The movement to rewrite the history of the United States in the interest of England is so widespread and persistent that the chairman of the Americanization Committee of the Massachusetts Chamber of Commerce, in November, 1919, published an expose of his discoveries and conclusions as to the extent of the British propaganda, in which he said:
To work among aliens to build up respect and loyalty for the United States while a stupendous plot is under way to destroy the very thing which we are pleading with these aliens to preserve is wasted effort.
In view of the efforts to burden the shoulders of George III with the offenses that led to the Declaration of Independence while exonerating the English people of any guilt, by representing him as a “German King” to the uninformed minds of our school children, it is pertinent to quote Lord Macaulay’s description of George III:
The young king was a born Englishman; all his tastes, good or bad, were English.... His age, his appearance and all that was known of his character conciliated public favor. He was in the bloom of youth; his person and address were pleasing. Scandal imputed to him no vice; and flattery might without any glowing absurdity ascribe to him many princely virtues.
We find nothing in Macaulay to warrant the conclusion that George, a born Englishman in the third generation, was not complete master of the English language, as has been alleged; and, moreover, if he can reasonably be called a German, because of his German ancestry, it follows that the same allegation can be reasonably preferred against President Wilson, and that, because of his even nearer English ancestry, he is really an Englishman and not an American—an imputation which his partisans would declare an absurdity on its face.
A further proof of the vicious misrepresentation which describes George III singly and alone responsible for the cause of the Revolution is contained in the words of our forefathers themselves. They must have known whom they were fighting, who tyrannized over them and who were trying to subjugate them. And this is what they said to the world:
In every stage of these oppressions we have petitioned for redress in the most humble terms. Our repeated petitions have been answered only by repeated inquiry.... Nor have we been wanting in attention to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations. They, too, have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity which denounces our separation, and hold them, as we hold the rest of mankind, enemies in war, in peace friends.
American School Children and English Propaganda.
American School Children and English Propaganda.—The Encyclopedia Britannica says: “The notion that England was justified in throwing on America part of the expenses caused in the late war was popular in the country.... George III, who thought that the first duty of the Americans was to obey himself, had on his side the mass of the unreflecting Englishmen who thought that the first duty of all colonists was to be useful and submissive of the mother country.... When the news of Burgoyne’s surrender at Saratoga arrived in 1777, subscription of money to raise new regiments poured freely in.”
It is not enough to disprove the absurd statement that the English people had no responsibility for the stamp act and the oppressions that were practiced against the American colonies, and that all these evils were the work of George III; it is vital for the American people to recognize the danger of the ultimate aim of the Anglo-American publishers who are supplying the public schools with histories in which the English are exalted and the Germans represented as our immemorial enemies, all contrary evidence notwithstanding. (See under “[Frederick the Great],” elsewhere.)