Soldiers of Light and Love: Northern Teachers and Georgia Blacks, 1865-1873, and: Northern Schools, Southern Blacks, and Reconstruction: Freedmen's Education, 1862-1875 (review)

186civil war history servative critics of the Lincoln administration. In this study of Iowa Copperheads, Wubben reintroduces the question of loyalty during wartime. Professor Wubben suggests that a few Iowa Democrats, especially after the Emancipation Proclamation, doubtlessly preferred a Southern victory, while still others hoped for a military stalemate followed by reunion on Confederate terms. Such persons were disloyal in the sense that they did not support a Northern victory on Republican terms. He distinguishes, however, the attitudes and actions of these Copperhead disloyalists from those of traitors who might have been engaged in conspiratorial activities to assist theSouth. If there wereany such traitorous conspiracies in Iowa, says Wubben, they were not widespread and were probably designed to resist the draft. The author might have presented a clearer picture of this latter category of Copperheads had he examined more closely draft resistance in Iowa. Record Group 110 in the National Archives is a rich source of information on the Civil War draft. The correspondence and reports of Iowa provost marshals would have shed considerable light on the nature and extent of draft resistance in Iowa. For persons interested in Iowa history, the early chapters contain a mine of information on the notable political figures of both parties. The sources are primarily Iowa newspapers, voting records, and the papers of numerous public officials and private citizens. Some of the material in these early chapters seems loosely connected to the general theme of wartime loyalty, but the concluding chapter brings the overall picture back into sharper focus. Throughout the book Wubben hedges on the question of the depth of disloyalty in Iowa during the war. He uses imprecise descriptives such as "a very small number," "others," "many," and "some." He is probably correct in stating that "how many 'some' includes can never be known," but one might hope for a more accurate gauge of the extent of disloyalty from a scholar so immersed in the literature and sources of wartime Iowa. Without a statistical base for measuring disloyalty, speculation becomes not just desirable, but necessary. On the whole, Civil War Iowa and the Copperhead Movement is an excellent addition to Civil War literature. It will no doubt rank with the works of Frank Klement, Richard Curry and Wood Gray as a study which must be consulted by anyone seriously investigating Civil War Copperheads. Robert E. Sterling Joliet Junior College Soldiers of Light and Love: Northern Teachers and Georgia Blacks, 1865-1873. By JacquelineJones. (Chapel Hill: University of North Carolina Press, 1980. Pp. xiii, 273. $17.50.) book reviews187 Northern Schools, Southern Blacks, and Reconstruction: Freedmen's Education, 1862-1875. By Ronald Butchart. (Westport, Conn.: Greenwood Press, 1980. Pp. xiv, 309. $25.00.) In Soldiers of Light and Love, Jacqueline Jones describes freedmen's education in Georgia under the aegis of evangelical reform societies sponsored by the American Missionary Association (AMA) during Reconstruction . That effort, sustained by intellectual currents in force since the Puritans, was a part of the sweeping "reform consciousness" that sponsored the abolitionist crusade and forecast the Progressive movement . Data from the archives of participant organizations provided material for identifying the "group ideology" of northern teachers. In this welldrawn collective social portrait, the teachers appear as New England women of the privileged class with similar intellectual, religious, and cultural backgrounds. Many felt girdled by the cult of domesticity and sought a more public, committed life. Their desire to serve in freedmen 's education represented a rebellion from, but a reverence for, the social order from which they came. Northern teachers subscribed to current Pestalozzian educational theories. Conformity, morality, and obedience, however, were the watchwords in freedmen's education. The adherence of freedmen to that formula assured an orderly transition from slavery to freedom, uniform progress without radical change, and no rents in the social fabric. Also there were souls to be converted and one's own redemption was at stake. Teachers urgently wanted to "save and be saved." Freedmen's education provided an outward sign of their own inward grace and preserved the commonweal as they defined it. Jones's discussion of freedmen's education under black sponsorship by the Savannah Educational Association reveals fine scholarship and intellectual sensitivity. The...