These and other efforts of the Sons of the American Revolution to censor history textbooks have resulted in their elimination from many lists of approved textbooks. According to F. W. Millspaugh, vice-president of the Tennessee chapter, “efforts to have certain books withdrawn from public schools in Tennessee and Alabama have been unvaryingly successful.”[812] Muzzey’s history, according to Judge Wallace McCamant, was excluded from the schools of Adrian, Michigan, Murfreesboro and Nashville, Tennessee, Florence, Alabama, and a number of schools in Kentucky, and “all of the objectionable histories ... from the schools of Indiana on a hearing before the textbook commission and as a result of the attack made upon them by the Sons of the American Revolution.”[813] According to Captain Conner, “Muzzey’s history has been taken out of the schools of Burley, Coeur d’Alene, Idaho Falls, Nampa and Pocatello, and West’s history has been taken out of Boise as a result of the activities of the National Society acting through the Idaho Society.”[814]
Although many places have barred the books under suspicion, success has not everywhere attended the efforts of the Sons of the American Revolution. This is accounted for by Judge Wallace McCamant because of “the attempt made by the educators responsible for its [815]
But others than “the educators” and “the publishers” have opposed the efforts of the Sons of the American Revolution in their attempts at textbook censorship. “Individual members” of the organization “in Rhode Island, New Jersey, the District of Columbia, Ohio, South Dakota and California have taken issue publicly with the work of ... the [national] Committee.”[816] For example, the historian of the Passaic Valley (New Jersey) chapter, in reviewing Muzzey’s textbook, asserted that “the whole trend of the book is to tell the logical course of events, and to explain the causes of events,” and that there was “no ground” for Judge McCamant’s observation that “the author has ‘no abiding conviction in American fundamentals; no enthusiastic veneration for the great men who founded the Republic.’”[817]
Other dissenters from Judge McCamant’s opinion were in general agreement with this statement, another member of the Sons of the American Revolution suggesting that “one must surmise that Judge McCamant came to the book determined to be displeased.”[818]
A mutuality of interest with the Sons of the American Revolution in censoring school histories is seen in the action of the Sons of the Revolution at St. Louis in December, 1922. Aroused by an address of Roy F. Britton, president of the local chapter, a resolution to investigate history text-books used in the St. Louis schools was unanimously adopted. In Major Britton’s report to the local chapter he expressed disapproval of Muzzey’s An American History and Hart’s School History of the United States, books which he himself had examined, as well as condemning Ward’s edition of Burke’s Speech on Conciliation with America and Guitteau’s Our United States, which he had not examined. The last two books used in the St. Louis schools were also classed with the “de-Americanized” histories because “several men of prominence, apparently speaking with authority, as well as certain patriotic societies and newspapers have denounced” them.[819] McLaughlin and Van Tyne’s A History of the United States for Schools and West’s History of the American People were cited likewise as examples of the “revisionists’ methods” according to men like Charles Grant Miller and Charles Edward Russell.[820] Major Britton’s efforts received the approval of some of the newspapers of St. Louis for the “real service” he had rendered,[821] one editorial remarking that school histories should set forth that the American Revolution was “a tremendous exhibit of resolution and courage to set at naught the most powerful military and naval country of the time.”[822]
Other patriotic organizations have likewise attested their interest in the status of present-day history instruction. The Descendants of the Signers of the Declaration of Independence, on July 4, 1922, at their national convention, asserted an aversion to public school histories which would “misinterpret the men and measures, manners and methods and the great events of the Revolution and the subsequent periods leading up to the Constitution of 1787.”[823] The Veterans of Foreign Wars in National Encampment on August 24, 1922, “indignantly” protested against the alleged un-American histories, and commended Charles Grant Miller for his “patriotic service” in exposing and checking “a sinister attempt to degrade our country’s history.”[824]
Similar action was taken by the New York State Department, Grand Army of the Republic, in 1923, in demanding the presentation of “true American history,”[825] and by the National Society Daughters of the American Revolution in 1923.[826] The United Spanish War Veterans in annual convention deplored the “British propaganda” found in a school history,[827] and the Veterans of the Seventy-Eighth Division of the American Legion at Atlantic City, in September, 1923, passed resolutions for the suppression and removal from the schools of all unpatriotic textbooks and “particularly history books.”[828]
These criticisms upon history textbooks impelled the American Legion to undertake, in 1922, the writing of an American history. This project received the endorsement of more than fifty national patriotic societies, but the preparation of the textbook was first entrusted to Charles F. Horne, professor of English in the College of the City of New York and editorial director of the American Legion. According to Mr. Horne, the Legion had as a purpose “an absolutely honest history ... in no sense boastful or extravagant.”[829] In the statement of their principles, the Legion expressed a desire that their history “speak the truth, so that no child learns afterwards to distrust it. But in telling the truth it must be careful to tell the truth optimistically. It will mention the blunders of the past so that 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....”[830]
The Legion, among other things, likewise set up as a principle for their textbook the inspiration of patriotism. Upon “every page a vivid love of America” must be preached. It was their conviction that such a book should “encourage patriotism, strengthen character, stimulate thought and impress the worth of Truth.”[831]
In 1925, The Story of Our American People expressed in a tangible form the aims of the Legion. Two volumes offer solace to those whose sensibilities have been wounded by the treatment accorded events in the American histories most commonly used in the public schools. For the pupil is taught that “this is the land of hope,” a land that “even strangers love,”—looked upon by “the poor folk and oppressed of other lands ... as a kind of paradise, ... where work brings its best reward, the one region where Peace seems assured, the land of Opportunity ...” to which even “the leaders of other countries” turn “as a land of Power, able to help them in their political troubles, yet not grasping at their rights.”[832]