by Owen Wister
This land was the Indian’s house, not ours. He was here first, nobody knows how many centuries first. We arrived, and we shoved him, and shoved him, and shoved him, back, and back, and back. Treaty after treaty we made with him, and broke. We drew circles round his freedom, smaller and smaller. We allowed him such and such territory, then took it away and gave him less and worse in exchange. Throughout a century our promises to him were a whole basket of scraps of paper. The other day I saw some Indians in California. It had once been their place. All over that region they had hunted and fished and lived according to their desires, enjoying life, liberty, and the pursuit of happiness. We came. To-day the hunting and fishing are restricted by our laws—not the Indian’s—because we wasted and almost exterminated in a very short while what had amply provided the Indian with sport and food for a very long while.
In that region we have taken, as usual, the fertile land and the running water, and have allotted land to the Indian where neither wood nor water exist, no crops will grow, no human life can be supported. I have seen the land. I have seen the Indian begging at the back door. Oh, yes, they were an “inferior race.” Oh, yes, they didn’t and couldn’t use the land to the best advantage, couldn’t build Broadway and the Union Pacific Railroad, couldn’t improve real estate. If you choose to call the whole thing “manifest destiny,” I am with you. I’ll not dispute that what we have made this continent is of greater service to mankind than the wilderness of the Indian ever could possibly have been—once conceding, as you have to concede, the inevitableness of civilization. Neither you, nor I, nor any man, can remold the sorry scheme of things entire. But we could have behaved better to the Indian. That was in our power. And we gave him a raw deal instead, not once, but again and again. We did it because we could do it without risk, because he was weaker and we could always beat him in the end. And all the while we were doing it, there was our Bill of Rights, our Declaration of Independence, founded on a new thing in the world, proclaiming to mankind the fairest hope yet born, that “All men are endowed by their Creator with certain inalienable rights,” and that these were now to be protected by law. Ah, no, look at it as you will, it is a black page, a raw deal. The officers of our frontier army know all about it, because they saw it happen. They saw the treaties broken, the thieving agents, the trespassing settlers, the outrages that goaded the deceived Indian to despair and violence, and when they were ordered out to kill him, they knew that he had struck in self-defense and was the real victim.
It is too late to do much about it now. The good people of the Indian Rights Association try to do something; but in spite of them, what little harm can still be done is being done through dishonest Indian agents and the mean machinery of politics. If you care to know more of the long, bad story, there is a book by Helen Hunt Jackson, A Century of Dishonor; it is not new. It assembles and sets forth what had been perpetrated up to the time when it was written. A second volume could be added now.
I have dwelt upon this matter here for a very definite reason, closely connected with my main purpose. It’s a favorite trick of our anti-British friends to call England a “land-grabber.” The way in which England has grabbed land right along, all over the world, is monstrous, they say.
England has stolen what belonged to whites, and blacks, and bronzes, and yellows, wherever she could lay her hands upon it, they say. England is a criminal. They repeat this with great satisfaction, this land-grabbing indictment. Most of them know little or nothing of the facts, couldn’t tell you the history of a single case. But what are the facts to the man who asks, “What has England done in this war, anyway?” The word “land-grabber” has been passed to him by German and Sinn Fein propaganda, and he merely parrots it forth. He couldn’t discuss it at all. “Look at the Boers,” he may know enough to reply, if you remind him that England’s land-grabbing was done a good while ago. Well, we shall certainly look at the Boers in due time, but just now we must look at ourselves. I suppose that the American who denounces England for her land-grabbing has forgotten, or else has never known, how we grabbed Florida from Spain.
The pittance that we paid Spain in one of the Florida transactions never went to her. The story is a plain tale of land-grabbing; and there are several other plain tales that show us to have been land-grabbers, if you will read the facts with an honest mind. I shall not tell them here. The case of the Indian is enough in the way of an instance. Our own hands are by no means clean. It is not for us to denounce England as a land-grabber.
You cannot hate statistics more than I do. But at times there is no dodging them, and this is one of the times. In 1803 we paid Napoleon Bonaparte fifteen millions for what was then called Louisiana. Napoleon had his title to this land from Spain. Spain had it from France. France had it—how? She had it because La Salle, a Frenchman, sailed down the Mississippi River. This gave him title to the land. There were people on the bank already, long before La Salle came by.
It would have surprised them to be told that the land was no longer theirs because a man had come by on the water. But nobody did tell them.
They were Indians. They had wives and children and wigwams and other possessions in the land where they had always lived; but they were red, and the man in the boat was white, and therefore they were turned into trespassers because he had sailed by in a boat. That was the title to Louisiana which we bought from Napoleon Bonaparte.
The Louisiana Purchase was a piece of land running up the Mississippi, up the Missouri, over the Divide, and down the Columbia to the Pacific.
Before we acquired it, our area was over a quarter, but not half, a million square miles. This added nearly a million square miles more. But what had we really bought? Nothing but stolen goods. The Indians were there before La Salle, from whose boat-sailing the title we bought was derived. “But,” you may object, “when whites rob reds or blacks, we call it Discovery; land-grabbing is when whites rob whites—and that is where I blame England.” For the sake of argument I concede this, and refer you to our acquisition of Texas. This operation followed some years after the Florida operation. “By request” we “annexed” most of present Texas—in 1845. That was a trick of our slaveholders. They sent people into Texas and these people swung the deal. It was virtually a theft from Mexico. A little while later, in 1848, we “paid” Mexico for California, Arizona, and Nevada. But if you read the true story of Fremont in California, and of the American plots there before the Mexican War, to undermine the government of a friendly nation, plots connived at in Washington with a view to getting California for ourselves, upon my word you will find it hard to talk of England being a land-grabber and keep a straight face.
And, were a certain book to fall into your hands, the narrative of the Alcalde of Monterey, wherein he sets down what of Fremont’s doings in California went on before his eyes, you would learn a story of treachery, brutality, and greed. All this acquisition of territory, together with the Gadsden Purchase a few years later, brought our continent to its present area—not counting Alaska or some islands later acquired—
2,970,230 square miles.
Please understand me very clearly: I am not saying that it has not been far better for the world and for civilization that we should have become the rulers of all this land, instead of its being ruled by the Indians or by Spain, or by Mexico. That is not at all the point. I am merely reminding you of the means whereby we got the land. We got it mostly by force and fraud, by driving out of it through firearms and plots people who certainly were there first and who were weaker than ourselves. Our reason was simply that we wanted it and intended to have it. That is precisely what England has done. She has by various means not one whit better or worse than ours, acquired her possessions in various parts of the world because they were necessary to her safety and welfare, just as this continent was necessary to our safety and welfare. Moreover, the pressure upon her, her necessity for self-preservation, was far more urgent than was the pressure upon us. To make you see this, I must once again
resort to some statistics.
England’s area—herself and adjacent islands—is 120,832 square miles.
Her population in 1811 was eighteen and one half millions. At that same time our area was 408,895 square miles, not counting the recent Louisiana Purchase. And our population was 7,239,881. With an area less than one third of ours (excluding the huge Louisiana) England had a population more than twice as great. Therefore she was more crowded than we were—
how much more I leave you to figure out for yourself. I appeal to the fair-minded American reader who only “wants to be shown,” and I say to him, when some German or anti-British American talks to him about what a land-grabber England has been in her time to think of these things and to remember that our own past is tarred with the same stick. Let every one of us bear in mind that little sentence of the Kaiser’s, “Even now I rule supreme in the United States;” let us remember that the Armistice and the Peace Treaty do not seem to have altered German nature or German plans very noticeably, and don’t let us muddle our brains over the question of the land grabbed by the great-grandfathers of present England.
Any American who is anti-British to-day is by just so much pro-German, is helping the trouble of the world, is keeping discord alight, is doing his bit against human peace and human happiness.
There are some other little sentences of the Kaiser and his Huns of which I shall speak before I finish: we must now take up the controversy of those men in front of the bulletin board; we must investigate what lies behind that controversy. Those two men are types. One had learned nothing since he left school, the other had.
Chapter VIII: History Astigmatic
So far as I know, it was Mr. Sydney Gent Fisher, an American, who was the first to go back to the original documents, and to write from study of these documents the complete truth about England and ourselves during the Revolution. His admirable book tore off the cloak which our school histories had wrapped round the fables. He lays bare the political state of Britain at that time. What did you learn at your school of that political state? Did you ever wonder able General Howe and his manner of fighting us? Did it ever strike you that, although we were more often defeated than victorious in those engagements with him (and sometimes he even seemed to avoid pitched battles with us when the odds were all in his favor), yet somehow England did seem to reap the advantage she should be reaped from those contests, didn’t follow them, let us get away, didn’t in short make any progress to speak of in really conquering us? Perhaps you attributed this to our brave troops and our great Washington. Well, our troops were brave and Washington was great; but there was more behind—more than your school teaching ever led you to suspect, if your schooling was like mine. I imagined England as being just one whole unit of fury and tyranny directed against us and determined to stamp out the spark of liberty we had kindled. No such thing! England was violently divided in sentiment about us. Two parties, almost as opposed as our North and South have been—only it was not sectional in England—held very different views about liberty and the rights of Englishmen. The King’s party, George the Third and his upholders, were fighting to saddle autocracy upon England; the other party, that of Pitt and Burke, were resisting this, and their sentiments and political beliefs led them to sympathize with our revolt against George III. “I rejoice,” writes Horace Walpole, Dec. 5, 1777, to the Countess of Upper Ossory, “that the Americans are to be free, as they had a right to be, and as I am sure they have shown they deserve to be…. I own there are very able Englishmen left, but they happen to be on t’other side of the Atlantic.”
It was through Whig influence that General Howe did not follow up his victories over us, because they didn’t wish us to be conquered, they wished us to be able to vindicate the rights to which they held all Englishmen were entitled. These men considered us the champions of that British liberty which George III was attempting to crush. They disputed the rightfulness of the Stamp Act. When we refused to submit to the Stamp Tax in 1766, it was then that Pitt exclaimed in Parliament: “I rejoice that America has resisted…. If ever this nation should have a tyrant for a King, six millions of freemen, so dead to all the feelings of liberty as voluntarily to submit to be slaves, would be fit instruments to make slaves of the rest.” But they were not willing. When the hour struck and the war came, so many Englishmen were on our side that they would not enlist against us, refused to fight us, and George III had to go to Germany and obtain Hessians to help him out. His war against us was lost at home, on English soil, through English disapproval of his course, almost as much as it was lost here through the indomitable Washington and the help of France. That is the actual state of the case, there is the truth. Did you hear much about this at school? Did you ever learn there that George III had a fake Parliament, largely elected by fake votes, which did not represent the English people; that this fake Parliament was autocracy’s last ditch in England; that it choked for a time the English democracy which, after the setback given it by the excesses of the French Revolution, went forward again until to-day the King of England has less power than the President of the United States? I suppose everybody in the world who knows the important steps of history knows this—except the average American. From him it has been concealed by his school histories; and generally he never learns anything about it at all, because once out of school, he seldom studies any history again. But why, you may possibly wonder, have our school histories done this? I think their various authors may consciously or unconsciously have felt that our case against England was not in truth very strong, that in fact she had been very easy with us, far easier than any other country was being with its colonies at that time. The King of France taxed his colonies, the King of Spain filled his purse, unhampered, from the pockets of Mexico and Peru and Cuba and Porto Rico—from whatever pocket into which he could put his hand, and the Dutch were doing the same without the slightest question of their right to do it. Our quarrel with the mother country and our breaking away from her in spite of the extremely light rein she was driving us with, rested in reality upon very slender justification. If ever our authors read of the meeting between Franklin, Rutledge, and Adams with General Howe, after the Battle of Long Island, I think they may have felt that we had almost no grievance at all. The plain truth of it was, we had been allowed for so long to be so nearly free that we determined to be free entirely, no matter what England conceded.
Therefore these authors of our school textbooks felt that they needed to bolster our cause up for the benefit of the young. Accordingly our boys’
and girls’ sense of independence and patriotism must be nourished by making England out a far greater oppressor than ever she really had been.
These historians dwelt as heavily as they could upon George III and his un-English autocracy, and as lightly as they could upon the English Pitt and upon all the English sympathy we had. Indeed, about this most of them didn’t say a word.
Now that policy may possibly have been desirable once—if it can ever be desirable to suppress historic truth from a whole nation. But to-day, when we have long stood on our own powerful legs and need no bolstering up of such a kind, that policy is not only silly, it is pernicious. It is pernicious because the world is heaving with frightful menaces to all the good that man knows. They would strip life of every resource gathered through centuries of struggle. Mad mobs, whole races of people who have never thought at all, or who have now hurled away all pretense of thought, aim at mere destruction of everything that is. They don’t attempt to offer any substitute. Down with religion, down with education, down with marriage, down with law, down with property: Such is their cry.
Wipe the slate blank, they say, and then we’ll see what we’ll write on it. Amid this stands Germany with her unchanged purpose to own the earth; and Japan is doing some thinking. Amid this also is the Anglo-Saxon race, the race that has brought our law, our order, our safety, our freedom into the modern world. That any school histories should hinder the members of this race from underst
anding each other truly and being friends, should not be tolerated.
Many years later than Mr. Sydney George Fisher’s analysis of England under George III, Mr. Charles Altschul has made an examination and given an analysis of a great number of those school textbooks wherein our boys and girls have been and are still being taught a history of our Revolution in the distorted form that I have briefly summarized. His book was published in 1917, by the George H. Doran Company, New York, and is entitled The American Revolution in our School Textbooks. Here following are some of his discoveries:
Of forty school histories used twenty years ago in sixty-eight cities, and in many more unreported, four tell the truth about King George’s pocket Parliament, and thirty-two suppress it. To-day our books are not quite so bad, but it is not very much better; and-to-day, be it added, any reforming of these textbooks by Boards of Education is likely to be prevented, wherever obstruction is possible, by every influence visible and invisible that pro-German and pro-Irish propaganda can exert.
Thousands of our American school children all over our country are still being given a version of our Revolution and the political state of England then, which is as faulty as was George III’s government, with its fake parliament, its “rotten boroughs,” its Little Sarum. Meanwhile that “army of spies” through which the Kaiser boasted that he ruled “supreme”
here, and which, though he is gone, is by no means a demobilized army, but a very busy and well-drilled and well-conducted army, is very glad that our boys and girls should be taught false history, and will do its best to see that they are not taught true history.
Mr. Charles Altschul, in his admirable enterprise, addressed himself to those who preside over our school world all over the country; he received answers from every state in the Union, and he examined ninety-three history textbooks in those passages and pages which they devoted to our Revolution. These books he grouped according to the amount of information they gave about Pitt and Burke and English sympathy with us in our quarrel with George III. These groups are five in number, and dwindle down from group one, “Textbooks which deal fully with the grievances of the colonists, give an account of general political conditions in England prior to the American Revolution, and give credit to prominent Englishmen for the services they rendered the Americans,” to group five, “Textbooks which deal fully with the grievances of the colonists, make no reference to general political conditions in England prior to the American Revolution, nor to any prominent Englishmen who devoted themselves to the cause of the Americans.” Of course, what dwindles is the amount said about our English sympathizers. In groups three and four this is so scanty as to distort the truth and send any boy or girl who studied books of these groups out of school into life with a very imperfect idea indeed of the size and importance of English opposition to the policy of George III; in group five nothing is said about this at all. The boys and girls who studied books in group five would grow up believing that England was undividedly autocratic, tyrannical, and hostile to our liberty. In his careful and conscientious classification, Mr. Altschul gives us the books in use twenty years ago (and hence responsible for the opinion of Americans now between thirty and forty years old) and books in use to-day, and hence responsible for the opinion of those American men and women who will presently be grown up and will prolong for another generation the school-taught ignorance and prejudice of their fathers and mothers. I select from Mr. Altschul’s catalogue only those books in use in 1917, when he published his volume, and of these only group five, where the facts about English sympathy with us are totally suppressed.