Public opinion and the teaching of history in the United States

by Bessie Louise Pierce

In line with the other states Michigan declared, by a statute of May 17, 1921, that the study of the state and federal constitutions should begin not later than the eighth grade and continue throughout the high school course to an extent to be decided upon by the state superintendent of public instruction.[250] In Wisconsin, provision was made for instruction in the history and civil government of the United States and of Wisconsin, and in citizenship,[251] and Illinois, on June 21, 1921, passed “An Act to make the teaching of representative government in the public schools and other educational institutions in the State of Illinois compulsory.”[252] This law endorsed the teaching of patriotism through a knowledge of “the principles of representative government, as enumerated in the Declaration of Independence and the Constitution of the United States and the Constitution of the State of Illinois,” and was required in all schools maintained in whole or in part by state funds. The law provided, also, for one hour of such instruction each week in the seventh and eighth grades, with an equal amount of time in the high school.

On March 31, 1921, Iowa added to her requirements a provision that all public and private schools should give regular courses of instruction in the constitution of the state and nation, beginning not later than the eighth grade and continuing in the high school to an extent to be determined by the superintendent of public instruction. A Nebraska statute of that year established for all schools courses in American history and civil government to give “a thorough knowledge of the history of our country and its institutions and of our form of government.”[253]

In Oklahoma, instruction in American history must commence in the primary grades of all schools, both public and private, beginning with the lowest and continuing through all primary years, with the privilege of substituting state history in one of the grades. For this instruction, there should be allotted at least one hour each week. It was specifically stated that the purpose of the statute was to instil in the hearts of the pupils “an understanding of the United States and of a love of country and devotion to the principles of American government,” and that “such instruction ... shall avoid, as far as possible, being a mere recital of dates and events.” For the high school, at least one full year’s work in American history and civics was required, and no college, normal school, university or chartered institution of learning in the state was allowed to confer a degree until a student had passed a course in American history and civil government.[254]

The social study requirement of Colorado for her public schools consisted of the history and civil government of the state,[255] and Arizona in her law specified that not less than two years’ instruction in civics, economics, and American political history and government be provided for all common schools, high schools, normal schools and universities.[256] Nevada, in her enactment of February 24, compelled all schools including colleges, save exclusively scientific schools, to teach American history, history of the state, and American civil government.[257] Included as a part of this law was a provision for patriotic exercises for at least an hour in each school week. New Mexico, declaring that the passage of a law prescribing the teaching of national and state history and government was “necessary for the public peace and safety,” made the statute effective immediately,[258] and California again essayed an endorsement of the history of the state and nation with emphasis upon the adoption of the Constitution.[259]

In 1922 the commonwealth of Virginia enacted a law similar to those passed the previous year in fourteen other states. By this statute, pupils enrolled in the public free schools are taught civil government, history of the United States and the history of Virginia. The 1922 session of the Rhode Island legislature adopted much the same kind of a provision for all public and private schools by making obligatory the teaching of the principles of popular and representative government and the history of Rhode Island.[260]

An adherence to the early method of endorsing the teaching of patriotism characterized enactments in Idaho, Nevada, and Utah. In the last state, instruction “tending to impress upon the minds of the pupils the importance and necessity of good manners, truthfulness, temperance, purity, patriotism, and industry,” was prescribed in connection with the regular school work.[261] Nevada, four years before the passage of Utah’s law, provided for civic training in her high schools, whose purpose was to “inculcate a love of country and a disposition to serve the country effectively and loyally,” both in times of peace and of war.[262]

Idaho, through the office of the teacher, continued the practice of prescribing the teaching of patriotism as a duty of the teacher through that intangible method of impressing upon the minds of the pupils “the principles of truth, justice, morality, and patriotism.”[263] Wisconsin, also, sanctioned moral instruction through training by the teacher.[264]

Since 1923, nineteen states have passed laws affecting the social study curriculum. In general, their purpose is to instil “into the hearts of the various pupils ... an understanding of the United States, ... a love of country, and ... a devotion to the principles of the American Government.”[265]

Through statutes passed in 1923, Arkansas, Mississippi, Ohio, Tennessee and West Virginia require the teaching of United States history and the Constitution; and Kansas adopted the same requirement in 1925.[266] Instruction in the federal constitution is prescribed in Alabama, Idaho, New Jersey, Oregon and Utah by enactments in 1923, and in New York by a law of 1924. Statutes in Delaware and North Carolina[267] require the study of the constitutions of the nation and the state, and Texas adds to that regulation a recommendation that special emphasis be placed on “the guarantees contained in the Bill of Rights.”[268] The Minnesota law prescribes for all schools “regular courses in the Declaration of Independence and the Constitution of the United States, to an extent to be determined by the State Commissioner of Education.”[269] In New Mexico a similar enactment requires an understanding of the Declaration of Independence, as well as a knowledge of state and national history and government.[270]

For her schools California establishes “regular courses of instruction in the constitution of the United States, including the study of American institutions and ideals,” and Georgia adopts a similar requirement adding the study of state government. In both states it is provided that no pupil shall receive a certificate of graduation who has not passed satisfactorily examinations in the required subjects.[271]