we shall become one people, possessing one organic nationality.4

  Northerners viewed Southerners as ignorant because they had fought against their “enlightened” view of centralized federal authority. During a national teachers’ convention held in August of 1865 in Pennsylvania it was declared that the late rebellion had been “a war of education and patriotism against ignorance and barbarism.”5 To the victorious Northerners it appeared that they had been granted a mandate to enforce their personal world view upon the ignorant, misguided, and otherwise lesser peoples of the world. They and their Northern culture were supreme and most certainly superior. The victorious Yankees felt the world would greatly benefit from the adoption of their principles, even if those principles had to be forced upon ignorant and inferior peoples. George Hoar from Massachusetts declared that his 1870 bill to support national education “… will compel the states to do what they will not do.” (Yankees love to use other people’s money to force them to do what they otherwise would not do). It was also noted that the bill would have the effect of “extinguishing Catholic or religious education and to form one homogeneous American people after the New England evangelical type.”6

  In 1894 J. L. M. Curry, an Alabama educator, sounded the alarm, warning Southerners of the dangers of allowing their children to be taught from Northern textbooks. He declared that, if Southerners continued the practice, future generations would grow up to be ashamed of their Southern heritage. In 1930 Frank L. Owsley again warned the Southern people that the North was attempting to imprint its views upon the minds of Southern youth. He warned that the North was attempting to teach Southern young people that their history was a history of error. He warned of textbooks designed to give Southerners a proper education in Northern traditions and at the same time label the Southern cause as evil or unrighteous. As Owsley pointed out, the North made every attempt to destroy the South with naked military force. After the war came the second attack. The North, by using its control of the newly created national government, labeled the Southern cause as evil, slave-based, and racist; while at the same time, it claimed for itself, the invader, the role of champion of morality, freedom, and equality.

  To understand this attack against our Southern culture properly, we must first review the terrorist methods used against the Southern civilian population during the war. We must determine
if these heinous crimes, committed against the Southern people by the forces of the United States, were only incidental and not a part of an organized campaign conducted with the knowledge and approval of United States officials.

  In Chapter 4 we reviewed examples of the atrocities committed against the Southern people by the forces of the United States. In this chapter we will review the motives for those crimes. We will see from the United States government’s own official records that the primary motivating factor was a desire of those in power to punish and to exterminate the Southern nation and in many cases to procure the extermination of the Southern people.

  The reason for this action is very simple; the campaign of cultural genocide was (and still is) necessary to ensure Northern political domination of the national government. We will follow the campaign of cultural genocide from its beginnings during the war up to the present campaign conducted by the left-of-center, intellectual fascists who control the media, education, and the United States government.

  At the end of the War for Southern Independence, the government of the United States was in the same position as the English empire was after its conquest of the Scottish people. After a long and bloody conflict, the English finally found themselves masters of Scotland. To maintain their newly acquired empire, they found it necessary to take certain actions that would ensure that future challenges to their rule would be minimized. After destroying Scottish homes and cattle, and killing a large part of the male population in war, the English established new laws aimed at the cultural heart of Scotland. The clan system was destroyed, Highlanders were disarmed, and traditional dress was outlawed along with many other traditional activities and social customs. It was a campaign of cultural genocide that has been so successful that Scotland has only recently begun to demand political liberty.

  The South, like Scotland, fell victim to the forces of invasion, conquest, and oppression. The forces of Yankee imperialism—Lincoln, his party, the war governors, radical politicians, extreme Abolitionists, and Northern industrialists—were determined to use their military might to enforce a final solution to the Southern problem. Those Southerners who managed to survive death by sword or Yankee-induced starvation were to be re-educated by the North to ensure proper respect for national authority. The final solution then was to destroy Southern independence, to exterminate as many of the Southern people as possible, and then to reeducate the remaining “crackers” to be ashamed of their Southern heritage. At the close of the war the “nation” declared that Northerners must “colonize and Yankeeize the South … in short to turn the slothful, shiftless Southern world upside down.”7 Thus, the stage was set for the ultimate destruction of a culture and a people. The campaign was initiated during the War for Southern Independence and continues even today!

  THE WAR AND RECONSTRUCTION

  When a nation invades and conquers a formerly free people, the victor is left with the problem of how best to keep its ill-gotten prize. This problem is not a new phenomenon. The solution has been addressed by every tyrant who has successfully extinguished the lamp of liberty. Niccolo Machiavelli in The Prince and the Discourses gives rulers the following advice about how to hold on to a people who were formerly accustomed to living under liberty:

  … allow them to live under their own laws, taking tribute of them, and creating within the country a government composed of a few who will keep it friendly to you. … A city used to liberty can be more easily held by means of its citizens than in any other way. …8

  Machiavelli recommends a technique that has proven very successful for the North. As we discussed in Chapter 10, “New Unreconstructed Southerners,” the conquered South was allowed to keep the appearance of liberty while the very document of its liberty, the Original Constitution, was radically changed to prevent the South from mounting any effectual resistance to future exploitation. Today, we pay our tribute (taxes), we are allowed to keep the appearance of statehood and constitutional government, and our own local Scalawag, politically correct politicians assist in maintaining the political status quo.

  Machiavelli continues by issuing the following warning to the new rulers:

  ... [They] must at least retain the semblance of the old forms; so that it may seem to the people that there has been no change in the institutions, even though in fact they are entirely different from the old ones. For the great majority of mankind are satisfied with appearances, as though they were realities, and are often even more influenced by the things that seem than by those that are. … [the ruler should] not wish that the people … should have occasion to regret the loss of any of their old customs. …9

  Thus the South has been left with the semblance of the old forms but without the power to protect its own social, economic, and political interests. Machiavelli did not discover these techniques; he merely codified them. The Northern conquerors, mostlikely, did not intentionally follow the edicts of tyranny as outlined by Machiavelli; their actions were the natural responses of any tyrant attempting to hold on to his ill-gotten domain.

  There are those who attempt to excuse the excesses of the United States forces during their invasions of the Southern nation by claiming that these excesses were isolated incidents and did not represent the intentions of the United States government. Let us review the official records compiled by the victorious United States government to determine who knew and what they knew.

  The story of the holocaust experienced by the Southern people is little known and almost never told by “politically correct” historians. Dr. Allen Nevins notes that the “organized devastation” experienced by the South was similar to the property loss of “the worst chapters of the two world wars.” He explains that this tale of horror is untold because the “recounting of the devastation quickly becomes monotonous.”10 Can you imagine what would happen if someone suggested that the story of the World War 11 Holocaust should not be retold because it has become “too monotonous?”

  Although the Southern holocaust is little known today, there were many who knew of its horrors during the war.

  THE FIELD COMMANDERS KNEW

  On June 4, 1861, Union brigadier general Irvin McDowell communicated to army headquarters his knowledge that

  The presence on this side of some corps indifferently commanded has led to numerous acts of petty depredations, pillage, and etc.11

  Major General John C. Fremont in St. Louis on August 10, 1861, received a letter from a Unionist containing the following revelation:

  Many [citizens]… were fired upon not by single shots but volleys, in the presence but without the command of the officers. … Soldiers have repeatedly fired from trains at quiet, peaceful citizens. … Mr. McAfee, speaker of the last [Missouri] house of representatives was arrested and required by [Union] General Hurlbut to dig trenches. …12

  Colonel Albert Sigel on September 16, 1862, wrote to Col. John M. Glover detailing his reprimand of Lt. William C. Kerr for

  … not having obeyed my orders and yours. .. which were … to bring in no prisoners.13

  Brigadier General Thomas Williams, on May 27, 1862, from Baton Rouge, Louisiana, described some of the Union troops thusly:

  … These regiments, officers and men, with rare exceptions, appear to be wholly destitute of the moral sense, … they regard pillaging not only right in itself but a soldierly accomplishment.14

  Colonel George W. Deitzler, on June 26, 1862, wrote to Brig. Gen. Isaac F. Quinby in Columbus, Kentucky, complaining:

  The people complain bitterly of the outrages committed by a portion of General Mitchell’s brigade. …15

  When a specific instance of outrage committed against civilian population was reported to Gen. Ormsby M. Mitchell he

  … declined to take any notice of the case.16

  General John A. Dix wired Maj. Gen. John J. Peck, Suffolk, Virginia, on February 19, 1863, that

  … Colonel Dodge … has allowed his men to plunder the country.17

  Colonel David B. Morris conducted a cam
paign in Hyde County, North Carolina, during the month of March 1863. He reported to Gen. J. G. Foster that there was a

  … lack of… discipline among … officers of the 103rd Pennsylvania … [and the] 101st Pennsylvania [regiments].18

  Major General John M. Palmer, while near Chattanooga, Tennessee, published a circular declaring:

  … pillaging by soldiers, and in some degree by the officers of this command … are chargeable to the negligence or collusion of the officers.19

  Rear Admiral David D. Porter published General Order Number 158 declaring: