APPENDICES
[F. Wisconsin Law of 1923 affecting History Textbooks.]
[G. (Statement regarding Principles) The American Legion School History.]
A. THE LUSK LAWS OF NEW YORK REGARDING INSTRUCTION IN PATRIOTISM AND CITIZENSHIP, THE FLAG, TEXTBOOKS, AND QUALIFICATIONS OF TEACHERS[917]
4. Patriotism
Article 26-C
Instruction in Patriotism and Citizenship
Section 705. Courses of instruction in patriotism and citizenship. In order to promote a spirit of patriotic and civic service and obligation and to foster in the children of the state moral and intellectual qualities which are essential in preparing to meet the obligations of citizenship in peace or in war, the regents of the university of the state of New York shall prescribe courses of instruction in patriotism and citizenship, to be maintained and followed in all the schools of the state. The boards of education and trustees of the several cities and school districts of the state shall require instruction to be given in such courses, by the teachers employed in the schools therein. All pupils attending such schools, over the age of eight years, shall attend upon such instruction.
Similar courses of instruction shall be prescribed and maintained in private schools in the state, and all pupils in such schools over eight years of age shall attend upon such courses. If such courses are not so established and maintained in a private school, attendance upon instruction in such school shall not be deemed substantially equivalent to instruction given to pupils of like age in the public schools of the city or district in which such pupils reside. (Added by L. 1918, ch. 241, in effect April 17, 1918.)
706. Rules prescribing courses; inspection and supervision; enforcement. The regents of the university of the state of New York shall determine the subjects to be included in such courses of instruction in patriotism and citizenship, and the period of instruction in each of the grades in such subjects. They shall adopt rules providing for attendance upon such instruction and for such other matters as are required for carrying into effect the objects and purposes of this article....
5. The Flag
Article 27
The flag
710. Purchase and display of flag. It shall be the duty of the school authorities of every public school in the several cities and school districts of the state to purchase a United States flag, flag staff and the necessary appliances therefor, and to display such flag upon or near the public school building during school hours, and at such other times as such school authorities may direct.
711. Rules and regulations. The said school authorities shall establish rules and regulations for the proper custody, care and display of the flag, and when the weather will not permit it to be otherwise displayed, it shall be placed conspicuously in the principal room in the school house.
712. Commissioner of Education shall prepare program. 1. It shall be the duty of the Commissioner of Education to prepare, for the use of the public schools of the state, a program providing for a salute to the flag and such other patriotic exercises as may be deemed by him to be expedient, under such regulations and instructions as may best meet the varied requirements of the different grades in such schools.
2. It shall also be his duty to make special provision for the observance in the public schools of Lincoln’s birthday, Washington’s birthday, Memorial day and Flag day, and such other legal holidays of like character as may be hereafter designated by law when the Legislature makes an appropriation therefor.
713. Military drill excluded. Nothing herein contained shall be construed to authorize military instruction or drill in the public schools during school hours.
6. Textbooks
Article 25, Section 674. Textbooks containing seditious or disloyal matter. No textbook in any subject used in the public schools in this state shall contain any matter or statements of any kind which are seditious in character, disloyal to the United States or favorable to the cause of any foreign country with which the United States is now at war. A commission is hereby created, consisting of the commissioner of education and of two persons to be designated by the regents of the university of the state of New York, whose duty it shall be on complaint to examine textbooks used in the public schools of the state, in the subjects of civics, economics, English, history, language and literature, for the purpose of determining whether such textbooks contain any matter or statements of any kind which are seditious in character, disloyal to the United States or favorable to the cause of any foreign country with which the United States is now at war. Any person may present a written complaint to such commission that a textbook in any of the aforesaid subjects for use in the public schools of this state or offered for sale for use in the public schools of this state contains matter or statements in violation of this section, specifying such matter or statements in detail. If the commission determine that the textbook against which complaint is made contains any such matter or statements, it shall issue a certificate disapproving the use of such textbook in the public schools of this state, together with a statement of the reasons for its disapproval, specifying the matter found unlawful. Such certificate of disapproval of a textbook, with a detailed statement of the reasons for its disapproval, shall be duly forwarded to the boards of education or other boards or authorities having jurisdiction of the public schools of the cities, towns or school districts of this state, and after the receipt of such certificate the use of a textbook so disapproved shall be discontinued in such city, town or school district.
Any contract hereafter made by any such board of education or other school authorities for the purchase of a textbook in any of such subjects, which has been so disapproved, shall be void. Any school officer or teacher who permits a textbook in any of such subjects, which has been so disapproved, to be used in the public schools of the state, shall be guilty of a misdemeanor. (Added by L. 1918, ch. 246, in effect April 17, 1918.)
7. Qualifications of Teachers
Article 20, Section 550. Qualifications of teachers. No person shall be employed or authorized to teach in the public schools of the state who is
1. Under the age of eighteen years.
2. Not in possession of a teacher’s certificate issued under the authority of this chapter or a diploma issued on the completion of a course in a state normal school of this state or in the state normal college.
3. Not a citizen. A person employed as a teacher on April 4, 1918, who was not a citizen, may continue in such employment provided he or she, within one year from such date, shall make application to become a citizen and within the time thereafter prescribed by law shall become a citizen. The provisions of this subdivision shall not apply to alien teachers who are citizens of countries that were allied with this country in the prosecution of the war with Germany and who were employed as teachers in this state on or prior to April 4, 1918, provided such teacher make application to become a citizen before the first day of September, 1920, and within the time thereafter prescribed by law shall become such citizen. (Amended by L. 1918, ch. 158, and L. 1919, ch. 120, in effect March 31, 1919.)
551. Minimum qualifications of teachers in primary and grammar schools. No person shall hereafter be employed or licensed to teach in the primary and grammar schools of any city or school district authorized by law to employ a superintendent of schools who has not had successful experience in teaching for at least three years, or in lieu thereof has not completed:
1. A course in one of the state normal schools of this state or in any approved college, prescribed by the commissioner of education. (Subdivision 1 amended by L. 1920, ch. 155, in effect April 5, 1920.)
2. An examination for and received a life state certificate issued in this state by a superintendent of public instruction or the commissioner of education.
3. A course of study in a high school or academy of not less than three years approved by the commissioner of education or from some institution of learning of equal or higher rank approved by the same authority, and who subsequently to the completion of such course has not graduated from a school for the professional training of teachers having a course of not less than two years approved by the commissioner of education or its equivalent.
568. Removal of superintendents, teachers and employees for treasonable or seditious acts or utterances. A person employed as superintendent of schools, teacher or employee in the public schools, in any city or school district of the state, shall be removed from such position for the utterance of any treasonable or seditious word or words or the doing of any treasonable or seditious act or acts while holding such position. (Added by L. 1917, ch. 416, in effect May 8, 1917.)
FOOTNOTES:
[917] Revolutionary Radicalism Its History, Purpose, and Tactics with an Exposition and Discussion of the Steps Being Taken and Required to Curb It, Vol. III, pp. 2430-2434.
B. REPORT OF COMMITTEE OF FIVE ON AMERICAN HISTORY TEXTBOOKS NOW IN USE IN CALIFORNIA HIGH SCHOOLS[918]
Stanford University, California,
June, 1922.
Mr. A. C. Olney,
Commissioner of Secondary Schools,
State Board of Education,
Sacramento, California.
Dear Sir: In April, 1922, you were directed by the State Board of Education to appoint a Committee of five educators with instructions “to examine the textbooks on American History in use in the Junior High Schools, High Schools, and Junior Colleges of California and to report on those, if any, which treat any part of American history in a disloyal or unpatriotic manner or which minimize the best patriotism of American tradition.”
The committee appointed consisted of E. D. Adams (Chairman), Professor of American History, Stanford University; E. I. McCormac, Professor of American History, University of California; J. A. Nowell, Head of History Department, Fresno Teachers’ College; W. W. Mather, Head of History Department, Ontario; and A. H. Abbott, Professor of History, College of the Pacific, San José. The textbooks examined were:
West, History of the American People, 1918, Rev. 1920. Allyn & Bacon.
Hart, New American History, 1921. American Book Company.
Fish, The Development of American Nationality, 1919. American Book Company.
McLaughlin, A History of the American Nation, 1919. D. Appleton & Company.
Forman, Advanced American History, 1922. The Century Company.
Muzzey, An American History, 1920. Ginn & Company.
Fite, History of the United States, 1919. Henry Holt & Company.
Becker, Beginnings of the American People, 1915. Houghton Mifflin Company.
Dodd, Expansion and Conflict, 1915. Houghton Mifflin Company.
Johnson, Union and Democracy, 1915. Houghton Mifflin Company.
Paxson, The New Nation, 1915. Houghton Mifflin Company.
Ashley, American History, 1921. Macmillan Company.
Bassett, Short History of the United States, 1921. Macmillan Company.
Beard, History of the United States, 1921. Macmillan Company.
Channing, Students’ History of the United States, 1915. Macmillan Company.
Thompson, History of the United States, 1917. B. H. Sanborn & Company.
Haworth, The United States in Our Own Times, 1920. Scribner’s Sons.
Report
In the opinion of your Committee none of these texts treat “any part of American history in a disloyal or unpatriotic manner.” All of the authors may be credited with a desire to assist in inculcating a loyal and patriotic Americanism.... Before attempting that judgment it has seemed necessary to agree upon a statement setting forth what we consider to be the essentials of “the best patriotism of American tradition....”
Possibly our effort to summarize and state these essentials has no place in this report, since it was in effect but a preliminary step necessary to a common point of view in examining the texts. Nevertheless our summary is here offered both as an indication of our procedure and as containing the points upon which the texts were judged.
In our opinion the “best patriotism of American tradition,” when conveyed by history textbooks should directly aid in establishing certain principles and ideals in the pupil’s mind. The more important of these we will list as follows:
(1) Pride in America and a Sense of Nationality.
A belief that America has developed a high type of political and social organization. But recognition that these are not now and never have been perfect and that they are a result of growth, largely anticipated by the framers of our government, to meet changing conditions. This requires a critical treatment of history, pointing out both excellencies and defects, whether in men or in events. It should help the pupil to develop a habit of just criticism, but also, what is equally important, a habit of giving high approval where merited.
(2) A Sense of Individual Liberty.
The recognition that America has contributed to world development the theory that human happiness is best secured by guarding individual liberty and by seeking to provide in the highest degree possible an equal opportunity to win that happiness. The history text should develop the origins with us of this ideal, in religious controversies, political quarrels with the mother country in colonial times, industrial development, and in political and social changes at home.
(3) A Respect for Private Property.
Inherited from old world institutions but emphasized more than by other nations from our earliest times. This is a bed-rock American principle, but as developed in the United States emphasis always has been placed on the opportunity to acquire property as essential to individual liberty seeking happiness, not alone on the right to defend and to protect it. It is a principle essential to the American conception of, and contribution to, a progressive betterment of Society....
(4) A Belief in Democratic Self-Government by Majority Rule.
This asserts the Jeffersonian doctrine that rule by the majority, while not insuring perfection, is more likely to approach it than any other form of rule, and more likely to preserve individual happiness under law. America, more than any other nation, made the contribution of the ideal of democracy by majority rule to the theory of political government....
(5) Obedience to Law.
Since it has its sanction in majority rule, thus providing a reasonable limitation on individual liberty.
(6) A Desire for Justice.
It has long been, and still is, a marked attribute of America, and history texts should expound it. They should show its manifestations (or at times the lack of it), (a) in the spirit of compromise that minorities may not be oppressed by majorities; (b) in our relations with other countries; (c) in our industrial disputes. Especially in foreign relations the text should seek to present fairly the view opposed to American contention in order that the justice of our action may be weighed.
(7) A Will to Defend these Principles.
This is an essential result of American history teaching which should bring out the sacrifice, devotion and patriotism of Americans in the past as regards: (a) our relations with other nations; and (b) our domestic relations, either political, religious or social. But in neither field should old and dead controversy be treated in such a way as to perpetuate animosities....
Finally, the text should seek to be strictly unbiased as regards both expression and content. It should narrate truthfully the important facts of American history in such a way as to make clear the principles and ideals which have been developed in America and for which she stands.
Examining the texts submitted, it can not be said that any one of them neglects, absolutely, these principles of “the best patriotism of American tradition.”...
Your committee wishes further to point out the progressive nature of history teaching in the schools of California. The high school does not attempt to cover the same ground in American History courses as the elementary, nor in the same manner. It is left to the elementary schools to emphasize especially the biographical element, while the high school texts develop the institutional side of our nation’s growth. Hence we commend the omission by some authors of many names of those who have contributed something worth while to American progress, but whose deeds and significance can best be presented by the elementary school text. This leaves room for the high school text to include those matters of social and economic development which are essential to give our young people the proper historical background for understanding our present complex problems.
Your committee finds no text wholly objectionable under the instructions of the State Board of Education. This is not to say, however, that in our opinion the texts are equally worthy. They vary in exactness of statement, in clearness of presentation, in grasp of principles, and, what is more serious, in fairness of language and view....
With this report approving all of the texts submitted to us, further comment may be regarded as superfluous. It seems to us, however, that we have a duty in directing your attention to the apparent sources of some of the attacks on various texts. During the recent World War you appointed a committee (upon which two of the members of your present committee also served) to examine all history texts in use in the California schools with instructions to report whether they “were pro-German or were unduly friendly to our allies.” All of the American history texts then reviewed were reported as approved, but with some minor criticisms made privately to the publishing firms or authors. It appears to your present committee that many of the attacks now being made on certain texts are emanating from persons or organizations dissatisfied with the friendly relations established between America and our allies in the great war, and desirous of destroying that better understanding created by the war. Some of the attacks appear to be due to a revival of pro-German sentiment; some to an ineradicable Irish anti-British sentiment; some to an element of political reaction against the domestic legislation of recent years; some of journalistic opposition to Great Britain. Generally the method used in such attacks is to print sentences objected to without including the context. This deprives the reader of the opportunity to judge whether the criticism is just or not. Such criticism is in itself unfair and unscientific. A book must be judged by its general tone and spirit rather than by isolating words or phrases from their context and thus conveying a false impression of the author’s meaning.
The point which we would make is, that attacks of this nature, though requiring consideration, are not worthy of serious respect, since usually they conceal real motives under the mantle of “traditional American patriotism.” It is an age of propaganda and in substance most of these attacks are propaganda, having an ulterior purpose. Honest criticism by one who sincerely feels that a text fails to teach American patriotism should always be listened to and his criticisms weighed. But propaganda criticism deserves no respect either by school boards or the authors of texts. As to such propaganda assertion that any American history text now in use in California high schools and junior colleges “treats any part of the American history in a disloyal or unpatriotic manner, or minimizes the best patriotism of American tradition,” your committee reports in the negative.
(Signed) E. D. Adams, Chairman
E. I. Mccormac
A. H. Abbott
J. A. Nowell
W. W. Mather
FOOTNOTES:
[918] Report of the Committee of Five on American History Textbooks Now in Use in California High Schools (Sacramento, 1922).
C. REPORT OF THE COMMITTEE TO INVESTIGATE ... HISTORY TEXTBOOKS IN THE PUBLIC SCHOOLS OF THE CITY OF NEW YORK,[919] 1922
General Principles
The formulation of aims and standards by the Commissioner of Education denies, by necessary implication, that the writer of a textbook for use in the public schools has absolute freedom in the selection or in the interpretation of historical material. Predetermined aims and standards predetermine selection and interpretation.
The textbook must contain no statement in derogation or in disparagement of the achievements of American heroes. It must not question the sincerity of the aims and purposes of the founders of the Republic or of those who have guided its destinies.
The textbook must contain no material which tends to arouse political, racial, or religious controversy, misunderstanding or hatred.
The textbook must contain no material tending to arouse misunderstanding or hatred between the United States and any other nation.
The selection of material must be restricted to that which contributes most directly and essentially to the attainment of the legitimate objectives of the public school system as formulated by the State Commissioner of Education.
The writer must be prepared at all times to “come out in the open and cheerfully and unhesitatingly stand up and make known to the entire community,” the aims and the ideals, the purposes and the motives, which actuated him in the selection of his material and in his interpretation thereof.
Specific Aims
1. To acquaint the pupils with the basic facts and movements, political, industrial, and social, of American history.
2. To emphasize the principles and motives that were of greatest influence in the formation and development of our government.
3. To establish ideals of patriotic and civic duty.
4. To awaken in the pupil a desire to emulate all praiseworthy endeavor.
5. To emphasize the importance of weighing permissible evidence in forming judgments.
6. To present the ethical and moral principles exemplified in the lives of patriotic leaders.
7. To inspire in the pupil an appreciation of the hardships endured and the sacrifices made in establishing and defending American ideals.
8. To develop in the pupil a love for American institutions and the determination to maintain and defend them.
9. To bring the light of reason and experience to bear on radical or alien theories of economic and political systems.
10. To enable the pupil to interpret the present in terms of the past and to view intelligently the functions and the value of existing institutions.
Discussion of General Principles and Special Aims
In order to give a clearer and more definite idea of the scope and intent of the general principles and special aims formulated by the Committee we submit herewith a discussion of said general principles and special aims.
A. The Primary Problem in Writing a History Textbook Is Propriety Of Selection of Material
... As the pages of a textbook are limited, no material should be used unless it is essential and of the highest educational value. The child’s time must not be taken up with facts which do not measure up to this standard.
B. The Textbook Writer Is Not A Historian
Strictly speaking the textbook writer is not a historian. The historian writes for the open market. He has the privilege of selecting and organizing his material in accordance with his own views. He may be an impartial writer or he may be a partisan. The textbook writer has not this freedom. He is subject to the limitations imposed upon the teacher....
It is for the teacher to determine what material is needed. It is for the textbook writer to supply it. Unfortunately, an examination of the prefaces in various textbooks shows that some textbook writers do not take this view....
We believe that a textbook writer who seeks to influence our international relations is a propagandist. Under our constitution it is for the federal government, in the first instance, to determine what our foreign relations shall be. The children in attendance in our public schools must not be used directly or indirectly to influence official action in such matters.
C. The Burden Of Proof Rests Upon Him Who Makes A Derogatory Statement
As a rule derogatory statements have little or no educational value.... Only when a man has been guilty of an act of great moral turpitude is a discussion of his act likely to lead to beneficial consequences. Nero’s cruelty and Arnold’s treason are illustrations....
D. Probable Reason For The Presence Of Much Of The Material To Which Objections Have Been Made
Probably the factor principally responsible for the presence of objectionable material in the textbooks under investigation is that the writers have not divided their material into topic-units, and have not formulated aims, sufficiently extensive in scope to permit marshalling the facts in due subordination....
E. Emasculated Accounts Of Wars In Order To Encourage Peace
Objection has been made to the treatment in some of the textbooks of the wars in which we have been engaged. The objections are to the effect that the accounts are emasculated. In reply it is strenuously urged that “the surest way to end war, is to sing the praises of peace and to say little of war and the heroes of war.”...
War in defense of freedom or in vindication of righteousness, justice and equity should be vividly portrayed, and the praises of its heroes should be joyously sung. Thus only can we raise a citizenry willing to die for the country.
F. Our Heroes
Objection has been made that some of the textbooks contain statements in derogation of our national heroes. In reply it has been urged that the statements are true, and that attention should be called to the weaknesses of our heroes or we will esteem them too highly.
Truth is no defense to the charge of impropriety....
The assurance that posterity will hold our heroes in grateful remembrance is one of the most powerful incentives to heroic achievement. To preserve unsullied the name and fame of those who have battled that we might enjoy the blessings of liberty, is a solemn and sacred obligation....
G. Propaganda
It has been charged that some textbooks contain propaganda. In reply some have alleged that all who make the charge are persons opposed to friendly relations with Great Britain. The reply cannot be sustained, as appears from the following editorial in “The American Legion Weekly” of October 7, 1921:
“The country has known for some time that school textbooks on American history are being revised on the theory that the elimination or correction of obvious untruths or distorted truths concerning England’s relations with this country, notably during the Revolutionary War, would promote the cause of international friendship.... If the purpose of some of the authors was not to give the lasting impression to the school children of this country that the Revolutionary War was an unjustifiable war, that is likely to be the effect of their work.... It will be regretted if what appeared to be a meritorious undertaking has been exploited with propaganda which every fair-minded American must resent.”...
H. Controversial Topics
As far as possible, the writer of a textbook should avoid controversial topics. The public schools are maintained by the public funds. The taxpayers are of various creeds and political beliefs. Their feelings must be respected....
I. Patriotism
It is objected that some of the textbooks make no attempt to inculcate patriotism by bringing to the attention of pupils the best in the lives, words, and deeds of our patriots; and that in some of the books, too much attention is given to the utterances and achievements of the heroes of other countries.
In reply, it is urged that true patriotism does not require that we magnify our country at the expense of others; that a “narrow-visioned” patriotism means that the Englishman will become more English, the German, more German; and the American, more American.... Patriotism is not “egotism.” To make certain that the pupils in the elementary grades are thoroughly familiar with our own heroes before we introduce them to the heroes of other lands is neither “narrow-visioned” nor evidence of “international hatred.”...
FOOTNOTES:
[919] New York City Board of Education, Report on History Textbooks used in the Public Schools of the City of New York (New York, 1922).
D. REPORT OF AND REVIEW ON CERTAIN TEXT BOOKS IN HISTORY USED IN THE SCHOOLS, AND ORDER RELATING THERETO [City of Boston][920]
The following was presented:
On October 23, [1922] the City Council unanimously passed an order requesting the School Committee to give a hearing for the consideration of certain objections made to the use in the public schools of this city of “School History of the United States,” revised 1920, by Albert Bushnell Hart; Burke’s “Speech on Conciliation,” edited by C. H. Ward 1919; and “American History,” by D. S. Muzzey. The preface to the Ward edition of Burke’s “Speech on Conciliation” was found to be in certain respects objectionable, and the book therefore has been dropped from the list.
In compliance with this request the School Committee appointed for a hearing the late afternoon of Wednesday, November 15, and in response to a further request that the hearing be in the evening rather than in the afternoon in order to meet the convenience of the members of the City Council, the hour was changed to 8 o’clock P.M. on that day. The City Council was represented at the hearing by one of its members.
The School Committee believes that extreme care is taken to avoid the inclusion upon the so-called Authorized List of any unfit or improper books for use in the public schools, and whenever in the past it has appeared that any books to which reasonable objections may be made have been so included prompt steps have been taken to discontinue the use of such books. This course will be followed in the future as carefully as in the past.
The School Committee welcomes all honest and fair-minded criticism of any of its acts, and particularly when such criticism is helpful and constructive. It does not welcome criticism that seeks merely to tear down or destroy and does not substitute for the object of attack something that is better and more useful.
The members of the Committee have personally examined the books under discussion, with considerable care, both before and after the hearing. They feel, therefore, that they are reasonably well acquainted with the contents of the books and with the objections that have been urged against them. They have also had prepared a careful and dispassionate review under the direction of the Board of Superintendents of all or substantially all of the criticisms made against these books and brought to their attention, and a refutation of these criticisms which, in the opinion of the Committee, justice to the authors demands. The review is hereto appended.
Neither this report, nor the accompanying review should be construed as indicating that the members of the Committee are in entire sympathy and agreement with all the statements which the books contain, nor that proper and balanced emphasis has been placed in all instances upon certain events in our national history. Opinions on this point must necessarily and widely differ and cannot be brought into absolute reconcilement, but such differences certainly are not sufficient to warrant the condemnation of the books nor the impeachment of the sincerity and good faith of the authors.
In the opinion of the Committee, also, there are in the books examples of what might be called “loose writing,” one single instance of which must suffice.
Professor Hart says “the only way to find out what races composed the white population (in 1790) is to examine the family names and they show that about five-sixths were descended from English ancestors; one-twelfth were Scotch, Scotch-Irish, and Irish; ...; [sic] about one-twentieth were Germans, and about one-fiftieth were Dutch.”
We think this is not a correct historical statement to make. True, reliable statistics are, of course, hard to obtain, but it is surely not correct to say that the only way to find what races composed the white population at that time is to examine the family names. For instance, the names of two hundred members of the Charitable Irish Society of this city, a society formed in 1737, have been called to our attention, who were members of that society prior to 1790 and most of them prior to 1770, and who would not, if Professor Hart’s standard obtained of judging from names alone, very likely be considered by him as Irish.
In the course of the hearing irrelevant and extraneous matters were brought to the attention of the School Committee to which it listened with scant patience. The question at issue was the fitness or the unfitness of two books for use in the public schools. In the course of the hearing, what the School Committee regards as unwarranted and ill-founded attacks were made upon the authors of these books. The life of Professor Hart, the service of his two sons in the World War, and his ancestry forbid any suspicion of his loyalty and patriotism. The life of Professor Muzzey and his ancestry, with its record of honorable service in the Civil War, in the War of 1812, and at Lexington, equally forbid any belief that he would be subservient to foreign influence. Any hint or suggestion that either of these gentlemen was influenced to promote British propaganda especially by pecuniary recompense is unthinkable. Nor is their reputation and standing as reliable historians to be impugned by such criticism as is now levelled against them.
The real and only question at issue is whether their histories contain material to which reasonable and proper objection may be made. It goes without saying that no historian has ever succeeded in writing a book which met satisfactorily every point of view, nor does any history place an equal amount of emphasis upon all the topics which it discusses. One history may deal mainly with the social and economic growth of a nation; another with its military or naval exploits; another may dwell at length upon the personal achievements of its great figures; another upon its political development. It is clearly impossible that one brief volume should give adequate treatment to all the steps incident to the origin and growth of a great nation. Therefore, the list authorized for use in the public schools contains not merely a single book, but many histories all differing in their treatment of the subject, and these books are, of course, largely supplemented by the personal instruction and guidance of the teacher.
If the books in question contain so much that is objectionable and unpatriotic, it is singular that some of our great body of intelligent and patriotic teachers have failed to discover these grave defects, and that the books have had so little apparent effect upon the loyalty of the pupils who have had access to them.
The School Committee also deplores the course pursued by the critics of these books in tearing from their context detached sentences and omitting explanations and summaries which are essential to a grasp of the authors’ real meaning. The critic who pursues such a course may easily find opportunity for criticism of any book that ever has been written on the subject of history, and indeed on many other subjects as well.
In the course of the hearing certain passages in these books were attacked on the ground that they gave an unfavorable impression concerning the character and actions of a few of the great party leaders of the time; but it must not be forgotten that in such instances the authors have merely noted the opinions of opposing party leaders.
Unquestionably, the pupils in our schools are perfectly well aware of the severe, pointed and frequently virulent criticism that is constantly being directed against men now in public life. Acquainted with this criticism, is it reasonable to expect them to believe that the leaders of our country in past years were really super-men or demi-gods, and not equally subject to the weaknesses and frailties that surround human life today? Even the revered Abraham Lincoln was the target, in his time, of abuse and vilification. Nor did Washington himself escape the calumnies of some of his contemporaries.
As to the omission of what the critics regard as adequate mention of former national heroes, such as Nathan Hale, Anthony Wayne, Putnam, Sumter, Pickens, Marion, Stark, Sullivan, Knox, Commodore Barry, Sergt. Jasper, Light Horse Harry Lee, Molly Pitcher and Betsy Ross: It should not be forgotten that the exploits of these patriots, important, brilliant and picturesque as they were have been repeatedly emphasized in the course in history during the earlier years of the pupils’ school life while these two books are adapted to use of older pupils.
The School Committee would gladly express its opinion item by item on the various specific criticisms that have been made against these books were it not for the fact that to do so would unduly lengthen this report. They are covered in detail in the accompanying review.[921]
The main and controlling question at present issue is this: Does either of these books contain matter which is unpatriotic, disloyal or calculated to falsely impress the minds of the pupils to whom they are made accessible? If they do, their further use in the schools should not be permitted. If they do not, there is not good and sufficient reason to justify their exclusion and the consequent reflection upon the sincerity and good faith of their authors.
It should not be forgotten moreover that these books are in constant process of revision and correction as errors and misstatements are discovered, and this is true probably of the works of all historians of standing and repute.
It may be pointed out also that those who advance these criticisms do not suggest the titles of other books which they would regard as unobjectionable. On this point they are absolutely silent.
The School Committee, therefore, having given due consideration to the matter, is of the opinion that the criticisms against these two books are not sufficient to justify their exclusion from the Authorized List, and directs that the City Council be so informed.
David D. Scannell.
Frances G. Curtis.
The undersigned, while in agreement with the foregoing report, is, nevertheless, of the opinion that the Board of Superintendents should see that in any future revision of these two books certain statements therein contained, which this report and the accompanying review do not approve, are omitted or modified by the authors or publishers.
Richard J. Lane.
FOOTNOTES:
[920] City of Boston, Proceedings of School Committee, December 18, 1922.
[921] The review is not included in this Appendix.
E. REPORT OF THE PROCEEDINGS OF THE CONVENTION OF THE AMERICAN FEDERATION OF LABOR, CINCINNATI, JUNE, 1922. EIGHTH DAY PROCEEDINGS[922]
“Investigation of Text Books” under the Committee on Education and the Executive Council
The committee is exceedingly glad to report the completion of the survey of text books and social studies under the direction of the permanent Committee on Education and the Executive Council by O. S. Beyer, Jr. This significant piece of work is now in the hands of that committee. Its scope is indicated by the title, “Social Studies in the Public Schools.”
The report is divided into six sections and a supplement, as follows:
Part I—Influences at Work in Public Education:
- The Threat to Public Education.
- Who is Responsible?
- Safeguards and Remedies.
Part II—Nature and Extent of Instruction in Social Studies:
- Importance of the Social Studies.
- Content of the Course.
- Extent to Which They are Being Taught.
Part III—Survey of Social Science Text Books:
- The Importance of the Text Books.
- Growth of the Social Studies.
- Nature of the Tests Applied to the Text Books.
- Summary of the Findings.
- Chief Criticisms of Text Books.
- Text Books in Use.
- The Selection of Text Books.
- Subjects of Investigation Outside of Classroom.
- Topics Discussed in Current Events.
- The Inclusion of the Labor Movement in Courses of Study.
Part IV—Conclusions.
Part V—Recommendations:
- With Regard to This Report.
- With Regard to Future Action.
Part VI—Appendices:
- A. The Number of Schools Using Each Specified Text in Civics.
- B. The Number of Schools Using Each Specified Text in Economics.
- C. The Number of Schools Using Each Specified Text in Sociology.
- D. Observation, Investigation, etc., Carried on Outside the School for Economics Course by Number of Schools.
- E. Observations, Investigations, etc., Carried on Outside of School for Civics Course by Number of Schools.
- F. Typical Subjects Discussed in Current Events by Number of Schools.
Supplementing—Evaluating of Specific Text Books in History, Civics, Economics and Sociology:
- Type of Book.
- General Consideration.
- Specific Considerations.
- Detail Evaluation of Text Books.
- Civics.
- History.
- Economics.
- Sociology.
Part I of the report reveals that a serious threat is menacing our public education system, which, however, is not working itself out so much against the means of education, such as the courses of study and the text books used, as against the human part of our educational system, namely, the great body of teachers. Responsibility for this threat devolves mainly upon a group of extra-educational associations, such as the National Association of Manufacturers, National Industrial Conference Board, “America First” Publicity Association, and others. Their influence, however, is being partially counteracted by public-spirited, progressive educational organizations. Safeguards and remedies are at the disposal of the organized labor movement individually and in coöperation with the progressive educational associations to reform the situation. This section concludes with a description of the many organizations active in the field of public education endeavoring to exert an influence upon it.
Part II brings out the true significance of the social studies in relation to the history, achievements, aims and ideals of the labor movement. It emphasizes, based upon scientific data, the place of the labor movement in the social sciences. Its great significance in modern society is thus clearly established. The opinions and judgments of our most eminent progressive educators are cited in support of these findings, having been secured by special inquiry. This section also reveals that the extent to which these studies which properly deal with the labor movement are being taught is entirely inadequate. Progress, however, has been made in recent years in the extension of the social sciences in our public schools. Nevertheless, very much still must be done. In fact, the whole public educational system, if the ideals of humanity as expressed by the labor movement, are to receive adequate consideration in public education, will require reconstruction around the social studies.
Part III deals with the importance of the text book in teaching the social studies. It describes the basis upon which the tests were formulated by means of which the text books covered in this report were evaluated. The summary of these evaluations are [sic] then presented, together with a résumé of the chief criticisms of the texts scrutinized. In all, 123 text books—47 histories, 47 civics, 25 economics, and 4 sociologies—were evaluated. The tests bring out that one-half of the books (55 per cent) are of the newer type, dealing with the broader aspects of government and the social and industrial life of the people, rather than with forms of organization, military events and abstract theories. Still, a larger proportion (60 per cent) recognized to a greater or less degree the power for growth in our institutions; are dynamic rather than static in their methods of treatment. In dealing with questions of particular interest to labor there is a great divergence in concept as well as in method of treatment. The older formal texts either omit these subjects entirely or treat them so unsatisfactorily that for all practical purposes they might just as well be omitted. Some of the more modern ones deal with them briefly and perfunctorily, but on the whole the newer type of text does attempt to give the labor movement in the problem of industry adequate and just consideration. Failure to do so is apparently due to ignorance of the author or to a hesitancy to deal with this difficult subject, rather than to a deliberate attempt to keep the facts of industry out of the schools. Although numerous cases of error, misleading statements, misplaced emphasis, discrimination against unions, and use of obsolete material, may be pointed out. The survey finds no evidence that text books are being used for propaganda purposes. The publishers, the report considers, are undoubtedly deserving of a great deal of credit for keeping school-books free from propaganda, and to this spirit of fair-play and desire for truth it considers that the organized labor movement may look for help in the correction of erroneous, misleading or unfair statements which mar the pages of otherwise excellent texts.
Concerning the text books in use, the report points out that not only is an increasing supply of the better books becoming available, but there is also a steadily increasing demand for them. The investigation made also reveals the fact that, especially in civics and history, the modern or more approved text is being used to a larger extent than the less satisfactory. Subjects discussed or investigated in supplementary courses of study such as Current Events, the report indicates, pay a great deal of attention to problems and matters of special interest to labor....
FOOTNOTES:
[922] American Federation of Labor, Report of the Proceedings of the Convention of the American Federation of Labor at Cincinnati, June 22, 1922, Eighth Day Proceedings (Washington, D. C., 1922).
F. WISCONSIN LAW OF 1923 AFFECTING HISTORY TEXTBOOKS[923]
An Act To create section 40.36 of the statutes, relating to textbooks used in the public schools.
The people of the state of Wisconsin, represented in senate and assembly, do enact as follows:
Section 1. A new section is added to the statutes to be numbered and to read: 40.36 (1) No history or other textbook shall be adopted for use or be used in any district school, city school, vocational school or high school which falsifies the facts regarding the war of independence, or the war of 1812 or which defames our nation’s founders or misrepresents the ideals and causes for which they struggled and sacrificed, or which contains propaganda favorable to any foreign government.
(2) Upon complaint of any five citizens filed with the state superintendent of public instruction that any history or other textbook which is being used in any district school, city school, vocational school or high school contains any matter prohibited by subsection (1) of this section, the state superintendent shall fix a time for a public hearing upon such complaint, which shall be not more than thirty days from the date of filing said complaint, and shall be conducted either by the state superintendent or the assistant state superintendent, or by one of the state inspectors of schools, to be designated by the state superintendent, and which hearing shall be held at the county seat of the county where the complainants reside. Notice of such hearing shall be given at least ten days prior to the date thereof through the public press and by registered mail to the complainants, the school board interested and to the publishers of such textbook.
(3) Within ten days after such hearing the state superintendent shall make a finding upon such complaint. If he finds that any textbook contains matter prohibited in subsection (1) of this section, he shall make note of such finding in the list of textbooks which he is required by paragraph (b) of subsection (1) of section 40.35 annually to publish and to transmit to all county and city superintendents. No such textbook shall thereafter be placed on the list of textbooks which may be adopted, sold or exchanged in this state.
(4) Every school board, board of education, board of vocational education, or county board of education which has control over the textbooks used in any district school, city school, vocational school, or high school, shall cause any textbook which the state superintendent has found contains matter prohibited in subsection (1) of this section to be withdrawn from use in such school prior to the opening of the school year following the publication of such finding of the state superintendent. No state aid under the provisions of sections 20.25, 20.26, 20.27, 20.28, 20.29, 20.33 and 20.335 of the statutes shall be paid for the support of any district school, city school, vocational school or high school during any year in which any such textbook is used in such school after the finding of the state superintendent.
Section 2. This act shall take effect upon passage and publication.
FOOTNOTES:
[923] Laws of Wisconsin, 1923, chapter 21.
G. THE AMERICAN LEGION SCHOOL HISTORY OF THE UNITED STATES IS TO FOLLOW THESE LINES:[924]
1. It is meant for a textbook to teach history, not literature nor the meaning of words. Hence, it must be simple, easily read in the upper grades of Grammar Schools, that is, by boys and girls from twelve to fifteen. It must fit their intelligence. AVOID INFLATED WORDS: EXPLAIN UNKNOWN IDEAS.
2. It must inspire the children with patriotism, must preach on every page a vivid love of America. It must BELIEVE in our land, and make others believe in it. It must believe in democracy. SPEAK WARMLY; HAVE ENTHUSIASM.
3. It must build up character. It must emphasize that our ancestors accomplished great deeds, and thus strengthen the children to attempt brave deeds themselves. It must tell of noble things and praise them. Hence it should preserve the old patriotic legends, though pointing out where these are legends rather than facts. PRESERVE THE LEGENDS; PRAISE NOBLE DEEDS.
4. It must speak in an earnest spiritual strain, believing in God; and not being afraid to mention Him, though of course never in a sectarian way. It must not rouse religious or racial hatred or distrust. It must create a confidence in righteousness and decency. ENCOURAGE FAITH; BUILD HIGH SELF-RESPECT.
5. It must speak the truth, so that no child learns afterward to distrust it. But in telling the truth it must be careful to tell truth optimistically. It will mention the blunders of the past so the child learns to be careful; but it must dwell on failure only for its value as a moral lesson, must speak chiefly of success. EMPHASIZE EFFORT AND SUCCESS, NOT FAILURE.
6. It must be non-partisan. It must give each State and Section full space and value for the achievements of each, not centralize on any one section. It must give each political party praise for what the party has accomplished, but praise none unduly by belittling others. CARRY NO PROPAGANDA.
7. It must INTEREST the children. Too little emphasis has perhaps been laid on this point. A few facts made living will last with the child; a mass of unattractive detail is soon forgotten. Keep lists of things for an appendix. DEAL WITH PEOPLE RATHER THAN THINGS.
8. As it is to be studied by as many girls as boys, it must interest girl students. It must bring out the womanly side, must mention women, their inspiration to their men, their deeds of devotion as well as their material accomplishments. ENLARGE THE WOMAN PART.
9. As the students have already heard of Columbus, Washington, etc., the text must allow for this. It must avoid repeating obvious things; but it must gather all the child’s odds and ends of historical knowledge into one complete view, a sustained narrative. MAKE A COMPLETE PICTURE.
10. In brief, the book is intended to encourage patriotism, strengthen character, stimulate thought and impress the worth of TRUTH.
Arrangement and Make-Up
The book will be so arranged that it can be furnished in two volumes (dividing at the year 1789) to fit the seventh and eighth years of school work as usually organized.
The paragraph headings are to be in themselves a brief outline of the story; and no other material, such as notes, etc., shall be allowed to break the narrative flow.
Mechanical make-up is to follow the established text book standards as to size, spacing, typography, color and paper to prevent eye-strain. The binding is to be attractive and durable; and the illustrations will be a special feature.[925]
Statement of Principles of the American Legion for the Writing of their American History Textbook, as well as their Attitude toward present-day Textbooks[926]
1. To acquaint the pupils with the basic facts and movements, political, industrial and social, of American History.
2. To emphasize the principles and motives that were of greatest influence in the formation and development of our government.
3. To establish ideals of patriotic and civic duty.
4. To awaken in the pupil a desire to emulate all praiseworthy endeavor.
5. To emphasize the importance of weighing permissible evidence in forming judgments.
6. To present the ethical and moral principles exemplified in the lives of patriotic leaders.
7. To inspire in the pupil an appreciation of the hardships endured and sacrifices made in establishing and defending American ideals.
8. To develop in the pupil a love for American institutions and the determination to maintain and defend them.
9. To bring the light of reason and experience to bear on radical or alien theories of economic and political systems.
10. To enable the pupil to interpret the present in terms of the past and to view intelligently the functions and the value of existing institutions.
In brief, the attitude of The American Legion toward current history texts is set forth by the following report on history investigation:
The committee on history investigation, at the time this report was written, had about half completed their investigation.
Much of the agitation and complaint regarding school textbooks in history has apparently come from prejudiced sources—from men and institutions that are themselves propagandists and who use this method of checking their own un-American sentiments.
The formal complaints published after “investigation” have been by men apparently incompetent to sit in judgment on historical data. For example, the Commissioner of Accounts of New York City. We believe that there are a sufficient number of thoroughly competent educational experts who can pass on such matters without calling in a Commissioner of Accounts.
We do not believe that such men as Muzzey of Columbia University, West of the University of Michigan [sic], Hart of Harvard, McLaughlin of Chicago University, Van Tyne of the University of Michigan, Guitteau, Director of Schools, Toledo, are unpatriotic or that their books were written as the result of organized propaganda.
We believe, however, that the authors have laid themselves open to just criticism because of the fact that they have sometimes made statements from the point of view of a critic or investigator rather than from that of a teacher. Their work is thus perhaps legitimate for the advanced student and investigator but not in our opinion for the public school pupil.
We believe also that some of these authors are at fault in placing before immature pupils the blunders, foibles and frailties of prominent heroes and patriots of our Nation. History should be taught with a view to inspiring our boys and girls with love of country and admiration for noble ideals. If a pupil is led to believe that a great National hero was guilty of weakness and crime he is likely to excuse such failings in himself and others. School texts should not belittle men who have given their lives for their country even if it should be discovered by experts that they have been subject to ordinary human frailties.
We believe too that some of the writers have been guilty of introducing matters of controversial nature without giving adequate space (which in the nature of the case they could not do) for presentation of the essential facts on both sides. In some instances the author’s own personal views in such subjects seem to be exploited. An example is the treatment of the tariff in some of the text books.
Material is sometimes presented to give critical results of recent historical research, rather than to influence good citizenship. The list of fundamental principles of The American Legion History given above states our ideas of the matter which should be presented and the method of its presentation.
With regard to subjects that may be internationally controversial, such as the American Revolution, it should be borne in mind that a good majority of the colonists supported the Revolution and had firm faith in the rectitude of their conduct and that almost all of our people have since believed that they were right, and we do not believe that it is in the interest of good citizenship to have that faith called in question.
We believe that much of the criticism against so-called pro-Anglican statements is prompted by pro-German sentiments. For example the objection to referring to England as the mother country. The Colonists themselves used this term. The objection seems to be purely captious and in a line with a recent agitation to create another language than the English as the language of America.
While we do not believe in glorifying war we believe that some of our great National victories and our National heroes should be written up in a more inspirational manner than is done in some histories. We are confident that this will be accomplished in The American Legion History now being written.[927]
FOOTNOTES:
[924] Horne, Charles F., Editorial Director, The American Legion, The American Legion School History (30 Church Street, New York, 1923).
[925] See the Principles of the American Legion as announced in 1925 by the Director of Americanism. These follow on the next page. The attitude of the Legion toward history textbooks as given by Mr. Cross, the Director, is included.
[926] Received from Frank C. Cross, National Director Americanism Commission, American Legion, December, 1925.
[927] According to a statement in the Boston Herald, May 7, 1926, the Legion withdrew its support, June, 1925, due to opposition within its membership, when it abrogated its contract with the United States History Publishing Company. As a result, they were “to receive no financial benefit from the sale of the history; permission, however, was granted to the company to carry on its title page the fact that the book was prepared at the suggestion of the American Legion.” A letter to the author, May 13, 1926, from the Assistant National Director, Americanism Commission, however, declares: “The Legion has not retracted in its position relative to this history.... The only change made is that the National Executive Committee annulled the arrangement whereby the Legion was to receive a percentage from the sale of these books. The United States History Publishing Company is a private concern.”
H. AMERICAN BAR ASSOCIATION, Report (1924).
Committee on American Citizenship, “Our Citizenship Creed.”[928]
1. I am living under a government—and am myself a part of such government—wherein at least an elementary knowledge of the nature and principles of this Government must be generally diffused among the great mass of its citizens. I therefore believe it to be my duty to inform myself on American history, the foundations of our Government as embodied in the United States Constitution, and the application of the principles therein contained to present-day problems.
2. Since ours is a government of, for, and by the people, it is by the very same token a government of and by public opinion. It is, therefore, my duty, as a good American citizen, to help form public opinion in the community in which I live in order that all citizens may hold intelligent, just, and humane views on governmental questions and endeavor to have such views embodied in our laws.
3. Since popular government is shaped in the first instance by the exercise of suffrage, it is one of my primary duties as a good American citizen to cast my ballot in all local, state and national elections and to urge my fellow-citizens to do the same.
4. Since ours is “a government of laws and not of men,” and since an orderly government can exist only through laws justly administered and impartially enforced, I declare it to be my duty as a good citizen to serve as a juror whenever summoned, and to use my influence in every proper way to the end that lawyers, judges and jurors so conduct the administration of justice as to entitle the law and the courts to popular approval and support.
5. I believe that we Americans have the best government that has ever been created—the freest and the most just for all the people—and that it is my duty to uphold and defend this Government at all times. I believe that just as the “Minute Man of the Revolution” was ready upon a moment’s notice to defend his rights against foreign usurpation, it is my duty as a patriotic American to be a “Minute Man of the Constitution,” ready at all times to defend the long-established and cherished institutions of our Government against attacks, either from within or without, and to do my part in preserving the blessings of liberty for which my revolutionary forefathers fought and died.
6. I believe that as a good American citizen I must maintain continuously a civic consciousness and conscience; that my country needs my active service in times of peace no less than in war; that patriotism must be a constituent part of my religion; that no prouder boast can emanate from my lips than truly to declare, “I am an American citizen,” and that as an American citizen the Constitution of the United States ought to be as actual a part of my life and of my religion as the Sermon on the Mount.
FOOTNOTES:
[928] Report of the Forty-Seventh Annual Meeting of the American Bar Association ... 1924, p. 271.