,,public ,,opinion ,,and ,,the ,,teaching ,,of ,,history ,,some ,,recent ,,borzoi ,,texts ,,the ,,history ,,and ,,prospects ,,of ,,the ,,social ,,sciences edited by ,harry ,elmer ,barnes ,a ,,guide ,,to ,,the ,,study ,,of ,,english ,,history by ,william ,t4 ,morgan ,,history ,,and ,,social ,,intelligence by ,harry ,elmer ,barnes ,,factors ,,in ,,modern ,,history by ,a4 ,f4 ,pollard ,a ,,history ,,of ,,russia by ,sir ,bernard ,pares ,public ,opinion and ,the ,teaching of ,history in the ,united ,states ,,by ,,bessie ,,louise ,,pierce1 ,,ph4,d4 ,associate ,professor of ,history1 ,university of ,iowa ,head of the ,department of ,social ,studies ,university ,high ,school ,illustration ,,new ,,york ,,alfred ,a4 ,,knopf #aibf ,,copyright1 #aibf1 ,,by ,,alfred ,a4 ,,knopf1 ,,inc4 ,,set ,,up1 ,,electrotyped1 ,,printed ,,and ,,bound ,,by ,,the ,,plimpton ,,press1 ,,norwood1 ,,mass4 ,,paper ,,supplied ,,by ,s4 ,d4 ,,warren ,,co4 ,,boston1 ,,mass4 ,,manufactured ,,in ,,the ,,united ,,states ,,of ,,america ,,to ,,arthur ,m4 ,,schlesinger ,,in ,,gratitude ,,preface ,many influences have conditioned the teaching of history in the public schools--local and national1 statutory and constitutional1 ephemeral and enduring1 religious1 educational1 racial and patriotic4 ,it is the purpose of this study to give an historical account of some of the attempts to control the teaching of history in the public schools4 ,the first four chapters trace the legislative control that has been exerted in all periods of our history1 beginning with the educational enactments of the early colonies and following the development of the curriculum to the present time4 ,such statutory control falls into fairly definite periods4 ,the first embraces the earliest statutes relating to public education4 ,during this period history was introduced into the school curriculum as a separate subject specified by law4 ,the next stage1 #ahfj to #aijj1 was characterized by the influences set in motion by the ,civil ,war and the ,economic ,revolution4 ,in the years from #aijj to #aiag1 the history curriculum reflected the new interest of the ,american people in the social and economic conditions that had developed4 ,from #aiag to the present1 the dominant note has been a dynamic patriotism growing out of the ,world ,war4 ,besides the legislative aspects of the subject1 ,i have endeavored to set forth the propagandist influences on textbook-making exerted by religious1 patriotic1 racial and other organized groups4 ,within the last five years attention to an unprecedented degree has been focused upon history and its allied subjects4 ,although much interest has been attached to the agitation carried on since the ,world ,war1 similar movements marked earlier periods4 ,a chapter on ,disloyalty ,charges against ,teachers since #aiag has been included as pertinent to the discussion in general4 ,because of their kinship with history1 the other social studies have been considered4 ,the term social studies has been used to embrace history1 economics1 government and sociology4 ,geography has not been included1 because it but recently acquired a place in the curriculum as a social study4 ,more attention1 furthermore1 has been paid to the subject of history1 since it has been the chief social study in the public school curriculum4 ,there has been no attempt to portray the extent to which laws have been enforced4 ,throughout it has been my desire to narrate without partiality or prejudice the facts relating to the subject under discussion4 ,in the preparation of this volume ,i am indebted to many friends for advice and coperation in obtaining material4 ,in the search for present-day conditions ,i have drawn heavily upon many correspondents including school superintendents1 textbook authors and publishers1 as well as those engaged in criticising school histories4 ,to all who have aided1 ,i would here express my sincere gratitude4 ,i have particularly profited by the guidance and constructive criticism of ,professor ,arthur ,m4 ,schlesinger of ,harvard ,university1 who first called the subject to my attention1 and who is chiefly responsible for whatever merit there is in this study4 ,i am indebted for many helpful suggestions to ,professor ,ernest ,horn of the ,university of ,iowa1 to ,professor ,carl ,wittke of ,ohio ,state ,university1 and to ,dr4 ,richard ,j4 ,purcell of the ,catholic ,university of ,america4 ,these acknowledgments would not be complete without mentioning my obligation to my sister1 ,anne ,e4 ,pierce1 for assistance at all stages in the preparation of the manuscript1 and to my mother1 whose spirit of coperation has proved a constant source of inspiration4 ,b4 ,l4 ,p4 ,,contents ,,part ,i ,,statutory ,,regulation ,,of ,,the ,,teaching ,,of ,,history ,i4 ,the ,periods of ,beginnings #c ,,ii4 ,nationalism and ,localism in ,history ,legislation1 #ahfj-aijj #ab ,,iii4 ,laws for the ,expansion of the ,history ,curriculum1 #aijj-aiag #dc ,,iv4 ,the ,effect of the ,world ,war on ,laws for ,teaching ,history #gj ,v4 ,disloyalty ,charges ,against ,teachers ,since #aiag #aaa ,,part ,,ii ,,the ,,activities ,,of ,,propagandist ,,agencies ,,vi4 ,attempts to ,control ,textbooks #ace ,,vii4 ,the ,attack on ,history ,textbooks ,since #aiag #bjf ,appendices #cja ,bibliography #cci ,index #cee ,,part ,i ,,statutory ,,regulation ,,of ,,the ,,teaching ,,of ,,history 8,the law is only a memorandum 444 and as fast as the public mind is opened to more intelligence1 the code is seen to be brute and stammering4 ,it speaks not articulately and must be made to4444 ,the history of the ,state sketches in coarse outline the progress of thought1 and follows at a distance the delicacy of culture and of aspiration40 ,,emerson1 ,essays and ,english ,traits4 ,,part ,i ,,statutory ,,regulation ,,of ,,the ,,teaching ,,of ,,history ,,chapter ,i ,,the ,,period ,,of ,,beginnings ,statutory prescriptions of history as a specific subject in the ,american public school had their beginning in the years between #ahbg and #ahfj2 yet the way for such enactments had been charted by earlier educational legislation4 ,for example1 in #afdb the ,massachusetts ,puritans provided that every child be taught enough 8to read and understand the principles of religion and the capital laws of the country10#a and returning to the subject in #afdg1 expressed their belief that education would serve to 8thwart that auld deluder ,sathan0 whose 8cheife project was to keep men from ye knowledge of ye ,scriptures40#b ,in the course of time it was natural that the function of education should enlarge4 ,from the religious conception inevitably sprang a belief in education as a means of imparting an understanding of the principles of 8right living40 ,the individual as a virtuous1 polite1 and exemplary force in the community became the objective of the lawmaker4 ,closely allied with this conviction was a faith in education as an instrument for teaching patriotism and for training in the fundamentals of government4 ,thus1 in #agcb1 ,new ,york justified the establishment of her schools on the ground that 8good ,learning is not only a very great ,accomplishment but the properest ,means to ,attain ,knowledge1 ,improve the ,mind1 ,morality and good ,manners and to make ,men better1 wiser and more useful to their ,country as well as to themselves40#c ,in #aghj ,massachusetts took a similar stand1#d perceiving in her schools a method of directing the masses in the great undertaking of self-government1--a function recognized by ,washington1 ,john ,adams1 ,jefferson and other men of the day4#e ,other commonwealths also accepted education as a means to 8preserve and perfect a ,republican ,constitution0 and to 8secure the blessings of liberty40#f ,these early laws thus paved the way for those of a later time4 ,they laid the foundation of an education directed toward the development of civic efficiency4 ,yet their influence was circumscribed by the virtual absence of free1 public schools4 ,this lack1 however1 the second quarter of the nineteenth century was destined to remedy2 for such was the democratic awakening of the 'twenties and 'thirties that nearly every field of human activity was transformed4 ,trade associations attested a quickened consciousness in the laboring man2 reform movements bore testimony to a new social point of view2 and an aroused electorate chose for the highest office of the land that exponent of democracy1 ,andrew ,jackson4#g ,in the states outside of ,new ,england little had been accomplished in the early years of the century toward the establishment of tax-supported schools4 ,with the extension of manhood suffrage1 however1 came the realization that the functions of government were safe only in the hands of an enlightened electorate--a conviction which had come only after much agitation and bitter argument4 ,gradually and inevitably the public school1 supported by public funds1 became the embodiment of the democratic ideal in which 8intelligence is the grand condition40#h ,the year #ahbg signalized the entrance of ,united ,states history into the school curriculum as a study required by law4 ,at this time both ,massachusetts and ,vermont made the teaching of national history compulsory4 ,the ,massachusetts law provided that 8every town1 containing five hundred families or householders1 shall maintain a school to be kept by a master of competent ability and good morals1 who shall 444 give instruction in the history of the ,united ,states1 book-keeping1 surveying1 geometry1 and algebra2 and such last mentioned school shall be kept for the benefit of all the inhabitants of the town1 ten months at least1 exclusive of vacations each year 4442 and in every town containing four thousand inhabitants1 the said master shall1 in addition to all the branches of instruction before required in this chapter be competent to instruct in the ,latin and ,greek languages1 and history1 rhetoric and logic40#i ,the ,vermont statute1 designed for the elementary school1 required that 8each organized town in this state shall keep and support a school or schools1 provided with a teacher or teachers1 of good morals1 for the instruction of youths in 444 the history of the ,united ,states1 and good behavior40#aj ,counterparts of these laws presently appeared in other states4 ,in #ahdf ,new ,hampshire prescribed history as a subject in high schools1#aa and shortly after it was sanctioned by ,rhode ,island4#ab ,in #aheg the ,massachusetts legislature placed ,united ,states history in her elementary schools1 and added general history1 the 8civil polity0 of the commonwealth and political economy to the required subjects for high schools4#ac ,three years later1 she again committed herself in favor of the social studies in the curriculum4 8,in every town10 the law read1 8there shall be kept for at least six months in each year1 a sufficient number of schools for the instruction of all the children 444 in orthography1 reading1 writing1 ,english grammar1 geography1 arithmetic1 the history of the ,united ,states and good behavior44440 ,this law further required in every town of five hundred families or householders the maintenance of a school in which instruction in general history and the 8civil polity0 of the commonwealth and of the ,united ,states should be given1#ad and also permitted the teaching of political economy4#ae ,the ,south did not awaken to the needs of public education at this early period because of its institutional and economic development4 ,virginia was the only state of that section to enact legislation relating to the teaching of history before the ,civil ,war4 ,in #ahdi she provided that in district schools 8shall be thoroughly taught1 444 history1 especially that of the ,united ,states and of ,virginia40#af ,none of the states of the ,middle ,west followed the example set by ,massachusetts and ,vermont in #ahbg2 but ,california1 still in a pioneer stage of development1 required instruction in the federal and state constitutions in her grammar schools1 as well as political economy in the high schools4#ag ,this provision constitutes one of the first attempts by statute to place the subject of government in the curriculum1 although several of the older states had at an early time emphasized the necessity of a knowledge of the state law4#ah ,in fact1 such was the lack of systematic instruction in 8political morals0 at this time1 that foreign travelers commented upon it1 and ,harriet ,martineau stigmatized it as 8an enormous deficiency in a republic10 where participation in government was a birthright of all4#ai ,by #ahfj1 only six states had passed laws requiring the teaching of the social studies4 ,to the east lay ,massachusetts1 ,vermont1 ,new ,hampshire1 and ,rhode ,island2 to the south1 ,virginia2 and to the far west1 ,california4 ,to the first requirement of ,united ,states history had been added provisions necessitating the presentation of general history1 political economy and civil government1 and ,virginia had prescribed a study of the history of the state4#bj ,it was not until after the ,civil ,war that history acquired a real place in the public school curriculum4 ,,the ,,certification ,,of ,,teachers ,the interest awakened in public education led also to the passage of laws for the certification of teachers4 ,often legislation of this type indirectly describes the character of the curriculum1 for1 in general1 the teacher was examined in those subjects which he was expected to teach4 ,at an early time1 the chief qualifications for teachers seemed to be 8good morals0 and 8competency10 but with the expansion of the curriculum1 there were added1 in many cases1 specifically named subjects4#ba ,thus a ,connecticut law of #ahda provided that 8the board of visitors of the schools 444 shall 444 examine all candidates for teachers 444 and shall give to these persons with whose moral character1 literary attainments1 and ability to teach1 they are satisfied1 a certificate1 setting forth the branches he or she is found capable of teaching2 provided that no certificate shall be given to any person not found qualified to teach reading1 writing1 arithmetic1 and grammar1 thoroughly1 and the rudiments of geography and history40#bb ,in #aheg in the ,revisions of their laws1 ,maine and ,rhode ,island specified a knowledge of history as a necessary qualification for a teacher4#bc ,illinois1 in her ,revised ,statutes of #ahde1 included a law which made it the duty of the school commissioner to examine 8any persons proposing to teach a common school1 in any township in his county10 on the candidate's ability to teach the usual branches1 including 8the history of the ,united ,states40#bd ,in #ahdf1 during the period of her earliest legislation1 ,iowa prescribed the history of the ,united ,states as a requirement for a teacher's license4 ,this state is an example of those states which have passed little legislation defining the content of the curriculum1 but have secured the same end by specifying subjects for the examination of their teachers4 ,the law appeared again in the ,code of #ahea1 but history was dropped from the required list of subjects in #aheh4be ,legislation in ,nebraska took much the same course as had that in ,iowa4 ,in #ahee1 the territorial laws placed ,united ,states history among the subjects required in a teacher's examination1 but the laws of #ahef ignored it as a prescribed subject4#bf ,,footnotes3 #a ,shurtleff1 ,n4 ,b41 ed41 ,records of the ,governor and ,company of the ,massachusetts ,bay in ,new ,england1 #e v4 7,boston1 #ahec71 ,vol4 ,,ii1 p4 #f4 #b ,ibid41 p4 #bjc4 ,connecticut in #afej expressed a similar purpose for the establishment of her schools4 ,the ,code of ,connecticut1 #afej1 p4 #ij4 #c ,laws of the ,colony of ,new ,york1 #agbj-agcg1 ,vol4 ,,ii1 p4 #hac4 #d 8,wisdom and knowledge1 as well as virtue1 diffused generally among the body of the people being necessary for the preservation of their rights and liberties2 and as these depend on spreading the opportunities and advantages of education in the various parts of the country1 and among the different orders of the people1 it shall be the duty of legislatures and magistrates1 in all future periods of this commonwealth1 to cherish the interests of literature and the sciences1 and all seminaries of them2 444 especially public schools and grammar schools in towns2 4440 ,thorpe1 ,francis ,newton1 editor1 ,the ,federal and ,state ,constitutions1 ,colonial ,charters1 and other ,organic ,laws of the ,states1 ,territories1 ,now or ,heretofore ,forming the ,united ,states of ,america4 #g v4 7,government ,printing ,office1 ,washington1 #aiji71 ,vol4 ,,ii1 p4 #aijg4 ,similar statements were placed in the constitutions of neighboring ,new ,hampshire1 ,vermont and ,maine4 ,indiana1 ,arkansas1 ,mississippi1 ,missouri1 ,rhode ,island1 ,south ,dakota1 ,tennessee1 ,kansas and ,north ,dakota have likewise pinned their faith to 8knowledge and learning0 as an agent for democratizing the government as well as for the encouragement of 8the principles of humanity1 industry1 and morality40 ,ibid41 ,vol4 ,,iv1 p4 #bdhg2 ,vol4 ,,ii1 pp4 #ajfi1 #ajhf2 ,vol4 ,i1 pp4 #bhc1 #cbb1 #cec2 ,vol4 ,,iv1 p4 #bjhj2 p4 #bbab2 ,vol4 ,,vi1 p4 #cbcc2 p4 #ccgc2 p4 #cdfi2 ,vol4 ,,ii1 p4 #abcb2 ,vol4 ,v1 p4 #bhgb4 ,in constitutions adopted at a much later time the same purposes of education are often expressed4 ,in #aghi a ,massachusetts law charged 8instructors of youth0 that they should 8take diligent care1 and to exert their best endeavors to impress on the minds of children and youth committed to their care and instruction1 the principles of piety1 justice1 and a sacred regard to truth1 love to their country1 humanity1 and universal benevolence1 sobriety1 industry1 and frugality1 chastity1 moderation and temperance1 and those other virtues which are the ornament of human society1 and the basis upon which the ,republican ,constitution is structured4 ,and it shall be the duty of such instructors to endeavor to lead those under their care 7as their ages and capacities will admit7 into a particular understanding of the tendency of the above mentioned virtues1 to preserve and perfect a ,republican ,constitution1 and to secure the blessings of liberty1 as well as to promote their future happiness2 and the tendency of the opposite vices to slavery and ruin40 ,statutes of ,massachusetts1 #aghj-ahjg1 sec4 #d1 ,vol4 ,i1 pp4 #dgj-dga4 ,on the statute books in #ahbc4 ,also ,statutes1 #ahbf1 ch4 #adc1 p4 #ahj2 also ,general ,statutes1 #ahfj1 ch4 #ch1 sec4 #aj1 p4 #baf2 also ,public ,statutes1 #ahhb1 ch4 #dd1 sec4 #af4 ,this law became the source of many similar in character4 #e ,in #aghd1 ,jefferson took occasion to declare1 8,in every government on earth is some trace of human weakness1 some germ of corruption and degeneracy1 which cunning will discover1 and wickedness insensibly open1 cultivate and improve4 ,every government degenerates when trusted to the rulers of the people alone4 ,the people themselves are its only safe depositories2 and to render even them safe1 their minds must be improved to a certain degree40 ,jefferson1 ,thomas1 ,the ,writings of ,thomas ,jefferson4 ,paul ,leicester ,ford1 ed4 7,new ,york1 #ahid71 ,vol4 ,,iii1 p4 #bed4 #f ,see footnote #d for the ,massachusetts law of #aghi4 ,statutes of ,new ,hampshire1 #ahcj1 title ,,xcii1 ch4 #a1 sec4 #h1 p4 #dca2 also ,compiled ,statutes1 #ahec1 sec4 #bj1 p4 #agi4 ,statutes of ,maine1 #ahba1 ,vol4 ,,ii1 sec4 #b1 p4 #ejd1 also ,revised ,statutes1 #ahdj1 ch4 #ag1 p4 #agj4 ,supplement to ,revised ,statutes1 #ahhe-ahie1 ch4 #aa1 sec4 #ia2 ,acts and ,resolves1 #aiag1 ch4 #bbh1 p4 #bfc4 ,revised ,code of ,mississippi1 #ahbd1 ch4 #hb1 sec4 #ad1 p4 #djg2 ,ibid41 #ahdj1 ch4 #i1 sec4 #ab1 p4 #abd4 ,statutes of ,indiana1 #ahjf1 p4 #ag4 ,revised ,statutes of ,illinois1 #ahcc1 p4 #eef4 #g ,an illuminating discussion of 8,jacksonian ,democracy0 is found in ,arthur ,m4 ,schlesinger's ,new ,viewpoints in ,american ,history 7,new ,york1 #aibb74 #h ,mann1 ,horace1 ,annual ,reports on ,education 7,boston1 #ahfh71 pp4 #ebc-eeh4 #i ,laws of ,massachusetts1 #ahbg1 ch4 #adh1 p4 #ahj2 also ,revised ,statutes1 #ahcf1 ch4 #bc1 p4 #bah4 ,in the ,revised ,statutes 8general history10 not 8history10 is required4 #aj ,laws of ,vermont 444 to #ahcd1 ch4 #ej 7#ahbg71 sec4 #a1 p4 #acf2 also ,revised ,statutes1 #ahdj1 ch4 ,,xviii1 sec4 #a1 p4 #aaa2 also ,compiled ,statutes1 #ahea1 p4 #add4 #aa ,laws of ,new ,hampshire1 #ahde1 ch4 #bbj1 sec4 #f2 also ,compiled ,statutes1 #ahec1 ch4 #gi1 sec4 #f1 p4 #ahc4 ,this law was retained in #ahfc4 #ab ,revised ,statutes of ,rhode ,island1 #aheg1 ch4 #fg1 sec4 #c1 p4 #agc4 #ac ,acts and ,resolves of ,massachusetts1 #aheg1 ch4 #bjf1 sec4 #a1 p4 #edb4 #ad ,general ,statutes of ,massachusetts1 #ahfj1 ch4 #ch1 sec4 #a1 p4 #bae2 ,public ,statutes1 #ahhb1 ch4 #dd1 sec4 #a1 p4 #bii4 ,according to a table in #8,a4 ,j4 ,inglis' ,the ,rise of the ,high ,school in ,massachusetts 7,columbia ,university1 ,new ,york1 #aiaa71 p4 #ij1 history was offered in six out of seven towns in #ahfj1 with a per cent of #bjj with algebra as a base of #ajj per cent4 ,this would indicate an interest in history to a considerable extent4 #ae ,political economy as a term included political science as we understand it today4 ,cf4 ,inglis1 op4 cit41 p4 #ada4 #af ,laws of ,virginia1 #ahdh-di1 ch4 #aaj4 ,an act establishing free schools in the county of ,albemarle1 p4 #fj4 #ag ,laws of ,california1 #ahea1 ch4 #abf1 art4 ,,vii1 sec4 #b1 p4 #dii4 #ah ,connecticut1 as early as #agif1 had emphasized the necessity of inculcating a knowledge of the state law1 prescribing that 8all parents and masters of children1 shall by themselves or others teach and instruct 4441 all such children as are under their care and government1 according to their ability1 and to read the ,english tongue well1 and to know the laws against capital offenses44440 ,statutes of ,connecticut1 #agif1 p4 #fj4 ,the law further stated that in case it was impossible to comply with the statement quoted above the children should at least be instructed to answer certain parts of the catechism4 ,to enforce the law1 a fine of #c4cd to be used for the poor of the town was imposed upon all parents who failed in compliance4 ,also cf4 law of ,massachusetts of #afdb1 page #c4 ,massachusetts also in #aghi had emphasized the necessity of training the youth of the commonwealth 8to preserve and perfect a ,republican ,constitution and to secure the blessings of liberty as well as to promote their future happiness40 ,laws of ,massachusetts1 #aghj-ahjg1 sec4 #d1 ,vol4 ,i1 pp4 #dgj-dga4 ,again in #ahbf1 ch4 #adc1 p4 #ahj4 #ai ,martineau1 ,harriet1 ,society in ,america 7,london1 #ahcg71 ,vol4 ,,iii1 p4 #afe4 #bj ,the year in which the ,virginia law was passed1 #ahdi1 was a time of sectional discord4 ,sectional interest may have entered into the passage of the law4 #ba ,in the discussion of the qualifications of teachers1 in each period there is a neglect of all laws in which history or some other social study is not specifically named4 ,regulations often are quite definite regarding the qualifications of teachers in rural and elementary schools1 with no statement or with no definitely named qualifications for high school teachers4 ,in some states the superintendent of public instruction or some other official prescribes the subjects in which the examination is held4 ,the tendency of recent legislation has been to accept graduation from reputable colleges or universities giving training in methods of teaching1 in lieu of examination4 #bb ,acts of ,connecticut1 #ahda1 p4 #dg2 ,revised ,statutes1 #ahdi1 sec4 #bb1 p4 #cjj2 ,statutes1 #ahed1 p4 #dad2 ,general ,statutes1 #ahff1 p4 #acb2 ibid41 #ahge1 ch4 #d1 sec4 #a2 ibid41 #ahhh1 sec4 #bace1 p4 #dff2 ibid41 #aijb1 par4 #bbde1 p4 #ehd2 ibid41 #aiah1 ch4 #ef1 par4 #ajjg1 ,vol4 ,i1 p4 #cdi4 ,additions and slight changes have been made in the regulations for the social studies4 ,with modifications the law has been on the statute books from #ahda to the present4 #bc ,revised ,statutes of ,maine1 #aheg1 sec4 #di2 ibid41 #ahga1 ch4 #aa1 sec4 #ed2 ,acts and ,resolves1 #ahgc1 ch4 #abj1 p4 #gf2 ibid41 #ahia1 ch4 #cb1 p4 #bj2 ibid41 #ahie1 ch4 #aee1 p4 #agc4 ,revised ,statutes of ,rhode ,island1 #aheg1 ch4 #fg1 sec4 #c1 p4 #agc4 #bd ,in #ahde the law was slightly modified to distinguish between grades of certificates1 but in all cases ,united ,states history was prerequisite to certification1 and in #aije1 ,illinois history was added to the qualifications necessary for a license4 ,in #aiac1 in the requirements for a state certificate she included sociology among the subjects for examination1 and for the first1 second and third grade certificates1 ,united ,states history1 civics and the history of ,illinois4 ,revised ,statutes of ,illinois1 #ahde1 ch4 ,,xcviii1 sec4 #ab1 p4 #dih4 ,the law is substantially the same1 ,statutes1 #ahef1 ch4 #aih1 sec4 ,,xlvi1 ,vol4 ,,ii1 p4 #ajih2 ibid41 #aheh1 sec4 #ej1 p4 #ddi4 ,laws1 #ahfe1 sec4 #ai1 p4 #aai2 ,revised ,statutes1 #ahgd1 ch4 #abb1 #ea1 p4 #ifc2 ,annotated ,statutes1 #ahhe1 ch4 #abb1 sec4 #ea1 p4 #bbbi2 ,revised ,statutes1 #aijc1 ch4 #abb1 #ahg1 par4 #c1 p4 #afhc2 ibid41 #aijf1 #ahg1 par4 #c1 p4 #ahbj4 ,during this period these subjects were to be taught in the schools4 ,revised ,statutes of ,illinois1 #aiac1 ch4 #abb1 #eda1 par4 #b1 p4 #bbgj2 ,laws1 #aiac1 p4 #ehh 7,senate ,bill ,no4 #cee1 approved ,june #bh1 #aiac72 the same for the social studies in the laws of #aijc and #aije1 also in #aiag and in #aiai4 ,see ,revised ,statutes1 #aiag1 ch4 #abb1 p4 #bbaf2 and ,laws1 #aiai1 ch4 #abb1 p4 #ijj4 #be ,acts of ,iowa1 #ahdf1 sec4 #gb1 p4 #aje2 ,code of ,iowa1 #ahea1 sec4 #aadh1 p4 #aha2 ,acts1 #aheh1 p4 #gb2 ,code1 #ahgc1 sec4 #agff1 p4 #cbe2 ,acts1 #ahgh1 ch4 #adc1 p4 #acj4 ,in #ahhb1 regulatory provision requiring for a state certificate a knowledge of civil government1 the constitution and laws of ,iowa1 besides history of the ,united ,states1 passed the legislature1 and economics and civics were added to the subjects required for certification in #ahif2 ,acts1 #ahhb1 ch4 #afg1 sec4 #d1 p4 #aec4 ,acts1 #ahif1 ch4 #ci 7,h4 ,f4 #ace71 p4 #dd4 ,supplement to ,code1 #aijb1 sec4 #bgcf1 p4 #cae1 for first grade certificate1 civics1 elementary economics besides the requirements of second grade1 which included history of the ,united ,states2 also ,acts1 #aijf1 ch4 #abb1 sec4 #d1 p4 #hh4 #bf ,laws of ,nebraska1 #ahee1 par4 #fa1 p4 #bbj2 ibid41 #aheh1 p4 #bib2 ibid41 #ahgb1 p4 #ee2 ibid41 #ahha1 sec4 #e1 pp4 #cei1 #cff2 ibid41 #ahhe1 sec4 #e1 p4 #cbg4 ,the same subjects as in #ahha in ,laws1 #aija1 ch4 #ff1 p4 #ddh2 ibid41 #aijc1 ch4 #ace1 p4 #eei4 ,also ,consolidated ,statutes1 #ahia1 ch4 #dd1 #cfbd1 p4 #gib2 ibid41 #aijc1 #eedb1 sec4 #e4 ,in #ahia1 there is a distinction made in the grades of certificates1 requiring civil government and ,united ,states history in all but the lowest grade1 ,revised ,statutes1 #aiac1 ch4 #ga1 art4 ,,xiii1 #fheg1 sec4 #aeh1 p4 #aiac1 #fhei1 sec4 #afj1 p4 #aiad4 ,in #ahha ,united ,states history and civics were added to the prescribed subjects for a second grade certificate1 and for a professional state certificate general history1 political economy1 civil government and ,american history were required4 ,in the forty years intervening between #ahha and #aiba1 there is no change in the prerequisites for county certificates1 state certificates1 and the additional certificates of more recent origin--city certificates--so far as the social studies are concerned1 with the exception of the dropping of political economy from the required list by #aiai4 ,laws of ,nebraska1 #aiai1 #aiba1 ch4 #gj1 sec4 #b1 p4 #bfb4 ,,chapter ,,ii ,,nationalism ,,and ,,localism ,,in ,,history ,,legislation1 #ahfj-aijj ,,the ,,curriculum ,the ,civil ,war marked a turning point in ,american history4 ,forces undreamed of before #ahfj conspired to change the whole tenor of ,american life4 ,from isolated rural communities of simple tastes and unexploited resources1 the ,united ,states emerged into a growing urbanization of multifarious activities4 ,prior to #ahfj there had been little change from the days of ,george ,washington1 when nine-tenths of the people had been engaged in agriculture2 by #ahij1 however1 the population had so shifted that more than one-third dwelt in towns of over two thousand inhabitants4 ,these vast and far-reaching changes were brought about by an expansion particularly in the fields of transportation1 agriculture1 and manufacturing4 ,steam1 electricity1 progress in invention1 the growth of an immigrant population1 and the opening of new lands to settlement1 all served as contributing factors4 ,it was a period characterized by a strong national sentiment4 ,the theory of state rights had been settled forever by the victory of the ,union in #ahfe1 and a realization of the great opportunities of ,america bore the fruit of patriotic fervor4 ,nationalism expressed itself in the nationalization of industry1 in the organization of national labor units1 in the nationalization of the financial resources of the country1 and in a deepened interest in the public school system4 ,it led inevitably to a new appreciation of the distinctive contributions of local communities to the new national spirit1 and was1 in a sense1 responsible for a strong reaction toward deep-seated local interests in the 'nineties4 ,these vast changes necessitated new aims and purposes in education4 ,the preceding period had witnessed the educational system transformed from an instrument of the church into one of the state4 ,by #ahfj the theory of tax-supported schools had become established1 and most states provided at least elementary instruction4 ,by #ahhj1 legal and legislative objections to the establishment of high schools had succumbed to the conviction that education was essential in the new social and industrial order4 ,there came to be an abiding faith in the power of education to regenerate society4 ,the 8knowledge aim0 of the preceding decades was followed by the desire for a citizenship trained to active participation in the society of which it was the warp and woof4 ,as a result1 those subjects in the curriculum tending to promote patriotism and good citizenship received the sanction of the educator4 ,although history had been found to some extent in the school curriculum before the ,civil ,war1 there had been no general acceptance of it as a required study4#bg ,now in the form of ,united ,states history it was received with widespread approval4 ,a gradual extension of the requirements grew out of the spirit of the times1 and to ,american history was added the study of the constitution of the nation and of the state1 as well as the study of state history4 ,twenty-three states1 during the four decades following #ahfj1 placed upon their statute books laws requiring the teaching of history in the public schools4 ,over one-fourth of these commonwealths lay below the ,mason and ,dixon line1 the states of the ,middle and ,far ,west becoming the most active after #ahhj4 ,in #ahfb1 ,vermont1 in a law dealing with 8the instruction of the young10 prescribed history and the constitution of the ,united ,states1 and special instruction in 8the geography1 and history1 constitution and principles of government of the state of ,vermont0 as a part of the school curriculum4#bh ,a later law extended the social studies curriculum1 for towns of twenty-five hundred inhabitants1 to embrace political economy1 general history1 and civil government in the high school course4#bi ,the nearby state of ,connecticut included in her law1 regarding the branches to be taught in her schools1 the subject of 8history10 later specifying 8,united ,states history40#cj ,during the early years of the period ,southern legislatures were particularly active1 both in the border states and in the ,confederacy4 ,in each case the legislation was responsive to the nationalistic tendencies of the time2 and1 in the states of the ,confederacy1 the study of national history and of the federal constitution were for the first time required by law4#ca ,such statutes1 sometimes enacted before the restoration of home rule and under the influence of ,reconstruction agencies1 sought1 through the public schools1 to overcome the intensified sectionalism of the post-war ,south4 ,laws making it a duty of the teacher to inculcate a proper attitude toward 8the laws and government of the country0 had much the same purpose as those requiring specifically the study of ,united ,states history and government4 ,thus a law of the first legislative assembly of ,west ,virginia1 passed ,december #aj1 #ahfc1 made it the duty of all public school teachers 8to inculcate the duties of piety1 morality and respect for the laws and government of their country40 ,all teachers and boards of education were expressly 8charged with the duty of providing that moral training for the youth of this state which shall contribute to securing good behavior and virtuous conduct1 and to furnishing the state with exemplary citizens40 ,in #ahgd1 a statute designed for the primary schools of the state prescribed the teaching of the common school subjects including geography and history4#cb ,similar enactments were passed by ,missouri and ,maryland in #ahfe4 ,in ,missouri1 it was provided that 8all teachers1 when employed shall be required to instruct their pupils in the fundamental principles of the ,government of the ,united ,states and of the ,state of ,missouri1 and the duties of loyal citizens thereto40#cc ,maryland1 in #ahfe1 made it a duty of her teachers to train their pupils in piety and justice1 loyalty and sacred regard for truth1 and in love of country2 and to lead them into a clear understanding of the virtues which were the basis upon which was founded a republican constitution2 8to preserve the blessings of liberty1 promote temporal happiness and advance the greatness of the ,american ,nation40#cd ,the study of ,united ,states history was likewise required1 followed in #ahfh by the subject of government1 both federal and state4 ,it was not until a few years later that state history was added to the prescribed list4#ce ,among the first of the states of the ,confederacy to enact laws requiring the teaching of ,united ,states history were ,arkansas1 ,south ,carolina and ,mississippi4#cf ,passed during the period of carpet-bag control1 their statutes show plainly the effects of reconstruction influences4 ,the ,arkansas law of #ahfh and ,south ,carolina's law of #ahgj prescribed not only the study of national history but also required a knowledge of the principles of the federal and state constitutions4 ,in #ahha1 ,north ,carolina enacted a statute for the teaching of both national and state history1 and ,tennessee1 in #ahgc1 accorded a place to ,united ,states history among the subjects required in her schools4#cg ,it was not until later that the ,alabama ,code records similar action by the legislature of that state in prescribing instruction in 8the ,constitution of the ,united ,states and the ,constitution of the ,state of ,alabama0 for 8all pupils in all schools and colleges supported1 in whole or in part1 by public money1 or under state control40#ch ,among the border states1 ,kentucky1 as well as ,west ,virginia1 called for the teaching of history1 to which was added the study of civil government after 8,july #a1 #ahhi40ci ,florida reverted to a form of the morality laws for the promotion of citizenship through the public schools4 ,in #ahha1 she directed and authorized each teacher 8to labor faithfully and earnestly for the advancement of pupils in their studies1 deportment and morals1 and to embrace every opportunity to inculcate by precept and example1 the principles of truth1 honesty1 patriotism1 and the practice of every ,christian virtue2 to require the pupils to observe personal cleanliness1 neatness1 order1 promptness1 and gentility of manners1 to avoid vulgarity and profanity1 and to cultivate in them habits of industry and economy1 a regard for the rights and feelings of others1 and their own responsibilities and duties as citizens40#dj ,in #ahhi there was added another duty to the list enumerated above3 that of 8reading at least once a month the ,declaration of ,rights as set forth by the constitution of the state of ,florida40#da ,the states of the ,middle ,west also desired to inculcate patriotism in the youth of that section and to emphasize the accomplishments of ,america4 ,in a series of laws1 beginning in #ahfa1 ,minnesota prescribed the study of the 8history of the ,united ,states40#db ,in #ahgh1 she sought to carry out the desire for an exemplary citizenry in 8,an ,act to introduce ,moral and ,social ,science in the ,public ,schools of the ,state10 in which was rechoed the sentiment of the morality laws of a former time4#dc ,by #ahgf1 ,wisconsin had allied herself with those endorsing the study of government1 by prescribing that 8the constitution of the ,united ,states and of this state shall be taught in every district school40#dd ,by later laws the study of ,united ,states history and civil government was required4#de ,among the subjects prescribed in ,indiana and ,missouri was ,united ,states history1 the latter state directing that elementary school pupils before entering the high school must have completed the subject4#df ,south ,dakota1 in #ahie1 made ,united ,states history a requirement of her common school curriculum1#dg and ,north ,dakota by a series of laws sanctioned both ,united ,states history and civil government4#dh ,before statehood had been achieved1 the territory of ,dakota had prescribed1 in #ahhc1 that 8the highest standard of morals shall be taught1 and industry1 truthfulness1 integrity1 and self-respect inculcated1 obedience to law enjoined1 and the aims of an upright and useful life cultivated40#di ,the same purpose was evident in ,north ,dakota's law of #ahij and that of ,south ,dakota of #ahic1 which provided for 8moral instruction tending to impress upon the minds of pupils the importance of truthfulness1 temperance1 purity1 public spirit1 patriotism1 and respect for honest labor1 obedience to parents and due deference for old age1 shall be given by each teacher in the public schools40#ej ,the states of the ,far ,west were likewise active4 ,they followed in the wake of the older states by prescribing1 in most cases1 the teaching of ,united ,states history1 and in some instances the study of government4 ,in addition1 they reverted to the type of law found at an early time in the ,eastern states1 which required a teacher to instruct in the principles of a free government 8to train them the pupils up to a true comprehension of the rights1 duties1 and dignity of ,american citizenship40 ,both types of law are found in the legislation of ,washington1#ea ,montana1#eb ,california1#ec and ,arizona4#ed ,nevada and ,new ,mexico allied themselves with the movement to teach ,united ,states history in the public schools4#ee ,utah also prescribed ,united ,states history as a part of the school curriculum and included in another law an admonition for instruction in patriotism4#ef ,this statute is a good example of the evolutionary stage through which most states passed in the making of laws1 and shows the tendency of the newer states to revert to the old type of laws in the early period of statehood4 ,in ,idaho no content subject was prescribed by law1 but the teacher was held responsible for inculcating the 8principles of morality1 truth1 justice1 and patriotism40#eg ,the place of history in the school curriculum was thus thoroughly established by law at the close of the nineteenth century4 ,united ,states history was required in more statutes than any other field of history1 although1 in some instances1 political economy and general history found a place in the high school program4 ,frequently added to the requirement of national history1 was the study of civil government1 both federal and state1 and occasionally local or state history4 ,during the period one-third of the legislatures enacting social study laws prescribed the teaching of the federal constitution4 ,a knowledge of the state constitution was required in ,maryland1 ,south ,carolina1 ,alabama1 ,missouri1 and ,arkansas2 and ,north ,carolina and ,maryland1 besides ,vermont1 prescribed the teaching of state history4 ,the emphasis placed upon a knowledge of state institutions was but the reaction from the intense nationalism of the years immediately following the ,civil ,war4 ,it was especially evident toward the close of the century and during the early years following #aijj4 ,indeed1 from #ahhj to #aijj local pride evinced a quickened consciousness in the organization of such groups as the ,sons of ,veterans in #ahha1 the ,united ,confederate ,veterans and the ,sons of the ,american ,revolution in #ahhi1 the ,daughters of the ,american ,revolution in #ahij1 and the ,sons of ,confederate ,veterans in #ahif4 ,in literature1 writers like ,cable1 ,eggleston1 ,harte and ,stockton glorified the characteristics peculiar to their localities2 and laws relating to the public school curriculum reflected precisely the same temper4#eh ,educational and learned societies likewise bore testimony to the interest in the study of history4 ,in #ahgf1 a committee of the ,national ,education ,association recommended ,united ,states history for the elementary school and a study of 8universal history and the ,constitution of the ,united ,states for high schools40#ei ,in #ahib1 the ,committee of ,ten was created by the same organization to consider 8programs of the secondary schools in the ,united ,states and 444 the requirements for admission to college40#fj ,eight years of history were asked by this committee1 four for the high school and four for the elementary4#fa ,in #ahif1 the ,committee of ,seven of the ,american ,historical ,association was appointed1 and in #ahii recommended a four years' course in history4#fb ,during this time colleges also extended their entrance credits to include more history1 which1 with the committee reports1 aided much in increasing the offerings in the public school curriculum4 ,these activities are an indication of the place that history was coming to hold in the education of the young4 ,they are added proof of the attention which the public was giving to the social studies in a period in which twenty-five states passed laws to include them in a required course of study4#fc ,,certification ,,of ,,teachers ,during the decade of the 'sixties laws regarding the certification of teachers were passed by ,new ,hampshire1 ,pennsylvania1 ,minnesota1 ,maryland1 ,wisconsin1 ,indiana1 ,missouri1 ,arkansas1 and ,california4 8,history0 was a requirement of ,new ,hampshire1 ,minnesota and ,maryland1#fd and 8,united ,states history0 received mention in the laws of ,pennsylvania1 ,wisconsin1 ,indiana1 ,missouri1 ,arkansas1 and ,california4#fe ,to the requirement of ,united ,states history1 ,california added that of the 8,constitution and ,government of the ,united ,states10 which was further amplified by a requirement for the teaching of the constitution of ,california1 in an amendment of #ahgd4 ,from #ahgj to #ahhj there was little departure from the subjects required in the preceding period1 8history0 being considered essential in ,idaho by a law of #ahgj1 by ,arkansas1 in #ahgc and in #ahge1 and by ,west ,virginia in #ahgd and in #ahgi for primary school certificates4#ff ,in ,texas1 ,washington1 ,kansas1 ,colorado1 and ,delaware1 the law specified ,united ,states history1 and in ,oregon1 modern history4#fg ,besides history being required in the statute of ,arkansas1 an applicant for a state certificate was required to have a knowledge of the constitution of the state and nation1 an innovation in the required list of subjects4#fh ,in ,wisconsin1 the law pertaining to the certification of teachers was revised in #ahgi for the express purpose of examining persons in the federal and state constitutions1 and was carried over in the statutes of the next thirty years4#fi ,in the decade following #ahhj1 ,new ,york1 ,michigan1 the ,dakotas1 ,alabama1 ,arizona1 ,ohio1 and ,montana joined the states which had prescribed certification requirements in the previous decade4#gj ,upon the statute books of ,connecticut1 ,pennsylvania1 ,delaware1 ,west ,virginia1 ,wisconsin1 ,indiana1 ,california1 and ,washington were continued laws previously enacted4#ga ,to her requirement of ,united ,states history1 ,colorado prescribed a knowledge of the federal constitution4#gb ,civil government1 as well as ,united ,states history1 was required for licensing in ,new ,york1 ,ohio1 ,michigan1 the ,dakotas1 ,alabama1 ,montana1 and ,arizona4 ,in ,idaho1 by a law of #ahhd1 territorial certificates could be secured only by those showing proficiency not only in ,united ,states history1 but in general history1 political economy1 and civil government as well4#gc ,oregon also extended her requirements beyond those commonly found1 to include modern history4#gd ,from #ahij to #aijj only four states passed laws of this character for the first time4 ,all other legislation of the period was enacted by states which had previously prescribed the subjects prerequisite for a teacher's license4 ,in those commonwealths where there had been statutes enacted1 the list of required subjects was frequently extended to include political economy4 ,florida1 ,oklahoma1 ,utah1 and ,wyoming1 in prescribing that their teachers must show a satisfactory knowledge of ,united ,states history1 followed the usual practice1 although acting for the first time4 ,to this requirement was added also that of a knowledge of civil government1 a common prerequisite whose popularity had been established in the 'eighties4#ge ,florida1 however1 for the third and second grade certificates did not require a knowledge of civil government1 reserving that only for the first grade and state licenses4 ,for the latter1 a knowledge of general history was required by the law of #ahic4gf ,wyoming required not only ,united ,states history and civil government1 but for a first grade certificate added political economy4#gg ,from #ahij to #aijj ,pennsylvania1 ,delaware1 ,west ,virginia1 ,michigan1 ,wisconsin1 ,minnesota1 ,north ,dakota1 ,south ,dakota1 ,missouri1 ,kansas1 ,mississippi1 ,texas1 ,idaho1 ,washington1 ,utah1 ,california1 and ,wyoming required proficiency in ,united ,states history and civil government for some grade of teacher's license4#gh ,in #ahia1 ,alabama added to the requirement of ,united ,states history for a first grade license1 the constitution of the state of ,alabama and of the ,united ,states1 thereby conforming to the popular tendency4#gi ,a knowledge of state history was required in ,pennsylvania1 ,mississippi1 ,south ,dakota and ,texas2 and ,pennsylvania1 ,west ,virginia1 ,minnesota1 ,texas1 ,utah1 ,washington1 and ,wyoming required general history for the higher grade of certification4#hj ,political economy became a prerequisite for a professional state certificate in ,minnesota by the laws of #ahic1 in ,iowa in #ahif1 and in ,wyoming in #ahii for a first grade license4#ha ,united ,states history only was required in ,utah for county certificates of the grammar and primary grades1 in ,kansas for the second and third grade certificates1 in ,indiana for common school licenses1 and in ,arkansas for county certificates4#hb ,during the period from #ahfj to #aijj thirty-six states enacted laws relating to the certification of teachers4 ,of this number1 only six states had passed laws prior to #ahfj4hc ,in all states a knowledge of ,united ,states history was a prerequisite for licensing throughout the period1 and1 in most cases1 civil government was required4#hd ,,teachers' ,,qualifications3 ,,oaths ,,of ,,loyalty ,the fear of an apostacy on the part of the teaching craft led legislatures in this period to impose other than scholastic requirements upon those who would teach in the public schools4 ,these regulations1 indicating a distrust of the loyalty of teachers1 have required oaths of allegiance from all who would qualify as teachers4 ,legislation of this character was originally an outgrowth of the ,civil ,war1 the first laws being passed in #ahfb4he ,and it is not strange that the border state ,kentucky was a pioneer in statutes of this character4 ,here the law was made to apply to all school commissioners1 examiners of teachers for the common schools1 and school trustees and teachers elected to teach in the common schools1 all presidents1 professors and teachers in colleges1 and high schools incorporated by legislative enactment4 ,it pledged loyalty to the ,union and denounced the tenets of the ,confederacy4 8,i do solemnly swear that ,i will support the ,constitution of the ,united ,states1 and the ,constitution of ,kentucky10 vowed the applicant1 8and be true and faithful to the commonwealth as long as ,i remain a citizen thereof4 ,that ,i recognize the binding obligations of the ,constitution of the ,united ,states and the duty of every citizen to submit thereto as the supreme law of the land4 ,that ,i will not give aid to the rebellion against the government of the ,united ,states1 nor give aid to the so-called provisional government of ,kentucky1 either directly or indirectly1 so long as ,i remain a citizen of or reside in ,kentucky1 and that this oath is taken by me without any mental reservation--so help me ,god40 ,this oath1 given in writing1 was kept at the county court office where the school was located1 and a violation of the oath or false swearing upon conviction1 led to the imposition of a penalty4 ,evasion of the law1 too1 was subject to punishment through a fine of not less than twenty-five dollars nor more than two hundred dollars4#hf ,in #ahhi it was made incumbent upon the county superintendent to administer such oaths4 ,similar laws appeared on the statute books of ,west ,virginia and ,missouri1 where1 like ,kentucky1 these border states felt a pressing need for a loyal citizenry4 ,on ,december #aj1 #ahfc1 the former commonwealth declared that no applicant should be admitted to an examination for a teacher's license unless the county superintendent had reasonable evidence that the candidate was not only 8of good moral character and temperate habits10 but that he was 8loyal to the government of the ,united ,states and of ,west ,virginia40#hg ,to buttress this law it was prescribed that all teachers should take the oath of loyalty required of all state officers4 ,the latter regulation was operative after ,november #af1 #ahfc1 but no specific mention was made of teachers subscribing to such an oath until #ahfg4 ,however1 it seems probable that they1 as well as state officers1 affirmed their loyalty at the earliest period of statehood1 since it is recorded that two teachers1 ,j4 ,b4 ,soloman and ,c4 ,t4 ,wilson1 in #ahfi1 were exempted from subscribing to the oath prescribed in the act of #ahfc4 ,a statute1 moreover1 directly prescribed for teachers in #ahfg the taking of the following oath3 8,i1 ,a4 ,a4 ,b41 do solemnly swear that ,i will support the constitution of the ,united ,states and the constitution of the state of ,west ,virginia1 that ,i have never voluntarily borne arms against the ,united ,states1 that ,i have voluntarily given no aid or comfort to persons engaged in armed hostility thereto1 by countenancing1 counseling or encouraging them in the same1 that ,i have not sought1 accepted1 nor attempted to exercise the functions of any office whatever under any authority in hostility to the ,united ,states2 that ,i have not yielded a voluntary support to any pretended government1 authority1 power or constitution within the ,united ,states1 hostile or inimical thereto2 and that ,i take this obligation freely1 without any mental reservations or purpose of evasion40#hh ,the cessation of armed hostilities between the ,north and the ,south induced ,missouri to require an avowal of loyalty on the part of her teachers4 ,on ,march #bi1 #ahff1 there was approved a law by which 8all teachers before entering upon the discharge of their duties should take and subscribe to the oath of loyalty prescribed by the constitution40#hi ,regarding the lessons of the ,war1 ,arkansas1 in #ahff1 believed there should be no disagreement4 ,here not only did the applicant for a teacher's certificate swear to support the constitution and laws of the ,united ,states and ,arkansas1 but he also promised that he would encourage all others to do likewise4 8444 ,i will never countenance or aid in the secession of this state from the ,united ,states10 the affirmant declared1 and added his pledge 8to inculcate in the minds of youth sentiments of patriotism and loyalty40#ij ,oregon also required a pledge of her teachers by legislation in #ahfb4 ,before the county superintendent of schools1 disloyalty to the state and nation must be forsworn by the applicant for a certificate1 who promised 8without any mental reservation or evasion whatever10 that he would 8bear true allegiance and fidelity to the same against all enemies1 foreign or domestic40#ia ,dissentient opinions received scant courtesy in ,rhode ,island at the time of the ,civil ,war although no law forbade them4 ,however1 a warning from the state commissioner of education to the general assembly at the ,january session of #ahfe undoubtedly evoked the same response as the enactment of a law4 ,here1 too1 there was to be no tolerance for a passive loyalty4 8,the war tocsin has sounded10 the report declared1 8our country is convulsed in mighty conflict1 our friends are in the contesting field1 their blood has been made to redden and fertilize the rebel soil4444 ,traitors and rebel sympathizers are among us1 rendering every available assistance and using every means within their power to further the rebel cause and aid them in the accomplishment of their hellish design4 ,therefore1 let us be on our guard1 lest some of them unawares be ushered into our schools as teachers4 ,for if the teacher be a traitor1 his actions will correspond therewith1 and by example1 if not by precept1 he will be sowing the seeds of rebellion in the susceptible hearts of our children4 ,should the pure minds of our little ones be poisoned with the damnable principles of rebellion1 or be led astray by the pernicious examples of rebel sympathizers8 ,shall the hand already stained with the blood of the murdered father1 be employed to guide his orphan child8--the hand that applied the lighted torch1 and made the orphan a homeless wanderer1 shall that be the hand to trace the chart by which his little bark is to be guided to its destined haven8 ,no1 most assuredly1 no4 ,better by far remain as he is1 his untutored mind wrapped up in ignorance1 than to be thus guided and piloted by the vile traitor1 only to be finally dashed against the rocks and engulfed in the waves of rebellion4 ,but let our teachers be noble1 loyal sons and daughters of ,america--those who1 while instructing our little ones in the sciences that pertain to the secular concerns of life1 will also teach them their obligations to their country1 and at the same time will point them to that never fading star by which their frail barks may be safely guided over life's treacherous seas to the port of eternal rest1 to gain that blood-washed throng who chant the praises of ,god and the ,lamb from ,mount ,zion's balmy top40#ib ,as a survival of the legislation regarding teachers' qualifications1 which had been brought about by the period of ,reconstruction1 were the statutes of ,arizona of #ahhc and #ahhe4 ,by these laws it was made a duty of the superintendent of public instruction and the county superintendents of schools to administer oaths and affirmations of loyalty to teachers4#ic ,,citizenship ,,as ,a ,,qualification ,,for ,,teachers ,beginning in #ahii came legislation eliminating from the teaching profession those who were not ,american citizens4 ,north ,dakota was the pioneer in this movement in a statute prohibiting the issuance of certificates or permits to teach to persons not citizens of the ,united ,states1 unless they had resided in the ,united ,states 8for at least one year prior to the time of such applications or permit40#id ,the same year ,idaho adopted a similar restriction1 by forbidding the granting of certificates or the employment of any teacher in the public schools1 8not a citizen of the ,united ,states40#ie ,a decade later 7#aijg7 ,nevada attempted to promote patriotism by requiring an oath of all public officials including teachers in schools and university professors4 ,in this was affirmed the dominance of the national over the state government and an abjuration of duelling1 a relic of frontier conditions4 8,i1 ----1 do solemnly swear10 declared the official1 or teacher1 8that ,i will support1 protect and defend the ,constitution and ,government of the ,united ,states and the ,constitution and ,government of the ,state of ,nevada against all enemies1 whether domestic or foreign1 and that ,i will bear true faith1 allegiance and loyalty to the same1 any state convention or legislature to the contrary notwithstanding2 and further that ,i do this1 with a full determination1 pledge and purpose1 without any mental reservation or evasion whatsoever4 ,and ,i do further solemnly swear 7or affirm7 that ,i have not fought a duel1 nor sent or accepted a challenge to fight a duel1 nor been a second to either party1 nor in any manner aided or assisted in such a duel1 nor been knowingly the bearer of such challenge or acceptance1 since the adoption of the ,constitution of the ,state of ,nevada1 and that ,i will not be so engaged or concerned directly or indirectly in or about any such duel1 during my continuance in office44440#if ,,textbook ,,legislation ,substantially all legislation regarding history textbooks has developed since the ,civil ,war1 only three states passing statutes of this character before #ahfj4ig ,this form of regulation falls1 in general1 into laws in which certain textbooks are named as suitable for use or are definitely prescribed1 laws in which the subjects of the curriculum are enumerated by a statement concerning textbooks1 enactments limiting the price of books1 statutes by which books of a partisan or political bias are forbidden1 and laws prescribing the character of the content for history textbooks1 whose source is a sectional or partisan animus4 ,in #ahfb1 the state of ,vermont passed ,an ,act directing the ,board of ,education to select a ,textbook of the ,geography and ,history of ,vermont which was to be used in all district schools of the state for a period of five years4#ih ,ten years later ,hall's ,geography and ,history of ,vermont1 which was then in use by sanction of the law1 was continued as a textbook until #ahgh4ii ,in ,rhode ,island1 the report of the ,superintendent of ,public ,education1 in #ahfe1 named the histories written by ,berard and ,goodrich as those commonly used in the public schools4#ajj ,by legislative enactment1 ,north ,carolina in #ahgi1 designated ,moore's ,history of ,north ,carolina for use in her public schools4#aja ,of the textbooks prescribed in ,west ,virginia1 ,goodrich's ,common ,school ,history1 ,quackenbos' ,history of the ,united ,states1 and ,holmes' ,history of the ,united ,states were named by laws in #ahfh and #ahgc4 ,later the price of ,myers' ,general ,history1 ,montgomery's ,general ,history and ,montgomery's ,beginner's ,american ,history were regulated by law4#ajb ,in ,virginia 8the two works of ,john ,esten ,cooke1 entitled respectively #8,virginia3 ,a ,history of ,her ,people1' and #8,stories of the ,old ,dominion1'0 were included in the list of textbooks selected4#ajc ,in ,indiana1 in #ahhi1 the state board of education was directed to choose a history equal to ,thalheimer's ,history of the ,united ,states1#ajd and two years later it was enacted that the price of the textbook on the history of the ,united ,states should not exceed #fe cents a volume4#aje ,minnesota1 ,kansas1 and ,montana insisted that their histories be the equal of ,barnes' ,school ,histories4#ajf ,in ,kansas the law also made it conditional that the civil government textbook be equal to ,thummel's ,government of the ,united ,states with the ,kansas addendum1#ajg and that among the textbooks selected by the state commission should be included books on general history1 history of ,kansas and ,english history4#ajh ,a ,montana law also limited the price to be paid for books3 ,barnes' ,brief ,history of the ,united ,states1 retail price #a4bj2 ,barnes' ,primary ,history of the ,united ,states1 retail price #gj cents2 and ,lovell's ,civics for ,young ,people 7also a prescribed textbook71 retail price #ej cents4#aji ,in ,south ,dakota the maximum price for a textbook on the history of the ,united ,states was fixed at #hj cents by a law of #ahia4aaj ,the duty of choosing textbooks was delegated to various officials in the different states4 ,missouri directed1 in #ahig1 that a state commission should select the textbooks in ,united ,states history and civil government4#aaa ,arkansas delegated the task of choosing a history of the ,united ,states to the state superintendent of public instruction1#aab as well as providing1 in #ahii1 that there be included among the textbooks of the schools1 the history and civil government of the state and nation4#aac ,in ,idaho1 the county superintendent selected the textbooks in 8history10 and in ,california the duty devolved upon the state board of education4#aad ,among the branches of study in ,texas and ,alabama for which law prescribed that there should be a uniform series of books was ,united ,states history1 and in ,alabama was added the history and constitution of the state4#aae ,the most common regulation regarding textbooks pertained to the prohibition of books showing partisan1 political or sectarian bias4#aaf ,in the ,south1 particularly1 were such laws enacted4 ,in ,february1 #ahij1 a joint resolution 8in relation to histories to be taught in the public schools of ,mississippi0 passed the legislature of that state4 ,it urged 8the utmost care in the selection and introduction of school histories10 in order to eliminate those considered 8biased1 prejudiced and unfair10 or that suppressed a 8full1 free and candid presentation of questions upon which the ,american people0 had been 8honestly divided10 and in the maintenance of which they had acted 8according to the promptings of courage and honor40#aag ,precisely the same motive actuated the lawmakers of ,alabama later in establishing county school boards to select uniform series of textbooks for the public schools4 ,these boards were instructed to avoid 8textbooks containing anything partisan1 prejudicial or inimical to the interests of the people of the ,state0 or which would 8cast a reflection on their past history40#aah ,endorsement of history books favorable to the ,south was the burden of a resolution of ,georgia1 in #ahff1 which commended the ,southern ,university series of school textbooks under the auspices of the ,university of ,virginia from the pens of ,captain ,m4 ,f4 ,maury1 ,gilmore ,simms1 ,honorable ,charles ,gayarre1 ,judge ,b4 ,f4 ,porter1 ,professors ,le ,compte1 ,holmes1 ,venable1 ,schele1 ,devere1 because they expressed a 8correct sentiment40#aai ,this particularism became more evident toward the close of the period as ,southern legislatures threw off the influence of carpet-bag domination4 ,maryland's legislation of #ahfh and ,south ,carolina's of #ahgj declared that 8school books shall contain nothing of a sectarian or partisan character40#abj ,virginia as early as #ahdi had subscribed to a similar statement1#aba and in #ahgb both ,north ,carolina and ,georgia forbade the use of books in the public schools which might partake of a 8political0 or 8sectional0 bias4#abb ,in ,georgia1 the county boards were not permitted 8to introduce into the schools any textbook or miscellaneous book of a sectarian or sectional character40#abc ,a ,south ,carolina law1 pertaining to the general duties of the state superintendent of education1 accepted the phraseology common to many laws regarding textbooks in forbidding 8partisan0 books or instruction4#abd ,partisan textbooks were also excluded from the schools of ,alabama1 ,kansas1 ,arizona1 ,washington1 and ,california4#abe ,in ,idaho and ,montana legislation stipulated the rejection of all books which would propagate 8political0 doctrines1 and in ,texas it provided that nothing of a sectional or partisan character should be included in the uniform series of textbooks selected4#abf ,in ,kentucky the county board of examiners was given the task of selecting a uniform series of textbooks for the county providing that the selection did not include any books of 8an immoral1 sectional or sectarian character40#abg ,the territory of ,dakota legislating regarding school libraries forbade not only books unsuited 8to the cultivation of good character and good morals and manners10 but all 8partisan political pamphlets and books40#abh ,the evolution of laws respecting textbooks in this period indicated the tendency toward a spirit of localism4 ,the ,south seized upon another opportunity in her legislation for textbooks to prohibit the teaching of a ,northern viewpoint2 nine states of the ,confederacy passed laws prohibiting the use of 8partisan0 histories in their schools4 ,the border state of ,kentucky also forbade 8sectional0 textbooks1 whereas the ,west attempted to exclude 8partisan1 political books40#abi ,the laws passed by the ,north during the period dealt largely with the naming of textbooks to be used in the public schools4 ,,footnotes3 #bg ,cf4 ,johnson1 ,henry1 ,teaching of ,history in ,elementary and ,secondary ,schools 7,new ,york1 #aiae71 ch4 v2 ,russell1 ,w4 ,f41 ,the ,early ,teaching of ,history in the ,secondary ,schools of ,new ,york and ,massachusetts 7,philadelphia1 #aiae74 ,history was offered in states where there were not statutory requirements4 ,the enumeration of these laws does not1 moreover1 indicate the amount of history studied4 #bh ,general ,statutes of ,vermont1 #ahfb1 ch4 #bb1 sec4 #ai1 p4 #aea4 #bi ,ibid41 #ahid1 sec4 #gjj1 p4 #ahi4 ,similar laws had been passed by ,massachusetts in #ahfj4 ,see page #g4 #cj ,laws of ,connecticut1 #ahhc1 ch4 ,,lxxiv1 p4 #bfd4 ,laws of successive years carried on substantially the same requirements4 ,in #aijb the law appeared with slight modifications1 having been accepted in #ahfh1 #ahgj1 #ahhd1 #ahhh1 #ahhi1 #ahie1 #ahig1 #ahii4 ,general ,statutes of ,connecticut1 #aijb1 ch4 #aca1 par4 #bacj1 p4 #efa1 cites ,revision1 #ahhh1 par4 #baah1 ch4 #f2 #ahie1 ch4 #aai2 #ahig1 ch4 #aja2 #ahii1 ch4 #ed4 #ca ,virginia in #ahdi had prescribed ,united ,states history4 ,this state did not enact a law during this period4 #cb ,acts of ,west ,virginia1 #ahfc1 ch4 #acg1 #af1 p4 #bej4 ,again ,acts1 #ahff1 ch4 #gd1 #bi1 p4 #fb2 and ,code1 #ahfh1 ch4 #de1 #ce1 p4 #cjj2 ,acts1 #ahgc1 ch4 #abc1 #cb1 p4 #djc2 ,acts1 #ahha1 p4 #ahe2 ,acts1 #ahgd1 ch4 #abc1 #aa1 p4 #chh2 ibid41 p4 #agc4 ,this law was renacted in #ahha4 #cc ,general ,statutes of ,missouri1 #ahfd-fe1 sec4 #d1 p4 #abh4 ,approved ,february #aj1 #ahfe4 #cd ,laws of ,maryland1 #ahfe1 ch4 #e1 sec4 #d1 p4 #bhd4 #ce ,ibid41 ch4 ,,iv1 sec4 #b1 p4 #bhb2 ibid41 #ahfh1 ch4 ,,vi1 sec4 #b1 p4 #ged2 ibid41 #ahgj1 ch4 ,,vii1 sec4 #c1 p4 #edj2 ibid41 #ahgb1 ch4 #g1 sec4 #c1 p4 #fch2 ,revised ,code1 #ahgi1 art4 ,,xxvii1 #ci1 ,vol4 ,i1 p4 #bee4 #cf ,virginia had passed such a law in #ahdi4 ,see page #h4 ,laws of ,south ,carolina1 #ahgj1 sec4 #bd1 p4 #cdd2 ,revised ,statutes1 #ahgb1 ch4 ,,xxxviii1 sec4 #d1 p4 #bdf2 ,general ,statutes1 #ahha-ahhb1 sec4 #ajjd1 p4 #cjj4 ,revised ,statutes1 #ahic1 sec4 #ajeh1 ,vol4 ,i1 p4 #cfh1 repeat the law4 ,laws of ,arkansas1 #ahfh1 sec4 #fe1 p4 #ahd2 ,laws1 #ahge1 sec4 #de1 p4 #fh2 again in ,acts1 #aiac1 sec4 #fb1 p4 #daj4 ,laws of ,mississippi1 #ahgc1 ch4 #a1 sec4 #bc1 p4 #ac4 #cg ,laws of ,north ,carolina1 #ahha1 ch4 #bjj1 sec4 #ch1 p4 #chc4 ,laws of ,tennessee1 #ahgc1 ch4 ,,xxv1 sec4 #ca1 p4 #df2 ,laws1 #ahgi1 ch4 #ahg1 sec4 #ca4 #ch ,code of ,alabama1 #ahig1 art4 #c1 #cdef1 #d1 ,vol4 #a1 p4 #iih2 ibid41 #aijg1 #afhe1 #d1 ,vol4 #a1 p4 #gda4 ,the ,code of a decade later repeated the same statute indicating that it was still a law4 #ci ,laws of ,kentucky1 #ahhh1 par4 #f1 ,vol4 #a1 p4 #aeg4 ,general ,statutes1 #ahgc1 p4 #bab4 ,the latter refers to the law for history4 ,for ,west ,virginia see page #ae4 #dj ,digest of ,florida1 #ahbb-ahha1 sec4 #cf1 p4 #iaj2 ,revised ,statutes1 #ahib1 sec4 #bec1 p4 #ahd2 ,compiled ,laws1 #aiad1 ,vol4 ,i1 p4 #aci4 #da ,acts of ,florida1 #ahhi1 ch4 #chgb1 sec4 #ca1 p4 #hb4 ,approved ,june #h1 #ahhi4 ,a law pertaining to the teaching of citizenship had been passed in ,florida on ,january #bd1 #ahea1 and is unique in its period4 ,by this law1 two seminaries of learning were established upon the east and west sides of the ,suwanee ,river4 ,the first purpose of these seminaries was to be the instruction of persons in 8all the various branches that pertain to a good common school education2 and next to give instruction in the mechanic arts1 in husbandry and agricultural chemistry1 in the fundamental laws1 and in what regards the rights and duties of citizens40 ,acts of ,florida1 #ahej-ahfa1 ch4 #ccg 7no4 #bf71 p4 #ig2 also ,digest1 #ahbb-ahha inclusive1 ch4 #agh1 sec4 #a1 p4 #iaf2 ,revised ,statutes1 #ahib1 ch4 ,v1 par4 #cja1 p4 #aib4 #db ,laws of ,minnesota1 #ahfa1 sec4 #bb1 p4 #fj2 #ahfb1 sec4 #bi1 p4 #bf2 #ahfd1 sec4 #bi1 p4 #bc2 #ahgc1 sec4 #fd1 p4 #ba4 ,successive laws do not necessarily mean renactments1 but other subjects have been added with the social studies remaining the same and reappearing in the laws4 #dc ,general ,statutes of ,minnesota1 #ahha 7including ,statutes1 #ahgh71 ch4 #cf1 sec4 #agh1 ,vol4 ,,ii2 ,general ,statutes1 #ahid1 ch4 #cf 7,title #e71 sec4 #chhi1 sec4 #chij1 sec4 #chia1 p4 #ajec4 ,the law provided 8that all school officers in the state may introduce1 as part of the daily exercises of each school in their jurisdiction1 instruction in the elements of social and moral science1 including industry1 order1 economy1 punctuality1 patience1 self-denial1 health1 purity1 temperance1 cleanliness1 honesty1 truth1 justice1 politeness1 peace1 fidelity1 philanthropy1 patriotism1 self-respect1 hope1 perseverance1 cheerfulness1 courage1 self-reliance1 gratitude1 pity1 mercy1 kindness1 conscience1 reflection1 and the will40 ,further provisions suggested the mode for carrying out the law4 8,that it may be the duty of the teachers to give a short oral lesson every day upon one of the topics mentioned 4441 and to require the pupils to furnish illustrations of the same upon the following morning40 ,if only one lesson were given and only one topic discussed daily by the teacher1 a full calendar month would have been spent in the carrying out of this law4 #dd ,revised ,statutes of ,wisconsin1 #ahgh1 ch4 #bg1 sec4 #ddg1 p4 #agc4 #de ,laws of ,wisconsin1 #ahhg1 ch4 #gi1 p4 #gg2 ibid41 #ahih1 ch4 #bg1 sec4 #ddg1 p4 #cfc2 ,statutes1 #aiac1 ch4 #bg1 sec4 #ddg1 p4 #beh4 #df ,revised ,statutes of ,indiana1 #ahha1 #ddig1 p4 #igh2 ,laws of ,missouri1 #ahie1 p4 #bfg2 ,revised ,statutes1 #ahii1 sec4 #ihh1 ,vol4 ,i1 p4 #bbgj2 ibid41 #aiji1 sec4 #ajheb2 ibid41 #aiai1 sec4 #aabah4 ,see page #ae for other ,missouri laws4 #dg ,laws of ,south ,dakota1 #ahie1 sec4 #ac1 p4 #adb4 #dh ,laws of ,north ,dakota1 #ahie1 ch4 #ef1 p4 #gi2 ibid41 #ahig1 sec4 #gda1 p4 #ajh2 #aije1 sec4 #gej1 p4 #bjb2 #aiji1 sec4 #hcc1 p4 #cjb4 ,dakota ,territory1 ,compiled ,laws1 #ahhg1 sec4 #aggj1 p4 #cie4 ,this shows that ,united ,states history was required in the common schools1 as early as #ahhc1 ,session ,laws of ,dakota ,territory1 #ahhc1 ch4 #dd1 par4 #hc4 #di ,revised ,code of ,dakota ,territory1 #ahhc1 sec4 #ia1 p4 #ehe4 #ej ,laws of ,north ,dakota1 #ahhi-ij1 sec4 #acd1 p4 #baa2 ,revised ,code1 #ahie1 sec4 #ged2 ibid41 #aiji1 sec4 #hhi1 p4 #ahd2 ibid41 #aiac1 sec4 #achi1 ,vol4 ,i1 p4 #ccc4 ,laws of ,south ,dakota1 #ahic1 sec4 #f1 p4 #abf2 ibid41 #ahie1 sec4 #f1 p4 #ach2 ibid41 #aija1 sec4 #f1 p4 #agc2 ,compiled ,laws1 #aijc1 sec4 #bceh1 p4 #dbi2 ibid41 #aiac1 sec4 #adc1 ,vol4 ,i1 p4 #eia4 #ea ,code of ,washington1 #ahha1 sec4 #cbje1 p4 #eeh2 ,general ,statutes1 #ahij1 ch4 ,,viii1 sec4 #haj1 ,vol4 ,i1 p4 #cjj4 ,similar laws1 ,laws1 #ahij1 sec4 #de1 p4 #cgb2 ,laws1 #ahie1 sec4 #a1 p4 #h2 ,laws1 #ahig1 sec4 #fe1 p4 #chd2 ,laws1 #aiji1 sec4 #b1 p4 #bfb2 also ,laws1 #ahgg1 sec4 #e1 p4 #bgd1 for the law prescribing teaching of patriotism4 ,washington required ,united ,states history4 #eb ,revised ,statutes of ,montana1 #ahgi1 sec4 #aaai1 p4 #fdf1 prescribed ,united ,states history4 ,laws of ,montana1 #ahga-gb1 p4 #fcj2 ,revised ,statutes1 #ahgi1 sec4 #aabh1 p4 #fdh2 again on statute books1 ,laws1 #ahgd1 sec4 #da1 p4 #acb2 ,compiled ,statutes1 #ahhg1 sec4 #aijj1 p4 #aahg2 ,revised ,code1 #aijg 7see act of ,march #aa1 #ahie72 ,laws1 #aiac1 ch4 ,,vi1 #hjb1 pt4 #d1 p4 #bde1 for prescribing teaching of patriotism4 ,this law was carried by ,montana on her statute books for fifty years4 ,in ,washington it passed through a similar experience1 being found in the ,code of #aiaj4 ,see ,remington and ,ballinger's ,code1 #aiaj1 sec4 #deej1 ,vol4 ,,ii1 p4 #dij4 #ec ,statutes of ,california1 #ahfc-d1 sec4 #f1 p4 #baa2 ibid41 #ahfe-f1 sec4 #ee1 p4 #cih2 ,codes and ,statutes of ,california1 #ahhe1 sec4 #affe1 ,vol4 ,i1 p4 #bij2 ibid41 #aije1 sec4 #ahgd1 #b1 ,vol4 ,i1 p4 #dea4 ,same law 7#ahhe7 on statute books in #aije4 ,code1 #aije1 #affe1 ,vol4 ,i1 p4 #cia4 ,civil government was added1 #ahhi4 ,laws of ,california1 #ahia1 #affe1 p4 #afa2 again in ,laws1 #ahic1 p4 #bed2 ,laws of ,california1 #aijc1 #ahgd1 #b1 p4 #aie2 ,codes1 #aije1 #affe1 ,vol4 ,i1 p4 #cia2 ,laws1 #aijg1 p4 #idg4 ,the laws respecting the teaching of patriotism and training for citizenship are found in ,statutes of ,california1 #ahfe-hf1 sec4 #gj1 p4 #djj2 ,codes and ,statutes1 #ahhe1 sec4 #agjb1 ,vol4 ,i1 p4 #bic2 ,codes and ,statutes1 #aije1 sec4 #agja1 ,vol4 ,i1 p4 #dbj4 #ed ,laws of ,arizona1 #ahhc1 sec4 #ei1 p4 #di2 ,laws1 #ahhe1 p4 #aeg2 ,revised ,statutes1 #ahhg1 p4 #bhd2 ,revised ,laws of the ,territory of ,arizona1 #aija1 #bbad1 sec4 #he1 p4 #fjb4 ,the study of ,united ,states history required4 ,revised ,statutes of ,arizona1 #ahhg1 #aeff 7sec4 #id71 p4 #bhe2 ,laws1 #ahhe1 p4 #afj2 ,revised ,laws of ,territory1 #aija1 #bbdc 7sec4 #aac71 p4 #fjh4 ,the law prescribed that a teacher instruct in the principles of 8morality1 truth1 justice1 and patriotism 444 to train them pupils up to a true comprehension of the rights1 duties1 and dignity of ,american citizenship40 #ee ,statutes of ,nevada1 #ahfd-e1 sec4 #db1 p4 #dbd4 ,also ,general ,statutes1 #ahfa-ahhe1 #accj1 sec4 #db1 p4 #chd4 ,this last would indicate the inclusion of the law in the statutes to #ahhe4 ,compiled ,laws of ,nevada1 #ahfa-aijj1 #acdf1 sec4 #d4 ,compiled ,laws of ,new ,mexico1 #ahhd1 sec4 #aaja1 p4 #edh2 ibid41 #ahig1 sec4 #aebi1 p4 #dbe4 #ef ,utah's law regarding the teaching of patriotism came under a statute regarding 8,prohibited ,doctrines4 ,moral ,instruction40 ,it prescribed that 8no atheistic1 infidel1 sectarian1 religious1 or denominational doctrine shall be taught in any of the district schools of this state4 ,moral instruction tending to impress on the minds of the pupils the importance of good manners1 truthfulness1 temperance1 purity1 patriotism1 and industry1 shall be given1 444 and all such schools shall be free from sectarian control40 ,the law prescribing the study of ,united ,states history is found in ,laws of ,utah1 #ahif1 p4 #dhf2 ibid41 #ahig1 p4 #aca4 ,revised ,statutes1 #ahih1 p4 #dda2 ,compiled ,laws1 #aijg1 sec4 #ahdh1 p4 #gjd4 #eg ,laws of ,idaho1 #ahhd1 sec4 #cd1 p4 #aic2 ,revised ,statutes1 #ahhg1 ch4 ,,vii1 sec4 #fhg1 p4 #acd2 ,laws1 #ahii1 sec4 #dh1 p4 #ig2 ,political ,code1 #aija1 ch4 ,,xl1 sec4 #ajfg1 ,vol4 ,i1 p4 #cbi2 ,compiled ,statutes1 #aiai1 sec4 #idd1 p4 #bfi4 ,this last citation would indicate the permanence of the law4 #eh ,this is especially evident in the legislation affecting textbooks in history4 ,see page #cf et seq4 ,a knowledge of state history was required for teacher certification in ,pennsylvania1 ,mississippi1 ,south ,dakota1 and ,texas4 #ei ,johnson1 op4 cit41 p4 #acc4 #fj ,ibid41 p4 #acd4 #fa ,ibid41 pp4 #acd-ace4 #ast and #b;d years1 biography and mythology2 #c;d year1 ,american history1 the elements of civil government2 #dth year1 ,greek and ,roman history2 #eth year 7high school71 ,french history2 #fth year1 ,english history2 #gth year1 ,american history2 #hth year1 a special period for intensive study and civil government4 #fb ,ibid41 p4 #adc4 #ast year1 ,ancient history to #hjj ,a4,d41 #had ,a4,d41 or #hdc ,a4,d42 #b;d year1 ,medieval and ,modern ,european history2 #c;d year1 ,english history1 and #dth year1 ,american history and civil government4 #fc ,this includes ,massachusetts whose law was discussed in chapter ,i4 ,see page #g4 ,florida and ,idaho did not name any social studies2 hence they are not included in this number4 #fd ,connecticut1 #ahff1 and ,maine1 #ahgc1 still required 8history40 ,general ,statutes of ,new ,hampshire1 #ahfg1 ch4 ,,lxxxi1 sec4 #d1 p4 #afi2 ,laws of ,minnesota1 #ahfa1 sec4 #bb1 p4 #fj2 ,code of ,public ,laws of ,maryland1 #aijc1 art4 #gg1 #gj1 ,vol4 ,,ii1 p4 #adgb4 ,the source of the law is from ,laws1 #ahfh1 title ,,ii1 ch4 #a1 sec4 #b1 p4 #geg4 #fe ,digest of ,laws of ,pennsylvania1 #ahhc1 #agc1 p4 #cjh1 in which is source of law from ,public ,laws1 #ahfg1 par4 ,,ii 7,april #i1 #ahfg74 ,laws of ,wisconsin1 #ahfa1 ch4 #agf1 sec4 #d1 p4 #ajj2 ,laws of ,indiana1 #ahfe1 sec4 #cd1 p4 #ac4 ,statutes of ,missouri1 #ahgj1 ch4 #abc1 ,vol4 ,,ii1 p4 #abfj1 containing source from ,general ,statutes1 #ahfe1 sec4 #ij1 p4 #bgc4 ,laws of ,arkansas1 #ahfh1 sec4 #fj1 p4 #aha4 ,statutes of ,california1 #ahfe-f1 sec4 #hg1 p4 #djd1 first and second grade certificates4 ,these laws are continued by the following in successive legislation2 ,minnesota ,laws1 #ahfb1 sec4 #bi1 p4 #bf2 ibid41 #ahfd1 sec4 #bi1 p4 #bc2 ibid41 #ahgc1 sec4 #fd1 p4 #ga2 ,general ,laws1 #ahha1 sec4 #ff1 p4 #dhj2 ibid41 #ahid1 sec4 #cgej1 p4 #ajbb2 ,laws of ,wisconsin1 #ahfh1 ch4 #aji1 sec4 #d1 p4 #aaj2 ,revised ,statutes of ,indiana1 #ahha1 #ddbe1 p4 #ieg1 ,laws1 #ahhi1 ch4 ,,lv1 p4 #he2 ibid41 #ahii1 ch4 ,,ccxiv1 p4 #dhi2 ,revised ,statutes of ,missouri1 #ahgi1 sec4 #gjgg1 ,vol4 ,,ii1 p4 #acid1 which contains amendment of #ahgd when civil government was added4 ,these successive laws remained unchanged for the social sciences except where noted4 ,digest of ,laws of ,pennsylvania1 #ahid1 p4 #hae2 ibid41 #aija1 p4 #hei2 in #aija1 civil government1 both state and local1 were added4 ,acts of ,arkansas1 #ahgc1 sec4 #fb1 p4 #dj4 ,codes and ,statutes of ,california1 #ahgf1 sec4 #agdh1 ,vol4 ,i1 p4 #bdb4 #ff ,laws of ,idaho1 #ahgj-ga1 sec4 #ab1 p4 #aj2 ,laws of ,arkansas1 #ahge1 sec4 #cc1 p4 #fe2 ,laws of ,west ,virginia1 #ahgd1 ch4 #abc1 sec4 #bh1 p4 #cii2 also ibid41 #ahgi1 ch4 #gd1 sec4 #bh1 p4 #adc4 #fg ,laws of ,texas1 #ahga-gc1 sec4 #ae1 ,vol4 ,,vii1 p4 #edj2 ,code of ,washington1 #ahha1 sec4 #cbdj1 p4 #efd1 ,laws1 #ahga1 sec4 #f1 p4 #ag1 ibid41 #ahgg1 sec4 #f1 p4 #dbd2 ,compiled ,laws of ,kansas1 #ahgi1 sec4 #f1 par4 #ha 7#eaha71 p4 #hcd2 ,laws1 #ahgf1 ch4 #abb1 art4 #f1 par4 #f2 ,laws of ,colorado1 #ahgj-gb1 sec4 #aj1 p4 #acd1 ibid41 #ahgf1 sec4 #ae1 #bdfa1 p4 #haa2 ,laws of ,delaware1 #ahgi1 p4 #eb2 ,laws of ,oregon1 #ahgb1 par4 #be1 p4 #ejg4 #fh ,laws of ,arkansas1 #ahge1 sec4 #cc1 p4 #fe1 also ibid41 #ahfh1 sec4 #fj1 p4 #aha1 ibid41 #ahgc1 sec4 #fb1 p4 #daj4 ,laws of ,new ,hampshire1 ,minnesota1 ,missouri1 ,maryland1 ,maine1 ,iowa1 ,nebraska1 ,illinois and ,california were discussed in connection with the passage of earlier laws in the preceding chapter4 #fi ,laws of ,wisconsin1 #ahgi1 ch4 #bcg1 p4 #cdf2 ,laws1 #ahhg1 ch4 #gi1 p4 #gg4 #gj ,laws of ,new ,york1 #ahhb1 ch4 #cah1 p4 #chb1 certificate for prospective teachers2 ,laws of ,ohio1 #ahhb1 p4 #gj4 8,an act to amend section #djgd of the ,revised ,statutes of ,ohio relating to teachers' certificates1 making an examination in ,united ,states history essential40 ,general ,statutes of ,michigan1 #ahhc1 par4 #eaec1 ,vol4 ,,ii1 p4 #acef 7a compilation of laws72 ,public ,acts1 #ahhg1 ch4 ,,xii1 sec4 #d1 p4 #hij1 left unchanged the social studies by law of #ahhg1 ch4 #aif1 sec4 #eaec1 p4 #ceci2 ,laws of ,dakota ,territory1 #ahhc1 ch4 #dd1 par4 #af4 ,revised ,code1 #ahhc1 par4 #af1 p4 #eeh1 first and second grade certificates2 ,compiled ,laws1 #ahhg1 par4 #aggj1 p4 #cie2 for first grade certificate1 ,dakota added civil government4 ,acts of ,alabama1 #ahhj-ha1 p4 #ge1 first and second grade certificates1 ,code of ,alabama1 #ahhg1 ch4 #c1 #ihd1 ,vol4 ,i1 p4 #bfi1 same certificates2 ,laws of ,arizona1 #ahhe1 p4 #adj1 ,revised ,statutes1 #ahhg1 ch4 #b1 #adhe 7sec4 #ac71 p4 #bgb1 first and second grade territorial certificates4 ,laws of ,montana1 #ahhc1 sec4 #aadi1 p4 #eg1 for county certificates4 #ga ,general ,statutes of ,connecticut1 #ahhh1 sec4 #bace1 p4 #dff2 ,digest of ,laws of ,pennsylvania1 #ahhc1 #agc1 p4 #cjh2 required ,united ,states history from a law of #ahfg2 ,laws of ,delaware1 #ahhg1 sec4 #d1 p4 #abj1 ,united ,states history4 ,laws of ,west ,virginia1 #ahha1 sec4 #bh1 p4 #ahb1 8history0 required for primary school certificates2 see ,laws1 #ahgd1 p4 #cii2 ,revised ,statutes of ,indiana1 #ahha1 #ddbe1 p4 #ieg1 ,laws of #ahhi1 ch4 ,,lv1 p4 #he1 for common schools1 ,united ,states history was required2 ,supplement to ,revised ,statutes of ,wisconsin1 #ahgh1 required ,united ,states history1 federal and state constitutions for the first1 second1 third grade certificates1 also ,laws1 #ahhg1 ch4 #gi1 p4 #gg2 ,general ,statutes of ,kansas1 #ahhi1 #efea1 par4 #ij1 p4 #ahca4 ,united ,states history was required for first1 second1 and third grade certificates2 also ,laws1 #ahha1 ch4 #aea1 par4 #f1 amended by ,laws1 #ahhe1 ch4 #agj1 par4 #a1 p4 #bgd2 ,revised ,statutes of ,idaho ,territory1 #ahhg1 ch4 ,,vii1 sec4 #fhj1 county certificates with the requirement of ,united ,states history2 ,code of ,washington1 #ahha1 sec4 #cbdj1 p4 #efd1 ,united ,states history was required1 from ,laws1 #ahga1 also ,laws1 #ahhe1 p4 #bg2 ,codes and ,statutes of ,california1 #ahhe1 par4 #aggb1 ,vol4 ,i1 p4 #bih1 which was the same as in #ahgf2 for county certificates ,united ,states history was prescribed4 #gb ,general ,statutes of ,colorado1 #ahhc1 ch4 ,,xcvii1 #cjaj1 sec4 #ae1 p4 #hhc4 ,this amended ,general ,laws1 #ahgi1 p4 #afb1 by adding 8constitution of the ,united ,states02 ,laws1 #ahhi1 sec4 #d1 p4 #cha4 #gc ,laws of ,idaho1 #ahhd1 sec4 #cj1 p4 #aib2 also ,revised ,statutes1 #ahhg1 ch4 ,,vii1 secs4 #fhb1 #fhc1 p4 #acc4 ,see chapter #a for requirements in ,nebraska1 ,iowa1 ,illinois1 ,connecticut1 and ,maine4 #gd ,laws of ,oregon1 #ahhe1 p4 #dd1 also ,laws1 #ahgb1 sec4 #be1 p4 #ejg4 #ge ,statutes of ,oklahoma1 #ahic 7compilation71 ch4 #gc1 art4 #e1 p4 #ajid1 for first and second grade certificates1 also ,laws1 #ahig1 ch4 #cd1 art4 #f1 p4 #bgc4 ,revised ,statutes of ,wyoming1 #ahii1 sec4 #fbg1 p4 #bbh2 ,laws1 #ahii1 ch4 #gj1 p4 #acf1 for second and third grade certificates4 ,laws of ,florida1 #ahic1 ch4 #daib1 p4 #abe1 also ,compiled ,laws1 #aiad1 #cfe1 ,vol4 ,i1 p4 #acf1 for first grade certificates4 ,see footnote1 page #hf4 #gf ,compiled ,laws of ,florida1 #aiad1 #cfe1 ,vol4 ,i1 p4 #acf4 #gg ,laws of ,wyoming1 #ahii1 ch4 #gj1 p4 #acf1 also ,revised ,statutes1 #ahii1 sec4 #fbg1 p4 #bbh4 #gh ,laws of ,pennsylvania1 #ahie1 #da1 p4 #aee1 for high schools demanded general history and civics1 but no mention was made of ,united ,states history4 ,in ,digest1 #ahid1 p4 #hae1 ,united ,states history was required for certificate from any county1 borough1 or its superintendent4 ,laws of ,delaware1 #ahic1 sec4 #e1 p4 #fia1 professional certificates2 ibid41 #ahih1 sec4 #bd1 p4 #aih1 professional1 first1 second1 and third grade certificates4 ,acts of ,west ,virginia1 #ahia1 ch4 #fd1 p4 #afi1 8history0 and civil government for primary certificates2 also ,acts1 #ahie1 ch4 #bf1 #bh1 p4 #ha1 for first1 second and third grade certificates2 adding general history in first grade certificate1 see ibid41 p4 #hb1 also ,code1 #ahii1 ch4 #de1 #bh1 #bi4 ,public ,acts of ,michigan1 #ahic1 sec4 #e1 p4 #ce1 also in ,compiled ,laws1 #aiae 7#ehha71 sec4 #e1 ,vol4 ,,ii1 p4 #bbac4 ,statutes of ,wisconsin1 #ahih1 ch4 #bg1 sec4 #ddg1 p4 #cfc1 for all grades of licenses4 ,general ,statutes of ,minnesota1 #ahid1 ch4 #cf1 par4 #cgdi1 par4 #cgej1 ,vol4 ,i1 p4 #ajbb1 for professional state certificate by law of #ahic approved ,april #ah1 #ahic4 ,laws of ,north ,dakota1 #ahie1 #eb1 p4 #bg1 for all certificates1 ibid41 #ahig1 par4 #gda1 p4 #ajh4 ,laws of ,south ,dakota1 #ahia1 ch4 #ef1 par4 #d1 p4 #aai1 ibid41 #ahic1 ch4 #gh1 #aje1 ibid41 #ahie1 ch4 #gh1 p4 #hc1 in ,compiled ,laws1 #aiac1 par4 #ee1 ,vol4 ,i1 p4 #egb4 ,revised ,statutes of ,missouri1 #ahii1 sec4 #igih1 ,vol4 ,,ii1 p4 #bbgg1 any certificates4 ,general ,statutes of ,kansas1 #ahig1 ch4 #fc1 par4 #bjj1 p4 #fga1 first grade certificate1 but second and third grade required only ,united ,states history4 ,annotated ,code of ,general ,statute ,laws of ,mississippi1 #ahib1 #djbb1 p4 #hhi1 first grade license2 professional and state in #ahif1 ,laws1 #ahif1 p4 ,,iii1 secs4 #f and #g4 ,laws of ,texas1 #ahbb-ahig1 sec4 #fe1 first1 second grades and permanent certificates 7#bc;d legislature1 #ahic72 by laws of #ahia1 state certificate general history and civil government2 ,revised ,statutes1 #ahie1 art4 #cigi1 p4 #ghg4 ,laws of ,idaho1 #ahig1 sec4 #g1 p4 #ge1 ibid41 #ahii1 sec4 #ag1 p4 #caj4 ,laws of ,washington1 #ahia1 ch4 ,,xcvii1 sec4 #d1 p4 #bdd1 ,code1 #ahia1 par4 #ggc1 ,vol4 ,i1 p4 #bha1 state certificate1 ibid41 par4 #ggg1 p4 #bhe1 first grade certificate4 ,revised ,statutes of ,utah1 #ahih1 #agfg1 p4 #dbe1 state professional certificate1 ibid41 #aibc1 p4 #dee1 for primary and grammar certificates1 ,united ,states history only1 but ibid41 #aibd1 high school certificates2 both ,united ,states history and civics for territorial certificate of first grade in #ahij1 civics and ,united ,states history1 ,laws1 #ahij1 sec4 #bc1 p4 #aae2 ,revised ,statutes1 op4 cit41 #agfg1 p4 #dbe1 state professional diploma of high school grade1 general history1 civil government1 ,united ,states history4 ,statutes of ,california1 #ahic1 p4 #bfj1 primary county certificates4 ,revised ,statutes of ,wyoming1 #ahii1 sec4 #fbg1 p4 #bbh1 first1 second1 and third grade licenses1 with political economy required for first grade4 #gi ,acts of ,alabama1 #ahia1 par4 #b1 p4 #bej4 ,approved ,february #d1 #ahia2 also in ,code1 #ahig1 art4 #f1 ,vol4 ,i1 p4 #ajjg4 #hj ,see citations in footnote #eb4 #ha ,citation of reference in footnote #eb4 ,also ,acts of ,iowa1 #ahif1 ch4 #ci1 p4 #dd1 amends #agff of ,code4 #hb ,digest of ,statutes of ,arkansas1 #ahid1 ch4 #aci1 sec4 #gjaj1 p4 #aebc1 ,act of ,april #ad1 #ahic2 ,laws of ,indiana1 #ahii1 ch4 ,,ccxiv1 p4 #dhi2 ,general ,statutes of ,kansas1 #ahig1 ch4 #fc1 par4 #bja1 #bjb1 p4 #fga2 ,revised ,statutes of ,utah1 #ahih1 #agif1 p4 #dcb4 #hc ,maine1 ,connecticut1 ,rhode ,island1 ,illinois1 ,iowa1 and ,nebraska4 #hd ,connecticut1 ,illinois1 ,montana1 ,ohio1 ,oregon being the states which required only history4 ,oregon's requirement was modern history4 #he ,kentucky and ,oregon passed laws this year4 #hf ,laws of ,kentucky1 #ahfb1 ch4 #fcf1 p4 #bfe4 ,approved ,august #cj1 #ahfb4 ,laws1 #ahhi1 ,vol4 ,i1 p4 #afi1 par4 #ae4 ,in the law for the qualifications of teachers1 however1 the taking of the oath was not mentioned4 #hg ,acts of ,west ,virginia1 #ahfc1 ch4 #acg1 #ce1 p4 #bee2 also ,code1 #ahfh1 ch4 #de1 #ca4 p4 #bih2 again ,acts1 #ahff1 ch4 #gd1 #cg1 p4 #fe4 #hh ,acts of ,west ,virginia1 #ahfi1 pp4 #ef1 #ajd4 ,for the law prescribing the oath1 ,code of ,west ,virginia1 #ahfh1 ch4 #de1 #cb1 p4 #bii2 ,acts1 #ahfc1 ch4 #ajf1 p4 #ach4 ,constitution1 ibid41 ch4 ,,ix1 p4 #gf4 ,on ,february #g1 #ahgj1 this law was renacted and amended4 ,code1 op4 cit41 ch4 #ad1 #cb1 p4 #gci of ,appendix4 #hi ,laws of ,missouri1 #ahfe-f1 par4 #hi1 p4 #ahi4 #ij ,acts of ,arkansas1 #ahfh1 sec4 #fa1 p4 #ahb4 ,again in ,acts1 #ahgc1 sec4 #fd1 p4 #dab4 ,repealed by an act of #ahge4 #ia ,code of ,oregon1 #ahfb1 sec4 #i1 p4 #dj4 #ib ,acts and ,resolves of ,rhode ,island1 #ahfe1 pp4 #abf-abg4 ,the ,twentieth ,annual ,report on the ,public ,schools in ,rhode ,island made to the ,general ,assembly at the ,january ,session1 ,a4,d4 #ahfe4 #ic ,laws of ,arizona1 #ahhc1 pp4 #da and #aeg1 ibid41 #ahhe1 p4 #adf4 ,the law made it a duty of superintendents of public instruction or county superintendents of schools to administer the following oath1 but there was no separate law prescribing that a teacher take such an oath3 8,i1 ----1 do solemnly swear that ,i will support the constitution of the ,united ,states and the laws of the territory of ,arizona2 that ,i will true faith and allegiance bear to the same1 and defend them against all enemies whatsoever1 and that ,i will faithfully and impartially discharge the duties of the office 7name of office7 according to the best of my ability1 so help me ,god40 #id ,laws of ,north ,dakota1 #ahig1 par4 #gdb1 p4 #aji2 ibid41 #aija1 p4 #ii2 ibid41 #aije1 p4 #bjf4 ,this statute was in the ,school ,laws published in #aibc4 ,in #aijj1 ,north ,dakota's total population was #cai1adf with a foreign population of #aac1jia4 #ie ,laws of ,idaho1 #ahig1 sec4 #ag1 p4 #he1 ibid41 #ahii1 p4 #caj2 ,code1 #aija1 ch4 ,,xl1 ,vol4 ,i1 p4 #ccj4 ,this law is found as late as #aiba4 ,also ,compiled ,statutes1 #aiai1 par4 #idf1 ,vol4 ,i1 p4 #bgj4 ,in #aijj1 ,idaho's population was #afa1ggb1 of which #bd1fjd were foreigners4 #if ,laws of ,nevada1 #aijg1 ch4 ,,clxxxii1 sec4 #cj1 p4 #chf2 also ,revised ,statutes1 #aiab1 sec4 #cbgg1 also ,revised ,laws1 #ahfa-aiab1 #cgj1 sec4 #b1 ,vol4 ,i1 p4 #aac4 ,out of a total population1 in #aijj1 of #db1cce ,nevada's foreign population was #aj1jic4 #ig ,new ,hampshire1 ,virginia and ,louisiana4 #ih ,general ,statutes of ,vermont1 #ahfb1 ch4 #bb1 sec4 #a1 p4 #afi4 ,the selection of the book was to be made as soon as possible1 and was to be binding upon all teachers and boards of education until ,january1 #ahfg4 ,the law appeared in later statute books4 ,revised ,laws of ,vermont1 #ahhj1 ch4 #cc1 sec4 #eeh1 p4 #afi2 ,vermont ,statutes1 #ahid1 sec4 #gjj1 p4 #ahi4 #ii ,laws of ,vermont1 #ahgb1 no4 #ad1 sec4 #a1 p4 #ed4 8,hall's ,geography and ,history of ,vermont now in use by the authority of law1 in the schools of ,vermont1 or such revised editions of the same as may be issued1 shall be continued as a textbook for the term of five years from the first day of ,november1 ,a4,d41 #ahgc40 ,approved ,november #bf1 #ahgb4 ,legislation of this character is found also in #ahhh and in #ahij4 ,laws1 #ahhh1 no4 #i1 sec4 #aga1 and #agb1 ibid41 #ahij1 no4 #g1 p4 #be4 #ajj ,acts and ,resolves of ,rhode ,island1 #ahfe1 p4 #aec4 ,report of the ,superintendent of ,public ,education4 #aja ,laws of ,north ,carolina1 #ahgi1 ch4 #ic1 p4 #agg4 ,approved ,march #a1 #ahgi4 ,john ,w4 ,moore1 author of textbook4 #ajb ,code of ,west ,virginia1 #ahfh1 #ee1 p4 #cjh4 ,for ,holmes' ,history of the ,united ,states1 ,laws1 #ahgc1 #eh1 p4 #dai4 ,for geography1 ,knote's ,geography of ,west ,virginia1 ,mitchell's ,new ,revised ,geographies1 ,macy-,howe-,smith's ,lessons on the ,globe1 by laws of #ahgc and again in #ahia4 ,laws1 #ahia1 p4 #cac4 ,laws of ,west ,virginia1 #ahie1 ch4 #cg1 p4 #fc4 ,for the ,general ,history by ,myers1 contract price #a4aj1 contract exchange price #hb cents2 for the ,leading ,facts of ,american ,history1 contract price #fe cents1 exchange price #ej cents2 ,beginner's ,american ,history1 contract price #dc cents1 exchange price #ce cents4 ,lewis' ,history and ,government of ,west ,virginia1 in fixing #hj cents as the contract price1 and ,dole's ,the ,american ,citizen with #fe cents as the exchange price were likewise named in the law4 #ajc ,code of ,virginia1 #ahhg1 sec4 #aeja1 p4 #djd4 ,by a law of #ahhc-d4 #ajd ,laws of ,indiana1 #ahhi1 ch4 ,l1 sec4 #a1 p4 #ge4 #aje ,ibid41 #ahia1 ch4 ,,lxxx1 sec4 #a1 p4 #ajj4 #ajf ,general ,statutes of ,minnesota1 #ahha1 ch4 #cf1 par4 #aef1 #aeg1 p4 #dih4 ,contract for books let to ,d4 ,d4 ,merrill1 ,st4 ,paul4 ,laws of ,kansas1 #ahig1 ch4 #agi1 sec4 #d1 p4 #cgh4 ,laws of ,montana1 #ahhi1 sec4 #d1 p4 #baa4 #ajg ,laws of ,kansas1 op4 cit4 #ajh ,laws of ,kansas1 #ahii1 ch4 #agf1 p4 #ceg4 ,it was required that the general history textbook must equal ,myers' ,general ,history and the ,english history must equal ,montgomery's ,english ,history4 #aji ,laws of ,montana1 op4 cit4 #aaj ,laws of ,south ,dakota1 #ahia1 par4 #aa1 p4 #bci4 #aaa ,laws of ,missouri1 #ahig1 sec4 #e1 p4 #bc4 ,approved ,march #ca1 #ahig4 #aab ,digest of the ,statutes of ,arkansas1 #ahid1 ch4 #aci1 sec4 #fige1 p4 #aeai4 ,act of ,december #g1 #ahge4 ,also in ,digest1 #aijd1 sec4 #geca1 p4 #aedc2 ibid41 #aiaf1 sec4 #icgi1 p4 #bacb4 #aac ,laws of ,arkansas1 #ahii1 sec4 #e1 p4 #adh4 #aad ,laws of ,idaho1 #ahhd-he1 p4 #ahe2 ,laws of ,california1 #ahhc-hd1 ch4 ,,viii1 sec4 #a1 p4 #f4 #aae ,laws of ,texas1 #ahbb-ahig1 sec4 #a1 ,vol4 ,x1 p4 #ade2 ,code of ,alabama1 #ahig1 art4 #ah1 #ahaj4 #aaf ,indeed1 as early as #ahdb1 ,new ,hampshire had prescribed that 8no book shall be directed to be used as a school book which is calculated to favor any particular religious or political sect or tenet40 ,revised ,statutes of ,new ,hampshire1 #ahdb1 ch4 #gc1 sec4 #ab1 p4 #aea2 ,compiled ,statutes1 #ahec1 sec4 #ac1 p4 #agh2 ,general ,laws1 #ahgh1 ch4 #hi1 sec4 #ab1 p4 #bag4 #aag ,laws of ,mississippi1 #ahij1 ch4 #gd1 p4 #hh4 ,the state superintendent1 governor1 and attorney-general were made a committee 8to examine the various textbooks upon ,united ,states history and recommend with their approval such works as accord with their best judgment40 #aah ,acts of ,alabama1 #ahif-g1 p4 #bjd4 ,county ,school ,book ,board for the county of ,winston2 ibid41 for the county of ,limestone2 ibid41 p4 #fcg1 for the counties of ,sumter and ,madison4 #aai ,acts of ,georgia1 #ahff1 p4 #bbb4 ,the same series were endorsed by ,mississippi4 #abj ,laws of ,maryland1 #ahfh1 ch4 ,,ix1 sec4 #a1 p4 #gef2 ibid41 #ahgj1 ch4 #aj1 sec4 #a1 p4 #edg2 ,laws of ,south ,carolina1 #ahgj1 sec4 #aj1 p4 #cda4 #aba ,laws of ,virginia1 #ahdi1 ch4 #aac1 p4 #ff4 #abb ,revised ,statutes of ,north ,carolina1 #ahgb-c1 sec4 #ei1 p4 #ehc4 ,this provided that 8no sectarian or political textbooks or influences shall be used in any public school40 ,in ,georgia the law prescribed that 8the county board of education shall not be permitted to introduce into the schools any text-book or miscellaneous books of a sectarian or sectional character40 ,code of ,georgia1 #ahhb1 part #a1 title ,,xiii1 ch4 ,v1 par4 #abgd1 p4 #bgj2 also ,acts of #ahgb1 sec4 ,,xxxiii1 p4 #ge2 also ,laws1 #ahhg1 sec4 ,,xxiii1 p4 #gd4 #abc ,code of ,georgia1 #ahie1 sec4 #e1 par4 #acfe1 ,vol4 ,i1 p4 #cgf4 ,legislation continued from #ahgb4 ,acts1 #ahgb1 sec4 ,,xxxiii1 p4 #ge2 also ,code1 #ahhb1 part ,i1 title ,,xiii1 ch4 ,v1 par4 #abgd1 p4 #bgj4 #abd ,general ,statutes of ,south ,carolina1 #ahha-hb1 sec4 #ihg1 p4 #bid4 ,also ,laws1 #ahgj1 sec4 #aj1 p4 #cda4 ,code1 #aijb1 sec4 #aage1 p4 #deb2 ,code1 #aiab1 sec4 #afii1 ,vol4 ,i1 p4 #dgb4 #abe ,code of ,alabama1 #ahig1 art4 #ah1 #ahaa2 ibid41 #aijg2 ,session ,laws of ,kansas1 #ahig1 ch4 #agi1 sec4 #d1 p4 #cgh2 ,revised ,statutes of ,arizona1 #ahhg1 #aecj1 sec4 #eh1 p4 #bha1 ,laws1 #ahhe1 p4 #aec2 ,code of ,washington1 #ahia1 par4 #gia1 #aj1 ,vol4 ,i1 p4 #bib2 ,laws1 #ahhc1 p4 #ac2 ,codes and ,statutes of ,california1 #ahgf1 sec4 #afgb1 ,vol4 ,i1 p4 #bce2 ibid41 #aije1 ,vol4 ,i1 p4 #djh4 #abf ,revised ,statutes of ,idaho ,territory1 #ahhg1 ch4 ,,ix1 sec4 #gje1 p4 #ace4 ,also ,laws1 #ahff1 p4 #bg2 ,laws1 #ahgj1 p4 #ac2 ,laws1 #ahgi1 p4 #bd2 ,laws1 #ahij1 p4 #adh2 ,laws1 #ahic1 p4 #baa2 ,code1 #aijh1 sec4 #ffh1 ,vol4 ,i1 p4 #djf4 ,this last forbade 8sectarian and partisan instruction40 ,compiled ,statutes of ,montana1 #ahhe1 sec4 #ahic1 p4 #aahe4 ,the term 8partisan0 in some states may have referred to the teaching of religious or political doctrines4 ,laws of ,texas1 #ahbb-ahig1 sec4 #a1 ,vol4 ,x1 p4 #ade4 ,passed in #ahia4 #abg ,acts of ,kentucky1 #ahic1 art4 ,,vi1 par4 #fa1 p4 #adci4 ,approved ,july #ac1 #ahic4 #abh ,compiled ,laws of ,dakota ,territory1 #ahhg1 par4 #agih1 p4 #dja2 ,revised ,code1 #ahhc1 p4 #eig1 ,session ,laws1 #ahhc1 ch4 #dd1 par4 #acj4 #abi ,dakota ,territory1 ,montana1 ,idaho1 ,washington excluded from their schools 8partisan0 textbooks4 ,,chapter ,,iii ,,laws ,,for ,,the ,,expansion ,,of ,,the ,,history ,,curriculum #aijj-aiag ,the twentieth century did not usher in unexpected developments in the ,american educational system1 for the school had begun to experience a transformation of purpose in the period following the ,civil ,war4 ,it was not1 however1 until after #aijj that the forces aroused by the ,economic ,revolution began to assert themselves to a marked degree and to seek means to equip the individual for the complex responsibilities of his social relationships4 ,the early years of the new century saw a tidal wave of reform sweep into all phases of ,american life4 ,agitation for the recall of judicial decisions and the introduction of such measures as the initiative and referendum attested new convictions in the realm of politics4 ,the reform spirit found expression in muck-raking literature1 movements for the betterment of dependents on society1 legislation to alleviate unfortunate industrial conditions1 and schemes of coperation between employer and employee bore testimony to a new social consciousness and national morality4 ,the public school also gave evidence of the spirit of the new era through the changed character of its instruction4#acj 8,preparation for citizenship0 became the keynote of the period1 perhaps better expressed by ,john ,dewey's definition of education as 8,the process of remaking experience1 giving it a more socialized value through increased individual experience by giving the individual better control over his powers40 ,history and the other social studies gained in popularity as especially adapted to implant the right social attitude4 ,this wider outlook on life did not confine itself solely to an interest in domestic affairs1 for the ,spanish-,american ,war had banished the long-cherished theory of national isolation4 ,the international viewpoint was encouraged further by the fact that by #aijj the ,united ,states had achieved second place as an exporting nation4 ,as a result1 the study of foreign history gained in popularity1 and increased offerings in the social studies curriculum evinced the growing favor in which these subjects were held4 ,in planning the course of study1 educational associations showed much activity in committee reports4 ,the report of the ,committee of ,seven of the ,american ,historical ,association doubtless had a pronounced influence in the curriculum making of the greater part of this period4 ,in #aijg1 it was followed by the report of the ,committee of ,five1 who made slight changes in the list of studies recommended by the ,committee of ,seven4 ,however1 modern ,european history received greater emphasis than in the first report1 a tangible expression of the expanding horizon of the time4 ,in #aiji1 the ,committee of ,eight attempted to standardize a course in history for the elementary schools1 in which was included not only ,united ,states history but a study of ,european history4#aca ,from #aijj to the year of our entrance into the ,world ,war1 thirty-two states approved laws incorporating history and other social studies in the curriculum of the public schools1 approximately twice as many as had legislated from #ahfj to #aijj4acb ,the importance placed upon the study of ,united ,states history1 federal and local civics and state history in the previous period persisted4 ,the early years of the century were characterized also by laws pertaining to the teaching of patriotism through the celebration of historic events1 by statutes to inspire reverence for the flag1 and by enactments indicative of sectional interest4#acc ,in #aijj1 ,vermont amended her law prescribing the high school course of study1 and designated political economy1 civil government and general history among the branches to be taught4#acd ,other enactments1 enumerating the prerequisites for a high school1 included thirty-three weeks of history and the natural1 political1 social1 moral and industrial sciences4#ace ,in #aijf1 there was provided instruction for elementary pupils in the history and constitution of the ,united ,states and the history1 constitution and principles of the government of ,vermont4#acf ,in #aiae1 the teaching of 8citizenship0 was approved for all rural schools of a six year course1 and for elementary schools of eight years4#acg ,the tendency to emphasize a study of the ,constitution has no better illustration than in the laws of ,new ,hampshire1 where1 in #aija1 it was made compulsory for every high school to give 8reasonable instruction in the constitution of the ,united ,states and in the constitution of ,new ,hampshire40#ach ,later enactments further stressed the importance of a knowledge of the state and federal constitutions by prescribing that 8in all mixed schools and in all grades above the primary1 the constitution of the ,united ,states and of the state of ,new ,hampshire be read aloud by the scholars at least once during the last year of the course below the high school40#aci ,the teaching of citizenship was the purpose of a ,connecticut law of #aijc and of #aiae1 prescribing regular instruction for all pupils above the fourth grade in 8the duties of citizenship1 including the knowledge of the form of national1 state1 and local government40#adj ,training in citizenship was the purpose of a ,delaware law of #aiaa1 which prescribed that teachers train their pupils in 8honesty1 kindness1 justice1 and moral courage 444 for the purpose of lessening crime and raising the standard of good citizenship40 ,four years later it was followed by an enactment requiring the teaching of ,united ,states history and instruction in 8the general principles of the constitution of the ,united ,states0 and of the state4#ada ,in #aiaa ,pennsylvania prescribed for the elementary schools the teaching of ,united ,states history1 history of the state and civil government4#adb ,these subjects received the statutory endorsement of ,kentucky in #aijd1 ,virginia in #aijd and #aijf1 ,north ,carolina in #aija1 #aije1 #aijg1 #aijh and #aiac4adc ,south ,carolina in several laws from #ahib required for schools under the direction of boards of trustees and of county boards of education1 the 8history of the ,united ,states and of this state1 the principles of the constitution of the ,united ,states and of this state1 morals and good behavior40#add ,texas gave her sanction to the same subjects in #aije1ade and ,alabama prescribed that in all schools and colleges supported in whole or in part by public money1 or under state control1 there should be instruction in the constitution of the ,united ,states and of the state of ,alabama4#adf ,in ,georgia1 the law prescribed as part of the curriculum for the common schools that 8the elements of civil government shall be included in the branches of study taught in the common or public schools1 and shall be studied and taught as thoroughly and in the same manner as other like required branches are studied and taught in said public schools40#adg ,west ,virginia attained some individuality in adding to state and national history and civil government1 8general and ,west ,virginia geography40#adh ,in the schools of ,florida instruction in 8history0 was required for the intermediate grades1 and in the grammar grades the 8history and civil government of ,florida and of the ,united ,states40#adi ,additional emphasis was placed upon the teaching of civics in #aiji when an act provided that the 8elements of civil government be taught in the common and public schools of the state1 444 to be studied and taught as thoroughly and in the same manner as any other required subjects40#aej ,louisiana committed herself to the teaching of ,united ,states history in every school district as an elementary branch by an act of #aijb2aea and ,mississippi1 in #aiaf1 prescribed for the 8curriculum of the free public schools10 civil government with special reference to local and state government1 the history of the nation and of the state4#aeb ,in #aijd1 ,ohio established civil government and the history of the ,united ,states as required subjects for an elementary school education4#aec ,in #aiaj1 it was made obligatory upon each county board of school examiners to examine pupils of township schools in civil government and ,united ,states history4#aed ,in the ,code of #aiaj1 there were included1 in both the elementary and high school courses of study1 the history of the ,united ,states and civil government1 and in the high school the history of 8other countries0 as well4#aee ,by an act approved ,may #ah1 #aiaa1 but repealed in #aiad1 teachers in elementary schools were required to qualify in the history of the ,united ,states1 including civil government1 and in the high school in general history1 with an election of civil government4#aef ,an ,illinois law of this period was similar to that of ,delaware in phraseology and spirit1 and prescribed the teaching of 8honesty1 kindness1 justice and moral courage0 to lessen crime and develop a good citizenship4#aeg ,wisconsin1 as early as #ahfe1 had required as essential for a district school education1 ,united ,states history and civil government1 local history and government1 a practice continued through #aiag4 ,in schools offering industrial education1 citizenship became an obligatory study by the statutes of #aiac4aeh ,minnesota made a knowledge of ,united ,states history prerequisite for entrance into high schools1#aei and ,indiana expanded her list of the required number of studies to include1 in all commissioned high schools1 civil government1 general and state1 ancient1 medieval or modern history and the history of the ,united ,states4#afj ,for the curriculum of the common schools1 there was required in ,indiana the study of ,united ,states history1 a practice developed from a law first in force in ,august #ahfi4afa ,south ,dakota1#afb ,north ,dakota1#afc and ,kansas#afd also committed themselves to the subjects popular in this period4 ,in ,nebraska1 8a study of ,american history for at least one semester in the eleventh and twelfth grades10 became a requirement for normal training courses in the high school4#afe ,missouri made a knowledge of ,united ,states history essential for entrance into the high schools1 as well as prescribing that no school could be classed as a high school which did not include a four years' course in history4#aff ,oklahoma1 in #aije1 illustrated well the social viewpoint characteristic of the time in her law requiring 8in each and every public school it should be the duty of each and every teacher to teach morality in the broadest meaning of the word1 for the purpose of elevating and refining the character of school children up to the highest plane of life2 that they may know how to conduct themselves as social beings in relation to each other1 as respects right and wrong and rectitude of life1 and thereby lessen wrong doing and crime40#afg ,in #aijg1 another law prescribed 8the elements of economics0 for all public schools receiving support from the state4#afh ,a place of prominence in the normal training curriculum was accorded ,united ,states history by ,oregon in #aiaa4afi ,in #aiac1 ,wyoming enacted a law requiring of her superintendent of public instruction the preparation of a course of study for the elementary schools in the usual subjects1 including ,united ,states history and the history and civil government of ,wyoming1#agj and by an act of #aiag history and civics were required in the teacher training departments of the high school4#aga ,california1 too1 succumbed to the trend of the times1 and in #aijc and in succeeding years prescribed the teaching of ,united ,states history and civil government for a public school education4#agb ,in the revision of her territorial laws in #aija1 ,arizona again included ,united ,states history as a school subject2#agc and by legislation in #aiab1 ,new ,mexico showed her approval of the social studies in 8,an ,act to ,encourage the ,instruction in the ,history and ,civics of the ,state of ,new ,mexico40 ,this law forbade any person to teach in the public schools unless he had passed a satisfactory examination in the history and civics of the ,united ,states as well as in the history and civics of the state4 8,it shall be the duty of the teachers in the public schools of the state10 the law read1 8to give such instruction as is practicable in the history and civics of the ,united ,states with special reference to the history and civics of the state of ,new ,mexico2 which said instruction may be given orally or by study of textbooks covering the subject and which said textbooks shall have been adopted by the ,state ,board of ,education40 ,the statute specified that the textbook in state history and civics must be prepared 8by a known historian of the state0 and 8be sold at a price to be fixed by the ,state ,board of ,education not to exceed one dollar per volume40#agd ,of the thirty-two states which had enacted laws during this period for the teaching of the social studies1 substantially all required ,united ,states history1 federal and local civics4 ,state history1 which had attained some popularity in the preceding period1 received attention in many statutes4 ,laws requiring the teaching of ,european history in some form were found in ,vermont1 ,indiana1 ,ohio and ,missouri1 and economics was prescribed in the laws of ,oklahoma and ,vermont4 ,,certification ,,of ,,teachers ,the tendency to enlarge and enrich the social studies curriculum was more evident in the requirements for teachers' certificates than in the courses of study prescribed by law4 ,these requirements1 in general1 included ancient1 medieval and modern history1 general history1 ,english history1 economics and sociology1 besides civil government1 state history and history of the ,united ,states4 ,especially was there an increased offering of subjects for high school teachers4 ,in the elementary and county licenses only civics and ,united ,states history were required with the greatest frequency4 ,among those states which passed new laws or renacted old legislation offering ancient1 medieval or modern history were ,california1 ,idaho1 ,oregon1 ,minnesota1 ,wisconsin1 ,ohio1 ,missouri1 and ,texas4#age ,english history appeared among the subjects in the laws of ,idaho1 ,nevada1 ,kansas1 and ,wisconsin2#agf general history was one of the requirements for certification in the laws of ,west ,virginia1 ,ohio1 ,arkansas1 ,louisiana1 ,texas1 ,illinois1 ,minnesota1 ,nebraska1 ,south ,dakota1 ,utah1 ,nevada1 ,washington1 and ,idaho4#agg ,economics1 or1 as it was more commonly known1 political economy1 was prescribed in ,iowa1 ,nebraska1 and ,wyoming4#agh ,south ,dakota permitted for examination either sociology or economics1#agi and ,wisconsin and ,arkansas insisted upon a knowledge of 8rural economics40#ahj 8,current events0 or 8current history0 were among the requirements of ,south ,dakota in her law of #aiai1 and of ,nevada1 in #aijg1 and in #aiba1 for certification of primary1 grammar and high school classes4#aha ,state history and the study of the state constitution received recognition in the requirements of ,pennsylvania1 ,delaware1 ,west ,virginia1 ,kentucky1 ,mississippi1 ,alabama1 ,oklahoma1 ,texas1 ,wisconsin1 ,south ,dakota1 ,illinois1 ,kansas1 and ,new ,mexico4#ahb ,of all of the social studies required for certification1 however1 ,united ,states history and civil government were the most popular1 being prescribed in some law in every state excepting ,arizona4#ahc ,in some of the states where there was no special enactment prescribing ,united ,states history or civics1 the examining board may have been given the privilege of naming the subjects for examining the candidates1 or1 through custom1 they may have become a part of the subjects in which examinations were held4 ,it is also true that colleges and normal schools have taken over the preparation of teachers in the subjects which they are to teach1 making unnecessary many of the examinations previously held4 ,,flag ,,legislation ,,and ,,observance ,,days ,a means of implanting patriotism in the pupils of the public schools has been legislation pertaining to the display of the ,american flag1 the development of a proper attitude toward it1 and the singing of the national anthem4 ,ten states gave expression to this form of training for patriotism in this period4 ,similar to such enactments was the legal provision made for the observance of the birthdays of great men and the commemoration of historic events by classroom exercises4 ,in addition1 there was a constantly growing number of legal holidays upon which no school was in session4#ahd ,laws respecting the flag were1 and are1 of three general kinds3 7#a7 that each school must possess a flag for display in a conspicuous place1 7#b7 that proper respect for the flag be taught1 and 7#c7 that suitable exercises be engaged in at definitely stated intervals4 ,this last type of law often proves the occasion for the reciting in unison of the salute to the flag1 the so-called 8,american ,creed10 or the preamble to the ,constitution4 ,in the second variety of law a pledge of allegiance is the keynote of the sentiment expressed1 such as3 8,i pledge allegiance to my flag and to the ,republic for which it stands2 one nation indivisible1 with liberty and justice for all02 or1 8,we give our hearts and our hands to ,god and our ,country2 one country1 one flag1 and one language40#ahe ,in #ahih1 ,new ,york enacted 8flag0 legislation which had the three-fold characteristics of such laws4 ,within the next few years this law was followed by statutes of like kind in ,massachusetts1 ,indiana1 ,iowa1 and ,arizona4 ,however1 as later legislation appeared1 it took on a more elaborate phraseology1 with a more open avowal of patriotic purpose4#ahf ,this is well illustrated by an act of #aiji in ,indiana1 which ordered that 8the state board of education shall require the singing of the #8,star ,spangled ,banner' in its entirety in the schools of the state of ,indiana1 upon all patriotic occasions10 with the necessary admonition 8that the said board of education shall arrange to supply the words in sufficient quantity for the purposes indicated therein40#ahg 8,an ,act to provide for the display of the ,united ,states flag on the school houses of the state1 in connection with the public schools1 and to encourage patriotic exercises in such schools10 became a law in ,kansas1 ,march #g1 #aijg4 ,by this act the state superintendent was instructed to prepare a program for the salute to the flag at the opening of each day of school1 as well as 8such other patriotic exercises as may be deemed by him to be expedient40#ahh ,relying upon the governor's proclamation1 ,new ,jersey1 in #aiae1 set aside the week of ,september sixth to thirteenth for appropriate exercises to be held1 at least one day in the interval named1 by schools and churches in commemoration of the one hundredth birthday of the national anthem4#ahi ,in her ,revised ,statutes which took effect on ,january #a1 #aiag1 ,maine incorporated a flag law evolved from enactments of #aijg and #aiae1 whereby superintendents of schools were directed to display the flag from public school buildings on suitable occasions4 ,towns were directed to appropriate annually 8a sufficient amount to defray the necessary cost of the display of the flag10 and it was made 8the duty of instructors to impress upon the youth by suitable references and observances the significance of the flag1 to teach them the cost1 the object and principles of our government1 the great sacrifices of our forefathers1 the important part taken by the ,union army in the war of eighteen hundred sixty-one to eighteen hundred sixty-five1 to teach them to love1 honor and respect the flag of our country that cost so much and is so dear to every true ,american citizen40#aij ,closely akin to the enactments respecting the flag and patriotic exercises were those designating days for special patriotic observance4#aia ,laws providing for the establishment of ,memorial ,day are of such a character4 ,in general1 ,memorial ,day legislation was sectional in character and acclaimed the results of the ,civil ,war from the ,northerner's standpoint4 ,in #ahhf1 the ,kansas legislature1 moved by patriotic feeling1 had resolved to observe the day in fitting manner1 inasmuch as 8during the past ten or twelve years the loyal people of the ,united ,states1 inspired by a sentiment of reverent respect for the memory of our heroic dead1 have by spontaneous consent1 dedicated the thirtieth day of ,may of each year to ceremonies in honor of the soldiers who cheerfully sacrificed their own lives to save the life of the republic4 #8,they need no praise whose deeds are eulogy1' and nothing that we can now say or do will add to the glory or brighten the fame of the gallant host who1 a quarter of a century ago1 came thronging from farms1 workshops1 offices and schools1 to fight1 to suffer and die for the ,union and freedom4 ,but the story of their sublime self-sacrifice1 and their dauntless courage1 should be kept forever fresh and fair in the hearts and minds of the young1 until the end of recorded time4 ,so long as men and women teach their children to revere the memory of patriot heroes1 so long as the peaceful present honors and emulates the example of the war-worn past1 there need be no fear that the dead have died in vain1 or that #8a government of the people1 by the people1 for the people1' will perish from the earth4 ,the steadily growing popularity of ,memorial ,day1 and the universal interest taken in its beautiful ceremonies1 is one of the most hopeful developments of ,american sentiments40#aib ,conceding the importance of a proper recognition of ,memorial ,day1 ,vermont in #ahid appointed the last half day's session before ,may the thirtieth for exercises 8commemorative of the history of the nation during the war of the ,rebellion1 and to patriotic instruction in the principles of liberty and the equal rights of man40 ,the popularity of this law is attested by its continuance on the ,vermont statute books in her ,compilation of #aiag4aic ,in #ahij1 ,massachusetts1 and in #ahig1 ,new ,hampshire established in these commonwealths the custom of observing ,may the thirtieth by exercises of a patriotic nature in the schools4#aid ,new ,york1 in #ahih1 ,arizona in #aijc1 and ,kansas in #aijg1 also subscribed to the sentiment which dictated that ,memorial ,day be given special recognition4#aie ,the birthdays of ,lincoln and ,washington were also given recognition by ,new ,york in #ahih1 ,arizona in #aijc1 and ,kansas in #ai,o#g4aif ,the year #aiji witnessed an expression of patriotic enthusiasm over ,lincoln's contribution to the ,american nation1 awakened1 no doubt1 by the centenary of his birth4 ,during this year ,california1 ,maine1 and ,new ,mexico prescribed special observance of ,february the twelfth4 ,rhode ,island followed in #aiaj1 ,west ,virginia in #aiaa1 with ,vermont in #aiab and in #aiag4 8,february #ab1 the birthday of ,abraham ,lincoln is hereby declared a legal holiday10 stated the law of ,california1 which is typical of others of this group1 8provided1 however1 that all public schools throughout the state shall hold sessions in the forenoon of that day in order to allow the customary exercises in memory of ,lincoln2 and provided further1 that when ,february #ab falls on ,sunday1 then the ,monday following1 shall be a legal holiday and shall be so observed2 and provided still further1 that when ,february #ab falls on ,saturday such exercises in the public schools shall take place on the ,friday afternoon preceding40#aig ,in ,rhode ,island1 the day was called 8,grand ,army ,flag ,day10 and was1 in #aiad1 still one of those days upon which special exercises were held4#aih ,michigan prescribed the reading of the ,declaration of ,independence to all pupils in the public schools above the fifth grade upon the twelfth and twenty-second of ,february1 and upon the twelfth of ,october1 with an obviously patriotic intent1 in her legislation of #aiaa4aii ,washington's birthday occasioned legislation in ,maryland in #aijd and in ,maine in #aiac1 as a day suitable for the propagation of patriotism4#bjj ,in the latter state ,columbus ,day1 ,october #ab1 was included in those observance days upon which exercises should 8aim to impress on the minds of the youth the important lessons of character and good citizenship to be learned from the lives of ,american leaders and heroes and from a contemplation of their own duties and obligations to the community1 state1 and nation of which they constituted a part40#bja ,columbus ,day received the recognition of several other state legislatures1 ,michigan1 ,west ,virginia1 ,louisiana1 and ,oregon especially setting it aside for patriotic purposes4#bjb ,flag ,day1 likewise1 was deemed worthy of observance4 ,new ,york in her legislation of #ahih1 ,arizona in #aijc1 and ,kansas in #aijg included it among those days set aside for special exercises in the schools4#bjc ,connecticut decreed1 in #aije1 that the governor1 annually in the spring1 should designate by official proclamation the fourteenth day of ,june as ,flag ,day1 upon which 8suitable exercises1 having reference to the adoption of the national flag be held in the public schools40#bjd ,in #aijf1 a proclamation of the governor of ,new ,jersey1 couched in grandiloquent phraseology1 recommended that suitable exercises be held in the public schools for commemorating the birthday of the ,american flag4 ,it urged a more extended knowledge of the flag's history4 8,the history of our flag is the history of the growth of our nation10 he proclaimed1 8and the celebration of the anniversary of its birth is not only a patriotic duty but an educational privilege4 ,on the day of its inception it stood as an emblem of the unity of a few modest little colonies4 ,to-day it is the symbol of a mighty nation4 ,it has floated over many a battlefield1 inspiring the sons of patriotism with a courage and strength that made possible the triumph of the right and the preservation of the ,union4 ,it has been carried to far distant lands and has aroused the enthusiasm of thousands to whom its advent meant emancipation from cruelty and oppression40#bje ,reminiscent of the local history movement of the decades following the ,civil ,war was legislation prescribing the celebration of days of interest peculiar to different states4 ,in #ahig1 ,massachusetts passed a resolution recommending to the governor that he issue a proclamation to public school teachers suggesting commemorative exercises for the centennial of the inauguration of 8,john ,adams of ,massachusetts10 in order 8to impress upon their pupils the significance of the inauguration of the president of the ,united ,states and the importance of the part sustained by the commonwealth in ,american history40#bjf 8,rhode ,island ,independence ,day0 was acclaimed in #aiji1 for ,may the fourth4 ,at this time1 so the statute read1 the celebration of the 8first official act of its kind by any of the thirteen ,american colonies0 in a declaration of sovereignty and independence took place4 ,from the date of the passage of the law1 every fourth of ,may in the future1 it was determined1 should become the occasion for the salute of thirteen guns by detachments of the state artillery1 at all places in the state where artillery was stationed1 besides a display of state and national flags1 as well as patriotic exercises in the public schools4#bjg ,march the eighteenth assumed a distinctive place in the school calendar of ,south ,carolina by a law enacted in #aijf1 being known as 8,south ,carolina ,day40 ,the selection of this date sprang from a desire to honor ,john ,c4 ,calhoun1 and from the hope that an observance of this day would 8conduce to a more general knowledge and appreciation of the history1 resources and possibilities of the ,state40#bjh ,in like spirit ,georgia1 in #aiji1 endeavored to awaken local pride in the pupils of the public schools by a celebration of 8,georgia ,day0 on ,february twelfth1 8as the landing of the first colonists in ,georgia under ,oglethorpe40#bji ,confederate heroes received special tribute by patriotic exercises on ,january nineteenth1 the birthday of ,robert ,e4 ,lee1 through a law of ,arkansas4 ,the program of exercises1 the law prescribed1 should deal with events connected with the life of ,general ,lee and 8other distinguished ,southern men0 with attention to those men of renown in civil and military life4#baj ,in ,maryland1 the state board of education1 by a law of #aijd1 was given the privilege of naming a time suitable for the observance of 8,maryland ,day40#baa 8,the geography1 history1 industries and resources0 of ,minnesota1 through a law of #aiaa1 received especial attention in the public schools on 8,minnesota ,day40#bab ,montana1 through a celebration of 8,pioneer ,day0 endeavored to instruct in the pioneer history of the region4#bac ,missouri paid homage to her state history in a law of #aiae through observance by teachers and pupils on the first ,monday in ,october4 ,at this time1 the law prescribed the 8methodical consideration of the products of the mine1 field and forest of the state0 and the 8consideration of the achievements of the sons and daughters of ,missouri in commerce1 literature1 statesmanship and art1 and in other departments of activity in which the state has rendered service to mankind40#bad ,the ,american ,indians1 through a law of #aiai1 in ,illinois1 were likewise deemed worthy of commemorative exercises4#bae ,the persisting desire of the lawmaker to instil patriotism1 either local or national1 in pupils in the public schools has been the incentive for laws respecting the flag and observance days4 ,local pride is evident in the ,northern laws for the observance of ,memorial ,day and the birthday of ,lincoln2 whereas in the ,south a sectional interest is shown in days memorializing the heroes of their section4 ,the ,middle and ,far ,west have also attempted to inculcate local pride4 ,there is a dearth of legislation in the ,southern states for the commemoration of ,flag ,day by special exercises1 but ,washington and ,columbus have been accorded homage by both the ,north and the ,south4 ,,textbook ,,legislation ,textbook legislation from #aijj to #aiag followed the trend of other legislation of the time4 ,as the curriculum of the social studies expanded1 laws dealing with textbooks were made to include more subjects for which there was to be a uniform series selected4 ,state history and civil government1 both local and national1 as well as foreign history and other social studies1 were found more frequently among the subjects enumerated4 ,the reaction which had set in against the enforced nationalism of the ,reconstruction period in the ,south continued to express itself in those states in which there had hitherto been no open remonstrance4 ,in #aijd1 the ,mississippi legislature instructed the textbook commission to select a uniform series of textbooks in ,united ,states history1 civil government1 state history and other subjects1 and took occasion to prescribe that 8no history in relation to the late civil war between the states shall be used in the schools in this state unless it be fair and impartial144440#baf ,presumably of like character was the action of ,north ,carolina in #aije4 ,in 8,an ,act to ,promote the ,production and ,publication of ,school ,books relating to the ,history1 ,literature or ,government of ,north ,carolina for use in the ,public ,schools10 there was appropriated #e1jjj for the years of #aije and #aijf for the state board of education 8to encourage1 stimulate and promote the production and to procure the control and publication of such books as in the judgment of the board properly relate to the history1 literature and government of ,north ,carolina40#bag ,florida's sectionalism was openly avowed in her 8,act for ,providing a ,method of ,securing a ,correct ,history of the ,united ,states1 ,including a ,true and ,correct ,history of the ,confederacy1 and ,making an ,appropriation for such ,purpose40 ,the act declared3 8,whereas1 no book called ,history1 which does not tell the truth or withholds it1 is worthy of the name or should be taught in public schools2 and1 8,whereas1 the ,south is rich in historical facts that are either ignored or never mentioned in the so-called histories taught in our schools2 and1 8,whereas1 the ,southern ,states have been derelict in their duty to posterity in not having provided for past and future generations a history that is fair1 just and impartial to all sections02 therefore it was enacted that ,florida appropriate #aejj as her share toward a fund of #af1ejj to be offered as a prize to the person writing the 8best history of the ,united ,states in which the truth about the participation of the eleven states0 be told4#bah ,in the creation of a textbook board in #aijg1 ,texas regarded it essential that a uniform series of books be selected among which there should be textbooks on the history of ,texas1 civil government and ,united ,states history1 in which 8the construction placed on the federal constitution by the ,fathers of the ,confederacy shall be fairly presented40#bai ,a uniform series of textbooks not of a partisan character were prescribed by laws in ,georgia1 ,alabama1 ,mississippi1 and ,kansas1 and included the subjects of ,united ,states history1 state history1 and civil government4#bbj ,louisiana1 ,indiana1 and ,kansas added ancient1 medieval and modern history textbooks to others previously prescribed4#bba ,in #aija ,nevada included the history of the ,united ,states among the textbooks to be prescribed by the state board of education1#bbb and ,idaho1 in #aijg1 imposed the choice of a civil government textbook and one in ,united ,states history upon her ,state ,board of ,textbook ,commissioners and the superintendent of public instruction4#bbc ,in #aiac1 ,california directed her state board of education to revise the state series of textbooks which included ,united ,states history4#bbd ,three states1 ,ohio1 ,new ,mexico1 and ,west ,virginia placed laws upon their statute books regarding state history1 ,ohio accepting ,howe's ,historical ,collections of ,ohio as a reference book1#bbe and ,new ,mexico limiting to one dollar a volume the price of a state history which was to be prepared by a 8known historian of the state40#bbf ,davies' ,facts in ,civil ,government1 by an act of #aija of ,west ,virginia was again endorsed and the price fixed at #ee cents4#bbg ,four states1 during the period1 in addition to three commonwealths which named 8partisan0 textbooks1 enacted laws to exclude histories held to be sectional in spirit4 ,legislation in all other cases dealt with provisions for a uniform series of textbooks4 ,the statutes of ,louisiana1 ,indiana1 and ,kansas showed the expansion of the social study curriculum in providing for textbooks in ancient1 medieval and modern history4 ,georgia1 ,alabama1 ,mississippi and ,kansas regulated the purchase of textbooks in state and national history and in civics4 ,in ,california1 ,ohio1 ,new ,mexico and ,west ,virginia provisions were made relative to state history textbooks1 and ,idaho and ,nevada in their laws recognized a need for textbooks in civil government or ,united ,states history4 ,,footnotes3 #acj ,this period recognized the importance of vocational training as an important function of the public school1 and developed an interest in other 8expression subjects40 ,the content subjects were also expanded and liberalized4 ,according to ,cubberley1 8,the modern school aims to train pupils for greater social usefulness and to give them a more intelligent grasp of the social and industrial1 as well as the moral and civic structure of our modern democratic life40 ,cubberley1 ,ellwood ,p41 ,public ,education in the ,united ,states 7,boston1 #aiai71 p4 #cgj4 #aca ,only the outstanding committee reports are mentioned4 ,cf4 ,johnson1 op4 cit4 ,an ,n4 ,e4 ,a4 committee report appeared in #aiaf but played no part in the social studies curriculum of the period4 ,it expressed1 however1 the practical and social viewpoint of the time4 #acb ,eighteen states4 #acc ,see chapter ,,vi for a discussion of the activities of the ,g4 ,a4 ,r4 in the ,north and of pro-,southern groups in the ,south to direct the content of history textbooks4 #acd ,laws of ,vermont1 #aijj1 no4 #be1 p4 #ai4 ,the law of #aiab was substantially the same as that of #aijj4 ,laws1 #aiab1 sec4 #ajaf1 p4 #fh4 #ace ,laws of ,vermont1 #aijb1 no4 #bg1 sec4 #c1 p4 #ci2 ibid41 #aijd1 no4 #acg1 sec4 #d1 p4 #fb2 ,public ,statutes1 #aijf1 ch4 #dg1 sec4 #ajaf1 p4 #bgg4 #acf ,public ,statutes of ,vermont1 #aijf1 ch4 #df1 sec4 #ajjc1 p4 #bge4 ,cf4 ,laws1 #ahhh1 ch4 #e1 sec4 #ie1 p4 #bd4 #acg ,public ,acts of ,vermont1 #aiae1 sec4 #dd1 p4 #aca4 #ach ,supplement to the ,public ,statutes of ,new ,hampshire1 #aija-aiac1 p4 #ag 7#aija1 ch4 #if1 sec4 #d1 #aijc1 #ca3a2 #aijc1 #aah3b2 #aije1 #ai3a74 #aci ,supplement to the ,public ,statutes of ,new ,hampshire1 #aija-aiac1 ch4 #ib1 sec4 #f1 p4 #agb4 7,laws1 #aijc1 #ca3b2 #aiji1 #di3a2 #aiaa1 #acf3b47 #adj ,public ,acts of ,connecticut1 #aijc1 ch4 #if1 p4 #fe2 ,general ,statutes1 #aiah1 ch4 #de1 sec4 #heb1 ,vol4 ,i1 p4 #cab4 #ada ,laws of ,delaware1 #aiaa1 p4 #aig2 ,revised ,statutes1 #aiae1 ch4 #ga1 #bbhi1 sec4 #ag1 p4 #aajb2 ibid41 ch4 #ga1 #bbhh1 sec4 #af1 p4 #aajj4 #adb ,laws of ,pennsylvania1 #aiaa1 sec4 #afjg1 p4 #cid4 #adc ,kentucky ,statutes1 #aiji1 ch4 #aac1 par4 #ddba;a 7#b71 p4 #agfe2 also ,acts1 #aijd1 p4 #aa4 ,this law was on the statute books in #aiji2 also ,acts1 #aiaf1 ch4 #bd1 art4 ,,iii1 par4 #bd1 p4 #agc4 ,code of ,virginia1 #aijd1 ch4 #ff1 sec4 #adig1 p4 #haj2 ,acts1 #aijf1 par4 #adig1 p4 #ddc4 ,public ,laws of ,north ,carolina1 #aija1 ch4 #d1 sec4 #cg2 #aije1 ch4 #ecc1 s#i2 #aijg1 ch4 #fda1 s#hec1 #ieg2 ,revised ,code1 #aijh1 ch4 #hi1 par4 #djfj1 ,vol4 ,,ii1 p4 #bjdi2 ibid41 #aiac1 par4 #achc1 ,vol4 ,i1 p4 #ccb4 #add ,code of ,south ,carolina1 #aijb1 sec4 #abja1 ,vol4 ,i1 p4 #dfb2 ibid41 #aiab1 sec4 #agca1 ,vol4 ,i1 p4 #dhj4 ,cf4 page #af4 #ade ,general ,laws of ,texas1 #aije1 sec4 #ajj1 p4 #bhi2 ,mc,eachon's ,annotated ,civil ,statutes1 #aiac1 art4 #bghc1 ,vol4 ,,ii1 p4 #aaad4 ,the same subjects are required through #aiac4 #adf ,code of ,alabama1 #aijg1 #afhe 7#d71 ,vol4 ,i1 p4 #gda ,see page #ag for the same law in the ,code of #ahig4 #adg ,code of ,georgia1 #aiaj1 ch4 #d1 art4 #d1 sec4 #c1 par4 #adfd1 ,vol4 ,i1 p4 #cgf4 ,the law was passed in #aijc4 #adh ,code of ,west ,virginia1 #aiaf1 ch4 #de1 par4 #gh1 p4 #egh2 substantially the same in ,acts1 #ahgb1 ch4 #abc2 #ahha1 ch4 #ae2 #ahhg1 ch4 #c2 #ahia1 ch4 #fc2 #ahie1 ch4 #cf2 #aijh1 ch4 #bg2 #aiae1 ch4 #ef4 #adi ,compiled ,laws of ,florida1 #aiad1 #cij1 art4 #d1 ,vol4 ,i1 p4 #ada2 ,laws1 #aije1 ch4 #echb1 sec4 #f1 p4 #cd1 also ,laws1 #aijc1 p4 #ahj4 #aej ,laws of ,florida1 #aiji1 ch4 #eich1 p4 #abf 7,no4 #fi74 #aea ,constitution and ,revised ,laws of ,louisiana1 #ahgf to #aijb 7,act #bad1 #aijb71 sec4 #bc1 p4 #fab2 again ibid41 #aijh1 p4 #de2 ,annotated ,revision1 #aiae1 #becb1 sec4 #af1 ,vol4 ,i1 p4 #hdf4 ,the law was unchanged in the ,revisions of #aijh and of #aiae4 #aeb ,laws of ,mississippi1 #aiaf1 ch4 #ahg 7#dedj71 p4 #bgg4 #aec ,general and ,local ,acts of ,ohio1 #aijd1 sec4 #djjg-a1 p4 #cei4 #aed ,ibid41 #aiaj1 p4 #ajc4 #aee ,code of ,ohio1 #aiaj1 sec4 #gfdh1 sec4 #gfdi1 p4 #afbb4 #aef ,general and ,local ,acts of ,ohio1 #aiaa1 sec4 #ghcj1 p4 #acj4 ,repealed ,february #ag1 #aiad4 ,ibid41 #aiad1 p4 #aji4 #aeg ,revised ,statutes of ,illinois1 #aiac1 ch4 #abb1 #eji1 p4 #bbfg4 ,in force ,july #a1 #aiji4 ,again found1 ,revised ,statutes1 #aiag1 ch4 #abb1 #eji1 p4 #bgcf4 #aeh ,statutes of ,wisconsin1 #aiag1 #dj1 #cj1 p4 #cge2 ibid41 #aiae1 ch4 #bgs4 #ddg 7#ahfc1 c#aee s#ee2 #ahff1 c#aaa s#f2 #ahfi1 c#ej s#a2 #ahga1 c#ad s#a2 ,r4 ,s4 #ahgh1 s#ddg2 ,suppl41 #aijf1 s#ddg2 #aijg1 c#aah1 #bjj2 #aiaa1 c#dji74 ,statutes of ,wisconsin1 #aiac1 ch4 #bg s#eec p-#e1 p4 #cce2 ibid41 #aiag1 s#da4ag 7#a71 p4 #daa4 ,this law was repealed in #aiag4 ,the requirement was the same in #aiae4 ,ibid41 #aiae1 c#bge1 s#eec1 p-#e1 p4 #cce4 ,in ,wisconsin1 in normal training courses in the high school1 ,american history was required for at least one semester in the eleventh and twelfth grades4 #aei ,revised ,laws of ,minnesota1 #aiae1 ch4 #ad1 #acdj1 p4 #bgc4 ,general ,statutes1 #aiac1 #bbii1 p4 #fbi2 ,general ,laws1 #ahie1 ch4 #ag1 sec4 #b1 p4 #ach4 ,this legislation had been preceded by legislation of #ahie1 prescribing civil government for county schools4 #afj ,laws of ,indiana1 #aijg1 ch4 #aib1 p4 #cbd4 ,burns' ,annotated ,statutes1 #aiad1 #fehb 7#eihd71 ,vol4 ,,iii1 p4 #chd1 and #fehd1 p4 #che4 #afa ,ibid4 #afb ,compiled ,laws of ,south ,dakota1 #aijc1 #bcgh1 p4 #dcb4 ,the teaching of civil government and ,united ,states history in the common schools4 #afc ,revised ,code of ,north ,dakota1 #aiac1 par4 #achc1 ,vol4 ,i1 p4 #ccb4 ,the requirement included ,american history and civil government4 #afd ,laws of ,kansas1 #aijc1 ch4 #dce1 p4 #fgb4 ,history of ,united ,states and ,kansas history4 ,laws1 #aiac1 ch4 #bga1 p4 #ded1 added civil government4 ,general ,statutes1 #aiae1 ch4 #aje1 art4 #e1 par4 #hihe1 p4 #ahah1 for district schools1 history of the ,united ,states and of ,kansas4 #afe ,revised ,statutes of ,nebraska1 #aiac1 ch4 #ga1 art4 ,x1 #fhci1 sec4 #adj1 p4 #aijg4 #aff ,revised ,statutes of ,missouri1 #aiji1 par4 #ajheb1 and ibid41 #aiai1 par4 #aabah1 and ibid41 #aiji1 par4 #ajibc1 ,vol4 ,,iii1 p4 #cdjj respectively4 ,the last law is also in ,session ,laws1 #aijc1 p4 #bfd2 ibid41 #aiji1 p4 #ggj4 #afg ,laws of ,oklahoma1 #aije1 p4 #cgh2 ,compiled ,laws1 #aiji1 sec4 #hbcc1 p4 #affd4 #afh ,revised ,laws of ,oklahoma1 #aiaj1 art4 ,,iii1 #gffg1 ,vol4 ,,ii1 p4 #bjhd2 ,session ,laws1 #aijg-h1 p4 #ad4 #afi ,session ,laws of ,oregon1 #aiaa1 ch4 #eh1 sec4 #ei1 p4 #if4 #agj ,session ,laws of ,wyoming1 #aiac1 ,senate ,file ,no4 #da1 p4 #de4 #aga ,ibid41 #aiag1 ch4 #abc1 p4 #bae4 #agb ,statutes of ,california1 #aijc1 par4 #ahgd3 #b1 p4 #aie2 ,codes and ,statutes1 #aije1 par4 #ahgd3 #b1 ,vol4 ,i1 p4 #dea1 ,statutes1 #aijg1 p4 #gj2 ,consolidated ,supplement to ,kerr's ,cyclopedia1 #aiac1 par4 #affe1 p4 #aid4 ,cf4 page #bj4 #agc ,revised ,laws of the ,territory of ,arizona1 #aija1 #bbad 7sec4 #he71 p4 #fjb4 ,this is the same as ,laws of #ahhe1 p4 #aeg1 also ,revised ,statutes1 #ahhg1 #aeec1 sec4 #ha1 p4 #bhd4 #agd ,laws of ,new ,mexico1 #aiaa1 ch4 #da1 p4 #fh4 ,approved ,june #h1 #aiab4 ,also ,annotated ,statutes1 #aiae1 par4 #dieh1 sec4 #aeb1 ,vol4 ,,ii1 p4 #adbi4 #age ,codes of ,california1 #aije1 #aggb1 ,vol4 ,i1 p4 #dbf1 grammar school certificates2 ,united ,states history and civil government were also required for this certificate4 ,compiled ,statutes of ,idaho1 #aiai1 par4 #ihf1 ,vol4 ,i1 p4 #bgf2 first grade certificate1 with a choice of medieval and modern history or ,english history added to ,american history and civics required for other certificates4 ,session ,laws1 #aiaa1 p4 #ddh2 ibid41 #aiae1 p4 #ccc2 repealed in session #aiba1 ,laws1 #aiba1 p4 #dgc4 ,general ,laws of ,oregon1 #aiaa1 ch4 #eh1 sec4 #i1 p4 #hi2 for state certificate1 general history was required4 ,revised ,laws of ,minnesota1 #aije1 ch4 #ad1 #aced1 p4 #bge1 for professional certificates1 ancient1 medieval1 ,english1 and ,american history4 ,general ,laws of ,wisconsin1 #aiai1 ch4 #fja1 first grade1 modern history and ,united ,states history1 history of ,wisconsin1 rural economics4 ,laws of ,ohio1 #aiai1 sec4 #ghca-b1 p4 #fhe1 modern history1 general history1 economics1 sociology1 civics1 among sixteen branches from which five were to be chosen for high school certificates4 ,laws of ,missouri1 #aiaa1 sec4 #ajici1 p4 #djh1 first grade certificate1 giving a choice of ancient1 medieval or modern or ,english history for examination4 ,laws of ,texas1 #aiba1 ch4 #abi1 sec4 #ajh;a1 p4 #bdc1 high school certificate civil government1 ancient and modern history1 and for elementary certificate of second class1 ,united ,states history and ,texas history4 #agf ,compiled ,statutes of ,idaho1 op4 cit4 ,statutes of ,nevada1 #aiab1 ch4 #aad1 p4 #aef1 also ,revised ,laws1 #aiab1 sec4 #cbfc1 ,vol4 ,i1 p4 #idg1 general history1 ,united ,states history1 civil government1 current events for the first and second grade elementary certificates2 sec4 #cbfb1 high school certificates2 civil government1 general history1 ,united ,states history1 with a selection of ,english history out of a group of subjects4 ,laws of ,kansas1 #aiae1 ch4 #bih1 sec4 #ad1 p4 #cib1 first grade certificate1 also in ,laws1 #aiaa1 ch4 #bgg1 sec4 #b1 p4 #ejf2 ibid41 #aiac1 ch4 #bfh1 p4 #dej4 ,statutes of ,wisconsin1 #aiac1 sec4 #dej-c1 first grade certificate required ,english history1 history of ,united ,states1 civil government1 local and national2 for the third grade1 the latter two were required4 #agg ,code of ,west ,virginia1 #aiaf1 ch4 #de1 par4 #hg1 elementary certificates1 ,laws1 #aiai1 p4 #hg4 ,annotated ,revision of ,louisiana1 #aiae1 #begb 7sec4 #a1 art4 #ee1 #aijf1 ,vol4 ,i1 p4 #hh71 state teachers' certificate4 ,laws of ,texas1 #aije1 sec4 #aah1 p4 #bic1 permanent certificate and first grade4 ,revised ,statutes of ,illinois1 #aiac1 ch4 #abb1 #eda1 third to first grade elementary certificate1 also ibid41 #aiag1 ch4 #abb1 #eda1 ,laws1 #aiai1 p4 #ijj4 ,revised ,laws of ,minnesota1 #aije1 ch4 #ad1 #aced1 p4 #bge1 professional state certificates4 ,laws of ,nebraska1 #aiai1 ch4 #gj1 sec4 #c1 p4 #bfb1 professional state and high school certificate2 also ,revised ,statutes1 #aiac1 ch4 #ga1 art4 ,,xiii1 #fhei1 sec4 #aeh1 professional state certificate 7,laws1 #aije1 p4 #eei74 ,laws of ,south ,dakota1 #aiai1 p4 #afi1 repeals provisions of ,revised ,code1 #aiai1 sec4 #c2 for a life diploma1 general history1 economics or sociology2 also general history1 ,united ,states history1 ,south ,dakota history and civil government in a state certificate2 ,laws of #aije1 sec4 #bbhf1 p4 #acf1 and ibid41 #aiaa1 p4 #agj4 ,compiled ,laws of ,utah1 #aijg1 par4 #agfg1 pp4 #fhd-fhe1 and ibid41 #aiag1 par4 #deji1 p4 #iad1 state professional certificates for grammar grades and high school4 ,statutes of ,nevada1 #aiab1 ch4 #hj1 p4 #aeg1 first grade elementary school certificate2 ch4 #aad1 sec4 #bd1 high school certificates 7approved bill ,march #ag1 #aiac72 also ,statutes1 #aiab1 high school and elementary school certificates2 ,general ,laws1 #aiad1 sec4 #ghca1 high school certificate general history and a choice in elective history4 ,session ,laws of ,washington1 #aiji1 sec4 #dfdd1 p4 #eaf1 first grade elementary certificates and life certificates2 ibid41 #aiaa1 ch4 #af1 sec4 #d1 p4 #ea1 life certificates4 ,political ,code of ,idaho1 #aija1 ch4 ,,xxxvi1 sec4 #ajbh1 ,vol4 ,i1 p4 #caa1 first1 second and third grade certificates4 #agh ,supplement to the ,code of ,iowa1 #aijb1 sec4 #bgcf1 p4 #cae4 ,acts1 #aijf1 ch4 #abb1 sec4 #d1 p4 #hh1 first grade certificate had been found as early as #ahhb4 ,laws of ,nebraska1 #aijc1 par4 #eedb1 sec4 #e2 in #aiai1 political economy is not mentioned4 ,revised ,statutes of ,wyoming1 #ahii1 sec4 #fbg1 p4 #bbh2 also ,laws1 #aija1 ch4 #eg1 p4 #fj4 #agi ,compiled ,laws of ,south ,dakota1 #aiac1 par4 #ac1 ,vol4 ,i1 p4 #efe1 for life certificates4 #ahj ,statutes of ,wisconsin1 #aiae1 ch4 #bgs4 #dej-b1 p4 #bgb4 ,digest of ,statutes of ,arkansas1 #aiba1 par4 #ijbb1 rural teachers' certificate 7,act of ,march #bh1 #aiag74 #aha ,compiled ,laws of ,south ,dakota1 #aiac1 par4 #ee1 ,vol4 ,i1 p4 #egb2 ibid41 #aiaa1 p4 #dac2 ,revised ,statutes1 #aiai1 par4 #gcib1 p4 #ahdg1 for first grade certificate2 also ,laws1 #aiai1 p4 #agj4 ,laws of ,nevada1 #aijg1 secs4 #ae1 #af1 #ag1 p4 #chc1 8current news02 ,statutes1 #aiba1 ch4 #bjh1 sec4 #be1 elementary school certificate1 first grade1 8current events40 #ahb ,statute ,law of ,pennsylvania1 #aibj1 #ejjc1 p4 #dfb1 professional and provisional certificates4 ,laws of ,delaware1 #aiai1 #bcbf-aah1 sec4 #aah1 elementary school certificate2 ibid41 #aibj1 sec4 #agj1 p4 #aij4 ,code of ,west ,virginia1 #aiaf 7all statutes in force71 ch4 #de1 par4 #hg1 p4 #ehj1 for elementary and first three grades of certificates2 again in ,laws1 #aiai1 p4 #hg1 ibid41 #aiba1 sec4 #ajd1 elementary certificate4 ,statutes of ,kentucky1 #aiah1 ch4 #aac1 art4 ,,xi1 par4 #deja1 p4 #ida1 for all certificates4 ,laws of ,mississippi1 #aiaf1 ch4 #ahh1 #dedc1 p4 #bgh1 first and second grade licenses2 also state licenses1 ,laws1 #aijh1 p4 #bji4 ,code of ,alabama1 #aijg1 #agcd1 ,vol4 ,i1 p4 #geg1 the first three grades of certificates4 ,revised ,laws of ,oklahoma1 #aiaj1 #gibc1 ,vol4 ,,ii1 p4 #baec1 the first three grades of licenses4 ,mc,eachin's ,civil ,statutes of ,texas1 #aiac1 articles #bgii-bhjb1 ,vol4 ,,ii1 p4 #aaag1 permanent certificates 7also ,sayles' ,civil ,statutes1 art4 #cigd1 pp4 #adai-bj7 and first1 second1 third grade certificates1 and ,laws1 #aije1 sec4 #aah1 p4 #bic2 ibid41 #aiba1 p4 #bdc4 ,laws of ,wisconsin1 #aiai1 ch4 #fja1 #ci4ah 7#a71 #ci4ai 7#a71 and #ci4bj 7#a71 for first1 second1 and third grade certificates4 ,laws of ,south ,dakota1 #aiai1 p4 #afi1 ,compiled ,laws of ,south ,dakota1 #aiac1 secs4 #ac and #ad1 ,vol4 ,i1 p4 #efe1 life diploma1 state1 first1 second1 third grade certificates1 and primary4 ,revised ,statutes of ,illinois1 #aiac1 ch4 #abb1 p4 #bbga1 county certificates2 ibid41 #aiag1 ch4 #abb2 ,laws1 #aiai1 p4 #ijj1 as well as ,laws of #aijc and #aije4 ,laws of ,kansas1 #aiae1 ch4 #bih1 p4 #cib1 for the first1 second and third grade certificates2 ibid41 #aiac1 ch4 #bfh1 p4 #dej2 ibid41 #aiaa1 ch4 #bgg1 p4 #ejf4 ,statutes of ,new ,mexico1 #aiae1 par4 #dieg1 ,vol4 ,,ii1 p4 #adbi1 first and second grade certificates4 #ahc ,arizona prescribed for first and second grade certificates1 civics and 8history10 which probably meant ,american history4 ,see ,revised ,laws1 #aija1 #badb 7sec4 #ac71 p4 #ehd4 #ahd ,in ,florida1 for example1 ,june #c was made a holiday to 8perpetuate in the minds of the people the purity of life1 the intellectual ability1 the heroic fortitude1 and the patriotic character of ,jefferson ,davis40 ,laws of ,florida1 #ahia1 ch4 #djeh1 p4 #ii4 #ahe ,see ,american ,history and ,patriotic ,program for all ,schools of ,oklahoma1 issued by the ,state ,department of ,education1 #aiba1 p4 #g4 #ahf ,laws of ,new ,york1 #ahih1 secs4 #a1 #b1 #c1 ,vol4 ,,iii1 p4 #aaia2 ,revised ,laws of ,massachusetts1 #aijb1 ch4 #db1 sec4 #ej1 ,vol4 ,i1 p4 #dgd2 ,laws of ,indiana1 #aijg1 ch4 #bec1 p4 #ecg2 ,acts of ,iowa1 #aiac1 ch4 #bde1 sec4 #b1 p4 #bfd2 ,laws of ,arizona1 #aijc1 no4 #ai1 p4 #be4 #ahg ,burns' ,annotated ,statutes of ,indiana1 #aiad1 #eheb;a1 ,vol4 ,,iii1 p4 #che4 #ahh ,laws of ,kansas1 #aijg1 ch4 #cai1 p4 #dic4 ,the ,iowa law1 #aiac1 is much like this law4 ,see ,acts of ,iowa1 #aiac1 p4 #bfd4 ,the ,grand ,army of the ,republic and the ,woman's ,relief ,corps were actively engaged in supplying schools with flags for the purpose of inculcating patriotism throughout this period4 #ahi ,acts of ,new ,jersey1 #aiae1 p4 #ijd4 #aij ,revised ,statutes of ,maine1 #aiaf1 ch4 #af1 sec4 #eb2 ,laws1 #aijg1 ch4 #ahb1 p4 #aii2 ibid41 #aiae1 ch4 #agf4 #aia ,no attempt is made to treat legal holidays where the law requires observance by simply specifying the dates of such days4 ,they are discussed only when the enactments indicate patriotic exercises to be held within the public schools1 or where the purpose of teaching history through the observance of such days is stated4 #aib ,laws of ,kansas1 #ahhf1 ch4 ,,cxxv1 p4 #afg4 ,approved ,february #ah1 #ahhf4 ,especially active in their desire for a proper observance of ,memorial ,day were the ,g4 ,a4 ,r41 who in annual encampments frequently expressed a faith in it as a means for promoting patriotism as well as for memorializing the deeds of their comrades4 #aic ,statutes of ,vermont1 #ahid1 no4 #be1 par4 #fhe1 p4 #ba2 ,public ,statutes1 #aijf1 ch4 #df1 sec4 #ajje1 p4 #bge2 ,general ,laws1 #aiag1 ch4 #eg1 sec4 #abdj4 #aid ,acts and ,resolves of ,massachusetts1 #ahij1 ch4 ,,iii1 sec4 #a1 p4 #id2 ,laws of ,new ,hampshire1 #ahig1 ch4 #ad1 p4 #af2 also ,laws1 #aiba1 ch4 #he1 sec4 #bc1 p4 #abg4 ,the latter date in ,new ,hampshire might indicate a renactment4 ,south ,dakota1 in #aiba1 specially designated ,memorial ,day as 8,citizenship ,day40 ,see page #ih4 #aie ,laws of ,new ,york1 #ahih1 ch4 #dha1 ,vol4 ,,ii1 p4 #aaia4 ,laws of ,arizona1 #aijc1 no4 #ai1 p4 #be4 ,laws of ,kansas1 #aijg1 ch4 #cai1 p4 #dic4 #aif ,laws of ,new ,york1 op4 cit4 ,laws of ,arizona1 op4 cit4 ,laws of ,kansas1 op4 cit4 #aig ,statutes of ,california1 #aiji1 ch4 #ebg1 p4 #hfa1 approved ,april #ac1 #aiji4 ,acts and ,resolves of ,maine1 #aiji1 ch4 #aij1 sec4 #a1 p4 #aij4 ,acts of ,new ,mexico1 #aiji1 ch4 #aba1 sec4 #g1 p4 #cdb4 ,acts of ,west ,virginia1 #aiaa1 ch4 #dj1 p4 #aag4 ,also in ,west ,virginia ,code1 #aiaf1 ch4 #ae1 par4 #a1 p4 #bdf4 ,general ,laws of ,vermont1 #aiag1 ch4 #eg1 sec4 #abda1 p4 #bie4 #aih ,acts and ,resolves of ,rhode ,island1 #aiad1 ch4 #ajga1 sec4 #b1 p4 #aaj2 also ,acts1 #aija1 ch4 #hah1 p4 #ee4 #aii ,this law was passed in #aiaa4 ,compiled ,laws of ,michigan1 #aiae1 ch4 #ajh 7#ehbc71 sec4 #a1 ,vol4 ,,ii1 p4 #baih4 ,non-compliance might cause the revocation of the teacher's certificate by the county commissioner of schools or by the superintendent of public instruction4 #bjj ,laws of ,maryland1 #aijd1 sec4 #dg1 p4 #iia4 ,acts and ,resolves of ,maine1 #aiac1 ch4 #aie1 sec4 #hh1 p4 #bdj4 #bja ,ibid4 #bjb ,compiled ,laws of ,michigan1 #aiae1 op4 cit4 ,general ,laws of ,oregon1 #aiba1 ch4 #da1 p4 #fb4 ,this law1 although coming in #aiba1 possesses the characteristics of those of the earlier period4 ,see page #ic4 ,annotated ,revision of ,statutes of ,louisiana1 #aiae1 #bfei1 #bffj1 secs4 #a1 #b1 ,vol4 ,i1 p4 #hic4 7,act #ef1 #aiai1 p4 #ib47 ,west ,virginia in #aiaa1 also1 set aside ,october #ab for celebration in the common and graded schools4 ,laws1 #aiaa1 ch4 #dj1 p4 #aag4 #bjc ,laws of ,new ,york1 op4 cit4 ,laws of ,arizona1 op4 cit4 ,laws of ,kansas1 op4 cit4 #bjd ,public ,acts of ,connecticut1 #aije1 ch4 #adf1 p4 #cee4 ,approved ,june #af1 #aije4 ,this amended #badj of the ,general ,statutes4 #bje ,proclamation of the ,governor of ,new ,jersey 7,e4 ,c4 ,stokes74 ,laws1 #aijf1 p4 #ghg4 #bjf ,acts and ,resolves of ,massachusetts1 #ahig1 p4#fbh4 ,this bill passed the ,senate ,february #c1 #ahig1 and the ,house on ,february #h1 #ahig4 #bjg ,general ,laws of ,rhode ,island1 #aiji1 title ,x1 ch4 #fd1 sec4 #h1 p4 #bfg4 #bjh ,code of ,south ,carolina1 #aiab1 par4 #ahaj1 ,vol4 ,i1 p4 #dif4 ,laws1 #aijf1 ,,xxiii1 #bb2 approved ,february #ag1 #aijf4 #bji ,code of ,georgia1 #aiaj1 art4 #g1 par4 #aebh1 ,vol4 ,i1 p4 #cie4 ,see page #if for ,north ,carolina's law setting aside ,october twelfth for commemoration4 ,the next chapter continues the discussion for laws passed after #aiag4 #baj ,digest of ,arkansas ,statutes1 #aiaf1 sec4 #ifed1 p4 #baff4 #baa ,laws of ,maryland1 #aijd1 sec4 #dg1 p4 #iia4 #bab ,laws of ,minnesota1 #aiaa1 ch4 #ha1 sec4 #a1 p4 #ig4 ,the day known as ,minnesota ,day was designated by the superintendent of public instruction by proclamation1 the governor concurring4 #bac ,laws of ,montana1 #aiac1 ch4 ,,xiv1 #adjj1 p4 #bfc4 ,in this year the first ,monday in ,november was named4 ,a previous law1 #aijc1 provided for an observance on the last ,friday in ,may4 7,laws1 #aijc1 ch4 ,,lxxxviii1 p4 #afa47 #bad ,laws of ,missouri1 #aiae1 p4 #cja4 #bae ,laws of ,illinois1 #aiai1 ,sen4 ,bill1 no4 #bch1 p4 #hid4 ,in a case such as this the law has been discussed here rather than in the following chapter4 ,the chronological limits of the chapters have not always been strictly adhered to4 #baf ,approved ,march #aa1 #aijd4 ,the law also prohibited 8partisan0 books4 ,laws of ,mississippi1 #aijd1 ch4 #hf 7,s4 ,b4 no4 #ea71 p4 #aaf4 ,also ,code1 #aijf1 ch4 #abe1 #deie1 p4 #abdf4 ,cf4 chapter ,,vi for the activities of pro-,southern groups in this period4 #bag ,ratified ,march #d1 #aije1 ,laws of ,north ,carolina1 #aije1 ch4 #gjg1 p4 #hfc4 #bah ,laws of ,florida1 #aiae1 ch4 #fici 7no4 #acc71 ,vol4 ,i1 p4 #caa4 ,approved ,june #c1 #aiae4 ,the appropriation was not available until each of eleven ex-,confederate states1 or a majority of them1 did likewise4 ,the governor of ,florida was appointed to communicate with other ,southern governors about carrying out the act4 #bai ,laws of ,texas1 #aijg1 ch4 ,,ix1 p4 #ddi4 ,approved ,may #ad1 #aijg4 ,the law of #aiaa added general history to the list of books4 ,laws1 #aiaa1 ch4 #aa1 sec4 #d1 p4 #ij4 #bbj ,code of ,georgia1 #aiaj1 art4 #a1 sec4 #b1 par4 #adci1 ,vol4 ,i1 p4 #cfg4 ,also ,laws1 #aijc1 sec4 #b1 p4 #ed4 ,laws of ,alabama1 #aijc1 sec4 #a1 p4 #afg4 ,code of ,mississippi1 #aijf1 ch4 #abe1 #deie1 p4 #abdf4 ,laws of ,kansas1 #aiae1 ch4 #big1 p4 #chc4 #bba ,annotated ,revision of the ,statutes of ,louisiana1 #aiae1 #beai1 ,vol4 ,i1 p4 #hda 7sec4 #c1 act #bad1 #aiab1 p4 #dfe74 ,the books were to remain unchanged for a period of six years4 ,laws of ,indiana1 #aiac1 ch4 #eh1 p4 #aae4 ,laws of ,kansas1 #aiae1 ch4 #big1 p4 #chc4 ,in ,indiana1 the price of the history of the ,united ,states to be used in the common schools1 could not exceed #fe cents4 ,burns' ,annotated ,statutes of ,indiana1 #aiad1 #fcch 7#ehfg71 ,vol4 ,,iii1 p4 #bec4 #bbb ,laws of ,nevada1 #aija1 p4 #ej4 ,approved ,march #h1 #aija4 #bbc ,revised ,code of ,idaho1 #aijh1 sec4 #egd1 ,vol4 ,i1 p4 #cgj2 ,laws of #aijg1 sec4 #c1 p4 #dgg4 7,sen4 ,bill no4 #hd4 ,approved ,march #ad1 #aijg47 ,there was also found on the statute books ,idaho's previous stipulation prohibiting political documents in the schools4 ,compiled ,statutes1 #aiai1 ,vol4 ,i1 p4 #big4 #bbd ,general ,laws of ,california1 #aiac1 ch4 #dhb1 art4 #dedb1 p4 #agac4 #bbe ,laws of ,ohio1 #ahib1 p4 #bda2 also ,code1 #aiaj1 sec4 #ggai1 p4 #afce4 #bbf ,statutes of ,new ,mexico1 #aiae1 par4 #diei1 sec4 #aec1 ,vol4 ,,ii1 p4 #adbi4 ,act of ,june #h1 #aiab4 ,legislation in ,west ,virginia1 ,oklahoma1 and ,wisconsin included the stereotyped restriction regarding 8matter of a partisan character40 ,see ,laws of ,west ,virginia1 #aiji1 ch4 #bc1 sec4 #d1 p4 #cdf2 ,general ,statutes of ,oklahoma1 #aijh1 sec4 #fcbd1 p4 #acac1 ,laws of #aijg1 ch4 #gg1 p4 #fha2 ,statutes of ,wisconsin1 #aiac1 ch4 #bg1 sec4 #eecm-#ab1 p4 #cai1 ibid41 #aiae1 ch4 #bg s #eecm-#ab1 p4 #ccj4 #bbg ,code of ,west ,virginia1 #aiaf1 ch4 #de1 par4 #afe;a1 p4 #eii 7,acts of #aija1 ch4 #ada74 ,,chapter ,,iv ,,the ,,effect ,,of ,,the ,,world ,,war ,,on ,,laws ,,for ,,teaching ,,history ,,the ,,curriculum ,when the ,fathers of ,new ,england adopted the famous laws of #afdb and #afdg1 they acted on the belief that by the school the character of the nation can be moulded4 ,throughout nearly three centuries of development the confidence of the ,american people in the regenerating power of the public school has grown4 ,they have come to hold high faith in education as an effective tool for the conservation and promotion of national well-being4 ,in each epoch1 the school has attempted to accommodate its offerings to the demands of the time1 thereby reflecting the needs of a people whose point of view is constantly changing4 ,first conceived as a force in the religious life of the people1 the school soon became an instrument for the development of 8morality1 virtue and good behavior40 ,the latter eighteenth century captured the vision of a people fired with patriotism and service to the state1 and then by a citizenry trained to 8preserve and perfect a republican constitution40 ,the occasion of a diverse and scattered electorate caused by the democratic awakening of the ,jacksonian era compelled acceptance of the theory that it was a duty of the state to provide education for all4 ,after the ,civil ,war1 a renewed faith in nationality and a realization of the economic and social demands of the time left their imprint upon the public school curriculum4 ,the opening of the twentieth century witnessed the expansion of the 8citizenship aim0 to include training for efficient participation in a complex social and industrial life4 ,since then1 many traditional subjects of the previous period have been superseded by those tending to give point to the new aims in education2 and of the traditional subjects retained many have been refashioned to fit a new and present-day point of view4 ,this wider horizon has tended to encourage to a greater degree than hitherto the introduction of many social studies1 including economics1 sociology and foreign history4 ,although encumbered with survivals1 the history curriculum of the twentieth century has sought independence of purely political and military events and has striven for a scientific presentation of historical truths which should fit for 8complete living40 ,this new viewpoint was well exemplified in the report of a committee of the ,national ,education ,association in #aiaf1 which proposed a six year course in the social studies from the seventh to the twelfth grades1 stressing the teaching of practical and present-day problems4#bbh ,shortly thereafter the ,united ,states entered the ,world ,war4 ,america at once faced not only the necessity of mobilizing the economic and military resources of a country unprepared for war1 but also that still more difficult problem--the consolidation of public opinion4 ,various agencies were created for the express purpose of cordinating the spiritual resources of the country4 ,such was the design of the ,committee on ,public ,information4 ,speakers and writers gave freely of their talents1 and 8hyphenism0 and pacifism were driven to cover4 ,the ,espionage ,law betrayed the apprehension of the federal government regarding unbridled speech and writing1 and sedition laws in different commonwealths served to arrest an open opposition to the ,war4 ,following the ,war the fear of radicalism and disloyalty to the established institutions of the country continued to express itself in drastic legislation4 ,in the public schools1 the desire to develop an unalloyed patriotism proved the motive for the passage of statutes to promote a dynamic loyalty4 ,in general1 these laws relate to the teaching of patriotism through instruction in the history and government of the ,united ,states1 open affirmations of loyalty by the teaching personnel1 the exclusion of alien teachers from the public schools1 flag legislation and observance days1 enactments regarding textbooks1 and the ,americanization of foreigners4 ,practically all legislation since #aiag dealing with the curriculum contains provisions pertaining to the social studies1 and the greater amount reflects the wartime glow of patriotic enthusiasm4#bbi ,in #aiag three states passed regulatory provisions respecting the curriculum4 ,vermont's legislation dealt with four-year high schools and required the teaching of the political and social sciences4#bcj ,on ,february #ag1 ,montana approved a law which called for instruction in ,united ,states history1 the history of ,montana1 and state and federal civics among other required subjects for the elementary school1 and three days later ,arkansas approved a similar law4#bca ,new ,hampshire1 ,connecticut1 ,pennsylvania1 ,kentucky and ,texas continued laws enacted at a previous time1#bcb and ,delaware1 through legislation in #aiai gained the unique distinction of prescribing 8community civics0 besides the history of the nation and of the state4#bcc ,alabama and ,georgia under laws designed primarily to prescribe a uniform series of textbooks included in the list of studies for which textbooks were mentioned1 the history of the state embracing the constitution of the state1 and the history of the ,united ,states with the constitution4#bcd ,in ,tennessee1 to the requirement of ,united ,states history for the elementary schools1 was added in #aiag the study of the federal constitution in the secondary school curriculum4#bce ,texas placed distinct emphasis upon the teaching of state history through a regulation insisting that this 8history be taught in the history course in all public schools0 and 8in this course only40#bcf ,the popularity of civil government1 state history1 and ,united ,states history is further proved by ,south ,dakota's prescription in #aiai4bcg ,laws for dynamic patriotism were initiated by a statute of ,california in #aiag4 ,one of the mildest of the laws of this type1 its chief purpose was training in the duties of citizenship through the study of ,united ,states history1 with special reference to the history of the ,constitution and the reasons for the adoption of each constitutional provision4 ,instruction in local civil government was provided for as well1 with a specific statement regarding instruction in the duties of citizenship4#bch ,in #aiah1 ,south ,dakota1 ,texas and ,new ,york placed upon their statute books laws that were likewise a direct outgrowth of the war spirit4 ,in the first two states1 patriotism1 the laws declared1 should spring from lessons of 8intelligent patriotism0 inculcated by special exercises4 ,the ,south ,dakota law specified an hour a week in the aggregate1 to be devoted in both public and private institutions 8to the teaching of patriotism1 the singing of patriotic songs1 the reading of patriotic addresses and a study of the lives and history of ,american patriots40 ,should an instructor1 school officer or superintendent fail to enforce obedience to the law the statute provided for a fine of not less than five dollars nor more than one hundred dollars1 or imprisonment in the county jail from five to thirty days1 or both4 ,in the case of the malfeasance of a teacher1 the superintendent of public instruction had the power to revoke his certificate4#bci ,in ,texas1 the law declared that 8the daily program of every public school should be so formulated that it includes at least ten minutes for the teaching of lessons of intelligent patriotism1 including the needs of the ,state and ,federal ,governments1 the duty of the citizens to the ,state1 and the obligation of the ,state to the citizen40#bdj ,the statute concluded with this statement3 8,the fact that this nation is now at war with a foreign foe1 and that the strength of a government of the people1 by the people1 and for the people must necessarily come of its citizenship1 creates an emergency and an imperative public necessity that the constitutional rule requiring bills to be read on three several days be suspended and that this act shall be in force from and after its passage1 and it is so enacted40#bda ,new ,york's statute1 known as the ,lusk ,law1 is the most conspicuous of all of the laws of this period because of its drastic character and its later applications4 ,this law became effective ,september #a1 #aiah4 ,the phase of the law relating to instruction had two parts3 one prescribing courses of instruction in patriotism and citizenship1 the other specifying rules for inspection1 supervision1 and enforcement of the law4 8,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 war10 the law declared1 8the 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 the schools of the state4 ,the boards of education and trustees of the several cities and school districts of the state shall require instruction to be given in such courses1 by the teachers employed in the schools therein4 ,all pupils attending such schools1 over the age of eight years1 shall attend upon such instruction40 ,the statute further prescribed similar courses of instruction for private schools1 and was required of all pupils over eight years of age4 ,in case such courses were not maintained in the private school1 attendance upon instruction in such school was not deemed equivalent to instruction given to pupils of like age in the public schools4 ,the law empowered the regents of the ,university of the ,state of ,new ,york to determine the subjects to be included in courses in patriotism and citizenship1 and to arrange such other matters as were required for carrying into effect the objects and purposes of the law4 ,the commissioner of education was made responsible for its enforcement1 and to him fell the supervision and inspection of instruction4 ,he was given authority at his discretion to withhold1 from a school district or city1 school money1 if the authorities neglected such courses or failed to compel attendance upon such instruction4#bdb ,in #aiah1 ,massachusetts subscribed to training in the duties of citizenship1 including ,united ,states history1 civil government1 and thrift in her public schools2 and two years later1 in a statute relating to all elementary and secondary schools1 she prescribed 8courses in ,american history and civics for the purpose of promoting civic service and a greater knowledge of ,american history and of fitting the pupils1 morally and intellectually1 for the duties of citizenship40#bdc ,in #aiai1 ,new ,jersey1 ,pennsylvania1 ,ohio1 ,iowa1 ,kansas and ,washington passed laws of like character4 ,although each embodies certain distinctive features1 yet all assert a belief in the study of ,american history and government as a preparation for a patriotic citizenship4 ,the ,new ,jersey law contains concrete requirements4 ,in each high school1 courses of study in 8,community ,civics0 and in 8,problems in ,american ,democracy0 were prescribed through the agency of the ,commissioner of ,education1 with the approval of the ,state ,board of ,education4 ,the law required that 8,community ,civics0 be completed not later than the end of the second year1 and the course in 8,problems of ,american ,democracy0 be commenced not later than the beginning of the third year4 ,sixty full periods of not less than forty minutes each were specified for the teaching of these subjects4 ,for the elementary grades1 the geography1 history and civics of ,new ,jersey were prescribed4 ,these courses of study1 the law provided1 8shall be given together with instruction as to the privileges and responsibilities of citizenship as they relate to community and national welfare with the object of producing the highest type of patriotic citizenship40#bdd ,in ,pennsylvania1 too1 it has become a duty of the state superintendent of public instruction to prescribe 8a course of study conducive to the spirit of loyalty and devotion to the state and national governments10 and for all elementary public schools instruction in the history of the state and nation1 including the elements of civil government4#bde ,for the seventh and eighth grades ,ohio prescribed civil government and ,united ,states history2 and ,iowa1 as a prerequisite to graduation from any high school1 required a course in ,united ,states history and civil government for one year1 as well as the offering of a semester of social problems and economics in a four-year high school4 ,in ,kansas1 where the course in civil government and ,united ,states history was designed for the elementary grades1 provision was made1 in the case of noncompliance with the law1 for the closing of the school by the action of the county attorney or the attorney-general4 ,it was in a like spirit with other commonwealths that ,washington declared the 8study of ,american history and ,american government0 to be 8indispensable to good citizenship and an accurate appreciation of national ideals40#bdf ,a similar provision1 with the aim of promoting 8,americanism0 and in training in the 8ideals and principles underlying the government of the ,united ,states10 met defeat in ,maryland in #aibj by the veto of the governor4#bdg ,the year #aiba was particularly prolific in legislation of a wartime character4 ,a variety of expression but a unity of purpose continued to be in evidence4 ,laws were enacted in ,maine1 ,new ,hampshire1 ,wisconsin1 ,michigan1 ,illinois1 ,iowa1 ,nebraska1 ,oklahoma1 ,colorado1 ,utah1 ,arizona1 ,nevada1 ,new ,mexico1 and ,california4 ,the ,maine statute prescribed the teaching of ,american history and civil government in all elementary and high school grades1 both private and public1 and made these subjects a requirement for graduation from all grammar schools4#bdh ,the law of her neighbor1 ,new ,hampshire1 required the reading of the constitution of the ,united ,states and of ,new ,hampshire 8at least once a year in the last grade below the high school40#bdi ,in line with the other states ,michigan declared1 by a statute of ,may #ag1 #aiba1 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 instruction4#bej ,in ,wisconsin1 provision was made for instruction in the history and civil government of the ,united ,states and of ,wisconsin1 and in citizenship1#bea and ,illinois1 on ,june #ba1 #aiba1 passed 8,an ,act to make the teaching of representative government in the public schools and other educational institutions in the ,state of ,illinois compulsory40#beb ,this law endorsed the teaching of patriotism through a knowledge of 8the principles of representative government1 as enumerated in the ,declaration of ,independence and the ,constitution of the ,united ,states and the ,constitution of the ,state of ,illinois10 and was required in all schools maintained in whole or in part by state funds4 ,the law provided1 also1 for one hour of such instruction each week in the seventh and eighth grades1 with an equal amount of time in the high school4 ,on ,march #ca1 #aiba1 ,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 nation1 beginning not later than the eighth grade and continuing in the high school to an extent to be determined by the superintendent of public instruction4 ,a ,nebraska statute of that year established for all schools courses in ,american history and civil government to give 8a thorough knowledge of the history of our country and its institutions and of our form of government40#bec ,in ,oklahoma1 instruction in ,american history must commence in the primary grades of all schools1 both public and private1 beginning with the lowest and continuing through all primary years1 with the privilege of substituting state history in one of the grades4 ,for this instruction1 there should be allotted at least one hour each week4 ,it was specifically stated that the purpose of the statute was to instil in the hearts of the pupils 8an understanding of the ,united ,states and of a love of country and devotion to the principles of ,american government10 and that 8such instruction 444 shall avoid1 as far as possible1 being a mere recital of dates and events40 ,for the high school1 at least one full year's work in ,american history and civics was required1 and no college1 normal school1 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 government4#bed ,the social study requirement of ,colorado for her public schools consisted of the history and civil government of the state1#bee and ,arizona in her law specified that not less than two years' instruction in civics1 economics1 and ,american political history and government be provided for all common schools1 high schools1 normal schools and universities4#bef ,nevada1 in her enactment of ,february #bd1 compelled all schools including colleges1 save exclusively scientific schools1 to teach ,american history1 history of the state1 and ,american civil government4#beg ,included as a part of this law was a provision for patriotic exercises for at least an hour in each school week4 ,new ,mexico1 declaring that the passage of a law prescribing the teaching of national and state history and government was 8necessary for the public peace and safety10 made the statute effective immediately1#beh and ,california again essayed an endorsement of the history of the state and nation with emphasis upon the adoption of the ,constitution4#bei ,in #aibb the commonwealth of ,virginia enacted a law similar to those passed the previous year in fourteen other states4 ,by this statute1 pupils enrolled in the public free schools are taught civil government1 history of the ,united ,states and the history of ,virginia4 ,the #aibb 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 ,island4#bfj ,an adherence to the early method of endorsing the teaching of patriotism characterized enactments in ,idaho1 ,nevada1 and ,utah4 ,in the last state1 instruction 8tending to impress upon the minds of the pupils the importance and necessity of good manners1 truthfulness1 temperance1 purity1 patriotism1 and industry10 was prescribed in connection with the regular school work4#bfa ,nevada1 four years before the passage of ,utah's law1 provided for civic training in her high schools1 whose purpose was to 8inculcate a love of country and a disposition to serve the country effectively and loyally10 both in times of peace and of war4#bfb ,idaho1 through the office of the teacher1 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 8the principles of truth1 justice1 morality1 and patriotism40#bfc ,wisconsin1 also1 sanctioned moral instruction through training by the teacher4#bfd ,since #aibc1 nineteen states have passed laws affecting the social study curriculum4 ,in general1 their purpose is to instil 8into the hearts of the various pupils 444 an understanding of the ,united ,states1 444 a love of country1 and 444 a devotion to the principles of the ,american ,government40#bfe ,through statutes passed in #aibc1 ,arkansas1 ,mississippi1 ,ohio1 ,tennessee and ,west ,virginia require the teaching of ,united ,states history and the ,constitution2 and ,kansas adopted the same requirement in #aibe4bff ,instruction in the federal constitution is prescribed in ,alabama1 ,idaho1 ,new ,jersey1 ,oregon and ,utah by enactments in #aibc1 and in ,new ,york by a law of #aibd4 ,statutes in ,delaware and ,north ,carolina#bfg require the study of the constitutions of the nation and the state1 and ,texas adds to that regulation a recommendation that special emphasis be placed on 8the guarantees contained in the ,bill of ,rights40#bfh ,the ,minnesota law prescribes for all schools 8regular courses in the ,declaration of ,independence and the ,constitution of the ,united ,states1 to an extent to be determined by the ,state ,commissioner of ,education40#bfi ,in ,new ,mexico a similar enactment requires an understanding of the ,declaration of ,independence1 as well as a knowledge of state and national history and government4#bgj ,for her schools ,california establishes 8regular courses of instruction in the constitution of the ,united ,states1 including the study of ,american institutions and ideals10 and ,georgia adopts a similar requirement adding the study of state government4 ,in both states it is provided that no pupil shall receive a certificate of graduation who has not passed satisfactorily examinations in the required subjects4#bga ,substantially all these enactments provide that instruction in the required subjects shall begin in the elementary grades1 continue in the high school and in courses in state colleges1 universities and educational departments of state and municipal institutions to an extent to be determined by the superintendent of public instruction or by the state board of education4#bgb ,endorsement of the study of the ,constitution was given by ,congress in ,march1 #aibe1 when the ,senate passed a ,house resolution expressing 8the earnest hope and desire that every educational institution1 whether public or private1 will provide and maintain as a part of the required curriculum1 a course for the study of the ,constitution of the ,united ,states44440 ,the many laws enacted during the years following the ,world ,war are indicative of the high value placed upon the social studies as an essential part of education4 ,besides laws requiring the teaching of these subjects purely for their content1 many enactments express a high faith that the social studies will serve to inculcate patriotism and to train for citizenship4 ,forty-three commonwealths have engaged in legislation of this character since #aiag1 and all states have at some time endorsed history as a required subject in the public schools4#bgc ,,oaths ,,of ,,allegiance ,,and ,,citizenship ,,for ,,teachers ,few laws requiring ,american citizenship and oaths of allegiance1 in the case of teachers1 appeared on the statute books prior to #aiad4 ,the ,world ,war precipitated the movement for enactments which insist upon an openly avowed loyalty1 as well as upon a teaching personnel consisting of citizens only4#bgd ,in #aiae1 three states enacted anti-alien laws for teaching4 ,a ,michigan statute required a teacher1 if twenty-one years of age1 to be a citizen of the ,united ,states4#bge ,nevada directed the superintendent of public instruction1 the regents of the state university and school trustees to dismiss 8any teacher1 4441 professor or president employed by the educational department of this state who is not a citizen of the ,united ,states2 or who has not declared his or her intention to become a citizen40 ,the law forbade any state controller or county auditor to issue salary warrants to the persons mentioned1 in case of non-citizenship4#bgf ,in ,california a law of #aiae prescribed that 8no person except a native-born or naturalized citizen of the ,united ,states1 should be employed in any department of the state1 county1 city and county or city-government of this state40 ,an exception1 however1 was made in favor of teachers who had declared their intention to become naturalized and of any native-born wife of a foreigner4#bgg ,in #aiag1 the one hundred and fortieth session of the ,new ,york legislature gave its assent to a bill which has become known as one of the ,lusk laws4 ,this law reflects precisely the same sort of apprehension which moved some of the legislators of the ,civil ,war period4 ,it became the precursor of three others of a like nature1 one in #aiah1 one in #aiai1 and one in #aiba4 ,the law of #aiag related to treasonable or seditious utterances by teachers1 the second and third to the granting of teachers' licenses to citizens only1 and the fourth to the employment of teachers who have criticized the government of the ,united ,states4 ,the law of #aiag relating to freedom of speech prescribed that 8a person employed as superintendent of schools1 teacher or employee in the public schools1 444 shall be removed from such position for the utterance of any treasonable or seditious act1 or acts1 while holding such position40#bgh ,the laws of #aiah and #aiai made citizenship an essential qualification for becoming a teacher4 ,any person employed as a teacher on ,april #d1 #aiah1 however1 who was not naturalized1 was given permission to remain in his position provided he1 within a year1 should make application for citizenship4 ,the law of #aiai exempted from the foregoing requirement teachers who were citizens of the ,allied ,powers in the ,world ,war1 and who had been employed as teachers in the ,new ,york schools on or prior to ,april #d1 #aiah1 provided that 8such teacher make application to become a citizen before the first day of ,september1 #aibj1 and within the time thereafter prescribed by law shall become such citizen40#bgi ,the third link in the chain of constraint was an enactment which declared that an applicant1 even though a citizen1 must be 8a person of good moral character0 and must be 8loyal and obedient to the government of this state and of the ,united ,states10 in order to obtain a license to teach4 ,for 8no such certificate shall be issued to any person who1 while a citizen of the ,united ,states1 has advocated either by word of mouth or in writing1 a change in the form of government of the ,united ,states or of this state1 by force1 violence or any unlawful means40 ,the statute provided that the discovery that a teacher were guilty of any of the prohibitions mentioned1 made him liable to a revocation of his certificate through the commissioner of education4#bhj ,the sum of #ae1jjj was appropriated to carry the act into effect4#bha ,much discussion and agitation attended the ,lusk laws after their passage and in the attempts at their enforcement1 for many believed that the right of free speech was endangered by such measures4 ,in #aibc1 under considerable pressure1 the legislature revoked the statute1 and ,governor ,alfred ,e4 ,smith affixed his signature to the repeal4 ,laws similar to the statutes passed by ,new ,york are found in ,ohio1 ,michigan1 ,west ,virginia1 ,tennessee1 ,oklahoma1 ,nebraska1 ,south ,dakota1 ,nevada1 ,idaho1 ,montana1 and ,washington4 ,in #aiai1 ,michigan1 ,nebraska1 ,tennessee1 ,montana1 and ,washington enacted statutes requiring that all teachers of the public schools must be citizens of the ,united ,states1 and ,idaho retained upon her statute books a law of #ahig which had the same intent4 ,the same action was taken by ,north ,dakota in #aiba4 ,in addition to those engaged as instructors in the public schools1 ,nebraska included teachers in private and parochial institutions4 ,in ,washington1 ,california and ,michigan the privilege of a license was granted to those aliens who declared their intention of becoming citizens1 and in ,washington1 there were added to the proscribed group1 those teachers whose certificates or diplomas had been revoked on account of a failure to impress upon the minds of the pupils 8the principles of patriotism or to train them up to a true comprehension of the rights1 duty1 and dignity of ,american citizenship40#bhb ,an open declaration of loyalty and of an intention to inculcate patriotism in their pupils was required of all teachers by ,ohio in a law of #aiai1 by ,colorado1 ,nevada1 ,oklahoma1 ,oregon1 and ,south ,dakota in #aiba4 ,ohio1 ,colorado1 ,oklahoma1 ,arizona1 and ,south ,dakota made it incumbent upon teachers not only in the public schools1 but in private and parochial schools1 to take an oath to support the constitution of the state and of the ,united ,states and to obey their laws4 ,ohio insisted upon an 8undivided allegiance to the government of one country1 the ,united ,states of ,america10 and ,colorado and ,oregon sanctioned the same form4#bhc ,nevada required of teachers the oath in her constitution1 prescribed for all public officers4#bhd ,in ,oklahoma1 any teacher violating the law1 or any person or officer paying out any school funds to a person teaching without subscribing to the oath1 was deemed guilty of a misdemeanor4 ,upon conviction such a person was penalized by a fine of not less than one hundred or more than five hundred dollars1 or imprisonment in the county jail from sixty days to six months1 or both4#bhe ,oregon1 upon conviction1 prescribed a maximum fine of one hundred dollars for non-enforcement of the law4 ,in ,west ,virginia1 a law of #aibc has enjoined upon all teachers1 at the time of signing a yearly contract1 an oath to support the constitution of the ,united ,states and ,west ,virginia4#bhf ,in addition to the regulations imposing an oath of allegiance on teachers1 ,south ,dakota1 like ,washington1 in her law included a prohibition of treasonable utterances4 8,any teacher10 the law declared1 8who shall have publicly reviled1 ridiculed or otherwise spoken or acted with disrespect and contumacy towards the flag of the ,united ,states or its official uniforms or insignia1 or towards the system of government of the ,united ,states1 and its ,constitution1 or shall refuse to take and subscribe to the oath of allegiance hereinbefore required1 shall thereafter forever be disqualified to teach in any public or private school within this state1 and the certificate of any such teacher shall be revoked by the superintendent of public instruction upon satisfactory proof of the commission of any such offense40#bhg ,an ,oklahoma statute has excluded from all public and private schools of that state persons 8guilty of teaching or inculcating disloyalty to the ,united ,states or of publicly reviling the flag1 or the system of government of the ,united ,states40 ,yet the statute prescribed that 8criticism of any public official shall not be construed as within the purview0 of this regulation4 ,california1 in a bill relating to ,american histories and other textbooks which passed the ,assembly in #aibc1 would have leashed her teachers in much the same way4 ,but the bill failed of passage in the ,senate4#bhh ,the appropriation bill passed by the ,sixty-,eighth ,congress for the ,district of ,columbia1 in #aibe1 provided that no money should be available 8for the payment of the salary of any superintendent1 assistant superintendent1 director of intermediate instruction1 or supervising principal who permits the teaching of partisan politics1 disrespect for the ,holy ,bible or that ours is an inferior form of government40 ,a similar provision relates to teachers4#bhi ,two states1 on the other hand1 have passed laws emphasizing a faith in the integrity and patriotism of their teachers4 ,although their action preceded the legislation of the ,world ,war1 yet it is significant that there have been no restrictive laws since then in these commonwealths4 ,in #aiaa1 ,pennsylvania sanctioned a policy of freedom of thought for her teachers by declaring that 8no religious or political test or qualification0 should be required of 8any director1 visitor1 superintendent1 teacher1 or other official1 appointee1 or employee1 in the public schools of this commonwealth40#bij ,in #aiac1 the ,general ,court of ,massachusetts forbade any school committee1 by rule1 regulation or other means to restrain or penalize any teacher for 8exercising his right of suffrage1 the signing of nomination papers1 and the petitioning or appearing before committees of the legislature02 but it permitted school committees to forbid a teacher to exercise any of the aforesaid rights1 suffrage excepted1 on school premises during school hours or where the exercise interfered with the performance of school duties4#bia ,of great significance was the ,massachusetts law of ,march #ag1 #aiag1 which expressly prohibited inquiries relative to the religious or political belief of applicants for positions in the public schools and forbade the rejection or selection of the applicant on such grounds4#bib ,many commonwealths1 however1 like ,new ,jersey1 have enacted laws pertinent to teachers as citizens1 but not openly and avowedly 8teacher0 legislation4 ,such a law was approved ,february #ac1 #aiah1 by the governor of ,new ,jersey4 ,it provided that 8any person who shall advocate1 in public or private1 by speech1 writing1 printing1 or by any other means1 the subversion or destruction by force of the government of the ,united ,states1 or of the ,state of ,new ,jersey1 or attempt by speech1 writing1 printing1 or in any other way whatsoever to incite or abet1 promote or encourage hostility or opposition to the government of the ,united ,states1 or of the ,state of ,new ,jersey1 shall be guilty of a high misdemeanor1 and on conviction shall be punished by imprisonment for a term not exceeding ten years1 or by a fine not exceeding two thousand dollars1 or by both fine and imprisonment1 in the discretion of the court40#bic ,of all legislation dealing with the teaching craft1 that which has attempted to control and direct the speech of the teacher has provoked the greatest protest4 ,our political development has been such that an interference with the free expression of opinion creates the impression that a jealously guarded right has been invaded4 ,it is this feeling which has led to an agitation against such laws1 although the fear that a teacher may be an instrument for corrupting his pupils is not a product of recent times either in this country or in world history4#bid ,,flag ,,legislation ,,and ,,observance ,,days ,legislation concerning the flag and special observance days takes on the characteristics of other laws passed since #aiag4 ,one of the first 8flag laws0 was passed in #aiah by ,maryland4 ,this law declared as the purpose of its enactment that 8the love of liberty and democracy1 signified in the devotion of all true and patriotic ,americans to their flag and to their country1 shall be instilled in the hearts and minds of the youth of ,america40#bie ,two years later1 when the tide of legislation for encouraging patriotism was at full flood1 a law embracing all schools through institutions of higher learning passed the legislature4 ,by this statute all public and private schools1 with the exception of professional schools1 were required to open their exercises 8on at least one day of each school week1 whether morning1 afternoon1 or evening1 with the singing of the #8,star ,spangled ,banner4'0#bif ,reverence and respect for the flag was the purpose of ,oklahoma's statute in #aiba4 ,to insure obedience to the law1 which was applicable to all public1 private1 parochial and denominational schools1 the penalty of imprisonment or a fine could be imposed upon an offender4 8,any teacher10 affirmed the law1 8neglecting to display said flag or carry out said ceremonial1 or any person forbidding or hindering the display of said flag or the carrying out of said ceremonial shall be subject to discharge or removal and shall also be punished by a fine of not less than one hundred dollars or more than five hundred dollars1 or by imprisonment in the county jail for not less than sixty days and not more than six months1 or both40#big ,minnesota1 in passing 8,an act to provide for the teaching in all the common1 graded1 and high schools of this state of exercises tending to promote and inculcate patriotism10 was actuated by a like motive in #aiag4 ,here a half hour daily must be devoted to patriotic exercises in all public schools1 and every teacher should1 by special exercises and by the teaching of subjects especially suitable1 encourage and inculcate the spirit of patriotism4 ,such exercises were to consist of the singing of patriotic songs1 readings from ,american history and from the biographies of ,american statesmen and patriots4#bih ,of slightly different character was the agency for propagating patriotism devised by the ,alabama legislature in #aiai1 by which was established the 8,alabama ,patriotic ,society40 ,this organization1 non-political and non-sectarian1 essayed as its objects 8to stimulate patriotism among the people2 to teach the fundamental principles of ,american institutions1 or free government2 to develop in the hearts and minds of ,alabamans a deeper love of country and reverence for the ,american flag2 to expound the underlying principle of self-determination2 to immortalize the heroes who have brought fame and renown to ,alabama by reason of their courage and leadership in all the great wars1 in which ,alabamans have engaged2 to teach the people to love their ,state1 to respect her laws and to support the ,constitution of both the ,state and ,federal ,government2 to bring the people together to the end that unity of purpose and solidarity may be promoted2 to hold discussions of patriotic and political questions affecting the general welfare of the whole people1 and to issue educational pamphlets and matter to aid in carrying the purpose of the society fully into effect40#bii ,in ,north ,carolina1 ,october twelfth has been set aside for appropriate exercises in the public schools 8to the consideration of some topic or topics0 of state history4#cjj ,in ,oklahoma1 ,november sixteenth has been designated for a like purpose in order to teach 8loyalty and patriotism0 to state and ,union4#cja ,since #aiah1 the date ,november eleventh has become the occasion for a commemoration of the general rejoicing which was caused by the signing of the ,armistice4 ,in the state of ,washington1 the law has ordained that it shall be 8the duty of each teacher in the public schools 4441 or principal in charge of the school building1 to 444 present a program of exercises of at least sixty minutes in length1 setting forth the part taken by the ,united ,states and the state of ,washington in the world war for the years #aiag-aiah1 and the principles for which the allied nations fought1 and the heroic deeds of ,american soldiers and sailors1 the leading events in the history of our state and of ,washington ,territory1 the character and struggles of the pioneers1 and other topics tending to instill a loyalty and devotion to the institutions and laws of our state40 ,west ,virginia also has recognized ,armistice ,day as a time fitting for 8appropriate ceremonies40#cjb ,a joint resolution of the legislature of ,maryland in #aibj memorialized the ,president of the ,united ,states to designate ,november eleventh of each year as a day for national thanksgiving4 ,this day1 the ,general ,assembly believed1 had been 8made sacred to the hearts of the ,american people1 in that it was the day on which the world's greatest tragedy was arrested and the awful pull at the people's heart strings relaxed10 and on which 8there terminated that war which overthrew the inhuman monster who laid blood-hands upon nearly every home of a peace-blest earth40 ,the world was further assured on this day1 the lawmakers declared1 that 8the struggle of democratic nations for liberty and for righteousness had triumphed over the kultur and the crime of the scientific barbarians1 and that autocracy and diabolical tyranny lay defeated and crushed behind the long rows of white crosses which stretch across ,europe44440 ,the legislators desired that the day should be the occasion for 8strengthening of those noble sentiments of patriotism common to the ,american people1 and to the love for the cause for which the sons of ,maryland fought and gave their lives in the ,world ,war10 and it was recommended that the schools observe the day in a 8fitting and impressive manner40#cjc ,an act amending the law relating to holidays in ,wisconsin1 in #aibc set aside ,lincoln's and ,washington's birthdays for commemorative exercises in the public schools of that state4#cjd ,north ,dakota took similar action1 adding ,october twelfth and ,november eleventh for observance except in communities where special exercises were held4#cje ,in ,michigan1 in addition to observance days previously prescribed1 ,roosevelt's birthday1 ,october twenty-seventh1 and 8,liberty ,day10 ,november eleventh1 have been designated for 8proper and appropriate commemorative ceremonies40#cjf ,south ,dakota1 in #aiba1 declared that ,memorial ,day should also be known as 8,citizenship ,day0 in that state1 at which time each citizen who had become twenty-one years of age during the year1 or who had been admitted into full citizenship of the ,united ,states during that period1 should receive a 8citizenship certificate signed by the ,governor1 attested by the ,secretary of ,state1 and countersigned by the ,chairman of the ,board of ,county ,commissioners of the ,county in which such citizen resides40 ,the certificate included the name1 age1 and residence of the citizen1 who also received a 8manual of citizenship0 containing 8the ,mayflower ,compact1 the ,declaration of ,independence1 the ,constitution of the ,united ,states and of ,south ,dakota10 and 8non-political axioms and discussions of the principles of popular citizenship40#cjg ,such laws were but the outpouring of a dynamic and enthusiastic patriotism1 and were considered by the legislator another means of awakening and encouraging a love of country4 ,,textbook ,,legislation ,few states since #aiag have passed laws requiring a uniform series of textbooks3 ,north ,carolina1 ,georgia1 ,florida1 ,alabama1 ,arkansas1 ,tennessee1 and ,west ,virginia4 ,in all of these states1 except ,north ,carolina1 textbooks in local history and in local and national civics were added to the uniform series in ,united ,states history4#cjh ,in ,north ,carolina the state textbook commission was empowered to select histories for the elementary grades4 ,the only other legislation of this period1 except that designed to censor the content of history textbooks1 was the resolution of the ,georgia legislature of #aiah4 ,this resolution endorsed the preparation of a suitable textbook in civil government4 ,it came from the ,state ,board of ,education1 who1 in #aiac1 had condemned the textbook then in use and had suggested the readoption of ,peterman's ,civil ,government1 temporarily1 until one which would be satisfactory could be prepared4 ,from the action of the legislature in #aiah1 it is evident that no book had been written which met the approval of the ,state ,school ,book ,commission4 ,the restatement of the resolve of #aiac merely sought to call attention to the need for such a book4#cji ,the outstanding legislation of the period1 which deals with history textbooks1 results from opening the flood-gates of apprehension regarding the content of school histories4 ,it is the same misgiving which prompted restrictive legislation regarding the speech of the teacher and required an open avowal of allegiance to the government of the ,united ,states4 ,here1 again1 the vital thing in the mind of the lawmaker is to repress any statements considered by him as likely to undermine ,american patriotism4 ,in #aiah1 ,new ,york approved another ,lusk law prohibiting the use of any textbook which contained statements seditious in character1 disloyal to the ,united ,states or favorable to the cause of any enemy country4 ,the law created a commission composed of the commissioner of education and two persons designated by the ,regents of the ,university of the ,state of ,new ,york4 ,to this body any person might present written complaints against textbooks in 8civics1 economics1 ,english1 history1 language and literature10 which were then to be examined 8for the purpose of determining whether such textbooks contain any matter or statements of any kind which are seditious in character1 disloyal to the ,united ,states or favorable to the cause of any foreign country with which the ,united ,states is now at war40#caj ,in case the commission disapproved of the book after examination1 the law prescribed that the reasons be forwarded to all boards of education1 who then must abandon the use of the book4 ,it was further provided that any person in authority continuing to use a condemned book would be considered guilty of a misdemeanor4 ,less drastic legislation than the ,new ,york law was passed in ,new ,hampshire in #aiba1 declaring that 8no book shall be introduced into the public schools calculated to favor any particular religious sect or political party40#caa ,other legislation which can be considered in the same category was passed in ,alabama1 ,georgia1 ,tennessee and ,california1 in their prohibition of 8partisan and sectarian0 books4#cab ,during the years of #aibb and #aibc1 systematic efforts were made by private organizations to control the content of history textbooks4 ,in general1 the criticisms against the histories then in use were directed by patriotic and racial organizations seeking to revive the traditional treatment of relations with ,great ,britain1 particularly during the ,american ,revolution and the ,war of #ahab4cac ,an outgrowth of this agitation against school histories was the law of ,wisconsin approved ,april #e1 #aibc4 ,this statute has prescribed that 8no history or other textbook shall be adopted for use or be used in any district school1 city school1 vocational school or high school1 which falsifies the facts regarding the war of independence1 or the war of #ahab or which defames our nation's founders or misrepresents the ideals and causes for which they struggled and sacrificed1 or which contains propaganda favorable to any foreign government40 ,the law has also provided that a complaint against any textbook filed by any five citizens with the superintendent of public instruction1 must be heard within thirty days at the county seat of the county in which the complainants reside4 ,the statute has made it the duty of the superintendent to pass upon the case ten days following the hearing and to exclude from the schools any book found to contain statements prohibited by the enactment4 ,in #aibe1 a bill embodying substantially the same spirit and phraseology was presented to the ,massachusetts ,house by ,mr4 ,garrity of ,boston1 but was not enacted into law4#cad ,oregon has a similar law4 ,the use of any textbook has been prohibited which 8speaks slightingly of the founders of the republic1 or of the men who preserved the ,union1 or which belittles or undervalues their work40#cae ,in the spring of #aibc1 the ,assembly of the state of ,california passed a bill excluding from the schools of the state any history or other textbook 8which falsifies the facts regarding the war of independence1 the war of #ahab1 or any other war of this country1 or which defames our nation's founders1 defenders1 heroes or patriots1 or misrepresents the ideals and causes for which they struggled and sacrificed1 or misleads by stating but partial facts1 or which contains propaganda that is unfavorable to this country and government1 and favorable to any other government or other type of government40 ,the bill met defeat in the ,senate4#caf ,in the spring of #aibc a bill of like nature passed the ,senate of ,new ,york but failed in the ,lower ,house4 ,by this proposal1 known as the ,higgins ,bill1 any ,american history was prohibited in the primary or secondary schools of the state1 8which falsifies1 distorts or denies the acts of oppression recited in the ,declaration of ,independence1 or which1 if a textbook dealing with the period immediately preceding the ,declaration of ,independence1 fails to refer1 444 to the principal acts of oppression as set forth in the ,declaration of ,independence40 ,it further forbade the use of any history which 8belittles1 ridicules1 doubts or denies the services and sacrifices of ,american patriots10 or which 8emphasizes and enlarges upon the possible human failings or shortcomings of such patriots without giving at least equal prominence to their virtues or merits40 ,the bill prescribed for primary schools the presentation of episodes calculated 8to arouse in children a justifiable pride0 in the winning of 8our national independence40 ,it further placed under ban any textbook which 8misrepresents0 or 8fails to mention 444 the compelling causes of the respective wars waged 444 against foreign interference1 aggression or encroachment1 or which 444 fails to emphasize 444 the final victory of the ,united ,states in any war it prosecuted to a successful conclusion10 or which 8belittles or ridicules 444 ,american soldiers1 sailors or marines in our wars against foreign nations 444 as to leave 444 a contempt0 for them or 8an unwarranted skepticism regarding their successes under arms40#cag ,a bill of like import was introduced in the ,new ,york ,senate in #aibd4 ,it included a provision for the training of teachers in the best methods of teaching ,american history1 as well as the requirement that ,american history textbooks include the ,declaration of ,independence 8in its entirety10 if dealing with the ,american ,revolution4#cah ,senator ,higgins was also responsible for a resolution instructing the ,commissioner of ,education to investigate the history textbooks used in the schools of ,new ,york to ascertain whether any contained matter misrepresenting events of the ,revolution or ridiculing the ,revolutionary patriots4#cai ,in ,january1 #aibd1 a bill relating to the selection of ,american histories as textbooks and reference books in the public schools was introduced into the ,assembly of ,new ,jersey4 ,it was designed to exclude any history which 8belittles1 falsifies1 misrepresents1 distorts1 doubts or denies the events leading up to the ,declaration of ,american ,independence or any other war in which this country has been engaged1 or which belittles1 falsifies1 misrepresents1 distorts1 doubts or denies the deeds and accomplishments of noted ,american patriots1 or which questions the worthiness of their motives or casts aspersions upon their lives40#cbj ,a spirited protest against the bill as introduced in the ,new ,jersey ,assembly came from the faculty of ,princeton ,university who resolved that 8such legislation is in direct contravention of the fundamental principles of freedom of speech and of the press1 and calculated to impair the integrity of education in both the public and private institutions in the ,state of ,new ,jersey40#cba ,the ,new ,york ,times also objected to the censorship proposed in that state1 declaring that it was not conceivable that 8any honest man would wish to write textbooks in history for children under such statutory prescription10 and ,the ,freeman1 in an article regarding the ,wisconsin law1 pointed out that 8historians sometimes find it a difficult matter to get at the truth in regard to the past1 but for the superintendent of schools in the state of ,wisconsin it is no job at all44440#cbb ,,americanization ,,of ,,foreigners ,the desire to instil a knowledge of ,american institutions has led to much legislation for the education of the foreign element in our population4 ,some states have attempted to eliminate illiteracy by evening classes for adults1 by continuation schools and like means4 ,in all cases1 the teaching of the ,english language has been a primary purpose1 as well as training in a knowledge of ,american institutions4 ,however1 not all ,americanization laws have definitely stated the purpose of training in citizenship1 and therefore do not come properly into this discussion4 ,since #aiag more than one-third of the states have enacted legislation for the purpose of developing a love for this country in the foreign born4#cbc ,in that year1 ,california inaugurated the policy of 8home teachers0 to visit the homes of pupils instructing both children and adults in matters pertaining to 8school attendance1 sanitation1 the ,english language1 and in the fundamental principles of the ,american system of government and the rights and duties of citizenship40#cbd ,two years later1 this enactment was followed by another law for the teaching of civic and vocational subjects in evening classes1 in which instruction was provided in the 8duties and responsibilities of citizenship0 for those unable to speak or read the ,english language to the proficiency of the sixth grade4#cbe ,in #aiba1 ,california continued her ,americanization program by approving a law to provide for the establishment of classes for training in citizenship for applicants who had filed their declaration of intention to become citizens of the ,united ,states and for other persons desiring such instruction4 ,the course of study includes the teaching of ,united ,states history1 state and community civics1 the 8constitution of the ,united ,states with special reference to those sections in the constitution which relate directly to the duties1 privileges and rights of the individuals1 and such allied subjects 444 as shall properly prepare such applicants to understand and assume the responsibilities of citizenship40#cbf ,in #aiah1 ,new ,york passed a law necessitating the attendance of all non-,english speaking and illiterate minors at school or at classes established by employers in shops1 stores1 factories1 or plants in which were taught ,english and civics4#cbg ,in #aiba1 it became a duty of the commissioner of education to see that schools for the education of these illiterate groups be established1 in which should be taught 8,english1 history1 civics1 and other subjects tending to promote good citizenship and increase vocational efficiency44440#cbh ,in ,massachusetts1 power has been granted to the director of the division of immigration and ,americanization1 with the approval of an advisory board1 to employ methods which will develop in the foreign born 8an understanding of ,american government1 institutions and ideals40#cbi ,arizona's law of #aiah permitted the establishment of night schools in school districts for those over sixteen who were unable to read or write the ,english language1 in which there was to be instruction in 8,american ideals0 and an 8understanding of ,american institutions40#ccj ,the year #aiai saw the adoption of ,americanization programs by the legislatures of ,maine1 ,new ,hampshire1 ,rhode ,island1 ,pennsylvania1 ,delaware1 ,minnesota1 ,oklahoma1 ,utah1 ,montana and ,california in which the purpose of teaching ,american ideals and institutions received express mention4 ,maine's statute1 designed for those persons 8of normal mentality over eighteen years of age who are unable to read1 to write1 and to speak the ,english language to a reasonable degree of efficiency10 prescribed the teaching of 8the duties of citizens in a democracy0 and of 8such other subjects as will increase their civic intelligence40#cca ,in her legislation1 ,new ,hampshire called for 8the abolition of illiteracy and the instruction of illiterates over sixteen years of age in the common school branches and in the privileges1 duties and responsibilities of citizenship40 ,immigrants over sixteen years of age were to be taught 8to appreciate and respect the civic and social institutions of the ,united ,states10 and to be instructed 8in the duties of citizenship10 which are 8an essential part of public school education40#ccb ,in ,rhode ,island1 people between the ages of sixteen and twenty-one years of age1 unable to read and write ,english or to speak it with reasonable facility1 have been given the privilege of a continuation school held for the purpose of teaching the ,english language and ,american citizenship4#ccc ,pennsylvania's attempt to cope with the problem has led to the passage of an act 8to provide instruction in citizenship and the principles of the government of the ,united ,states of ,america and of this commonwealth to foreign-born residents of the state of ,pennsylvania1 in the several counties thereof1 who are not required to attend the public schools of this commonwealth40#ccd ,the ,delaware law was designed for the foreign-born over sixteen years of age not able to speak ,english1 but who1 through evening classes1 might be instructed in that language and 8in the institutions and forms of government of the ,united ,states and the ,state of ,delaware40#cce ,an appropriation of the ,minnesota legislature of #aiai1 to carry out a provision of an ,americanization law of #aiag1 became available for work providing for instruction in ,english for those whose knowledge is too limited to carry on business or to read intelligently periodicals and newspapers1 and in the essential and vital facts of ,american history1 ,american government and ideals1 and the duties and obligations of citizenship4#ccf ,by a joint resolution of #aiai the ,oklahoma legislature created a committee on ,americanization and made it incumbent upon public school officials to organize classes in ,english and in citizenship instruction wherever a petition signed by ten residents of foreign birth over sixteen years of age was presented to them4#ccg ,a minimum of two hundred hours of instruction during the school year aided ,utah in her ,americanization program which included classes in the 8fundamental principles of the ,constitution of the ,united ,states1 ,american history1 and such other subjects as bear on ,americanization40#cch ,montana's legislation1 designed for those over sixteen years of age who were not familiar with the ,english language1 provided for instruction in 8,american history and the ,principles of ,citizenship and any other school subjects which the school trustees deem necessary for the ,americanization of the students enrolled40#cci ,the ,americanization movement was further aided by a law approved ,april #ai1 #aibj1 in which ,new ,jersey provided instruction for the foreign born residents of her state1 over fourteen years of age1 in ,english and 8in the form of government and the laws of this ,state and of the ,united ,states40#cdj ,american history1 the ,constitution of the ,united ,states1 with an exposition of the privileges and the duties of ,american citizenship tending to produce a spirit of loyalty1 were phases of the ,americanization programs of ,ohio1 ,idaho1 ,wyoming1 and ,oregon in #aiba4cda ,in the last state1 8home teachers10 whose duty it is to instruct in the fundamental principles of the ,american system of government and the rights and duties of citizenship1 were named as an aid in carrying on the work of ,americanization4#cdb ,in ,michigan1 the superintendent of public instruction has been given power to provide for the education of aliens and of native illiterates over eighteen years of age who are unable 8to read1 write and speak the ,english language and who are unlearned in the principles of government0 of ,michigan and of the ,united ,states4#cdc ,in general1 the most popular means for educating the alien population is by attendance at a night school1 where1 through evening classes1 teachers regularly employed in the public schools seek to instruct in the ,english language and in an appreciation of and respect for 8the civic and social institutions of the ,united ,states40 ,new ,york has tried the employers' school to effect the same purpose1 whereas 8home teachers0 are endorsed by ,california and ,oregon4 ,in the four years preceding the outbreak of the ,world ,war1 #e1agd1gja immigrants came to the ,united ,states1 of whom #bb4a were unable to read and write any language4 ,in #aibj1 nearly one and a half million1 or #aa per cent1 of the foreign-born whites in this country could not speak ,english4 ,for this group1 even more than for the native element1 has it seemed wise to encourage education1 because it has become a common belief that a lack of education endangers the well-being of the state4 ,,footnotes3 #bbh ,report of the ,committee on ,social ,studies of the ,commission on the ,reorganization of ,secondary ,education of the ,national ,education ,association1 8,the ,social ,studies in ,secondary ,education10 ,bulletin1 #aiaf1 ,no4 #bh1 ,department of the ,interior 7,washington1 #aiaf74 #bbi ,according to a statement in ,the ,new ,york ,times1 ,march #cj1 #aibd1 the ,national ,security ,league has been partly responsible for many enactments requiring the teaching of the federal constitution4 #bcj ,general ,laws of ,vermont1 #aiag1 ch4 #fj1 sec4 #abgg1 p4 #cja4 #bca ,laws of ,montana1 #aiag1 ch4 #abh1 par4 #fja1 p4 #cji2 ,digest of the ,statutes of ,arkansas1 #aiai1 ch4 #aeh1 par4 #ijff1 p4 #edg4 ,accepted ,february #bj1 #aiag4 #bcb ,in #aiba1 ,new ,hampshire included in her curriculum the study of history and civil government in a law to reinstate foreign languages as a study in the public schools4 ,in #aiai history and civics were required for all schools4 ,laws of ,new ,hampshire1 #aiba1 ch4 #he1 sec4 #aj7c71 p4 #abe2 ibid41 #aiai1 ch4 #ajf1 sec4 #ac7a74 ,in #aiah1 ,connecticut carried over a law from the ,revision of #aijb prescribing ,united ,states history1 ,general ,statutes of ,connecticut1 #aiah1 ch4 #dd1 sec4 #hce1 ,vol4 ,i1 p4 #cjh4 ,pennsylvania incorporated a law of #aiaa prescribing instruction in general history and civil government in her ,statute ,law of #aibj1 ,digest of the ,statute ,law of ,pennsylvania1 #aibj1 par4 #eajb1 p4 #dgj4 ,in ,kentucky1 ,united ,states history1 state history and civil government were required in #aiah1 carried over from a law of #ahic4 ,statutes of ,kentucky1 #aiah1 art4 ,,iii1 par4 #dchc1 ,vol4 ,,iii1 p4 #hff2 ,laws1 #aiaf1 ch4 #bd1 art4 ,,iii1 sec4 #bd1 p4 #afb4 ,in ,texas in the ,compiled ,statutes of #aibj1 was again included a law requiring the teaching of civil government and state and national history4 ,statutes of ,texas1 #aibj1 art4 #bghc1 p4 #dfg4 #bcc ,laws of ,delaware1 #aiai1 #bbhc1 sec4 #aa1 p4 #cef4 ,this is found also in ,laws1 ,special ,session1 #aibj1 #igth ,assembly1 sec4 #ab1 ,vol4 ,,xxxi1 p4 #aac4 #bcd ,general ,laws of ,alabama1 #aiai1 art4 #c1 p4 #ega2 ,acts of ,georgia1 #aiai1 sec4 #ah1 p4 #bie4 #bce ,compilation of the ,statutes of ,tennessee1 #aiag1 art4 ,,xv1 #adec1 ,vol4 ,i1 p4 #ihc1 ibid41 #aded4 #bcf ,statutes of ,texas1 op4 cit4 #bcg ,laws of ,south ,dakota1 #aiai1 sec4 #geaa1 p4 #aed4 #bch ,laws of ,california1 #aiag1 ch4 #edi1 p4 #gbh4 ,approved ,may #ah1 #aiag4 ,it was the same for the social studies for the elementary schools in #aiba4 ,statutes1 #aiba1 ch4 #dhf1 p4 #gci4 ,a law of ,illinois in which instruction was to be devoted to 8raising the standard of good citizenship0 was passed in #aiji1 and was still on the statute books in #aiag4 ,revised ,statutes1 #aiag1 p4 #bgc4 #bci ,revised ,code of ,south ,dakota1 #aiai1 par4 #gffj1 p4 #aiag4 ,source #aiah1 ch4 #ci4 #bdj ,statutes of ,texas1 #aibj1 art4 #bijd1 aa1 p4 #dib4 ,acts1 #aiah1 ch4 #ag1 sec4 #a1 p4 #bi4 #bda ,ibid41 approved ,march #bj1 #aiah4 #bdb ,laws of ,new ,york1 #aiah1 ch4 #bda1 art4 ,,xxvi-,c1 secs4 #gje1 #gjf1 pp4 #hhf-hhg4 ,see the discussion under ,oaths of ,allegiance as ,teacher ,requirement for a statement regarding the repeal of the ,lusk ,law4 #bdc ,general ,acts of ,massachusetts1 #aiah1 pp4 #bid-bie2 ,acts1 #aibj1 ch4 #daa1 p4 #dah4 ,general ,statutes of ,connecticut1 #aiah1 ch4 #de1 sec4 #heb1 ,vol4 ,i1 p4 #cab4 ,in #aijc1 ,connecticut was a pioneer in this form of law1 which was slightly changed in #aiae4 ,at this time it was prescribed that normal schools and teacher training schools should give instruction concerning methods of teaching citizenship1 including the knowledge of the form of the national and local governments4 ,connecticut left her law of #aiae unchanged in her ,general ,statutes of #aiah4 #bdd ,acts of ,new ,jersey1 #aiai1 ch4 #abe1 p4 #cjd4 #bde ,laws of ,pennsylvania1 #aiai1 sec4 #afjg1 pp4 #edd-ede4 ,amends an act of ,may #ah1 #aiaa4 ,in #aiba the law relating to courses of instruction for public and private elementary schools was amended but carried with it the requirement of ,united ,states history1 history of ,pennsylvania1 and civics including 8loyalty to the state and national government40 ,commonwealth of ,pennsylvania1 ,department of ,public ,instruction1 ,the ,school ,law 444 #aiba1 sec4 #afjg1 p4 #aaf4 #bdf ,laws of ,ohio1 #aiai1 secs4 #gfde and #ggfb1 p4 #edb4 ,approved ,june #f1 #aiai4 ,acts of ,iowa1 #aiai1 ch4 #djf1 p4 #ece4 ,approved ,april #be1 #aiai4 ,private as well as public schools were included4 ,laws of ,kansas1 #aiai1 ch4 #beg1 secs4 #b and #c1 p4 #ceb2 ,session ,laws of ,washington1 #aiai1 p4 #ej4 ,alabama in #aiai added community civics to her elementary school curriculum but merely enumerated her subjects4 ,general ,laws of ,alabama1 #aiai1 art4 #c1 sec4 #g1 p4 #ega4 #bdg ,laws of ,maryland1 #aibj1 ch4 #fef1 p4 #abdh4 #bdh ,resolves of ,maine1 #aiba1 ch4 #be1 p4 #bg4 #bdi ,laws of ,new ,hampshire1 #aiba1 ch4 #he1 sec4 #e7c71 p4 #aad4 #bej ,acts of ,michigan1 #aiba1 no4 #bji1 secs4 #a1 #b4 ,cf4 ,iowa's law of #aiba1 page #hj4 #bea ,wisconsin ,session ,laws1 #aiba1 ch4 #ha1 p4 #aeb4 ,amends sec4 #dj4 #cj4 #beb ,laws of ,illinois1 #aiba 7,house ,bill1 no4 #dhc71 pp4 #hbj-hba4 #bec ,acts of ,iowa1 #aiba 7,s4 ,f4 #ggj71 pp4 #ha-hb2 ,laws of ,nebraska1 #aiba1 ch4 #ec1 sec4 #fibd1 p4 #bcj4 #bed ,acts of ,oklahoma1 #aiba1 ch4 #aab1 secs4 #a1 #b1 #c1 #d4 ,the state superintendent of instruction had power of enforcement4 ,in case of a violation a fine of not less than #ajj and not more than #ejj or imprisonment in the county jail for not less than thirty days nor more than six months1 or both1 may be the penalty4 ,a teacher is subject to discharge or removal in case of malfeasance and a college 7corporation7 is liable to a revocation of its charter4 #bee ,laws of ,colorado1 #aiba1 ch4 #baf1 p4 #gbh4 ,approved ,april #e1 #aiba4 #bef ,acts of ,arizona1 #aiba1 ch4 #adj1 sec4 #a1 p4 #cab4 #beg ,statutes of ,nevada1 #aiba1 p4 #bh 7,senate ,bill ,no4 #dc74 #beh ,laws of ,new ,mexico1 #aiba1 ch4 #agb1 p4 #cfd4 ,see law of #aiab1 page #eb4 #bei ,statutes of ,california1 #aiba1 ch4 #dhf1 p4 #gci4 ,see page #dc4 #bfj ,acts of ,virginia1 #aibb1 p4 #fi 7amending section #gjb of the ,code74 ,virginia ,school ,laws1 #aibc1 p4 #da2 ,public ,laws of ,rhode ,island1 #aibb1 ch4 #baie1 sec4 #ag4 #bfa ,laws of ,utah1 #aiba1 ch4 #ie1 p4 #bhd4 ,approved ,march #e1 #aiba4 #bfb ,laws of ,nevada1 #aiag1 ch4 #adf1 p4 #bde4 ,approved ,march #ba1 #aiag4 ,this was less than one month before the ,united ,states entered the ,world ,war1 and the avowal of service in peace or in war1 therefore1 acquires a peculiar significance4 ,see page #ha for ,nevada's law of #aiba4 #bfc ,compiled ,statutes of ,idaho1 #aiai1 p4 #bfi1 par4 #idd4 ,from the ,political ,code1 #aija1 sec4 #ajfg1 ,vol4 ,i1 p4 #cbi4 ,see page #ba for the first discussion of the law4 #bfd 8,in all public schools of this state it shall be the duty of each and every teacher to teach morality1 for the purpose of elevating and refining the character of school children up to the highest plane of life2 that they may know how to conduct themselves as social beings in relation to each other1 as respects right and wrong and rectitude of life1 4440 ,statutes of ,wisconsin1 #aiag1 #dj4 #cj 7#e71 p4 #cgf4 #bfe ,statement of the ,arkansas law4 ,cf4 ,oklahoma law passed in #aiba1 page #hj4 #bff ,digest of ,school ,laws 444 of ,arkansas 444 #aibc1 p4 #aff4 ,approved ,march #bc1 #aibc1 this law provides that no person can graduate from high school without at least one full year's work in ,american history and civics4 ,school ,laws of ,mississippi1 #aibd1 ch4 #bhc1 p4 #c2 ,school ,laws of ,ohio1 #aibc1 p4 #da2 ,public ,school ,laws of ,tennessee 444 #aibc1 p4 #ce2 ,acts of ,west ,virginia1 #aibc1 ch4 #aj1 sec4 #ib1 p4 #dj2 ,state of ,kansas1 ,senate ,bill ,no4 #ac1 repealing ,sec4 #gb-aajc of the ,revised ,statutes of ,kansas1 #aibc4 #bfg ,laws of ,alabama1 #aibc1 p4 #hg1 approved ,july #bg1 #aibc2 ,school ,laws of the ,state of ,idaho 7#aibc71 p4 #eg2 ,acts of ,new ,jersey1 #aibc1 ch4 #ag1 p4 #ag2 ,laws of ,oregon1 #aibc1 ch4 #g1 sec4 #ajb2 ,laws of ,utah1 #aibc1 ch4 #d1 approved ,january #bg1 #aibc2 ,laws of ,new ,york1 #aibd1 ch4 #fd1 article #bf-;d1 sec4 #gjg1 approved ,march #bd1 #aibd4 ,school ,laws of ,delaware1 #aibc1 pp4 #fb-fc4 ,the ,public ,school ,law of ,north ,carolina ,codification of #aibc1 p4 #abj4 #bfh ,school ,legislation of the ,thirty-,eighth ,legislature 7of ,texas71 pp4 #cf-cg4 ,the ,texas requirement comes through a resolution of the ,senate of the state with the ,house of ,representatives concurring1 because 8the ,american ,bar ,association1 the ,texas ,bar ,association1 the bar associations of various other states1 as well as other patriotic societies1 are advocating the teaching of the ,constitutions of the ,united ,states and of the several states in the public schools40 #bfi ,laws of ,minnesota1 #aibc1 ch4 #bia1 p4 #chh4 ,approved ,april #ag1 #aibc4 #bgj ,laws of ,new ,mexico1 #aibc1 ch4 #adh1 sec4 #adag1 p4 #cbe2 also ,new ,mexico ,school ,code1 #aibc1 p4 #cd4 #bga ,statutes of ,california1 #aibc1 ch4 #agf1 secs4 #a and #b4 ,georgia ,school ,code 444 #aibc1 p4 #gj1 approved ,august #bj1 #aibc4 #bgb ,the following provide that the course start not later than the eighth grade3 ,statutes of ,california1 #aibc1 ch4 #agf2 ,laws of ,alabama1 #aibc1 p4 #hg1 law approved ,july #bg1 #aibc2 ,school ,laws of ,delaware1 #aibc1 pp4 #fb-fc1 approved ,march #ad1 #aibc2 ,school ,laws of the ,state of ,idaho 7#aibc71 p4 #eg2 ,laws of ,minnesota1 #aibc1 ch4 #bia1 p4 #chh1 approved ,april #ag1 #aibc2 ,oregon ,school ,laws1 #aibc1 p4 #ci1 ,laws1 #aibc1 ch4 #g1 sec4 #ajb2 ,public ,school ,laws of ,tennessee1 #aibc1 p4 #ce1 ,laws of ,tennessee1 #aibc1 ch4 #ag1 sec4 #a1 pp4 #fa-fb4 ,in ,new ,jersey1 the seventh grade is prescribed for the beginning of the study4 ,acts of ,new ,jersey1 #aibc1 ch4 #ag1 p4 #ag4 ,in ,arkansas1 it is required that 8such teaching shall commence in the lowest primary grade10 but ,arkansas history may be substituted for ,american history in one of the grades4 ,digest of ,school ,laws of ,arkansas1 op4 cit4 #bgc ,congressional ,record1 #fhth ,cong41 #b;d ,sess41 ,vol4 ,,lxvi1 ,no4 #gg1 pp4 #ecif-ecih4 ,the five states not enacting social study laws for the curriculum 7#aiag to #aibd7 are ,florida1 ,maryland1 ,missouri1 ,north ,dakota1 and ,south ,carolina4 #bgd ,few states during this period have enacted new laws requiring the examination of teachers in the social studies4 ,nevada1 by a law of #aiba1 has required ,united ,states history1 civics and current events for elementary school certificates4 ,laws of ,nevada1 #aiba1 ch4 #bjh1 sec4 #be1 p4 #cjb4 ,in #aibc1 ,tennessee prescribed that all persons applying for a certificate to become teachers or superintendents in the public schools must pass a satisfactory examination upon the provisions and the principles of the ,constitution of the ,united ,states4 ,laws of ,tennessee1 #aibc1 ch4 #ag1 sec4 #b4 ,washington1 likewise1 by an enactment of #aibc1 has prescribed ,united ,states history for a standard elementary certificate4 ,laws of ,washington1 #aibc1 p4 #egi4 ,florida1 in #aibc1 enacted legislation requiring ,united ,states history1 including the ,constitution of the ,united ,states for primary and third grade certificates1 civics for second grade1 and general history1 in addition to the other social studies for a first grade license4 ,compilation of ,school ,laws of ,florida1 #aibc1 ,supplement1 pp4 #d-e4 ,maryland1 in #aibb1 required ,united ,states and ,maryland history and community civics for elementary school certificates4 ,maryland ,public ,school ,laws1 #aibb1 p4 #dj4 ,see pages #eb-ef4 ,iowa1 in #aibd1 made mandatory a knowledge of 8the fundamental principles of a republican form of government and the ,constitution of the ,united ,states and of the ,state of ,iowa40 ,code of ,iowa1 #aibd1 ch4 #aic1 sec4 #chfb4 ,kansas1 in #aibe1 prescribed ,united ,states history and civil government for certification4 ,see ,senate ,bill ,no4 #ac1 #aibe4 #bge ,public ,acts of ,michigan1 #aiae1 p4 #ac4 #bgf ,statutes of ,nevada1 #aiae1 ch4 #bgd1 secs4 #a1 #b1 #c1 #d4 ,approved ,march #bf1 #aiae4 #bgg ,statutes of ,california1 #aiae1 approved ,may #bj1 #aiae4 ,school ,laws of ,california1 #aiba1 p4 #bjc4 ,this law does not forbid aliens to teach in colleges and universities4 #bgh ,see page #gf4 ,laws of ,new ,york1 #aiag1 ch4 #daf1 par4 #efh1 ,vol4 ,,ii1 p4 #abhj4 #bgi ,ibid41 #aiai1 ch4 #abj1 #c1 p4 #bah4 ,law1 ,march #ca1 #aiai4 ,ibid41 #aiah1 ch4 #aeh1 par4 #eej1 p4 #gdi4 ,approved ,april #d1 #aiah4 #bhj ,ibid41 #aiba1 par4 #eee;a1 ,vol4 ,,iii1 p4 #bjdh4 #bha ,ibid4 #bhb ,laws of ,washington1 #aiai1 sec4 #a1 p4 #hb2 ,laws of ,nebraska1 #aiai1 ch4 #bej1 sec4 #a1 p4 #ajbj2 ,acts of ,michigan1 #aiai 7no4 #bbj71 sec4 #a1 p4 #cib2 ,laws of ,tennessee1 #aiai1 ch4 #ia1 p4 #bbc2 ,compiled ,statutes of ,idaho1 #aiai1 par4 #idf1 ,vol4 ,i1 p4 #bgj4 ,idaho1 in her ,laws of #aiba1 has another enactment1 but it has the same purpose2 ,laws of #aiba1 sec4 #gg1 p4 #dfd4 ,laws of ,montana1 #aiai1 ch4 #aif1 sec4 #ah1 p4 #dbi1 amending law of #aije1 by which any teacher holding a certificate and not a citizen was given time 7six months7 to declare his intention4 ,political ,code1 ch4 #gg1 sec4 #aiab1 p4 #afg4 ,for ,california's law see ,school ,law of ,california1 #aiba1 p4 #bjc4 ,north ,dakota's previous citizenship requirement is discussed on page #cd4 ,see ,laws of ,north ,dakota1 #aiba1 ch4 #aaa1 p4 #ij4 ,according to letters received from the state superintendents of ,mississippi and ,maryland1 aliens are not permitted to teach in those states4 #bhc ,laws of ,ohio1 #aiai1 supplements #gheb of ,general ,code1 sec4 #gheb-a1 p4 #ead4 ,laws of ,colorado1 #aiba1 ch4 #bac1 sec4 #a1 p4 #gai4 ,laws of ,oregon1 #aiba1 ch4 #aae1 p4 #bbf1 approved ,february #ah1 #aiba4 #bhd ,statutes of ,nevada1 #aiba1 sec4 #ch1 p4 #cjc4 ,approved ,march #bb1 #aiba4 ,this was required of all teachers paid by the state1 even those in the ,university4 #bhe ,acts of ,oklahoma1 #aiba1 ch4 #ae1 p4 #ada4 ,approved ,march #bd1 #aiba4 #bhf ,the ,school ,law of ,west ,virginia1 #aibc1 p4 #dd4 ,according to the superintendents of public instruction in ,rhode ,island and ,kansas a pledge to support the national and state constitutions is a requirement in those states for all teachers4 ,see ,teachers' ,pledge of ,loyalty1 ,rhode ,island ,public ,education ,service1 and ,teachers ,contract1 ,state of ,kansas4 #bhg ,laws of ,south ,dakota1 #aiba1 ch4 #baj1 p4 #cag4 ,approved ,february #a1 #aiba4 ,this law became effective at once1 because it was 8necessary for the immediate preservation of the public safety and for the support of the state government and its existing public institutions40 #bhh ,oklahoma ,school ,laws1 #aibc1 p4 #ah2 ,acts of ,oklahoma1 #aiba1 ch4 #ae1 sec4 #b1 p4 #ada4 ,california ,assembly ,bill1 ,no4 #acbi1 #aibc1 sec4 #f4 8,any teacher or official of any educational institution in ,california who shall teach or speak before his or her pupils or public gatherings of an educational nature1 or publicly1 slightingly or contemptuously of the ,constitution of the ,united ,states1 or of the framers thereof1 or of the men who founded this republic1 or helped preserve and defend it1 or its heroes and patriots1 or shall teach un-,american principles1 or fail to carry out and support the spirit of this act according to its true intent and meaning1 shall be deemed to have voluntarily violated his or her contract or oath of office and shall be automatically removed if the charges are proven44440 ,see page #ajb for the section of the bill relating to textbooks4 #bhi #fhth ,congress1 ,public--,no4 #eie--;,h4 ,r4 #abjcc4 ,an act making appropriations for the government of the ,district of ,columbia and other activities chargeable in whole or in part against the revenues of such ,district for the fiscal year ending ,june #cj1 #aibf1 and for other purposes4 ,according to ,the ,world ,tomorrow1 8,missouri attached a rider to its last appropriation bill forbidding ,state colleges and schools to employ any person #8who teaches1 or advocates in public and private that the citizens of this ,state should not protect the government of the ,united ,states from aggression by other nations4'0 ,the ,world ,tomorrow1 ,vol4 ,,viii 7,june1 #aibe71 p4 #ahf4 #bij ,statute ,law of ,pennsylvania1 #aibj1 art4 ,,xxviii1 par4 #ecic1 p4 #did4 ,public ,laws1 #aiaa1 art4 ,,xxviii1 par4 #bhja1 p4 #cji1 ,may #ah4 ,this is quite the opposite of ,arkansas' law which prescribed that all teachers must believe in a 8,supreme ,being40 #bia ,general ,acts of ,massachusetts1 #aiac1 ch4 #fbh1 p4 #eef4 ,approved ,may #h1 #aiac4 #bib ,ibid41 #aiag1 ch4 #hd1 p4 #gf4 ,a fine of no more than fifty dollars could be imposed for violation of this law4 #bic ,laws of ,new ,jersey1 #aiah1 ch4 #dd1 sec4 #b1 p4 #aca4 ,laws have been passed in ,california1 ,connecticut1 ,indiana1 ,iowa1 ,kansas1 ,louisiana1 ,michigan1 ,minnesota1 ,nebraska1 ,new ,hampshire1 ,new ,york1 ,ohio1 ,oregon1 ,pennsylvania1 ,rhode ,island1 ,south ,dakota1 ,mississippi1 and ,west ,virginia4 #bid ,socrates is an example of one who1 in ancient times1 was penalized for holding doctrines then unacceptable4 #bie ,laws of ,maryland1 #aiah1 ch4 #ge1 sec4 #a1 #agf;a1 p4 #aba4 ,approved ,april #aj1 #aiah4 #bif ,ibid41 #aibj1 ch4 #cha1 sec4 #a1 p4 #ffe4 ,approved ,april #af1 #aibj4 ,in ,michigan all applicants for an eighth grade diploma have been required to pass an examination on 8the first verse of the ,star ,spangled ,banner and the words of ,america40 ,general ,school ,laws of ,michigan1 #aibc1 p4 #ajg1 am4 #aiai1 act #gb 7#bge71 par4 #ehbd1 sec4 #b4 #big ,acts of ,oklahoma1 #aiba1 ch4 ,,iii1 p4 #acg4 ,approved ,march #bd1 #aiba4 #bih ,laws of ,minnesota1 #aiag1 ch4 #ajh1 sec4 #a1 p4 #ace4 ,approved ,march #bf1 #aiag4 #bii ,general ,laws of ,alabama1 #aiai1 no4 #gcc1 p4 #ajhc4 ,see page #fb for a law of ,oregon passed in #aiba4 #cjj ,public ,school ,law of ,north ,carolina1 pt4 ,,xiii1 art4 #ch1 sec4 #cfg4 #cja ,school ,laws of ,oklahoma1 #aibc1 p4 #fi2 ,session ,laws1 #aiba1 sec4 #cdb4 #cjb ,laws of ,washington1 #aiba1 ch4 #ef1 p4 #aga4 8,victory and ,admission ,day40 ,california added ,armistice ,day to her legal holidays in #aiba1 likewise including 8,admission ,day0 on ,september ninth4 ,statutes of ,california1 #aiba1 ch4 #cej1 p4 #dha4 ,school ,law of ,west ,virginia1 #aibc1 p4 #cb4 #cjc ,laws of ,maryland1 #aibj1 pp4 #addh-addi4 #cjd ,laws of ,wisconsin1 #aibc1 ch4 #ccg1 amending section #dj4bh of the statutes4 #cje ,educational ,laws of ,north ,dakota1 #aibc1 ch4 #bhb1 p4 #de4 ,see page #fb for ,oregon's law of #aiba setting aside ,columbus ,day for observance4 #cjf ,general ,school ,laws of ,michigan1 #aibc1 p4 #ajg4 #cjg ,laws of ,south ,dakota1 #aiba1 ch4 #add1 secs4 #a1 #b1 pp4 #bce-bcf4 ,the certificates were to be presented with proper ceremony at some place where there were patriotic addresses and music4 ,approved ,march #h1 #aiba4 ,in ,south ,dakota an observance of 8,frances ,willard ,day10 besides the recognition of the benefits of prohibition1 had the additional duty of stimulating 8patriotism and civic improvements40 ,revised ,code1 #aiai1 par4 #gffb4 ,washington set aside ,january sixteenth as 8,temperance and ,good ,citizenship ,day0 for studying the biographies of great leaders in 8temperance and good citizenship40 ,session ,laws of ,washington1 #aibc1 ch4 #gf1 p4 #bcf4 #cjh ,acts of ,georgia1 #aiai1 sec4 #ah1 p4 #bie2 ,laws of ,florida1 #aiag1 ch4 #gcgd 7no4 #aaf71 p4 #bcj1 added to ,united ,states history1 history of the state and civil government1 ,laws of #aiaa-ab1 for high schools ,american history and civil government1 ,english history1 and general history2 ,general ,laws of ,alabama1 #aiai1 art4 #bc1 p4 #fcd2 ,digest of the ,statutes of ,arkansas1 #aiba1 par4 #ijff1 p4 #bccj1 also ,laws1 #aiba1 act #bhe1 p4 #cbh for regular grade work2 ,compilation of ,laws of ,tennessee1 #aiag1 art4 ,,xvii1 #adfa;a #bd1 ,vol4 ,i1 p4 #iic1 also ,laws1 #aiai1 ch4 #adb1 sec4 #c1 p4 #ebe1 ,sen4 ,bill no4 #ejf2 ,code of ,west ,virginia1 #aiaf1 ch4 #de1 par4 #aee;a1 p4 #eid4 ,general history was also included4 ,public ,school ,law of ,north ,carolina1 #aibc1 p4 #hg1 art4 #cj1 sec4 #cbb4 #cji ,laws of ,georgia1 #aiah1 p4 #iai 7no4 #fj74 ,this is probably an outgrowth of the movement found in the previous period to teach history and government from a pro-,southern viewpoint4 #caj ,laws of ,new ,york1 #aiah1 #fgd1 p4 #hib1 approved ,april #ag1 #aiah4 #caa ,laws of ,new ,hampshire1 #aiba1 ch4 #he1 sec4 #ac1 p4 #abe4 #cab ,acts of ,georgia1 #aiai1 p4 #bie2 ,general ,laws of ,alabama1 #aiai1 p4 #fcd2 ,compilation of ,laws of ,tennessee1 #aiag1 #adfa;a #bd1 ,vol4 ,i1 p4 #iic2 ,statutes and ,amendments ,code of ,california1 #aiag1 ch4 #eeb1 #afjg1 p4 #gcf4 #cac ,for a full discussion see chapter ,,vii4 #cad 84441 the state superintendent shall fix a time for a public hearing upon such a complaint1 which shall not be more than thirty days from the date of filing said complaint1 and shall be conducted by the state superintendent or the assistant state superintendent1 or by one of the state inspectors of schools1 to be designated by the superintendent1 and which hearing shall be held at the county seat of the county where the complainants reside4 ,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 complainants1 the school board interested and to the publishers of such textbooks40 ,laws of ,wisconsin1 #aibc1 ch4 #ba1 sec4 #dj4cj4 ,massachusetts ,house ,bill ,no4 #gah4 8,an ,act relative to ,certain ,textbooks in the ,public ,schools40 #cae ,oregon ,school ,laws1 #aibc1 ch4 ,,iii1 sec4 #ega1 p4 #afi4 #caf ,assembly ,bill 7,california7 ,no4 #acbi1 introduced by ,mr4 ,ball4 #cag ,state of ,new ,york1 #c;d ,rdg4 #feb1 ,nos4 #fjb1 #agha1 #aiig1 ,int4 #eha4 ,in ,senate1 ,february #g1 #aibc4 #cah ,state of ,new ,york3 ,no4 #aahf1 ,int4 #ajhf4 ,in ,senate1 ,march #e1 #aibd4 ,introduced by ,mr4 ,higgins4 #cai ,the ,new ,york ,times1 ,march #ai1 #aibd4 #cbj ,assembly1 ,no4 #ad 7with ,amendments71 ,state of ,new ,jersey4 ,introduced ,january #h1 #aibd1 by ,mr4 ,williams4 7,for the ,speaker47 ,the bill provided also that any forty citizens of a school district could file complaints against histories and a public hearing should be held within thirty days4 #cba ,the ,new ,york ,times1 ,february #ab1 #aibd4 ,the endorsement given this bill by patriotic and fraternal groups is treated on pages #bge-bgf4 #cbb ,ibid41 ,april #ai1 #aibc1 ,the ,freeman1 ,vol4 ,,vii 7,may #b1 #aibc71 p4 #agj4 ,the ,oklahoma legislature of #aibc forbade the use of textbooks teaching the 8#8,materialistic ,conception of ,history' 7i4e47 ,the ,darwinian ,theory of ,creation vs4 the ,bible ,account of ,creation40 ,approved ,march #bd1 #aibc4 ,house ,bill ,no4 #aig4 ,the use of the term 8materialistic conception of history0 is interesting in this connection4 #cbc ,among the states which have ,americanization laws that have no specific statement prescribing the teaching of ,american citizenship are ,alabama1 ,connecticut1 ,iowa1 ,missouri1 ,nevada1 ,new ,mexico1 ,north ,dakota1 ,oregon1 ,south ,dakota1 ,virginia and ,west ,virginia4 ,most of these laws were enacted in #aiai1 some prescribing the establishment of classes for uneducated adults1 others specifying ,americanization courses4 ,in ,north ,carolina1 there is a law to remove illiteracy1 and in ,new ,mexico the schools are to give 8nocturnal courses of instruction40 ,these laws are not discussed because they do not provide for the teaching of citizenship4 ,one of the earliest evening schools was in ,massachusetts1 #ahhf1 where ,united ,states history was one of the prescribed subjects4 ,supplement to ,public ,statutes of ,massachusetts1 #ahhb-ahhh1 ch4 #agd1 p4 #aag1 8,an ,act for the ,establishment and ,maintenance of ,evening ,schools40 #cbd ,statutes of ,california1 #aiag1 ch4 #eeb1 p4 #gdb4 #cbe ,ibid41 #aiai1 ch4 #fje1 sec4 #d1 p4 #ajdi4 #cbf ,ibid41 #aiba1 ch4 #dhi1 p4 #gdb4 ,approved ,may #bg1 #aiba4 #cbg ,laws of ,new ,york1 #aiah1 ch4 #dae1 pp4 #abeg-abeh4 #cbh ,ibid41 #aiba1 ch4 #cbg1 ,vol4 ,,ii1 p4 #ajcg4 #cbi ,general ,laws ,relating to ,education1 ,massachusetts1 #aibc1 p4 #ah4 8,education and ,protection of ,aliens10 #aiag1 #cba1 par4 #b2 #aiai1 #cej1 par4 #ei2 #aibj1 #gb4 #ccj ,acts of ,arizona1 #aiah1 ch4 #aj1 sec4 #a1 p4 #bi 7,sen4 ,bill ,no4 #ai74 ,in #aiba a bill for the education of foreigners in the public schools was passed4 #cca ,laws of ,maine1 #aiai1 ch4 #adh1 p4 #adh4 ,revision of ch4 #aaf1 sec4 #acg4 ,approved ,april #a1 #aiai4 #ccb ,laws of ,new ,hampshire1 #aiai1 ch4 #ajf1 secs4 #e and #cj1 pp4 #aeg1 #afe4 ,also ,laws1 #aiba1 ch4 #he1 sec4 #e1 p4 #aac4 #ccc ,acts and ,resolves of ,rhode ,island1 #aiai1 ch4 #ahjb1 sec4 #b1 p4 #bab4 #ccd ,laws of ,pennsylvania1 #aiai1 no4 #caa4 #cce ,laws of ,delaware1 #aiai1 ch4 #aeh1 sec4 #a1 p4 #deb2 also by a similar law approved ,april #g1 #aiba1 ,laws1 #aiba1 ch4 #afe1 p4 #eej4 ,for ,california1 see page #ajf4 #ccf ,general ,laws of ,minnesota1 #aiai1 for ch4 #cef of ,general ,laws1 #aiag4 #ccg ,session ,laws of ,oklahoma1 #aiai1 ch4 #ace1 p4 #dfg4 ,approved ,march #aj1 #aiai4 #cch ,laws of ,utah1 #aiai1 ch4 #ic1 sec4 #d1 p4 #bhe4 ,approved ,march #bj1 #aiai4 ,this law was added to in #aiba with a provision for fees4 #cci ,laws of ,montana1 #aiai1 ch4 #ch1 sec4 #a1 p4 #ia4 ,approved ,february #ba1 #aiai4 #cdj ,acts of ,new ,jersey1 #aibj1 ch4 #aig1 p4 #chg4 #cda ,general ,laws of ,ohio1 #aiba1 sec4 #ggfa-c1 p4 #aja2 ,general ,laws of ,idaho1 #aiba1 p4 #dah2 ,session ,laws of ,wyoming1 ch4 #abg1 sec4 #a1 p4 #ahh2 ,general ,laws of ,oregon1 #aiba1 ch4 #hg1 sec4 #a1 p4 #aci 7,s4 ,b4 #aga74 #cdb ,ibid4 ,new ,york and ,arizona also have laws in #aiba4 ,see page #ajf4 #cdc ,state of ,michigan1 ,department of ,public ,instruction1 ,explanation of ,school ,laws of ,michigan1 ,supplement to ,bulletin ,no4 #ac4 ,published #aiba1 p4 #g4 ,,chapter ,v ,,disloyalty ,,charges ,,against ,,teachers ,,since #aiag ,great events occasion diverse opinions1 and it is not strange that the ,world ,war and its aftermath often tempted public school teachers to enter the area of controversial issues4 ,thus the question of whether the teacher should be permitted free and open expression of opinion became a point of contention between the upholders and opponents of unrestricted speech4 ,it became a matter of considerable concern whether the teacher be allowed to sow the seed of an idea alien to that held by the child's parents1 or1 perhaps1 in disagreement with that of the school's administrators4 ,it was not a new question nor unexpected4 ,the great mass of public school teachers were conscious of the censorious eye fixed upon them and realized that 8the wise man foreseeth the evil and hideth himself1 but the foolish pass on and are punished40 ,diligent search in public records and through personal inquiry reveals few occasions where actual charges of disloyalty were lodged against teachers in the public schools4 ,indeed1 the superintendents of public instruction in thirty-two states report that from #aiag to #aibd no accusations involving the loyalty of teachers were brought to the attention of their offices4#cdd ,one is disposed to concur in a statement made by the ,lusk ,committee of ,new ,york investigating seditious activities that 8on the whole1 it may safely be said that our public school system is comparatively free from the taint of revolutionary teaching40#cde ,yet some teachers faced accusations impugning loyalty4 ,doubtless there were others whose utterances were considered disloyal or ill-advised1 but who escaped with little or no publicity attending their dismissal from service4 ,in the city of ,new ,york1 the trials of teachers for disloyalty were most numerous1 for it was here that legislation to restrain the speech of the teacher was most rigorously applied4 ,under the ,lusk ,law persons failing to secure a certificate of loyalty were forbidden to teach in the schools of ,new ,york1 the ,commissioner of ,education having the sole right to refuse such a certificate4#cdf ,in general1 charges of disloyalty were preferred against six groups of teachers3 those objecting to sign the pledge of loyalty1 those whose sympathies in the ,war were pro-,german1 the pacifists1 those whose speech was considered disloyal1 those who opposed and obstructed the draft1 and those who held membership in a political party which advocated a change in the established form of government4#cdg ,in the eyes of the school administrators an unwillingness to sign pledges of loyalty without qualification was but the evidence of a hybrid patriotism4 ,in no other light did they believe could be considered the objection to a pledge which declared an 8unqualified allegiance to the ,government of the ,united ,states10 and which promised by 8word and example0 to 8teach and impress0 upon 8the pupils the duty of loyal obedience and patriotic service as the highest ideal of ,american citizenship40#cdh ,opposition to signing the pledges under compulsion was led by the ,teachers' ,union1 and their protest against an implication of disloyalty was endorsed by eighty-seven teachers4#cdi ,among those refusing at first to sign a pledge were ,miss ,isabel ,davenport of the ,new ,york ,training ,school for ,teachers and ,harrison ,c4 ,thomas of the ,de ,witt ,clinton ,high ,school4 ,the examination started to determine their fitness to teach was discontinued when they agreed to sign the pledge4#cej ,in ,march1 #aiah1 the charge of pro-,germanism was lodged against ,miss ,gertrude ,a4 ,m4 ,pignol1 a teacher in the ,manual ,training ,high ,school in ,brooklyn1 and her suspension was asked by the ,board of ,superintendents4 ,miss ,pignol1 a native of ,berlin1 had been a resident of the ,united ,states since #aije4 ,in #aiaa she had taken out citizenship papers4#cea ,when questioned by secret service agents1 it developed that1 although her sympathies were with ,germany1 she had in no way been connected with ,german activities in this country4 ,in the hope that her views might undergo a change ,miss ,pignol was given a leave of absence for three months4 ,in ,may1 #aiah1 however1 ,associate ,superintendent ,tildsley preferred the following charges against her before a committee of the ,board of ,education3 that she did not believe in war1 that she was under the impression that it was not necessary for the ,united ,states to be engaged in the ,war1 that she would not pledge her coperation in every way in her power to the ,united ,states government in its measures for the prosecution of the ,war against ,germany4#ceb ,in ,miss ,pignol's trial1 statements from fellow-teachers were cited as proof of her pro-,german bias4 ,a remark1 alleged to have been made eleven years prior1 that she would be ashamed to be an ,american citizen1 was adduced as evidence4 ,further proof was found in a statement that she doubted the accuracy of the accounts regarding ,german outrages2 that she had attempted to dissuade a ,german woman from returning to ,germany because she would eat food needed by the ,germans2 that she objected to the posting of a food card by the school librarian2 and that she was deeply touched by the slaughter of the ,war4 ,the possession of a locket1 engraved by her father and carrying the picture of the ,kaiser's grandfather on one side and the cornflower on the other1 was put in evidence as additional proof of her hostility to the cause of the ,united ,states4#cec ,although she asserted her desire for an ,american victory1 the confession that she did not want her native land crushed militated against her4#ced ,on ,june #bf1 she was dismissed from service by the ,board of ,education4#cee ,on ,october #bd1 #aiah1 ,fritz ,a4 ,e4 ,leuchs was suspended from duty in the schools1 charged with 8conduct unbecoming a teacher40 ,his suspension was confirmed on ,october #cj by the ,board of ,education4 ,according to his own testimony1 he had tried for four years to enlist in the ,german army1 but on ,october #be had entered upon military service in this country4 ,under the circumstances the ,board of ,education resorted to suspension in order that he could not claim the difference in pay as a teacher and a soldier4#cef ,similar treatment was accorded pacifists serving in the schools4 ,in this group was ,miss ,mary ,mc,dowell1 a ,quakeress1 employed in the schools of ,brooklyn1 who was suspended from duty on ,march #ab1 #aiah4 ,she based her defense in the unrestricted exercise of religious faith as a birthright1 her previous contributions to relief for ,american sufferers to the ,red ,cross and other charitable projects1 as well as the distribution of thrift stamp circulars in the schools4 ,miss ,mc,dowell's retention as a public school teacher was opposed on the ground that her pacifist views were ill-advised at a time when patriotism should be taught in act as well as in speech4#ceg ,on ,june #ai1 #aiah1 she was dismissed from service by the ,board of ,education4#ceh ,following the close of the ,war ,miss ,mc,dowell's case was reopened1 which resulted in her reinstatement on ,july #aa1 #aibc4 ,on reviewing the causes for ,miss ,mc,dowell's dismissal1 ,commissioner ,bowe declared3 8,after full consideration of the case1 the committee has decided that the punishment meted out to ,miss ,mc,dowell was too severe4 ,she was tried at a time of great public excitement4 ,since then public feeling has undergone considerable modification4 ,for thirteen years she had done excellent work as a teacher44440#cei ,an unwillingness to engage in active service resulted likewise in the suspension of ,louis ,h4 ,blumenthal1 a teacher of history and civics in ,public ,school #adh1 ,brooklyn1 on ,june #ai1 #aiah4 ,nor were all teachers willing to obey a law precluding criticism of the government4 ,to secure permanency of tenure through silent assent was to some but a bribe against their convictions4 ,and not all were agreed that it was wise to refrain from teaching what they held true because others saw in the same belief the germs of disloyalty4 ,such a disagreement as to how freely a teacher could express opinions led to investigations of the loyalty of ,florence ,levine1 ,samuel ,d4 ,schmalhausen1 ,thomas ,mufson1 and ,a4 ,henry ,schneer4 ,in the case of ,miss ,levine1 a teacher in ,public ,school #afh1 ,brooklyn1 the ,teachers' ,council1 to whom the case had been referred1 recommended that she be admonished by the ,acting ,superintendent of ,schools so that thereafter she be careful in her public utterances1 but no charges were preferred against her4#cfj ,it was quite different in the cases of ,mr4 ,schmalhausen1 ,mr4 ,mufson1 and ,mr4 ,schneer4 ,on ,november #ac1 #aiag1 they were suspended from the faculty of the ,de ,witt ,clinton ,high ,school for holding views considered not only subversive to discipline in the schools but injurious to good citizenship4#cfa ,their trials took place before a committee of the ,board of ,education on ,december third1 at which they were represented by counsel4 ,the charges against ,mr4 ,schmalhausen involved the writing of essays by his students1 in which1 it was said1 an unpatriotic attitude was permitted to pass unchallenged by the teacher4 ,according to the testimony1 the pupils were directed to write 8,an open letter to the ,president0 commenting frankly within the limits of their knowledge upon his conduct of the ,war against the ,german ,government4#cfb ,mr4 ,schmalhausen was also accused of asserting that he did not consider it his duty 8to develop in the students under his control instinctive respect for the ,president of the ,united ,states as such1 for the ,governor of the ,state of ,new ,york as such1 and other ,federal1 ,state and ,municipal officers as such40#cfc ,one of the themes1 upon which attention at the trial was focused1 had been written by ,hyman ,herman1 a ,jewish student sixteen years of age4 ,it was addressed 8to the ,defender of ,humanity and ,champion of ,democracy1 ,woodrow ,wilson40 ,in his testimony ,mr4 ,schmalhausen asserted complete ignorance of this essay until it was called to his attention in an interview with ,associate ,superintendent ,tildsley two weeks after it had been written4#cfd ,in the theme the writer propounded such questions as the following3 8,but how is it that the ,united ,states1 a country far from democratic 7and daily proving itself to be such7 and ,england1 the imperial and selfish 7and we exclude all minor participants7 undertake to slam democracy upon a nation whether it likes it or not8 ,what unparalleled audacity to attempt to force #gj1jjj1jjj people to adopt a certain kind of government4 ,if we mean their benefit1 then the ,germans surely know what they want and need us not4444 8444 ,finally if our aim be the annihilation of ,prussianism1 then why in the name of ,heaven have you refused the offer made by ,germany1 which included the evacuation of ,belgium1 disarmament of nations and freedom of the seas8 ,surely then your purpose is to get supreme domination and to crush ,germany for no reason it seems1 except a mad desire for murder1 meanwhile making us the goats40#cfe ,mr4 ,schmalhausen had annotated the theme1 after it had been placed in his hands by ,dr4 ,tildsley1 with such statements as 8irrelevant10 8not accurately presented10 and 8for a thoughtful student this statement sounds irrational40#cff ,the defense contended that such annotations were sufficient to prove ,mr4 ,schmalhausen's disapproval of the sentiments expressed1 but the prosecution argued that his failure to denounce them openly indicated his lack of loyalty4 ,as a witness for ,mr4 ,schmalhausen1 ,herman1 the author of the theme1 testified that he had not received his impressions of this country's attitude toward war questions in any sense from ,mr4 ,schmalhausen1 although since the time of writing the theme he had changed his attitude due to a study of his history textbook#cfg and the attitude of his history teacher4#cfh ,in turn1 ,mr4 ,schmalhausen1 defending his own patriotism1 declared that ,president ,wilson's 8interpretation1 his attitude1 his points of view in relation to the war for democracy0 met with his 8complete intellectual approval10 and that1 although he had opposed the policy of conscription instead of a volunteer system1 when adopted1 he had complied with the request of the ,government1 as did others within the proper ages4#cfi ,the second instructor in the ,de ,witt ,clinton ,high ,school who was arraigned before the ,board of ,education on ,december third was ,thomas ,mufson1 charged with thinking it proper to be neutral while his class debated such subjects as the purchase of ,liberty ,bonds1 the active support of the ,government in various measures for carrying on the ,war1 the wisdom of an early peace1 and the relative merits of anarchism and the form of the government of the ,united ,states4#cgj ,mr4 ,mufson defended himself against these charges on the ground that he was not justified in imposing personal views upon his classes on controversial subjects4 ,furthermore1 he said that he would not permit a discussion of anarchism in his classroom1 a topic he held far too difficult for immature minds4#cga ,the specific charges brought against ,mr4 ,schneer arose from statements it was alleged he had made regarding patriotism and the wearing of the uniform of the ,united ,states army4 ,it was held that he was opposed to discussing patriotism in the schoolroom and that he objected to persons wearing the uniform when speaking before the school1 because it tended to encourage militarism4#cgb ,all of the charges ,mr4 ,schneer denied1 protesting his loyalty to school and national authorities1 and citing as proof1 among other things1 the signing of the loyalty pledge of the ,board of ,education4 ,considerable discussion by the public and by teachers attended these trials4 ,among those commending the ,board of ,education for their vigilance were the ,schoolmasters' ,association of ,new ,york and ,vicinity1 who adopted a resolution expressing the hope that efforts to suppress disloyal influences in the schools would be energetically sustained4#cgc ,on the other hand1 the ,teachers' ,union voted to give the teachers on trial their 8legal1 moral and financial support10#cgd and eleven college teachers requested that the decision against them be delayed for further investigation4#cge ,professor ,john ,dewey was reported to have likened the trial to 8the ,inquisition10#cgf and the ,new ,york ,evening ,post editorially declared that 8the case not only was prejudiced from the beginning1 but was disingenuous in inception1 unfair in method and un-,american in spirit40#cgg ,on ,december #ai1 #aiag1 these teachers were dismissed by the ,board of ,education4#cgh ,later their appeal for reinstatement was denied by the ,commissioner of ,education4#cgi ,in ,november1 #aiag1 six other teachers of the ,de ,witt ,clinton ,high ,school were transferred to other schools because lacking a positive loyalty4 ,friends of the teachers ascribed their transfer to their 8independence0 and not to a lack of loyalty4#chj ,the absence of academic freedom and democracy in school organization1 an indefiniteness in the charges preferred against them1 were all advanced by the teachers themselves in extenuation of their acts4#cha ,according to a statement of ,the ,new ,york ,times1 in the inquiry to determine their fitness to teach1 the teachers declared they had been asked such questions as the following3 8,should not a teacher inculcate instinctive obedience to supervisors1 no matter what the acts of the superior officers may be8 ,what is your opinion of the ,bolsheviki8 ,do you believe in revolution8 ,are teachers qualified to criticise superiors8 ,do you believe in internationalism8 ,do you think a teacher ought to impose his views on pupils8 ,is there not a presumption that whatever is1 is right8 ,would you rather have ,hillquit or ,roosevelt for mayor8 ,what would you do if a boy called ,president ,wilson a murderer8 ,do you accept ,hillquit's treasonable utterances8 ,does not the critical attitude in children need suppression8 ,would you be willing for the boys in your class to discuss ,liberty ,bonds pro and con8 ,in the matter of the longer day should the teachers have been consulted80#chb ,that the teachers were asked these questions was stoutly denied by ,superintendent ,william ,l4 ,ettinger4#chc ,closely allied with charges of disloyal speech were those growing out of attempts to obstruct the government in its prosecution of the ,war4 ,of such a nature was the charge brought against ,miss ,fannie ,ross1 a teacher in ,public ,school #hh1 ,brooklyn1 who1 while acting as a registrar in the state census1 was reported to have expressed opposition to the draft1 to have given advice outside her line of duty1 and to have gone so far as to influence a man to claim exemption4#chd ,on ,december #bf1 #aiag1 ,miss ,ross was suspended from service for six months because of 8conduct unbecoming a teacher10 due 8to tactless remarks40#che ,the apprehension of the school authorities of ,new ,york ,city was further reflected in the trial of teachers who were suspected of radical views4 ,this anxiety expressed itself in the withholding of certificates of loyalty and morality at least during the investigation4 ,following the ,war1 membership in the ,socialist ,party1 advocacy of ,communism1 and a sympathetic attitude toward the ,bolshevist program of ,russia were the chief charges preferred in the trials4 ,among the first teachers summoned before the high school committee of the ,board of ,education because of radical views was ,harrison ,c4 ,thomas1 a teacher in the ,de ,witt ,clinton ,high ,school4 ,mr4 ,thomas was an advocate of internationalism and of socialism1 a conscientious objector who had been excused from the draft1 and avowedly not enthusiastic over wartime enterprises like ,liberty ,bonds4 ,when questioned regarding his attitude in the classroom1 he confessed that he would not conceal the fact that he was an objector2 that he believed resistance to aggressiveness by force wrong2 and that if ,germany wanted to rule this country submission would be better than forceful resistance4 ,yet he declared that he had tried to get into reconstruction work in ,france and that he would do anything except fight4 ,as a result1 his certificate of morality and loyalty was withheld4#chf ,similar action was taken in the case of ,bernard ,m4 ,parelhoff1 of the ,george ,washington ,high ,school1 who maintained that a nation which 8teaches patriotism in its schools is merely driving nails into its own coffin10 and because he believed there should be no reverence for the uniform as such4#chg ,licenses were likewise withheld from other teachers1 among whom were ,eugene ,jackson1 ,austin ,m4 ,works1 ,garibaldi ,lapolla1 ,abraham ,lefkowitz1 ,edward ,delaney1 and ,wilmer ,t4 ,stone of the ,de ,witt ,clinton ,high ,school2 ,ruth ,g4 ,hardy of the ,girls' ,commercial ,high ,school2 ,john ,j4 ,donohue1 ,louis ,a4 ,goldman1 ,felix ,sper and ,john ,j4 ,shipley of the ,stuyvesant ,high ,school2 ,max ,rosenhaus of the ,bushwick ,high ,school2 ,alexander ,fichlander of ,public ,school #afe1 ,brooklyn2 and ,henrietta ,rodman1 ,benjamin ,gruenberg1 and ,benjamin ,mandel of the ,julia ,richman ,high ,school4#chh ,the action of the authorities in withholding certificates of loyalty from some of these teachers called forth a protest from ,dr4 ,henry ,linville of the ,teachers' ,union1 of which many of the accused were members4 ,dr4 ,linville assailed the methods employed in the investigations and the reasons for which certificates were being withheld4 ,he asserted that during the ,war these teachers had been unmolested by the federal government and had not been summoned to face charges of disloyalty by the school authorities4 ,although non-conformists in relation 8to static views of society and politics10 he declared that 8most of them actively supported all war enterprises1 a minority only being pacifist in belief and action40#chi ,moreover1 in denial of the charge that teachers of alleged radical views were indoctrinating their pupils with minority and undesirable opinions1 he declared that none of these teachers had ever maintained the right of a teacher to press upon the pupils the political views that he himself held4#cij ,but the authorities throughout were insistent in their desire to rid the schools of all teachers holding a political belief which to them was anathema4 ,to this end in ,november1 #aiai1 a permanent license was denied ,miss ,sonia ,ginsberg1 of ,public ,school #agj1 because she admitted membership in the ,communist ,party2#cia for the same reason action was taken against ,miss ,rachel 7,ray7 ,ragozin1 in ,february1 #aiba2cib and in ,february1 #aibb1 resolutions were adopted by the ,board of ,education directing the ,superintendent of ,schools to reprimand ,miss ,sarah ,hyams for signing the membership card of the ,left ,wing of the ,socialist ,party4#cic ,for advocating the reading of an article on ,bolshevism1 in ,november1 #aiai1 ,associate ,superintendent ,tildsley recommended that a permanent license be refused ,benjamin ,horwitz1 a teacher of ,english in the ,de ,witt ,clinton ,high ,school4#cid ,the suspicion that ,benjamin ,glassberg1 a teacher of history in the ,brooklyn ,commercial ,high ,school1 was preaching the doctrines of ,bolshevism led to his suspension from service in ,january1 #aiai4 ,among the objections raised against ,mr4 ,glassberg as a teacher were statements alleged to have been made by him to the effect that a teacher in the public schools was not allowed to tell the truth1 that the ,state ,department did not permit true reports to be given about conditions in ,russia1 and that ,red ,cross workers were forbidden to express true opinions regarding that country4#cie ,at his trial before the ,board of ,education on ,may #i1 #aiai1 ,mr4 ,glassberg confessed that he had quoted from several noted ,bolshevists in reply to a question whether ,lenine and ,trotsky were ,german spies4 ,he declared that the statements with which he was charged were in answer to questions asked by his class and not as 8a lecture laudatory of the ,bolsheviki and severely critical of the ,government of the ,united ,states40 ,in regard to the remark about freedom of speech in the public schools he asserted complete innocence4#cif ,on ,may #bi1 #aiai1 ,mr4 ,glassberg was dismissed from service4#cig ,considerable discussion attended the trials of the ,new ,york ,city teachers4 ,to some there was no substantial foundation upon which to base charges of disloyalty1 and the question resolved itself into whether a teacher need forfeit his rights to a political faith in which he believed4 ,the answer of the school authorities came in the statement of ,dr4 ,john ,l4 ,tildsley1 ,associate ,superintendent of ,schools3 8,no person who adheres to the ,marxian program1 the program of the ,left ,wing of the ,socialist ,party in this country1 should be allowed to become a teacher in the public school system1 and if discovered to be a teacher1 should be compelled to sever his connection with the school system1 for it is impossible for such a person to carry out the purpose of the public schools 444 the purpose that the public schools of any country should be the expression of the country's ideals1 the purpose of its institutions1 and the philosophy of its life and government40#cih ,but even in the eyes of the ,new ,york ,city school authorities the great mass of public school teachers were loyal1 for out of approximately twenty-five thousand employed in the system less than half a hundred were called to account for the views they held4#cii ,outside of the city of ,new ,york other cases of alleged infringement of the ,lusk ,law occurred4 ,among these was that of ,p4 ,hiram ,mattingly1 of ,poughkeepsie1 dismissed from the schools because at a ,socialist meeting he characterized the ,espionage ,law as a measure of despotism1 and declared that it was time that the republic be restored to this country1 a first step toward which would be the acceptance of a ,socialist administration in that city4#djj ,membership in the ,communist ,party cost ,miss ,julia ,d4 ,pratt her position as a music teacher in ,buffalo in #aiba4 ,in passing upon her case1 ,frank ,b4 ,gilbert1 deputy commissioner and counsel of the ,state ,department of ,education1 set forth the opinion of those with whom final judgment rested when he declared3 8,a teacher in the public schools is a member of a state system and a servant of the people of the state4 ,a teacher cannot properly perform the duties of her position and give expression1 either verbally or by affiliation with any political or other organization1 to her belief that our present government should be overthrown by revolution or by force and violence through direct action by any group or class44440#dja ,teachers beyond the confines of ,new ,york suffered similar penalties1 although the hand of the law did not press so heavily upon them4 ,they1 too1 found it necessary to guard their speech and to abstain from proscribed political tenets1 or else pay the price of reprimand or dismissal4 ,precisely this kind of a condition was brought forcibly upon the teachers of ,washington1 ,d4 ,c41 in the spring of #aiai1 when one of their members--,miss ,alice ,wood--was suspended for a week without a hearing1 charged with discussing 8,bolshevism and other heresies0 in her classroom4 ,among the topics which ,miss ,wood later found forbidden was that of the ,league of ,nations4#djb ,the suggestion made by a supervisor of primary education in ,des ,moines1 ,iowa1 that a blind patriotism might be fostered through the selection of songs and poems narrowly patriotic led to an investigation of her ,americanism by the commander of the ,sons of ,veterans4#djc ,since #aiag1 however1 in only twelve states besides ,new ,york cases involving disloyalty charges have been brought before the office of the state department of education4 ,in ,delaware1 ,louisiana1 ,minnesota1 ,montana1 ,nevada1 ,north ,carolina and ,south ,dakota the charges resulted in the dismissal of teachers4 ,in ,california1 ,maine1 ,minnesota1 ,nevada1 ,new ,hampshire1 ,north ,dakota and ,south ,dakota1 although charges were preferred against teachers the cases were dismissed for insufficient evidence4#djd ,in ,montana1 school authorities in some cases failed to reappoint teachers at the end of the year because of alleged objectionable 8utterances10 although 8no proof of disloyalty was ever made positive40 ,the ,department of ,public ,instruction of ,indiana reported 8a few instances0 in that state where positions were lost because of disloyalty charges4#dje ,in ,louisiana1 the ,state ,superintendent of ,public ,instruction reported the revocation of a man's certificate because 8he capitalized the patriotism which ran high in his community1 to lend money to a number of small farmers in the community for use in purchasing ,war ,savings ,stamps and ,liberty ,bonds1 and for the use of which he charged an exorbitant rate of interest40 ,the teacher was said to have bought 8no stamps or ,liberty ,bonds10 and boasted that he could make more money by lending to 8the suckers in the community than by buying the low-interest paying ,federal obligations40 ,this state also revoked the certificate of a woman whose religious scruples forbade her endorsement of the ,war and whose zeal led her to advise against the purchase of ,liberty ,bonds4#djf ,north ,carolina's case of dismissal was that of a county superintendent charged with pro-,germanism shortly after the entrance of the ,united ,states into the ,war4 ,although most of the pro-,german utterances of this man had been made prior to the declaration of war by the ,united ,states1 the ,county ,board of ,education held that his influence and usefulness had been lessened and therefore asked his resignation4#djg ,in ,rhode ,island 8disclosures of thoroughly organized preparation to cultivate in the ,united ,states a public opinion favorable to ,pan-,germanic aspirations for world empire led1 during the ,war1 to several investigations for the purpose of determining to what extent and through what agencies propaganda either hostile to ,america and to ,american ideals1 or tending insidiously to undermine democratic institutions1 had been conducted40#djh ,at the request of the ,governor1 the ,commissioner of the ,public ,schools undertook an investigation of the loyalty of public and private school teachers4 ,questionnaires containing the following questions were dispatched to the proper authorities3 8,to what extent1 if any1 have teachers under your observation1 in the classroom or out of it1 been 7a7 ,active in promoting ,german propaganda8 7b7 ,active in promoting anti-,american propaganda8 7c7 ,disloyal in word1 deed1 or manner to nation or state8 7d7 ,disrespectful of law and public authority8 7e7 ,passive or indifferent with reference to patriotism8 7f7 ,cynical in their discussion of democracy1 or in their discussions of history1 or in their general attitude toward ,american public probity8 7g7 ,teaching that democracy and democratic institutions are crude and inefficient80 ,in turn1 the ,commissioner of the ,public ,schools pointed out that 8while a few teachers have not fully recognized their civic obligations in giving instruction1 or have failed to realize the relation of public education to loyal citizenship1 or have been remiss in upholding ,american ideals1 the ardent patriotism of the many and their larger activities as noted by the committee of inquiry attest the civic loyalty of our teachers in our schools40 ,he assured the public that 8no disloyal teacher0 would 8be suffered to teach40#dji ,this insistence upon conformity among teachers bounded on all sides their freedom of speech4 ,it was readily and unquestioningly accepted by the great majority4 ,it sprang from the belief that the teacher as an employee of the government should always agree with the government4 ,the advocate of repression and control held that the public school should never be a haven where personal opinions could leaven the book-lore which was prescribed by authority4 ,others agreed with ,zechariah ,chafee that there was not only an individual but a social interest in free speech1 that between that individual interest and the social interest1 the former should always give way1 that freedom of speech meant liberty1 not license2 but that freedom of speech in itself was a social interest1 and that one of the purposes for the existence of society was the discovery and spread of truth1 a purpose which could be accomplished only by permitting teachers to think for themselves4#daj ,,footnotes3 #cdd ,personal letters to the author under the date of ,december1 #aibc1 and ,january1 #aibd4 ,all states but ,ohio and ,illinois responded to the inquiry of the author4 ,the ,superintendent of ,public ,instruction in ,washington 7,mrs4 ,josephine ,c4 ,preston7 refused to furnish information for that state4 #cde ,revolutionary ,radicalism1 ,vol4 ,i1 p4 #aaah4 #cdf ,at the suggestion of the ,teachers' ,council1 an advisory committee to sift charges was appointed who reported cases to the ,commissioner of ,education should they need his attention4 ,the investigations of this committee aroused much criticism1 especially from the ,teachers' ,union1 whose members were frequently the principals in the trials conducted4 ,the advisory committee was composed of ,cond ,pallen1 editor of the ,catholic ,encyclopedia1 ,olivia ,leventritt1 a former member of the ,board of ,education1 ,hugh ,frayne1 ,new ,york representative of the ,american ,federation of ,labor1 ,archibald ,stevenson1 counsel of the ,lusk ,committee1 and ,finley ,j4 ,shepard as chairman4 ,the ,new ,york ,times1 ,may #ag1 #aibb2 ibid41 ,may #be1 #aibb2 ibid41 ,june #d1 #aibb4 #cdg ,instances of local friction tending to obscure the issues alleged to be involved frequently entered into the evidence presented in some of the trials4 ,this was true in the trials of ,schmalhausen1 ,schneer1 and ,mufson 7see pages #aaf-abj71 where opposition to the so-called ,whalen resolution for longer school hours was alleged by the defense to be a cause for their dismissal4 #cdh ,the pledge of the ,board of ,education4 ,other pledges1 including that of ,mayor ,john ,puroy ,mitchell1 also were presented for signing4 ,see ,toward the ,new ,education3 ,the ,case ,against ,autocracy in ,our ,public ,schools 7,the ,teachers' ,union of the ,city of ,new ,york71 p4 #bc4 #cdi ,ibid4 ,the ,teachers' ,union charged that the loyalty pledges were introduced for political purposes into a controversy between the ,board of ,education and the teaching staff4 ,the ,teachers' ,union wrote ,president ,wilson asking him to frame a pledge which teachers could sign 8without violating their consciences40 ,the ,new ,york ,times1 ,december #b1 #aiag4 #cej ,see page #abb for a further discussion of the loyalty of ,mr4 ,thomas4 #cea ,the ,new ,york ,times1 ,may #ah1 #aiah4 #ceb 8,more ,educational ,inquisition10 ,the ,new ,republic1 ,vol4 ,,xvii 7,january #aa1 #aiai71 pp4 #cje-cjg4 #cec ,ibid4 #ced ,the ,new ,york ,times1 loc4 cit4 #cee ,ibid41 ,june #bg1 #aiai4 #cef ,ibid41 ,october #ca1 #aiah4 #ceg ,ibid41 ,may #af1 #aiah4 #ceh ,ibid41 ,june #bj1 #aiah4 #cei ,ibid41 ,july #ab1 #aibc4 #cfj ,ibid41 ,march #af1 #aiah4 #cfa ,ibid41 ,november #ad1 #aiag4 #cfb ,the ,trial of the ,three ,suspended ,teachers of the ,de ,witt ,clinton ,high ,school 7,new ,york71 p4 #bf4 #cfc ,ibid41 p4 #fd2 ,the ,new ,york ,times1 ,december #d1 #aiag4 #cfd ,the theme 7in the form of a letter7 had been collected by ,miss ,ellen ,garrigues1 head of the ,english ,department1 in a visit to ,mr4 ,schmalhausen's class4 ,during her visit1 ,miss ,garrigues became angry at the 8lack of spirit of love of country among the boys who had read themes10 and asked that the themes be handed to her4 ,the ,trial of the ,three ,suspended ,teachers of the ,de ,witt ,clinton ,high ,school1 p4 #bb4 #cfe ,the ,trial1 pp4 #db-dc2 ,dotey1 ,aaron ,i41 ,the ,exploitation of the ,public ,school ,system of ,new ,york 7,teachers' ,council1 ,new ,york71 ,,lxxxv4 #cff ,the ,trial1 pp4 #df-dg4 #cfg ,robinson and ,beard's history4 ,see ,toward the ,new ,education1 p4 #gb4 #cfh ,the ,trial1 pp4 #ace1 #ada4 #cfi ,ibid41 pp4 #aai-abj4 #cgj ,ibid41 p4 #aeh4 ,mr4 ,mufson was a teacher of ,english4 #cga ,ibid41 pp4 #agd-age4 #cgb ,the ,new ,york ,times1 ,november #bj1 #aiag4 ,the ,trial1 p4 #bjj4 ,in addition to these charges a bibliography on recent literature compiled by ,mr4 ,schneer was introduced as evidence of his unfitness to teach4 ,the 8characterizations0 of books in the bibliography1 read at the trial1 in general pertained to the relations of the sexes4 ,see ibid41 pp4 #bjc-bjd4 #cgc ,ibid41 ,november #ag1 #aiag2 also 8,new ,york's ,disloyal ,school ,teachers10 ,literary ,digest1 ,vol4 ,,lv 7,december #h1 #aiag71 pp4 #cb-cc4 #cgd ,the ,new ,york ,times1 loc4 cit4 #cge ,ibid41 ,december #bj1 #aiag4 ,among these were ,john ,dewey1 ,james ,harvey ,robinson1 ,david ,snedden1 ,carlton ,j4 ,h4 ,hayes1 ,h4 ,a4 ,overstreet1 ,w4 ,p4 ,montague1 ,thomas ,reed ,powell1 ,m4 ,r4 ,cohen1 ,a4 ,j4 ,goldfort1 ,n4 ,p4 ,mead1 and ,j4 ,p4 ,turner4 #cgf 8,charges against ,new ,york ,city ,teachers10 ,school and ,society1 ,vol4 ,,vi 7,december #bb1 #aiag71 p4 #gcc4 #cgg ,the ,new ,york ,evening ,post quoted in ,school and ,society1 loc4 cit4 #cgh ,the ,new ,york ,times1 ,december #bj1 #aiag4 #cgi ,ibid41 ,november #e1 #aiah4 ,in reviewing their cases1 ,toward the ,new ,education1 a publication of the ,teachers' ,union1 ascribed the dismissal of these teachers not to disloyalty1 but to their opposition to the 8autocracy0 of superior officials and to an anti-,semitic bias of these officials4 ,all three teachers were ,russian ,jews4 #chj ,ibid41 ,december #a1 #aiag4 ,dotey1 op4 cit41 ,,lxxxvi2 ,the ,new ,york ,times1 ,november #ae1 #aiag4 #cha ,the ,central ,federated ,union1 ,november #ag1 #aiag1 resolved 8in the interest of justice and of the schools that the charges made against the teachers be definitely formulated by a committee of responsible officials1 and that a copy of the charges be given to each of the teachers transferred or suspended and that the charges be heard in public40 ,ibid4 #chb ,ibid41 ,november #ae1 #aiag4 #chc ,ibid41 ,november #af1 #aiag4 #chd ,ibid41 ,november #bi1 #aiag2 ibid41 ,december #be1 #aiag4 #che ,ibid41 ,december #bg1 #aiag4 #chf ,dotey1 op4 cit41 ,,lxxviii1 ,,xcvii4 ,mr4 ,thomas was called in ,november1 #aiag4 #chg ,ibid41 ,,lxxviii4 ,mr4 ,parelhoff was questioned regarding his opinions in ,november1 #aiag4 #chh ,according to ,dr4 ,henry ,linville of the ,teachers' ,union4 ,the ,new ,york ,times of ,january #bd1 #aiah1 reported that twenty-four teachers in ,school #fb of ,new ,york had been questioned about their war views4 ,although assurances had been given the teachers that no charges against them were contemplated1 the ,teachers' ,union called it a 8fishing expedition0 to obtain evidence against ,philip ,perlstein1 a teacher who had been suspended two weeks before4 ,in ,november1 #aiai1 sixteen 8radical0 teachers were reported to have been called by ,deputy ,attorney-,general ,samuel ,a4 ,berger1 because of their connection with radical propaganda4 ,the ,new ,york ,times1 ,november #bj1 #aiai4 #chi ,the ,new ,york ,times1 ,october #bc1 #aibb4 ,the teachers whom ,dr4 ,linville was reported to have mentioned were ,austin ,m4 ,works1 ,eugene ,jackson1 ,wilmer ,t4 ,stone1 ,john ,f4 ,donohue1 ,louis ,goldman1 ,joseph ,j4 ,shipley1 ,felix ,sper1 ,ruth ,hardy1 ,henrietta ,rodman1 ,jessie ,hughan1 ,abraham ,lefkowitz1 and ,max ,rosenhaus4 #cij ,ibid4 #cia ,dotey1 op4 cit41 ,,lxxxviii2 also ,the ,new ,york ,times1 ,november #ah1 #aiai4 #cib ,dotey1 op4 cit4 #cic ,ibid4 #cid ,ibid41 ,,cxii4 ,mr4 ,horwitz resigned his position in #aibj4 #cie 8,freedom of ,teaching in the ,new ,york ,city ,schools10 ,school and ,society1 ,vol4 ,,ix 7,february #a1 #aiai71 pp4 #adb-adc2 also ,dotey1 op4 cit41 ,,lxxxvii4 #cif ,the ,new ,york ,times1 ,january #ai1 #aiai4 ,also ,department of ,education of the ,city of ,new ,york1 ,in the ,matter of the ,trial of ,charges of ,conduct ,unbecoming a teacher and to the prejudice of good order1 efficiency and discipline preferred against ,benjamin ,glassberg4444 ,brief and ,argument of ,gilbert ,e4 ,roe in ,behalf of ,benjamin ,glassberg1 ,teacher 7,new ,york71 pp4 #g-h4 #cig ,ibid4 ,mr4 ,gilbert ,e4 ,roe1 counsel for ,mr4 ,glassberg1 intimated that the boys who had been selected to testify against ,mr4 ,glassberg had been chosen 8according to race and religion10 that ,mr4 ,glassberg1 a ,socialist and a ,jew1 had 8guided his classes along the road of true ,americanism0 during the ,war and had received from his superiors 8the highest ratings possible for his work40 ,see also ,dotey1 op4 cit41 ,,lxxxvii4 #cih ,trachtenberg1 ,alexander1 ed41 ,the ,american ,labor ,year ,book #aiai-aibj 7,new ,york1 #aibj71 ,vol4 ,,iii1 p4 #hi4 #cii ,the ,new ,york ,times1 ,may #be1 #aibb4 ,according to a statement of ,superintendent ,william ,l4 ,ettinger4 #djj ,trachtenberg1 op4 cit41 p4 #hh4 #dja ,the ,new ,york ,times1 ,january #ai1 #aiba4 #djb ,trachtenberg1 op4 cit41 p4 #hh2 also 8,other ,heresies10 ,the ,new ,republic1 ,vol4 ,,xviii 7,april #ab1 #aiai71 pp4 #ccj-cca2 also ,mc,andrew1 ,william1 8,american ,liberty ,more or ,less10 ,the ,world's ,work1 ,vol4 ,,xlvii 7,december1 #aibc71 p4 #ahj4 ,miss ,wood declared that she gave definitions only1 and referred to current magazine literature when questions were raised by a pupil concerning ,bolshevism and anarchism4 ,she also asserted that she had not discussed the ,russian situation1 nor had she defended ,bolshevism4 #djc 8,the ,war is ,over in ,iowa10 ,the ,survey1 ,vol4 ,,xlviii 7,september #ae1 #aibb71 p4 #gab2 also ,the ,des ,moines ,register1 ,april #f1 #aibb4 ,the name of the teacher was ,miss ,kate ,kelly4 ,she was completely exonerated of 8anti-,americanism40 #djd ,personal letters from the ,superintendents of ,public ,instruction3 ,delaware1 under date of ,january #cj1 #aibd2 ,louisiana1 ,december #f1 #aibc2 ,minnesota1 ,december #a1 #aibc2 ,montana1 ,december #c1 #aibc2 ,nevada1 ,december #c1 #aibc2 ,north ,carolina1 ,december #c1 #aibc2 ,south ,dakota1 ,december #e1 #aibc2 ,california1 ,december #h1 #aibc2 ,maine1 ,december #a1 #aibc2 ,new ,hampshire1 ,december #e1 #aibc2 ,north ,dakota1 ,december #bj1 #aibc4 #dje ,letter from the ,department of ,public ,instruction1 ,december #g1 #aibc4 #djf ,letters from the ,department of ,education1 ,november #cj1 #aibc1 and ,december #f1 #aibc4 #djg ,letter from ,state ,superintendent of ,public ,instruction1 ,december #aa1 #aibc4 #djh ,forty-,ninth ,annual ,report of the ,state ,board of ,education 444 of ,rhode ,island1 ,january1 #aiai1 p4 #ge4 #dji ,ibid41 pp4 #gh-gi4 #daj ,see ,chafee1 ,zechariah1 8,freedom and ,initiative in the ,schools10 ,the ,public and the ,schools 7,new ,york1 #aiai74 ,,part ,,ii ,,the ,,activities ,,of ,,propagandist ,,agencies 8444 for it is the business and duty of historians to be exact1 truthful1 and wholly free from passion1 and neither interest nor fear1 hatred nor love1 should make them swerve from the path of truth1 whose mother is history1 rival of time1 storehouse of deeds1 witness for the past1 example and counsel for the present1 and warning for the future40 ,,cervantes1 ,don ,quixote4 ,,part ,,ii ,,the ,,activities ,,of ,,propagandist ,,agencies ,,chapter ,,vi ,,attempts ,,to ,,control ,,textbooks ,the public school deals with that period of life in which strong impressions find easy lodgment in the child's memory4 ,altruism1 glorification of national achievements1 hero worship1 and other emotions are excited by contacts with teachers and books4 ,it is the age in which the child's ideals can be fired by the sayings of famous men and in which the story of valorous deeds stirs a responsive enthusiasm4 ,indeed1 it is a common belief that the influences of these early associations and impressions persist far into maturity1 for 8as the twig is bent1 so the tree is inclined40 ,with a keen appreciation of the possibilities of this plastic period of child life1 authors of textbooks in history and the other social studies1 obedient to the spirit of their times1 have exalted and condemned as the prevailing temper has dictated4 ,history for the sake of propaganda is not a unique possession of any one country4 ,it has been employed in the name of 8patriotism0 by many nations4 ,livy extolled ,rome1 ,green exalted ,england1 ,bancroft eulogized the exploits of the founders of ,america1 and ,treitschke and ,nietzsche pictured the glories of an imperialist rgime in ,germany4 ,as a result1 there has developed an overweening pride in national and racial attributes and achievements4 ,from such a source has sprung much of the hereditary enmity between ,france and ,germany4 ,indeed1 it has been said that an analogous situation exists in the ,united ,states1 and a well-known writer recently declared that1 through the study of ,american history1 8,americans are taught to hate ,britishers1 444 and not only descendants of the men who made the ,revolution1 but every newly arrived immigrant child imbibes the hatred of ,great ,britain of today from the patriotic ceremonies of the public schools40#daa ,propagandist history1 however1 is not merely an instrument of the ultra-nationalist4 ,by the pacifist it may be employed to depict with a vivid gruesomeness the horrors of war2 by it the militarist may demonstrate the advantages of preparedness2 the racially conscious may narrate1 in their history1 achievements of their heroes to the exclusion or derogation of those of other groups2 the religious enthusiasts may commend the contributions of their sect to the neglect of others2 and economic and social organizations may seek to serve their particular purposes4 ,demands for revised history textbooks1 such as emanated during the ,world ,war1 to teach the point of view then current1 are but a recent instance of a practice as old as the teaching of history4 ,,history ,,textbooks ,,in ,,the ,,south ,in the ,united ,states1 as well as elsewhere1 propagandist influences have played their part in shaping the content of history textbooks4 ,the ,south1 in particular1 has shown such tendencies1 attempting in the ante-bellum days to propagate a history favorable to the slave-holding interests1 and since that time endeavoring to justify the past in the eyes of posterity4 ,the desire to depict events from a sectional point of view was especially apparent in the decade preceding the ,civil ,war when a concerted effort to prescribe the content of history textbooks expressed itself in frequent agitations against the use of ,northern textbooks4 ,by the ,southerner was raised the same query which has been raised in our own time--whether the author of a textbook has a right 8to step aside from his proper course to drag in his own private views on vexed questions of national import0 about which a writer should 8maintain an impartial stand40#dab ,such criticisms were directed against ,northern textbook writers2 for ,southerners were agreed that an author would not be guilty of a heinous offense if he should 8step aside 444 to drag in0 views favorable to the institution of slavery4 ,indeed1 a sectional presentation of history was deemed a necessity2 and a movement for 8home education0 to combat the teachings of the 8abolitionist ,north0 attained considerable vigor in the 'fifties4 ,to the ,southerner1 8home education0 meant ,southern trained teachers and textbooks filled with the convictions of the slave-holding ,south4 ,through such agencies it was hoped to expel from their midst 8the wandering incendiary ,yankee school-master0 with 8his incendiary school books0#dac parading under 8the black piratical ensign of abolitionism40#dad ,even prior to the 'fifties1 the ,south had realized the value of a propagandist literature1 for ,duff ,green1 a relative of ,john ,c4 ,calhoun1 had secured a charter from ,south ,carolina for a ,southern ,literary ,company for the purpose of publishing school books adapted to his section4#dae ,green's efforts must have proved unsuccessful1 for it was followed by much newspaper discussion of the situation1 which gained in asperity as the ,south became more belligerent in the assertion of her rights4 ,writing in ,de ,bow's ,review of #ahee1 one alarmist declared3 8,our text-books are abolition works4 ,they are so to the extent of their capacity1 and though the poison of anti-slavery dogmas has not found its way into arithmetic and mixed mathematics1 yet we should not be surprised to find that some work is now in progress in which the young learner will find his sums stated in abolition phrases1 and perhaps be required to tell how many more sinners might have gone to ,heaven if ,abraham1 the #8father of the faithful and the friend of ,god' had not been a slave holder and a dealer in human chattels2 444 and so long as we use such work as ,wayland's ,moral ,science and the abolition geographies1 readers and histories1 overrunning as they do1 with all sorts of slanders1 caricatures and blood-thirsty sentiments 444 they will array our children by false ideas1 against the established ordinances of ,god144440#daf ,another writer could not condone the indifference of his section to the existence of such conditions4 8,when the public mind of our section was divided as to the justice and propriety of this institution slavery 44410 he remarked1 8it was not then to be wondered at that we should remain indifferent to the views presented to our youth on the subject1 and that we should carelessly allow them to peruse1 even in their tender years1 works in which slavery was denounced as an unmitigated evil1 and the universal race of ,ham's descendants were blazoned forth as a set of dusky angels and martyrs4 ,such a course may have been defensible at that period1 but tell me1 what show of propriety is there in its continuance at the present day8 ,we have become awake to the rightfulness and justice of our stand2 we have come to know that we are more sinned against than sinning2 and we have witnessed the complete failure of many quixotic attempts to transform negroes into prosperous and thriving freemen4 ,why then should we wish that the rising generation1 who are to frame and control public opinion1 after we have passed from being1 should be on this question of vital importance taught doctrines which are in direct conflict with what we now believe80#dag ,because 8southern life1 habits1 thoughts1 and aims0 were 8so essentially different from those of the ,north10 another protagonist of 8home education0 maintained that a different character of books and training was required to 8bring up the boy to manhood with his faculties fully developed40#dah ,nor could this 8true man0 be developed if he must sit 8at the feet of some abolition ,gamaliel of the ,north10 but he must have 8books and teachers of history from the ,south who should point out the destiny of the ,south40#dai ,as a result of the agitation of the press1 the commercial conventions1 which met during the years from #ahec to #ahfj1 committed themselves with one accord1 to the ,southern educational program4 ,the ,memphis ,convention of #ahec demanded the employment of native teachers1 the encouragement of a home press1 and the publication of books adapted to the educational wants and the social conditions of the section4#dbj ,the following year1 the ,charleston ,convention passed a resolution which urged the production of textbooks by ,southern men 8with express reference to the proper education of the ,southern youth40#dba ,the resolution declared that 8this ,convention earnestly recommends all parents and guardians within these states1 to consider well1 that to neglect the claims of their own seminaries and colleges1 and patronize and enrich those of remote states1 is fraught with peril to our sacred interests1 perpetuating our dependence on those who do not understand and cannot appreciate our necessities and responsibilities2 and at the same time fixing a lasting reproach upon our institutions1 teachers and people40#dbb ,in #ahef1 the ,savannah ,convention issued to 8,the ,people of the ,slaveholding ,states0 an address advocating joint action on the part of the ,southern legislatures4 8,it will be well1 at least1 to look to our school books10 they declared4 8,can the making of these be entrusted exclusively to those1 who by instilling an occasional heresy1 dangerous to our repose1 imagine that they serve at the same time ,god and ,mammon--their consciences and their pocket8 ,the ,state ,legislatures at the ,south alone are competent to heal this mischief4 ,property will submit to any amount of taxation for such a purpose4 ,a system can and ought to be matured at the ,south by which the most ample encouragement shall be given to its educational system and its press4 ,withdraw at once the contributions which are returned too often to us now in contumely and insult40#dbc ,at the same convention the committee upon the subject of 8,text ,books for ,southern ,schools and ,colleges0 reported that 8the books rapidly coming into use in our schools and colleges at the ,south are not only polluted with opinions adverse to our institutions1 and hostile to our constitutional views1 but are inferior in every respect1 as books of instruction to those which might be produced amongst ourselves1 or procured from ,europe44440#dbd ,the ,committee proposed that the convention take the matter 8under their auspices and select or prepare such a series of books1 in every department of study1 from the earliest primer to the highest grade of literature and science1 as shall seem to them best qualified to elevate and purify the education of the ,south40#dbe ,the ,committee further recommended that 8when this series of books shall have been prepared1 the ,legislatures of the ,southern ,states be requested to adopt them as text-books40#dbf ,the committees appointed at the ,southern conventions evidently failed to obtain results1 for ,de ,bow's ,review of #aheh querulously remarked that the committees seemed to have dropped into repose after their appointments4#dbg ,newspaper agitation1 however1 continued without abatement1 ,the ,constitutionalist suggesting1 in #aheh1 that ,georgia by law should compel her schools to use ,georgia school books in which information was given regarding the early history of the state1 and which contained 8eloquent and patriotic emanations from the gifted pens0 of some of their 8ablest writers40#dbh ,history textbooks held a conspicuous place in most of the discussions4 ,peter ,parley's ,history1 extensively used at this time1 came in for much adverse criticism because1 in the opinion of the ,southerner1 it 8insulted0 and 8misrepresented0 the institutions of the ,south4#dbi 8,if it is important for us to have a home literature of our own in the lighter departments of reading and knowledge10 one critic remarked1 8how much more vitally essential it is to our best interests that the books from which our children imbibe their earliest lessons in history and political economy should be written by those who are able to expound and vindicate1 instead of misrepresenting and defaming the institutions under which they are to live and be educated40#dcj ,further criticism of the same textbook is found in an article on 8,wants of the ,south0 in ,de ,bow's ,review for #ahfj4 8,our schools have long been groaning under the burden of questionable orthodoxy1 and in some instances decided hostility to the institutions which her public instructors1 of all others1 may reasonably be expected to advocate and defend10 said one writer4 8444 no teacher or pupil who has used ,peter ,parley's ,histories1 or any of the popular #8,readers' and #8,orators' from which juvenile disciples of ,demosthenes have learned to spout so glibly eloquent invectives against slavery1 the slave trade1 will fail to recognize the long-deplored existence of this deadly evil40#dca ,other books of an historical nature1 which were especially obnoxious to the ,south1 were ,gilbert's ,atlas and ,appleton's ,complete ,guide of the ,world1 which contained 8hidden lessons of the most fiendish and murderous character that enraged fanaticism could conceive or indite40#dcb 8,this book and many other northern school books scattered over the country come within range of the ,statutes of this ,state ,louisiana1 which provide for the imprisonment for life or the infliction of a penalty of death upon any person who shall publish or distribute such works 44410 declared one writer4#dcc ,whelpley's ,compend of ,history was also considered heretical in nature because of its discussion of slavery1 which inculcated 8improper precepts in the minds of our children40#dcd ,the writer in his diatribe against this book quoted the following passage from ,whelpley to prove his point3 8,but for what purpose was he the slave brought from his country8 ,why was he forced from the scenes of his youth1 and the cool retreats of his native mountains8 ,was it1 that he might witness the saving knowledge of the gospel8444 ,no4 ,he was deprived of his freedom1 the dearest pledge of his existence4 ,his mind was not cultivated and improved by science6444 ,he is detested for his complexion1 and ranked among the brutes for his stupidity4 ,his laborious exertions are extorted from him to enrich his purchasers1 and his scanty allowance is furnished1 only that he may endure his sufferings for their aggrandizement40#dce ,the discussion of slavery in the ,northern textbooks was not the only cause for irritation4 ,equally distasteful to the ,southerner were the invidious comparisons made between ,north and ,south4#dcf ,the histories produced by the ,north1 one writer pointed out1 8are filled with praise and glorification of the ,new ,england and ,northern states generally1 as a set of incorruptible patriots1 irreproachable moralists1 and most exemplary models for future imitation1 and their descendants are depicted as fully equalling the standard set for them by their distinguished ancestors1 of unexceptionable demeanor4 ,on the other hand1 the individuals who organized society in the ,southern ,states are pictured as a race of immoral reprobates1 who have handed down all of their vices and evil habits to their descendants of this day4 ,while the institution of slavery and its introduction into our country are made the occasion of much violent invective1 there is but a slight effort at rebuke1 and a large amount of apology is offered1 for the amusements of burning witches1 hanging ,quakers1 and banishing ,baptists1 formerly so very popular in ,new ,england4 ,while we1 who now support and defend the institution of slavery1 are either denounced or pitied1 the residents of the ,northern ,states1 who have always been the chief prosecutors of the slave trade are allowed to pass uncensured4 ,such is the state of the histories40#dcg ,to ,willson's ,historical ,series objection was raised because 8the author has elected to make himself sectional and therefore must expect sectional support40 8,why say of the odious ,hartford ,convention10 a critic remarked1 8#8,its proceedings were not as objectionable as many anticipated1' or why use comparisons between the different sections as invidious1 and as we believe and know1 as false as these3 #8,in ,virginia and the southern colonies1 where the inhabitants guided in the selection of their dwelling places chiefly by consideration of agricultural conveniences1 dispersed themselves over the face of the country1 often at considerable distances from each other1 schools and churches were necessarily rare1 and social intercourse but little known4 ,the evils of the state of society thus produced still exist to a considerable extent in the southern portions of the ,union4 ,the colonization of ,new ,england was more favorable to the improvement of human character and morals4'0 ,further cause for complaint lay in the following passage3 8,of the state of manners and morals in ,maryland1 ,virginia and the southern colonies generally1 we cannot give so gratifying an account4 ,while the upper classes of inhabitants among the southern people were distinguished for a luxurious and expensive hospitality1 they were too generally addicted to the vices of card playing1 gambling and intemperance1 while hunting and cock-fighting were favorite amusements of persons of all ranks4444 ,it cannot be denied1 however1 that ,new ,england colonial history furnishes1 on the whole1 the most agreeable reminiscences1 as well as the most abundant materials for the historian40#dch ,so common was a biased presentation of controversial questions in the books of the time that ,william ,howard ,russell1 ,the ,london ,times correspondent during the ,civil ,war1 declared that he was unable to obtain 8a single solid1 substantial work0 on the controversy between the ,north and the ,south1 for there was not one published which was 8worth a cent40#dci ,little response to the exponents of 8home education0 seems to have been made at this time by the state legislatures1 although1 in #ahei1 the ,louisiana legislature adopted a resolution endorsing the movement 8to encourage the production of and introduction into the schools of ,louisiana of a series of school books written by citizens of the ,state1 published in the ,south1 not contaminated by the fanaticism of ,northern authors40#ddj ,other ,southern states since the ,civil ,war have prescribed the type of histories to be used in their schools1 but they have had for their chief intent a 8proper presentation of the ,war of the ,states40 ,since the ,civil ,war the most active exponents of a pro-,southern history have been ,southern veterans' associations and kindred groups4 ,especially vigilant have been the ,united ,confederate ,veterans who1 since #ahib1 with few exceptions have announced in annual convention their advocacy of 8a true and reliable history40 ,in #ahib1 the first historical committee1 composed of 8comrades skilled and experienced in such matters10 was appointed to 8select proper and truthful histories of the ,united ,states to recommend for use in the public and private schools of the ,south40#dda ,no meeting of the ,veterans was held in #ahic1 but the following year the ,historical ,committee offered an extensive and elaborate report4#ddb ,this report suggested the establishment of a chair of ,american history in ,southern universities with time for research2 that the ,association recommend to the legislatures of ,southern states that provision be made in the public school course for the teaching of history of the native state for one year1 and for the establishment and support of a chair of ,american history in the state university or some suitable state institution1 and that the preparation of school histories of the state be encouraged2 that all private schools and academies teach the history of the state one year and devote the same amount of time to ,united ,states history2 and that state legislatures be memorialized in order to gain their coperation in securing 8a different presentation of the narrative of facts for the truth of history of our common country40#ddc ,the ,committee1 besides their recommendations1 classified school histories in three groups4 ,in the first class were those issued in the first ten or fifteen years following the close of the ,war1 8dictated by prejudice and prompted by the evil passion that time had not then softened40 ,secondly came those ,northern histories apparently fair1 either through a revision of an earlier edition or emasculation1 in an 8effort to curry favor with the text-book patrons of both sections02 also those histories with separate editions for ,north and ,south1 as well as those 8written and published at the ,north in which an honest effort is made to do justice to the ,south0 but which failed to emphasize the distinctive features of the ,south or to emphasize the place of the ,south in the history of the ,union4 ,the third group contained a list of text-books acceptable to the ,veterans1 including ,hansell's ,histories by ,h4 ,e4 ,chambers of ,louisiana1 ,history of the ,american ,people by ,j4 ,h4 ,shinn of ,arkansas1 ,history of the ,united ,states by ,alexander ,stephens of ,georgia1 ,history of the ,united ,states by ,george ,f4 ,holmes of ,virginia1 ,history of the ,united ,states by ,blackburn and ,mc,donald of ,maryland1 ,grammar ,school ,history by ,l4 ,a4 ,field of ,georgia1 and ,history of the ,united ,states by ,j4 ,t4 ,terry of ,georgia4 ,the report of the ,committee of #ahid was accepted unanimously and the resolution1 passed to continue the committee1 urged that it 8do everything in its power to encourage the preparation of suitable school histories and especially to encourage their publication by the building up of ,southern publishing houses44440#ddd ,the ,reports of #ahie and of #ahif manifested the same spirit and offered substantially the same recommendations as those made by the ,committee of #ahid4 ,both desired a 8vindication for the ,southern people and a refutation of the slanders1 the misrepresentations and the imputations0 which they had 8so long and patiently borne40#dde ,the ,report of #ahie pointed out that 8while the ,south has always been prominent in making history1 she has left the writing of history to ,new ,england historians0 whose chief defect was 8lack of catholic sympathy for all sections of the country40#ddf ,the importance of the work of the ,historical ,committee was recognized in #ahie by increasing its membership from seven to fifteen to include a representative from each ,southern state4#ddg ,by #ahig the agitation for sectional histories had become so stormy that the ,nashville reunion took under advisement a suggestion of the ,grand ,army of the ,republic of ,wisconsin1 which proposed the appointment of a 8commission of distinguished educators from the ranks of the contending armies0 who should write a history of the period #ahfa to #ahfe which should be satisfactory to both sections4#ddh ,the ,historical ,committee of the ,confederate ,veterans1 however1 deemed it inadvisable to undertake such a project1 believing that a history textbook could not be written as well by a commission as by one person4 ,however1 the ,committee pointed out that 8the destiny of the ,south is now inseparably bound up with that of this great republic and that it is to the interest of the whole nation and its citizens everywhere that coming generations of ,southern men should give to the ,union the same love and devotion which their fathers gave to the ,united ,states and then to the ill-starred ,confederacy244440#ddi ,and1 although they realized that 8no sectional history is wanted in the schools of this country10 yet the ,southern people desired in their histories 8to retain from the wreck in which their constitutional views1 their domestic institutions1 the mass of their property1 and the lives of their best and bravest were lost1 the knowledge that their conduct was honorable throughout1 and that their submission at last 444 in no way blackened their motives or established the wrong of the cause for which they fought40#dej ,among the points at issue in the adoption of ,northern textbooks was the use of certain opprobrious terms4 ,at the ,atlanta reunion in #ahih1 a resolution was adopted which gave voice to such objections4 ,it requested the substitution of the term 8the civil war between the ,states0 for 8the war of the ,rebellion10 because such an expression reflected 8on the patriotism of the ,southern people and the cause for which they so heroically fought44440#dea ,the ,historical ,committee at the same time indicated their aversion to other 8offensive epithets0 in ,northern histories1 such as 8rebels0 and 8arch-traitors40#deb ,they recommended1 among other things1 that 8,boards of ,education and all others having charge of the selection of histories1 geographies1 speeches1 readers1 etc41 be careful to exclude works that show the partisan1 sectional and unpatriotic spirit40#dec ,yet the need of a 8broad ,american patriotism0 was recognized by the ,united ,confederate ,veterans regardless of their attacks on ,northern produced histories4 ,such an attitude manifested itself in the committee report of the reunion of #ahih which quoted with favorable comment an extract from an address of ,commander ,john ,w4 ,frazier of the ,fred ,taylor ,post1 ,g4 ,a4 ,r41 of ,philadelphia4 ,the ,confederate ,veterans especially approved the spirit of ,mr4 ,frazier when he declared3 8,we must under the blending influence exerted by the new order of things1 undo that which sectional feelings led both ,north and ,south to do in regard to the publication of public school histories--certain to create and foster lasting and bitter prejudices--and use our influence in behalf of a public school history of the late war and the causes leading to it1 that will be used in common in all the public schools of the country144440#ded ,the suggestion of ,mr4 ,frazier reflected the welding influence of the ,spanish-,american ,war upon all factions in ,america4 ,in #ahii1 the ,historical ,committee of the ,confederate ,veterans announced that its duty was 8little more than to keep watch upon the histories of the day0 for 8the prospect for fairness and candor in historical writing0 seemed 8much improved since the ,spanish ,war10 because 8a new perspective10 had been afforded the historian4#dee ,yet the same report evidenced a watchfulness on the part of the ,southerner to prevent the use of books which 8either pervert or fail to do justice to the history of the people of this section40#def ,the reunion further endorsed the recommendation of the ,historical ,committee for the appointment in each state of a sub-committee of three to examine 8every history taught in the schools of the state with especial reference to ascertaining whether said books contain incorrect or inaccurate statements or make important omissions of facts1 or inculcate narrow or partisan sentiments40#deg ,in the event that any defects were found in any of the histories used in the schools1 the ,committee suggested that each sub-committee should 8enter into friendly correspondence with the authors and publishers of such books1 with a view to correcting such errors1 or supplying such omissions40 ,in addition1 it became the duty of each sub-committee 8annually1 one month before each reunion to make a report0 to the ,historical ,committee1 showing what histories of the state and of the ,united ,states were used in the schools of the state2 and further 8to make such suggestions with regard to school histories and with regard to the teaching of history0 as might seem appropriate4#deh ,the reports of the next few years show a slackening vigilance on the part of the historical committees4 ,at each meeting of the ,veterans a report and suggestions as to the improvement of historical instruction in the ,south were offered1 but much of the recriminatory tone of the reports of the 'nineties had disappeared4 ,in #aijj1 the ,committee recommended again that the term 8the war between the states0 be substituted for other terms1 and that money be appropriated in order that the ,historical ,committee could carry on their campaign1 through the press and public meetings1 for the use of histories doing 8full justice0 both to the ,south and the ,north4#dei ,the ,reunion of #aijb sanctioned the suggestion of the ,historical ,committee dealing with the preparation of a source book portraying the 8character1 the ideals and the leadership of the ,south10 and called favorable attention to ,thomas ,dixon's novel ,the ,leopard's ,spots4#dfj ,the historical reports presented to the reunions held in #aijh1 #aiji and #aiaj still discussed the need for 8true history0 although commending the fairness of most historians4 ,yet the ,committee hesitated to relax its watchfulness because 8the history of the ,confederate period as it is told in many books that may be used in our schools1 444 demands and deserves undiminished vigilance40#dfa ,the ,report of #aiaj expressed1 however1 a sanguine satisfaction in the condition resulting from the agitation about history textbooks4 8,we do not fear the bookmaker now10 the ,veterans declared4 8,southern schools and ,southern teachers have prepared books which ,southern children may read without insult or traduction of their fathers4 ,printing presses all over the ,southland--and all over the ,northland--are sending forth by thousands ones which tell the true character of the heroic struggle4 ,the influence and wealth of the ,south forbid longer the perversion of truth and the falsification of history40#dfb ,in the reports of the historical committees two history textbooks received specific criticism for their treatment of ,southern institutions and life4 ,in #aijc1 attention was called to a paragraph in ,the ,young ,people's ,story of the ,great ,republic by ,ella ,hines ,stratton1 in which 8a most false and misleading account0 was given of the capture of ,fort ,pillow by ,general ,n4 ,b4 ,forrest4#dfc ,the ,report of #aiaa devoted considerable space to an attack on ,elson's ,history of the ,united ,states4 8,one of the most extraordinary happenings in regard to the history of the ,south occurred in ,virginia in the last few weeks10 chronicled the ,report4 8,elson's ,history of the ,united ,states had been selected as a textbook by ,roanoke ,college4 ,miss ,sarah ,moffett1 one of the students of the college1 refused to attend the history class or use this history where it referred to the ,south and its people4 ,for this she suffered reprimand40#dfd ,the ,southern ,cross ,chapter of the ,united ,daughters of the ,confederacy thereupon undertook an investigation and issued a circular which was 8widely distributed40#dfe ,the circular was addressed3 8,to the ,daughters of the ,confederacy1 the ,camps of the ,confederate ,veterans1 the ,sons of ,veterans1 and to all ,who are ,loyal to the ,southland1 and ,love ,her ,traditions and ,desire a truthful ,history of ,her ,social and ,political ,life40#dff ,the charges brought against ,mr4 ,elson rested upon 8the partisan spirit that prompted the writer to slander a people who had reached the pinnacle of high ideals1 refinement and culture1 and to which it has never been the fortune of many to attain40#dfg ,to the ,southerner was especially abhorrent the portrayal of slave life in the ,south in which it was said3 8#8,often the attractive slave woman was a prostitute to her master1'0 8#8an evil'0 that 8#8was widespread at the ,south4'0#dfh ,further objections arose to the statement3 8#8,a sister of ,president ,madison declared that though the ,southern ladies were complimented with the name of wife they were only the mistresses of ,seraglios'02 and that 8#8a leading ,southern lady declared to ,harriet ,martineau that the wife of many a planter was but the chief slave of his harem4'0#dfi ,mr4 ,elson was also regarded as misrepresenting the cause of the ,civil ,war1 which he attributed 8to slavery and slavery alone0 and not to state rights1 which he declared 8in the abstract had nothing to do with bringing on the war40#dgj ,in response to the circular of the ,united ,daughters of the ,confederacy1 the ,veterans adopted a resolution indicating that it could not be 8too earnestly pressed upon the attention of those in charge of our educational institutions the supreme importance of excluding from our schools and colleges all histories that do not in their reports of the great struggle for constitutional liberty 444 fairly and impartially represent the facts40 ,the ,reunion further resolved that there be used 8only such histories as will recognize the justice of that cause of #ahfa-ahfe in support of which so many of our brave comrades shed their blood and gave their lives40#dga ,in #aiab the agitation regarding history textbooks had lost much of its bitterness and the line of cleavage between the ,northerner's history and that of the ,southerner seemed less apparent4 ,under the fusing influence of the ,world ,war1 the ,confederate ,veterans held their reunion in #aiag in the city of ,washington where ,confederate and ,union flags waved together4#dgb ,but the spirit of sectional interest had too long enslaved them and1 in #aiba1 the ,reunion favorably adopted a report of the ,rutherford ,committee4 ,chief among the achievements for a 8true history0 which the ,committee were able to report was the adoption of satisfactory histories in the states of ,mississippi and ,texas4 ,the ,committee predicted similar action in ,north ,carolina where there were 8true histories by ,southern authors and published by a home house10 thereby eliminating any necessity for even considering 8any ,yankee books40#dgc ,a revival of propaganda for sectional histories since #aiba is due in some degree to the appearance of two pamphlets which set forth the need of a distinct type of history for the ,south3 ,the ,truth of the ,war ,conspiracy of #ahfa1 by ,h4 ,w4 ,johnstone1 and ,truths of ,history1 by ,mildred ,lewis ,rutherford1 state historian for the ,united ,daughters of the ,confederacy4 ,these pamphlets received the unanimous endorsement of the ,united ,confederate ,veterans at their meeting in ,richmond1 ,virginia1 ,june1 #aibb1 in a resolution recommending their use in the public schools4#dgd ,among other things1 these writings purported to establish the fact that ,lincoln began the ,civil ,war4 ,the committee report declared3 8,this ,the ,truth of the ,war ,conspiracy of #ahfa presents the official evidence gathered principally from the ,united ,states ,government archives1 which proves the ,confederate ,war was deliberately and personally conceived and its inauguration made by ,abraham ,lincoln1 and that he was personally responsible for forcing the war upon the ,south40#dge ,the endorsement of this ultra-,southern viewpoint caused a storm of protest1 particularly in the ,north4 ,under the caption 8,the ,confederate ,veterans' ,new ,glands10 the ,chicago ,daily ,tribune observed3 8,we are moved to wonder1 #8,what is history8' ,the ,standard ,dictionary defines it as #8a systematic record of past events4' ,no better definition in six words occurs to us4 ,but more or less recent events in world politics1 coupled with the current action of the ,confederate ,veterans1 indicates sic that that definition is in error4 ,history is becoming1 if it has not already reached that stage1 a medium of propaganda4 ,that became evident in the world war1 when ,european histories were combed for evidence of the innate barbarity of the ,german people4 ,it was more evident in the efforts to arouse the ,american people to the point of intervention and actual warfare to free ,ireland4 ,it is now emphasized through the efforts of the ,confederate ,veterans to impose upon the children of the south their own interpretation of the ,civil ,war1 regardless of accuracy or the effect upon the nation4 ,the ,veterans are attempting to pass on their old hates and rancors to their descendants4 ,they have not yet surrendered to ,grant4 ,they are a trifle feeble1 to be sure1 but apparently becoming less so4 ,they are busily engaged in swapping their old glands for new40#dgf ,the ,new ,york ,times expressed equally strong disapproval of an effort to revive the bitterness of the past and attempt 8a revocation of beatification or canonization0 of ,lincoln4#dgg ,no less resentful at the attempted disparagement of ,lincoln's services were the officers of the ,grand ,army of the ,republic1 who assailed ,miss ,rutherford's statement that ,lincoln began the war as a 8lie40#dgh ,mrs4 ,john ,a4 ,logan1 representing the ,dames of the ,loyal ,legion1 also offered objections to such 8a perversion of facts10 and declared that all patriotic societies would be urged to seek the suppression of any such histories4#dgi ,protests against this revival of sectional animosity were not localized in the ,north4 ,the ,macon ,georgia ,telegraph suggested to ,miss ,rutherford that she would find better employment were she to bring to public view the virtues1 the generosities and heroisms which were in the ,old ,south and should be carried over in the ,new ,south4 ,the ,telegraph also believed that it would prove fruitful of good were she to dwell on the cordial tributes paid by the ,north to ,lee as a man and as a general2 and as for ,lincoln1 with much less research than she used in unearthing dubious evidences of his antagonism to the ,southerners1 she could find almost innumerable and indubitable proofs of his good-will4 ,the ,telegraph concluded that 8the whole nation looks upon its ,lincolns and its ,lees as ,americans1 and humanity looks upon them as its own40#dhj ,beside the allegation that ,lincoln began the ,civil ,war1 ,miss ,rutherford1 following the impulse given her by the ,johnstone pamphlet1 ,truths of the ,war ,conspiracy of #ahfa1dha offered quotations to show that ,lincoln was not a fit example for children1 nor was he given his rightful place in history4 ,such quotations as the following are indicative of the character of her remarks3 8,people found in ,lincoln before his death nothing remarkably good or great1 but on the contrary1 found in him the reverse of goodness or greatness4 ,lincoln as one of ,fame's immortals does not appear in the ,lincoln of #ahfa 7,schouler's ,history of the ,united ,states1 ,vol4 ,,vi1 p4 #ba740dhb 8,lincoln signed the liquor revenue bill and turned the saloon loose on the country1 thus undoing the previous temperance work of the churches40#dhc 8,mr4 ,lincoln went to church1 but he went to mock and came away to mimic40#dhd 8,the people all drank1 and ,abe was for doing what the people did1 right or wrong40#dhe ,miss ,rutherford also presented evidence designed to prove that ,lincoln was a tricky politician1#dhf and that the ,emancipation ,proclamation was unconstitutional4#dhg ,in contrast with these characterizations of ,lincoln are the 8spotless integrity1 controlling conscience0 and 8sincere religious convictions0 ascribed to ,davis4 ,even a ,northern historian1 ,ridpath1 according to ,miss ,rutherford1 testified that ,davis had bitterness toward no man4#dhh ,eighty-one per cent of the schools and colleges in the ,south1 according to ,miss ,rutherford1 were using1 in #aiba1 8text-books untrue to the ,south10 and 8seventeen per cent0 were 8using histories omitting most important facts concerning the ,south40#dhi ,as written1 the histories 8magnify and exalt the ,new ,england colonies and the ,mayflower crew1 with bare mention of the ,jamestown ,colony1 thirteen years older1 and the crews of the ,susan ,constant1 the ,discovery1 and the ,goodspeed40#dij ,other objectionable features in most school histories were the 8extended account0 generally given to the 8religious faith and practice0 of ,new ,england with no mention of ,sir ,thomas ,dale's ,code in the ,jamestown ,colony1 8which enforced daily attendance upon ,divine worship1 penalty for absence1 penalty for blasphemy1 penalty for speaking evil of the ,church1 and refusing to answer the ,catechism1 and for neglecting work40#dia ,other ,southerners than ,miss ,rutherford have criticized the customary presentation of history4 8,we owe it to our dead1 to our living1 and to our children1 to preserve the truth and repel the falsehoods1 so that we may secure just judgment from the only tribunal before which we may appear and be fully and fairly heard1 and that tribunal is the bar of history10 asserted ,benjamin ,h4 ,hill4#dib ,likewise ,thomas ,nelson ,page declared3 8,in a few years there will be no ,south to demand a history if we have history as it is now written4 ,how do we stand today in the eyes of the world8 ,we are esteemed #8ignorant1 illiterate1 cruel1 semi-barbarous1 a race sunken in brutality and vice1 a race of slave drivers who disrupted the ,union in order to perpetuate human slavery and who as a people have contributed nothing to the advancement of mankind4'0#dic ,among the textbooks designated by ,miss ,rutherford for special criticism were ,davidson's ,history of the ,united ,states1 ,montgomery's ,beginner's ,american ,history1 and ,muzzey's ,an ,american ,history4#did ,davidson was criticized because he asserted that 8the ,jamestown colonists were vicious idlers and jail birds picked up on the streets of ,london10 and because of the statement that 8side by side the two civilizations had grown up in ,america--the one dedicated to progress and kept up with the spirit of the age--the other a landed aristocracy with slavery as the chief excuse for its existence40#die ,condemnation was meted out to ,muzzey's textbook because it was alleged that he said1 8,the cause for which the ,confederate soldiers fought was an unworthy cause and should have been defeated10 and because 8it is impossible for the student of history today to feel otherwise than that the cause for which the ,south fought was unworthy40#dif ,montgomery was placed in the objectionable group because he described the settlers of ,georgia as 8filthy1 ragged1 dirty prisoners taken from the #8,debtor's ,prison' by ,oglethorpe40#dig ,on the other hand1 ,r4 ,g4 ,horton's ,a ,youth's ,history of the ,civil ,war presents a point of view acceptable to ,miss ,rutherford1 for it declares that 8the withdrawal of the ,southern ,states from the ,union was in no sense a declaration of war upon the ,federal government but the ,federal government declared war on them1 as history will show40#dih ,doubtless the most prejudiced discussion of mooted questions since the ,civil ,war appears in the textbooks produced before the opening of the twentieth century4 ,this period1 in general1 characterized by a spirit of intense local patriotism1 reflected itself clearly in the history textbooks4 ,during this period were published such ,southern textbooks as ,venable1 ,a ,school ,history of the ,united ,states1 ,lee1 ,new ,school ,history of the ,united ,states1 ,chambers1 ,a ,school ,history of the ,united ,states1 and ,taylor1 ,model ,school ,history4 ,susan ,pendleton ,lee's ,new ,school ,history of the ,united ,states can be quoted as typical4 8,the ,constitution of the ,united ,states recognized slavery4444 ,the opinion that it was a moral wrong did not prevail before the days of ,garrison and his followers who pronounced it to be the sum of all #8iniquity4'444 ,the outcry against slavery had made the ,southern people study the subject1 and they had reached the conclusion that the evils connected with it were less than those of any other system of labor4 ,hundreds of thousands of ,african savages had been ,christianized under its influence4 ,the kindest relations existed between the slaves and their owners4444 ,the bondage in which the negroes were held was not thought a wrong to them1 because they were better off than any other menial class in the world40#dii ,the same author justified the ,ku ,klux ,klan because 8no high spirited1 courageous people could patiently submit to such a government40 8,as open resistance was impossible10 she declares1 8they1 too1 had recourse to secret organizations4 ,they were at first local1 and were intended for self-protection against the barn burnings and worse outrages committed by misguided negroes40#ejj ,as a result of this desire to present the history of their section in terms of their own convictions1 the ,southerners have always agitated for textbooks different from those used in ,northern schools4 ,northern textbook companies whose enterprise was much condemned during the ante-bellum period have capitalized this sectional preference and produced for ,southern consumption1 among others1 ,evans' ,the ,essential ,facts of ,american ,history1 ,chambers' ,a ,school ,history of the ,united ,states1 and ,stephenson's ,an ,american ,history4#eja ,on the other hand1 for the ,north1 the same book companies have published textbooks satisfactory to that section4 ,today1 in substantially all of the states which formed the ,confederacy1 specific textbooks in ,american history are prescribed1 a practice not so universal in the ,north1 where local adoption is sometimes found4#ejb ,an analysis of these ,southern textbooks1 however1 discloses a very temperate presentation of controversial questions4 ,upon the points of contention between the ,north and the ,south1 there is a natural bias in favor of the ,south1 a tendency to attempt justification and exoneration4 ,evans1 in ,the ,essential ,facts of ,american ,history1 for example1 in discussing 8reasons for secession10 lays greater stress than the textbooks of the ,north on the right of secession1 a 8right which had been asserted by other than the ,southern ,states40#ejc ,stephenson1 in ,an ,american ,history1 dubs ,john ,brown as 8that terrible ,john ,brown10#ejd and characterizes the carpet-bag governments as insolent1 dishonest and violent4#eje ,the terms 8rebellion0 and 8civil war0 are employed by ,northern1 not ,southern1 histories1 the 8war of the states0 and the 8war of secession0 being used in the ,south4 ,,attempts ,,of ,,the ,,grand ,,army ,,of ,,the ,,republic ,,to ,,control ,,history ,,textbooks ,six years before the ,confederate ,veterans in reunion accepted the report of their first historical committee regarding the 8false0 histories used in ,southern schools1 the ,grand ,army of the ,republic learned through a similar channel that the history textbooks of the ,north 8signally0 failed 8to comprehend the causes that resulted in the war of the rebellion40#ejf ,much cause for complaint arose from the fact that textbooks were 8compiled for a national system of education1 ,south as well as ,north10--a condition held sadly unacceptable1 it would seem1 by the patriotic organizations of this period4#ejg ,in the ,report of #ahhh1 the ,g4 ,a4 ,r4 undertook to point out statements in textbooks used in the ,south which appealed to them as indicative of 8a thoroughly studied1 rank1 partisan system of sectional education40#ejh ,as a case in point ,davidson's ,school ,history of ,south ,carolina1 8published at ,columbia1 ,south ,carolina1 by one ,w4 ,j4 ,duffie1 copyrighted in #ahfi10 was examined4 ,this history1 so the ,report declared1 in ,chapter #aie ascribed 8the cause of secession1 which was the cause of the war10 to the fact that 8,congress kept passing laws which it had no right to pass according to the ,constitution40#eji ,further1 in speaking of the withdrawal of ,south ,carolina from the ,union the author asserted that 8she had a right to do this2 that is1 if the ,states rights party of the ,south was correct in its doctrine40#eaj ,the ,report condemned another history textbook1 written by ,blackburn and ,mc,donald1 because of the following passage3 8,the second year of the war now commenced2 it found each section preparing with terrible earnestness for the conflict4 ,the ,south was straining every nerve to resist the ,northern multitudes2 444 ,to fill her armies the ,north had a better and more successful mode1 she offered immense bounties and high pay4 ,induced by these1 thousands of ,european mercenaries enlisted4 ,the ,south had nothing but her gallant children to put in the field and thus she was condemned to stake her most precious jewels against the trash of ,europe40#eaa ,other grounds for criticism were found in ,alexander ,stephens' common school history which was guilty of an effort 8to indoctrinate the youth0 of the ,south with the 8monstrous heresy0 of state rights and secession4#eab 8,these ,southern histories do not fail to make known their side of this question4 ,they are full of it10 concluded the ,committee4 8,what we deem treason is there made respectable4 ,while our histories on the same subject are comparatively silent1 indeed are so lamentably deficient upon this question that it were far better to discard all history of our country during the epoch of #ahfj-e than to admit them to our schools as now compiled4 ,it is indeed time to cease toying with treason for policy1 and to cease illustrating rebels as heroes1 as in the case of some of our school histories40#eac ,the ,report of #ahhh inaugurated a practice extending over a period of more than twenty years4 ,the ,report of #ahib laid its emphasis upon the fact that the textbooks in history 8slandered the ,north and the cause of the ,union1 444 depreciated the value of our troops1 and represented that the ,south was in the right1 and that the army which saved the ,union was a wicked aggressor44440#ead ,in #ahie the ,encampment1 meeting at ,louisville1 had its attention called by the ,department of ,indiana to the character of history textbooks used in ,northern schools4 ,in that state alarm had been excited by ,montgomery's ,leading ,facts of ,american ,history1 8the authorized history0 for the public schools of the state4 ,under the auspices of the local ,g4 ,a4 ,r4 an investigation of this book had been conducted4 ,as a result1 seven charges were presented against it1 the indictment stating that ,ellis' ,eclectic ,primary ,history and ,barnes' ,history were believed to be 8equally objectionable40#eae ,the objections of the ,indiana ,g4 ,a4 ,r4 received the endorsement of the national encampment1 and ,montgomery's history was found guilty on the following counts3 first1 it contained 8no suggestion or intimation that the men who fought for the preservation of the ,union were right02 second1 there was 8a general unfairness of treatment of the people of the ,north1 of the officers and soldiers of the ,union armies and the battles fought by them02 third1 it was 8calculated to give the student false impressions as to the relative courage1 heroism and achievements of the contending armies1 and of the endurance1 devotion and sacrifices of the people of the two sections of the country engaged in the conflict02 fourth1 8the accounts of the victories of the ,confederates0 were 8exaggerated1 while those of the ,union armies0 were 8dwarfed and made insignificant by comparison02 in the fifth place1 8all statements of a commendatory and eulogistic character0 were 8reserved for the ,confederates1 while nothing of like character0 was said 8in favor of the ,union soldiers or people02 sixth1 that it was 8unpatriotic and partisan in statement1 tone and sentiment02 and seventh1 that it was 8unreliable in its statement of facts40#eaf ,among objectionable history textbooks 8written by ,southern authors1 for the avowed purpose of giving a history of the ,war of the ,rebellion from a ,southern standpoint10 was that of 8,reverend ,dr4 ,d4 ,w4 ,jones1 published in #ahif40eag ,this book was taken 8as a fair sample of its class0 by the ,committee on ,school ,histories reporting in #ahig4 ,the ,veterans rested their case upon such a statement as3 8,the seceding states not only had a perfect right to withdraw from the ,union but they had amply sufficient cause for doing so40#eah ,in the 8careful examination0 to which the school histories of the ,north were subjected by the ,committee of #ahig no book was found which deserved 8unqualified endorsement40#eai ,this was due to the 8one vital defect0 common to all the histories--that all of them treated the ,war 8as a contest between the sections of the country 444 and not as a war waged by the ,government for the suppression of rebellion against ,national authority and meant to destroy ,national existence40#ebj ,indeed1 the ,committee had reached their conclusions regarding the 8histories in general use in all sections0 after 8two days of examination40#eba ,during this time they had found in 8many of these works extravagant expressions as #8this crushing defeat'0 in speaking of the ,northern army1 and such a statement as 8#8the ,confederates could not be conquered until they were destroyed1'0--all equally obnoxious and uncomplimentary to the ,north4#ebb ,such a condition1 the ,committee felt1 arose from 8a commercial spirit0 which 8largely controls and inspires these publications40#ebc ,in view of the situation as it then existed1 the ,committee asked that the 8,encampment record a solemn and emphatic protest against the further use of any history of the ,civil ,war in the public schools of this country which does not teach that this war was a war waged by the ,national ,government for the suppression of rebellion and the preservation of ,national existence2 that there was a right side and a wrong side1 444 that in the decision of this question the victors were right and the vanquished wrong40#ebd ,they further recommended that the agitation for 8improved text-books0 be continued1 that a permanent committee on the teaching of patriotism in the schools be appointed1 and that the ,grand ,army of the ,republic and its allied organizations 8give direct and persistent attention to the removal and exclusion of improper histories 444 in use40#ebe ,the results of the agitation for 8unbiased0 histories which the ,confederate ,veterans felt had been achieved by #ahif in the ,south1 the ,g4 ,a4 ,r4 through their activities failed to accomplish in the ,north before #ahih4 ,however1 at that time they felt 8justified to report substantial improvement in the tone and sentiment0 of textbooks1 particularly in 8the more recent publications40#ebf ,yet they urged 8a continuance of effort 444 to place before the children of the ,republic truthful and patriotic histories0 of the ,civil ,war1 and registered a 8solemn and emphatic protest0 against the proposal that the struggle of #ahfa to #ahfe be called 8the ,civil ,war between the ,states40#ebg ,the following year the ,committee report rang with a spirit of optimism because of the changed character of history writing and instruction brought about by 8our organization40 ,as proof for their gratification they pointed out that 8in one of the leading works in use more than fifty substantial changes of the text have been made in that portion presenting the history of the rebellion40#ebh ,yet regret was expressed that no history known to them made 8it clear in statement that the war for the preservation of the ,union was prosecuted on the one side by the ,national ,government and on the other by those in armed rebellion against its authority40#ebi ,to insure continued vigilance the ,encampment approved the appointment of an 8aide0 to each department to keep in touch with the school histories in his state1 and to 8confer with school authorities and endeavor through them to secure the best obtainable school histories in the schools and the exclusion of such as are unfit40#ecj ,the satisfaction expressed by the ,committee of #aijj was reiterated at the encampment the following year4 ,but the ,committee were robbed of much of their gratification when they considered the 8avowedly sectional standpoint0 of histories in the ,south1 where it was still taught that the ,confederate ,states were 8a lawful government40#eca ,the agitation to investigate history textbooks lost much of its vigor and aggressive anxiety with the opening of the twentieth century4 ,in #aijd the chairman of the school history committee suggested 8in view of the utter want of interest exhibited throughout the whole country in regard to this matter0 that the committee 8be abolished40#ecb ,warren ,lee ,goss1 national patriotic instructor1 reporting at the forty-first encampment in #aijg declared it his belief that the ,g4 ,a4 ,r4 were 8not called upon to interfere in any way with the regular instruction in the schools in ,united ,states history1 but rather to supplement that instruction by special observances40#ecc ,two years later the portion of the report on patriotic instruction devoted to 8histories0 merely listed the textbooks most commonly used1#ecd and in #aiaj a similar report eulogized 8the loyalty and patriotism of the majority of those living who wore the gray40#ece ,this sympathetic and tolerant attitude seems to have remained unchallenged in the successive encampments of the ,g4 ,a4 ,r41 and unlike the ,confederate ,veterans of the last few reunions1 the ,grand ,army of the ,republic have not sought to rekindle old animosities4 ,,textbooks ,,for ,,roman ,,catholics ,as early as #ahcd the ,roman ,catholics of ,new ,york urged upon the schools textbooks which would show agreement with their point of view4 ,in #ahbh the ,public ,school ,society1 an organization designed to educate poor children not provided for by any religious society1 was allowed to levy a local tax for its support4 ,to this the ,roman ,catholics raised objections1 since they were permitted to dictate neither the kind of instruction offered nor the textbooks adopted4 ,among the points in controversy was the request of the ,catholic clergy that no book should be used but such as had been submitted to the ,bishop and declared 8free from sectarian principles or calumnies against his religion40#ecf ,in those books where objectionable statements were found1 it was suggested 8that such passages be expunged or left out in binding40#ecg ,the censorship requested was not granted1 and in #ahdj the agitation regarding textbooks was renewed4 ,again it was charged that some books contained passages not merely displeasing to the ,roman ,catholics1 but hostile to their faith2 whereas others indulged in statements which were both 8defamatory0 and 8false40 ,the trustees of the ,public ,school ,society1 avowedly anxious to dissipate these objections1 took measures to secure information from various sources1 including both laymen and clergy1 with the hope that a removal of the complaint might be effected4 ,they adopted a resolution declaring that they would submit for examination1 to the ,reverend ,felix ,varela1 some textbooks used in ,public ,school ,number #e4 ,as further proof of their desire for harmony1 the trustees appointed a committee of five to see whether the books in the schools or libraries contained passages derogatory to the ,roman ,catholics4#ech ,following their action ,reverend ,mr4 ,varela pointed out certain objectionable features in some of the textbooks4 ,in one geography he discovered a passage in which the ,catholic clergy were characterized as having great influence but being opposed to the diffusion of knowledge4 ,he also disapproved of the description of ,italy in which were statements which would 8tend to diminish the consideration that a ,catholic child has for the ,catholic ,church40#eci ,in another textbook1 the discussion of the character of ,luther proved objectionable1 for1 although it might please the ,protestants1 he felt that there was implied an attack on the ,catholic ,church4 ,on ,july #i1 #ahdj1 ,john ,power1 vice-general of the diocese of ,new ,york1 wrote a letter to the editor of ,freeman's ,journal1 in which he voiced his disapproval of the textbooks employed to instruct children4 ,odium1 he felt1 was attached to the ,catholic clergy because they were represented as keeping the people in ignorance to promote their own interests1 and libraries contained books with 8most malevolent and foul attacks on their religion 444 no doubt with the very laudable purpose of teaching them ,catholic children to abhor and despise that monster called popery40#edj ,with failure attending their efforts at censorship1 the ,roman ,catholics resorted to an address to their 8fellow citizens of the city and state of ,new ,york0 in which they appealed for a redress of their grievances4 8,we are ,americans and ,american citizens4 ,if some of us are foreigners10 they declared1 8it is only by the accident of birth14444 ,but our children1 for whose rights as well as our own we contend in this matter1 are ,americans by nativity40#eda ,repeating the assertions of the priests1 the address remonstrated against the false 8historical statements respecting the men and things of past times1 calculated to fill the minds of our children with errors of fact and at the same time to excite in them prejudice against the religion of their parents and guardians40#edb ,in answer to the exceptions raised by the ,catholics1 the trustees of the ,public ,school ,society expressed doubt as to the wisdom of expurgation1 for they believed 8nothing of a mere negative character0 would be acceptable4 8,the books selected for the children10 they stated1 8have1 from the first1 been those used and most highly esteemed as school-books4 ,the passages objected to1 or nearly all of them1 are historical1 and relate to what is generally called the ,reformation4 ,the writers were ,protestants1 and took a view of the men and incidents of that excited and eventful period directly opposed to those entertained by the members of the ,roman ,catholic ,church4 ,these portions1 must1 of course1 be offensive to ,catholics1 and they furnish just cause for complaint4444 ,the objectionable passages are not numerous1 but the books are not to be found without them4444 ,the difficulty of procuring books entirely exempt from objection cannot perhaps be more forcibly illustrated than by the fact that one work containing passages as liable to objection as almost any other1 is now used as a class-book even in the ,catholic schools4 ,it is the intention of the trustees1 nevertheless1 to prosecute the work of expurgation until every just cause of complaint is removed40#edc ,as a result of the agitation1 revised and expurgated books appeared2 in some instances the objectionable passages were stamped out with ink from a wooden block or the leaves pasted together or removed4 ,in some cases the books under criticism were prohibited in the libraries and the schools4 ,yet this failed to satisfy the ,roman ,catholics4 ,when the expurgated editions were worn out1 they were replaced by new books without changes1 and gradually this discussion over textbooks subsided4 ,during the 'eighties it again became a matter of speculation with the ,roman ,catholics whether they should be taxed to support schools from which their children got 8no benefit10 or1 if attending1 suffered 8positive injury and injustice40#edd ,they were indeed skeptical as to the merits of a non-sectarian education which they held 8professedly non-,christian10--a system that occupied itself 8as little with the mission1 history1 and teachings of the divine ,founder of ,christianity0 as it did 8with the life and doctrines of ,confucius or ,buddha40#ede ,a storm center of the agitation was ,boston1 where the ,catholics formed a considerable number of the population4 ,here a denunciation of public school instruction included both teachers and textbooks1 resulting in the removal of ,swinton's ,history and the dismissal of a teacher 7a ,mr4 ,travis7 for 8erroneous and misleading0 statements about the granting of indulgences4 8,it is very hard10 declared one writer on the controversy1 8that a young man who teaches only what he has been taught himself1 only what thousands of young men and women have been taught and are teaching1 should be singled out and set aside for penalty while others go scot free4444 ,while the ,roman ,catholics were weak they could not help themselves1 and we went on saying what we pleased4 ,now they are numerous enough in some places to hold the balance of power1 and they hold it with a mighty grasp44440#edf ,in an effort to prevent the exclusion of the textbook from the schools1 the ,protestants advanced various arguments3 that it had been in use ten years without protest1 that 8the outcry0 was not 8honest10 and that the agitation was 8simply the opening wedge for riving our school system and dividing the public school money between ,catholics and ,protestants40#edg ,other histories than ,swinton's were in like manner placed by the ,catholics in the objectionable list4 ,it was alleged that ,prescott's works 8swarmed with ,puritan prejudice against all things ,catholic0 and that ,macaulay's ,history of ,england emphasized the worst traits of ,catholic personages and gave little credit to the ,jesuits4#edh ,so far as ,macaulay was concerned1 one ,catholic objected to sending his children to school to study history from a book acknowledged by the ,protestants to be 8a gloriously ,protestant book10 by which his children would be 8gloriously indoctrinated into ,protestantism and a hatred of their parents' religion40#edi ,as a means of settling the controversy it was suggested that all history or the parts relating to the ,protestant and ,catholic churches be omitted from the curriculum4 ,this could be done1 one writer maintained1 8without missing anything of value to our common school system or to our other cherished institutions40 ,moreover1 it was also held that there were 8plenty of undisputed topics0 to be studied in the schools which were looked upon with 8entire unanimity0 by 8all creeds10 such as two and two make four4 ,for 8nothing should ever be taught in schools supported by common funds except that which is accepted by the common faith40#eej ,with the great expansion of the ,catholic ,church in the ,united ,states since the ,civil ,war and the growth of parochial schools in all parts of the country1 the particular needs of the ,catholics have been met by the enterprise of publishers in supplying special textbooks for their use4#eea ,as a result today there are found in parochial schools such social study textbooks as ,mc,carthy's ,history of the ,united ,states1 ,o',hara's ,a ,history of the ,united ,states1 ,a ,history of the ,united ,states for ,catholic ,schools by the ,franciscan ,sisters of the ,perpetual ,adoration of ,st4 ,rose ,convent1 ,la ,crosse1 ,wisconsin1 ,lawler's ,essentials of ,american ,history1 ,betten's ,the ,ancient ,world1 ,betten and ,kaufman's ,the ,modern ,world1 and ,burke's ,political ,economy4#eeb ,the desire to present events in ,american history in such a way as to show the importance of the ,catholic ,church has led to the preparation of textbooks like ,mc,carthy's ,history of the ,united ,states4 ,in this book it has been 8made clear that ,catholics discovered1 and in a large way1 explored these continents1 that ,catholics transferred civilization hither1 that they opened to the commerce of ,europe the trade of the ,pacific1 and that they undertook the conversion of multitudes of dusky natives1 of whom few had risen to the upper stages of barbarism40#eec ,although the 8war for independence0 was begun largely by ,protestants1 the author avers the help of ,catholic nations like ,france and ,spain gave 8undoubted assistance to the ,new ,republic40 ,norse settlement and discovery are treated extensively1 and ,columbus' missionary spirit receives considerable attention4 ,catholic notables like ,governor ,dongan1 the ,calverts1 ,captain ,john ,barry1 and ,thomas ,macdonough are given more space than ordinarily allotted in school histories4 8,the winning of the ,west1 in which ,catholics acted an important part10 the war on the sea in which are enumerated 8the exploits of the ,o',briens of ,machias1 ,maine10 8the beginnings of the ,catholic ,church in ,america0 and 8,washington's patriotic letter to his ,catholic countrymen0 are other unique features4#eed ,similar in point of view is the textbook written by the ,franciscan ,sisters of the ,perpetual ,adoration4 ,its contents1 announces the ,foreword1 are not immured within the bounds of 8the usually taught historical facts10 but include 8the too often forgotten efforts of the ,church in ,american ,history40 ,not only is the story of 8the venturesome explorer1 the intrepid colonizer1 the hardy pioneer1 the noble warrior1 the eloquent statesman0 narrated1 but there is also depicted 8the quiet heroism of the loyal sons and daughters of the ,catholic ,church40 8,our country is justly proud of the liberty she offers to all her children10 affirm the authors1 8but these children are many in faith1 and diversified in race peculiarities4 ,common interests may seem to unite them from time to time1 but there can be no true1 permanent union except where the spirit and the faith are dominating forces4 ,but where is such a bond of unity except in the ,catholic ,church8 ,mother ,church folds her arms about all her children and questions not their color or their race40#eee ,to the teachers1 the authors offer certain aids and directions4 ,the importance of a 8proper setting of ,united ,states history with a knowledge of the threefold chronological divisions of world history0 and an insight into the 8difference between ,sacred history and ,profane1 or ,secular history0 are indicated4 ,in the period of colonization1 teachers are urged to make clear1 among other things1 8how the ,catholic ,church1 like the mustard seed of the ,gospel1 has flourished and grown1 as it were1 into a mighty tree40 ,the ,sisters urge1 also1 a thorough delineation of the growth of the educational system of the ,united ,states including an understanding of 8how our cherished parochial schools grew from humble beginnings into the splendid system which now labors so zealously for the spiritual and intellectual welfare of our country40#eef ,the ,betten-,kaufman histories1 ,the ,ancient ,world and ,the ,modern ,world1 are typical of ,roman ,catholic textbooks in the field of ,european history4 ,based upon ,west's ,ancient ,world and his ,modern ,world1 the authors have introduced changes desirable for the purpose of 8promoting the great cause of ,catholic education40#eeg ,the chief departure from the traditional ,european history textbook used in the public schools is in the discussion of ,luther and the ,reformation4 ,although ,tetzel's use of the theory of indulgences is criticized in the ,betten and ,kaufman textbook as 8ill advised10#eeh ,luther's theories regarding the remission of sins are characterized as 8monstrous40#eei ,the ,church as an agency for good and for promoting the civilization of the world is given significant attention2 the 8,catholic view0 of social evils is set forth in opposition to other theories1 and a discussion of 8harmonious coperation0 between church and state is intended to disclose the influence of the ,church in the solution of the world's evils4#efj ,in an allied field ,father ,burke has written his ,political ,economy designed for use in ,catholic ,colleges1 ,high ,schools1 and ,academies4 ,here political economy is discussed not only from the standpoint of 8the merely concrete1 material things that enter into the science1 but also with reference to the personalities of the members of society whose activity is exercised on these concrete1 material things40#efa ,father ,burke's book is divided into twenty-three chapters with titles common to the usual economics textbook4 ,its unique feature lies in the treatment of various economic theories from the point of view of the 8,catholic ,school40 ,the doctrine of ,malthus is rejected for moral and economic reasons1 which take their course in 8human injustice and selfishness in the spirit of greed that closes the hearts of men to the dictates of charity and fairness10 and which lead to 8improper methods of the distribution of wealth40#efb ,the author expresses a belief in the inequality of man1 through which comes inequality of distribution4 ,such a hardship is due1 in no small degree1 ,father ,burke declares1 to the 8fallen state0 of man4 ,because of the sin of his first parents he is 8subject to death1 to sufferings1 to misery1 and to labor40 ,this can be proved1 it is averred1 by the ,book of ,revelation4 8,hence10 asserts ,father ,burke1 8evils may exist in this world1 injustice and oppression may go on1 and the equilibration of things may never take place here2 the wicked may prosper and the honest and just may be oppressed1 and no adequate remedy may appear2 yet the moment of compensation1 of perfect justice1 will come1 if not in this life1 then in the life of eternity40#efc ,such a presentation of economic theories has been acclaimed highly satisfactory in ,catholic reviews1 for1 8since ethics as a science directing human actions according to right reason embraces of necessity all of man's activities1 it follows that political economy is rightly subject to the laws of ethics40#efd 8,this clear understanding of the state of the question 444 enables us at once to detect the errors and dangers of many of the high sounding economic theories which occupy so much space in the literature of the day10 declares one reviewer4#efe ,another reviewer in ,extension believes that an accurate knowledge of economic principles is impossible 8from an examination of the text-books used in some of the secular colleges and universities0 in which not only are 8some of the so-called principles false1 but the resultant deductions1 where they are not entirely fallacious1 are frequently misleading40#eff ,the ,pilot offers its endorsement of the textbook because 8in these days of industrial and economic unrest1 when so much that is false and misleading is written on political and social problems1 a book on political economy for ,catholic schools is most welcome4 ,catholic philosophy sets forth sound and unimpeachable principles bearing upon the rights of the individual and of the family1 and upon the powers and functions of #8the ,state4'0#efg ,the purpose of these books is to place emphasis upon ,catholic contributions and the power of the ,church4 ,as indicated in a textbook written in the later nineteenth century1 whose content is much the same as the more recent ,catholic textbooks1 it is 8the manifest duty of those who are entrusted with the education of our children to see that in learning the history of the country they do not lose sight of the rise1 progress1 and social influences of the ,church in the ,united ,states4444#efh ,and finally1 as religion is always the sweetest inspiration and support of patriotism1 the breaking down of religious beliefs in various modern nations1 and notably in our own1 is accompanied by a loss of patriotism4444 ,reverence for authority is lost1 and society1 in order to protect itself1 is driven to appeal to force4 ,nothing can avert the danger but the influence of a great moral power endorsed with all the attributes which create respect and encourage obedience4 ,the ,catholic ,church is this power44440#efi ,in turn1 these textbooks have been criticised because of the amount of space given to the ,catholic ,church in comparison with that allotted other churches4 ,one critic has asserted that the history by the ,franciscan ,sisters does not mention a single ,protestant body after the period of the ,revolution1 and that 8one ignorant of the true situation and reading this particular history would imagine that the ,united ,states was a ,catholic nation40#egj ,further criticism has arisen because1 in the critic's mind1 facts of history are mixed with 8acts of ,catholic piety40 ,as proof of this objection is cited an excerpt from a ,catholic textbook in which is given a description of the death of ,pizarro3 8,just before he died he called upon his ,redeemer and tracing with his bloody finger a cross upon the floor1 he kissed the sacred symbol and expired40#ega ,further evidence of this is seen by the same writer in the statement that 8as the missionaries made their way westward1 the worship of ,st4 ,mary marked their path till the great ,mississippi1 the ,river of the ,immaculate ,conception1 bore them down toward those ,spanish realms where every officer swore to defend the ,immaculate ,conception40#egb ,to this objector of a separate history for ,catholic schools1 8it is the very evident purpose of these texts 444 to propagate ,catholic ideas and not to give a true picture of the development of ,america40#egc ,,textbooks ,,in ,,civics1 ,,economics ,,and ,,sociology ,criticism of public school textbooks and teaching is not confined solely to the subject of history but includes in its ever-widening circle books in the allied fields of civics1 economics and sociology4 ,especially is this true of those in government or civics4 ,since the close of the ,world ,war a movement for the teaching of the ,constitution has closely paralleled that for the study of ,american history4 ,organizations and individuals with the avowed purpose of inculcating patriotism have urged that more attention than formerly be given the study of the machinery of government4 ,to this end influence has been exerted for the passage of laws requiring the subject of civics in the schools1 and many books on the ,constitution have appeared to meet an increased demand4 ,among the organizations which have sponsored the movement for instruction in the ,constitution have been the ,american ,bar ,association1 the ,national ,security ,league1 ,the ,constitution ,anniversary ,association1 and the ,better ,america ,federation4 ,organizations such as the ,sentinels of the ,republic are engaged in a similar program in adult education4 ,in #aibb in pursuance of a resolution adopted by the executive committee at ,tampa1 ,florida1 the ,american ,bar ,association appointed a ,committee on ,american ,citizenship 8to devise ways for promoting the study of and devotion to ,american institutions and ideals40 ,this resolution was interpreted as laying upon the ,committee 8the duty to prepare a program under which the lawyers of the ,united ,states1 coperating with every patriotic society and organization1 and with every true ,american man and woman1 shall be urged to join in an earnest effort to stem the tide of radical1 and often treasonable1 attacks upon our ,constitution1 our laws1 our courts1 our law-making bodies1 our executives and our flag1 to arouse to action our dormant citizenship1 to abolish ignorance1 and crush falsehood1 and to bring truth into the hearts of our citizenship40#egd ,the ,committee recommended the appointment of a standing committee on ,american ,citizenship1 the appointment of local committees 8to see that the ,constitution of the ,united ,states is taught in every school 444 to report to the bureau the courses in each state1 the textbooks used1 and the qualifications of teachers for teaching ,american citizenship40 ,in addition it was suggested that the coperation of ,commissioners on ,uniform ,state ,laws be enlisted 8in an effort to have enacted in each state suitable laws making a course each year in the study of and devotion to ,american institutions and ideals part of the curriculum in all schools and colleges sustained or in any manner supported by public funds40#ege ,the ,reports of #aibc and #aibd again envisaged 8the need of activity0 because of 8the socialistic doctrines 444 taught in many of our schools and colleges10 and pointed out that efforts of the ,bar toward laws requiring the teaching of the ,constitution had received encouragement from legislators and the public in general4#egf ,in #aibc1 according to the ,report of that year1 twenty-four states had definite laws1 in five states laws had been introduced and in nineteen states there was no such statute4 ,the principal difficulty which the ,committee had encountered in having such a law passed had arisen out of 8the conservatism of school authorities10 who appeared 8fearful that the mere requirement0 would 8not necessarily be the best means of promoting the teaching of the ,constitution10 and who were 8slow to change from long established methods that had been used in connection with the school curriculum40 ,in their advocacy for a wider-spread knowledge of the ,constitution the ,american ,bar ,association received the coperation of other organizations interested in the same work1 such as the ,american ,legion1 patriotic societies1 women's organizations1 the ,masonic ,service ,association1 the ,knights of ,columbus1 ,chambers of ,commerce1 the ,rotary1 ,lions1 and ,kiwanis4 ,yet they felt that 8the most powerful influence0 that they could evoke 8undoubtedly would be the association of teachers10 for they wished 8to reach the mind of the child while it is still plastic40 ,they affirmed as their 8ultimate aim0 that 8no child should leave even the common schools without an elementary knowledge and appreciation of our ,constitution and what it means to every individual40#egg ,by #aibd1 the ,committee reported the existence of a law requiring the teaching of the ,constitution in thirty-one states1 and in other commonwealths regulations of the state department of education effecting the same purpose4#egh ,one of the aspects of the situation which appeared to the ,committee as more important even than properly qualified teachers was 8the proper attitude toward our government and the spirit in which the teaching is performed0--a teaching which should be grounded 8on bed-rock ,americanism0 and 8imbued with a desire to communicate such spirit to their pupils40#egi ,indeed1 it was held that 8the schools of ,america should no more consider graduating a student who lacks faith in our government than a school of theology should graduate a minister who lacks faith in ,god40#ehj ,according to the ,report the educational activities of the ,committee were many1 8even going so far as to suggest to the ministers appropriate texts for ,thanksgiving ,day which should call attention to the blessing of our form of government40#eha ,members of the ,bar had written special articles for several periodicals on good citizenship as well as furnishing cartoons for the press of the country4 ,the ,committee had aided in the display and sale of books on the ,constitution1 they had sponsored 8a nation-wide celebration of ,constitution week10 they had appeared as speakers on community programs and otherwise had helped in the celebration of national holidays4 ,in addition they had prepared a 8citizenship creed40 ,this creed stressed the obligations of citizenship and a faith in the ,american government1 8the best government that has ever been created--the freest and most just for all the people40 ,to uphold and defend the government was at all times a duty of the citizen4 8,just as the #8,minute ,man of the ,revolution' was ready upon a moment's notice to defend his rights against foreign usurpation0 so it was the citizen's duty 8as a patriotic ,american to be a #8,minute ,man of the ,constitution' ready at all times to defend the long-established and cherished institutions of our government against attack1 either from within or with out10 and to do his 8part in preserving the blessings of liberty0 for which his 8,revolutionary forefathers fought and died40#ehb ,the ,national ,security ,league is likewise engaged in the movement for teaching the ,constitution in the schools4 ,through the ,committee on ,constitution ,instruction and its ,civic ,department1 the ,league has campaigned 8for over three years0 to have passed a bill requiring definite courses in the ,constitution in all public schools4#ehc ,according to literature circulated by the ,league1 the ,committee was rewarded by the passage of such a requirement in thirty-six states1 in most cases the legislatures taking over verbatim the bill drafted by them4#ehd ,to the ,league's program opposition to a mandatory legislative control of education occasionally arose from educational authorities in states where the bill had been introduced4 ,but the chairman of the ,committee was 8glad to say that state legislators generally1 representatives of the public will1 have not agreed with these gentlemen and their arguments1 and have looked upon a knowledge of the ,constitution as an essential in citizen making40#ehe ,in addition to legislation which requires the study of the ,constitution1 thirty-three states by ,may1 #aibe1 made mandatory a teacher's examination on the ,constitution4#ehf ,so far-reaching were the results of their activities1 that the ,league's ,committee on ,constitutional ,instruction estimated that #bjj1ejj teachers were required to teach the ,constitution of the ,united ,states to a total of over #d1jjj1jjj school children4#ehg ,to find suitable textbooks became a problem1 for the ,committee held that 8while there are many books which satisfactorily explain the ,constitution to advanced students and adults1 there is practically nothing which suitably transmits the basic principles of our government to the minds of children40 ,for this 8short stories0 on the ,constitution were necessary in order that facts concerning the history of the document would be 8readily understood by the average child10 because when 8eloquently taught and interpreted in story form by a teacher who knows it and reverences its provisions1 it will rouse any class to enthusiasm40#ehh ,besides the 8nation-wide popularization of the ,constitution0 through the distribution of almost a million copies of a 8,catechism of the ,constitution10 the ,national ,security ,league endeavors to assist teachers in passing their examinations for licenses by publishing a ,course on the ,constitution for ,normal ,schools4#ehi ,its literature on the ,constitution has been sent by request to #bjch teachers1 to whom was also made available ,dr4 ,jean ,broadhurst's book1 ,verse for ,patriots to ,encourage ,good ,citizenship1 8of special value in teaching ,english literature and patriotism0 and for holiday program materials4#eij ,in the campaign for education1 ,beck's ,the ,constitution of the ,united ,states3 ,yesterday1 ,today and ,tomorrow was also sent 8to the governors of all the ,states where the bill requiring the compulsory teaching of the ,constitution has become a law1 444 with the advice that the book is available for all teachers and instructors in their states upon application40#eia ,a teachers' manual 8which is attracting wide attention under the title #8,our ,constitution in ,my ,town and ,my ,life' which contains #aae questions and answers on the ,constitution for classroom use0 has been written by ,miss ,etta ,v4 ,leighton1 ,civic ,secretary4#eib ,as an 8evidence of the value0 and of the influence of the ,security ,league's educational program1 the 8,report0 for ,november #ae1 #aibe1 recounted 8that the ,professor of ,political ,science in a large western university will use our suggestions in revising her text book on the ,state and ,national ,constitution40#eic ,the ,constitution ,anniversary ,association1 incorporated ,march1 #aibc1 is another organization engaged in promoting a study of the ,constitution in order to familiarize to a greater degree the people of this generation with 8those historic days incident to the writing of the ,constitution10 that they may 8recognize their value0 and understand 8the danger of our drifting during recent years away from representative government toward direct action2 from individual property rights to socialism2 from individual responsibility for individual conduct toward class consciousness1 class agitation and class legislation144440 ,a purpose of the ,association is 8to arouse interest in the men who wrote the ,constitution 444 to make clear that they were governmentally-minded as ,edison and ,marconi are electrically-minded2 as ,emerson and ,socrates were philosophically-minded2 as ,shakespeare and ,longfellow were literary-minded2 as ,mozart and ,mendelssohn were musically-minded2 and that in the light of all that history and experience could teach1 they were making a contribution as important to the science of government as was sic the ten digits to the science of mathematics1 the scale to music1 or the alphabet to language40#eid ,a further aim of the organization is 8to urge upon educational institutions that in the teaching of ,history1 ,civics and ,political ,science the ,constitution be given the place of prominence and importance which it deserves40#eie ,the observance of ,constitution ,week1 as the name of the ,association attests1 is of primary interest to the organization4 ,harry ,f4 ,atwood1 author of ,back to the ,republic1 ,safeguarding ,american ,ideals and ,keep ,god in ,american ,history1 directs the activities of the ,constitution ,anniversary ,association4 ,since #aiah ,mr4 ,atwood 8has spoken in all parts of the country to various types of audiences on the ,constitution40#eif ,while addressing a ,los ,angeles gathering under the auspices of the ,better ,america ,federation in ,may1 #aibb1 ,mr4 ,atwood sowed the seed for the ,national ,oratorical ,contest on the ,constitution4 ,it was at this meeting that ,mr4 ,harry ,chandler1 of the ,los ,angeles ,times1 conceived the idea 8of developing interest in the ,constitution0 by conducting such a contest in the schools of the state4 ,as a result1 8the school year of #aibb-bc witnessed the preparation of over #hjjj orations10 and 8the final contest was held in ,los ,angeles where prizes aggregating #ejjj were awarded40#eig ,this led to similar contests in other states1 supported by 8the ,american ,bar ,association1 the ,constitution ,anniversary ,association and other patriotic organizations40#eih ,the contest became nation-wide1 the final meeting being held at ,washington4 ,in the second contest 7#aibd-aibe7 over #ah1jjj schools entered2 the awards amounted to #de1fjj1 and #a1ejj1jjj high school students competed4 ,twenty-eight daily newspapers across the continent conducted this contest4#eii ,mr4 ,atwood carries his advocacy of a knowledge of the ,constitution and of representative government to the people not only through his addresses delivered throughout the country but also by means of his writings4 ,it is his belief that 8we have drifted from the republic toward democracy2 from statesmanship to demagogism0 in 8an age of retrogressive tendencies40#fjj ,he holds that a republic provides the 8golden mean0 of government1 autocracy and democracy offering 8undesirable extremes40 ,to make clear his meaning parallels are drawn between 8the realm of nature and of human activity0 and the realm of government1 attributing to each 8two extremes and the golden mean40 ,for instance1 he believes that 8what thirst is to the individual1 autocracy is to government2 what drunkenness is to the individual1 democracy is to government2 what temperance is to the individual1 the republic is to government40#fja ,according to ,mr4 ,atwood 8the most defective portion of our thinking and teaching in the schools is that phase of education which pertains to civics1 economics and history40#fjb ,so far as textbooks are concerned1 ,mr4 ,atwood was convinced that 8there are comparatively few who will contend that there has ever been written a good history of the ,united ,states of ,america40 ,the same statement holds true for textbooks in civil government1 for none makes clear 8to the average student the form of government that was established here under the ,constitution40#fjc ,mr4 ,atwood was concerned still more with the fact that so few students had read the ,constitution1--students who had received from twelve to sixteen years' education at the expense of the state4 8,so long as the expense of the public schools and ,state universities is paid by the government10 ,mr4 ,atwood declared1 8one object at least should be to turn out well informed and patriotic citizens1 and the best possible way to do that is to give them an understanding of the meaning of the ,constitution and a high regard for its wise provisions40 ,mr4 ,atwood is1 moreover1 sympathetic with those who maintain that 8teachers in the public schools should be impressed with the fact that their salaries are paid at public expense40#fjd ,the sentiment of the ,better ,america ,federation of ,california regarding the study of the ,constitution in the schools is not unlike that of the ,constitution ,anniversary ,association4 ,mr4 ,woodworth ,clum in 8,america is ,calling10 a pamphlet to the students in high schools and colleges1 sets forth the tenets of his organization1 in his declaration that he would like to see 8every school and college student in ,america not only learn the ,preamble to the ,constitution so that they could repeat it verbatim at any time or any place1 but 444 also have them know its meaning so well that when they repeat it they would recall the entire philosophy of the ,american government40#fje ,much apprehension was felt by the ,better ,america ,federation because of 8groups of free thinkers or radicals0 agitating for some other form of government under which there would be 8no profits 444 in business40#fjf ,in accord with an interest in education evident in its earliest meetings1 the ,american ,federation of ,labor has carried on investigations as to the character of teaching and the content of textbooks in the social studies4 ,in #aijc1 the ,executive ,council was directed 8to secure the introduction of textbooks that will be more in accord with modern thought upon social and political economy1 books that will teach the dignity of manual labor1 give due importance to the service that the laborer renders to society1 and that will not teach the harmful doctrine that the wage-workers should be content with their lot1 because of the opportunity that may be afforded a few of their number rising out of their class1 instead of teaching that the wage earners should base their hopes upon the elevation of the conditions of the working people40#fjg ,in #aiai1 the ,executive ,council was instructed 8to appoint a committee to investigate the matter of selecting1 or of preparing and publishing textbooks appropriate for classes of workers10 because the convention found 8one of the chief difficulties in securing appropriate classes for the workers is the dearth of unbiased and suitable textbooks40#fjh ,the committee thus appointed reported in #aibj an insufficient and inaccurate teaching of industrial growth and of the trade union movement4 ,the responsibility for this condition was assessed upon the economists of the past 8whose teachings still largely dominate in the educational institutions of our time10--teachings 8which have failed to stand the test of experience and of unbiased investigation40 ,ideas held faulty were thought1 furthermore1 to be in no small measure the outgrowth of ideas gained from books failing to 8state accurately and interpret correctly economic laws and their application to our modern industrial society40#fji ,the ,committee therefore recommended the preparation of a textbook by a competent trade unionist under the direction of the executive officers of the ,american ,federation of ,labor with a special committee for this purpose1 and 8the teaching of unemasculated industrial history embracing an accurate account of the organization of the workers and of the results thereof1 the teaching of principles underlying industrial activities and relations1 and a summary of legislation1 state and federal1 affecting industry40#faj ,the attention of the convention was focussed in its educational program the following year upon a proposed investigation of textbooks in civics1 economics and history4 ,the committee to whom this task was delegated reported in #aibb4 ,their report1 published in #aibc1 pointed out the importance of 8instruction in social and economic studies10 because such studies are 8vitally concerned with wide-spread understanding of our social and economic institutions and forces40#faa ,yet the ,american ,federation of ,labor expressly denied a desire to have their point of view 8stressed to the exclusion of all others40 ,they wanted merely 8an emphasis commensurate with its significance40 ,nor did they wish 8public education to be influenced by partisan bodies of any kind40 ,for they esteemed 8the persons most competent to judge in detail what should be taught and how it should be taught 444 those who are themselves engaged in the educational profession40#fab ,inasmuch as 8there are no more important determining factors than the economic fabric to which the majority of citizens contribute the larger share of their creative energy0 the ,federation considered essential a knowledge of the trade-union movement and 8of all other social problems having to do with the welfare of the working people40#fac ,the information held important for the worker they felt should be taught in the junior as well as in the senior high school1 in order to reach those students who leave school early4#fad ,in the consideration of the textbooks most commonly used in the public schools1 the ,federation's committee held it 8obvious that old-fashioned didactic methods of teaching are not suitable to the new treatment10 that 8subjects should be presented not in the form of finished judgments and dogmatic rules 444 but rather as observations of the world about us1 concerning which the pupil must to a great extent exercise his own judgments20 and that 8in the case of highly controversial subjects1 important dissenting views should be fairly and adequately presented40#fae ,although special pleaders for some change in common educational practice1 they asserted that 8the labor movement1 unlike selfish interests1 does not and cannot depend for public favor upon narrow propaganda2 what it wants and needs is the light of day and freedom of opinion4 ,the more people know1 and the more they think1 the better in the long run for working men and women1 and for all our citizenship40 ,as a consequence of their premises1 the ,committee applied to the textbooks considered the following tests3 8,in the first place1 is the book of old1 narrow type1 or of the newer and broader type8 ,in the second place1 is its general method that which inculcates certain fixed principles which may have been acceptable some time in the past1 or1 on the other hand1 that which portrays society as a group of growing and changing institutions8 ,in the third place1 does it include adequate information about important subjects1 particularly subjects of concern to the wage-earning population1 such as trade-unionism1 collective bargaining1 standards of living1 hours of work1 safety and sanitation1 housing1 unemployment1 civil liberty1 and the judicial power8 ,and in its treatment of these subjects1 does it fairly present labor's point of view as well as that of others80#faf ,the application of these tests to one hundred twenty-three textbooks--forty-seven histories1 forty-seven civics1 twenty-five economics1 and four sociologies1 revealed that fifty-five per cent were of 8the newer type dealing with the broader aspects of government1 and the social and industrial life of the people rather than with forms of organization1 military events and abstract themes40 ,sixty per cent were found to be 8dynamic rather than static in their method of treatment0 in that they recognized 8to a greater or less degree the power for growth in our institutions40 ,on the other hand1 the ,committee decided that 8a majority of texts fell short of the standards in one or more important respects10#fag although1 on the whole1 8the newer type of text0 attempted 8to give the labor movement in the problem of industry adequate and just consideration40#fah ,failure to do so the ,committee attributed either 8to ignorance of the author or to a hesitancy to deal with this difficult subject1 rather than to a deliberate attempt to keep the facts of industry out of the schools40 ,the survey found 8no evidence that text books are being used for propaganda purposes40#fai ,the ,public ,service ,institute through its chairman also has urged a more extensive study of 8labor civics10 and commended the ,new ,york course in civics for older grammar grade children and first year high school pupils4#fbj ,still others have become censors of the character of social study instruction in the public schools4 ,books treating the modern problems of race1 labor and capital1 immigration1 private property1 and topics of like nature have been examined with a critical eye4 ,the portrayal of facts relating to races and nationalities in the ,united ,states has proved a fruitful source of attack4 ,authors have been asked to omit or make colorless references to controversial topics in the preparation or the revision of textbooks which would discuss1 for example1 the ,chinese and ,japanese in ,america1 the ,italians and the ,jews4 ,in one city the negroes protested the use of a textbook because of a statement to the effect that the ,southern white man tried to keep the negro from voting1 the protest carrying enough weight to cause a special edition of the book to be printed for use in that city4 ,its presentation of the subject of private property was the source of an attack upon ,berry and ,howe's ,actual ,democracy1 8an elementary discussion0 of present-day problems in ,america4 ,exception was taken to children being taught that 8private property is one of the fundamental institutions of ,american democracy 444 an unmistakable index of social progress 444 which cannot be destroyed without destroying also the ideals of liberty and democracy in which ,americans believe40#fba ,its method of discussing trade-unionism#fbb and immigration likewise met disfavor4 ,in the case of the latter subject1 the critics were disturbed because1 among other things1 the authors concluded 8that the immigration situation has rendered necessary a profound change in the very structure of our government4 ,for in order to control the turbulent non-,american elements1 we have been compelled to modify many of our earlier democratic ideals and to adopt centralization of authority1 which is far different in spirit from ,american traditions 444 and that due to immigration ,american democracy is facing a life and death struggle with ,marxian socialism40#fbc ,in treating freedom of speech the author of the secondary school textbook is to no less degree upon slippery ground1 for here again critics have acclaimed partisanship and bias evident in discussions4 ,on this charge ,a4 ,t4 ,southworth has been adjudged guilty in his ,the ,common ,sense of the ,constitution of the ,united ,states in that he says1 8,this amendment the first amendment also guarantees the right of free speech4 ,there can1 of course1 be no such thing as absolute free speech4 ,the only persons who say exactly what they think every minute of the day are babies and fools4444 ,there is reason in all things1 and on general principles a person may say in this country anything he pleases1 provided what he says is not libelous or slanderous1 or contrary to the public morals2 and provided that he does not advocate the overthrow of the government by force4 ,in this country where we have a government1 not of men but of laws1 it is not reasonable that anyone should preach the overthrow of the government by force4 ,if ,b says1 #8,murder ,a1 throw him out of office1 and let me rule1' then it is perfectly logical for ,c to advocate the murder of ,b after ,b has set himself up as a ruler4 ,this is anarchy40#fbd ,the allegation that textbook-making has been directed by 8,big ,business0 has also been made4 ,as a case in point1 ,hughes's ,text-,book in ,citizenship has been cited as one which carries many illustrations printed 8by courtesy0 of such corporations as the ,carnegie ,steel ,company1 the ,international ,harvester ,company and the ,baltimore and ,ohio ,railroad4#fbe 8,and10 according to the critic1 8it is not pictures of blast furnaces with sweating men 444 but pictures of ,americanization schools 444 factory gardens 444 model factory buildings 444 and a group of twenty-four elderly men1 who having labored for thirty-five years each in the employ of the ,carnegie ,steel ,company are posed at the annual picnic given to the employees as a reward for services rendered40#fbf ,a section in the same textbook1 8,employers of the ,right ,sort10 in which is discussed profit sharing by the employees of the ,united ,states ,steel ,company1 also met with disapproval4 ,equally disliked was ,mr4 ,hughes's discussion of the ,i4 ,w4 ,w4 because he said3 8,it is hard to see how a right-thinking ,american can possibly indulge in such performances or hold such theories4 ,a decent man finds it difficult to sympathize with even oppressed people who use any such means to have their grievances corrected40#fbg ,the textbook was further adjudged biased in its discussion of ,lenin and ,trotsky as 8two able and unscrupulous leaders0 and of the anarchists whom 8no civilized people can tolerate40#fbh ,on the other hand1 the same author's book ,economic ,civics was attacked by a member of the ,american ,car ,company of ,berwick1 ,pennsylvania1 on the ground of being 8,bolshevistic40 ,other books have incurred the disapproval of business interests4 ,american ,economic ,life by ,henry ,reed ,burch has been charged with being 8unfair0 in its treatment of monopolies for saying3 8,trolley lines1 subways and 'bus companies often possess great monopoly power4 ,for example1 in a city of one million and a half the competitive cost of transportation perhaps does not exceed three or four cents a passenger1 yet the actual price paid by the passenger is usually from five to eight cents4 ,this difference between the price paid and the competitive price represents the extent of the monopoly power40#fbi ,many business organizations have interested themselves in a program for education not only among their own employees but among the people in general4 ,pamphlets and other published materials have in this way been distributed to set forth the point of view held desirable4 ,such a motive doubtless led to a survey of books dealing with the subject of banking in #aiai by the ,american ,bankers ,association4 ,the examination of the books induced the ,association through their ,public ,education ,commission to publish and distribute a series of talks to be given in the schools1 since the books examined were1 on the whole1 found to be 8prepared from the standpoint of bankers1 and not the standpoint of the mass of students who attend high school40#fcj ,the talks were designed to be delivered by bankers to pupils in the eighth grade1 the senior year of the high school1 and to civic1 business and fraternal organizations in order to acquaint people more thoroughly with methods of banking4#fca ,during the ,world ,war the preparation of a series of lessons entitled ,lessons in ,community and ,national ,life under the auspices of the ,bureau of ,education and the ,food ,administration provoked adverse criticism from the ,national ,industrial ,conference ,board4 ,in the lessons topics pertinent to a study of community civics were treated1 and included discussions on international trade relations1 manufacturing methods1 labor organizations and similar subjects4 ,to these1 exception was taken1 and it was asserted that 8opinions on controversial subjects are frequently introduced into the ,lessons by suggestion rather than by direct statement1 and through the whole fabric is woven a thread of propaganda in favor of the eight-hour day1 old age pensions1 social insurance1 trade-unionism1 the minimum wage and similar issues40#fcb ,a 8partisan0 attitude was said to be expressed in such a statement as3 8,we are told that in the ,united ,states somebody is injured while at work every fifteen seconds1 and somebody is killed every fifteen minutes4 ,we cannot wonder at this when we realize how many dangers there are in modern industry40#fcc ,according to ,the ,new ,york ,world1 ,magnus ,n4 ,alexander1 managing director of the ,national ,industrial ,conference ,board1 alarmed a convention of the ,national ,boot and ,shoe ,manufacturers' ,association when he told them that these lessons were spreading 8insidious1 unwarranted propaganda1 particularly injurious for reading by youth in the plastic age when youth is inclined to take for granted and as proved all that is said through the medium of the books in his classroom40#fcd ,these criticisms caused editorial comment in different periodicals throughout the country4 ,the ,capital ,daily ,press of ,bismarck1 ,north ,dakota1 declaring that 8for generations the reactionaries have maintained their grip on the control of our educational institutions1 and from the kindergarten to college the #8plastic minds of our youth' have been sedulously taught the superior sacredness of private property and the supremacy of dollar rights over human rights4 ,this is one thing which has made political and industrial progress so slow40#fce ,to the editor of ,the ,school ,review the whole discussion furnished 8a legitimate opportunity to call attention to the fact that the schools have been very deficient in times past in their treatment of social problems40 ,he felt that the time had come 8when there ought to be a very clear and explicit assertion on the part of educational people that they will not be dominated by such criticism as here presented10 for he believed 8the schools of a democracy have a right to discuss democratic and popular matters40#fcf ,,footnotes3 #daa ,stephens1 ,h4 ,morse1 8,nationality and ,history10 ,the ,american ,historical ,review1 ,vol4 ,,xxi 7,january1 #aiaf71 pp4 #bbe-bcg4 #dab 8,our ,school ,books10 ,de ,bow's ,review1 ,vol4 ,,xxviii 7#ahfj71 p4 #dce et seq4 #dac ,ibid41 p4 #dci4 #dad ,ibid41 p4 #dcg4 #dae ,the ,united ,states ,telegraph1 ,october #e1 #ahcf1 in which appeared ,duff ,green's prospectus for the ,american ,literary ,company1 which was to have a capital of #ejj1jjj to print the ,telegraph1 manufacture paper1 publish books1 prepare a new series of elementary school textbooks1 elevate the general standing of literature1 and 8render the ,south independent of ,northern fanatics40 #daf ,de ,bow's ,review1 ,vol4 ,,xviii 7#ahee71 pp4 #ffj-ffa4 #dag ,de ,bow's ,review1 ,vol4 ,,xxviii 7#ahfj71 p4 #dce et seq4 #dah 8,southern ,school ,books10 ,de ,bow's ,review1 ,vol4 ,,xiii 7#aheb71 pp4 #beh-bff4 #dai ,ibid41 p4 #bfe4 #dbj ,ibid41 ,vol4 ,,xv 7#ahec71 p4 #bfh4 #dba ,ibid41 ,vol4 ,,xvii 7#ahed71 p4 #ejh4 #dbb ,ibid4 #dbc ,ibid41 ,vol4 ,,xxi 7#ahef71 p4 #eec4 #dbd ,ibid41 ,vol4 ,,xxii 7#aheg71 p4 #ajd4 ,committee was composed of ,j4 ,d4 ,s4 ,de ,bow1 of ,louisiana2 ,h4 ,gourdin1 of ,south ,carolina2 and ,d4 ,mc,rae1 of ,north ,carolina4 #dbe ,ibid4 #dbf ,ibid4 #dbg ,ibid41 ,vol4 ,,xxv 7#ahef71 p4 #aag4 ,article on 8,southern ,school ,books40 #dbh ,ibid41 p4 #eig4 #dbi ,peter ,parley was the pen-name of ,s4 ,g4 ,goodrich4 #dcj 8,education at the ,south10 by 8,a ,south ,carolinian10 ibid41 ,vol4 ,,xxi 7#ahef71 pp4 #fea-feb4 ,peter ,parley's 7,goodrich's7 ,pictorial ,history of the ,united ,states was also criticized4 ,ibid41 p4 #feg4 #dca ,ibid41 ,vol4 ,,xxix 7#ahfj71 p4 #bai4 #dcb ,ibid41 ,vol4 ,,xviii 7#ahee71 p4 #ffa4 #dcc ,ibid41 p4 #ffc4 #dcd ,ibid41 ,vol4 ,,xxi 7#ahef71 p4 #fec4 #dce ,ibid41 p4 #fec4 ,the italics are supplied by the transcriber4 #dcf ,ibid41 ,vol4 ,,xxii 7#aheg71 ,p4 #eeg4 ,criticism of ,willson's ,outlines of ,history and his ,american ,history4 #dcg ,ibid41 ,vol4 ,,xxviii 7#ahfj71 p4 #dch4 8,our ,school ,books40 #dch ,ibid41 ,vol4 ,,xxii 7#aheg71 p4 #eeg4 ,again in an article on 8,southern ,school ,books10 ,vol4 ,,xxv 7#aheh71 p4 #aag4 ,geographies and readers received similar criticism1 because they1 too1 contained 8invidious0 comparisons or sought to 8inculcate improper precepts0 in the minds of the children on the subject of slavery4 ,in #ahfh ,willson's ,intermediate ,readers were condemned because the fourth of the series declared3 8,the ,great ,rebellion was a war set on foot for the purpose of destroying the government of the ,united ,states40 #dci ,russell1 ,william ,howard1 ,my ,diary ,north and ,south 7,boston1 #ahfc71 p4 #be4 8,mr4 ,appleton sells no less than one million and a half of ,webster's spelling-books a year2 his tables are covered with a flood of pamphlets1 some for1 others against coercion2 some for1 others opposed to slavery1--but when ,i asked for a single solid1 substantial work on the present difficulty1 ,i was told there was not one published worth a cent40 #ddj ,acts of ,louisiana1 #ahei1 ,no4 #bdd1 p4 #aij4 #dda ,minutes of the ,third ,annual ,meeting and ,reunion of the ,confederate ,veterans 444 #ahib1 pp4 #ih-ii4 #ddb ,minutes of the ,fourth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #ahid1 pp4 #c-ab4 #ddc ,ibid4 #ddd ,ibid4 ,the meeting of the ,veterans was at ,birmingham1 ,alabama4 #dde ,minutes of the ,fifth ,annual ,meeting and ,reunion of the ,confederate ,veterans 444 #ahie1 p4 #ac4 #ddf ,ibid41 p4 #ae4 ,the ,committee of #ahie added to the list of acceptable textbooks drawn up in #ahid the ,history of the ,united ,states by ,susan ,p4 ,lee4 #ddg ,in the meeting held in #ahif the following histories received endorsement3 ,school ,history of the ,united ,states1 by ,j4 ,william ,jones1 ,d4 ,d4 of ,virginia1 ,brief ,history of the ,united ,states1 by ,susan ,pendleton ,lee of ,virginia1 ,our ,country1 ,a ,history of the ,states1 by ,oscar ,h4 ,cooper and others of ,texas4 ,minutes 444 of the ,united ,confederate ,veterans1 444 #ahif1 pp4 #bh-ej4 #ddh ,minutes 444 of the ,united ,confederate ,veterans 444 #ahig1 p4 #di4 ,see also ,journal 444 of the ,grand ,army of the ,republic 444 #ahig1 p4 #bcc4 ,the activities of the ,g4 ,a4 ,r4 are discussed later4 #ddi ,minutes 444 of the ,united ,confederate ,veterans 4441 op4 cit41 p4 #df4 #dej ,ibid4 #dea ,minutes 444 of the ,united ,confederate ,veterans 444 #ahih1 p4 #hg4 #deb ,ibid41 pp4 #dd-eb4 #dec ,ibid4 #ded ,ibid4 #dee ,minutes 444 of the ,confederate ,veterans 444 #ahih1 pp4 #add-aed4 #def ,ibid41 p4 #adg4 #deg ,ibid41 p4 #aeb4 #deh ,ibid4 #dei ,minutes 444 of the ,confederate ,veterans 444 #aijj1 pp4 #gh1 #hj4 #dfj ,minutes 444 of the ,confederate ,veterans 444 #aijb1 pp4 #ed-ei4 ,the ,report of #aija pointed out that 8one of the most favorable omens of our times is the catholicity with which thoughtful men1 both ,north and ,south1 now speak and write of the issues of the war between the ,states40 ,minutes 444 of the ,confederate ,veterans 444 #aija1 p4 #fa4 ,a similar sentiment was expressed at the ,reunion of #aijd4 ,minutes 444 of the ,confederate ,veterans 444 #aijd1 pp4 #cb-cc4 #dfa ,minutes 444 of the ,confederate ,veterans 444 #aiji1 pp4 #cj-ch4 #dfb ,minutes 444 of the ,confederate ,veterans 444 #aiaj1 p4 #aja4 #dfc ,minutes 444 of the ,confederate ,veterans 444 #aijc1 p4 #afd4 ,the ,southerners felt that ,northern histories failed to recognize any successes of the ,confederate forces4 ,the objectionable points in ,stratton's book were found on pages #beg-beh1 according to the ,minutes4 #dfd ,minutes 444 of the ,confederate ,veterans 444 #aiaa1 p4 #aa4 #dfe ,ibid4 #dff ,ibid4 ,this appeared in large black-faced type in the ,report4 #dfg ,ibid41 p4 #ab4 #dfh ,ibid41 p4 #ac4 #dfi ,ibid4 #dgj ,ibid4 #dga ,ibid4 #dgb ,reunion of the ,united ,confederate ,veterans ,proceedings of the ,twenty-,seventh ,annual ,reunion4 #dgc ,minutes 444 ,united ,confederate ,veterans1 #aiba1 p4 #aa4 ,report of the ,rutherford ,committee1 ,october #bd1 #aiba1 ,c4 ,irvine ,walker1 general chairman4 #dgd ,the ,new ,york ,times1 ,june #ba1 #aibb4 ,miss ,rutherford's ideas had been endorsed by the ,united ,confederate ,veterans in ,atlanta1 ,october #g-aa1 #aiai4 ,see ,a ,measuring ,rod for ,text-,books prepared by ,miss ,rutherford 7,athens1 ,georgia74 ,this pamphlet sought to establish some of the facts later brought out in ,truths of ,history4 #dge ,ibid4 #dgf ,chicago ,daily ,tribune1 ,june #bc1 #aibb1 editorial4 #dgg ,the ,new ,york ,times1 ,june #bc1 #aibb1 editorial4 ,the ,times felt that 8quite the gravest of ,miss ,rutherford's charges against ,lincoln1 444 is that he wanted a civil war and forced the ,south to begin one that inevitably would end in her defeat and ruin40 ,objection was also raised to ,miss ,rutherford's charge that ,lincoln's ,gettysburg address was worthless4 ,rutherford1 ,mildred1 ,truths of ,history 7,athens1 ,georgia1 #aiba74 #dgh ,the ,new ,york ,times1 ,june #bh1 #aibb4 #dgi ,ibid41 ,june #bd1 #aibb4 #dhj ,ibid41 ,november #d1 #aibb4 #dha ,written in #aiag and sent to ,miss ,rutherford who added to the contents and produced her ,truths of ,history4 #dhb ,rutherford1 op4 cit4 #dhc ,ibid41 p4 #fd4 ,miss ,rutherford gave no source for this quotation4 #dhd ,ibid41 p4 #gj4 ,miss ,rutherford ascribed this quotation to ,lamon's ,life of ,lincoln4 #dhe ,ibid41 from ,lamon's ,life of ,lincoln4 #dhf ,ibid41 pp4 #gg-gh4 ,quoted from ,charles ,francis ,adams1 ,lamon's ,recollections of ,lincoln1 ,mr4 ,everett1 and ,mr4 ,seward4 #dhg ,ibid41 p4 #ga4 #dhh ,ibid41 p4 #eg4 #dhi ,ibid41 p4 #a4 #dij ,ibid41 p4 #aa4 #dia ,ibid4 #dib ,ibid4 #dic ,ibid41 p4 v4 #did ,davidson1 ,william ,m41 ,history of the ,united ,states 7,chicago1 #aijc72 ,montgomery1 ,david1 ,the ,beginner's ,american ,history 7,boston1 #ahii1 #aibj72 ,muzzey1 ,d4 ,s41 ,an ,american ,history 7,boston1 #aibj74 #die ,rutherford1 op4 cit41 p4 #ajd4 #dif ,ibid41 p4 #aaj4 ,this quotation from ,muzzey's is incorrect in ,truths of ,history4 ,muzzey1 eulogizing the ,southern women1 adds this statement3 8,it is impossible for the student of history today to feel otherwise than that the victory of the ,south in #ahfa-ahfe would have been a calamity for every section of our country4 ,but the indomitable valor and utter self-sacrifice with which the ,south defended her cause both at home and in the field must always arouse our admiration40 ,muzzey1 ,an ,american ,history1 pp4 #cgb-cgc4 #dig ,rutherford1 op4 cit41 p4 #ajd4 ,in her chapter entitled 8,reconstruction was not just to the ,south4 ,this injustice made the ,ku ,klux ,klan a necessity10 ,miss ,rutherford1 pursuing a policy peculiarly inharmonious for a writer of ,truths of ,history1 allowed herself again to become negligent as to the accuracy of her quotations4 ,citing ,muzzey as one authority for the title of her chapter1 she ascribed the following statement to him3 8,the rules of these negro governments of #ahfh was an indescribable orgy of extravagance1 fraud and disgusting incompetence--a travesty on government4 ,unprincipled politicians dominated the ,states' government and plunged the ,states further and further into debt by voting themselves enormous salaries1 and reaping in many ways hundreds of thousands of dollars in graft4 ,in ,south ,carolina #bjj1jjj were spent in furnishing the ,state ,capitol with costly plate glass mirrors1 lounges1 armchairs1 a free bar and other luxurious appointments for the use of the negro and scalawag legislators4 ,it took the ,south nine years to get rid of these governments40 ,in reading ,muzzey's book1 the reader cannot but wonder at the reason for the inaccuracy of the quotation1 for precisely the same end would have been accomplished had ,miss ,rutherford quoted verbatim3 8,the ,reconstruction governments of the ,south were sorry affairs4 ,for the exhausted states1 already amply #8punished' by the desolation of war1 the rule of the negro and his unscrupulous carpetbagger patron was an indescribable orgy of extravagance1 fraud1 and disgusting incompetence1--a travesty on government4 ,instead of seeking to build up the shattered resources of the ,south by economy and industry1 the new legislators plunged the states further and further into debt by voting themselves enormous salaries and by spending lavish sums of money on railroads1 canals1 and public buildings and works1 for which they reaped hundreds of thousands of dollars in graft40 ,in a footnote ,muzzey adds the following from which ,miss ,rutherford has culled the idea for part of her quotation3 8,the economic evils and social humiliation brought on the ,south by the ,reconstruction governments are almost beyond description4 ,south ,carolina1 for example1 had a legislature in which #ih of the #aee members were negroes 4442 in one year #bjj1jjj was spent in furnishing the state capitol with costly plate-glass mirrors1 lounges1 desks1 armchairs1 and other luxurious appointments1 including a free bar for the use of the negro and scalawag legislators4 ,it took the ,southern states from two to nine years to get rid of these governments40 ,see ,rutherford1 op4 cit41 p4 #hg2 ,muzzey1 op4 cit41 pp4 #chg-chh4 #dih ,horton1 ,rushmore ,g41 ,a ,youth's ,history of the ,great ,civil ,war in the ,united ,states from #ahfa-ahfe 7,new ,york1 #ahff74 #dii ,lee1 ,new ,school ,history of the ,united ,states1 p4 #bfa4 #ejj ,ibid41 p4 #ceg4 #eja ,evans1 ,lawton ,b41 ,the ,essential ,facts of ,american ,history 7,benjamin ,h4 ,sanborn and ,company1 #aibj72 ,evans is from ,augusta1 ,georgia4 ,thompson1 ,waddy1 ,history of the ,people of the ,united ,states 7,d4 ,c4 ,heath and ,co41 #aiai72 ,chambers1 ,henry ,edward1 ,a ,school ,history of the ,united ,states 7,american ,book ,co41 #ahie72 ,stephenson1 ,nathaniel ,wright1 ,an ,american ,history 7,ginn and ,co41 #aiac1 #aiba72 ,estill1 ,harry ,f41 ,the ,beginner's ,history of ,our ,country 7,southern ,publishing ,co41 ,dallas1 ,texas1 #aiai74 #ejb ,alabama1 ,james and ,sanford's ,american ,history2 ,arkansas1 ,evans' ,the ,essential ,facts of ,american ,history2 ,florida1 ,stephenson's ,an ,american ,history2 ,georgia1 ,evans' ,first ,lessons in ,american ,history and ,evans' ,essential ,facts of ,lessons in ,american ,history2 ,louisiana1 ,estill's ,beginner's ,history of ,our ,country1 ,evans' ,essential ,facts of ,american ,history and ,stephenson's ,an ,american ,history2 ,mississippi1 ,estill's ,beginner's ,history of ,our ,country and ,mace-,petrie's ,history of the ,people of the ,united ,states2 ,texas1 ,cousin and ,hill's ,american ,history2 ,virginia1 ,andrew's ,united ,states ,history4 ,these data were secured from a questionnaire4 ,north ,carolina reported state adopted textbooks but did not name them2 ,south ,carolina failed to report4 #ejc ,evans1 ,the ,essential ,facts of ,american ,history1 p4 #cfd4 #ejd ,stephenson1 ,an ,american ,history1 p4 #cii4 #eje ,ibid41 p4 #dhf4 ,however cf4 ,muzzey1 op4 cit41 p4 #chg et seq42 ,guitteau1 ,william ,s41 ,our ,united ,states 7,boston1 #aiai71 p4 #dg et seq42 ,west1 ,willis ,m41 ,american ,history and ,government 7,boston1 #aiac71 p4 #fbg4 #ejf ,journal of the ,twenty-,second ,annual 444 ,encampment ,grand ,army of the ,republic1 #ahhh1 pp4 #baj-bag4 ,the ,u4 ,c4 ,v4 ,committee first reported in #ahid1 no reunion being held in #ahic4 #ejg ,journal 444 op4 cit41 p4 #baj4 #ejh ,ibid4 #eji ,ibid4 #eaj ,ibid4 #eaa ,ibid41 pp4 #bab-bac4 ,criticism of a history 8,by ,j4 ,s4 ,blackburn1 ,principal of the ,potomac ,academy1 ,alexandria1 ,virginia1 and ,w4 ,n4 ,mc,donald1 ,a4 ,m41 ,principal of the ,male ,high ,school1 ,louisville1 ,kentucky1 ,twelfth ,edition ,revised40 #eab ,ibid4 #eac ,ibid41 p4 #bae4 #ead ,journal of the ,twenty-,sixth ,national ,encampment ,grand ,army of the ,republic 444 #ahib1 p4 #bjg4 #eae ,journal of the ,twenty-,ninth ,national ,encampment ,grand ,army of the ,republic1 444 #ahie1 p4 #bcj4 #eaf ,ibid41 p4 #cca4 ,montgomery's books were disapproved by the ,south4 ,cf4 page #aei4 #eag ,journal of the ,thirty-,first ,national ,encampment of the ,grand ,army of the ,republic 444 #ahig1 p4 #bcc4 ,this book was endorsed by the ,confederate ,veterans in #ahif1 but the author's name is given as ,j4 ,w4 ,jones4 ,minutes 444 of the ,reunion of ,confederate ,veterans 444 #ahih1 p4 #ca4 #eah ,journal1 op4 cit4 #eai ,ibid41 p4 #bcd4 #ebj ,ibid4 #eba ,ibid4 #ebb ,ibid4 ,the books in which the quotations appeared were not named4 #ebc ,ibid4 #ebd ,ibid4 #ebe ,ibid41 p4 #bch4 #ebf ,journal of the ,thirty-,second ,national ,encampment of the ,grand ,army of the ,republic 444 #ahih1 p4 #aib4 #ebg ,ibid41 p4 #aid4 #ebh ,journal of the ,thirty-,third ,national ,encampment of the ,grand ,army of the ,republic 444 #ahii1 pp4 #bdd-bdf4 ,the textbook was not named4 #ebi ,ibid4 #ecj ,ibid4 #eca ,journal of the ,thirty-,fourth ,national ,encampment of the ,grand ,army of the ,republic 444 #aijj1 p4 #ade4 #ecb ,journal of the ,thirty-,eighth ,national ,encampment of the ,grand ,army of the ,republic 444 #aijd1 pp4 #bdd-bdf4 #ecc ,journal of the ,forty-,first ,national ,encampment of the ,grand ,army of the ,republic 444 #aijg1 p4 #agc4 #ecd ,journal of the ,forty-,third ,national ,encampment of the ,grand ,army of the ,republic 444 #aiji1 p4 #afd4 ,the list included ,mc,laughlin's ,history of the ,american ,nation1 ,montgomery's ,leading ,facts of ,american ,history1 ,mace's ,school ,history of the ,united ,states1 ,mc,master's ,history of the ,united ,states1 ,gordy's ,history of the ,united ,states1 ,eggleston's 8,history10 ,johnson's 8,history10 ,barnes' 8,history10 ,fiske's 8,history10 ,scudder's 8,history10 ,anderson's 8,history10 and in the ,south 8,waddy ,thompson's ,united ,states ,history1 revised and improved by the late ,general ,john ,b4 ,gordon40 #ece ,journal of the ,forty-,fourth ,national ,encampment of the ,grand ,army of the ,republic 444 #aiaj1 p4 #bai4 ,the ,phil ,sheridan ,post ,no4 #d1 ,g4 ,a4 ,r41 joined with the ,sons of the ,american ,revolution in #aibb in an effort to eliminate ,west's ,history of the ,american ,people from the acceptable textbooks of the ,boise1 ,idaho1 schools4 ,in addition to criticisms regarding ,west's discussion of the ,american ,revolution and the ,war of #ahab1 the ,veterans objected to the treatment of the ,civil ,war period4 ,see p4 #bfe and the ,idaho ,statesman1 ,december #i1 #aibb4 #ecf ,the controversy related to ,public ,school ,number #e4 ,the ,public ,school ,society was organized in #ahje and gradually extended its activities until #ahec1 when it gave its buildings and property to the ,city ,board of ,education4 ,see ,bourne1 ,william ,oland1 ,history of the ,public ,school ,society of the ,city of ,new ,york 7,new ,york1 #ahgj71 p4 #cbd et seq4 #ecg ,ibid41 p4 #cbd4 ,no action was taken at that time1 but a ,roman ,catholic teacher was employed for ,public ,school ,number #e4 #ech ,ibid41 p4 #cbe4 #eci ,ibid41 p4 #cbh4 #edj ,ibid4 #eda ,ibid41 p4 #cca4 #edb ,ibid4 #edc ,ibid41 p4 #cdb4 #edd ,deshon1 ,george1 8,a ,novel ,defence of the ,public ,school10 ,the ,catholic ,world1 ,vol4 ,l 7,february1 #ahij71 pp4 #fgg-fhg4 #ede ,ibid4 #edf ,hamilton1 ,gail1 8,catholicism and ,public ,schools10 ,north ,american ,review1 ,vol4 ,,cxlvii 7#ahhh71 pp4 #egb-ehj4 #edg ,ibid4 #edh 8,the ,anti-,catholic ,spirit of ,certain ,writers10 ,the ,catholic ,world1 ,vol4 ,,xxxvi 7,february1 #ahhc71 pp4 #feh-ffg4 #edi ,deshon1 loc4 cit4 #eej ,hamilton1 loc4 cit4 #eea ,in #ahae there were 8about #gj1jjj ,catholics to be found in the ,united ,states14444 ,in #aiah1 444 its ,catholic population had increased to #ag1daf1cjc144440 ,mc,carthy1 ,charles ,h41 ,the ,history of the ,united ,states for ,catholic ,schools 7,new ,york1 #aiai71 p4 #dba4 #eeb ,mc,carthy1 ,charles ,h41 ,the ,history of the ,united ,states for ,catholic ,schools 7,american ,book ,co41 #aiai72 ,o',hara1 ,john ,p41 ,a ,history of the ,united ,states 7,the ,macmillan ,company1 #aiai72 ,a ,history of the ,united ,states for ,catholic ,schools prepared and arranged by the ,franciscan ,sisters of the ,perpetual ,adoration 7,scott1 ,foresman and ,company1 #aiad72 ,lawler1 ,thomas ,b41 ,essentials of ,american ,history 7,ginn and ,company1 #aiah72 ,betten1 ,francis ,s41 ,the ,ancient ,world 7,allyn and ,bacon1 #aiaf72 ,betten1 ,francis ,s41 and ,kaufman1 ,alfred1 ,the ,modern ,world 7,allyn and ,bacon1 #aiai72 ,burke1 ,e4 ,j41 ,political ,economy1 designed for use in ,catholic ,colleges1 ,high ,schools and ,academies 7,american ,book ,company1 #aiac74 #eec ,mc,carthy1 op4 cit41 preface1 p4 iii4 ,professor ,mc,carthy is ,knights of ,columbus ,professor of ,american ,history at the ,catholic ,university of ,america4 #eed ,ibid41 preface1 p4 iv4 #eee ,the ,franciscan ,sisters of the ,perpetual ,adoration1 ,a ,history of the ,united ,states for ,catholic ,schools 7,chicago1 #aiad71 pp4 #c-d4 #eef ,ibid41 pp4 #e-f4 #eeg ,betten1 ,the ,ancient ,world1 preface4 #eeh 8,this much maligned priest ,john ,tetzel1 personally of blameless character1 undoubtedly went too far in his endeavors to procure financial success4 ,he insisted indeed on the necessity of contrition and confession for all those who wished to obtain the remission of temporal punishment for themselves2 but his teaching concerning the indulgence for the dead was not free from serious errors4 ,to secure this benefit for a soul which has1 of course1 departed this life in the state of grace1 nothing1 according to him1 is required but the alms4 ,this doctrine1 though at his time actually taught by some irresponsible preachers1 has never been supported by ecclesiastical authority4 ,tetzel's own brethren in religion openly reproached him for his ill-advised tactics1 which soon became the talk of the whole country40 ,betten and ,kaufman1 ,the ,modern ,world1 p4 #cgf4 #eei 8,at least he ,martin ,luther imagined that he had made the discovery that the doctrine of the ,church concerning the remission of sins was altogether wrong4 ,he thereby implied that ,christ1 contrary to ,his solemn promise1 had allowed the ,church to fall into a most disastrous error4 ,the new system1 which gradually developed in ,luther's mind1 confused the nature of sin with concupiscence1 which is a consequence of original sin1 and while it makes man inclined to sin is no sin in itself4 ,by the sin of ,adam1 he thought human nature was corrupted beyond recovery2 man's acts can only be bad2 but ,jesus ,christ covers the soul with ,his infinite merits1 which1 as it were1 conceal all trespasses from the eye of the just ,god2 if sinful man expresses his firm #8belief' in this merciful dispensation1 ,god will not punish him1 though the sin is not taken away1 but merely covered2 the sinner therefore remains a sinner24444 ,it is evident that such a justification is no justification at all1 and it will always remain a riddle how ,luther could maintain that he had found such a monstrous doctrine in the ,bible40 ,ibid41 pp4 #cgg-cgh4 #efj 8,the causes of the social evils are not only economic1 but moral and religious as well4 ,it is true that present economic conditions are far from satisfactory4 ,though production1 on account of the introduction of machinery1 has increased enormously1 wages have not kept pace with that increase4444 ,but the moral and religious causes are not to be overlooked4 ,the breaking loose from practical ,christianity1 so characteristic of the last two centuries1 has developed an intense selfishness1 a struggle for wealth in which each one seeks his own material advantage at the expense of his neighbor4444 ,what1 then1 are the remedies proposed by ,catholics8 ,certainly not the adoption of ,socialist views4444 ,the ,socialists deliberately ignore1 yea exclude1 religion from coperation in the solution of the great social problem4 ,they forget that man's happiness here below is not his ultimate end1 that the ,creator did not want equal wealth and equal material advantages for all4444 ,the state having at heart the temporal welfare of its citizens1 should by wise legislation protect the workers1 their health1 and morals1 and that of their family4 ,but the change of hearts which is so necessary for the cure of modern evils is the principal task of religion4 ,hence the ,church should be free to carry out her mission40 ,ibid41 pp4 #fcj-fda4 #efa ,burke1 ,e4 ,j41 ,political ,economy designed for use in ,catholic ,colleges1 ,high ,schools1 and ,academies 7,new ,york1 #aiac71 p4 #a4 ,according to ,bullock's ,elements of ,economics1 one textbook used in the public schools1 8,economics is the science which deals with the efforts of mankind to secure the material commodities and personal services which are needed to support life and to make a civilized existence possible40 ,bullock1 ,charles ,j41 ,elements of ,economics 7,boston1 #aiac71 p4 #d4 #efb ,burke1 op4 cit41 p4 #eg4 #efc ,burke1 op4 cit41 p4 #chf4 ,although 8followers of the ,catholic ,school do not deny that much of the evil existing in society is due to defective methods of distribution1 they suggest no such drastic action as the ,socialists4444 ,they appeal to the influence of the ,church's teaching and the power of ,christian doctrine to bring about a spirit of charity and justice in the mutual dealings of capitalists and labor40 ,ibid41 p4 #cib4 #efd ,advertising pamphlet entitled 8,the ,hospitality given ,father ,burke's ,political ,economy40 #efe ,ibid41 p4 #f4 #eff ,ibid4 #efg ,ibid41 p4 #d4 #efh ,hassard1 ,john ,r4 ,g41 ,a ,history of the ,united ,states of ,america 7,new ,york1 #ahgh71 p4 vi4 #efi ,ibid4 ,the ,national ,lutheran ,council had1 in #aibc1 a committee on history textbooks1 whose purpose was to make known any 8flagrant or actual misrepresentations0 of their church in history textbooks used in the ,united ,states4 ,letter from ,lauritz ,larsen1 ,president of the ,national ,lutheran ,council to the author under date of ,january #ac1 #aibc4 ,no report of the committee was given4 ,the writer of the letter also stated that there had been no 8organized effort to suggest the content of history textbooks in the public schools1 not even as this might pertain to the teaching of the history of the ,reformation in the public schools40 ,according to ,werner1 ,brigham ,young 8insisted that the school-books should be published in ,utah1 and written there if possible1 rather than imported at unnecessary expense from the ,east4 ,the teachers1 too1 he wrote should be ,latter-day ,saints1 so that the children might learn only what they ought to know40 ,werner1 ,m4 ,r41 ,brigham ,young 7,new ,york1 #aibe71 p4 #dea4 #egj ,sweet1 ,w4 ,w41 8,religion in ,our ,school ,histories10 ,the ,christian ,century1 ,vol4 ,,xli 7,november #bj1 #aibd71 pp4 #aejb-aejd4 #ega ,the textbook is not named in the article4 #egb ,the title of this book is not given in the article but such a statement appears in ,a ,history of the ,united ,states by the ,franciscan ,sisters of the ,perpetual ,adoration1 p4 #fh4 #egc ,ibid4 #egd ,report of the ,american ,bar ,association1 ,vol4 ,,xlvii 7#aibb71 pp4 #daf-dbc4 #ege ,ibid4 #egf ,report of the ,american ,bar ,association1 ,vol4 ,,xlviii 7#aibc71 pp4 #ddb-dea4 ,the committee was composed of ,r4 ,e4 ,l4 ,saner1 chairman1 ,walter ,george ,smith1 ,andrew ,a4 ,brice1 ,wallace ,mc,camant1 ,john ,ford ,o',brien4 #egg ,report of the ,american ,bar ,association1 ,vol4 ,,xlix 7#aibd71 pp4 #bee-bfi4 #egh ,ibid4 ,chapter ,,iv discusses laws since #aiag4 #egi ,ibid4 #ehj ,ibid4 ,the ,reports of #aibc and #aibd are similar4 #eha ,ibid41 pp4 #bfb-bfc4 #ehb ,ibid41 p4 #bga4 ,the entire creed appears in the ,appendix4 #ehc ,printed statement from the ,national ,security ,league1 #be ,west #dc;d ,street1 ,new ,york4 #ehd ,for the statement of the ,american ,bar ,association as to their activities see page #ahg4 #ehe ,ibid4 #ehf ,the ,national ,security ,league1 8,report to ,members for the ,month ,ending ,may #ae1 #aibe40 #ehg ,printed statement quoted previously4 #ehh ,ibid4 #ehi ,the ,national ,security ,league1 8,report to ,members for the ,month ,ending ,may #ae1 #aibe40 #eij ,ibid41 ,october #ae1 #aibe4 #eia ,ibid41 ,may #ae1 #aibe4 #eib ,printed statement quoted previously4 #eic ,the ,national ,security ,league1 8,report to ,members for the ,month ,ending ,november #ae1 #aibe40 #eid ,constitution ,anniversary ,association1 8,a ,statement of the ,expanding ,activities40 #eie ,ibid4 #eif ,ibid4 #eig ,constitution ,anniversary ,association1 8,bulletin ,number #aj40 #eih ,ibid4 #eii ,constitution ,anniversary ,association1 8,bulletin ,number #i40 ,the first prize in the ,second ,annual ,contest was #bjjj1 and was awarded to ,robert ,sessions of ,birmingham1 ,alabama1 a boy of fifteen years4 ,see ,constitution ,anniversary ,association1 8,bulletin ,number #aj40 #fjj ,atwood1 ,harry ,f41 ,back to the ,republic1 the ,golden ,mean3 the ,standard ,form of ,government 7,chicago1 #aiah71 p4 #bj4 ,the italics are in the original4 #fja ,ibid41 pp4 #cf-dj4 ,mr4 ,atwood draws ten parallels to autocracy1 democracy and the republic from religion1 domestic life1 food1 drink1 music1 thought1 sleep1 light1 moisture1 and the number of wheels most serviceable on vehicles4 #fjb ,atwood1 ,harry ,f41 ,safeguarding ,american ,ideals 7,chicago1 #aiba71 p4 #cd4 #fjc ,ibid41 pp4 #bi-cb4 #fjd ,ibid4 #fje ,clum1 ,woodworth1 8,america is ,calling10 ,the ,better ,america ,federation of ,california1 ,los ,angeles4 #fjf ,ibid4 #fjg 8,education for ,all10 ,official ,record of the ,american ,federation of ,labor in the ,struggle to ,bring ,knowledge to the ,masses 7,american ,federation of ,labor1 ,washington1 #aibb71 p4 #d4 #fjh ,ibid4 #fji ,ibid4 #faj ,ibid41 p4 #e4 #faa ,report of the ,proceedings of the ,convention of the ,american ,federation of ,labor at ,cincinnati1 ,june1 #aibb4 ,eighth ,day ,proceedings4 ,report of the ,american ,federation of ,labor1 ,committee on ,education on ,social ,studies in the ,public ,schools1 8,labor and ,education0 7,the ,american ,federation of ,labor1 ,washington1 #aibc71 pp4 #a-ac4 #fab ,ibid41 pp4 #c-d1 #g4 ,the ,new ,york ,times1 ,august #be1 #aiba4 #fac ,report of the ,american ,federation of ,labor1 op4 cit41 pp4 #c-d1 #i4 #fad ,ibid41 p4 #ba4 #fae ,ibid41 p4 #bc4 #faf ,ibid4 #fag ,ibid4 #fah ,report of ,proceedings1 ,eighth ,day 7#aibb71 p4 #cef4 #fai ,ibid4 ,according to the ,committee the 8modern textbooks in most frequent use are3 civics1 ,ashley's ,the ,new ,civics1 ,beard's ,american ,citizenship1 ,dunn's ,the ,community and the ,citizen1 ,forman's ,the ,american ,democracy1 ,hill's ,community ,life and ,civic ,problems1 ,hughes' ,community ,civics1 ,magruder's ,american ,government in #aiba1 and ,reed's ,forms and ,functions of ,american ,government2 in economics1 ,burch's ,american ,economic ,life1 ,burch and ,patterson's ,american ,social ,problems1 ,hughes' ,economic ,civics1 ,laing's ,an ,introduction to ,economics1 ,marshall and ,lyon's ,our ,economic ,organization1 and ,thompson's ,elementary ,economics2 in sociology1 ,burch and ,patterson's ,american ,social ,problems1 ,ellwood's ,sociology and ,modern ,problems sic1 ,towne's ,social ,problems1 and ,tuft's ,the ,real ,business of ,living2 in history1 ,ashley's ,american ,history1 ,beard and ,bagley's ,a ,first ,book in ,american ,history1 ,beard's ,history of the ,united ,states1 ,bourne and ,benton's ,history of the ,united ,states1 ,cousins and ,hills' sic ,american ,history1 ,evans' ,the ,essential ,facts of ,american ,history1 ,forman's ,a ,history of the ,united ,states for ,schools1 and ,advanced ,american ,history1 ,james and ,sanford's ,american ,history1 ,mace's ,school ,history of the ,united ,states1 ,muzzey's ,american ,history1 ,thompson's ,history of the ,united ,states1 ,political1 ,industrial and ,social1 and ,west's ,history of the ,american ,people4 8,labor and ,education10 p4 #bh4 #fbj ,the ,new ,york ,times1 ,september #c1 #aibc4 #fba ,herskovitz1 ,melville ,j41 and ,willey1 ,malcolm ,m41 8,what ,your ,child ,learns10 ,the ,nation1 ,vol4 ,,cxix 7,september #ag1 #aibd71 pp4 #bhb-bhd4 ,the book referred to is ,berry1 ,margaret ,k41 and ,howe1 ,samuel ,b41 ,actual ,democracy 7,new ,york1 #aibc74 ,the quotation is found on page #fc4 #fbb ,in the discussion of trade-unionism objection was raised to the classification of unions as 8business unionism--which is trade conscious but not class conscious1 444 the friendly or uplift union which may be either trade or class conscious1 and is conservative1 444 #8predatory unionism' 444 secret1 either radical or conservative1 class or trade conscious1 and has two wings2 #8hold-up unionism1' the corrupt type recently exposed in our great cities1 and #8guerrilla unionism' which never combines with employers1 but engages in a secret and violent warfare with capital 444 a fourth and more objectionable type of unionism 444 calls itself #8revolutionary unionism4' ,it may be either socialistic as was the ,western ,federation of ,miners1 or anarchistic like the ,industrial ,workers of the ,world44440 ,berry and ,howe1 op4 cit41 pp4 #gc-gd4 #fbc ,the ,nation1 loc4 cit4 ,the quotation which was objectionable to the writers of the article was found on pages #afg-afi of the textbook4 #fbd ,the ,nation1 loc4 cit4 ,see ,southworth1 ,a4 ,t41 ,the ,common ,sense of the ,constitution of the ,united ,states 7,boston1 #aibd71 pp4 #ia-ib4 #fbe ,the ,nation1 loc4 cit4 ,hughes1 ,r4 ,o41 ,text-,book in ,citizenship 7,boston1 #aibc74 #fbf ,the ,nation1 loc4 cit4 #fbg ,the ,nation1 loc4 cit4 ,hughes1 op4 cit41 pp4 #eaj-eaa4 #fbh ,the ,nation1 loc4 cit4 ,hughes1 op4 cit41 pp4 #eaj-eaa4 #fbi ,letter under date of ,december #g1 #aibe1 from the editor of 8,service ,talks10 published by the ,philadelphia ,rapid ,transit ,company4 ,burch1 ,henry ,reed1 ,american ,economic ,life 7,new ,york1 #aiba71 p4 #ccj4 #fcj ,american ,bankers ,association1 8,books devoted wholly or in part to the subject of ,banking40 ,the books mentioned were not all social study books1 arithmetic and bookkeeping textbooks being included4 #fca 8,talks on ,banking and ,elementary ,economics10 prepared by the ,public ,education ,commission1 ,american ,bankers ,association1 ,new ,york4 #fcb ,educational ,news and ,editorial ,comment1 8,social ,studies in ,public ,schools10 ,the ,school ,review1 ,vol4 ,,xxvii 7#aiai71 pp4 #bje-bab4 ,national ,industrial ,conference ,board1 ,a ,case of ,federal ,propaganda in ,our ,public ,schools1 pp4 #d1 #aa4 ,the lessons were prepared under the direction of ,charles ,h4 ,judd1 ,director of the ,school of ,education of the ,university of ,chicago1 and ,leon ,c4 ,marshall1 ,dean of the ,school of ,commerce and ,administration in the same university4 #fcc ,the ,national ,industrial ,conference ,board in connection with this remarked3 8,such a statement indicates a studied effort to present to the immature mind an exceedingly distorted picture of factory life4 ,it suggests an almost constant maiming and mangling of industrial workers1 whereas1 as a matter of fact1 most industrial accidents are of a minor character such as slight cuts1 scratches and slivers4 ,take1 however1 at its face value the statement that somebody is killed every fifteen minutes while at work4 ,on the basis of a #ed-;hour work-week1 approximately the average in this country1 this means a total of #aa1bej deaths in industry per year 444 the scholar should also be given an idea of the millions of workers to whom this total of deaths is related4 ,he should in fairness also have pointed out to him the hazards of non-industrial pursuits which cause annually more fatal accidents than occur in industry40 ,the ,national ,industrial ,conference ,board1 op4 cit41 p4 #aa4 #fcd ,the ,school ,review1 loc4 cit4 #fce ,quoted in ,the ,school ,review1 loc4 cit4 #fcf ,the ,school ,review1 loc4 cit4 ,instances of criticism of textbooks might be multiplied4 ,authors have met objections to their works because there were no 8,republican illustrations in the book10 because of quotations from ,mnsterberg and other ,germans1 and because of the discussion devoted to prohibition4 ,in this last case a member of the ,board of ,education of ,chicago is reported to have criticised the use of an arithmetic as looking like 8a bartender's friend0 in that it was full of problems of 8how much did this wine merchant order his sherry or how many barrels of whiskey could the man purchase for such an amount40 ,iowa ,city ,iowa ,press-,citizen1 ,november #ac1 #aibd4 ,,chapter ,,vii ,,the ,,attack ,,on ,,history ,,textbooks ,,since #aiag ,since the ,world ,war1 an ardent patriotism has swept the country1 resulting in a widespread investigation of the teaching and writing of history4 ,sponsored by various groups1 the movement has gained considerable momentum1 until history teaching and history textbooks are in danger of being an expression of certain religious1 racial or other partisan opinions4 ,these groups hold1 in common1 that ,american histories1 as now written1 neglect heroic characters in ,american history1 especially in the ,revolutionary ,war1 and that they are distorted by a pro-,british bias4 ,propaganda1 indeed1 makes strange bed-fellows4 ,in this new praetorian guard of the temple of ,american patriotism are found the ,hearst newspapers1 an element of the ,knights of ,columbus and of the ,irish-,americans1 the ,german-,americans1 and finally patriotic societies of this country4 ,the charge of 8,anglicization10 usually enlivened by mysterious references to 8,british gold10 arises in part from the new trend of ,american historical scholarship in the last twenty-five years4 ,historians employing scientific methods have done much to revise the traditional ideas concerning our relations with ,great ,britain4 ,important contributions of this character have been made1 for instance1 by such historians as ,george ,louis ,beer1 ,charles ,m4 ,andrews1 ,herbert ,l4 ,osgood1 ,sydney ,george ,fisher1 and ,claude ,h4 ,van ,tyne4 ,these investigations were going forward at the same time that conscious efforts were being made by the publicists of the two countries to reveal to the two ,english-speaking peoples their common ties and responsibilities in the world today4 ,many books were printed and organizations formed to promote ,anglo-,american concord2 among the latter1 such bodies as the ,sulgrave ,institute1 the ,anglo-,american ,league and the ,english-,speaking ,union4 ,to suspicious onlookers the work of the historians in their cloisters took on the appearance of deliberate propaganda favorable to ,great ,britain--a suspicion1 it need hardly be said1 entirely unwarranted4 ,it needed only an appeal such as that of ,herbert ,adams ,gibbons that we solidify an amicable relationship with ,great ,britain through our common language1 common ideals and common interests1 to confirm the credulous in their suspicions4#fcg ,furthermore1 suggestions from men like ,albert ,bushnell ,hart that our history text-books be rewritten to encourage better international relations seemed to afford additional proof that pro-,british agencies were in control of history textbooks4#fch ,the writings of special pleaders like ,owen ,wister strengthened this impression4#fci ,indeed1 ,charles ,edward ,russell has gone so far as to declare that definitely planned attempts to rewrite ,american history textbooks1 for the purpose of encouraging better ,anglo-,american relations1 were launched as early as #ahif1 and have been carefully carried on since then4#fdj ,on the other hand1 the proponents of revision1 conscious of an 8agitation for the reintroduction of parochial patriotism into the schools and colleges10 have entered a plea for 8the truth0 in school histories and for the writing and teaching of history by scholars unaffected by the demands of 8politicians40#fda ,to them1 the true fount of patriotism does not arise from textbooks of history which are 8nationalistic rather than impartial40#fdb ,they would seek1 rather1 to depict events not as 8partisans0 but in a 8scientific spirit1 with the desire to understand rather than to justify40#fdc ,,attacks ,,on ,,history ,,textbooks ,,by ,,the ,,hearst ,,newspapers ,,and ,,charles ,,grant ,,miller ,in #aiba the ,hearst newspapers began the publication of a series of articles designed to arouse 8patriotic ,american parents0 to a realization that 8the school histories now being taught to their children have been revised and in some instances wholly rewritten in a new and propitiatory spirit toward ,england40#fdd ,since that time these articles have appeared at irregular intervals from the pen of ,charles ,grant ,miller4 ,there has been yeast in his statements1 and to them may be attributed the origin of much of the criticism directed against history textbooks by individuals and organized groups4 ,with titles set up in large black-faced type these articles captured the eye of those who1 consciously or unconsciously1 were giving heed to the feverish propaganda which has flourished since the ,world ,war4 ,in his articles1 ,mr4 ,miller proceeded from the discussion of 8,united ,states ,history ,revised in ,school ,books1 ,belittles ,revolution and ,thanks ,england for ,bestowing ,liberty on ,america0 to a treatment of 8,propaganda seeks to ,distort ,american ,history1 ,british ,workers are ,being ,backed by a ,heavily ,financed ,machine44440#fde ,chief among the historians whom ,mr4 ,miller would characterize as 8,anglicized0 are found ,albert ,bushnell ,hart1 ,john ,p4 ,o',hara1 ,everett ,barnes1 ,a4 ,c4 ,mc,laughlin1 ,c4 ,h4 ,van ,tyne1 ,william ,b4 ,guitteau1 and ,willis ,mason ,west4 ,charges of 8,anglicization0 have been brought also against ,c4 ,h4 ,ward for his edition of ,burke's ,speech on ,conciliation with ,america and upon ,helen ,nicolay for her ,book of ,american ,wars4 ,the pro-,british point of view which ,mr4 ,miller found expressed has been brought about by 8intrigue and treason0 and the ,american school histories which portray it 8must be cast out if ,america is to remain ,america40#fdf ,substantially all of the criticisms of history textbooks in which ,mr4 ,miller has indulged have related to statements regarding the ,revolutionary ,war4 ,he found it especially objectionable when a history like ,john ,p4 ,o',hara's gives 8the impression0 that 8the ,american ,revolution originated not in the colonies themselves1 but among the devoted friends of liberty in ,england10 and when 8more quotation is given from ,pitt than from ,patrick ,henry40#fdg ,a 8wholesome desire for increased friendship and coperation between the ,united ,states and ,great ,britain10 declared ,mr4 ,miller1 8creates no justification for the policy of propitiation of ,england through defamation of ,america1 which offers as sacrifice upon the altar of international comity immortelles snatched from the monuments of our nation's heroic founders4444 ,in our own heroes and history our nation has been exceptionally blessed4 ,they have proved unfailing sources of pride and inspiration that have prompted us as a people to stanch character1 high endeavor1 noble achievements and unparalleled progress40#fdh ,the second article in the ,chicago ,herald and ,examiner lay bare the alleged defects in ,barnes' textbook1 where the author plays 8the part of a flunky apologist to ,england for the independence established by our fathers10 and in which he 8burlesques its world affecting results40#fdi ,barnes1 furthermore1 ,mr4 ,miller pointed out1 ignores such patriots as 8,nathan ,hale1 whose only regret on the ,british scaffold was that he had but one life to give to his country1 444 ,ethan ,allen1 ,mad ,anthony ,wayne and the battle of ,stony ,point10 while1 on the other hand1 8there is a full page of praise for the traitor ,benedict ,arnold whom #8,congress had treated unfairly4'0#fej ,in addition to other faults1 ,mr4 ,miller cited the statements that 8the first signer of the ,declaration of ,independence was a smuggler10 8that the ,continental ,congress #8was a scene of petty bickerings and schemings' among #8selfish1 unworthy1 short-sighted1 narrow-minded1 office-seeking and office-trading plotters1' that #8half the colonists were loyal to ,england'2 that the rest were united in resistance only #8because they dared not be otherwise1' and that if in ,england the wise course had only prevailed against the #8foolish' ,king1 #8this great country would probably now have been a great branch of the ,british empire4'0#fea ,barnes was also condemned because he calls the ,war of #ahab 8a mistake10 the burning of ,washington 8an act of reprisal0 for the burning of buildings in ,canada1 and ,jackson's victory at ,new ,orleans 8a wasted battle2 a needless victory40#feb ,how different to ,mr4 ,miller was 8this new ,barnes0 from the ,barnes' ,brief ,history of the ,united ,states which spoke 8always from the ,american viewpoint1 with ,american interests and sympathies at heart60#fec ,the next authors to arouse his ire were ,mc,laughlin and ,van ,tyne1 who with other historians were 8reshaping0 ,american history 8to serve international interests under whose hypnotism of propaganda ,american public opinion has been goose-stepping for five years in the direction of a return to ,english subjection40#fed ,charged with omitting ,hale1 ,decatur1 ,faneuil ,hall1 the ,green ,mountain ,boys1 ,betsy ,ross and the flag1 the quartering of troops and 8the ,british attempts to bribe10 they were declared guilty also of 8strictly minimizing the patriot valor at ,lexington1 ,bunker ,hill and ,new ,orleans40 ,such omission in the school histories ,mr4 ,miller compared with 8an ancient custom to remove the viscera and brain before embalming a body40 ,indeed1 ,mr4 ,miller found it extremely objectionable that the 8leading founders of our liberties are characterized by ,mc,laughlin and ,van ,tyne as follows3 #8,it is hard to realize how ignorant and superstitious were most of the colonists of ,america'--p4 #acd2 #8,patrick ,henry1 a gay1 unprosperous and hitherto unknown country lawyer'--p4 #ada2 #8,smuggling was so common that even a leading ,boston merchant was known as #8the ,prince of ,smugglers''--p4 #adj2 444 and #8,adams and ,hancock stole away across the fields'--p4 #aec40fee ,besides these grievances the ,hearst papers objected to the omission of 8such famous slogans as #8,we have met the enemy and they are ours' and #8,don't give up the ship'02 and ,mc,laughlin and ,van ,tyne 8go further even than their fellows and seek to destroy these inspiring slogans by disputing their authenticity40#fef ,this attack on the ,mc,laughlin and ,van ,tyne textbook provoked a protest from ,c4 ,h4 ,ward1 whose edition of ,burke's ,speech on ,conciliation with ,america the ,hearst papers also had criticized4 8,mr4 ,miller10 declared ,ward1 8skillfully quotes with a sneer from the ,mc,laughlin and ,van ,tyne book0 7regarding ,patrick ,henry74 8,yet this book10 he asserted1 8does in fact give more than usual prominence and praise to ,patrick ,henry3 #8,who declared with marvelous eloquence' 7p4 #ada72 #8,with burning words he denounced the tyranny' 7p4 #adb72 #8,patrick ,henry again electrified the ,virginia leaders by his daring prophecy' 7p4 #aej72 #8,securing a commission and money from the ,governor of ,virginia1 ,patrick ,henry' 7p4 #ahb740 ,notwithstanding this treatment of ,henry1 ,mr4 ,ward averred that 8,mr4 ,miller so quotes as to imply that the authors have slandered ,henry2 but the two adjectives #8gay and unknown' are the only two words that convey aught but praise40#feg ,further1 ,mr4 ,ward showed that1 in the account of ,lexington1 the statement that 8,adams and ,hancock stole away0 is taken out of its context4 ,ward1 likewise1 found that ,miller has 8misrepresented0 ,hart's history1 for he was unable to discover some of the statements attributed to that author4#feh ,on ,november #bj1 #aiba1 the ,chicago ,herald and ,examiner devoted an article to an attack not only upon ,barnes1 ,hart1 ,mc,laughlin and ,van ,tyne1 but also upon ,william ,b4 ,guitteau1 who1 too1 had fallen victim to 8the snobbish spirit of apology and subserviency to ,england40#fei ,this attitude1 according to ,mr4 ,miller1 8the publishers1 ,silver1 ,burdett and ,company1 boldly proclaim in their advertisements0 in saying3 8,this book has been written in the light of recent events in which a new atmosphere has been created for the study of our national life4444 ,the revolutionary war and subsequent ,anglo-,american difficulties hitherto distorted in our school books through an unthinking adherence to traditional prejudice1 have been restated by ,dr4 ,guitteau in their true light40#ffj ,one of the objectionable points urged against ,guitteau and other historians was the ignoring of ,irish patriots4 ,in large1 bold-faced type ,mr4 ,miller called attention to 8the elimination of ,german and ,irish assistance to the colonists in the ,revolution1 as well as the ,dutch of ,new ,york and ,pennsylvania1 the ,french of ,carolina and the ,swedes of ,new ,jersey and ,delaware1 while the help given by ,france is minimized and charged to selfish1 scheming motives40#ffa ,in his earlier editions1 declared ,mr4 ,miller1 ,professor ,hart had the 8frankness to say #8,germans1 ,irish1 ,scotch-,irish1 ,french1 ,dutch1 ,negroes and ,englishmen stood side by side in the ranks1'0 but in the revised edition of #aibj 8he has magically transformed so eminent a hero as ,baron ,de ,kalb from a ,german to a ,frenchman40#ffb 8,home grown motives might be imagined for carrying back a century and a half the cancellation of friendly relations with the ,germans10 was ,mr4 ,miller's observation1 8but whence comes the motive for a sudden change in attitude toward ,irish heroes of the ,revolution80 ,such a situation revealed to ,miller a significant animus1 for certainly 8it is not our own country that has had the trouble with the ,irish40 ,to him it was conceivable that hidden forces were actuating the 8recent revisions10 for 8by the early historians0 the high regard in which ,george ,washington held ,irishmen was 8glowingly recognized40#ffc ,the publication of this 8series of articles written for the ,hearst newspapers by ,charles ,grant ,miller 444 aroused a wave of indignation all over the country10 according to the ,chicago ,herald and ,examiner for ,may #ad1 #aibb4 ,as a result1 8patriotic societies have taken up the battle and various organizations have started movements to stop such perversion of ,american traditions40 ,as an example of one who was aroused to the situation described in the articles1 the ,herald and ,examiner published a letter from ,senator ,william ,e4 ,borah1 8who raises a clarion voice against the insidious effort to falsify the glorious story of the ,american fight for independence and to cheat the youth of this day of the heroic inspiration and sturdy manhood of the days of the ,revolution40#ffd ,although ,senator ,borah did not desire 8to have our histories do any injustice to ,great ,britain10 yet he did not want 8facts concealed nor events ignored in order to satisfy those who now seem to regret that their ancestors ever came to this country40#ffe ,he presumed that the next step would be 8an expurgated edition0 of the ,declaration of ,independence1 which would be read 8with appropriate apology0 on the ,fourth of ,july 8should that continue to be observed40 ,all of this led him to remark that in 8due time some sycophantic intellectual interloper will feel constrained to urge that we withhold from our young men and women the unjust attack so long made upon the ,american-,english gentleman known as ,benedict ,arnold40#fff ,under the caption 8,let ,united ,states ,history ,teach ,patriotism10 ,wallace ,mc,camant1 one-time president of the ,sons of the ,american ,revolution1 announced his approval of the stand taken by ,charles ,grant ,miller4 8,what think you of a school history10 queried ,judge ,mc,camant1 8which begins the story of the ,american ,revolution with this sentence8 #8,there is little use trying to learn whose fault it was that the war began1 for1 as we have seen1 such a long train of events led to disagreement between ,england and ,america1 that we should have to go back and back in the very founding of the colonies4 ,as in most quarrels1 the blame is laid by each party on the other4'0#ffg ,when an author1 in discussing taxation without representation declares that 8there was here an honest difference of opinion10 it was evident to ,judge ,mc,camant that he 8has certainly not been called of ,god to write ,american history40#ffh ,to those 8who say that history should not stress war10 ,judge ,mc,camant admitted that 8there are important chapters in our peace history which should be adequately covered10 but he suggested that there is 8nothing else0 which 8will grip the imagination of the young like the story of the soldier or the sailor who fights and dies that his country may be free40#ffi ,the inculcation of patriotism1 which is the chief value in the teaching of ,american history in ,mr4 ,mc,camant's mind1 can best be attained in setting forth 8sacrifices in winning freedom40#fgj ,the next angle from which ,mr4 ,miller criticized ,american school histories is in 8the magical transformation of ,king ,george ,,iii from a born ,briton into a ,german40#fga ,such1 he asserted appears in the #aiaf-ag edition of the school history by ,hart1 a plain evidence of 8the forces of ,british propaganda0 which 8were increasing their influences to quicken an ,american hatred of ,germany and to hurry us into war and into permanent alliance44440#fgb ,to prove his contention regarding the nationality of ,king ,george ,,iii1 he quoted the 8,english historical authority1 ,macaulay10 thus3 8#8,the young ,king was a born ,englishman4 ,all his tastes and habits1 good and bad were ,english4'0#fgc ,as a result of the 8many forces actively at work0 ,mr4 ,miller observed that the 8,anglicized revisionists1 like ten automatons worked by one will1 begin to teach ,american school children3 #8that the ,american revolution was made in ,germany2 444' that #8the ,american revolution was a contest between ,german tyranny and ,english freedom1 although neither party in the struggle knew that this was the issue'2 44440#fgd ,on the other hand1 ,mr4 ,miller found in ,john ,bach ,mc,master's history 8an excellent summary0 where 8the venomous quality of ,english comments upon ,america is vividly described40#fge ,another victim of 8,anglicization0 ,mr4 ,miller held to be ,matthew ,page ,andrews1 8director of the ,english-,speaking ,union and ,anglicized author of three ,american school histories0 whose source of information was ,greg's ,history of the ,united ,states1 published in ,london in #ahhg4fgf ,it was the belief of ,mr4 ,miller that it was ,greg's ,history from which ,mr4 ,andrews adduced the conclusion that 8,lincoln was controlled by fanatics and through perfidy and broken pledges forced our ,civil ,war40#fgg ,in his discussion of ,greg's book1 ,mr4 ,miller failed to mention ,greg's characterization of ,townshend's work4 ,in this latter case it would seem that ,greg ought to have met with approval1 for he described ,townshend's part in the ,revolution as 8folly10 as well as saying that ,townshend 8pledged himself to a series of petty customs imposts40#fgh ,furthermore1 he mentions ,ethan ,allen1 ,stark1 ,wayne1 ,st4 ,clair1 ,putnam1 ,sumter and ,marion1 and in that regard should prove acceptable to those desiring the inclusion of heroic characters in textbooks4#fgi ,on ,october #ae1 #aibb1 the ,chicago ,herald and ,examiner sought to expose the agencies which ranged 8all the way from the cultivation of #8more friendly relations' to the fulfillment of the ,carnegie prophecy of the ,reunited ,states1 the ,british-,american ,union and the ,cecil ,rhodes ,design10#fhj and which were responsible for textbook revision4 ,besides the 8elaborate and well-oiled ,british propaganda machine established by ,sir ,gilbert ,parker and the late ,lord ,northcliffe10 ,mr4 ,miller had discovered 8at least a full half dozen of strong propaganda organizations0 all of whose methods were 8sinister and to the one end40 ,among these were the 8,sons of ,st4 ,george1 an old organization of ,british-born residents of this country0 who1 8within the last few years10 had 8emerged from obscurity through a hard drive for increased membership and vigorous assertion of ,british spirit10 and who had offered 8the only open opposition which the ,sons of the ,revolution in ,california have encountered in their winning fight against ,anglicized school histories44440 ,in the ,california case1 the opposition was directed by 8the ,american-born wife of a son of ,st4 ,george and from a daughter of the ,american ,revolution who is a member of the ,english-,speaking ,union10 which exemplified 8the favorite policy of all of these ,british propaganda organizations0 in which they 8push their ,american-born women to the front to do their open fighting40#fha ,the ,english-,speaking ,union is another of the organizations of which ,mr4 ,miller spoke4 ,its magazine1 ,the ,landmark1 has 8bitterly attacked as #8demagogic' and #8narrow-minded' the movement to restore true ,american history to our public schools02--and 8it arranges for the granting of degrees by ,english universities to ,american collegiates who teach to our youth the imperialistic interests of ,great ,britain40#fhb ,the third agency for ,anglicization1 according to ,mr4 ,miller1 is the ,sulgrave ,institute 8founded upon the idea that ,george ,washington has loomed too large throughout the world ever to be belittled1 and so must be claimed as an ,englishman1 who established in this western world ,english freedom40 ,a like fate ,mr4 ,miller prophesied for ,lincoln 8for whom there is now being provided an ,english lineage and an ,english ancestral home1 as a shrine where expatriate ,americans may bend the sycophantic knee in foolish worship of supposed ,english influences that are said to have freed our slaves and saved our ,union40#fhc ,other forces of like design ,mr4 ,miller found in the 8,cecil ,rhodes ,scholarship1 the ,cecil ,rhodes ,secret ,society and the ,rhodes ,scholarship ,alumni ,association of ,america10 all influences for ,rhodes' dream--8the ultimate recovery of the ,united ,states of ,america as an integral part of the ,british ,empire40#fhd ,of like character are 8the multiform ,carnegie institutions1 supported by the #bjj1jjj1jjj fund of the ,carnegie ,corporation1 and designed to influence and direct the spirit and methods of the scholastic1 public school and library forces of the country10 as well as the religious through the 8,church ,peace ,union40#fhe ,the ,world ,alliance for ,promoting ,international ,friendship through the ,churches and ,the ,american ,association for ,international ,coperation are among the various influences named by ,mr4 ,miller1 which seek to 8,briticize0 ,america4 ,one of the chief endeavors of 8all of the propaganda organizations10 according to ,mr4 ,miller1 is the substitution of the observance of ,magna ,charta ,day1 ,june #ae1 for that of ,july the fourth4 ,such an effort led him to conclude that 8the international mind is a ,british mind throughout4 ,while insidiously seeking to denationalize ,america1 it is insistently striving to strengthen the nationalism of ,great ,britain40#fhf ,mr4 ,miller held as chiefly responsible for 8this de-,americanizing #8dope'0 ,nicholas ,murray ,butler and 8more than a score of college presidents and professors1 other educators and preachers1 who readily are traced into other ,british propaganda organizations and are officially identified with various ,british secret services in this country02 who through a system of pensions are 8securely subsidized into keen sympathy with the ,carnegie design of #8the ,reunited ,states--the ,british-,american ,union4'0#fhg ,the inclusion in ,american history textbooks of statements designed to show that ,american constitutional practices had their source in ,english institutions caused ,mr4 ,miller to criticize not only ,barnes1 ,o',hara1 ,mc,laughlin and ,van ,tyne1 against whom he had other grievances1 but also ,david ,saville ,muzzey and ,willis ,mason ,west4 8,such is not ,american history10 he declared1 8it is ,british propaganda10 for even an ,englishman1 ,gladstone1 has said1 8,the ,american ,constitution is the most wonderful work ever struck off at a given time by the brain and purpose of man40#fhh 8,such disparagement in revised school history is not mere unintentional error10 asserted ,mr4 ,miller4 84441 these and other gross alterations recently made in ten of our school histories1 are a direct result of definite design and organized propaganda0 conducted by 8propaganda associations pussyfooting among us 444 to deaden our respect for our own birthright1 inoculate us with contempt for our free institutions and fit us for coercion of re-colonization40#fhi ,on ,november #d1 #aibc1 however1 the ,new ,york ,american carried a retraction of an attack on ,west's ,history of the ,american ,people which 8was printed in such a way as to lead readers to believe 444 that the statements objected to by the ,hearst papers 444 were made without qualification40 ,the ,american apologized for 8inadvertently0 publishing part of a discussion in such a way as to distort 8the meaning of both paragraphs when read together40#fij ,as a result of the agitation of the ,hearst newspapers the 8treason texts0 were being revised1 according to the ,chicago ,herald and ,examiner of ,april #bj1 #aibd4 ,among the authors attempting to 8re-,americanize0 their histories were ,david ,s4 ,muzzey1 who already had made 8three mincing revisions10 ,andrew ,c4 ,mc,laughlin and ,c4 ,h4 ,van ,tyne who have 8at last submitted to the irresistible force of nation-wide protest against treason texts and have strikingly reversed their views44440#fia ,however1 ,mr4 ,miller has not confined his activities solely to the publication of articles in the ,hearst newspapers1 but has resorted to other means for preaching his gospel4 ,through the agency of an organization called the ,patriot ,league for the ,preservation of ,american ,history he has endeavored to carry on his war against the 8,british propagandists0 and 8to purge the public schools of the ,anglicized school histories and establish in their stead textbooks that teach the true ,american annals and inculcate the true ,american spirit40#fib ,the slogan for the ,patriot ,league is taken from ,washington's ,farewell ,address3 8,against the insidious wiles of foreign influence1 ,i conjure you to believe me1 fellow citizens1 the jealousy of a free people ought to be constantly awake2 since history and experience prove that foreign influence is one of the most baneful foes of republican government40#fic ,charges against 8ten0 ,anglicized school histories reincarnating 8the spirit of ,benedict ,arnold0 have been made by the ,patriot ,league in a pamphlet entitled 8,treason to ,american ,tradition40 ,these charges have been indorsed and the accused books condemned1 in formal resolutions unanimously adopted in their national conventions by the ,american ,legion1 the ,descendants of the ,signers of the ,declaration of ,independence1 the ,grand ,army of the ,republic1 the ,knights of ,columbus1 the ,sons of the ,american ,revolution1 and the ,united ,spanish ,war ,veterans4#fid ,the proscribed list includes books under the authorship of ,matthew ,page ,andrews1 ,albert ,bushnell ,hart1 ,john ,p4 ,o',hara1 ,c4 ,r4 ,ward1 ,david ,saville ,muzzey1 ,willis ,mason ,west1 ,william ,b4 ,guitteau1 ,a4 ,c4 ,mc,laughlin and ,c4 ,h4 ,van ,tyne1 ,everett ,barnes1 and ,edwin ,greenlaw4 ,the ,patriot ,league concludes that 8the heroic history of a nation is the drum and fife music to which it marches10 and that 8it makes a mighty difference whether ,america continues to quickstep to #8,yankee ,doodle' or takes to marking time to #8,god ,save the ,king4'0#fie ,in commenting upon ,mr4 ,miller's pamphlet ,the ,new ,york ,times declared3 8,mr4 ,miller attempts in this pamphlet1 through the quotation of isolated sentences and passages1 to prove that the authors whom he criticized have no reverence for the ,revolutionary leaders1 preach the doctrine that the colonists had no grievance against ,england1 suppress all the thrilling stories of valorous achievement on which our youth used to be nourished1 and make no use of authorities other than ,british in commenting on the ,revolution4 8,what ,mr4 ,miller does prove by all his toil is quite different1 namely1 the undenied fact that our recent textbooks dealing with the early days of the ,republic have been compiled by men whose purpose1 so far as they had a purpose in addition to that of supplying accurate information1 has been to promote friendship between ,great ,britain and the ,united ,states rather than to perpetuate their ancient animosities4 ,that is a crime in ,mr4 ,miller's eyes1 for he holds and avows the strange belief that school histories should be different for the children of different countries4444 8,to argue with an upholder of that grotesque theory would be worse than waste of time4 ,fortunately1 ,mr4 ,miller is alone in holding it1 except1 perhaps1 for the company of those whose hatred of ,england is so fierce that for them any stone is good enough to throw at her44440#fif ,,agitation ,,by ,,catholics ,,and ,,irish ,a desire to combat the tendency of recent textbooks to depict our relations with ,england from a viewpoint not violently anti-,british has led an element of the ,knights of ,columbus to join in the movement for expurgating textbooks4 ,their chief cause for complaint lies in the narration of events of the ,american ,revolution1 the ,war of #ahab1 and in ,england's attitude toward the ,federal ,government during the ,civil ,war4 ,joseph ,t4 ,griffin1 in a pamphlet1 ,american ,history ,must ,it ,be ,rewritten to ,preserve ,our ,foreign ,friendships8 regretfully remarks that with the present-day presentation of the ,revolutionary ,war in our histories1 8it will soon require more courage for ,americans to believe the ,declaration of ,independence than it did for ,jefferson to write it40#fig ,such a condition has arisen1 according to ,mr4 ,griffin because of the fear of exciting antagonism toward ,great ,britain1 whereas 8the only consideration which should guide the ,american writer of a history text-book is whether the material he is to present 444 is true as to facts1 ennobling as to sentiment1 and stimulating to the morale of the nation2 and that while we are eager to preserve friendly relationships with other nations1 we are not willing to forego one iota of our national glory or consign to oblivion any part of our historical traditions40#fih ,the charge that a definite campaign of ,british propaganda had been carefully inaugurated1 ,edward ,f4 ,mc,sweeney1 one-time head of the ,knights of ,columbus ,historical ,commission1 set forth in a pamphlet entitled ,america ,first4#fii 8,according to our modern ,tories in their propaganda ,campaign10 declared ,mr4 ,mc,sweeney1 8,washington and his colleagues were wrong1 and only the leaders of an ignorant1 criminal1 and cruel mob4 ,american independence was only a sudden thought1 and not the result of long growth and development40 ,in proof of the conspiracy charge the author showed by actual figures the increase in the area of the ,english dominions during the past three hundred years4 ,this expansion he ascribed to the wrecking 8of every nation that aspired to be her competitor for any considerable share of the world's commerce or for equality of political power among the ,states of the world02 for by 8intrigue1 propaganda and alliance0 ,great ,britain has 8destroyed the commercial power of ,spain1 ,holland1 ,denmark1 ,france1 and as a result of the great world-war1 of ,russia1 ,austria-,hungary and ,germany40 ,today1 ,mr4 ,mc,sweeney pointed out1 there remain only two nations 8which are real competitors of ,england--,japan and the ,united ,states10 the former annexed by secret treaties and alliances1 the latter1 in reality1 being the sole competitor4#gjj ,it was ,mr4 ,mc,sweeney's belief that the first effort of the pro-,british propagandists 8to undermine the foundations of our national life0 was 8by tampering with the children in the public schools02 a movement which had 8made substantial progress10 for 8the history of the ,revolution has been re-written to make it appear that the objections to a connection with ,england1 so important a hundred years ago1 have been to a large extent set aside1 and that the time may come when through some application of the ,federal principle 444 the ,english-speaking people may come together into a vaster ,united ,states1 the pathways to whose scattered parts shall be the ,,subjected seas40#gja ,this movement1 he held1 had been aided by some of the great publishing houses of the ,united ,states1 citing the words of ,george ,haven ,putnam1 8the head of one of the largest publishing houses in the country10 in a ,fourth of ,july speech made in ,london3 8,the feelings and prejudices of ,americans concerning their trans-,atlantic kinfolk were shaped for my generation as for the boys of every generation that had grown up since #agge on textbooks and histories that presented unhistorical1 partisan and often distorted views of the history of the first ,english colonies1 of the events of the ,revolution1 of the issue that brought about the war of #ahab-ae1 and the grievances of #ahfa-fe4444 ,textbooks are now being prepared which will present a juster historical account of events of #agge-hc1 #ahab-ae1 and #ahfa-fe4444 ,it is in order now to admit that the loyalists had a fair cause to defend1 and it was not to be wondered at that many men of the more conservative way of thinking should have convinced themselves that the cause of good government for the colonies would be better served by maintaining the royal authority and by improving the royal methods1 than by breaking away into the all-dubious possibilities of independence40#gjb ,some of the ,british proselytism1 ,mr4 ,mc,sweeney attributed to a propagandist campaign inaugurated by ,lord ,northcliffe1 who left 8one hundred and fifty million dollars0 and 8ten thousand agents0 in this country4#gjc 8,local societies should be formed in every center to foster ,british-,american good-will1 in close coperation with an administrative committee10 ,lord ,northcliffe is alleged to have said4 8,important articles should be broken up into mouthfuls for popular consumption1 and booklets1 cards1 pamphlets1 etc41 distributed through organized channels to the public4 ,advertising space should be taken in the press1 on the hoardings1 and in the street cars for steadily presenting terse1 easily read and remembered mind-compelling phrases and easily grasped cartoons that the public may subconsciously absorb the fundamentals of a complete mutual understanding40 ,according to ,mr4 ,mc,sweeney1 the influence of this campaign is already evident in textbooks for primary grades 8in which more than ninety per cent of the pupils are children of foreign born parents1 or are themselves foreign born40#gjd ,authors of such textbooks1 writers like ,owen ,wister1 ,ex-,president ,taft1 ,george ,haven ,putnam1 ,professor ,william ,l4 ,cheney1 ,albert ,shaw1 ,president ,judson of the ,university of ,chicago1 ,admiral ,sims1 and others are arraigned by ,mc,sweeney and charged with un-,americanism4#gje ,the condemnation of ,wister is based1 in part1 on his statement that our school histories have been responsible for keeping ,george ,,iii's memory green1 but that 8,a movement to correct the school books has been started and will go on40#gjf ,of all the propagandist arguments set forth by ,england 8the most dangerous and un-,american0 in the opinion of the writer is that about 8,anglo-,saxon civilization40 8,by dint of iteration and reiteration10 declared ,mr4 ,mc,sweeney1 8this uncontradicted falsehood has actually brought about in the ,united ,states the subconscious acceptance of a misleading idea1 which during the last fifty years has grown1 until it is commonly used1 yet nobody even knows what it means4444 ,the ,anglo-,saxon tradition is a pure myth4 ,to verify it is like looking at midnight in a dark cellar for a black cat that isn't there40 ,nor did he believe 8the ,anglo-,saxon impulse 444 in the least responsible for the progress of the ,united ,states4 ,it had nothing to do with the ,spanish in ,florida2 the ,huguenots in ,virginia2 the ,swedes in ,delaware and ,new ,jersey2 the ,dutch in ,new ,york and ,pennsylvania1 and the ,celts in ,maryland and ,pennsylvania40#gjg ,furthermore1 this antagonist of ,great ,britain sought to controvert some of the statements which would show that ,american institutions sprang largely from ,england4 ,he contended that never was there 8a greater falsehood0 than the claim that the ,english were the founders of the ,new ,england town meeting1 for it arose from the ,teutonic 8folk mote02 that it was unquestionably true that there is in the ,united ,states scarcely a political or legal institution of ,english origin2 that the doctrine of the ,declaration of ,independence that 8all men are created equal0 was of ,roman not ,english law2 that the ,united ,states could not get religious liberty from ,england1 8because religious liberty did not exist there02 that popular education1 freedom of the press1 the secret ballot1 the vast machinery of public charitable1 reformatory and poor administration were derived from other than ,english sources4#gjh ,with such an exposition1 ,mr4 ,mc,sweeney arrived at the conclusion that the part of 8our legal system which is consistent with natural justice comes from ,rome2 the incongruous1 absurd and unjust features0 from ,england4#gji ,the place of the ,irish race in the making of ,america1 ,michael ,j4 ,o',brien1 chief historiographer for the ,american ,irish ,historical ,society1 sought to establish in ,a ,hidden ,phase of ,american ,history4 ,it proposes to set forth 8,ireland's ,part in ,america's ,struggle for ,liberty0 and to lay bare 8the heart of the ,irish race in ,ireland during the ,war of ,independence as beating in sympathy with the revolted colonies in ,america10 to narrate the story of ,irish contributions to the ,revolutionary army1 and to establish a place of preminence for the ,irish in the building of the ,republic4#gaj ,it runs1 in its twenty-four chapters1 the gamut of the history of most of the colonies1 depicting the part played by the ,irish4 ,it is offered as an antidote to ,bancroft1 ,henry ,cabot ,lodge1 and other ,american historians1 and concludes its narrative with a chapter on 8,america's ,debt to ,ireland0 in which is set forth the plea for ,american aid for ,ireland in her struggle for independence4#gaa ,of this book the ,irish ,world speaks with enthusiasm3 8,the most repulsive snake in popular opinion is the cobra1 famous in stories of ,east ,indian life4444 ,yet a little animal of the ferret type can kill him in a brief fight1 444 a frail but daring creature known as the mongoose4444 ,in the historical order we have the cobra1 the repulsive serpent who makes history a fountain of lies1 whose fangs poison the human race for centuries1 whose history of the so-called ,reformation is the cobra of the past four centuries4 ,the ,anglo-,saxon history of this continent is a cobra of the same species4 ,it has poisoned the life of the ,american people4444 ,all the ,anglo-,saxon writers from ,bancroft on1 suppressed1 ridiculed where they could not suppress1 mutilated where they could neither suppress nor ridicule1 everything ,irish in ,american history4 ,the ,universities of ,harvard1 ,yale and ,columbia have been conspicuous in spreading the poison1 for that matter in cultivating and intensifying its virulence1 as their historians are the best illustrations of the cobra's viciousness and malignity4 ,the ,catholic faith at this moment cannot get a hearing from them4444 ,it is pleasant to announce that the mongoose has arrived and is already at work4 ,his name is ,michael ,j4 ,o',brien 444 who has brought out a book 444 called #8,a ,hidden ,phase of ,american ,history4'0 ,his first battle is with ,george ,bancroft1 8looked upon as our great historian1 our most dignified1 honest and truthful writer4444 ,saturated with the poison of the cobra ,george ,bancroft could no more see and tell the truth about the ,catholics and the ,irish than ,sir ,edward ,carson or ,tom ,watson10 but ,o',brien 8will kill the ,anglo-,saxon cobra in this country4 ,he is more important than twenty cathedrals and one million orators4 ,he should be provided with a pension of one hundred dollars a week and let loose upon the libraries and records of the ,anglo-,saxon44440#gab ,during #aiba and #aibb the ,knights of ,columbus1 acting through an ,historical ,commission1 promoted a movement for original studies in ,american history by offering prizes for original research4 ,the purpose of the society was 8to encourage investigation into the origins and achievements and the problems of the ,united ,states1 to interpret and perpetuate the ,american impulse1 the impulse of the patriots who founded and who through their successors1 have preserved the ,republic2 to promote ,american solidarity2 and to exalt the ,american ideal40#gac ,the session of the ,supreme ,assembly which launched this project was held ,may #bh1 #aiba1 at ,chicago4 ,according to ,john ,h4 ,reddin1 ,supreme ,master1 it was their 8aim to enlist a commission of leading historians of diverse racial extraction and religious denominations0 to prepare twenty-four pamphlets 8covering critical periods in the nation's history2 the matter to be written direct from original sources10 and the pamphlets to be distributed 8in millions of copies to schools and colleges1 legislators and newspapers throughout the country40#gad ,the ,thirty-,ninth ,international ,convention of the ,knights of ,columbus1 with twenty thousand delegates in attendance1 met at ,san ,francisco on ,august first4 ,among the activities which were endorsed was the movement for a 8propaganda proof0 history at the cost of one million dollars1#gae by which1 if necessity demanded1 every town in the country could be flooded with pamphlets telling 8the true tale of ,america's great origin and ,america's greatness0 and 8stripped of all manner of ,european or ,asiatic coloring40#gaf ,shortly following this announcement of the plan of the ,knights of ,columbus1 ,edward ,f4 ,mc,sweeney1 ,chairman of the ,historical ,commission1 issued the following statement3 8,the ,knights of ,columbus history movement aims at only one thing--the preservation of truth in the writing of ,american history4 ,many of the textbooks used in our schools are utterly unreliable on important phases of the nation's story and totally disregard many cardinal events and personages4 ,the ,knights of ,columbus oppose the cause of no other nation1 they are simply aligning the #hjj1jjj members of the order in the production and distribution of a straight-forward story1 free from propaganda of any kind as to the origin and development of this country40 8,an attempt is even now being made10 continues the statement1 8and ,dr4 ,nicholas ,murray ,butler1 ,president of ,columbia ,university1 announced his advocacy of it recently in ,london1 to promote the celebration of the signing of the ,magna ,charta in ,english-speaking countries4 ,the anniversary of the ,magna ,charta coming late in ,june1 and being the object of the celebration as the basis of liberty1 which it is not1 would necessarily eclipse our own ,independence ,day1 which1 ,i believe1 is the ultimate object of the movement4444 ,the ,knights of ,columbus believe that the ,declaration of ,independence is an infinitely more important and conclusive document than the ,magna ,charta40 ,under the compulsion of this belief they registered their opposition to 8this and other forms of un-,american propaganda40#gag ,in ,december the movement for 8,americanized0 histories was furthered at a meeting held at ,washington1 ,d4 ,c41 and the announcement was again made that the ,knights of ,columbus would offer #gejj in prizes for monographs in ,american history1 the first prize to be #cjjj4gah ,according to ,columbia1 the organ of the ,knights of ,columbus1 their history program was attacked with 8virulence0 by 8certain organizations1 dedicated to creating better ,anglo-,american relations40 ,thus1 from the ,loyal ,coalition of ,boston emanated the following protest3 8,the obvious intention of a certain group1 with the approval of the ,french ambassador1 to rewrite the history of the ,united ,states1 is an issue of the hour4 ,our whole educational system is seriously menaced because of the influence of certain instructors who react to aliens of hyphenated influence40#gai ,the ,british-,american ,association also showed their opposition by offering 8a prize to be known as the ,john ,adams ,gold ,medal for the essay best setting forth the most instances of the friendship of ,great ,britain toward ,america from #afjj to #aibj40 ,this hostility was clearly evident to the ,knights in the statement of the organization3 8,to offset the work of the ,fourth ,degree ,knights of ,columbus ,historical ,commission1 whose ,chairman1 ,edward ,f4 ,mc,sweeney1 has declared that the ,english people1 so far as they had any voice1 were substantially unanimous in their attitude1 opposing the aspirations of the ,colonists for freedom and backed up by the ,king and ,parliament in continuing the fight for ,colonial ,liberty40#gbj ,yet not all ,catholics gave unqualified endorsement to the ,commission's activities4 ,january #a1 #aibd1 ,mr4 ,mc,sweeney's chairmanship ceased4 ,in commenting upon the changed personnel of the ,commission1 ,the ,fortnightly ,review1 a ,roman ,catholic periodical1 expressed the hope that reorganization would 8result in a more economical programme and one that will really advance the cause of history40#gba 8,the organization of this ,commission in the first place was a most extraordinary procedure10 stated the ,review4 8,a man whose work and training had never been in the field of history1 was chosen before the members of the ,commission were selected1 and was given a salary that amounted to more than twice the pay of a full professor of history in our larger universities6#gbb ,when the personnel of the ,commission was announced1 it was found to contain the name of but one professional historian4444#gbc ,unfortunately1 the early statements appearing under the imprint of the ,commission1 some utterances of the ,chairman1 and some articles published in ,columbia1 were not calculated to remove the existing impression that the ,commission had no constructive programme1 444 and that the ,chairman at least was willing to follow #8the historical expert' of the ,hearst syndicate in the unjust1 unfair1 unmerited1 and uncalled for attack on certain history textbooks40#gbd ,in the course of setting forth their arguments the pro-,irish criticized certain textbooks in common use in the public schools4 ,albert ,bushnell ,hart's ,school ,history of the ,united ,states was attacked because it 8attempts to show that the ,american ,revolution was not justified0 by the following statements3 8,they the colonists were as well off as any other people in the world4 ,they were not desperately oppressed10#gbe and 8they enjoyed more freedom and self-government than the people in ,england40#gbf ,and again1 8,thousands of good people sincerely loved ,great ,britain and were loyal to ,king ,george4 ,the loyalists were harshly put down40#gbg ,hart1 moreover1 includes statements whose effect may be 8unquestionably bad0 upon 8the impressionable minds of the young10 according to one critic4#gbh ,it was also held that the 8,national spirit0 of the pupils will suffer inevitably from such expressions of a 8propaganda of palliation0 as appear in ,mc,laughlin's ,history of the ,american ,nation4 8,and all this means that while we speak1 we shall probably always speak1 of the struggle between ,england and ,america1 the war that ensued had many of the features and many of the deplorable effects of a civil war40 ,besides1 an attempt to abase the motives of the ,revolutionary patriots was plainly evident to objectors in the assertion that 8,trivial offenses on the part of governments cannot justify revolution4 ,only oppression and serious danger can justify war4 ,it cannot be said that the ,colonies had actually suffered much4 ,it might be even seen that the mother country was not at all tyrannical in taxing the ,colonies to pay for defending them1 and beyond question ,george ,,iii and his pliant ministers had no interest in treating the ,colonies with cruelty40#gbi ,everett ,barnes1 too1 was found culpable in assuming an 8apologetic attitude0 toward the ,revolution in his statement3 8,the disputes that brought about the ,war were not between the ,colonists and all the ,english at home4 ,they were rather between the ,tories and the ,whigs on both sides of the sea1 neighbor against neighbor4 ,had the great ,whig party in ,england been in power with ,edmund ,burke as its leader1 it would have checked the ,king in his foolish course4444 ,had there been no war1 this great country would probably now be a great branch of the ,british ,empire40#gcj ,another occasion for grievance was discovered in teaching that the ,war of #ahab was 8a mistake10 and 8a case in which righteous anger overcame judgment10 when1 in reality1 8the events which preceded the declaration of war were infinitely more humiliating to the young nation than those which caused us to enter the ,world ,war40#gca ,when 8,faneuil ,hall1 the cradle of liberty10 ,nathan ,hale1 the ,swedes of ,new ,jersey and ,delaware1 the ,dutch of ,new ,york1 the ,germans of ,pennsylvania1 the ,french of ,south ,carolina1 the ,irish both ,north and ,south are not mentioned as a part of the ,revolution or are practically ignored in the struggle for ,american independence1 the would-be revisionists feel there is just cause for remonstrance4#gcb ,therefore1 the ,irish 8solemnly protest0 at 8the diluted historical fluid served by ,barnes1 ,van ,tyne1 ,mc,laughlin1 ,hart1 and others10#gcc for 8,americans are not yet ready to accept a ,king40#gcd ,,german-,,american ,,agitation ,of similar purport has been the movement to disparage 8denatured0 histories instituted by the ,steuben ,society1 the successor of the ,german-,american ,alliance4 ,this organization has taken its name from 8the man that forged the tool which overthrew ,british tyranny40 ,its avowed purpose is to battle against 8the sinister efforts that threaten to pervert historical truth and independence of thought in this fair country of ours40#gce ,the membership is composed of men and women of the ,german race who are citizens of the ,united ,states1 excluding those who were 8shifters and trimmers during the ,war10 and 8who are known to possess no race pride40#gcf ,the chief medium for the dissemination of information is the ,s4 ,s4 ,bulletin4 ,an article appearing in the issue of ,february #ae1 #aibb1 set forth the attitude of the ,steubenites toward history textbooks1 and acknowledged the indebtedness of the ,society to the ,hearst newspapers for exposing 8the conspiracy secretly to alter ,united ,states school histories1 so as to promote a ,british-,american union40#gcg ,in commenting upon the charge that school histories were being edited by ,british propagandists1 the ,bulletin pointed out that 8the public school is the fountain head of future citizenship4 ,history teaching is the chief source of patriotic spirit and purpose4444 ,a nation's history is to its own people an essential force for national pride1 morale and solidarity40#gch ,much of the irritation of the ,germans toward 8de-,americanized0 histories arose from the same source from which sprang the dissatisfaction of the ,knights of ,columbus4 ,their chief causes for complaint lay in the 8defamation0 of the nation's 8heroic characters10 the 8misrepresentation0 of 8the just causes of the ,american ,revolution0 and of 8the basic principles of the ,republic10 besides 8innumerable inspiring episodes in our history being belittled or entirely omitted0 because of 8the professed interest of ,anglo-,american amity40#gci 8,every true ,american10 asserted the ,steubenites1 8naturally resents and resists the teachings in these books to our children that #8the ,president of the ,continental ,congress and first signer of the ,declaration of ,independence was a smuggler1 with no other mention of ,hancock from cover to cover1' that ,jefferson was #8deserving of a halter1' and that ,hamilton declared that #8the people are a great beast4'0#gdj ,and although 8nine revisionists give nine different sets of causes for the ,american ,revolution10 which are mutually contradictory and contrary to the causes stated in the ,declaration of ,independence1 yet the ,declaration continues to be 8immortal0 and 8gives the lie to all these anglicized revisions40#gda ,in addition to the 8emasculation0 of many intrinsically essential historical 8truths10 the pro-,german controversialists found cause for complaint in 8the attempt to envelop the ,america of today in the myth of ,anglo-,saxon origin and kinship40 ,such a procedure 8wrongs the colonial ,germans and ,dutch of ,pennsylvania and ,new ,york1 the ,swedes of ,new ,jersey and ,maryland1 the ,french ,huguenots of ,carolina1 the ,irish of all the colonies1 and the ,jews from every clime40#gdb ,a confession of kinship of interest with the ,knights of ,columbus movement is freely made in the acceptance of quotations demonstrating the 8baleful propaganda40#gdc ,the ,german-,americans are one with the ,irish-,americans in their feeling of humiliation at the thought of having 8the history of our national life for one hundred and forty-four years declared a forgery10 and in seeing 8it rewritten at the dictation of the champions of a foreign power who repudiates the stand of their forefathers40#gdd ,it is precisely such a sentiment that influenced the ,american ,turner-,bund1 formerly the ,american ,gymnastic ,union and made up of ,germans1 at their annual convention in ,june1 #aibc1 to endorse the movement of the ,sons of the ,american ,revolution1--a movement inaugurated 8to revise history textbooks1 444 with a view to eliminating or correcting alleged distortion of facts40#gde ,the resolution of the ,turner-,bund alleged that 8many textbooks now in use contain distinctly pro-,french and pro-,british statements1 neglecting throughout ,american history the work of the ,german people in its development40#gdf ,the resolution further carried the indictment of a school history which states that 8,alsace-,lorraine was stolen in #ahga from ,france by ,germany10 whereas1 it was asserted1 8,france stole it from ,germany two hundred years before40#gdg ,besides the effort of the ,german-,americans 8to put a stop to the prevailing tendency to misuse our public schools for undermining ,american sentiment in favor of ,british colonialism10 the ,steuben ,society avowed as one of its purposes the desire to 8foster in ,american children of ,german blood a proper pride of ancestry as a necessary basis of true ,american patriotism40#gdh ,such is the intent of ,frederick ,franklin ,schrader in his book 8#afhc-aibj40 ,his purpose is made clear by the following statement found in the preface3 8,a blanket indictment has been found against a whole race4 ,that race comprises upward of #be per cent of the ,american people and has been a stalwart factor in ,american life since the middle of the seventeenth century4 ,this indictment has been founded upon tainted evidence4 ,as is shown in the following pages1 a widespread propaganda has been1 and is still1 at work to sow the seeds of discord and sedition in order to reconcile us to a pre-,revolutionary political condition4 ,this propaganda has invaded our public schools1 and cannot be more effectively combatted than by education40 ,the assertion that a charge of 8,german propaganda has no terrors for the author10 is also included in the preface1 for 8statements of fact may be controverted2 they cannot be disproved by an ,espionage ,act1 however repugnant their telling may sound to the stagnant brains of those who have been uninterruptedly happy because they were spared the laborious process of thinking for themselves throughout the war1 or that no inconsiderable host which derives pleasure and profit from keeping alive the hope of one day seeing their country reincorporated with #8the mother country'--the mother country of #cj per cent of the ,american people4 ,it is to arouse the patriotic consciousness of a part of the remaining #gj per cent that this compilation of political and historical data has been undertaken40#gdi ,to insure this 8proper pride of ancestry0 it is the opinion of the author that there should be given greater publicity to ,german contributions in the making of the ,united ,states4 ,among these contributions1 the ,germans would have it a matter of more general knowledge that the first iron works in this country were established by a ,german 7,thomas ,reuter in #agaf72 that the first ,american-printed ,bible was printed by a ,german 7,christopher ,sauer in #agdc72 that the first paper to print the ,declaration of ,independence in ,america was the ,pennsylvania ,staatsboten of ,july #e1 #aggf2 that it was the ,germans who first called ,washington 8the father of his country02 that ,general ,herkimer of ,oriskany was of ,german extraction2 that ,steuben formulated the principles and regulations that governed the ,american army when it was created2 that ,germans have contributed valuable inventions2 that ,lincoln was of ,german descent2 that ,molly ,pitcher was a ,german2 and that of the ideals of liberty and of education the ,germans were conspicuous creators4#gej ,nor would the ,germans have the ,americans forget such incidents as the saving by ,germans of ,american refugees from a 8bloodthirsty mob of ,mexicans at the ,southern ,hotel1 ,tampico1 ,mexico10 through their aid in #aiad1gea the help of ,germans in holding ,fort ,mc,henry in the ,war of #ahab1geb and that 8the ,german element furnished nearly #bjj1jjj men1 natives of ,germany0 for the ,northern army in the ,civil ,war4#gec ,,the ,,censorship ,,of ,,patriotic ,,groups1 ,,fraternal ,,organizations ,,and ,,others ,other agencies than the ,hearst newspapers and those groups united by religious and racial bonds have interested themselves in attacking the histories used in the public schools4 ,most active among these censors are various patriotic organizations and individuals1 notably newspaper editors4 ,through such forces many investigations of textbooks have been undertaken1 resulting1 at times1 in the exclusion of the books under criticism from the public schools4 ,during the ,world ,war1 ,european history textbooks bore the brunt of attack4 ,discussions tending to bestow praise upon the ,central ,powers1 or in any way to disparage the institutions or prowess of the ,allies1 were deemed disloyal to the cause in which the ,united ,states was engaged4 ,not only were history textbooks condemned but also textbooks in foreign language1 particularly in ,german4 ,the same spirit showed itself in many avenues through which public opinion could be affected4 ,thus a federal judge enjoined the production of 8,the ,spirit of '#gf10 a film depicting the ,wyoming ,massacre and ,paul ,revere's ride1 because it tended 8to make us a little bit slack in our loyalty to ,great ,britain in this great emergency40#ged ,to those who feared a diluted ,americanism1 it seemed quite apparent that sinister forces were abroad1 and in the attacks made upon authors of history textbooks1 it was frequently charged that the preparation of school histories was in the hands of ,german paid agents4 ,indeed1 the activities of pro-,german forces to control the content of history textbooks1 it was alleged1 had been operating for some time1 and since #aiae had been directed by ,dr4 ,dernburg1 under whom definitely made plans had been perfected4#gee ,this conclusion was reached by the skeptical when to one of his agents was attributed this statement3 8,the ,americans do not love the ,british1 and they are inclined to like the ,germans4 ,by controlling the preparation of school histories1 we can begin to make ,americans from the time they are children see the ,german point of view40#gef ,among the organizations which feared the inculcation of disloyalty through a study of history as commonly written was the ,fathers of ,soldiers and ,sailors ,league4 ,it was through their influence that the ,james ,harvey ,robinson histories were excluded from the schools of ,des ,moines1 ,iowa1 because of the statement regarding ,germany contained in these books4#geg ,among the objections raised against ,robinson's ,medieval and ,modern ,times were the characterization of the ,german government1 the failure to fix the responsibility upon ,germany for bringing about the ,world ,war1 and the discussion of the violation of 8all laws of humanity as well as of international law0 by ,germany4 ,in addition to criticisms directed against the #aiaf edition of this book1 the ,des ,moines objectors felt that there was a pro-,german bias evident in the #aiah ,supplement in such a statement as the following3 8,so while ,germany was able1 as we shall see1 to conquer important portions of ,central ,europe as the war proceeded1 she lost all her colonies4 ,the question whether she is to have them back or not will be one of the great problems to adjust at the end of the war40#geh ,the same organization identified itself with a movement in ,california to investigate the content of history textbooks4 ,in ,july1 #aiah1 the ,state ,board of ,education directed that all textbooks in ,american and ,european history appearing upon the official list of high school textbooks be submitted to a committee of expert historians for review1 to determine whether such textbooks were objectionable on the ground of being pro-,german or containing matter which might be offensive to the ,american allies in the ,world ,war4 ,on ,september #ah1 the committee reported1 and the following books were stricken from the official list3 ,botsford1 ,a ,brief ,history of the ,world1 ,myers1 ,mediaeval and ,modern ,history1 and ,myers1 ,general ,history4 ,robinson's ,medieval and ,modern ,times1 edition of #aiaf1 was also eliminated from the official list1 but the edition with the supplement of #aiah was substituted upon condition that the publishers make certain changes in the revised edition4 ,robinson and ,beard1 ,outlines of ,european ,history1 ,part ,,ii1 was banned until a specified revision should take place4 ,of the books examined1 the committee found no important objections to ,andrews1 ,short ,history of ,england1 ,ashley1 ,early ,european ,civilization1 ,cheyney1 ,short ,history of ,england1 ,harding1 ,new ,mediaeval and ,modern ,history 7edition of #aiah71 ,robinson and ,breasted1 ,outlines of ,european ,history1 ,part ,i1 ,webster1 ,early ,european ,history1 and ,west1 ,modern ,world4 ,the committee rendered decisions against the ,myers histories because they represented a viewpoint opposed to that of the time4 ,botsford's textbook was found objectionable because it was 8favorable to the acts of ,germany and critical to an unjust degree of the acts of the 444 allied nations10 and because it presented the causes of the ,american ,revolution in a 8bald form40#gei ,other places1 actuated by similar sentiments1 interested themselves in the character of history instruction4 ,seattle1 ,washington1 became the center of a controversy between the school superintendent and the teachers on the one hand1 and two of the school directors on the other1 regarding ,robinson and ,beard's ,outlines of ,european ,history4#gfj ,as a result of the discussion1 the book was thrown out of the ,seattle schools until the expurgation and revision should occur4#gfa ,in ,montana1 the ,state ,council of ,defense ordered the withdrawal of ,west's ,ancient ,world from circulation in all public and school libraries1 because they objected1 among other things1 to an introductory statement that 8the settlement of the ,teutonic tribes was not merely the introduction of a new set of ideas and institutions 444 it was also the introduction of fresh blood and youthful minds--the muscle and brain which in the future were to do the larger share of the world's work40#gfb ,due to the same point of view and under the same compulsion1 the ,commissioner of ,education of ,rhode ,island in #aiah undertook an investigation of the textbooks in use in that state1 and found objectionable 8various text-books designed for sixth grade history according to the report of the committee of eight40 ,in a large number of books were found 444 8various references to the ,germans which1 in the light of recent developments1 are to be regarded as incorrect or exaggerated statements44440 ,and it was considered 8objectionable to place before the children of ,america statements which are1 or which will appear to them to be1 laudatory of the people with whom we are at war or adversely critical of our own people40#gfc ,the use of histories considered 8offensive0 was also discontinued in the states of ,arizona1 ,iowa1 ,ohio1 and ,oklahoma1 either through the action of the office of the state superintendent or some other official4#gfd ,doubtless in other states the action of local boards brought about the same result4 ,new textbooks1 syllabi and other teaching aids appeared4 ,superintendent ,william ,l4 ,ettinger of the ,new ,york ,city schools1 for example1 in #aiah issued a syllabus on the ,war designed to aid teachers in 8imparting a correct intellectual understanding of the causes1 events and issues of the war10 as well as to help them in inspiring 8the pupils with a love for the ideals and an appreciation of the sacrifices of our country40 ,for1 he held that 8the ,american ,army of the future1 both men and women1 are in our schools today40 ,dr4 ,ettinger's letter to the ,principals of ,high ,schools declared that 8,history should be taught so that a deep emotional appeal0 should be made in all topics2 that 8a lasting effect0 could 8be produced on the ideals1 purposes and emotions of the child only by arousing deep feeling in connection with the presentation of the subject matter40 ,in the event of adding new material as the ,war progressed1 it was required that 8all such material 444 be approved by the ,principal of the ,school before 444 used in the classroom40#gfe ,as in all books which were meeting the popular demand of the time1 the ,syllabus made ,germany 8the only country in the world that was prepared and anxious for war0 because of her autocratic government1 the character of the ,kaiser1 militarism and navalism1 ,germany's desire for world domination1 and the insidious inculcation of loyalty in the ,german people through the ,prussian system of education4 ,the insistence of the ,american people that histories in the schools should not be in any degree 8laudatory0 of the enemy peoples nor 8unfavorable0 to our allies in arms led to the revision of many textbooks after ,april1 #aiag4 ,since #aibc these revisions1 in turn1 have been criticized in the light of recently published documents relating to the origin of the ,war4 ,although the question of war guilt is still held by many historians as debatable1 it is pointed out in ,the ,freeman for ,june1 #aibc1 that probably 8children have already been indoctrinated with a theory that leaves no excuse for uncertainty1 no opening for new evidence and no stimulus to free thought40#gff ,with this condition in mind1 critics have assembled their arguments against certain textbooks in ,european history found in the public schools4 ,because it made ,germany primarily responsible for the ,world ,war objection was raised to ,the ,story of ,human ,progress by ,willis ,mason ,west1 an author but a short time before criticized for pro-,germanism4#gfg ,roscoe ,lewis ,ashley is challenged for saying in his ,modern ,european ,civilization that 8,germany wanted war and determined to rule or ruin 444 and a war which in the true sense had been made #8in ,germany' was a reality02 while ,webster1 in his ,modern ,european ,history1 is criticized for the statement that 8,there is no longer any need to fix the responsibility for the ,world ,war4 ,that the ,german government planned it and precipitated it has been made evident by the avowal of the ,germans themselves40#gfh ,the interpretation placed upon the causes leading to the ,war by ,charles ,downer ,hazen in his ,modern ,europe has likewise been condemned4 ,for ,hazen 8summarizes the case as follows3 #8,the world was stunned by the criminal levity with which ,austria-,hungary and ,germany had created this hideous situation4 ,the sinister and brutal challenge was1 however1 accepted immediately and with iron resolution by those who had done their utmost during those twelve days to avert the catastrophe4'0#gfi ,a criticism by ,professor ,harry ,e4 ,barnes directed for the same reason at the textbooks of this author provoked a spirited exchange of opinion in the spring of #aibd4 ,professor ,hazen upheld his interpretation as to ,germany's guilt1 while ,professor ,barnes asserted that such a point of view was untenable in the light of official documents made known since the ,war4#ggj ,other writers of ,european histories used in the schools have not escaped4 ,according to ,the ,freeman1 ,robinson and ,beard1 in their ,history of ,europe ,our ,own ,times1 seem to have been 8more or less taken0 with the plan of leaving the 8readers to draw their own conclusions0 in their chapter on the origin of the ,war4 ,disapproval arose out of the statement that 8the assertions of the ,german leaders that ,england desired war and was responsible for it are1 of course1 as the rest of the world knows1 wholly without foundation in fact10 and because of the quotation from ,prince ,lichnowsky indicting ,germany4#gga ,on the other hand1 ,modern ,history1 by ,hayes and ,moon1 is given a clean bill of health because of its treatment of this controversial subject4 ,the critic1 however1 pointed out1 in fairness to the other writers criticized1 that 8in the interval that has elapsed since the appearance of the other texts 4441 certain new items of evidence had been brought forward and the general war-fever had abated somewhat4 ,the authors of the new book therefore enjoyed certain special advantages1 which help1 no doubt1 to explain the novel tone44440#ggb ,not only has the treatment of the origin of the ,war been a source of criticism but also the divergent points of view regarding ,german atrocities1 reparations and the ,treaty of ,versailles4 ,on these points ,professor ,donald ,taft in his study 8,historical ,textbooks and ,international ,differences0 has declared that ,american pupils are taught from two kinds of textbooks1 one group being 8bitterly anti-,german0 and the other attempting a fairness of judgment4 ,of this he cites ,guitteau's ,our ,united ,states and ,long's ,america as examples4#ggc ,much the same point of view is held by ,isabel ,kendig-,gill in a pamphlet 8,war and ,peace in ,united ,states ,history ,text-,books10 in which1 in addition1 she declares that 8nowhere is there any fundamental analysis either of the political and economic situation out of which the war grew or of its spiritual and moral costs to the world40#ggd ,following the close of the ,world ,war1 the place of prominence held by the histories of ,europe in the critic's eye was eclipsed by ,american histories4 ,a desire to depict events favorable to the ,allies was superseded by the apprehension that such a narrative would prove the undoing of ,american patriotism4 ,this apprehension was mingled in the minds of many with the fear that the solid pillars of society were being threatened with radicalism and socialism4 ,in this spirit1 for example1 attacks on history textbooks were inaugurated by the editor of ,the ,daily ,courier of ,ottumwa1 ,iowa4 ,on ,march #b1 #aiai1 under the caption1 8,get a ,new ,history10 appeared an editorial attacking ,muzzey's ,an ,american ,history because of its 8socialistic trend0 and its treatment of the period since the ,civil ,war4#gge ,two years later1 due to the energy of the editor of the ,ottumwa ,daily ,courier1 ,governor ,nate ,kendall of ,iowa was asked by the joint committee on ,americanism of various patriotic and civic organizations to appoint a commission 8to investigate anti-,american and radical teaching in state owned institutions and the public schools40 ,the action of the committee was prompted by the information 8that there were good reasons to believe that some of the textbooks on ,american ,history used in our schools were wanting in national and patriotic spirit and sentiment2 that they failed to instil devotion to ,american ideals1 and passed over lightly events in ,american history which should 444 stimulate pride of country1 patriotism and devotion to our institutions40#ggf ,no action was taken by the ,governor4 ,one of the most active organizations in the present-day movement to remodel the content of history textbooks has been the ,sons of the ,american ,revolution4 ,in #aiag at the instigation of the ,executive ,committee of the ,national ,society an examination of ,muzzey's ,an ,american ,history was undertaken by ,judge ,wallace ,mc,camant1 later president-general of this organization4 ,his verdict was unfavorable2 and as a result the book was excluded from the public schools of ,portland1 ,oregon1 and ,evanston1 ,illinois4 ,although a revised edition later appeared1 this critic still believed ,muzzey a 8political partisan0 and his history unsuitable for use in the public schools4#ggg ,one of the most 8grievous faults0 which ,muzzey committed1 in the opinion of ,judge ,mc,camant1 was in his discussion of the ,american ,revolution1 wherein he spoke 8contemptuously of ,hancock1 ,warren1 ,otis and the ,adamses0 in calling them 8patriots0 with quotation marks attached to the word4#ggh ,he was held equally culpable because the ,revolutionary dispute is said to have involved 8a debatable question10 a statement1 which1 in the critic's mind1 should disqualify him from writing a school history4#ggi ,yet a reading of the statement in its context conveys a different meaning from that suggested by ,judge ,mc,camant1 for ,muzzey declares3 8,until the ,declaration was published the ,tories and ,loyalists1 of whom there were tens of thousands in the ,american colonies1 were champions of one side of a debatable question1 namely1 whether the abuses of the ,king's ministers justified resistance2 but after the ,declaration loyalty to the ,king of ,great ,britain became treason to their country40 ,the reviewer found other grievous faults in that 8the author contemptuously refers to the speeches and papers of ,henry and the ,adamses as #8their rhetorical warnings' against being #8reduced to slavery'02 that only one sentence is devoted to ,bunker ,hill2 that there is 8no mention of the death of ,joseph ,warren02 that there is 8no reference to the gallantry with which the ,americans defended the rail fence and the redoubt02 and only a brief mention of ,lexington and ,ticonderoga4 8,aside from four sentences10 only 8seven pages0 are devoted 8to the ,revolutionary ,war10 when the 8students in our public schools should be taught that our free institutions were won by heroism and sacrifice40#ghj ,other omissions of 8essential0 facts were the failure to describe the work of ,marion1 ,sumter1 ,pickens and ,williams2 no mention being made of ,gansevoort1 ,anthony ,wayne or ,stony ,point1 ,light ,horse ,harry ,lee or ,paulus ,hook1 ,bennington or ,john ,stark4 ,carrying the criticisms further1 it was alleged that this history contains inaccuracies and unfair statements2 that it is full of partisanship of a political character2 that it gives a biased treatment of controversial subjects2 and is pro-,british4#gha ,it was the belief of the reviewer1 moreover1 that controversial subjects like the tariff have no place in a high school textbook1 for 8whatever the views of a citizen may be on this subject he should be permitted to send his children to school without having them taught that his own views on this question are unsound40 ,characterization of ,mr4 ,wilson's policies1 8particularly as set forth in his #8,new ,freedom' as an economic ,declaration of ,independence10 also struck a discordant note4 ,class distinctions are also made conspicuous1 the reviewer declared1 as in such a statement as 8,federalism1 which stood in ,john ,adams' phrase1 for government by #8the rich1 the well-born and the able'02 and in 8,the failure of the ,south to get rid of slavery in the early decades of the nineteenth century must be set down to the domination of a class of rich1 aristocratic planters40#ghb ,during the year #aibc the activities of the ,sons of the ,american ,revolution became diversified to the extent that their report on ,patriotic ,education dealt with several ,american histories4 ,this report was actuated by the interest that had been shown in the 8,national ,congress0 meeting at ,springfield in ,may1 #aibb1 when that body expressed a deep interest in 8the subject of ,american history textbooks0 and resolved that the ,committee on ,patriotic ,education 8take needful measures to eliminate from our schools0 all objectionable textbooks4#ghc ,in their review of ,american histories1 the ,committee found 8a great deal of inaccuracy and considerable propaganda bearing on political questions which still divide the people40#ghd ,they held as 8fundamental defects and those which are most clearly subject to criticism at the hands of a patriotic society 444 inadequate and unsympathetic treatment of the ,american ,revolution and a treatment of events in our recent history in such a manner as to inculcate loyalty to class rather than to country40#ghe ,the ,committee1 furthermore1 emphasized the importance of a study of an untainted ,american history1 one teaching 8a veneration of the great men of our past0 as 8the best antidote for radical and disintegrating propaganda40 ,they maintained that 8the chief purpose to be subserved in teaching ,american history is the inculcation of patriotism40#ghf ,to devote only ten pages out of five hundred to a discussion of the ,revolutionary ,war laid the author open to criticism by patriotic groups2 and such inadequate treatment could not be excused on the ground that the book was written for advanced students who have gathered the necessary details in the elementary grades4 ,the works of ,fiske1 ,schouler1 ,trevelyan1 and ,lodge1 although written for adults1 discussed these details1 which1 in itself1 was proof of their value to the ,committee who were considering textbooks4 ,in the examination of history textbooks the ,committee found 8the ,mc,laughlin and ,van ,tyne1 ,o',hara1 ,everett ,barnes1 ,hart1 ,james and ,sanford1 ,muzzey and ,west histories objectionable in the treatment of the ,american ,revolution40#ghg ,the ,muzzey1 ,west and ,burnham histories were described also as 8open to criticism on the ground of class hatred40 ,because the objections to ,muzzey's and ,west's books were based on more than one ground for complaint1 separate criticisms were published by the ,committee1 which were 8widely circulated40#ghh ,on the other hand1 endorsement was accorded to ,gordy's textbook and the ,thwaites and ,kendall history for grammar school use4 ,for the high school the ,committee recommended the amended edition of ,guitteau's book and the ,halleck history4#ghi ,as a result of their agitation1 according to the ,report1 the ,everett ,barnes history had been amended and the author had removed from it the aspersions on ,john ,hancock4 ,the ,committee wished to distinguish sharply1 however1 between this ,barnes and 8the old ,barnes history which has always been sound in its ,americanism40#gij ,they desired also to recommend 8without qualification0 the history of ,dr4 ,edward ,channing1 who at their request had signified his willingness to make suggested changes in his textbook4 ,with evident approval they quoted the following statement from ,william ,j4 ,long1 8author of the latest history published by ,ginn and ,company0 in which he said3 8,what ,i missed in our histories1 especially those of recent date1 was the spirit of devotion without which the mere facts of history have little interest or consequence to my boy and your boy40#gia ,the efforts of the national group received the active support of many local units4 ,under the direction of 8,compatriot ,s4 ,t4 ,cameron of the ,district of ,columbia ,society0 the ,piney ,branch ,citizens' ,association of ,washington1 ,d4 ,c41 opened fire on ,muzzey's ,an ,american ,history for the reasons frequently assigned1 and circulated1 according to ,judge ,mc,camant1 8a scholarly brief0 that proved this textbook 8hopelessly unfit for school use40#gib ,among the standards which the ,piney ,branch ,citizens' ,association set up for a textbook in ,american history were3 that it should assume 8an unquestioning attitude toward the sincerity1 the aims or the purpose of the founders of this ,republic or of those who have guided its destinies2 that it should contain no material that tends to arouse political1 racial1 or religious controversy or hatred02 that it should 8emphasize the principles and motives that were of the greatest influence in the formation and development0 of the government2 that 8it must incite in the pupil ideals of patriotic and civic duty10 as well as cultivating 8an appreciation of the hardships endured and the sacrifices made in establishing and defending ,american ideals40#gic ,no success attending their efforts to eliminate this textbook from the acceptable list in the ,washington schools1 the ,piney ,branch ,association continued their attack4 ,on ,april #be1 #aibc1 a public hearing was given ,professor ,muzzey and his critics1 at which 8more than one hundred persons1 including school officials1 teachers1 civic leaders and interested students 444 listened attentively to the arguments pro and con which continued for nearly four hours40#gid ,in defending himself1 ,professor ,muzzey declared that ,mr4 ,cameron had 8garbled the facts and twisted phrases in a way0 that was 8absolutely unfair02 that he had taken 8certain words and sentences and read them without the complete section10 which1 in many cases1 put 8an entirely different aspect upon them40#gie ,with ,mr4 ,cameron1 in criticizing adversely this ,american history1 was ,charles ,edward ,russell of the 8,patriot ,league for the ,preservation of ,american ,history40 ,he regarded the book as 8#8a grave public menace1'0 and declared that 8the school children in the heart of ,china0 were being taught 8a more accurate account of the ,american revolution than those in the ,washington schools40#gif ,on the other hand1 unqualified endorsement was given the textbook by ,superintendent of ,schools ,frank ,w4 ,ballou4 ,george ,j4 ,jones1 head of the history department of the ,washington high schools1 emphasized 8the destructive nature0 of the attack and 8pointed out that all of the teachers of ,american history in the local high schools vouched for its patriotism44440#gig ,in support of ,mr4 ,jones were ,dr4 ,george ,m4 ,churchill and ,elmer ,l4 ,kayser1 professors of ,american history at ,george ,washington ,university1 ,dr4 ,charles ,e4 ,hill1 professor of political science at the same university1 ,dr4 ,leo ,f4 ,stock1 professor of history at the ,catholic ,university1 and ,rear ,admiral ,george ,w4 ,baird1 former president of the ,board of ,education4#gih ,in commenting upon this and other attacks directed against this textbook1 ,carson ,c4 ,hathaway in ,the ,dearborn ,independent for ,october #bc1 #aibc1 declared3 8,to ,muzzey1 history is a review of what happened and an important analysis of why it happened4 ,to those who desire to be thrilled by the familiar stories of our national heroes1 the text may not be satisfying4 ,but perhaps there is enough thrill in even an unbiased treatment of ,american history to satisfy any thoughtful and patriotic ,american40#gii ,in ,november1 #aibb1 the ,kentucky branch of the ,sons of the ,american ,revolution addressed a communication to nine educational institutions requesting the exclusion of ,muzzey's ,an ,american ,history from the lists of approved textbooks1 because of its 8flippant1 inaccurate and unsympathetic0 content-matter4#hjj ,failure to inculcate 8reverence for our ,revolutionary fathers and their ideals0 besides its 8callous indifference0 in the treatment of battles and heroes appeared to the ,kentucky ,sons characteristic of this book4 ,as a comment on their action1 the ,louisville ,times editorially remarked3 8,if the ,sons of the ,american ,revolution in ,kentucky have discovered a public school text-book of history that is unfair to the national record that book is lonesome4 ,the ,times is not familiar with the work of ,professor ,muzzey of ,new ,york1 which the society at its meeting last night denounced as #8unpatriotic1 unfair1 inaccurate1 partisan1 closely bordering on the socialistic and lacking in ,americanism4' ,but for many years in the public schools of the ,united ,states courses have been full of text-books on history which committed most of these crimes in reverse order1 by misstating all facts relating to the foreign controversies of the ,united ,states and the wars fought by this nation4 8,the ,muzzey book may be all that is charged against it4 ,if so1 it is remarkable that it was adopted in the ,kentucky schools after considerable investigation2 that it was not complained of during the inquiry into history text-books in ,new ,york2 that the ,university of ,kentucky recommended it4444 8,but unless the book is unfair and inaccurate it should be defended against attack4 ,the valor of ignorance is asserting itself in all quarters of ,america4 ,calmly content for several generations to study histories that were grossly unfair to every other nation in the world1 some portion of the ,american public have lately gotten into the book-censoring business4444 8444 ,the ancestors of the gentlemen who sat last night resented nothing more than censorship of all kinds4 ,they wanted to settle for themselves what they should read1 eat1 drink1 wear and do4 ,the era of ,jefferson and ,franklin and ,samuel ,adams was not the era of excision and paternalism40#hja ,the ,courier-,journal also1 in an editorial on 8,writing ,history10 stressed the new values which have developed in the scientific presentation of history1 causing 8a fresh and clarified perspective40 ,to the ,courier-,journal ,muzzey's textbook represented 8the newer tendencies in historical writing10 and aimed wisely 8to give the emphasis to those factors in our national development1 which appeal to us as the most vital from the standpoint of today40 ,the editorial commended it for omission of facts which could easily be found elsewhere1 and because of its non-sectionalism4#hjb ,action similar to that taken by the ,kentucky chapter occurred in ,california1 where not only the ,sons of the ,american ,revolution but the ,sons of the ,revolution instituted a search for 8anti-,american0 histories4 ,here the latter organization1 under the leadership of ,frank ,h4 ,pettingell1 in an effort to gain converts to their point of view1 distributed to all school districts ,charles ,grant ,miller's pamphlet ,treason to ,american ,tradition4#hjc ,by the former organization two detailed reports regarding ,muzzey's ,an ,american ,history were issued1 the one expressing the opinion of a majority of a committee to investigate this book1 and the other setting forth the views of a dissenting member4 ,the majority report revealed no criticisms which had not been presented in the ,national ,report4#hjd ,on the other hand1 the minority statement included four points3 first1 that 8fairness requires that if we are to pass upon the histories used in the schools1 there should be an examination of those in general use1 not merely one2 second1 if there is to be a critical examination of histories in use in the schools of this country1 it should be by a committee composed of members sufficiently acquainted with the writing and teaching of history1 that their report may be comprehensive and scientific1 as well as patriotic2 third1 the majority report fails to consider thoroughly the purpose for which this history was written2 and fourth1 the history should be judged by its whole tone and spirit and purpose1 and not by words and sentences isolated from their context40#hje ,in analyzing the textbook and comparing statements with those cited in the majority report as reprehensible1 the minority report accepted the principle adopted by some textbook writers1 namely1 that biographical history should be left to the elementary grades and the study of institutional development to the secondary school4 ,as a result of this agitation1 the ,commissioner of ,secondary ,schools of ,california appointed a committee to investigate history textbooks4 ,they reported that none of the books examined were found tainted by disloyal or unpatriotic sentiments1 and that the attacks against history textbooks were due to a 8revival of pro-,german sentiment10 to 8an ineradicable ,irish anti-,british sentiment10 to a 8journalistic opposition to ,great ,britain10 and 8to an element of political reaction against the domestic legislation of recent years40#hjf ,in ,ohio1 also1 the ,sons of the ,american ,revolution at their state convention in ,cleveland in ,may1 #aibc1 condemned ,muzzey's ,an ,american ,history and adopted a resolution that no textbook should be used in the schools 8which belittles the founders of our government or minimizes their achievements40#hjg ,during ,education ,week in #aibb1 the ,idaho ,society ,sons of the ,american ,revolution1 under the leadership of ,captain ,a4 ,h4 ,conner1 started an agitation against the ,history of the ,american ,people by ,willis ,mason ,west1 resulting in the exclusion of this book from the ,boise schools4 ,criticized in much the same manner as ,muzzey's ,an ,american ,history1 this textbook was held unfit to 8be found in a single school in the ,united ,states of ,america40#hjh ,to ,captain ,conner1 the treatment of historical incidents1 not only in the ,revolutionary period and in the ,war of #ahab1 but in the ,civil ,war and recent period1 deserved severe condemnation4 ,objection was raised to the treatment accorded battles in the ,american ,revolution and in the ,war of #ahab1 as well as that of controversial questions which have 8no place in a history40#hji ,from the latter1 ,captain ,conner adduced that 8the author of this book is quite evidently a free trader40 ,the discussion of the labor question1 socialism1 the direct primary1 the initiative1 the referendum1 the ,league of ,nations and other 8controversial subjects10 such as were found in this book 8are out of place in a school history40 ,furthermore1 it was charged that the book 8excuses the ,south for its disgraceful treatment of ,union soldiers in military prisons1 7p4 #eff71 states that ,robert ,e4 ,lee ranks among the noblest figures in ,american history and practically accuses ,grant of being in collusion with the #8,whiskey ,ring4'0#haj ,captain ,conner's criticism of ,west's discussion of the ,civil ,war period gained ready converts to his point of view1 and the ,phil ,sheridan ,post ,number #d of the ,grand ,army of the ,republic issued a denunciation of the textbook as 8worse than a travesty on justice1 and a slam in the face of true ,americans40#haa ,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 textbooks4 ,according to ,f4 ,w4 ,millspaugh1 vice-president of the ,tennessee chapter1 8efforts to have certain books withdrawn from public schools in ,tennessee and ,alabama have been unvaryingly successful40#hab ,muzzey's history1 according to ,judge ,wallace ,mc,camant1 was excluded from the schools of ,adrian1 ,michigan1 ,murfreesboro and ,nashville1 ,tennessee1 ,florence1 ,alabama1 and a number of schools in ,kentucky1 and 8all of the objectionable histories 444 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 ,revolution40#hac ,according to ,captain ,conner1 8,muzzey's history has been taken out of the schools of ,burley1 ,coeur d',alene1 ,idaho ,falls1 ,nampa and ,pocatello1 and ,west's history has been taken out of ,boise as a result of the activities of the ,national ,society acting through the ,idaho ,society40#had ,although many places have barred the books under suspicion1 success has not everywhere attended the efforts of the ,sons of the ,american ,revolution4 ,this is accounted for by ,judge ,wallace ,mc,camant because of 8the attempt made by the educators responsible for its a book's presence to defend their action10 and because 8the publishers of these objectionable books are strongly entrenched in educational circles44440#hae ,but others than 8the educators0 and 8the publishers0 have opposed the efforts of the ,sons of the ,american ,revolution in their attempts at textbook censorship4 8,individual members0 of the organization 8in ,rhode ,island1 ,new ,jersey1 the ,district of ,columbia1 ,ohio1 ,south ,dakota and ,california have taken issue publicly with the work of 444 the national ,committee40#haf ,for example1 the historian of the ,passaic ,valley 7,new ,jersey7 chapter1 in reviewing ,muzzey's textbook1 asserted that 8the whole trend of the book is to tell the logical course of events1 and to explain the causes of events10 and that there was 8no ground0 for ,judge ,mc,camant's observation that 8the author has #8no abiding conviction in ,american fundamentals2 no enthusiastic veneration for the great men who founded the ,republic4'0#hag ,other dissenters from ,judge ,mc,camant's opinion were in general agreement with this statement1 another member of the ,sons of the ,american ,revolution suggesting that 8one must surmise that ,judge ,mc,camant came to the book determined to be displeased40#hah ,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 ,st4 ,louis in ,december1 #aibb4 ,aroused by an address of ,roy ,f4 ,britton1 president of the local chapter1 a resolution to investigate history text-books used in the ,st4 ,louis schools was unanimously adopted4 ,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 ,states1 books which he himself had examined1 as well as condemning ,ward's edition of ,burke's ,speech on ,conciliation with ,america and ,guitteau's ,our ,united ,states1 which he had not examined4 ,the last two books used in the ,st4 ,louis schools were also classed with the 8de-,americanized0 histories because 8several men of prominence1 apparently speaking with authority1 as well as certain patriotic societies and newspapers have denounced0 them4#hai ,mc,laughlin 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 8revisionists' methods0 according to men like ,charles ,grant ,miller and ,charles ,edward ,russell4#hbj ,major ,britton's efforts received the approval of some of the newspapers of ,st4 ,louis for the 8real service0 he had rendered1#hba one editorial remarking that school histories should set forth that the ,american ,revolution was 8a tremendous exhibit of resolution and courage to set at naught the most powerful military and naval country of the time40#hbb ,other patriotic organizations have likewise attested their interest in the status of present-day history instruction4 ,the ,descendants of the ,signers of the ,declaration of ,independence1 on ,july #d1 #aibb1 at their national convention1 asserted an aversion to public school histories which would 8misinterpret the men and measures1 manners and methods and the great events of the ,revolution and the subsequent periods leading up to the ,constitution of #aghg40hbc ,the ,veterans of ,foreign ,wars in ,national ,encampment on ,august #bd1 #aibb1 8indignantly0 protested against the alleged un-,american histories1 and commended ,charles ,grant ,miller for his 8patriotic service0 in exposing and checking 8a sinister attempt to degrade our country's history40#hbd ,similar action was taken by the ,new ,york ,state ,department1 ,grand ,army of the ,republic1 in #aibc1 in demanding the presentation of 8true ,american history10#hbe and by the ,national ,society ,daughters of the ,american ,revolution in #aibc4hbf ,the ,united ,spanish ,war ,veterans in annual convention deplored the 8,british propaganda0 found in a school history1#hbg and the ,veterans of the ,seventy-,eighth ,division of the ,american ,legion at ,atlantic ,city1 in ,september1 #aibc1 passed resolutions for the suppression and removal from the schools of all unpatriotic textbooks and 8particularly history books40#hbh ,these criticisms upon history textbooks impelled the ,american ,legion to undertake1 in #aibb1 the writing of an ,american history4 ,this project received the endorsement of more than fifty national patriotic societies1 but the preparation of the textbook was first entrusted to ,charles ,f4 ,horne1 professor of ,english in the ,college of the ,city of ,new ,york and editorial director of the ,american ,legion4 ,according to ,mr4 ,horne1 the ,legion had as a purpose 8an absolutely honest history 444 in no sense boastful or extravagant40#hbi ,in the statement of their principles1 the ,legion expressed a desire that their history 8speak the truth1 so that no child learns afterwards to distrust it4 ,but in telling the truth it must be careful to tell the truth optimistically4 ,it will mention the blunders of the past so that the child learns to be careful2 but it must dwell on failure only for its value as a moral lesson1 must speak chiefly of success44440#hcj ,the ,legion1 among other things1 likewise set up as a principle for their textbook the inspiration of patriotism4 ,upon 8every page a vivid love of ,america0 must be preached4 ,it was their conviction that such a book should 8encourage patriotism1 strengthen character1 stimulate thought and impress the worth of ,truth40#hca ,in #aibe1 ,the ,story of ,our ,american ,people expressed in a tangible form the aims of the ,legion4 ,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 schools4 ,for the pupil is taught that 8this is the land of hope10 a land that 8even strangers love10--looked upon by 8the poor folk and oppressed of other lands 444 as a kind of paradise1 444 where work brings its best reward1 the one region where ,peace seems assured1 the land of ,opportunity 4440 to which even 8the leaders of other countries0 turn 8as a land of ,power1 able to help them in their political troubles1 yet not grasping at their rights40#hcb ,to the pupil is revealed 8a ,divine ,purpose0 controlling the history of ,america for1 although 8perhaps the oldest continent in the world10 ,america lay 8unused0 until the time when 8civilization should prove worthy of it40 ,it was 8by natural processes0 that 8the world of ,europe was sifted and sorted that there might be planted here some of its richest seed10 a people who might well be 8called a #8chosen race' of ,europeans40 ,among this number were some 8made desperate by ,europe's dreary lack of opportunity02 sometimes there were 8folk convicted as criminals1 but laws have not always judged men as ,god judges them1 and the governments of those days were apt to be harsh and narrow40#hcc ,many of the points 8omitted0 from other school histories are found here4 ,not a few of our heroic characters such as ,betsy ,ross1 ,nathan ,hale1 ,molly ,pitcher1 8,mad ,anthony0 ,wayne1 ,john ,paul ,jones1 and ,haym ,salomon are given recognition4 ,nor are there missing such slogans as 8,don't give up the ship40#hcd ,the pupil is led through 8the ,second ,war for ,independence1 a story of outworn patience and of mistakes which ended in unexpected fortune20 through the war with ,spain1 8a people's war02 and finally through the ,world ,war1 in which we were 8no feeble foe to match even the terrible ,german colossus40#hce ,in a letter to ,the ,new ,york ,times ,professor ,claude ,h4 ,van ,tyne1 under the caption 8,a ,questionable ,history10 declares the title of this history to be 8so bombastic that it might as well be #8,the ,marvelous ,story of ,us4'0 ,he points out that the pamphlet which accompanies the book lists not only the organizations which are said to have gone over the material and to have given it their approval1 but also schoolmen and historians 8of wide repute40 8,i will not say as to the schoolmen10 said ,professor ,van ,tyne1 8but as to historians ,i have looked over the entire list which is given and ,i find not one historian of repute in it4444 ,there is also added an imposing array of senators 444 some chairmen of great national political parties1 who1 of course1 endorse the scheme out of pure policy4444 ,that which was a cloud no bigger than a man's hand when ,charles ,grant ,miller began his infamous attack upon the histories written by men who really knew the facts has become a menacing storm1 threatening truth wherever it is found40#hcf ,according to ,frank ,c4 ,cross1 ,national ,director of the ,americanism ,commission in #aibe1 the ,american ,legion believed that 8much of the agitation and complaint regarding school textbooks in history has apparently come from prejudiced sources--from men and institutions that are themselves propagandists44440 ,the ,legion1 furthermore1 he declared1 do not believe that the authors who have been generally attacked are 8unpatriotic or that their books are written as the result of organized propaganda40 ,yet they felt that some of the authors had 8laid themselves open to just criticism because they have sometimes made statements from the point of view of a critic or investigator rather than from that of a teacher10 that 8some of these authors are at fault in placing before immature pupils the blunders1 foibles and frailties of prominent heroes and patriots of our ,nation40 ,the ,legion also took exception to the introduction of 8matters of controversial nature without giving adequate space 444 for presentations of the essential facts on both sides40#hcg ,through the activities of such patriotic groups have arisen agitations similar to that in ,dubuque1 ,iowa1 where the local post of the ,veterans of ,foreign ,wars sponsored a history textbook attack4#hch ,under the direction of a committee composed of a representative of the ,ladies' ,grand ,army of the ,republic1 the ,american ,legion1 the ,veterans of ,foreign ,wars1 the ,spanish-,american ,war ,veterans1 the ,parent-,teacher ,association1 and the ,superintendent of ,schools1 ,mc,laughlin and ,van ,tyne's ,a ,history of the ,united ,states for ,schools was cast out of the public schools4 ,still others than the patriotic societies of the ,united ,states have censored the content of history textbooks4 ,among these are the ,national ,association for the ,advancement of ,colored ,people1 who have advocated the inclusion in all school histories of some account of the place and achievement of the negro in this country's development4#hci ,the ,ethical ,society of ,davenport1 ,iowa1 would seek a substitute for ,west's ,history of the ,american ,people because it does not depict sufficiently the contributions of countries like ,germany to the ,united ,states4#hdj ,the ,new ,jersey ,state ,council of the ,junior ,order of ,united ,american ,mechanics1 8representing #hj1jjj members in its #aibb ,convention0 endorsed the work of the ,patriot ,league for the ,preservation of ,american ,history and demanded an 8unimpaired0 ,american history4#hda ,similar action was taken by the ,knights of ,pythias in their ,grand ,lodge meeting in ,trenton1 ,new ,jersey1 in ,september1 #aibc1 in unanimously accepting a report on history textbooks used in the ,new ,jersey schools and adopting a resolution condemning 8,a ,school ,history of the ,united ,states by ,albert ,bushnell ,hart2 ,a ,history of the ,united ,states 7#aiai7 by ,john ,f4 ,o',hara2 ,burke's ,speech on ,conciliation with ,america 7#aiai7 by ,c4 ,h4 ,ward2 ,an ,american ,history ,revised 7#aibj7 by ,d4 ,s4 ,muzzey2 ,builders of ,democracy by ,edwin ,greenlaw2 ,our ,united ,states 7#aiai7 by ,william ,backus ,guitteau2 ,mc,laughlin and ,van ,tyne's ,history of the ,united ,states for ,schools1 revised #aiai2 ,history of the ,american ,people 7#aiah7 by ,willis ,mason ,west2 ,short ,american ,history by ,grades and later condensed into one volume and ,american ,history for ,grammar ,grades 7#aibj7 by ,everett ,barnes40 ,they further pledged their 8unflagging support to the ,patriot ,league for the preservation of ,american ,history in its plans to drive from our schools all treason texts that have a tendency to deprive the generations yet to come of the sacred heritages that were won by the unmatchable sacrifices of our forefathers40 ,the ,committee recommended also a campaign of publicity against the condemned histories and the appointment of committees in each 8subordinate ,lodge0 through whom these books were to be 8thrown out and their use prohibited40#hdb ,in ,march1 #aibc1 ,the ,new ,age called the attention of ,masons to the criticisms raised by patriotic organizations and by ,charles ,grant ,miller against ,american histories4 ,since most of the 8distinguished patriots10 who were either omitted from the textbooks or who were slightly mentioned 8with some slurring or critical allusion10 were 8,masons10 ,the ,new ,age urged parents to look into the kind of histories their children were using4#hdc ,in #aibd 8forty-three0 patriotic and fraternal organizations of ,new ,jersey united in endorsing the ,williams school history bill1 designed to legalize the censorship of histories in that state4 ,these included the ,american ,legion1 the ,descendants of the ,signers of the ,declaration of ,independence1 the ,sons of the ,american ,revolution1 the ,steuben ,society of ,america1 the ,grand ,army of the ,republic1 the ,united ,spanish ,war ,veterans1 the ,knights of ,columbus1 the ,veterans of ,foreign ,wars1 the ,daughters of the ,american ,revolution1 the ,junior ,order ,united ,american ,mechanics1 the ,knights of ,pythias1 and the ,patriotic ,order ,sons of ,america4#hdd ,an exhaustive discussion of the text books commonly attacked was issued by the ,new ,jersey ,unit of the ,patriot ,league in ,february1 #aibd4 ,according to this pamphlet the ,guitteau1 the ,muzzey1 the ,barnes1 the ,mc,laughlin and ,van ,tyne histories had been revised to meet the objections raised against them1 but not to the entire satisfaction of their critics4#hde ,set off against the advocates of a highly nationalized history are those interested in promoting the spirit of internationalism4 ,with this desire ,robert ,andrews ,milliken suggested the re-writing of history through the ,committee of the ,league of ,nations on ,intellectual ,coperation4 ,the work as projected purported not to be an attempt to reform each nation's textbooks but to present an impartial world history1 neither neglecting nor overestimating the achievements of distinct national groups4#hdf ,the same sentiment is responsible for the advocacy of an abolition of partisan textbooks tending to foster bitterness and hostility among nations1 which was sanctioned in ,june1 #aibc1 by the ,federation of the ,league of ,nations ,society4#hdg ,,investigations ,,by ,,municipal ,,and ,,school ,,authorities ,the endeavors of those who have constituted themselves textbook censors have borne fruit in many towns and cities of the ,united ,states4 ,they are the source of the well-known ,new ,york ,city investigation of history textbooks4 ,in ,october1 #aibj1 ,superintendent ,william ,l4 ,ettinger appointed ,associate ,superintendent ,edgar ,d4 ,shimer and a committee to investigate attacks made on histories used in the public schools4 ,in ,november1 #aiba1 the ,committee presented a unanimous report on the fundamental principles that should govern the preparation of textbooks on history for the city schools4 ,during ,november and ,december1 #aiba1 and into ,january1 #aibb1 the ,committee held open session weekly to listen to charges against histories1 at which ,l4 ,r4 ,mac,eagain of the ,irish ,patriotic ,league1 ,charles ,grant ,miller1 ,patrick ,j4 ,lang1 ,mrs4 ,e4 ,j4 ,cramer of the ,daughters of the ,american ,revolution1 ,mrs4 ,m4 ,r4 ,jacobs1 ,abraham ,wakeman1#hdh and ,edward ,f4 ,mc,sweeney of the ,knights of ,columbus appeared4#hdi ,on ,may #ab1 #aibb1 the comprehensive report of the ,committee was adopted by the ,board of ,education4 ,this document is concerned chiefly with three matters3 the establishment of a set of fundamental principles and reasonable standards for the writing of school histories1 a detailed consideration of the charges made against textbooks1 and certain conclusions reached as a result of the inquiry4 ,in the formulation of the 8,general ,principles0 by which a history textbook should be written1 the ,committee was doubtless guided by a letter of ,october #bh1 #aibj1 from ,superintendent ,ettinger1 in which he suggested that 8a distinction should be drawn between the obligation to cleave closely to the line of historical truth1 such as is incumbent upon the historian writing for adult readers and the discretion properly conceded to an author of school texts who writes for immature minds incapable of and disinclined to make fine distinctions but instinctively inclined to worship at the shrine of all that is loyal1 heroic1 and self-sacrificing40 ,mr4 ,ettinger believed it unwise to present to children facts concerning the infirmities of men who had been inspirational forces in national life4 ,he objected1 furthermore1 to forces which tended to destroy a reverence for the institutional life of the country4#hej ,in setting forth the 8,general ,principles0 for guidance in writing history textbooks1 the ,committee denied to the author 8absolute freedom in the selection or in the interpretation of historical material0 because 8predetermined aims and standards predetermine selection and interpretation40 ,furthermore1 the ,committee felt there should not be included in a textbook statements of a derogatory character concerning ,american heroes4 ,material which would tend to 8arouse political1 racial1 or religious controversy1 misunderstanding1 or hatred0 they also wished excluded4#hea ,in the investigation1 examination was made of many of the best known textbooks in ,american history and government including those by ,barnes1 ,guitteau1 ,hart1 ,magruder1 ,mc,laughlin and ,van ,tyne1 ,morris and ,west4 ,in all of these books the ,committee found statements which were objectionable to them1 their chief disapproval arising from the discussions of our relationship with ,england1 especially in the ,american ,revolution and in the ,war of #ahab2 the incorporation of controversial topics in the textbook2 the failure to inculcate patriotism2 the emasculation of accounts of wars for the purpose of encouraging peace2 and derogatory statements concerning our national heroes4 ,in speaking of the ,american ,revolution1 the ,report declared3 8,throughout 444 there should be but one aim3 to impress upon the pupils the sublime spectacle of thirteen weak colonies spread along fifteen hundred miles of sea coast1 poorly equipped and poorly disciplined1 giving battle to the strongest military and naval power in the world4 ,in addition the ,colonists were surrounded by hostile ,indians and in their midst was a large body of ,tories working at times openly1 at times secretly1 but1 at all times against them4444 ,the pupil must be taught that if liberty is to continue #8to dwell in our midst' he must be prepared1 should occasion arise1 to make similar sacrifices40#heb ,authors of textbooks1 the ,report indicated1 should 8refrain from such characterizations as #8,war ,hawks' or from cynical1 sarcastic or sneering remarks concerning the prosecution of the war40 ,it was also felt that such a statement as ,barnes made--8,the war was a mistake4 ,it was a case in which anger overcame judgment0--would be the generator of an unfortunate attitude in the pupils4#hec ,nor should writers indulge in controversial discussions because 8,the public schools are maintained by the public funds4 ,the taxpayers are of various creeds and political beliefs0 and it is necessary to respect their feelings4#hed ,criticism was directed toward several textbooks because they failed 8to inculcate patriotism by bringing to the attention of the pupils the best in the lives1 words and deeds of our patriots40 ,according to the ,committee too much attention was given 8to the utterance and achievements of the heroes of other countries40 ,to those who would offer disagreement to such a statement because it meant a 8narrow-visioned patriotism0 tending to accentuate racial consciousness1 they offered the suggestion that 8in the elementary grades1 our primary concern is to acquaint the pupils with the deeds and words of our own heroes1 and the traditions of our own land40#hee ,even though derogatory statements regarding our national heroes might be statements of fact1 they asserted that 8truth is no defense to the charge of impropriety10 for it 8is a solemn and sacred obligation0 to preserve 8unsullied the name and fame of those who have battled that we might enjoy the blessings of liberty40#hef ,the conclusion of the ,committee included1 besides the criticism indicated in the discussion of the ,report given above1 the statement that no evidence of intentional disloyalty had been found on the part of the authors of the textbooks although their attitude toward the founders of the ,republic in some cases was 8entirely reprehensible40 ,nor was there evidence to support the charge that the textbooks had been written as 8a result of unwholesome propaganda0 although some of the writers frankly stated that they believed 8there ought to be more friendly relations between ,great ,britain and the ,united ,states1 and that they had written their histories from that standpoint40#heg ,another investigation of the history textbooks used in the ,new ,york ,city schools was projected in ,december1 #aiba1 under the auspices of the ,hylan city administration4 ,on ,december sixth1 ,mayor ,john ,f4 ,hylan instructed ,david ,hirshfield1 ,commissioner of ,accounts1 to make 8a thorough investigation 444 with regard to the new history readers and text-books alleged to contain anti-,american propaganda1 which have been introduced into the schools of this city40#heh ,to the ,mayor it was a matter of considerable concern that the school children of that city should be 8inoculated with the poisonous virus of foreign propaganda which seeks to belittle ,american patriots40#hei ,the inquiry was begun ,december tenth1 at which time ,j4 ,j4 ,shields1 an insurance agent1 and ,charles ,grant ,miller were consulted by ,mr4 ,hirshfield4#hfj ,according to ,the ,new ,york ,times1 ,mr4 ,hirshfield did not wish to employ experts in his investigation1 preferring men of 8sound judgment0 who were 8open to conviction40#hfa ,in the course of the examination of the books under criticism1 ,mr4 ,hirshfield held 8five public hearings during the period from ,february #c to ,april #ah1 #aibb1 to which all those interested were invited40#hfb ,among those who spoke were ,alvin ,e4 ,owsley1 ,national ,commander of the ,american ,legion1 who raised objections to history teaching in which 8children do not understand the facts0 of ,american history2 ,joseph ,t4 ,griffin2#hfc ,colonel ,h4 ,b4 ,fairfax1 representing the ,veterans of ,foreign ,wars1 who was surprised at the intimation in school textbooks that ,paul ,revere's ride was a myth2 ,julius ,hyman1 who felt that ,jewish heroes like ,haym ,salomon and ,aser ,levi should be given a place in histories2#hfd and ,william ,pickens1 a negro1 who wished history textbooks to record the fact that the first man killed in the ,boston riot was ,christmas ,adams ,crispus ,attucks a negro1 that #e1jjj negroes fought in ,washington's army1 #bej1jjj in the ,civil ,war and #djj1jjj in the ,world ,war4#hfe ,on the other hand1 ,mr4 ,francis ,m4 ,kinnicut of the ,english-,speaking ,world and ,mr4 ,telfair ,minton of the ,loyal ,coalition spoke in defense of the histories under attack4#hff ,according to ,mr4 ,hirshfield1 8representatives of the text book publishers0 were also present but 8none spoke0 in defense of their books4#hfg ,in his investigation1 ,mr4 ,hirshfield examined ,muzzey's ,an ,american ,history1 ,west's ,history of the ,american ,people1 ,hart's ,school ,history of the ,united ,states1 ,mc,laughlin and ,van ,tyne's ,a ,history of the ,united ,states for ,schools1 ,guitteau's ,our ,united ,states1 ,barnes' ,short ,american ,history by ,grades1 and ,barnes' ,american ,history for ,grammar ,grades4#hfh ,all of the books were found guilty of 8promoting more friendly relations and mutual understanding with ,great ,britain0 to the extent that the 8school children are now being taught not the consecrated maxim1 #8,taxation without representation is tyranny1' but1 quite to the contrary1 that #8in ,england's taxation of the colonies there was no injustice or oppression1' and that the real reason independence was sought1 was because after ,england had at great cost crushed out autocracy in the ,western ,hemisphere1 the colonists no longer needed the protection of the mother country1 and were unwilling to pay their fair share of the costs incurred40#hfi ,mr4 ,hirshfield's appraisal is not unlike that of all other critics who allege that pro-,british agencies are in control of the writing of ,american history4 8,a determined purpose to disregard the ,declaration of ,independence1 breed disrespect for the ,constitution of the ,united ,states and ,american institutions and belittle the great men and women responsible for the establishing of the ,united ,states of ,america0 is seen in the writings of many educators who are charged with a willingness 8to be subsidized into sympathy with the ,carnegie design of #8the reunited states1 the ,british-,american ,union4'0#hgj ,in addition to the grievances urged against the historians in their treatment of ,anglo-,american relations1 ,mr4 ,hirshfield objected to the characterization accorded such 8great leaders0 as ,jackson1 ,monroe and ,clay by ,mc,laughlin and ,van ,tyne1 who with 8other history revisionists show a peculiar fondness for this unfair method of estimating the characters of ,american leaders40#hga ,among other criticisms directed against ,muzzey's history was that of inaccuracy1#hgb and ,west's textbook was condemned because it was written by an 8outright propagandist endeavoring zealously to promote the ,british design of an ,anglo-,american union40#hgc ,in the discussion allotted by the ,report to ,guitteau's ,our ,united ,states and the ,barnes histories1 ,mr4 ,hirshfield pointed out changes made by these authors in revisions which have appeared since these books were first criticized4 ,these changes led ,mr4 ,hirshfield to remark that 8the promptness with which #8modern historical scholarship' may shift itself to any attitude required is truly amazing40#hgd ,mr4 ,barnes1 especially1 he charged with 8mobility0 of judgment1 but declared that ,barnes 8is only a ,brooklyn school principal and is not considered in scholastic circles of colleges and historical associations1 like some of the other complained-of historians1 who have been seduced into a sycophantic acceptance of ,english authority on all things ,american40#hge ,the statements in the ,hirshfield ,report regarding school histories bear a striking similarity to those of ,charles ,grant ,miller4 ,indeed1 with but insignificant exceptions the ,hirshfield attacks on ,mc,laughlin and ,van ,tyne's ,a ,history of the ,united ,states for ,schools1 ,guitteau's ,our ,united ,states1 ,barnes' ,short ,american ,history by ,grades and his ,american ,history for ,grammar ,grades are couched in the same language as that employed by ,charles ,grant ,miller in his articles in the ,hearst newspapers4 ,furthermore1 the section of the ,report devoted to 8,british ,propaganda ,agencies are ,active in ,america0 is substantially a verbatim re-publication of an article which appeared ,october #ae1 #aibb1 in the ,chicago ,herald and ,examiner4#hgf ,a comparison of the statements under the name of ,david ,hirshfield and those under that of ,charles ,grant ,miller tends to verify a statement in the ,new ,york ,tribune which ascribes the authorship of the ,hirshfield ,report to ,charles ,grant ,miller4#hgg ,indeed1 the ,tribune in a series of articles beginning ,november #e1 #aibc1 discussed in detail the ,hirshfield ,report and asserted that it is 8a substitute paper for a document turned in by a reputable scholar and expert who had been expressly commissioned at considerable expense to the city to make a thorough survey of the books in question40#hgh ,according to the ,tribune1 8coincident with holding some public hearings0 the ,commissioner of ,accounts 8employed ,joseph ,devlin1 a recognized lecturer and writer on historical and educational subjects1 to examine the complained-of histories40#hgi ,mr4 ,devlin1 8a staunch supporter of ,tammany0 and of ,mayor ,hylan1 is said to have included in his report on history textbooks an exoneration of the 8,briticized0 historians1 characterizing them as one hundred per cent ,american whose loyalty to the ,united ,states could not be questioned4#hhj ,although better compilations of ,american history could be imagined by ,mr4 ,devlin1 he asserted that the historians were not guilty of the charges made1--charges designed 8to help keep bigotry1 dissension and distrust between this country and ,england40#hha ,besides the books which the ,hirshfield ,report condemned as lacking in ,americanism1 ,mr4 ,devlin examined ,a ,history of the ,united ,states by ,john ,p4 ,o',hara1 ,a ,history of the ,united ,states of ,america by ,charles ,morris1 ,american ,government by ,frank ,a4 ,magruder1 ,builders of ,democracy by ,edwin ,greenlaw1 ,history of the ,united ,states by ,charles ,a4 ,beard and ,mary ,r4 ,beard1 and ,the ,making of ,our ,country by ,smith ,burnham4#hhb ,the ,magruder and ,greenlaw textbooks1 ,mr4 ,devlin pointed out1 were not histories1 and the only cause for complaint which he could find against the latter was the inclusion of 8,hymn of ,love for ,england40 ,the former was described as a 8plain work on civics and government1 not dealing with history at all and free from one-sided opinion40 ,regarding the ,morris and ,burnham histories1 ,mr4 ,devlin found no objection4 ,the authors of the ,beard textbook1 however1 he felt should be asked to 8cut out all apologies for the conduct of ,england10 and the ,o',hara volume1 although 8very well compiled10 was open to charges of bias and a pro-,catholic viewpoint4#hhc ,of those histories which the ,hirshfield ,report had condemned1 ,mr4 ,devlin found only one which justified the charge of a pro-,british point of view4 ,this textbook--,the ,history of the ,american ,people by ,willis ,mason ,west--had been banned from the ,new ,york ,city schools4 ,the ,mc,laughlin and ,van ,tyne history1 the ,devlin ,report declared1 should be revised in such a way that it would arouse more 8pride in ,american breasts for the part the forefathers of our country played in freeing it from ,england10 but it was not found culpable in many of the respects commonly alleged4 ,the employment of ,mr4 ,devlin for the purpose of investigating history textbooks was denied by ,mr4 ,hirshfield4 ,the only connection which ,mr4 ,devlin had with the history inquiry1 according to ,mr4 ,hirshfield1 was to 8list all the textbooks1 particularly as to authorship and the number of textbooks by different authors used in the same grade of work40 ,later when 8,mr4 ,devlin took it upon himself to write a history report and had the audacity to submit same to me1 ,i dismissed him at once10 declared the ,commissioner of ,accounts4#hhd ,in refutation of ,mr4 ,hirshfield's denial regarding his part in the history inquiry1 ,mr4 ,devlin asserted that he began his investigation of history textbooks on ,december #ba1 #aiba1 as 8an expert0 through the direction of ,mr4 ,james ,mc,ginley1 ,hirshfield's 8chief of staff10 and continued the work for seven months when 8the investigation was brought to a close0 due to lack of funds4#hhe 8,nearly a year after these opinions had been submitted by ,mr4 ,devlin and shelved10 stated the ,tribune1 8the ,hirshfield-,miller version appeared44440#hhf ,the ,devlin ,report 8being the opposite of what his employers wanted10 remarked ,the ,new ,york ,times1 8444 the job was turned over to one ,charles ,grant ,miller1 who joyously and promptly turned out1 and in1 a report of just the right--meaning the desired--kind1 and that is the one1 says the ,tribune1 which ,mr4 ,hirshfield signed and published1 greatly horrifying a part of the metropolitan population and as much amusing the rest of it40#hhg ,the ,hirshfield ,report stimulated much discussion throughout the country4 ,in ,new ,york1 ,superintendent of ,schools ,william ,l4 ,ettinger declared 8that the very idea of the ,commissioner of ,accounts investigating such a subject as the teaching of history in the public schools was highly amusing10 and that the ,report was 8belated and unnecessary inasmuch as the school authorities had already condemned seven of the eight histories condemned by ,hirshfield40#hhh ,the press in all sections of the ,united ,states devoted their columns to the ,report and to the teaching and writing of history4 ,the ,atlanta ,journal1 under the caption of 8,politician vs4 ,historian10 remarked that 8,mr4 ,hirshfield's views 444 are of no consequence4 ,but the general reaction to his ganderish expression of them is highly interesting and altogether wholesome40 ,the ,new ,york ,world1 according to the ,journal1 suggested that 8#8the standing of the historians whom he attacks is better than his own'2 while the ,buffalo ,news comments3 #8,instead of leaving history to educators who are reputed to know something about it1 the politicians are arrogating to themselves the right to determine what texts shall1 and what texts shall not1 be used4'0#hhi 8,the ,new ,england view is well reflected by the ,hartford ,times10 declared ,the ,journal1 in saying that 8#8if we are teaching history and not mythology we want our children to acquire a critical capacity which shall enable them to appraise the world they live in by an intelligent application of the knowledge of the past 444 if a child has been trained to believe that between the years #aggf and #ahhe all ,americans were supermen1 the appearance of a ,hirshfield must come with something of a shock4'0#hij ,similar sentiment was expressed by the ,baltimore ,sun which asserted that ,mr4 ,hirshfield's 8jazzy little turn on the public stage would hardly deserve notice at all if it were not for the lamentable tendency of a few excitable citizens whom it represents40#hia ,to the ,fort ,wayne1 ,indiana ,news ,sentinel 8there is something in that name ,hirshfield that sounds significant10#hib and to the ,milwaukee ,journal 8the very intemperance0 of ,mr4 ,hirshfield's charges suggested that he was 8not without his own prejudices40#hic ,the ,dubuque ,telegraph-,herald ascribed ,mr4 ,hirshfield's fears to 8an over-stimulated imagination0 or to 8the close connection of his chief1 ,mr4 ,hylan1 with ,william ,randolph ,hearst10 who 8is doing his best to stir up ill-feeling between the ,united ,states and ,great ,britain40#hid ,the reaction of historians was reflected by ,james ,truslow ,adams in his article 8,history and the ,lower ,criticism0 in ,the ,atlantic ,monthly for ,september1 #aibc1 in which he described the advance made in historical scholarship during the generation before the ,war4 8,since then1 however10 he declared1 8the forces of reaction and obscurantism seem to have been let loose and to have gathered fresh strength4444 ,partly because it history uses the language of the common man1 the common man constitutes himself a judge of its truth1 and we have the spectacle of a municipal commissioner of accounts attacking the validity of the scholar's work while a town chamber of commerce defends it40 8,what then of the future80 queried ,mr4 ,adams4 8,is the writing of popular history to be an effort to discover and to disseminate among the people the true story of mankind in the past1 or is it to be written as an ethical or political tract1 to further the passionate conflicts of the present80 ,the desire of the historian to portray the truth and to be just in his estimates1 is to ,mr4 ,adams a surety that 8the patriot need fear no danger to the ideals and inspiration to be derived from an ever more painstaking scrutiny of the history of the colonies and of the nation4 ,the historian who most loves truth is most likely to love his country40#hie ,other cities have passed through experiences similar to that of ,new ,york1 but less publicity has attended the investigations4 ,on ,october #bc1 #aibb1 the ,city ,council of ,boston 8unanimously 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 444 of #8,school ,history of the ,united ,states1' revised #aibj1 by ,albert ,bushnell ,hart2 ,burke's #8,speech on ,conciliation1' edited by ,c4 ,h4 ,ward #aiai1 and #8,american ,history1' by ,d4 ,s4 ,muzzey40#hif ,in compliance with this request the ,school ,committee 8personally examined the books under discussion with considerable care44440 ,they also had prepared 8a careful and dispassionate review under the direction of all of the ,board of ,superintendents of all or substantially all of the criticisms made against these books and brought to their attention1 and a refutation of these criticisms which1 in the opinion of the ,committee1 justice to the authors demands40#hig ,although the ,committee were not 8in entire sympathy and agreement with all the statements which the books contain10 nor in complete accord regarding the emphasis placed upon 8certain events in our national history10 yet they felt that 8such differences0 were not 8sufficient to warrant the condemnation of the books nor the impeachment of the sincerity and good faith of the authors40#hih ,a 8hearing0 regarding the textbooks under examination was arranged for and held by the ,school ,committee and the ,city ,council on ,november #ae1 the latter being represented by one member4 8,in the course of the hearing10 stated the ,report1 8irrelevant and extraneous matters were brought to the attention of the ,school ,committee to which it listened with scant patience40 ,what the ,school ,committee regarded as 8unwarranted and ill-founded attacks were made upon the authors of these books10 whereas to the ,committee 8the real and only question at issue0 was whether their ,muzzey's and ,hart's histories contain material to which reasonable and proper objection may be made4#hii ,in the opinion of the ,committee 8no historian had ever succeeded in writing a book which met satisfactorily every point of view1 nor does any history place an equal amount of emphasis upon all the topics which it discusses40 ,besides1 8it is clearly impossible that one brief volume should give adequate treatment to all the steps incident to the origin and growth of a great nation40#ijj ,the ,committee also deplored 8the 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 meaning40 ,such a procedure1 they believed1 would permit a critic to find an 8opportunity for criticism of any book that ever has been written on the subject of history1 and indeed on many other subjects as well40#ija ,after having given 8due consideration to the matter10 the ,school ,committee therefore were of the opinion 8that the criticisms against these two books0 did not justify 8their exclusion from the ,authorized ,list40#ijb ,a dissenting opinion1 however1 was issued1 which1 8while in agreement0 with the ,report1 nevertheless set forth the view that the ,board of ,superintendents should ask for certain changes in the books when they were revised4#ijc ,in the comprehensive reviews of ,hart's ,school ,history of the ,united ,states and ,muzzey's ,an ,american ,history1 the ,committee pointed out that the chief sources of the criticisms were taken from 8,mr4 ,charles ,grant ,miller1--,treason to ,american ,tradition2 ,mr4 ,wallace ,mc,camant1--,review of ,muzzey's ,american ,history2 ,mr4 ,james ,a4 ,watson1--,speech before the ,boston ,city ,council and interview reported in the ,boston ,globe of ,october #bd1 #aibb1 444 and from the #8,report on ,history ,text ,books used in public schools of the ,city of ,new ,york1 #aibb4'0 ,in examining each statement which had been quoted to prove that these textbooks were ,anglicized editions1 the ,committee showed that the 8apologetic attitude toward ,england0 charged by the critics could not be so considered when quotations were taken in their entirety4 ,in concluding their reviews1 the ,committee declared1 8,both writers have shown a striking sense of proportion1 great skill in focusing attention upon what is vital1 and commendable courage in calling attention to weaknesses and mistakes in our history1 some of which still need to be corrected4 ,the few defects of these books are insignificant as compared with their many excellencies4 ,both books mark an advance in the writing of history texts for school use4 ,both are worthy contributions to the study and teaching of ,american history4 ,neither of them should be excluded from our schools40#ijd ,because of alleged un-,americanism ,west's ,history of the ,american ,people was banned from the approved lists of text books in ,alta1 ,iowa1 and ,jackson1 ,minnesota4#ije ,the ,mc,laughlin and ,van ,tyne history received like treatment in ,battle ,creek1 ,michigan4#ijf ,from the ,san ,jos 7,california7 ,carnegie ,library ,hart's ,formation of the ,union1 his ,national ,ideals ,historically ,traced1 and ,van ,tyne's ,american ,revolution were removed by orders of the library board1 who declared them 8un-,american and unfit for reading1 particularly by school children40#ijg ,the ,study of the ,nations by ,harriet ,tuell was prohibited in the schools of ,somerville1 ,massachusetts1 because of alleged pro-,british leanings4 ,the attacks against this book culminated in a bill in the ,massachusetts ,senate1 in #aiba1 forbidding its use in any school of the commonwealth1 but the bill died in committee4 ,,public ,,opinion ,,regarding ,,the ,,censorship ,,of ,,history ,,textbooks ,these endeavors to censor history textbooks have occasioned much discussion by the press1 by educators and others4 ,to ,the ,new ,york ,times 8however commendable these efforts to find and set forth the historical truth may be1 and however honorable and sincere the motive1 it must be admitted by all that this is not the way to #8rewrite history4'0#ijh ,to the ,new ,york ,evening ,globe 8the controversy over school histories is largely between defenders of doctrine and defenders of free inquiry1 between those who do not believe that children can be trusted with the truth and those who believe that they can4 ,most of the modern histories have been written by scholars inspired by the scientific spirit and1 therefore1 no more tender with myths about history than a modern bacteriologist with myths about disease4444 ,a true ,american history need not rob us of the story of ,paul ,revere or the reverence for ,george ,washington1 but it will teach that personal anecdotes are not the life of a nation1 that great men as well as mean men flourish in every generation44440#iji ,the reaction of teachers engaged in the public schools is much the same as that of the press4 ,the continued agitation regarding histories carried on in ,washington1 ,d4 ,c41 led the ,high ,school ,teachers' ,association to adopt the following resolutions3 8,it is resolved that the questioning of the ,americanism of teachers of history in ,american schools is resented1 that the teachers themselves should be the judges of the content of the courses1 and that the object of teaching history is to give the truthful picture of the past1 with due regard to the age of the pupil for whom the work is intended1 and therefore the truth should not be distorted for any purpose whatever2 both sides of a controversial question should be presented from an academic point of view so that the students of history shall be trained in habits of open-minded tolerance40#iaj ,further evidence of a rebellion against the censorship attempted over history textbooks was manifested at the annual meeting of the ,association of ,history ,teachers of the ,middle ,states and ,maryland in ,may1 #aibc1 when a series of resolutions was unanimously adopted 8deploring an agitation based on either ignorance or malice1 or which has for its object the promotion of animosities between classes of nations2 4440#iaa ,in ,october1 #aibc1 the ,washington ,state ,teachers' ,association resolved3 8#a4 ,that decisions regarding textbooks should be made by those scientifically trained2 #b4 ,that teachers who show a lack of judgment in the interpretation of texts1 or whose loyalty is questioned1 should be disciplined1 or dismissed by their own school board4 ,there should be no blanket charge against the whole corps4 #c4 ,that no unbiased committee of examiners has1 on investigation1 substantiated the attacks made on ,history teaching in ,american schools4 #d4 ,that examination will show that the groups making these attacks have no understanding of the distinction between grade and high school history1 no conception of the methods of teaching1 nor of the necessary content of an ,american history4 #e4 ,that a cursory examination of the attacks appearing in newspapers and originating with organizations prove much of their charge is based on half quotations and a wrenching of sentences from their context4 ,these display an entire lack of the ,american quality of fair play40#iab ,the objection of historical scholars toward present-day censorship of history textbooks voiced itself at a meeting of the ,american ,historical ,association in ,december1 #aibc1 when the following resolutions were adopted3 8,whereas1 there has been in progress for several years an agitation conducted by certain newspapers1 patriotic societies1 fraternal orders1 and others1 against a number of school text-books in history and in favor of official censorship1 and 8,whereas1 this propaganda has met with sufficient success to bring about not only acute controversy in many cities but the passage of censorship laws in several states1 therefore 8,be it resolved by the ,american ,historical ,association1 upon the recommendation of its ,committee on ,history ,teaching in the ,schools and of its ,executive ,council1 that genuine and intelligent patriotism1 no less than the requirement of honesty and sound scholarship1 demand that text-book writers and teachers should strive to present a truthful picture of past and present1 with due regard to the different purposes and possibilities of elementary1 secondary and advanced instruction2--that criticism of history text-books should therefore be based not upon grounds of patriotism but only upon grounds of faithfulness to fact as determined by specialists or tested by consideration of the evidence2--that the cultivation in pupils of a scientific temper in history and the related social sciences1 of a spirit of inquiry and a willingness to face unpleasant facts1 are far more important objectives than the teaching of special interpretations of particular events2--and that attempts1 however well meant1 to foster national arrogance and boastfulness and indiscriminate worship of national #8heroes' can only tend to promote a harmful pseudo-patriotism2 and 8,be it further resolved1 that in the opinion of this ,association the clearly implied charges that many of our leading scholars are engaged in treasonable propaganda and that tens of thousands of ,american school teachers and officials are so stupid or disloyal as to place treasonable text-books in the hands of children is inherently and obviously absurd2--and 8,be it further resolved1 that the successful continuance of such an agitation must inevitably bring about a ruinous deterioration both of text-books and of teaching1 since self-respecting scholars and teachers will not stoop to the methods advocated40#iac ,the sentiment of other educators is much the same as that of writers of history and the history teacher4 ,professor ,william ,c4 ,bagley has declared that 8an official public or governmental censorship over history text-books would be a calamity of the first magnitude40#iad ,to ,dean ,percy ,r4 ,boynton 8the hue and cry about ,american histories for schools is a piece of post-war hysteria40#iae ,in general1 the attitude of educators can be summarized in the words of ,dr4 ,payson ,smith of ,massachusetts3 8,the public school does not owe to business interests or to special interests or to labor interests of any kind that there shall be constructed in the minds of the young people attitudes and opinions designed to be definitely and specifically helpful to those interests4444 ,it is not a legitimate part of the public school program to deal in any phase of propaganda4 ,let the doors of the school-house once be opened to the appeals of those who want 444 any subject taught from the special viewpoint of a group of people and they must remain open until the schools will be so crowded with the teachings of the propagandists that there will be no time or opportunity left for doing the work which is the primary responsibility of the schools40#iaf ,,footnotes3 #fcg ,in an article1 8,the ,anger of the ,anglophiles10 ,edward ,f4 ,mc,sweeney of the ,knights of ,columbus ,historical ,commission discussed the 8,anglo-,saxon myth40 ,in his discussion he ascribes to ,gibbons the point of view that an 8over emphasis upon ,anglo-,saxonism is positively harmful to ,anglo-,saxon solidarity1 that it is a stimulus to the enemies among ,americans of friendship with ,great ,britain10 and 8that the idea that a better understanding with ,great ,britain can be effected by rewriting our history textbooks be abandoned40 ,gibbons1 however1 points out means of bringing about 8the better understanding0 by 8creating an irresistible public opinion40 ,columbia1 ,april1 #aibb1 p4 #aj4 #fch ,hart1 ,albert ,bushnell1 ,school ,books and ,international ,prejudices 7,international ,conciliation ,bulletin1 ,january1 #aiaa1 ,no4 #cb74 ,professor ,hart points out that a more favorable attitude toward ,great ,britain developed in the ,united ,states about the time of the ,spanish-,american ,war1 and urges that the ,american ,revolution be taught ,american and ,british youth as 8a deep and broad ,anglo-,saxon movement in which both sides had some rights and both had some wrong40 #fci ,a study of the presentation of the ,american ,revolution in history textbooks was made by ,charles ,altschul in #aiag4 ,see ,altschul1 ,charles1 ,the ,american ,revolution in ,our ,school ,text-,books 7,new ,york1 #aiag74 ,also see ,wister1 ,owen1 ,a ,straight ,deal or the ,ancient ,grudge 7,new ,york1 #aibj74 #fdj ,russell1 ,charles ,edward1 8,behind the ,propaganda ,scenes10 ,columbia1 ,september1 #aibb1 p4 #e et seq4 ,mr4 ,russell declares that the undertaking was financed by ,andrew ,carnegie4 #fda ,william ,allen ,neilson1 president of ,smith ,college1 in an address before the ,english-,speaking ,union1 ,may #af1 #aibj4 ,the ,christian ,science ,monitor1 ,may #ag1 #aibj2 also ,bulletin ,no4 #g1 ,june1 #aibc1 of the ,english-,speaking ,union 7#cde ,madison ,avenue1 ,new ,york74 ,agencies for ,anglo-,american friendship assert they have made no attempts to combat present-day efforts of anti-,english groups4 7,letters to the author under date of ,june #bf1 #aibc1 from the ,secretary of the ,sulgrave ,institution1 and under date of ,july #f1 #aibc1 from the ,secretary of the ,english-,speaking ,union47 #fdb ,eagleton1 ,clyde1 8,the ,attitude of ,our ,textbooks ,toward ,england10 ,educational ,review1 ,vol4 ,,lvi 7,december1 #aiah71 pp4 #dbd-dbi4 #fdc ,schuyler1 ,robert ,livingston1 8,history and ,public ,opinion10 ,educational ,review1 ,vol4 ,,lv 7,march1 #aiah71 pp4 #aha-aij4 #fdd ,chicago ,herald and ,examiner1 ,july #c1 #aiba4 #fde ,in ,chicago ,herald and ,examiner1 ,july #c1 #aiba1 and ,october #ae1 #aibb4 ,the latter was not the last article written1 however4 #fdf ,ibid41 ,january #ad1 #aibc4 #fdg ,ibid41 ,july #c1 #aiba4 ,in ,o',hara's ,history of the ,united ,states1 thirteen lines are given to ,patrick ,henry's opposition to the ,stamp ,act1 over four of which are devoted to the words by ,henry3 8#8,tarquin and ,caesar each had his ,brutus2 ,charles ,i his ,cromwell2 and ,george ,,iii--7here cries of 8,treason6 ,treason60 from the ,speaker and others were heard7--may profit by their example4 ,if this be treason make the most of it4'0 pp4 #abd-abe4 ,on the other hand1 six lines are allotted to a discussion of ,pitt's reaction toward the repeal of the ,stamp ,act1 and approximately three lines to direct quotation from him4 78,when the question of repeal came up in the ,house of ,commons1 ,pitt #8rejoiced that ,america had resisted4' ,he was glad that ,americans were not #8so dead to all the feelings of liberty as voluntarily to submit to be slaves4'07 p4 #abf4 7,o',hara1 ,john ,p41 ,history of the ,united ,states1 ,new ,york1 #aiai74 ,there has been only one edition of this history textbook4 #fdh ,ibid4 #fdi ,ibid41 ,july #ag1 #aiba4 #fej ,ibid4 #fea ,ibid4 #feb ,ibid4 #fec ,ibid4 #fed ,ibid41 ,july #bd1 #aiba4 ,the article is entitled 8,declaration of ,independence is ,censored3 ,england's ,guilt for ,revolution ,disputed in ,new ,united ,states ,histories40 #fee ,ibid4 ,this characterization of the colonials as 8ignorant and superstitious0 is in a chapter devoted to 8,life in the ,colonies0 in which are discussed1 among other things1 8,colonial ,ignorance and ,superstition0 and 8,the ,salem ,witchcraft40 ,in the paragraph on 8,colonial ,ignorance and ,superstition10 the following sentence is indicative of the trend3 8,hornets were thought to come from the decaying bodies of horses1 and honey bees from cattle40 ,the quotation regarding ,henry is as follows3 8444 ,patrick ,henry1 a gay1 unprosperous1 and hitherto unknown country lawyer1 who made his reputation by declaring with marvelous eloquence that there was a limit to the legal control which the ,king might exert over ,colonial law-making10 page #ada4 ,mc,laughlin1 ,andrew ,c41 and ,van ,tyne1 ,claude ,halstead1 ,a ,history of the ,united ,states for ,schools 7,new ,york1 #aiaa74 #fef ,ibid4 ,in the #aiaa edition of ,mc,laughlin and ,van ,tyne's textbook1 8,we have met the enemy and they are ours0 appears on page #bdg4 ,the quotation 8,don't give up the ship0 is on page #bdh1 but a footnote suggests that ,lawrence's real words seem to have been1 8,fight the ship until she is sunk10 while those usually given are the words of the boy who took the message on deck4 #feg ,the ,new ,york ,times1 ,september #bh1 #aiba4 #feh ,ibid4 #fei ,chicago ,herald and ,examiner1 ,november #bj1 #aiba4 #ffj ,ibid4 #ffa ,ibid4 #ffb ,ibid4 ,mr4 ,miller quotes thus3 8,france shut her eyes when some gallant ,french officers1 especially ,marquis ,de ,lafayette and ,baron ,de ,kalb1 went to ,america as volunteers1 p4 #acf40 ,in ,professor ,hart's book the quotation is as follows3 8,agents were sent to ,paris to ask help2 the ,french secretly gave them military supplies and money and shut their eyes when some gallant young ,french officers1 especially ,marquis de ,lafayette and ,de ,kalb1 went to ,america as volunteers40 7,hart1 ,albert ,bushnell1 ,school ,history of the ,united ,states1 ,new ,york1 #aibj1 p4 #acf47 #ffc ,ibid4 #ffd ,chicago ,herald and ,examiner1 ,may #ad1 #aibb4 ,letter from ,william ,e4 ,borah to ,p4 ,b4 ,arnell1 ,manager ,oregon ,teacher's ,monthly1 ,salem1 ,oregon4 #ffe ,ibid4 #fff ,ibid4 #ffg ,chicago ,herald and ,examiner1 ,may #ba1 #aibb4 #ffh ,ibid4 #ffi ,ibid4 #fgj ,ibid4 #fga ,ibid41 ,september #aj1 #aibb4 #fgb ,ibid4 #fgc ,ibid4 #fgd ,ibid4 #fge ,ibid4 #fgf ,ibid4 #fgg ,ibid4 #fgh ,greg1 ,percy1 ,history of the ,united ,states from the ,foundation of ,virginia to the ,reconstruction of the ,union4 #b v4 7,london1 #ahhg71 ,vol4 ,i1 p4 #acd4 #fgi ,ibid41 pp4 #afe1 #afh4 #fhj ,chicago ,herald and ,examiner1 ,october #ae1 #aibb4 #fha ,ibid4 ,according to a pamphlet of the ,english-,speaking ,union 8it is an organization based on individual membership1 and is non-political and non-sectarian4 ,it aims at no alliance1 and is not connected with governments4 ,it takes for granted that the growth of friendship between ,english-speaking peoples in no way implies or produces unfriendly relations between ,english-speaking peoples and those of other lands and tongues40 #fhb ,ibid4 #fhc ,ibid4 #fhd ,ibid4 #fhe ,ibid4 #fhf ,ibid4 #fhg ,chicago ,herald and ,examiner1 ,january #ad1 #aibc4 ,this article names others than educators as open to the charges of 8,anglicization40 ,among these are ,rev4 ,dr4 ,james ,e4 ,barton1 ,george ,e4 ,roberts1 a ,magna ,charta ,day ,committeeman1 vice-president and publicity manager of the ,national ,city ,bank1 ,new ,york and 8propaganda expert of the ,international ,banking ,corporation10 who1 with 8,henry ,s4 ,pritchett1 president of the ,carnegie ,foundation1 conducts a correspondence school in #8,economics for ,business ,executives1' another spacious channel for special privilege40 #fhh ,ibid4 ,edwin ,greenlaw's book1 ,problems of ,democracy1 was condemned also by ,mr4 ,miller4 ,it is not a history textbook1 however4 #fhi ,ibid4 #fij ,the ,new ,york ,american1 ,november #d1 #aibc4 ,the article for which apology was offered appeared in the issue of ,april #a1 #aibc1 under the caption of 8,u4 ,s4 ,histories made up of ,british ,slanders40 ,the article criticized certain characterizations of heroic characters in ,american history as3 8,englishmen of that day believed sincerely that the ,revolution was the work of a group of #8soreheads4' ,george ,washington1 as a youth1 had been refused a coveted commission in the ,british ,army4 ,sam ,adams' father had been ruined by the wise ,british veto of a ,massachusetts #8,land ,bank4' ,the older ,otis had failed to secure an appointment on the ,massachusetts bench4 ,alexander ,hamilton was a penniless and briefless law student with no chance for special advancement unless by fishing in troubled water40 ,the statement of the ,american follows in part3 8,the fact is1 that the paragraph referred to immediately preceded the following qualifying paragraph3 #8,all this of course as an explanation of the part played by ,washington1 ,adams1 ,otis and ,hamilton1 was as absurd as was the view of many ,americans that high-minded men like ,chief ,justice ,oliver and ,governor ,hutchinson of ,massachusetts were loyalists simply to cling to office and salary4 ,but had the ,british charge been true1 what greater condemnation could be devised for the old colonial system than that under it ,george ,washington could not get a petty lieutenant's appointment and that a genius like ,hamilton had practically no chance for advancement unless taken up by some great gentlemen4'0 ,west1 ,willis ,mason1 ,history of the ,american ,people 7,boston1 #aiah74 #fia ,chicago ,herald and ,examiner1 ,april #bj1 #aibd4 ,according to ,mr4 ,miller the ,mc,laughlin and ,van ,tyne textbook1 among other 8corrections0 made1 included in the latest edition 8,nathan ,hale1 who had been omitted entirely 444 as one who #8risked all for his country's cause4'0 ,these authors also have1 according to ,mr4 ,miller1 8improved the picture of ,patrick ,henry0 by describing him thus3 8,a hitherto unknown country lawyer1 but a sincere lover of liberty40 8,such corrections and many others in this one book and all the innumerable corrections that have been made in five other texts can have but one significance10 concluded ,mr4 ,miller4 8,the ,anglicized authors have come to realize that the ,american people will not tolerate ,anglicized histories in our public schools40 #fib ,bulletin of the ,patriot ,league 7,charles ,grant ,miller1 ,organizing ,director1 ,rosebank1 ,new ,york ,city1 #aibb74 #fic ,ibid4 #fid ,ibid4 #fie ,miller1 ,charles ,grant1 ,treason to ,american ,tradition 7,new ,york71 p4 #f4 ,the books by ,ward and ,greenlaw are literature textbooks4 ,west's ,history of the ,american ,people was attacked on much the same basis as other histories in the ,chicago ,herald and ,examiner1 ,march #e1 #aibb4 #fif ,the ,new ,york ,times1 ,november #bf1 #aiba4 ,editorial 8,appealing ,now to ,teachers40 ,the editorial first discussed the mailing of the pamphlet to many teachers in ,new ,york's public schools4 #fig ,griffin1 ,joseph ,t41 ,american ,history ,must ,it ,be ,rewritten to ,preserve ,our ,foreign ,friendships8 7,knights of ,columbus ,historical ,commission1 ,boston1 #aibb71 p4 #d4 #fih ,ibid41 p4 #c4 #fii ,mc,sweeney1 ,edward ,f41 ,america ,first 7,boston1 ,mass474 #gjj ,ibid41 p4 #d-e4 #gja ,ibid41 p4 #e4 ,he cites ,hosmer1 ,samuel ,adams1 p4 #bfc4 #gjb ,ibid41 pp4 #e-f4 #gjc ,ibid41 p4 #e4 #gjd ,ibid41 pp4 #f-g4 #gje ,these men1 with the exception possibly of one1 have written no history textbooks although they may have written books and articles for the general reader favorable to an ,anglo-,american understanding4 #gjf ,ibid41 p4 #i4 ,quoted from ,the ,london ,times1 ,july #d1 #aiai4 ,many of the 8reformed0 school-books1 according to ,mr4 ,mc,sweeney1 attempt to picture ,george ,,iii as a ,german monarch1 and 8consequently the fight of the colonials was against ,germany10 thereby leaving an erroneous impression4 ,ibid41 p4 #aj4 #gjg ,ibid41 pp4 #aa-ab4 #gjh ,ibid41 p4 #ab4 #gji ,ibid41 pp4 #ab-ac4 #gaj ,o',brien1 ,michael ,j41 ,a ,hidden ,phase of ,american ,history4 ,published by ,dodd1 ,mead and ,company1 #aiai4 #gaa ,o',brien1 op4 cit4 ,the chapters are entitled3 ,attitude of the ,people of ,ireland toward the ,american ,colonists1 ,benjamin ,franklin's ,visits to ,ireland1 ,irish ,sympathy for the ,revolting ,colonies1 ,efforts to ,conciliate the ,irish ,catholics1 ,history by ,suppression1 ,ireland's ,share in ,america's ,fight for ,freedom1 ,false ,statements ,refuted1 ,irish ,names in ,american ,muster-,rolls1 ,the ,friendly ,sons of ,saint ,patrick1 8,the ,line of ,ireland10 ,more ,history by ,suppression1 ,marion1 ,lacey1 and ,mc,clure1 ,irishmen ,flock to the ,standard of ,washington1 ,irish ,immigration ,prior to the ,revolution1 ,vast ,irish ,immigrations to ,pennsylvania1 ,the 8,scotch-,irish0 ,myth1 ,early ,irish ,settlements in ,new ,york1 ,the 8,irish ,donation10 ,early ,irish ,settlers in ,virginia1 ,more ,light on the 8,scotch-,irish0 ,myth1 ,early ,irish ,settlers in the ,carolinas1 ,pre-,revolutionary ,irish in ,georgia1 ,the ,first ,census of the ,united ,states1 ,america's ,debt to ,ireland4 ,the obscurity which envelops the ,irish in ,american history1 ,mr4 ,o',brien believes1 is because of the 8premeditated suppression of facts0 due to the influence of the 8,anglo-,saxon cult40 ,ibid41 pp4 #bda-bdb4 #gab ,mc,clure1 ,s4 ,s41 8,some ,delusions about ,ireland10 ,mc,clure's ,magazine1 ,vol4 ,,lii 7,june1 #aibb71 pp4 #ic-ajc4 ,quoted from the ,irish ,world1 ,august #bc1 #aiai4 #gac ,reddin1 ,john ,h41 8,the ,american ,history ,contest10 ,columbia1 ,september1 #aiba1 p4 #ab4 #gad ,the ,new ,york ,times1 ,may #bi1 #aiba4 #gae ,the ,new ,york ,times1 ,august #a1 #aiba4 #gaf ,ibid41 ,august #d1 #aiba4 ,remarks of ,supreme ,master ,john ,h4 ,reddin1 of ,denver4 ,according to ,charles ,grant ,miller1 the ,knights of ,columbus took the matter up after 8my first series of exposures of ,anglicized alteration0 proposing 8to produce a new school history40 ,opposition led them 8to withdraw from this project10 but to issue 8historical brochures to the general public40 ,letter1 under date of ,november #bc1 #aibb1 from ,c4 ,g4 ,miller to the author4 #gag ,the ,new ,york ,times1 ,september #h1 #aiba4 ,according to the ,times other members of the ,commission besides ,mc,sweeney1 who were present at the meeting1 were ,rear ,admiral ,william ,benson1 ,maurice ,francis ,egan1 ,professor ,george ,derry of ,union ,college1 and ,professor ,charles ,h4 ,mc,carthy of the ,catholic ,university of ,america4 ,all signed the statement1 the ,times reported4 ,a trustworthy ,catholic authority informed the author that ,henry ,jones ,ford of ,princeton and ,hannis ,taylor1 former minister to ,spain1 were on the ,commission4 ,at ,taylor's death ,dr4 ,dunne succeeded4 ,egan early resigned1 it is said1 due to his fear of anti-,british tendencies4 #gah ,chicago ,herald and ,examiner1 ,january #a1 #aibb4 ,the amount of the first prize was #bejj1 according to an announcement in ,columbia1 ,september1 #aiba1 p4 #ab4 ,this prize was awarded to ,samuel ,f4 ,bemis1 a ,protestant1 of ,whitman ,college1 ,walla ,walla1 ,washington4 ,according to ,the ,fortnightly ,review this work was not inspired by the ,commission1 for 8it was practically completed when the prize was announced and would have been published this year anyhow40 ,the ,review also states that it was 8the only scientific study submitted40 ,the ,fortnightly ,review1 ,vol4 ,,xxx 7,november #a1 #aibc71 p4 #dbb4 #gai ,mc,sweeney1 ,edward ,f41 8,the ,anger of the ,anglophiles10 ,columbia1 ,april #a1 #aibb1 p4 #aj4 #gbj ,ibid4 #gba 8,the ,k4 of ,c4 ,historical ,commission10 ,the ,fortnightly ,review1 ,vol4 ,,xxx 7,december #a1 #aibc71 pp4 #deg-deh4 ,the ,commission is reported to have spent between #hj1jjj and #ij1jjj4 #gbb ,according to a reputable ,catholic authority1 ,mr4 ,mc,sweeney's salary was #ab1jjj and expenses4 #gbc ,the ,fortnightly ,review1 loc4 cit4 ,the writer of the article was of the opinion that 8with ,catholic laymen filling chairs of history and political science at ,harvard1 ,columbia1 ,bryn ,mawr1 the ,catholic ,university1 and elsewhere1 and with other ,catholics engaged in library and archival work of importance1 it is small wonder that the ,commission1 containing the name of but one engaged in the profession of history1 failed to win the confidence of those interested in history40 #gbd ,ibid4 #gbe ,hart1 ,albert ,bushnell1 op4 cit41 p4 #abj4 #gbf ,ibid41 p4 #abf4 #gbg ,ibid41 p4 #ade4 ,these attacks are found in ,griffin1 op4 cit4 #gbh ,griffin1 op4 cit41 p4 #e4 8,others were drawn into the army by money1 bounties and promise of land40 ,hart1 op4 cit41 p4 #acd4 ,mr4 ,griffin asks3 8,is this building up or breaking down the morale of a nation8 ,the consideration of such statements may be a painless intellectual question for the adult--but to the impressionable minds of the young the effect is unquestionably bad40 #gbi ,ibid41 p4 #f4 ,quotation from ,mc,laughlin1 ,andrew ,c41 ,history of the ,american ,nation 7,new ,york1 #aiai71 p4 #aeb4 ,mc,laughlin goes on to say that the 8,revolution was justifiable because the colonists stood for certain fundamental principles that were woven into the very fabric of their lives40 #gcj ,ibid41 p4 #g4 ,barnes1 ,everett1 ,american ,history for ,grammar ,grades 7,new ,york1 #aibj74 #gca ,griffin1 op4 cit41 p4 #i4 #gcb ,ibid41 p4 #aa4 #gcc ,ibid41 p4 #h4 ,objections were lodged against ,john ,p4 ,o',hara's history although he is a ,catholic4 ,in ,the ,fortnightly ,review1 ,april #ae1 #aibd1 ,mr4 ,o',hara protests against the criticisms directed against him3 8,as long as the criticisms were confined to the ,hearst press and similar secular mediums of publicity ,i was able to follow the discussion without being greatly disturbed2 but when with the blessing of the ,k4 of ,c4 ,historical ,commission the ,hearst #8authority' was allowed a page in ,columbia1 the official ,k4 ,c4 organ1 on which to spread his charge that ,i1 among others1 was a ,benedict ,arnold who had sold his country for ,british gold1 and when1 in addition1 his stuff was widely reprinted in the ,catholic press1 a different situation was created4444 ,i received letters from various persons complaining 444 that a man of my name should have fallen a victim to ,british agencies of corruption4 ,one such letter put me in distinguished company in this fashion3 8#8,judas1 #cj pieces of silver2 ,benedict ,arnold1 #aj1jjj pounds and a coronet3 ,o',hara888'0 ,the ,fortnightly ,review1 ,vol4 ,,xxxi 7,april #ae1 #aibd71 pp4 #aef-aeg4 #gcd ,the ,gaelic ,american1 ,march #aa1 #aibb1 p4 #f4 8,mc,sweeney on the ,schools40 ,the pamphlet by ,mr4 ,griffin1 from which the author has quoted1 was published by the ,hudson ,county ,federation of the ,holy ,name ,society 7#aibb7 8as a guide to ,,red-,,blooded ,,americans with the moral fibre strong enough to believe and insist that ,american ,history1 crimsoned with the blood of our martyrs1 shall be maintained in its entirety and shall be elaborated upon by those authors alone1 who1 as ,americans1 still believe ,,in ,,the ,,magnificent ,,structure ,,which ,,the ,,forefathers ,,of ,,this ,,republic ,,have ,,reared ,,and ,,which ,,must ,,endure40 #gce ,jaegers1 ,albert1 ,a ,brief ,sketch of the ,life and ,character of ,baron von ,steuben 7,steuben ,society ,publication1 ,jacob ,leisler ,unit71 p4 #e4 ,in the hearings in the ,senate ,judiciary ,committee to repeal the charter of the ,german-,american ,alliance in #aiah1 it was revealed that this organization had endeavored to control history textbooks4 ,in conjunction with the ,ancient ,order of ,hibernians in ,america in #aijg1 the ,alliance had resolved 8to recommend a systematic investigation of the share all races have had in the development of our country1 in war and in peace1 from the earliest days1 as the basis for the founding and continuance of an unbiased ,american history40 ,in the testimony it was declared that it was their purpose 8to give credit where credit is due0 because 8in all of our current school histories1 and most others1 444 the ,anglo-,saxon has been glorified and exalted to the exclusion of those others who did so much for this country1 like the ,irish and the ,germans and the other countries40 8,hearings before the ,subcommittee of the ,committee on the ,judiciary1 ,united ,states ,senate10 #feth ,congress1 #b;d ,session1 ,senate ,report #cebi1 p4 #fde et seq4 ,at the same time ,professor ,samuel ,b4 ,harding testified that in #aiae objection was raised to a chapter on the ,world ,war which he had written for a high school textbook and that his publishers 7the ,american ,book ,company7 had been warned that such would be 8considered obnoxious10 and that 8the organization no doubt would feel itself obliged to actively oppose the use of such a book in any school anywhere in any state40 ,ibid41 pp4 #fai-fbj4 #gcf ,s4 ,s4 ,bulletin1 ,vol4 ,i1 ,no4 #ac 7,february #a1 #aibb71 p4 #a4 #gcg ,ibid41 ,no4 #ad 7,february #ae1 #aibb74 #gch ,ibid4 #gci ,ibid4 #gdj ,ibid4 #gda ,ibid4 #gdb ,ibid4 #gdc ,schrader1 ,frederick ,franklin1 8#afhc-aibj0 7,new ,york1 #aibj71 pp4 #bb-be4 ,there are the same quotations from ,george ,haven ,putnam1 ,owen ,wister1 and ,lord ,northcliffe as found in the ,knights of ,columbus pamphlets4 ,see page #bbg4 #gdd ,ibid41 p4 #be4 #gde ,the ,st4 ,louis ,star1 ,june #bg1 #aibc4 ,the resolution was adopted ,june #bf4 ,it is stated that three hundred delegates were present at the convention4 #gdf ,ibid4 #gdg ,ibid4 #gdh ,s4 ,s4 ,bulletin1 loc4 cit4 #gdi ,schrader1 op4 cit41 pp4 #i-aj4 ,the place of the ,german element in ,american history had been treated by ,faust ten years prior to ,schrader's book4 ,faust1 ,albert ,b41 ,the ,german ,element in the ,united ,states with especial reference to its political1 social and educational influence 7,boston1 #aiji74 #gej ,schrader1 op4 cit4 ,ridder1 ,victor1 ,the ,germans in ,america 7,new ,york1 #aibb71 and ,jaegers1 op4 cit4 #gea ,schrader1 op4 cit41 p4 #ai4 #geb ,ibid41 p4 #aj4 #gec ,ridder1 op4 cit41 p4 #ad4 ,in #aiag1 an investigation of the most commonly used textbooks in history was made by ,timothy ,t4 ,lew to determine the treatment given ,chinese-,american relations4 ,mr4 ,lew's conclusion was that the attitude of ,americans toward the ,chinese was likely to be one of indifference or prejudice because of the lack of attention given in textbooks1 or because many events which would show cordial relations had been overlooked4 ,lew1 ,timothy ,t41 8,china in ,american ,school ,text-,books10 ,spl4 ,suppl4 to ,the ,chinese ,social and ,political ,science ,review1 ,vol4 ,,vi-,,vii 7,july1 #aibc74 #ged ,chafee1 ,zechariah1 8,freedom of ,speech10 ,the ,new ,republic1 ,vol4 ,,xvii 7,november #af1 #aiah71 p4 #fg4 ,also ,espionage ,act ,cases with ,certain ,others on ,related ,points1 compiled and edited by ,walter ,nelles 7,new ,york1 #aiah71 pp4 #cc-ce4 ,the case is listed as ,the ,united ,states vs ,motion ,picture ,film 8,the ,spirit of '#gf40 ,southern ,district of ,california1 ,southern ,division1 ,november #cj1 #aiag1 under ,judge ,bledsoe4 #gee ,harr1 ,t4 ,everett1 8,shadow ,huns and ,others10 ,the ,national ,civic ,federation ,review1 ,vol4 ,,iv 7,february #ae1 #aiai71 pp4 #ab-af4 #gef ,ibid4 #geg ,report of the ,committee from the ,fathers of ,soldiers' ,league to the ,board of ,education1 ,des ,moines1 ,iowa1 #aiah4 7,in manuscript47 #geh ,quoted from ,robinson1 ,james ,harvey1 ,medieval and ,modern ,times 7,new ,york1 #aiah74 ,the committee who investigated the textbook hazarded this remark upon the excerpt quoted3 8,it would seem to your committee that the historian has another guess coming1 and that ,germany is not liable to get her colonies back or any indemnities40 ,report1 loc4 cit4 #gei ,california ,state ,board of ,education1 ,special ,bulletin ,no4 #d4 ,series of #aiah4 ,the committee included ,e4 ,d4 ,adams1 ,arley ,b4 ,show1 ,w4 ,a4 ,morris1 ,e4 ,i4 ,mc,cormac1 ,w4 ,j4 ,cooper4 #gfj ,the ,seattle ,star1 ,september #cj1 #aiah1 ,editorial4 #gfa ,harr1 loc4 cit4 #gfb ,bulletin of the ,montana ,state ,council of ,defense1 ,april #bb1 #aiah4 ,west1 ,ancient ,world 7,boston1 #aiac71 p4 #egj4 #gfc ,forty-,ninth ,annual ,report of the ,state ,board of ,education 444 of ,rhode ,island1 ,january1 #aiai1 pp4 #gg1 #ha4 ,the history textbooks were not named4 #gfd ,information gained through a questionnaire sent to the superintendent of public instruction in each state4 ,all states but ,south ,carolina replied4 #gfe ,a ,syllabus of the ,world ,war for ,use in the ,high ,schools of ,the ,city of ,new ,york adopted by the ,board of ,superintendents 7,department of ,education of the ,city of ,new ,york1 #aiah71 p4 #e4 #gff 8,accepted ,fable10 ,the ,freeman1 ,vol4 ,,vii 7,june #bg1 #aibc71 pp4 #cff-cfg4 #gfg ,see page #bdh4 ,professor ,west is author of ,modern ,progress 7,boston1 #aibj7 but not of ,the ,story of ,human ,progress4 ,the quotation was not verified4 #gfh 8,war in the ,textbooks10 ,the ,nation1 ,vol4 ,,cxix 7,sept4 #ag1 #aibd71 p4 #bgg4 #gfi ,ibid4 ,see ,hazen1 ,charles ,downer1 ,modern ,europe 7,new ,york1 #aibj71 p4 #fij4 #ggj ,barnes1 ,harry ,elmer1 8,seven ,books of ,history against the ,germans10 ,the ,new ,republic1 ,vol4 ,,xxxviii 7,march #ai1 #aibd71 part ,,ii1 pp4 #aj-ae4 ,also see ,professor ,hazen's letter in ,the ,new ,republic1 ,vol4 ,,xxxviii 7,may #g1 #aibd71 pp4 #bhd-bhe4 ,on the question of the origin of the ,war a series of articles by ,professor ,barnes appeared in ,the ,christian ,century for ,october1 ,november1 ,december1 #aibe4 ,see also ,barnes1 ,harry ,elmer1 in ,current ,history1 ,vol4 ,,xxii 7,may1 #aibd71 on the origin of the ,war2 also ,fay1 ,sidney ,b41 8,new ,light on the ,origins of the ,world ,war10 ,the ,american ,historical ,review1 ,vol4 ,,xxvi 7,october1 #aibj71 pp4 #cg-ec2 ,fay1 ,sidney ,bradshaw1 8,the ,black ,hand ,plot that led to the ,world ,war10 ,current ,history1 ,vol4 ,,xxiii 7,november1 #aibe71 pp4 #aif-bjg4 #gga ,the ,nation1 loc4 cit4 ,robinson1 ,james ,harvey1 and ,beard1 ,charles ,a41 ,history of ,europe ,our ,own ,times 7,boston1 #aiba71 pp4 #edc-edd4 #ggb ,the ,nation1 loc4 cit4 ,see ,hayes1 ,carlton ,j4 ,h41 and ,moon1 ,thomas ,parker1 ,modern ,history 7,new ,york1 #aibc74 #ggc ,taft1 ,donald ,r41 8,historical ,textbooks and ,international ,differences0 7,chicago1 #aibe74 ,guitteau1 ,william ,backus1 ,our ,united ,states 7,new ,york1 #aibc74 ,long1 ,william ,j41 ,america 7,boston1 #aibc74 #ggd ,kendig-,gill1 ,isabel1 8,war and ,peace in ,united ,states ,history ,text-,books10 ,national ,council for ,prevention of ,war1 ,washington1 p4 #aj4 ,the author quotes passages to prove her contention from ,mace's ,beginner's ,history1 ,muzzey's ,an ,american ,history1 and ,guitteau's ,our ,united ,states4 ,also 8,drugging the ,young ,idea10 ,the ,freeman1 ,vol4 ,,vii 7,august #bb1 #aibc71 pp4 #eef-eeg4 #gge ,the ,ottumwa1 ,iowa ,daily ,courier1 ,march #b1 #aiai1 8,with the persistency of a fanatic and the illogical deduction of a demagogue1 ,professor ,muzzey makes the tariff and the trusts the principal defendants in the case which he brings against the ,united ,states of ,america4444 ,his book is a clearly conceived and a closely written argument for socialism treating the various steps in the country's history from the standpoint of the socialist instead of the unbiased historian44440 ,as a result of this opposition1 ,muzzey's textbook was excluded from the ,ottumwa schools4 ,for the same reason the use of this history was discontinued in ,leonia1 ,new ,jersey4 #ggf ,iowa ,legionnaire1 ,april #ae1 #aiba4 #ggg ,a pamphlet entitled ,muzzey's ,school ,history written by ,wallace ,mc,camant1 ,chairman of the ,committee on ,patriotic ,education of the ,national ,society of the ,sons of the ,american ,revolution1 ,july #bg1 #aibb4 ,see also ,official ,bulletin of the ,national ,society of the ,sons of the ,american ,revolution1 ,vol4 ,,xvii 7,october1 #aibb71 ,washington1 ,d4 ,c4 #ggh ,ibid41 p4 #a4 ,an examination of the textbook reveals the distasteful quotation marks in the following passage3 8,letters1 pamphlets1 petitions1 came in an uninterrupted stream from the ,massachusetts #8patriots1' ,hancock1 ,warren1 ,otis1 and the ,adamses40 #ggi ,pamphlet1 op4 cit41 p4 #b4 ,see ,muzzey1 op4 cit41 p4 #aae4 #ghj ,pamphlet1 op4 cit4 #gha ,ibid41 pp4 #e-af4 #ghb ,ibid41 p4 #ac4 #ghc ,pamphlet entitled 8,the ,sons of the ,american ,revolution and the ,histories in ,use in ,our ,schools10 p4 #h4 #ghd ,ibid41 p4 #a4 ,also 8,report of ,committee on ,patriotic ,education0 published separately and obtained from ,judge ,wallace ,mc,camant1 ,portland1 ,oregon4 #ghe ,ibid4 #ghf ,ibid41 pp4 #b-c4 #ghg ,ibid41 p4 #c4 #ghh ,ibid4 #ghi ,ibid41 p4 #f4 ,guitteau's ,our ,united ,states and ,halleck's ,history of ,our ,country are designed primarily for the junior high school1 and not for the senior high school4 #gij ,ibid41 p4 #e4 ,cf4 statement of ,charles ,grant ,miller1 page #baa4 #gia ,pamphlet1 8,the ,sons of the ,american ,revolution and the ,histories in ,use in ,our ,schools10 p4 #g4 ,at their meeting at ,swampscott1 ,massachusetts1 in ,may1 #aibe1 ,judge ,mc,camant again called the attention of the ,sons of the ,american ,revolution to the textbook situation1 and urged them to use pressure to have the right kind of textbooks in the schools of their states4 ,boston ,herald1 ,may #ai1 #aibe4 #gib ,ibid41 p4 #c4 #gic ,district of ,columbia ,board of ,education ,piney ,branch ,citizens' ,association against ,muzzey's ,school ,history 7,washington1 ,d4 ,c41 ,april #be1 #aibc71 p4 #b4 ,washington1 ,d4 ,c4 ,sunday ,star1 ,june #d1 #aibb4 ,muzzey's defense is criticized by the chairman of the ,piney ,branch ,historical ,committee in an issue of the ,star1 ,june #ah1 #aibb4 #gid ,the ,washington1 ,d4 ,c4 ,star1 ,april #bf1 #aibc4 #gie ,ibid4 #gif ,ibid4 ,the activities of the ,patriot ,league for the ,preservation of ,american ,history are treated in the section devoted to ,charles ,grant ,miller and the ,hearst newspapers4 #gig ,ibid4 #gih ,ibid4 #gii ,hathaway1 ,carson ,c41 8,is ,muzzey's ,american ,history ,revolutionary80 ,the ,dearborn ,independent1 ,october #bj1 #aibc1 p4 #b4 #hjj ,louisville ,times1 ,november #i1 #aibb4 ,institutions to which the request was sent were the high schools of ,owensboro1 ,ashland1 ,dayton1 ,maysville1 ,louisville1 ,collegiate ,school1 ,bowling ,green1 ,kentucky ,state ,university1 ,hamilton ,college1 ,lexington1 and ,berea ,college1 ,berea4 #hja ,ibid4 #hjb ,louisville ,courier-,journal1 ,november #ab1 #aibb4 #hjc ,this is the statement of ,charles ,grant ,miller in the ,chicago ,herald and ,examiner1 ,march #e1 #aibb4 #hjd ,the report is signed 8,september #h1 #aibb40 ,the investigating committee were ,george ,clark ,sargent1 ,e4 ,l4 ,magee1 ,e4 ,j4 ,mott1 ,w4 ,p4 ,humphreys and ,donozel ,stoney4 ,the adoption of the report 8engendered a heated discussion0 according to the ,san ,francisco ,chronicle of ,november #bd1 #aibb4 #hje 8,minority ,report upon ,muzzey's ,history of the ,united ,states to the ,board of ,managers of the ,california ,society of the ,sons of the ,american ,revolution40 7,in manuscript47 #hjf ,report of the ,committee of ,five on ,american ,history ,text-,books now in ,use in ,california ,high ,schools 7,sacramento1 #aibb74 7,in manuscript47 ,the committee appointed in ,april1 #aibb1 reported in ,june4 ,it was made up of ,e4 ,d4 ,adams 7chairman71 ,professor of ,american ,history1 ,stanford ,university2 ,e4 ,i4 ,mc,cormac1 ,professor of ,american ,history1 ,university of ,california2 ,j4 ,a4 ,nowell1 ,head of the ,history ,department1 ,fresno ,teachers' ,college2 ,w4 ,w4 ,mather1 ,head of the ,history ,department1 ,ontario2 ,a4 ,h4 ,abbott1 ,professor of ,history1 ,college of the ,pacific1 ,san ,jos4 ,they examined many of the commonly used ,american history textbooks4 #hjg ,the ,cleveland ,plain ,dealer1 ,may #b1 #aibc4 #hjh ,pamphlet 8,should the #8,history of the ,american ,people' by ,willis ,mason ,west be used as a ,school ,text ,book80 p4 #d4 7,obtained by the author from ,a4 ,h4 ,conner1 ,attorney-,general of ,idaho47 ,this attack of ,west's textbook was first published in the ,idaho ,statesman4 #hji ,ibid41 pp4 #c-d4 #haj ,ibid4 #haa ,idaho ,statesman1 ,december #i1 #aibb4 #hab ,letter under date of ,july #bj1 #aibc1 to the author4 ,however1 textbooks in ,tennessee are selected by a board appointed by the governor4 #hac ,letter under date of ,august #bj1 #aibc1 from ,judge ,wallace ,mc,camant4 ,a letter under date of ,july #aa1 #aibc1 from ,h4 ,c4 ,weber1 ,superintendent of ,schools at ,nashville1 ,tennessee1 stated that he was not informed regarding the results of a complaint against a textbook used in the ,nashville schools which had been presented to the legislature4 ,in ,nashville1 ,tennessee1 the ,high ,school used ,james and ,sanford's ,american ,history for the past two years according to a statement from the ,superintendent of ,schools4 ,in ,adrian1 ,michigan1 ,west's ,history of the ,american ,people was the textbook according to a 8,directory of ,adrian ,public ,schools1 #aibc-aibd40 ,w4 ,f4 ,weisand1 ,superintendent of ,schools of ,nampa1 ,idaho1 informed the author in a letter of ,november #ai1 #aibc1 that for the years #aibc and #aibd1 ,beard and ,bagley1 ,history of the ,american ,people and ,beard1 ,history of the ,united ,states were used4 ,muzzey's history was still in use in ,november1 #aibc1 according to the superintendents of schools at ,burley1 ,idaho1 and in ,idaho ,falls1 ,idaho4 ,this information was obtained in personal letters from the ,superintendent of ,schools4 ,it does not agree with ,captain ,conner's statement4 #had ,letter under date of ,september #h1 #aibc1 from ,a4 ,h4 ,conner4 #hae ,letter under date of ,august #bj1 #aibc1 from ,judge ,wallace ,mc,camant4 #haf ,report of ,committee on ,patriotic ,education 7,s4 ,a4 ,r471 op4 cit41 p4 #g4 #hag ,report of the ,historian of ,passaic ,valley ,chapter1 ,s4 ,a4 ,r41 on ,muzzey's ,american ,history1 ,december #ae1 #aibb4 7,in manuscript47 ,schuyler ,m4 ,cady historian4 ,the report was approved by the chapter1 ,february #ab1 #aibc4 #hah ,official ,bulletin of the ,national ,society of the ,sons of the ,american ,revolution1 ,december1 #aibb4 #hai ,report of ,roy ,f4 ,britton to ,st4 ,louis ,society of ,sons of ,revolution on ,american ,history ,text-,books ,used in ,st4 ,louis ,schools1 ,december #af1 #aibb4 7,in manuscript47 ,major ,britton quoted from ,charles ,edward ,russell's article 8,behind the ,propaganda ,scenes0 which appeared in ,columbia1 ,september1 #aibb4 #hbj ,ibid4 #hba ,st4 ,louis ,times1 ,december #ah1 #aibb4 #hbb ,st4 ,louis ,daily ,globe ,democrat1 ,december #ah1 #aibb4 #hbc ,quoted in a pamphlet of ,the ,patriot ,league for the ,preservation of ,american ,history4 #hbd ,hirshfield1 ,david1 ,report on ,investigation of ,pro-,british ,history ,text-,books in ,use in the ,public ,schools of the ,city of ,new ,york 7,n4 ,p471 p4 #ga4 #hbe ,ibid41 p4 #gb4 #hbf ,ibid4 #hbg ,the ,new ,york ,times1 ,september #ae1 #aiba4 ,the 8school history0 is not named4 #hbh ,ibid41 ,october #a1 #aibc4 ,the unity of opinion of various patriotic organizations was discussed in the ,new ,york ,american1 ,november #d1 #aibc4 #hbi ,statement obtained from ,charles ,f4 ,horne1 ,new ,york ,city1 ,december1 #aibc4 ,see ,appendix for complete statement of principles4 #hcj ,ibid4 #hca ,ibid4 #hcb ,horne1 ,charles ,f41 ,the ,story of ,our ,american ,people 7#b v41 ,new ,york1 #aibe71 p4 #a4 ,the work is not issued for general publication as yet1 according to a foreword4 #hcc ,ibid41 ,chapter ,i4 ,in connection with this last statement the text-book adds that 8some of the convicts sent here were indeed evil-minded rascals2 but many were men we would have applauded for their so-called crimes40 ,ibid41 p4 #aj4 ,illustrations of a 8,divine ,purpose0 in ,american events are found elsewhere1 for example ,burgoyne's surrender1 #aggg1 8brought to our people a sense of awe1 of direct aid from ,heaven40 7,vol4 ,i1 p4 #cgg47 ,see also ,vol4 ,i1 p4 #dci4 #hcd ,ibid41 pp4 #cfe1 #cga1 #cij1 #cid1 #cif1 #djd1 ,vol4 ,,ii1 p4 #id4 #hce ,ibid41 ,vol4 ,,ii1 pp4 #hj-aah2 #cdh-ceh2 #dae-ddd4 #hcf ,the ,new ,york ,times1 ,july #bd1 #aibe4 ,professor ,van ,tyne also said3 8,i have noticed many manifest errors and dubious statements as ,i ran hastily over the part devoted to the ,american ,revolution1 but the main trouble is in its organization1 and its sense of proportion4444 ,one virtue it has which ,i had not expected4 ,it is not bitterly anti-,british40 #hcg ,personal correspondence1 ,december1 #aibe1 with ,frank ,c4 ,cross1 ,national ,director of the ,americanism ,commission1 ,american ,legion4 ,mr4 ,cross gave this information because of an inquiry as to the extent and manner in which the ,legion had become interested in the teaching of ,american history and the ,constitution4 ,see ,appendix4 #hch ,the ,des ,moines ,register1 ,february #bg1 #aibc4 #hci ,the ,christian ,science ,monitor1 ,august #ca1 #aibc4 #hdj ,communication of the ,ethical ,society to the ,school ,board1 ,davenport1 ,iowa1 ,may #bd1 #aibc4 7,in manuscript47 ,the communication refers to ,charles ,grant ,miller's pamphlet ,treason to ,american ,tradition for details4 #hda ,hirshfield1 ,report1 p4 #gd4 #hdb ,report of ,special ,committee on ,school ,histories and ,text ,books ,adopted by ,grand ,lodge ,knights of ,pythias ,september #bj1 #aibc4 ,it was also recommended that a copy be sent to the ,state ,board of ,education and that the ,supreme ,representatives be instructed to present the matter before the ,supreme ,lodge4 #hdc 8,concerning ,school ,histories10 ,the ,new ,age1 ,march1 #aibc1 pp4 #aef-aeg4 #hdd ,this bill is discussed on page #ajd4 #hde 8,patriotic ,organizations ,appeal for ,school ,history ,bill10 ,the ,new ,jersey ,unit1 ,the ,patriot ,league 7,newark1 ,new ,jersey1 ,february #bb1 #aibd71 p4 #ab4 ,this pamphlet sets forth the criticisms commonly raised against the histories4 #hdf ,the ,des ,moines ,register1 ,april #bd1 #aibc4 #hdg ,the ,christian ,science ,monitor1 ,june #bg1 #aibc4 #hdh ,the ,new ,york ,times1 ,december #c1 #aiba4 ,charles ,grant ,miller at this time is reported by the ,times to have said that ,hart's history contained nothing objectionable to ,americans1 but that the preface was bad4 #hdi ,ibid41 ,december #aj1 #aiba4 ,in this section not all the places in which history investigations have been carried on have been mentioned4 ,only typical and outstanding cases are given4 ,see pages #bec1 #bei1 #bfe1 #bgc4 #hej ,report on ,history ,text-,books used in the ,public ,schools of the ,city of ,new ,york1 p4 #f4 ,an abbreviated form of this report was published in ,the ,historical ,outlook1 ,vol4 ,,xiii 7,october1 #aibb71 pp4 #bej-bee4 #hea ,report1 op4 cit41 p4 #ad4 ,the 8,general ,principles0 are set forth in more detail in the ,appendix of this study4 #heb ,ibid41 p4 #bj4 #hec ,ibid41 p4 #be4 #hed ,ibid41 p4 #be4 #hee ,ibid41 p4 #bf4 #hef ,ibid41 p4 #bc4 #heg ,ibid41 p4 #agj4 ,willis ,mason ,west is mentioned4 ,ibid41 p4 #afj4 #heh ,the ,new ,york ,times1 ,december #g1 #aiba4 ,hirshfield1 op4 cit41 p4 #g4 #hei ,ibid41 p4 #h4 #hfj ,the ,new ,york ,times1 ,december #aa1 #aiba4 #hfa ,ibid41 ,december #h1 #aiba4 ,mr4 ,hirshfield is alleged to have said that the investigation had been planned for several months but had been 8postponed to forestall the cry that it was to get ,irish votes40 ,ibid4 #hfb ,hirshfield1 op4 cit4 #hfc ,joseph ,t4 ,griffin1 the author of ,american ,history ,must ,it be ,rewritten to ,preserve ,our ,foreign ,friendships8 ,cited in the discussion of the ,knights of ,columbus movement4 #hfd ,haym ,salomon1 mentioned in the diary of ,robert ,morris as 8my little ,jew friend on ,front ,street10 is credited with lending #djj1jjj to the colonists1 becoming bankrupt4 ,aser ,levi1 a ,dutch ,jew1 was not permitted by ,peter ,stuyvesant to serve in the militia1 but by an appeal to ,holland finally1 was able to do so4 ,the ,new ,york ,times1 ,february #d1 #aibb4 #hfe ,ibid42 also ,the ,standard ,union ,brooklyn1 ,new ,york1 ,february #c1 #aibb4 ,the negro killed in the ,boston riot was ,crispus ,attucks4 ,among others who appeared at the hearings were ,charles ,grant ,miller1 ,charles ,edward ,russell1 ,warren ,b4 ,fisher of the ,united ,american ,war ,veterans1 ,thomas ,p4 ,tuite of the ,vanderbilt ,post ,g4 ,a4 ,r4 and of the ,star ,spangled ,banner ,association1 ,judge ,wallace ,mc,camant1 ,mrs4 ,marie ,j4 ,stuart of the ,national ,association for the ,advancement of ,colored ,people1 and ,major ,david ,banks of the ,military ,order of ,foreign ,wars4 #hff ,hirshfield1 op4 cit41 p4 #i4 #hfg ,ibid41 p4 #aj4 #hfh ,ward's edition of ,burke's ,speech on ,conciliation with ,america was also examined4 ,the latest editions of the textbooks were reviewed4 #hfi ,ibid4 #hgj ,ibid41 p4 #fg4 ,mr4 ,hirshfield charged certain financial leaders of the country like ,george ,e4 ,roberts and ,frank ,a4 ,vanderlip with abetting movements for ,anglo-,american concord4 ,the ,national ,security ,league in its program for 8#8the special training of school teachers to interpret the ,united ,states ,constitution in the public schools'0 and to 8secure legislation in the various states which will make this teaching compulsory throughout the country0 was described as another agency under pro-,british influence4 #hga ,hirshfield1 op4 cit41 pp4 #ch-dj4 #hgb ,ibid41 pp4 #ah-ai4 #hgc ,ibid41 p4 #bj4 #hgd ,ibid41 p4 #dd4 ,guitteau's history was criticized for his discussion of the ,league of ,nations in addition to other points objectionable to ,mr4 ,hirshfield4 ,it was held that such discussions are inappropriate1 inasmuch as it is still an 8unsettled political question0 which will be 8an issue in some form or other in the coming presidential campaign40 ,ibid41 p4 #dg4 #hge ,ibid41 pp4 #eg-eh4 #hgf ,this is entitled 8,propaganda seeks to ,distort ,american ,history4 ,british ,workers are ,being ,backed by a ,heavily ,financed ,machine4 ,purpose of the ,changes in ,textbooks ,range ,all the ,way from ,cultivation of #8,more ,friendly ,relations' to the ,fulfillment of the ,carnegie ,prophecy of the ,reunited ,states1 the ,british-,american ,union and the ,cecil ,rhodes ,design40 ,the articles in the ,chicago ,herald and ,examiner in which the ,mc,laughlin and ,van ,tyne history was criticized appeared ,july #bd1 #aiba1 and ,january #ad1 #aibc4 ,the ,hirshfield report adopts the same phraseology4 ,guitteau's textbook was attacked in an article of ,november #bj1 #aiba1 and the ,barnes histories in an article of ,july #ag1 #aiba4 #hgg ,new ,york ,tribune1 ,november #e1 #aibc4 ,the ,tribune published this statement from ,miller3 8,the printed ,hirshfield report is substantially as ,i wrote it except for illiteracies and pictures40 ,the ,tribune asserted that it had possession of fac-similes of special pay roll vouchers signed 8,david ,hirshfield1 ,commissioner of ,accounts0 for ,charles ,grant ,miller and ,joseph ,devlin1 for expert work4 #hgh ,ibid4 #hgi ,ibid4 #hhj ,ibid41 ,november #f1 #aibc4 #hha ,ibid4 #hhb ,ibid41 ,november #aa1 #aibc4 ,the ,o',hara history was criticized in an article by ,charles ,grant ,miller in the ,chicago ,herald and ,examiner1 ,july #c1 #aiba4 ,see page #baj4 #hhc ,ibid4 ,these histories1 according to the ,tribune1 were not on the authorized list for use in the ,new ,york ,city schools4 #hhd ,ibid41 ,november #e1 #aibc4 #hhe ,ibid41 ,november #bc1 #aibc4 #hhf ,ibid41 ,november #e1 #aibc4 ,devlin was paid #bjjj for his work1 and ,miller received #efb4ej for his work from ,february to ,may1 #aibc1 as a 8special expert in history text-book investigation10 according to the ,tribune4 #hhg ,the ,new ,york ,times1 ,november #f1 #aibc4 #hhh ,ibid41 ,june #e1 #aibc4 ,an ,american ,history by ,david ,s4 ,muzzey was the eighth history in the ,hirshfield list4 ,at the time of the investigation under the auspices of the schools there had been no complaint against this book according to ,superintendent ,ettinger4 #hhi ,the ,atlanta ,journal1 ,june #bg1 #aibc4 #hij ,ibid4 #hia ,ibid4 ,the ,baltimore ,sun is also quoted by ,the ,atlanta ,journal4 #hib ,the ,news ,sentinel1 ,june #f1 #aibc4 ,editorial4 #hic ,the ,milwaukee ,journal1 ,june #i1 #aibc4 ,editorial4 #hid ,dubuque ,telegraph-,herald1 ,june #ad1 #aibc4 #hie ,adams1 ,james ,truslow1 8,history and the ,lower ,criticism10 ,the ,atlantic ,monthly1 ,vol4 ,,cxxxii 7,september1 #aibc71 pp4 #cjh-cag4 #hif ,city of ,boston1 ,proceedings of ,school ,committee1 ,december #ah1 #aibb1 p4 #ahj4 #hig ,ibid4 #hih ,ibid4 #hii ,ibid4 #ijj ,ibid4 #ija ,ibid4 #ijb ,ibid41 p4 #aha4 ,signed by ,david ,d4 ,scannell and ,frances ,g4 ,curtis4 #ijc ,ibid4 ,signed by ,richard ,j4 ,lane4 #ijd ,ibid41 p4 #aia4 ,the ,report is given in part in the ,appendix4 #ije ,letter from ,s4 ,g4 ,reinertson1 ,superintendent of ,schools1 ,jackson1 ,minnesota1 and formerly ,superintendent at ,alta1 ,iowa1 under date of ,march #be1 #aibc4 #ijf ,chicago ,herald and ,examiner1 ,march #e1 #aibb4 #ijg ,the ,new ,york ,times1 ,may #a1 #aibc4 ,also ,the ,survey1 ,vol4 ,l 7,april #ae1 #aibc71 p4 #fh4 #ijh ,the ,new ,york ,times1 ,september #ab1 #aiba4 #iji ,the ,new ,york ,evening ,globe1 ,february #bb1 #aibb4 #iaj ,the ,dearborn ,independent1 ,october #bj1 #aibc4 #iaa ,adopted ,may #e1 #aibc4 ,columbia ,university1 ,new ,york4 #iab ,adopted ,october #be1 #aibe4 #iac ,the ,american ,historical ,review1 ,vol4 ,,xxix 7,april1 #aibd71 p4 #dbh4 #iad ,giddings1 ,franklin1 8,are we getting better text-books80 ,the ,independent1 ,vol4 ,i 7,june #c1 #aibb71 pp4 #e-i4 #iae ,ibid4 ,the following comment on the attitude of historians and educators toward the censorship of histories appeared in the ,new ,york ,american1 ,november #d1 #aibc3 8,it has been insolently asserted by speakers for foreign propaganda agencies and by some college professors and school men that the interpretation of ,american patriotism should be left to #8higher historical scholarship' and that #8ignorant' and narrowly nationalistic ,american patriotic organizations should keep their hands off4 ,we contend1 on the contrary1 that we who have followed the flag for ,american ideals know what these ideals are2 we cherish them for what they are and will maintain them in our schools as zealously as we have maintained them in battle-line40 #iaf ,dr4 ,payson ,smith in an address on 8,schools should be ,uninfluenced10 ,the ,christian ,science ,monitor1 ,november #b1 #aiba4 ,doubtless it is pertinent to call attention to the work of peace organizations in the analyses of history textbooks by which it has been shown that heroes and achievements of war have received much more space than heroes and achievements of peace4 ,see ,war and ,peace in ,united ,states ,history ,text-,books by the ,national ,council for ,prevention of ,war1 ,washington1 ,d4 ,c41 and ,an ,analysis of the ,emphasis upon ,war in ,our ,elementary ,school ,histories1 by the ,association for ,peace ,education1 ,chicago4 ,,appendices ,a4 ,the ,lusk ,laws of ,new ,york regarding ,instruction in ,patriotism and ,citizenship1 the ,flag1 ,text-,books1 and ,qualifications for ,teachers4 ,b4 ,report of ,committee of ,five on ,american ,history ,textbooks ,now in ,use in ,california ,high ,schools4 ,c4 ,new ,york ,city--,board of ,education1 ,report of the ,committee to ,investigate 444 ,history ,textbooks in ,use in the ,public ,schools of the ,city of ,new ,york4444 ,d4 ,city of ,boston1 ,proceedings of ,school ,committee1 ,report of and ,review on ,certain ,text ,books in ,history ,used in the ,schools1 and ,order ,relating ,thereto4 ,e4 ,report of the ,proceedings of the ,convention of the ,american ,federation of ,labor1 ,cincinnati1 ,june1 #aibb1 8,investigation of ,text ,books40 ,f4 ,wisconsin ,law of #aibc affecting ,history ,textbooks4 ,g4 7,statement regarding ,principles7 ,the ,american ,legion ,school ,history4 ,h4 ,report of the ,american ,bar ,association1 ,vol4 ,,xxix 7#aibd71 ,committee on ,american ,citizenship1 8,our ,citizenship ,creed40 ,a4 ,,the ,,lusk ,,laws ,,of ,,new ,,york ,,regarding ,,instruction ,,in ,,patriotism ,,and ,,citizenship1 ,,the ,,flag1 ,,textbooks1 ,,and ,,qualifications ,,of ,,teachers#iag #d4 ,,patriotism ,article #bf-;,c ,instruction in ,patriotism and ,citizenship ,section #gje4 ,courses of instruction in patriotism and citizenship4 ,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 war1 the regents of the university of the state of ,new ,york shall prescribe courses of instruction in patriotism and citizenship1 to be maintained and followed in all the schools of the state4 ,the boards of education and trustees of the several cities and school districts of the state shall require instruction to be given in such courses1 by the teachers employed in the schools therein4 ,all pupils attending such schools1 over the age of eight years1 shall attend upon such instruction4 ,similar courses of instruction shall be prescribed and maintained in private schools in the state1 and all pupils in such schools over eight years of age shall attend upon such courses4 ,if such courses are not so established and maintained in a private school1 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 reside4 7,added by ,l4 #aiah1 ch4 #bda1 in effect ,april #ag1 #aiah47 #gjf4 ,rules prescribing courses2 inspection and supervision2 enforcement4 ,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 citizenship1 and the period of instruction in each of the grades in such subjects4 ,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 article4444 #e4 ,,the ,,flag ,article #bg ,the flag #gaj4 ,purchase and display of flag4 ,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 flag1 flag staff and the necessary appliances therefor1 and to display such flag upon or near the public school building during school hours1 and at such other times as such school authorities may direct4 #gaa4 ,rules and regulations4 ,the said school authorities shall establish rules and regulations for the proper custody1 care and display of the flag1 and when the weather will not permit it to be otherwise displayed1 it shall be placed conspicuously in the principal room in the school house4 #gab4 ,commissioner of ,education shall prepare program4 #a4 ,it shall be the duty of the ,commissioner of ,education to prepare1 for the use of the public schools of the state1 a program providing for a salute to the flag and such other patriotic exercises as may be deemed by him to be expedient1 under such regulations and instructions as may best meet the varied requirements of the different grades in such schools4 #b4 ,it shall also be his duty to make special provision for the observance in the public schools of ,lincoln's birthday1 ,washington's birthday1 ,memorial day and ,flag day1 and such other legal holidays of like character as may be hereafter designated by law when the ,legislature makes an appropriation therefor4 #gac4 ,military drill excluded4 ,nothing herein contained shall be construed to authorize military instruction or drill in the public schools during school hours4 #f4 ,,textbooks ,article #be1 ,section #fgd4 ,textbooks containing seditious or disloyal matter4 ,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 character1 disloyal to the ,united ,states or favorable to the cause of any foreign country with which the ,united ,states is now at war4 ,a commission is hereby created1 consisting of the commissioner of education and of two persons to be designated by the regents of the university of the state of ,new ,york1 whose duty it shall be on complaint to examine textbooks used in the public schools of the state1 in the subjects of civics1 economics1 ,english1 history1 language and literature1 for the purpose of determining whether such textbooks contain any matter or statements of any kind which are seditious in character1 disloyal to the ,united ,states or favorable to the cause of any foreign country with which the ,united ,states is now at war4 ,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 section1 specifying such matter or statements in detail4 ,if the commission determine that the textbook against which complaint is made contains any such matter or statements1 it shall issue a certificate disapproving the use of such textbook in the public schools of this state1 together with a statement of the reasons for its disapproval1 specifying the matter found unlawful4 ,such certificate of disapproval of a textbook1 with a detailed statement of the reasons for its disapproval1 shall be duly forwarded to the boards of education or other boards or authorities having jurisdiction of the public schools of the cities1 towns or school districts of this state1 and after the receipt of such certificate the use of a textbook so disapproved shall be discontinued in such city1 town or school district4 ,any contract hereafter made by any such board of education or other school authorities for the purchase of a textbook in any of such subjects1 which has been so disapproved1 shall be void4 ,any school officer or teacher who permits a textbook in any of such subjects1 which has been so disapproved1 to be used in the public schools of the state1 shall be guilty of a misdemeanor4 7,added by ,l4 #aiah1 ch4 #bdf1 in effect ,april #ag1 #aiah47 #g4 ,,qualifications ,,of ,,teachers ,article #bj1 ,section #eej4 ,qualifications of teachers4 ,no person shall be employed or authorized to teach in the public schools of the state who is #a4 ,under the age of eighteen years4 #b4 ,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 college4 #c4 ,not a citizen4 ,a person employed as a teacher on ,april #d1 #aiah1 who was not a citizen1 may continue in such employment provided he or she1 within one year from such date1 shall make application to become a citizen and within the time thereafter prescribed by law shall become a citizen4 ,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 #d1 #aiah1 provided such teacher make application to become a citizen before the first day of ,september1 #aibj1 and within the time thereafter prescribed by law shall become such citizen4 7,amended by ,l4 #aiah1 ch4 #aeh1 and ,l4 #aiai1 ch4 #abj1 in effect ,march #ca1 #aiai47 #eea4 ,minimum qualifications of teachers in primary and grammar schools4 ,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 years1 or in lieu thereof has not completed3 #a4 ,a course in one of the state normal schools of this state or in any approved college1 prescribed by the commissioner of education4 7,subdivision #a amended by ,l4 #aibj1 ch4 #aee1 in effect ,april #e1 #aibj47 #b4 ,an examination for and received a life state certificate issued in this state by a superintendent of public instruction or the commissioner of education4 #c4 ,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 authority1 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 equivalent4 #efh4 ,removal of superintendents1 teachers and employees for treasonable or seditious acts or utterances4 ,a person employed as superintendent of schools1 teacher or employee in the public schools1 in any city or school district of the state1 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 position4 7,added by ,l4 #aiag1 ch4 #daf1 in effect ,may #h1 #aiag47 ,,footnotes3 #iag ,revolutionary ,radicalism ,its ,history1 ,purpose1 and ,tactics with an ,exposition and ,discussion of the ,steps ,being ,taken and ,required to ,curb ,it1 ,vol4 ,,iii1 pp4 #bdcj-bdcd4 ,b4 ,,report ,,of ,,committee ,,of ,,five ,,on ,,american ,,history ,,textbooks ,,now ,,in ,,use ,,in ,,california ,,high ,,schools#iah ,,stanford ,,university1 ,,california1 ,june1 #aibb4 ,,mr4 ,a4 ,c4 ,,olney1 ,commissioner of ,secondary ,schools1 ,state ,board of ,education1 ,,sacramento1 ,,california4 ,,dear ,,sir3 ,in ,april1 #aibb1 you were directed by the ,state ,board of ,education to appoint a ,committee of five educators with instructions 8to examine the textbooks on ,american ,history in use in the ,junior ,high ,schools1 ,high ,schools1 and ,junior ,colleges of ,california and to report on those1 if any1 which treat any part of ,american history in a disloyal or unpatriotic manner or which minimize the best patriotism of ,american tradition40 ,the committee appointed consisted of ,e4 ,d4 ,adams 7,chairman71 ,professor of ,american ,history1 ,stanford ,university2 ,e4 ,i4 ,mc,cormac1 ,professor of ,american ,history1 ,university of ,california2 ,j4 ,a4 ,nowell1 ,head of ,history ,department1 ,fresno ,teachers' ,college2 ,w4 ,w4 ,mather1 ,head of ,history ,department1 ,ontario2 and ,a4 ,h4 ,abbott1 ,professor of ,history1 ,college of the ,pacific1 ,san ,jos4 ,the textbooks examined were3 ,west1 ,history of the ,american ,people1 #aiah1 ,rev4 #aibj4 ,allyn ,bacon4 ,hart1 ,new ,american ,history1 #aiba4 ,american ,book ,company4 ,fish1 ,the ,development of ,american ,nationality1 #aiai4 ,american ,book ,company4 ,mc,laughlin1 ,a ,history of the ,american ,nation1 #aiai4 ,d4 ,appleton ,company4 ,forman1 ,advanced ,american ,history1 #aibb4 ,the ,century ,company4 ,muzzey1 ,an ,american ,history1 #aibj4 ,ginn ,company4 ,fite1 ,history of the ,united ,states1 #aiai4 ,henry ,holt ,company4 ,becker1 ,beginnings of the ,american ,people1 #aiae4 ,houghton ,mifflin ,company4 ,dodd1 ,expansion and ,conflict1 #aiae4 ,houghton ,mifflin ,company4 ,johnson1 ,union and ,democracy1 #aiae4 ,houghton ,mifflin ,company4 ,paxson1 ,the ,new ,nation1 #aiae4 ,houghton ,mifflin ,company4 ,ashley1 ,american ,history1 #aiba4 ,macmillan ,company4 ,bassett1 ,short ,history of the ,united ,states1 #aiba4 ,macmillan ,company4 ,beard1 ,history of the ,united ,states1 #aiba4 ,macmillan ,company4 ,channing1 ,students' ,history of the ,united ,states1 #aiae4 ,macmillan ,company4 ,thompson1 ,history of the ,united ,states1 #aiag4 ,b4 ,h4 ,sanborn ,company4 ,haworth1 ,the ,united ,states in ,our ,own ,times1 #aibj4 ,scribner's ,sons4 ,,report ,in the opinion of your ,committee none of these texts treat 8any part of ,american history in a disloyal or unpatriotic manner40 ,all of the authors may be credited with a desire to assist in inculcating a loyal and patriotic ,americanism4444 ,before attempting that judgment it has seemed necessary to agree upon a statement setting forth what we consider to be the essentials of 8the best patriotism of ,american tradition44440 ,possibly our effort to summarize and state these essentials has no place in this report1 since it was in effect but a preliminary step necessary to a common point of view in examining the texts4 ,nevertheless our summary is here offered both as an indication of our procedure and as containing the points upon which the texts were judged4 ,in our opinion the 8best patriotism of ,american tradition10 when conveyed by history textbooks should directly aid in establishing certain principles and ideals in the pupil's mind4 ,the more important of these we will list as follows3 7#a7 ,pride in ,america and a ,sense of ,nationality4 ,a belief that ,america has developed a high type of political and social organization4 ,but recognition that these are not now and never have been perfect and that they are a result of growth1 largely anticipated by the framers of our government1 to meet changing conditions4 ,this requires a critical treatment of history1 pointing out both excellencies and defects1 whether in men or in events4 ,it should help the pupil to develop a habit of just criticism1 but also1 what is equally important1 a habit of giving high approval where merited4 7#b7 ,a ,sense of ,individual ,liberty4 ,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 happiness4 ,the history text should develop the origins with us of this ideal1 in religious controversies1 political quarrels with the mother country in colonial times1 industrial development1 and in political and social changes at home4 7#c7 ,a ,respect for ,private ,property4 ,inherited from old world institutions but emphasized more than by other nations from our earliest times4 ,this is a bed-rock ,american principle1 but as developed in the ,united ,states emphasis always has been placed on the opportunity to acquire property as essential to individual liberty seeking happiness1 not alone on the right to defend and to protect it4 ,it is a principle essential to the ,american conception of1 and contribution to1 a progressive betterment of ,society4444 7#d7 ,a ,belief in ,democratic ,self-,government by ,majority ,rule4 ,this asserts the ,jeffersonian doctrine that rule by the majority1 while not insuring perfection1 is more likely to approach it than any other form of rule1 and more likely to preserve individual happiness under law4 ,america1 more than any other nation1 made the contribution of the ideal of democracy by majority rule to the theory of political government4444 7#e7 ,obedience to ,law4 ,since it has its sanction in majority rule1 thus providing a reasonable limitation on individual liberty4 7#f7 ,a ,desire for ,justice4 ,it has long been1 and still is1 a marked attribute of ,america1 and history texts should expound it4 ,they should show its manifestations 7or at times the lack of it71 7a7 in the spirit of compromise that minorities may not be oppressed by majorities2 7b7 in our relations with other countries2 7c7 in our industrial disputes4 ,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 weighed4 7#g7 ,a ,will to ,defend these ,principles4 ,this is an essential result of ,american history teaching which should bring out the sacrifice1 devotion and patriotism of ,americans in the past as regards3 7a7 our relations with other nations2 and 7b7 our domestic relations1 either political1 religious or social4 ,but in neither field should old and dead controversy be treated in such a way as to perpetuate animosities4444 ,finally1 the text should seek to be strictly unbiased as regards both expression and content4 ,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 stands4 ,examining the texts submitted1 it can not be said that any one of them neglects1 absolutely1 these principles of 8the best patriotism of ,american tradition40444 ,your committee wishes further to point out the progressive nature of history teaching in the schools of ,california4 ,the high school does not attempt to cover the same ground in ,american ,history courses as the elementary1 nor in the same manner4 ,it is left to the elementary schools to emphasize especially the biographical element1 while the high school texts develop the institutional side of our nation's growth4 ,hence we commend the omission by some authors of many names of those who have contributed something worth while to ,american progress1 but whose deeds and significance can best be presented by the elementary school text4 ,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 problems4 ,your committee finds no text wholly objectionable under the instructions of the ,state ,board of ,education4 ,this is not to say1 however1 that in our opinion the texts are equally worthy4 ,they vary in exactness of statement1 in clearness of presentation1 in grasp of principles1 and1 what is more serious1 in fairness of language and view4444 ,with this report approving all of the texts submitted to us1 further comment may be regarded as superfluous4 ,it seems to us1 however1 that we have a duty in directing your attention to the apparent sources of some of the attacks on various texts4 ,during the recent ,world ,war you appointed a committee 7upon which two of the members of your present committee also served7 to examine all history texts in use in the ,california schools with instructions to report whether they 8were pro-,german or were unduly friendly to our allies40 ,all of the ,american history texts then reviewed were reported as approved1 but with some minor criticisms made privately to the publishing firms or authors4 ,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 war1 and desirous of destroying that better understanding created by the war4 ,some of the attacks appear to be due to a revival of pro-,german sentiment2 some to an ineradicable ,irish anti-,british sentiment2 some to an element of political reaction against the domestic legislation of recent years2 some of journalistic opposition to ,great ,britain4 ,generally the method used in such attacks is to print sentences objected to without including the context4 ,this deprives the reader of the opportunity to judge whether the criticism is just or not4 ,such criticism is in itself unfair and unscientific4 ,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 meaning4 ,the point which we would make is1 that attacks of this nature1 though requiring consideration1 are not worthy of serious respect1 since usually they conceal real motives under the mantle of 8traditional ,american patriotism40 ,it is an age of propaganda and in substance most of these attacks are propaganda1 having an ulterior purpose4 ,honest criticism by one who sincerely feels that a text fails to teach ,american patriotism should always be listened to and his criticisms weighed4 ,but propaganda criticism deserves no respect either by school boards or the authors of texts4 ,as to such propaganda assertion that any ,american history text now in use in ,california high schools and junior colleges 8treats any part of the ,american history in a disloyal or unpatriotic manner1 or minimizes the best patriotism of ,american tradition10 your committee reports in the negative4 7,signed7 ,e4 ,d4 ,,adams1 ,chairman ,e4 ,i4 ,,mccormac ,a4 ,h4 ,,abbott ,j4 ,a4 ,,nowell ,w4 ,w4 ,,mather ,,footnotes3 #iah ,report of the ,committee of ,five on ,american ,history ,textbooks ,now in ,use in ,california ,high ,schools 7,sacramento1 #aibb74 ,c4 ,,report ,,of ,,the ,,committee ,,to ,,investigate 444 ,,history ,,textbooks ,,in ,,the ,,public ,,schools ,,of ,,the ,,city ,,of ,,new ,,york1#iai #aibb ,,general ,,principles ,the formulation of aims and standards by the ,commissioner of ,education denies1 by necessary implication1 that the writer of a textbook for use in the public schools has absolute freedom in the selection or in the interpretation of historical material4 ,predetermined aims and standards predetermine selection and interpretation4 ,the textbook must contain no statement in derogation or in disparagement of the achievements of ,american heroes4 ,it must not question the sincerity of the aims and purposes of the founders of the ,republic or of those who have guided its destinies4 ,the textbook must contain no material which tends to arouse political1 racial1 or religious controversy1 misunderstanding or hatred4 ,the textbook must contain no material tending to arouse misunderstanding or hatred between the ,united ,states and any other nation4 ,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 ,education4 ,the writer must be prepared at all times to 8come out in the open and cheerfully and unhesitatingly stand up and make known to the entire community10 the aims and the ideals1 the purposes and the motives1 which actuated him in the selection of his material and in his interpretation thereof4 ,,specific ,,aims #a4 ,to acquaint the pupils with the basic facts and movements1 political1 industrial1 and social1 of ,american history4 #b4 ,to emphasize the principles and motives that were of greatest influence in the formation and development of our government4 #c4 ,to establish ideals of patriotic and civic duty4 #d4 ,to awaken in the pupil a desire to emulate all praiseworthy endeavor4 #e4 ,to emphasize the importance of weighing permissible evidence in forming judgments4 #f4 ,to present the ethical and moral principles exemplified in the lives of patriotic leaders4 #g4 ,to inspire in the pupil an appreciation of the hardships endured and the sacrifices made in establishing and defending ,american ideals4 #h4 ,to develop in the pupil a love for ,american institutions and the determination to maintain and defend them4 #i4 ,to bring the light of reason and experience to bear on radical or alien theories of economic and political systems4 #aj4 ,to enable the pupil to interpret the present in terms of the past and to view intelligently the functions and the value of existing institutions4 ,,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 aims4 ,a4 ,the ,primary ,problem in ,writing a ,history ,textbook ,is ,propriety ,of ,selection of ,material 444 ,as the pages of a textbook are limited1 no material should be used unless it is essential and of the highest educational value4 ,the child's time must not be taken up with facts which do not measure up to this standard4 ,b4 ,the ,textbook ,writer ,is ,not ,a ,historian ,strictly speaking the textbook writer is not a historian4 ,the historian writes for the open market4 ,he has the privilege of selecting and organizing his material in accordance with his own views4 ,he may be an impartial writer or he may be a partisan4 ,the textbook writer has not this freedom4 ,he is subject to the limitations imposed upon the teacher4444 ,it is for the teacher to determine what material is needed4 ,it is for the textbook writer to supply it4 ,unfortunately1 an examination of the prefaces in various textbooks shows that some textbook writers do not take this view4444 ,we believe that a textbook writer who seeks to influence our international relations is a propagandist4 ,under our constitution it is for the federal government1 in the first instance1 to determine what our foreign relations shall be4 ,the children in attendance in our public schools must not be used directly or indirectly to influence official action in such matters4 ,c4 ,the ,burden ,of ,proof ,rests ,upon ,him ,who ,makes ,a ,derogatory ,statement ,as a rule derogatory statements have little or no educational value4444 ,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 consequences4 ,nero's cruelty and ,arnold's treason are illustrations4444 ,d4 ,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-units1 and have not formulated aims1 sufficiently extensive in scope to permit marshalling the facts in due subordination4444 ,e4 ,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 engaged4 ,the objections are to the effect that the accounts are emasculated4 ,in reply it is strenuously urged that 8the surest way to end war1 is to sing the praises of peace and to say little of war and the heroes of war40444 ,war in defense of freedom or in vindication of righteousness1 justice and equity should be vividly portrayed1 and the praises of its heroes should be joyously sung4 ,thus only can we raise a citizenry willing to die for the country4 ,f4 ,our ,heroes ,objection has been made that some of the textbooks contain statements in derogation of our national heroes4 ,in reply it has been urged that the statements are true1 and that attention should be called to the weaknesses of our heroes or we will esteem them too highly4 ,truth is no defense to the charge of impropriety4444 ,the assurance that posterity will hold our heroes in grateful remembrance is one of the most powerful incentives to heroic achievement4 ,to preserve unsullied the name and fame of those who have battled that we might enjoy the blessings of liberty1 is a solemn and sacred obligation4444 ,g4 ,propaganda ,it has been charged that some textbooks contain propaganda4 ,in reply some have alleged that all who make the charge are persons opposed to friendly relations with ,great ,britain4 ,the reply cannot be sustained1 as appears from the following editorial in 8,the ,american ,legion ,weekly0 of ,october #g1 #aiba3 8,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 country1 notably during the ,revolutionary ,war1 would promote the cause of international friendship4444 ,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 war1 that is likely to be the effect of their work4444 ,it will be regretted if what appeared to be a meritorious undertaking has been exploited with propaganda which every fair-minded ,american must resent40444 ,h4 ,controversial ,topics ,as far as possible1 the writer of a textbook should avoid controversial topics4 ,the public schools are maintained by the public funds4 ,the taxpayers are of various creeds and political beliefs4 ,their feelings must be respected4444 ,i4 ,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 lives1 words1 and deeds of our patriots2 and that in some of the books1 too much attention is given to the utterances and achievements of the heroes of other countries4 ,in reply1 it is urged that true patriotism does not require that we magnify our country at the expense of others2 that a 8narrow-visioned0 patriotism means that the ,englishman will become more ,english1 the ,german1 more ,german2 and the ,american1 more ,american4444 ,patriotism is not 8egotism40 ,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 8narrow-visioned0 nor evidence of 8international hatred40444 ,,footnotes3 #iai ,new ,york ,city ,board of ,education1 ,report on ,history ,textbooks used in the ,public ,schools of the ,city of ,new ,york 7,new ,york1 #aibb74 ,d4 ,,report ,,of ,,and ,,review ,,on ,,certain ,,text ,,books ,,in ,,history ,,used ,,in ,,the ,,schools1 ,,and ,,order ,,relating ,,thereto ,city of ,boston#ibj ,the following was presented3 ,on ,october #bc1 #aibb 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 8,school ,history of the ,united ,states10 revised #aibj1 by ,albert ,bushnell ,hart2 ,burke's 8,speech on ,conciliation10 edited by ,c4 ,h4 ,ward #aiai2 and 8,american ,history10 by ,d4 ,s4 ,muzzey4 ,the preface to the ,ward edition of ,burke's 8,speech on ,conciliation0 was found to be in certain respects objectionable1 and the book therefore has been dropped from the list4 ,in compliance with this request the ,school ,committee appointed for a hearing the late afternoon of ,wednesday1 ,november #ae1 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 ,council1 the hour was changed to #h o'clock ,p4,m4 on that day4 ,the ,city ,council was represented at the hearing by one of its members4 ,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 schools1 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 books4 ,this course will be followed in the future as carefully as in the past4 ,the ,school ,committee welcomes all honest and fair-minded criticism of any of its acts1 and particularly when such criticism is helpful and constructive4 ,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 useful4 ,the members of the ,committee have personally examined the books under discussion1 with considerable care1 both before and after the hearing4 ,they feel1 therefore1 that they are reasonably well acquainted with the contents of the books and with the objections that have been urged against them4 ,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 attention1 and a refutation of these criticisms which1 in the opinion of the ,committee1 justice to the authors demands4 ,the review is hereto appended4 ,neither this report1 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 contain1 nor that proper and balanced emphasis has been placed in all instances upon certain events in our national history4 ,opinions on this point must necessarily and widely differ and cannot be brought into absolute reconcilement1 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 authors4 ,in the opinion of the ,committee1 also1 there are in the books examples of what might be called 8loose writing10 one single instance of which must suffice4 ,professor ,hart says 8the only way to find out what races composed the white population 7in #agij7 is to examine the family names and they show that about five-sixths were descended from ,english ancestors2 one-twelfth were ,scotch1 ,scotch-,irish1 and ,irish2 4442 sic about one-twentieth were ,germans1 and about one-fiftieth were ,dutch40 ,we think this is not a correct historical statement to make4 ,true1 reliable statistics are1 of course1 hard to obtain1 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 names4 ,for instance1 the names of two hundred members of the ,charitable ,irish ,society of this city1 a society formed in #agcg1 have been called to our attention1 who were members of that society prior to #agij and most of them prior to #aggj1 and who would not1 if ,professor ,hart's standard obtained of judging from names alone1 very likely be considered by him as ,irish4 ,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 patience4 ,the question at issue was the fitness or the unfitness of two books for use in the public schools4 ,in the course of the hearing1 what the ,school ,committee regards as unwarranted and ill-founded attacks were made upon the authors of these books4 ,the life of ,professor ,hart1 the service of his two sons in the ,world ,war1 and his ancestry forbid any suspicion of his loyalty and patriotism4 ,the life of ,professor ,muzzey and his ancestry1 with its record of honorable service in the ,civil ,war1 in the ,war of #ahab1 and at ,lexington1 equally forbid any belief that he would be subservient to foreign influence4 ,any hint or suggestion that either of these gentlemen was influenced to promote ,british propaganda especially by pecuniary recompense is unthinkable4 ,nor is their reputation and standing as reliable historians to be impugned by such criticism as is now levelled against them4 ,the real and only question at issue is whether their histories contain material to which reasonable and proper objection may be made4 ,it goes without saying that no historian has ever succeeded in writing a book which met satisfactorily every point of view1 nor does any history place an equal amount of emphasis upon all the topics which it discusses4 ,one history may deal mainly with the social and economic growth of a nation2 another with its military or naval exploits2 another may dwell at length upon the personal achievements of its great figures2 another upon its political development4 ,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 nation4 ,therefore1 the list authorized for use in the public schools contains not merely a single book1 but many histories all differing in their treatment of the subject1 and these books are1 of course1 largely supplemented by the personal instruction and guidance of the teacher4 ,if the books in question contain so much that is objectionable and unpatriotic1 it is singular that some of our great body of intelligent and patriotic teachers have failed to discover these grave defects1 and that the books have had so little apparent effect upon the loyalty of the pupils who have had access to them4 ,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 meaning4 ,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 history1 and indeed on many other subjects as well4 ,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 time2 but it must not be forgotten that in such instances the authors have merely noted the opinions of opposing party leaders4 ,unquestionably1 the pupils in our schools are perfectly well aware of the severe1 pointed and frequently virulent criticism that is constantly being directed against men now in public life4 ,acquainted with this criticism1 is it reasonable to expect them to believe that the leaders of our country in past years were really super-men or demi-gods1 and not equally subject to the weaknesses and frailties that surround human life today8 ,even the revered ,abraham ,lincoln was the target1 in his time1 of abuse and vilification4 ,nor did ,washington himself escape the calumnies of some of his contemporaries4 ,as to the omission of what the critics regard as adequate mention of former national heroes1 such as ,nathan ,hale1 ,anthony ,wayne1 ,putnam1 ,sumter1 ,pickens1 ,marion1 ,stark1 ,sullivan1 ,knox1 ,commodore ,barry1 ,sergt4 ,jasper1 ,light ,horse ,harry ,lee1 ,molly ,pitcher and ,betsy ,ross3 ,it should not be forgotten that the exploits of these patriots1 important1 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 pupils4 ,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 report4 ,they are covered in detail in the accompanying review4#iba ,the main and controlling question at present issue is this3 ,does either of these books contain matter which is unpatriotic1 disloyal or calculated to falsely impress the minds of the pupils to whom they are made accessible8 ,if they do1 their further use in the schools should not be permitted4 ,if they do not1 there is not good and sufficient reason to justify their exclusion and the consequent reflection upon the sincerity and good faith of their authors4 ,it should not be forgotten moreover that these books are in constant process of revision and correction as errors and misstatements are discovered1 and this is true probably of the works of all historians of standing and repute4 ,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 unobjectionable4 ,on this point they are absolutely silent4 ,the ,school ,committee1 therefore1 having given due consideration to the matter1 is of the opinion that the criticisms against these two books are not sufficient to justify their exclusion from the ,authorized ,list1 and directs that the ,city ,council be so informed4 ,,david ,d4 ,,scannell4 ,,frances ,g4 ,,curtis4 ,the undersigned1 while in agreement with the foregoing report1 is1 nevertheless1 of the opinion that the ,board of ,superintendents should see that in any future revision of these two books certain statements therein contained1 which this report and the accompanying review do not approve1 are omitted or modified by the authors or publishers4 ,,richard ,j4 ,,lane4 ,,footnotes3 #ibj ,city of ,boston1 ,proceedings of ,school ,committee1 ,december #ah1 #aibb4 #iba ,the review is not included in this ,appendix4 ,e4 ,,report ,,of ,,the ,,proceedings ,,of ,,the ,,convention ,,of ,,the ,,american ,,federation ,,of ,,labor1 ,,cincinnati1 ,,june1 #aibb4 ,,eighth ,,day ,,proceedings#ibb 8,investigation of ,text ,books0 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 ,o4 ,s4 ,beyer1 ,jr4 ,this significant piece of work is now in the hands of that committee4 ,its scope is indicated by the title1 8,social ,studies in the ,public ,schools40 ,the report is divided into six sections and a supplement1 as follows3 ,,part ,i--,influences at ,work in ,public ,education3 #a4 ,the ,threat to ,public ,education4 #b4 ,who is ,responsible8 #c4 ,safeguards and ,remedies4 ,,part ,,ii--,nature and ,extent of ,instruction in ,social ,studies3 #a4 ,importance of the ,social ,studies4 #b4 ,content of the ,course4 #c4 ,extent to ,which ,they are ,being ,taught4 ,,part ,,iii--,survey of ,social ,science ,text ,books3 #a4 ,the ,importance of the ,text ,books4 #b4 ,growth of the ,social ,studies4 #c4 ,nature of the ,tests ,applied to the ,text ,books4 #d4 ,summary of the ,findings4 #e4 ,chief ,criticisms of ,text ,books4 #f4 ,text ,books in ,use4 #g4 ,the ,selection of ,text ,books4 #h4 ,subjects of ,investigation ,outside of ,classroom4 #i4 ,topics ,discussed in ,current ,events4 #aj4 ,the ,inclusion of the ,labor ,movement in ,courses of ,study4 ,,part ,,iv--,conclusions4 ,,part ,v--,recommendations3 #a4 ,with ,regard to ,this ,report4 #b4 ,with ,regard to ,future ,action4 ,,part ,,vi--,appendices3 ,a4 ,the ,number of ,schools ,using ,each ,specified ,text in ,civics4 ,b4 ,the ,number of ,schools ,using ,each ,specified ,text in ,economics4 ,c4 ,the ,number of ,schools ,using ,each ,specified ,text in ,sociology4 ,d4 ,observation1 ,investigation1 etc41 ,carried on ,outside the ,school for ,economics ,course by ,number of ,schools4 ,e4 ,observations1 ,investigations1 etc41 ,carried on ,outside of ,school for ,civics ,course by ,number of ,schools4 ,f4 ,typical ,subjects ,discussed in ,current ,events by ,number of ,schools4 ,supplementing--,evaluating of ,specific ,text ,books in ,history1 ,civics1 ,economics and ,sociology3 #a4 ,type of ,book4 #b4 ,general ,consideration4 #c4 ,specific ,considerations4 #d4 ,detail ,evaluation of ,text ,books4 a4 ,civics4 b4 ,history4 c4 ,economics4 d4 ,sociology4 ,part ,i of the report reveals that a serious threat is menacing our public education system1 which1 however1 is not working itself out so much against the means of education1 such as the courses of study and the text books used1 as against the human part of our educational system1 namely1 the great body of teachers4 ,responsibility for this threat devolves mainly upon a group of extra-educational associations1 such as the ,national ,association of ,manufacturers1 ,national ,industrial ,conference ,board1 8,america ,first0 ,publicity ,association1 and others4 ,their influence1 however1 is being partially counteracted by public-spirited1 progressive educational organizations4 ,safeguards and remedies are at the disposal of the organized labor movement individually and in coperation with the progressive educational associations to reform the situation4 ,this section concludes with a description of the many organizations active in the field of public education endeavoring to exert an influence upon it4 ,part ,,ii brings out the true significance of the social studies in relation to the history1 achievements1 aims and ideals of the labor movement4 ,it emphasizes1 based upon scientific data1 the place of the labor movement in the social sciences4 ,its great significance in modern society is thus clearly established4 ,the opinions and judgments of our most eminent progressive educators are cited in support of these findings1 having been secured by special inquiry4 ,this section also reveals that the extent to which these studies which properly deal with the labor movement are being taught is entirely inadequate4 ,progress1 however1 has been made in recent years in the extension of the social sciences in our public schools4 ,nevertheless1 very much still must be done4 ,in fact1 the whole public educational system1 if the ideals of humanity as expressed by the labor movement1 are to receive adequate consideration in public education1 will require reconstruction around the social studies4 ,part ,,iii deals with the importance of the text book in teaching the social studies4 ,it describes the basis upon which the tests were formulated by means of which the text books covered in this report were evaluated4 ,the summary of these evaluations are sic then presented1 together with a rsum of the chief criticisms of the texts scrutinized4 ,in all1 #abc text books--#dg histories1 #dg civics1 #be economics1 and #d sociologies--were evaluated4 ,the tests bring out that one-half of the books 7#ee per cent7 are of the newer type1 dealing with the broader aspects of government and the social and industrial life of the people1 rather than with forms of organization1 military events and abstract theories4 ,still1 a larger proportion 7#fj per cent7 recognized to a greater or less degree the power for growth in our institutions2 are dynamic rather than static in their methods of treatment4 ,in dealing with questions of particular interest to labor there is a great divergence in concept as well as in method of treatment4 ,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 omitted4 ,some of the more modern ones deal with them briefly and perfunctorily1 but on the whole the newer type of text does attempt to give the labor movement in the problem of industry adequate and just consideration4 ,failure to do so is apparently due to ignorance of the author or to a hesitancy to deal with this difficult subject1 rather than to a deliberate attempt to keep the facts of industry out of the schools4 ,although numerous cases of error1 misleading statements1 misplaced emphasis1 discrimination against unions1 and use of obsolete material1 may be pointed out4 ,the survey finds no evidence that text books are being used for propaganda purposes4 ,the publishers1 the report considers1 are undoubtedly deserving of a great deal of credit for keeping school-books free from propaganda1 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 erroneous1 misleading or unfair statements which mar the pages of otherwise excellent texts4 ,concerning the text books in use1 the report points out that not only is an increasing supply of the better books becoming available1 but there is also a steadily increasing demand for them4 ,the investigation made also reveals the fact that1 especially in civics and history1 the modern or more approved text is being used to a larger extent than the less satisfactory4 ,subjects discussed or investigated in supplementary courses of study such as ,current ,events1 the report indicates1 pay a great deal of attention to problems and matters of special interest to labor4444 ,,footnotes3 #ibb ,american ,federation of ,labor1 ,report of the ,proceedings of the ,convention of the ,american ,federation of ,labor at ,cincinnati1 ,june #bb1 #aibb1 ,eighth ,day ,proceedings 7,washington1 ,d4 ,c41 #aibb74 ,f4 ,,wisconsin ,,law ,,of #aibc ,,affecting ,,history ,,textbooks#ibc ,an ,act ,to create section #dj4cf of the statutes1 relating to textbooks used in the public schools4 ,the people of the state of ,wisconsin1 represented in senate and assembly1 do enact as follows3 ,,section #a4 ,a new section is added to the statutes to be numbered and to read3 #dj4cf 7#a7 ,no history or other textbook shall be adopted for use or be used in any district school1 city school1 vocational school or high school which falsifies the facts regarding the war of independence1 or the war of #ahab or which defames our nation's founders or misrepresents the ideals and causes for which they struggled and sacrificed1 or which contains propaganda favorable to any foreign government4 7#b7 ,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 school1 city school1 vocational school or high school contains any matter prohibited by subsection 7#a7 of this section1 the state superintendent shall fix a time for a public hearing upon such complaint1 which shall be not more than thirty days from the date of filing said complaint1 and shall be conducted either by the state superintendent or the assistant state superintendent1 or by one of the state inspectors of schools1 to be designated by the state superintendent1 and which hearing shall be held at the county seat of the county where the complainants reside4 ,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 complainants1 the school board interested and to the publishers of such textbook4 7#c7 ,within ten days after such hearing the state superintendent shall make a finding upon such complaint4 ,if he finds that any textbook contains matter prohibited in subsection 7#a7 of this section1 he shall make note of such finding in the list of textbooks which he is required by paragraph 7b7 of subsection 7#a7 of section #dj4ce annually to publish and to transmit to all county and city superintendents4 ,no such textbook shall thereafter be placed on the list of textbooks which may be adopted1 sold or exchanged in this state4 7#d7 ,every school board1 board of education1 board of vocational education1 or county board of education which has control over the textbooks used in any district school1 city school1 vocational school1 or high school1 shall cause any textbook which the state superintendent has found contains matter prohibited in subsection 7#a7 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 superintendent4 ,no state aid under the provisions of sections #bj4be1 #bj4bf1 #bj4bg1 #bj4bh1 #bj4bi1 #bj4cc and #bj4cce of the statutes shall be paid for the support of any district school1 city school1 vocational school or high school during any year in which any such textbook is used in such school after the finding of the state superintendent4 ,,section #b4 ,this act shall take effect upon passage and publication4 ,,footnotes3 #ibc ,laws of ,wisconsin1 #aibc1 chapter #ba4 ,g4 ,,the ,,american ,,legion ,,school ,,history ,,of ,,the ,,united ,,states ,,is ,,to ,,follow ,,these ,,lines3#ibd #a4 ,it is meant for a textbook to teach history1 not literature nor the meaning of words4 ,hence1 it must be simple1 easily read in the upper grades of ,grammar ,schools1 that is1 by boys and girls from twelve to fifteen4 ,it must fit their intelligence4 ,,avoid ,,inflated ,,words3 ,,explain ,,unknown ,,ideas4 #b4 ,it must inspire the children with patriotism1 must preach on every page a vivid love of ,america4 ,it must ,,believe in our land1 and make others believe in it4 ,it must believe in democracy4 ,,speak ,,warmly2 ,,have ,,enthusiasm4 #c4 ,it must build up character4 ,it must emphasize that our ancestors accomplished great deeds1 and thus strengthen the children to attempt brave deeds themselves4 ,it must tell of noble things and praise them4 ,hence it should preserve the old patriotic legends1 though pointing out where these are legends rather than facts4 ,,preserve ,,the ,,legends2 ,,praise ,,noble ,,deeds4 #d4 ,it must speak in an earnest spiritual strain1 believing in ,god2 and not being afraid to mention ,him1 though of course never in a sectarian way4 ,it must not rouse religious or racial hatred or distrust4 ,it must create a confidence in righteousness and decency4 ,,encourage ,,faith2 ,,build ,,high ,,self-,,respect4 #e4 ,it must speak the truth1 so that no child learns afterward to distrust it4 ,but in telling the truth it must be careful to tell truth optimistically4 ,it will mention the blunders of the past so the child learns to be careful2 but it must dwell on failure only for its value as a moral lesson1 must speak chiefly of success4 ,,emphasize ,,effort ,,and ,,success1 ,,not ,,failure4 #f4 ,it must be non-partisan4 ,it must give each ,state and ,section full space and value for the achievements of each1 not centralize on any one section4 ,it must give each political party praise for what the party has accomplished1 but praise none unduly by belittling others4 ,,carry ,,no ,,propaganda4 #g4 ,it must ,,interest the children4 ,too little emphasis has perhaps been laid on this point4 ,a few facts made living will last with the child2 a mass of unattractive detail is soon forgotten4 ,keep lists of things for an appendix4 ,,deal ,,with ,,people ,,rather ,,than ,,things4 #h4 ,as it is to be studied by as many girls as boys1 it must interest girl students4 ,it must bring out the womanly side1 must mention women1 their inspiration to their men1 their deeds of devotion as well as their material accomplishments4 ,,enlarge ,,the ,,woman ,,part4 #i4 ,as the students have already heard of ,columbus1 ,washington1 etc41 the text must allow for this4 ,it must avoid repeating obvious things2 but it must gather all the child's odds and ends of historical knowledge into one complete view1 a sustained narrative4 ,,make ,a ,,complete ,,picture4 #aj4 ,in brief1 the book is intended to encourage patriotism1 strengthen character1 stimulate thought and impress the worth of ,,truth4 ,arrangement and ,make-,up ,the book will be so arranged that it can be furnished in two volumes 7dividing at the year #aghi7 to fit the seventh and eighth years of school work as usually organized4 ,the paragraph headings are to be in themselves a brief outline of the story2 and no other material1 such as notes1 etc41 shall be allowed to break the narrative flow4 ,mechanical make-up is to follow the established text book standards as to size1 spacing1 typography1 color and paper to prevent eye-strain4 ,the binding is to be attractive and durable2 and the illustrations will be a special feature4#ibe ,statement of ,principles of the ,american ,legion for the ,writing of their ,american ,history ,textbook1 as well as their ,attitude toward present-day ,textbooks#ibf #a4 ,to acquaint the pupils with the basic facts and movements1 political1 industrial and social1 of ,american ,history4 #b4 ,to emphasize the principles and motives that were of greatest influence in the formation and development of our government4 #c4 ,to establish ideals of patriotic and civic duty4 #d4 ,to awaken in the pupil a desire to emulate all praiseworthy endeavor4 #e4 ,to emphasize the importance of weighing permissible evidence in forming judgments4 #f4 ,to present the ethical and moral principles exemplified in the lives of patriotic leaders4 #g4 ,to inspire in the pupil an appreciation of the hardships endured and sacrifices made in establishing and defending ,american ideals4 #h4 ,to develop in the pupil a love for ,american institutions and the determination to maintain and defend them4 #i4 ,to bring the light of reason and experience to bear on radical or alien theories of economic and political systems4 #aj4 ,to enable the pupil to interpret the present in terms of the past and to view intelligently the functions and the value of existing institutions4 ,in brief1 the attitude of ,the ,american ,legion toward current history texts is set forth by the following report on history investigation3 ,the committee on history investigation1 at the time this report was written1 had about half completed their investigation4 ,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 sentiments4 ,the formal complaints published after 8investigation0 have been by men apparently incompetent to sit in judgment on historical data4 ,for example1 the ,commissioner of ,accounts of ,new ,york ,city4 ,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 ,accounts4 ,we do not believe that such men as ,muzzey of ,columbia ,university1 ,west of the ,university of ,michigan sic1 ,hart of ,harvard1 ,mc,laughlin of ,chicago ,university1 ,van ,tyne of the ,university of ,michigan1 ,guitteau1 ,director of ,schools1 ,toledo1 are unpatriotic or that their books were written as the result of organized propaganda4 ,we believe1 however1 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 teacher4 ,their work is thus perhaps legitimate for the advanced student and investigator but not in our opinion for the public school pupil4 ,we believe also that some of these authors are at fault in placing before immature pupils the blunders1 foibles and frailties of prominent heroes and patriots of our ,nation4 ,history should be taught with a view to inspiring our boys and girls with love of country and admiration for noble ideals4 ,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 others4 ,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 frailties4 ,we believe too that some of the writers have been guilty of introducing matters of controversial nature without giving adequate space 7which in the nature of the case they could not do7 for presentation of the essential facts on both sides4 ,in some instances the author's own personal views in such subjects seem to be exploited4 ,an example is the treatment of the tariff in some of the text books4 ,material is sometimes presented to give critical results of recent historical research1 rather than to influence good citizenship4 ,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 presentation4 ,with regard to subjects that may be internationally controversial1 such as the ,american ,revolution1 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 right1 and we do not believe that it is in the interest of good citizenship to have that faith called in question4 ,we believe that much of the criticism against so-called pro-,anglican statements is prompted by pro-,german sentiments4 ,for example the objection to referring to ,england as the mother country4 ,the ,colonists themselves used this term4 ,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 ,america4 ,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 histories4 ,we are confident that this will be accomplished in ,the ,american ,legion ,history now being written4#ibg ,,footnotes3 #ibd ,horne1 ,charles ,f41 ,editorial ,director1 ,,the ,,american ,,legion1 ,the ,american ,legion ,school ,history 7#cj ,church ,street1 ,new ,york1 #aibc74 #ibe ,see the ,principles of the ,american ,legion as announced in #aibe by the ,director of ,americanism4 ,these follow on the next page4 ,the attitude of the ,legion toward history textbooks as given by ,mr4 ,cross1 the ,director1 is included4 #ibf ,received from ,frank ,c4 ,cross1 ,national ,director ,americanism ,commission1 ,american ,legion1 ,december1 #aibe4 #ibg ,according to a statement in the ,boston ,herald1 ,may #g1 #aibf1 the ,legion withdrew its support1 ,june1 #aibe1 due to opposition within its membership1 when it abrogated its contract with the ,united ,states ,history ,publishing ,company4 ,as a result1 they were 8to receive no financial benefit from the sale of the history2 permission1 however1 was granted to the company to carry on its title page the fact that the book was prepared at the suggestion of the ,american ,legion40 ,a letter to the author1 ,may #ac1 #aibf1 from the ,assistant ,national ,director1 ,americanism ,commission1 however1 declares3 8,the ,legion has not retracted in its position relative to this history4444 ,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 books4 ,the ,united ,states ,history ,publishing ,company is a private concern40 ,h4 ,,american ,,bar ,,association1 ,report 7#aibd74 ,committee on ,american ,citizenship1 8,our ,citizenship ,creed40#ibh #a4 ,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 citizens4 ,i therefore believe it to be my duty to inform myself on ,american history1 the foundations of our ,government as embodied in the ,united ,states ,constitution1 and the application of the principles therein contained to present-day problems4 #b4 ,since ours is a government of1 for1 and by the people1 it is by the very same token a government of and by public opinion4 ,it is1 therefore1 my duty1 as a good ,american citizen1 to help form public opinion in the community in which ,i live in order that all citizens may hold intelligent1 just1 and humane views on governmental questions and endeavor to have such views embodied in our laws4 #c4 ,since popular government is shaped in the first instance by the exercise of suffrage1 it is one of my primary duties as a good ,american citizen to cast my ballot in all local1 state and national elections and to urge my fellow-citizens to do the same4 #d4 ,since ours is 8a government of laws and not of men10 and since an orderly government can exist only through laws justly administered and impartially enforced1 ,i declare it to be my duty as a good citizen to serve as a juror whenever summoned1 and to use my influence in every proper way to the end that lawyers1 judges and jurors so conduct the administration of justice as to entitle the law and the courts to popular approval and support4 #e4 ,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 times4 ,i believe that just as the 8,minute ,man of the ,revolution0 was ready upon a moment's notice to defend his rights against foreign usurpation1 it is my duty as a patriotic ,american to be a 8,minute ,man of the ,constitution10 ready at all times to defend the long-established and cherished institutions of our ,government against attacks1 either from within or without1 and to do my part in preserving the blessings of liberty for which my revolutionary forefathers fought and died4 #f4 ,i believe that as a good ,american citizen ,i must maintain continuously a civic consciousness and conscience2 that my country needs my active service in times of peace no less than in war2 that patriotism must be a constituent part of my religion2 that no prouder boast can emanate from my lips than truly to declare1 8,i am an ,american citizen10 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 ,mount4 ,,footnotes3 #ibh ,report of the ,forty-,seventh ,annual ,meeting of the ,american ,bar ,association 444 #aibd1 p4 #bga4 ,,bibliography ,,bibliography 7,statutes ,omitted7 ,,books ,atwood1 ,harry ,f41 ,back to the ,republic4 ,laird and ,lee1 ,inc41 ,chicago1 #aiah4 ,atwood1 ,harry ,f41 ,safeguarding ,american ,ideals4 ,laird and ,lee1 ,chicago1 #aiba4 ,jefferson1 ,thomas1 ,the ,writings of ,thomas ,jefferson4 ,paul ,leicester ,ford1 ed4 #c v4 ,g4 ,p4 ,putnam's ,sons1 ,new ,york1 #ahid4 ,journal of the ,twenty-,second ,annual ,session of the ,national ,encampment1 ,grand ,army of the ,republic 444 #ahhh4 ,minneapolis1 #ahhh4 ,journal of the ,twenty-,sixth ,national ,encampment1 ,grand ,army of the ,republic 444 #ahib4 ,albany1 ,new ,york1 #ahib4 ,journal of the ,twenty-,eighth ,national ,encampment1 ,grand ,army of the ,republic 444 #ahid4 ,n4 ,p4 ,journal ,twenty-,ninth ,encampment1 ,grand ,army of the ,republic 444 #ahie4 ,n4 ,p4 ,journal of the ,thirty-,first ,national ,encampment of the ,grand ,army of the ,republic 444 #ahig4 ,lincoln1 ,nebraska1 #ahig4 ,journal of the ,thirty-,second ,national ,encampment of the ,grand ,army of the ,republic 444 #ahih4 ,philadelphia1 #ahih4 ,journal of the ,thirty-,third ,national ,encampment of the ,grand ,army of the ,republic 444 #ahii4 ,philadelphia1 #ahii4 ,journal of the ,thirty-,fourth ,national ,encampment of the ,grand ,army of the ,republic 444 #aijj4 ,philadelphia1 #aijj4 ,journal of the ,thirty-,fifth ,national ,encampment of the ,grand ,army of the ,republic 444 #aija4 ,st4 ,louis1 #aija4 ,journal of the ,thirty-,sixth ,national ,encampment of the ,grand ,army of the ,republic 444 #aijb4 ,minneapolis1 #aijc4 ,journal of the #cgth ,national ,encampment of the ,grand ,army of the ,republic 444 #aijc4 ,philadelphia1 #aijc4 ,journal of the ,thirty-,eighth ,national ,encampment of the ,grand ,army of the ,republic 444 #aijd4 ,chicago1 #aijd4 ,journal of the ,thirty-,ninth ,national ,encampment 7,grand ,army of the ,republic7 444 #aije4 ,boston1 #aije4 ,journal of the ,fortieth ,national ,encampment of the ,grand ,army of the ,republic 444 #aijf4 ,philadelphia1 #aijf4 ,journal of the ,forty-,first ,national ,encampment of the ,grand ,army of the ,republic 444 #aijg4 ,zanesville1 ,ohio1 #aijg4 ,journal of the ,forty-,third ,national ,encampment of the ,grand ,army of the ,republic 444 #aiji4 ,n4 ,p4 ,journal of the ,forty-,fourth ,national ,encampment of the ,grand ,army of the ,republic 444 #aiaj4 ,n4 ,p4 ,journal of the ,eighteenth ,annual ,encampment of the ,grand ,army of the ,republic1 ,department of ,kansas1 #ahii4 ,topeka1 ,kansas1 #ahii4 ,proceedings of the ,convention for ,organization and ,adoption of the ,constitution of the ,united ,confederate ,veterans 444 #ahhi4 ,new ,orleans1 #ahia4 ,minutes of the ,united ,confederate ,veterans1 ,vol4 ,i 7#ahhi-ahig74 ,new ,orleans4 ,minutes of the ,fourth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #ahid4 ,n4 ,p4 ,report of the ,united ,confederate ,veterans ,historical ,committee 444 #ahid4 ,new ,orleans4 ,minutes of the ,fifth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #ahie4 ,n4 ,p4 ,minutes of the ,sixth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #ahif4 ,new ,orleans1 #ahig4 ,minutes of the ,seventh ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #ahig4 ,new ,orleans1 #ahih4 ,minutes of the ,eighth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #ahih4 ,new ,orleans1 #ahii4 ,minutes of the ,ninth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #ahii4 ,new ,orleans1 #aijj4 ,minutes of the ,eleventh ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #aija4 ,new ,orleans4 ,minutes of the ,twelfth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #aijb4 ,new ,orleans4 ,minutes of the ,thirteenth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #aijc4 ,new ,orleans4 ,minutes of the ,fourteenth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #aijd4 ,n4 ,p4 ,minutes of the ,eighteenth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #aijh4 ,new ,orleans4 ,minutes of the ,nineteenth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #aiji4 ,new ,orleans4 ,minutes of the ,twentieth ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #aiaj4 ,new ,orleans4 ,report of the ,united ,confederate ,veterans ,historical ,committee 444 ,twenty-,first ,annual ,reunion 444 #aiaa4 ,new ,orleans4 ,minutes of the ,thirty-,second ,annual ,meeting and ,reunion of the ,united ,confederate ,veterans 444 #aiba4 ,new ,orleans1 #aiba4 ,mac,donald1 ,william1 ,documentary ,source ,book of ,american ,history1 #afjf-aiac4 ,the ,macmillan ,company1 ,new ,york1 #aiaf4 ,mann1 ,horace1 ,annual ,reports on ,education4 ,horace ,b4 ,fuller1 ,boston1 #ahfh4 ,nelles1 ,walter1 ed41 ,espionage ,act ,cases with ,certain ,others on ,related ,points4 ,national ,civil ,liberties ,bureau1 ,new ,york1 #aiah4 ,revolutionary ,radicalism ,its ,history1 ,purpose and ,tactics with ,an ,exposition and ,discussion of the ,steps ,being ,taken and ,required ,to ,curb ,it1 ,being the ,report of the ,joint ,legislative ,committee ,investigating ,seditious ,activities4 ,filed ,april #bd1 #aibj1 in the ,senate of the ,state of ,new ,york4 #d v4 ,j4 ,b4 ,lyon ,company1 ,albany1 #aibj4 ,report of the ,forty-,fifth ,annual ,meeting of the ,american ,bar ,association ,held at ,san ,francisco1 ,california1 ,august #i1 #aj and #aa1 #aibb4 ,the ,lord ,baltimore ,press1 ,baltimore1 #aibb4 ,report of the ,forty-,sixth ,annual ,meeting of the ,american ,bar ,association ,held at ,minneapolis1 ,minnesota1 ,august #bi1 #cj and #ca1 #aibc4 ,the ,lord ,baltimore ,press1 ,baltimore1 #aibc4 ,report of the ,forty-,seventh ,annual ,meeting of the ,american ,bar ,association ,held at ,philadelphia1 ,pennsylvania1 ,july #h1 #i and #aj1 #aibd4 ,the ,lord ,baltimore ,press1 ,baltimore1 #aibd4 ,russell1 ,william ,howard1 ,my ,diary ,north and ,south4 ,t4 ,o4 ,h4 ,p4 ,burnham1 ,boston1 #ahfc4 ,trachtenberg1 ,alexander1 ed41 ,the ,american ,labor ,year ,book #aiai-aibj4 ,the ,rand ,school of ,social ,science1 ,new ,york1 #aibj4 ,wister1 ,owen1 ,a ,straight ,deal or the ,ancient ,grudge4 ,the ,macmillan ,company1 ,new ,york1 #aibj4 ,,textbooks ,a ,syllabus of the ,world ,war for ,use in the ,high ,schools of the ,city of ,new ,york4 ,adopted by the ,board of ,superintendents4 ,department of ,education1 ,the ,city of ,new ,york1 #aiah4 ,ashley1 ,roscoe ,lewis1 ,modern ,european ,civilization4 ,the ,macmillan ,company1 ,new ,york1 #aibj4 ,barnes1 ,everett1 ,american ,history for ,grammar ,grades4 ,d4 ,c4 ,heath and ,company1 ,new ,york1 #aibj4 ,berry1 ,margaret ,k41 and ,howe1 ,samuel ,b41 ,actual ,democracy4 ,prentice-,hall1 ,inc41 ,new ,york1 #aibc4 ,bullock1 ,charles ,j41 ,elements of ,economics4 ,silver1 ,burdett and ,company1 ,boston1 #aiac4 ,burch1 ,henry ,reed1 ,american ,economic ,life4 ,the ,macmillan ,company1 ,new ,york1 #aiba4 ,chambers1 ,henry ,edward1 ,a ,school ,history of the ,united ,states4 ,american ,book ,company1 ,new ,york1 #ahih4 ,davidson1 ,william ,m41 ,a ,history of the ,united ,states4 ,scott1 ,foresman and ,company1 ,chicago1 #aijc4 ,estill1 ,harry ,f41 ,the ,beginner's ,history of ,our ,country4 ,southern ,publishing ,company1 ,dallas1 ,texas1 #aiai4 ,evans1 ,lawton ,b41 ,the ,essential ,facts of ,american ,history4 ,benjamin ,h4 ,sanborn and ,company1 ,chicago1 #aibj4 ,the ,franciscan ,sisters of the ,perpetual ,adoration1 ,a ,history of the ,united ,states for ,catholic ,schools4 ,scott1 ,foresman and ,company1 ,chicago1 #aiad4 ,goodrich1 ,samuel ,griswold1 ,the ,first ,book of ,history for ,children and ,youth4 ,jenks1 ,palmer and ,company1 ,boston1 #ahdh4 ,greg1 ,percy1 ,history of the ,united ,states from the ,foundation of ,virginia to the ,reconstruction of the ,union4 #b v4 ,west1 ,johnson and ,company1 ,richmond1 #ahib4 ,guitteau1 ,william ,b41 ,our ,united ,states4 ,silver1 ,burdett and ,company1 ,boston1 #aiai1 #aibc4 ,hart1 ,albert ,bushnell1 ,a ,school ,history of the ,united ,states4 ,american ,book ,company1 ,new ,york1 #aibj4 ,hassard1 ,john ,r4 ,g41 ,a ,history of the ,united ,states of ,america4 ,catholic ,publication ,society of ,america1 ,new ,york1 #ahgh4 ,hayes1 ,carlton ,j4 ,h41 and ,moon1 ,thomas ,parker1 ,modern ,history4 ,the ,macmillan ,company1 ,new ,york1 #aibc4 ,hazen1 ,charles ,downer1 ,modern ,europe4 ,henry ,holt and ,company1 ,new ,york1 #aibc4 ,horne1 ,charles ,f41 ,the ,story of ,our ,american ,people4 #b v4 ,united ,states ,history ,publishing ,company1 ,new ,york1 #aibe4 ,horton1 ,rushmore ,g41 ,a ,youth's ,history of the ,great ,civil ,war in the ,united ,states4 ,van ,evrie1 ,horton and ,company1 ,new ,york1 #ahff4 ,hughes1 ,r4 ,o41 ,text-,book in ,citizenship4 ,allyn and ,bacon1 ,boston1 #aibc4 ,james1 ,james ,alton1 and ,sanford1 ,albert ,hart1 ,american ,history4 ,charles ,scribner's ,sons1 ,new ,york1 #aiae4 ,lee1 ,susan ,pendleton1 ,new ,school ,history of the ,united ,states4 ,b4 ,f4 ,johnson ,publishing ,company1 ,richmond1 ,virginia1 #ahii4 ,long1 ,william ,j41 ,america4 ,ginn and ,company1 ,boston1 #aibc4 ,mc,carthy1 ,charles ,h41 ,history of the ,united ,states4 ,american ,book ,company1 ,new ,york1 #aiai4 ,mc,laughlin1 ,andrew ,c41 ,history of the ,american ,nation4 ,d4 ,appleton and ,company1 ,new ,york1 #aiai4 ,mc,laughlin1 ,andrew ,c41 and ,van ,tyne1 ,claude ,halstead1 ,a ,history of the ,united ,states for ,schools4 ,d4 ,appleton and ,company1 ,new ,york1 #aiaa4 ,montgomery1 ,david1 ,the ,beginner's ,american ,history4 ,ginn and ,company1 ,boston1 #ahii4 ,muzzey1 ,david ,saville1 ,an ,american ,history4 ,ginn and ,company1 ,boston1 #aibj4 ,o',hara1 ,john ,p41 ,a ,history of the ,united ,states4 ,the ,macmillan ,company1 ,new ,york1 #aiai4 ,robinson1 ,james ,harvey1 ,medieval and ,modern ,times4 ,ginn and ,company1 ,boston1 #aiah4 ,robinson1 ,james ,harvey1 and ,beard1 ,charles ,a41 ,history of ,europe ,our ,own ,times4 ,ginn and ,company1 ,boston1 #aiba4 ,robinson1 ,james ,harvey1 and ,beard1 ,charles ,a41 ,outlines of ,european ,history1 ,part ,,ii4 ,ginn and ,company1 ,boston1 #aiaf4 ,stephenson1 ,nathaniel ,wright1 ,an ,american ,history4 ,ginn and ,company1 ,boston1 #aiac4 ,southworth1 ,a4 ,t41 ,the ,common ,sense of the ,constitution of the ,united ,states4 ,allyn and ,bacon1 ,boston1 #aibd4 ,thompson1 ,waddy1 ,history of the ,people of the ,united ,states4 ,d4 ,c4 ,heath and ,company1 ,new ,york1 #aiai4 ,venable1 ,w4 ,h41 ,a ,school ,history of the ,united ,states4 ,von ,antwerp1 ,bragg and ,company1 ,new ,york1 #ahgb4 ,webster1 ,hutton1 ,modern ,european ,history4 ,d4 ,c4 ,heath and ,company1 ,new ,york1 #aibj4 ,west1 ,willis ,mason1 ,american ,history and ,government4 ,allyn and ,bacon1 ,boston1 #aiac4 ,west1 ,willis ,mason1 ,history of the ,american ,people4 ,allyn and ,bacon1 ,boston1 #aiah4 ,west1 ,willis ,mason1 ,ancient ,world4 ,allyn and ,bacon1 ,boston1 #aiac4 ,whelpley1 ,samuel1 ,a ,compend of ,history from the ,earliest ,times1 comprehending a general view of the present state of the world with respect to civilization1 religion and government4 ,american ,stationers' ,company1 ,boston1 #ahcg4 ,,magazines ,adams1 ,james ,truslow1 8,history and the ,lower ,criticism10 ,the ,atlantic ,monthly1 ,vol4 ,,cxxxii 7,september1 #aibc71 pp4 #cjh-cag4 ,adams1 ,w4 ,i4 ,lincoln1 8,right and ,wrong ,ways of ,teaching ,history10 ,current ,history1 ,vol4 ,,xvi 7,july1 #aibb71 pp4 #eej-eea4 ,barnes1 ,harry ,elmer1 8,seven ,books of ,history ,against the ,germans10 ,the ,new ,republic1 ,vol4 ,,xxxviii 7,march #ai1 #aibd71 pt4 ,,ii1 pp4 #aj-ae4 ,barnes1 ,harry ,elmer1 8,the ,drool ,method in ,history10 ,the ,american ,mercury1 ,vol4 ,i 7,january1 #aibd71 pp4 #ca-ch4 ,chafee1 ,zechariah1 8,freedom of ,speech10 ,the ,new ,republic1 ,vol4 ,,xvii 7,november #af1 #aiah71 pp4 #ff-fi4 ,de ,bow's ,review of the ,south and ,west4 v4 #a-cb old series1 v4 #a-d new series4 ,j4 ,d4 ,b4 ,de ,bow1 ed41 ,new ,orleans1 #ahdf-ahfg4 ,deshon1 ,george1 8,a ,novel ,defence of the ,public ,school10 ,the ,catholic ,world1 ,vol4 ,l 7,february1 #ahij71 pp4 #fgg-fhg4 ,eagleton1 ,clyde1 8,the ,attitude of ,our ,textbooks ,toward ,england10 ,educational ,review1 ,vol4 ,,lvi 7,december1 #aiah71 pp4 #dbd-dbi4 8,the ,k4 of ,c4 ,historical ,commission10 ,the ,fortnightly ,review1 ,vol4 ,,xxx 7,december #a1 #aibc71 pp4 #deg-deh4 8,history and ,fiction as ,international ,trouble-,makers10 ,the ,literary ,digest1 ,vol4 ,,lxxx 7,july #g1 #aibc71 pp4 #cf-cg4 ,editorial1 8,teacher-,baiting3 ,the ,new ,sport10 ,the ,nation1 ,vol4 ,,cxii 7,april #bg1 #aiba71 p4 #fac4 8,concerning ,school ,histories10 ,the ,new ,age1 ,march1 #aibc1 p4 #aef4 8,civil ,liberty in the ,united ,states10 ,the ,world ,tomorrow1 ,vol4 ,,viii 7,june1 #aibe71 p4 #ahf4 8,drugging the ,young ,idea10 ,the ,freeman1 ,vol4 ,,vii 7,august #bb1 #aibc71 pp4 #eef-eeg4 8,accepted ,fable10 ,the ,freeman1 ,vol4 ,,vii 7,june #bg1 #aibc71 pp4 #cff-cfg4 8,the ,anti-,catholic ,spirit of ,certain ,writers10 ,the ,catholic ,world1 ,vol4 ,,xxxvi 7,february1 #ahhc71 pp4 #feh-ffg4 8,the ,teacher ,among ,free ,men10 ,the ,new ,republic1 ,vol4 ,,xxvi 7,march #b1 #aiba71 pp4 #h-i4 8,charges against ,new ,york ,city ,teachers10 ,school and ,society1 ,vol4 ,,vi 7,december #bb1 #aiag71 p4 #gcc4 8,freedom of ,teaching in the ,new ,york ,city ,schools10 ,school and ,society1 ,vol4 ,,ix 7,february #a1 #aiai71 pp4 #adb-adc4 8,the ,meeting of the ,american ,historical ,association at ,columbus10 ,the ,american ,historical ,review1 ,vol4 ,,xxix 7,april1 #aibd71 p4 #dbh4 8,other ,heresies10 ,the ,new ,republic1 ,vol4 ,,xviii 7,april #ab1 #aiai71 pp4 #ccj-cca4 8,the ,war is ,over in ,iowa10 ,the ,survey1 ,vol4 ,,xlviii 7,september #ae1 #aibb71 p4 #gab4 8,more ,educational ,inquisition10 ,the ,new ,republic1 ,vol4 ,,xvii 7,january #aa1 #aiai71 pp4 #cje-cjg4 8,new ,york's ,disloyal ,school ,teachers10 ,literary ,digest1 ,vol4 ,,lv 7,december #h1 #aiag71 pp4 #cb-cc4 ,editorial1 ,the ,survey1 ,vol4 ,l 7,april #ae1 #aibc71 p4 #fh4 ,giddings1 ,franklin ,h41 8,are we getting better textbooks80 ,the ,independent1 ,vol4 ,i 7,june #ag1 #aibb71 pp4 #e-h4 ,giddings1 ,franklin ,h41 8,are we getting better textbooks80 ,the ,independent1 ,vol4 ,i 7,june #c1 #aibb71 pp4 #f-i4 ,hamilton1 ,gail1 8,catholicism and ,public ,schools10 ,north ,american ,review1 ,vol4 ,,cxlvii 7#ahhh71 pp4 #ege-ehj4 ,harr1 ,t4 ,everett1 8,shadow ,huns and ,others10 ,the ,national ,civic ,federation ,review1 ,vol4 ,,iv 7,february #ae1 #aiai71 pp4 #ab-af4 ,hathaway1 ,carson ,c41 8,is ,muzzey's ,american ,history ,revolutionary80 ,the ,dearborn ,independent1 ,october #bj1 #aibc1 p4 #b4 ,herskovitz1 ,melville ,j41 and ,willey1 ,malcolm ,m41 8,what ,your ,child ,learns10 ,the ,nation1 ,vol4 ,,cix 7,september #ag1 #aibd71 pp4 #bhb-bhd4 ,the ,iowa ,legionnaire1 ,april #ae1 #aiba4 ,jacowitz1 ,jacob1 8,history ,textbooks ,under ,fire10 ,journal of the ,national ,education ,association1 ,vol4 ,,xi 7,march1 #aibb71 pp4 #aag-aah4 ,lew1 ,timothy ,t41 8,china in ,american ,school ,text-,books10 ,spl4 ,suppl4 to ,the ,chinese ,social and ,political ,science ,review1 ,vol4 ,,vi-,,vii 7,july1 #aibc74 ,mc,andrew1 ,william1 8,american ,liberty ,more or ,less10 ,the ,world's ,work1 ,vol4 ,,xlvii 7,december1 #aibc71 p4 #ahj4 ,mc,clure1 ,s4 ,s41 8,some ,delusions about ,ireland10 ,mc,clure's ,magazine1 ,vol4 ,,lii 7,june1 #aibb71 pp4 #ic-ajc4 ,mc,sweeney1 ,edward ,f41 8,the ,anger of the ,anglophiles10 ,columbia1 ,vol4 ,i 7,april1 #aibb71 pp4 #aj-ba4 ,randall1 ,a4 ,w4 ,g41 8,pan-,germanic ,education and ,french #8,decadence1'0 ,contemporary ,review1 ,vol4 ,,cviii 7#aiae71 pp4 #ehi-eii4 ,reddin1 ,john ,h41 8,the ,american ,history ,contest10 ,columbia1 ,september1 #aiba4 8,root out ,revolutionary ,radicalism10 ,the ,national ,civic ,federation ,review1 ,vol4 ,v 7,september #be1 #aibj71 pp4 #c-d1 #ba4 ,russell1 ,charles ,edward1 8,behind the ,propaganda ,scenes10 ,columbia1 ,vol4 ,,ii 7,september1 #aibb71 pp4 #e-f4 ,miss ,rutherford's ,scrap ,book1 ,valuable ,information about the ,south1 ,vol4 ,i 7,january1 #aibc74 ,athens1 ,georgia4 ,schuyler1 ,robert ,livingston1 8,history and ,public ,opinion10 ,educational ,review1 ,vol4 ,,lv 7,march1 #aiah71 pp4 #aha-aij4 8,social ,studies and the ,public ,schools10 ,school ,review1 ,vol4 ,,xxvii 7#aiai71 pp4 #bje-bab4 ,sisson1 ,edward ,a41 8,the ,historical ,education of the ,american ,citizen10 ,journal of the ,national ,education ,association1 ,vol4 ,,xi 7,february1 #aibb71 pp4 #ef-eg4 ,stephens1 ,h4 ,morse1 8,nationality and ,history10 ,the ,american ,historical ,review1 ,vol4 ,,xxi 7,january1 #aiaf71 pp4 #bbe-bcg4 ,sweet1 ,w4 ,w41 8,religion in ,our ,school ,histories10 ,the ,christian ,century1 ,vol4 ,,xli 7,november #bj1 #aibd71 pp4 #aejb-aejd4 ,the ,s4 ,s4 ,bulletin1 ,publication of the ,steuben ,society1 ,new ,york1 #aibb4 8,war in the ,textbooks10 ,the ,nation1 ,vol4 ,,cxix 7,september #ag1 #aibd71 p4 #bgg4 ,,newspapers ,the ,atlanta ,journal1 ,june #bg1 #aibc4 ,boise1 ,idaho3 ,idaho ,statesman1 ,december #i1 #aibb4 ,boise1 ,idaho3 ,evening ,capital ,news1 ,june #ad1 #aibb4 ,boston1 ,massachusetts3 ,the ,christian ,science ,monitor1 ,may #ag1 #aibj1 ,november #b1 #aiba1 ,june #bg1 #aibc1 ,august #ca1 #aibc4 ,boston1 ,massachusetts3 ,boston ,herald1 ,may #ai1 #aibe1 ,may #g1 #aibf4 ,brooklyn1 ,new ,york3 ,the ,standard ,union1 ,february #c1 #aibb4 ,cedar ,rapids1 ,iowa3 ,the ,cedar ,rapids ,republican1 ,may #cj1 #aibb4 ,chicago ,american1 ,january #bb1 #aibj4 ,chicago3 ,herald and ,examiner1 ,january1 #aiah to ,june1 #aibd4 ,the ,chicago ,daily ,tribune1 ,june #bc1 #aibb4 ,the ,cleveland ,plain ,dealer1 ,may #b1 #aibc4 ,the ,des ,moines ,register1 ,april #f1 #aibb1 ,february #bg1 #aibc1 ,april #bd1 #aibc1 ,november #bc1 #aibd4 ,dubuque ,telegraph-,herald1 ,june #ad1 #aibc4 ,fort ,wayne1 ,indiana3 ,the ,news ,sentinel1 ,june #f1 #aibc4 ,louisville1 ,kentucky3 ,the ,courier-,journal1 ,november #ab1 #aibb4 ,louisville1 ,kentucky3 ,the ,louisville ,times1 ,november #d1 #aibb1 and ,november #i1 #aibb4 ,the ,milwaukee ,journal1 ,june #i1 #aibc4 ,the ,new ,york ,american1 ,july #b1 #aibb1 ,october #h1 #aibb1 ,october #bb1 #aibb1 ,november #d1 #aibc4 ,new ,york3 ,evening ,globe1 ,february #bb1 #aibb4 ,new ,york3 ,the ,gaelic ,american1 ,march #aa1 #aibb4 ,new ,york3 ,the ,globe and ,commercial ,advertiser1 ,may #ae1 #aibb4 ,the ,new ,york ,times1 ,january1 #aiad to ,december1 #aibe4 ,the ,new ,york ,tribune1 ,november1 #aibc4 ,ottumwa1 ,iowa3 ,the ,daily ,courier1 ,march #b1 #aiai4 ,philadelphia3 ,the ,evening ,bulletin1 ,march #a1 #aibb4 ,st4 ,louis1 ,missouri3 ,the ,st4 ,louis ,daily ,globe ,democrat1 ,december #ah1 #aibb4 ,st4 ,louis1 ,missouri3 ,the ,st4 ,louis ,star1 ,december #bj1 #aibb4 ,st4 ,louis1 ,missouri3 ,the ,st4 ,louis ,times1 ,december #ah1 #aibb4 ,san ,francisco ,chronicle1 ,november #bd1 #aibb4 ,the ,seattle ,star1 ,september #cj1 #aiah4 ,washington1 ,d4 ,c43 ,star1 ,june #d1 #aibb1 ,april #bf1 #aibc4 ,washington1 ,d4 ,c43 ,the ,united ,states ,telegraph1 ,october #e1 #ahcf4 ,,pamphlets ,,and ,,documents ,american ,bankers ,association1 ,commission on ,public ,education4 ,pamphlets and statements in re ,textbooks4 ,new ,york4 ,american ,federation of ,labor1 ,report of the ,proceedings of the ,convention of the ,american ,federation of ,labor1 ,june #bb1 #aibb1 ,eighth ,day ,proceedings4 ,american ,federation of ,labor1 ,washington1 ,d4 ,c41 #aibb4 ,report of ,american ,federation of ,labor ,committee on ,education on ,social ,studies in the ,public ,schools4 ,american ,federation of ,labor1 ,washington1 ,d4 ,c41 #aibc4 ,american ,federation of ,labor1 ,official ,record of the ,american ,federation of ,labor in the ,struggle to ,bring ,knowledge to the ,masses1 8,education for ,all40 ,american ,federation of ,labor1 ,washington1 ,d4 ,c41 #aibb4 ,city of ,boston1 ,proceedings of ,school ,committee1 ,december #ah1 #aibb4 ,n4 ,p4 ,california ,state ,board of ,education1 ,special ,bulletin ,no4 #d1 ,series of #aiah1 ,concerning ,textbooks in ,history4 ,sacramento1 #aiah4 ,california ,state ,department of ,education1 ,bulletin ,no4 #d-;,a1 ,teaching the ,united ,states ,constitution and ,american ,ideals4 ,sacramento1 #aiah4 ,report of the ,committee of ,five on ,american ,history ,textbooks now in ,use in ,california ,high ,schools4 ,california ,state ,printing ,office1 ,sacramento1 #aibb4 ,clum1 ,woodworth1 8,america is ,calling10 ,better ,america ,federation of ,california1 ,los ,angeles4 ,chafee1 ,zechariah1 8,freedom and ,initiative in the ,schools10 ,the ,public and the ,schools1 ,new ,york1 #aiai4 ,conner1 ,a4 ,h41 ,should the 8,history of the ,american ,people0 by ,willis ,mason ,west be used as a ,school ,text ,book8 ,n4 ,p4 ,constitution ,anniversary ,association1 ,bulletin1 ,no4 #i1 ,no4 #aj1 ,chicago4 ,the ,english-,speaking ,union1 ,bulletin ,no4 #g1 ,june1 #aibc4 ,new ,york4 ,communication of the ,ethical ,society to the ,school ,board1 ,davenport1 ,iowa1 ,may #bd1 #aibc4 7,in manuscript47 ,report of the ,committee from the ,fathers of ,soldiers ,league to the ,board of ,education1 ,des ,moines1 ,iowa1 #aiah4 7,in manuscript47 ,griffin1 ,joseph ,t41 ,american ,history ,must ,it be ,rewritten to ,preserve ,our ,foreign ,friendships8 ,n4 ,p4 ,hart1 ,albert ,bushnell1 8,school ,books and ,international ,prejudices10 ,international ,conciliation1 ,bulletin ,no4 #cb4 ,new ,york1 ,january1 #aiaa4 ,hirshfield1 ,david1 ,report on ,investigation of ,pro-,british ,history ,text-,books in ,use in the ,public ,schools of the ,city of ,new ,york4 ,n4 ,p4 ,jaegers1 ,albert1 ,a ,brief ,sketch of the ,life and ,character of ,baron von ,steuben4 ,jacob ,leisler ,unit1 ,steuben ,society1 ,new ,york1 #aibb4 ,kendig-,gill1 ,isabelle1 8,war and ,peace in ,united ,states ,history ,text ,books10 ,national ,council for the ,prevention of ,war1 ,washington4 ,report of ,special ,committee on ,school ,histories and ,text ,books ,adopted by ,grand ,lodge ,knights of ,pythias ,september #bj1 #aibc4 ,n4 ,p4 ,report of the ,committee on ,social ,studies of the ,commission on the ,reorganization of ,secondary ,education of the ,national ,education ,association1 8,the ,social ,studies in ,secondary ,education40 ,bulletin1 #aiaf1 ,no4 #bh1 ,bureau of ,education4 ,washington1 #aiaf4 ,mc,camant1 ,wallace1 ,muzzey's ,school ,history1 ,report of the ,chairman of the ,committee on ,patriotic ,education of ,national ,society ,sons of the ,american ,revolution4 ,n4 ,p4 ,mc,camant1 ,wallace1 ,report of ,committee on ,patriotic ,education4 ,sons of the ,american ,revolution4 ,may #i1 #aibc4 ,n4 ,p4 ,mc,sweeney1 ,edward ,f41 ,america ,first4 ,boston1 ,edward ,f4 ,mc,sweeney #aibb4 ,miller1 ,charles ,grant1 ,treason to ,american ,tradition3 ,a ,study of ,eight ,altered ,school ,histories4 ,sons of the ,revolution in the ,state of ,california4 ,los ,angeles1 #aibb4 ,miller1 ,charles ,grant1 ,treason to ,american ,tradition1 ,the ,spirit of ,benedict ,arnold ,reincarnated in ,united ,states ,history ,revised in ,text-,books4 ,an ,exposure of ,ten ,anglicized ,school ,histories4 ,the ,patriot ,league of ,america1 ,new ,york1 #aibb4 ,montana ,state ,council of ,defense1 ,bulletin of the ,montana ,state ,council of ,defense1 ,april #bb1 #aiah4 ,butte1 ,montana1 #aiah4 ,national ,industrial ,conference ,board1 ,a ,case of ,federal ,propaganda in ,our ,public ,schools4 ,national ,industrial ,conference ,board1 ,boston1 #aiai4 ,national ,security ,league1 ,pamphlets4 ,the ,national ,security ,league1 ,new ,york4 ,national ,society of the ,sons of the ,american ,revolution1 ,official ,bulletin of the ,national ,society ,sons of the ,american ,revolution4 ,vol4 ,,xvii 7,october1 #aibb71 ,no4 #b4 ,washington1 ,d4 ,c4 ,report to the ,nashville ,congress1 ,sons of the ,american ,revolution1 #aibc1 ,the ,sons of the ,american ,revolution and the ,histories in ,use in ,our ,schools4 ,n4 ,p4 ,official ,bulletin of the ,national ,society of the ,sons of the ,american ,revolution1 ,december1 #aibb4 ,n4 ,p4 ,new ,york ,city ,board of ,education1 ,report of the ,committee to ,investigate 444 ,history ,textbooks ,used in the ,public ,schools of the ,city of ,new ,york4 ,board of ,education1 ,new ,york1 #aibb4 ,state ,department of ,education1 #aiba1 ,american ,history and ,patriotic ,programs for all ,schools of ,oklahoma4 ,n4 ,p4 ,patriotic ,organizations ,appeal for ,school ,history ,bill1 ,new ,jersey ,unit1 ,the ,patriot ,league4 ,newark1 ,new ,jersey1 ,february #bb1 #aibd4 ,forty-,ninth ,annual ,report of the ,state ,board of ,education 444 of ,rhode ,island1 ,january1 #aiai4 ,report of ,roy ,f4 ,britton to ,st4 ,louis ,society1 ,sons of ,revolution4 ,december #af1 #aibb4 7,in manuscript47 ,report of the ,historian of ,passaic ,valley ,chapter ,s4 ,a4 ,r4 on ,muzzey's ,american ,history4 ,december #ae1 #aibb4 7,in manuscript47 ,minority ,report upon ,muzzey's ,history of the ,united ,states to the ,board of ,managers of the ,california ,society of the ,sons of the ,american ,revolution4 7,in manuscript47 ,resolutions of the ,association of ,history ,teachers of the ,middle ,states and ,maryland4 ,adopted ,may #e1 #aibc4 ,columbia ,university1 ,new ,york4 ,ridder1 ,victor1 ,the ,germans in ,america1 ,a ,comprehensive ,review of their ,share in ,founding1 ,developing and ,safeguarding the ,united ,states4 ,uga ,publishing ,company1 ,new ,york1 #aibb4 ,rutherford1 ,mildred ,lewis1 ,a ,measuring ,rod to ,test ,text-,books and ,reference ,books in ,schools1 ,colleges and ,libraries4 ,athens1 ,georgia1 #aibb4 ,rutherford1 ,mildred ,lewis1 ,the ,truths of ,history4 ,athens1 ,georgia1 #aiba4 ,taft1 ,donald ,r41 ,historical ,textbooks and ,international ,differences4 ,the ,association for ,peace ,education1 ,chicago4 8,hearings ,before the ,subcommittee of the ,committee on the ,judiciary10 #feth ,congress1 #b;d ,session on ,s4 #cebi 7,february #bc-;,april #ac1 #aiah7 ,a ,bill to ,repeal the ,act ,entitled 8,an ,act to ,incorporate the ,national ,german-,american ,alliance10 approved ,february #be1 #aijg4 ,government ,printing ,office1 ,washington1 #aiah4 ,district of ,columbia ,board of ,education1 ,piney ,branch ,citizens' ,association ,against ,muzzey's ,school ,history4 ,washington1 ,d4 ,c41 ,april #be1 #aibc4 ,board of ,education1 ,washington1 ,d4 ,c41 ,ernest ,greenwood1 ,chairman1 ,report of the ,special ,committee on ,muzzey's ,american ,history4 #aibc4 ,congressional ,record1 #fhth ,congress1 #b;d ,session1 ,vol4 ,,lxvi1 ,no4 #gg1 pp4 #ecif-ecih4 ,washington4 ,house ,report1 ,no4 #abjcc1 ,public ,bill1 ,no4 #eie1 #fhth ,congress1 #b;d ,session1 8,an ,act ,making ,appropriations for the ,government of the ,district of ,columbia and ,other ,activities ,chargeable ,wholly or in ,part ,against the ,revenues of ,such ,district for the ,fiscal ,year ,ending ,june #cj1 #aibe40 ,toward the ,new ,education3 ,the ,case ,against ,autocracy in ,our ,public ,schools4 ,the ,teachers' ,union of the ,city of ,new ,york4 ,the ,trial of the ,three ,suspended ,teachers of the ,de ,witt ,clinton ,high ,school4 ,teachers' ,defense ,fund1 ,new ,york4 ,dotey1 ,aaron ,i41 ,the ,exploitation of the ,public ,school ,system of ,new ,york4 ,teachers' ,council1 ,new ,york4 ,department of ,education of the ,city of ,new ,york1 ,in the ,matter of the ,trial of ,charges of ,conduct unbecoming a teacher and to the prejudice of good order1 efficiency and discipline preferred against ,benjamin ,glassberg4 ,the ,teachers' ,union1 ,new ,york4 ,,books 7,secondary7 ,bourne1 ,william ,oland1 ,history of the ,public ,school ,society of the ,city of ,new ,york4 ,william ,wood and ,company1 ,new ,york1 #ahgj4 ,brown1 ,elmer ,ellsworth1 ,the ,making of ,our ,middle ,schools4 ,an ,account of the ,development of ,secondary ,education in the ,united ,states4 ,longmans1 ,green and ,company1 ,new ,york1 #aijg4 ,carlton1 ,frank ,tracy1 ,economic ,influences upon ,educational ,progress in the ,united ,states1 #ahbj-ahej4 ,university of ,wisconsin1 ,madison1 #aijh4 ,cubberley1 ,ellwood ,p41 ,public ,education in the ,united ,states4 ,houghton ,mifflin ,company1 ,boston1 #aiai4 ,inglis1 ,a4 ,j41 ,the ,rise of the ,high ,school in ,massachusetts4 ,columbia ,university ,publications1 ,new ,york1 #aiaa4 ,johnson1 ,henry1 ,teaching of ,history in ,elementary and ,secondary ,schools4 ,the ,macmillan ,company1 ,new ,york1 #aiae4 ,littlefield1 ,george ,emery1 ,early ,schools and ,school ,books of ,new ,england4 ,club of ,old ,volumes1 ,boston1 #aijd4 ,o',brien1 ,michael ,j41 ,a ,hidden ,phase of ,american ,history4 ,dodd1 ,mead and ,company1 ,new ,york1 #aiai4 ,russell1 ,william ,f41 ,the ,early ,teaching of ,history in the ,secondary ,schools of ,new ,york and ,massachusetts4 ,mc,kinley ,publishing ,company1 ,philadelphia1 #aiae4 ,schrader1 ,frederick ,franklin1 8#afhc-aibj40 ,concord ,publishing ,company1 ,new ,york1 #aibj4 ,werner1 ,m4 ,r41 ,brigham ,young4 ,harcourt1 ,brace and ,company1 ,new ,york1 #aibe4 ,,index ,abbott1 ,a4 ,h41 committee work of1 #bfd1 #cjf ,abolition1 textbooks in support of1 #ach ,abraham1 reference to1 #ach ,adams1 ,christmas1 death of1 #bhb 7see also ,attucks1 ,crispus7 ,adams1 ,e4 ,d41 committee work of1 #bdg1 #bfd1 #cjf ,adams1 ,james ,truslow1 article by1 #bhi ,adams1 ,john1 attitude toward education1 #d inauguration of1 #fc reference to1 #bab1 #bac1 #bed1 #bee1 #bef ,adams1 ,samuel1 reference to1 #bed1 #bfb relative of1 #bbb ,adrian 7,michigan71 schools of1 #bff ,agricultural ,chemistry1 study of1 #ah ,agriculture1 development of1 #ab ,alabama1 ,americanization laws in1 #aje curriculum in1 #hc laws relative to education1 #af1 #ag1 #bb1 #be1 #bf1 #bh1 #ci1 #dg requirement for teachers in1 #ee schools of1 #bff teaching of patriotism in1 #ie textbooks in1 #da1 #fg1 #fi1 #gc1 #ih1 #ajj ,alabama ,code1 reference to1 #af ,alabama ,patriotic ,society1 establishment of1 #ie ,alexander1 ,magnus ,n41 #bjd ,algebra1 teaching of1 #f ,alien teachers1 laws relative to1 #cjd ,aliens1 restrictions on1 as teachers1 #cd1 #ce1 #hf1 #hh ,allen1 ,ethan1 mention of1 #baa1 #bah ,allied ,powers1 citizens of1 employment of1 as teachers1 #hg ,allies1 praise of1 #bde reference to1 #bec ,alsace-,lorraine1 reference to1 #bdb ,alta 7,iowa71 schools of1 #bic ,america1 accomplishments of1 #ah attitude of ,england toward1 #bcg ,british in1 #bhd ,catholic ,church in1 #agg1 #agh ,colonists in1 #afj1 #bab 8,defamation0 of1 #baj development of1 #ahd economic conditions in1 #ga founders of1 #ace freedom of1 #bhg friendship of1 #bce influence of ,irish in1 #bcj liberty in1 #bji opportunities of1 #ab1 #bga ,america1 ,speech on ,conciliation with1 #bji1 #bac1 #bfh ,america ,first1 #bbf 8,america ,first0 ,publicity ,association1 responsibility of1 #cbe ,america is ,calling1 writing of1 #aid ,american ,allies1 #bdg ,american ,association for ,international ,coperation1 #bbj ,american ,bankers ,association1 #bjc ,american ,bar ,association1 report relative to textbooks1 #ccd1 #cce work of1 #ahe1 #ahf1 #ahh1 #aib ,american ,car ,company1 member of1 criticises textbook1 #bjb ,american ,citizenship1 report of committee on1 #ahe1 #ccd1 #cce ,american colonies1 settlers in1 #bee 8,american ,creed10 teaching of1 #ef ,american ,democracy1 ,problems in1 #gg ,american ,economic ,life1 #bjb ,american ,federation of ,labor1 ,report of ,cincinnati ,convention1 #cbc-cbf representative of1 #aab work of1 #aid1 #aif1 #aig1 #aih ,american flag1 display of1 #ef ,american ,government1 study of1 #ahh1 #aid ,american ,gymnastic ,union1 work of1 #bdb ,american heroes1 discussion of1 #bgh ,american ,historical ,association1 recommendation of1 #bc work of1 #bif ,american ideals1 defending of1 #bei1 #cca loyalty to1 #acj promotion of1 #ahe1 #bcb teaching of1 #ajg ,american ,ideals1 ,safeguarding1 #aia ,american ,independence1 criticism of1 #bbf ,american institutions1 knowledge of1 #aje origin of1 #bbi respect for1 #bhc study of1 #ahf ,american ,irish ,historical ,society1 publications of1 #bcj ,american ,legion1 ,national ,commander of1 #bha principles submitted for textbook writers1 #cca work of1 #ahf1 #bbc1 #bfi1 #bgj1 #bgc1 #bge ,american ,legion ,school ,history1 standard for1 #cbi-ccc ,american ,nation1 advancement of1 #af ,american ,nation1 ,a ,history of the1 #bcg1 #cjg ,american ,nationality1 ,the ,development of1 #cjf ,american patriotism1 teaching of1 #big ,american patriots1 history of1 #gd1 #ajd neglect of1 #bha ,american ,people1 ,beginnings of1 #cjg ,american ,people1 ,history of the1 #adg1 #bba1 #bbb1 #bic1 #cjf ,american ,people1 ,the ,story of ,our1 #bgj ,american ,public ,schools1 teaching of history in1 #c ,american ,revolution1 cause of1 #bdj1 #bda1 #bdg1 #bic 7see also ,revolutionary ,war7 history of1 #baf1 #bbe1 #bed1 #beg1 #bfh1 #bgb1 #bgh1 #bgi justification of1 #bcf reference to1 #aja1 #ajb1 #ajc1 #bjg ,american ,revolution1 ,daughters of1 activities of1 #bb1 #bai ,american ,revolution1 ,sons of1 activities of1 #bai ,american schools1 history in1 #c1 #bie ,american statesmen1 biographies of1 #ie ,american ,tradition1 ,treason to1 #bbc1 #bfc1 #bib ,american traditions1 #bjj ,american ,turner-,bund1 work of1 #bdb ,american ,war1 ,book of1 #bji ,americanism1 lack of1 #bfa teaching of1 #ahg1 #beh ,americanization laws1 provisions of1 #aje ,americans1 attitude of1 #acf1 #bbg1 #bbh1 #bdd1 #bdf reference to1 #agc ,ancient ,world1 ,the1 #agg1 #agi1 #bdh ,andrews1 ,charles ,m41 writings of1 #bjf ,andrews1 ,mathew ,page1 criticism of1 #bah textbook by1 #bbd1 #bdg ,anglicization1 agency for1 #bai charges of1 #bji1 #bag ,anglo-,american difficulties1 #bad ,anglo-,american ,league1 #bjg ,anglo-,american relations1 improvement of1 #bjh1 #bcd1 #bdj1 #bhc ,anglo-,american ,union1 #bhc1 #bhd ,anglo-,saxon1 history of1 #bca1 #bcb1 #bda praise of1 #bci ,anglo-,saxon civilization1 #bbi ,anti-alien laws1 passage of1 #hf ,appendices1 #bii-cce ,appleton1 publisher1 reference to1 #ade ,appleton's ,complete ,guide of the ,world1 use of1 #adb ,arithmetic1 teaching of1 #g1 #aj ,arizona1 ,americanization laws in1 #ajg flag legislation in1 #eg holidays in1 #fj1 #fb laws of1 relative to education1 #bj1 #be1 #bf1 #cd1 #ea1 #gi1 #ha1 #hi requirements for teachers in1 #ee textbooks in1 #da1 #bdi ,arkansas1 curriculum in1 #af1 #ec1 #gb1 #hc holidays in1 #fd laws of1 relative to education1 #d1 #bb1 #bc1 #bd1 #cb requirement for teachers in1 #ed textbooks in1 #ch1 #ih ,armistice1 signing of1 #if ,armistice ,day1 observance of1 #if ,arnell1 ,p4 ,b41 letter to1 #bae ,arnold1 ,benedict1 reference to1 #baa1 #baf1 #bbc1 #bch treason of1 #cad ,ashley1 ,roscoe ,lewis1 statement by1 #bej textbook by1 #bdg1 #cjg ,atlanta ,journal1 statement in1 #bhh-bhi ,atlantic ,city1 meeting at1 #bfi ,atlantic ,monthly1 ,the1 article in1 #bhi-bij ,attorney1 ,county1 duty of1 #gh ,attorney-,general1 duty of1 #gh ,attucks1 ,crispus1 #bhb 7see also ,adams1 ,christmas7 ,atwood1 ,harry ,f41 books by1 #aia1 #aib1 #aic ,auditor1 ,county1 restriction upon1 #hf ,austria-,hungary1 #bbf1 #bea ,bagley1 ,william ,c41 comment by1 #big textbook by1 #bff ,baird1 ,george ,w41 #bfj ,ballou1 ,frank1 #bfj ,baltimore and ,ohio ,railroad1 illustrations of1 in textbooks1 #bja ,baltimore ,sun1 statement in1 #bhi ,bancroft1 ,george1 criticism of1 #bca1 #bcb reference to1 #bcj writings of1 #ace1 #bca ,banks1 ,david1 #bhb ,baptists1 banishing of1 #add ,bar ,association1 ,american1 report of1 relative to textbooks1 #ccd1 #cce ,barnes1 ,everett1 textbooks written by criticism directed toward1 #aff1 #bji1 #baj1 #baa1 #bad1 #bba1 #bbd1 #bcg1 #beg1 #beh1 #bgd1 #bgf1 #bgh1 #bgi1 #bhb1 #bhd1 #bhe price of1 #ch use of1 #cg ,barnes1 ,harry ,e41 #bea ,barry1 ,commodore1 reference to1 #cba ,barry1 ,john1 service of1 #agg ,bassett1 ,john ,s41 textbook by1 #cjg ,battle ,creek 7,michigan71 schools at1 #bic ,beard1 ,charles ,a41 textbook by1 #bdg1 #bdh1 #bea1 #beb1 #bff1 #bhf1 #cjg ,beard1 ,mary ,r41 textbook by1 #bhf ,beck1 ,james ,m41 book by1 #aij ,becker1 ,carl1 book by1 #cjg ,beer1 ,george ,louis1 writings of1 #bjf ,belgium1 evacuation of1 #aah ,bemis1 ,samuel ,f41 prize awarded to1 #bcd ,benson1 ,william1 #bcd ,berard1 ,a4 ,b41 textbook written by1 #cf ,berger1 ,samuel ,a41 office of1 #abc1 #abd ,berlin 7,germany71 native of1 #aac ,berry1 ,margaret ,k41 textbook by1 #aii ,berwick 7,pennsylvania71 mention of1 #bjb ,betten1 ,francis ,s41 textbook by1 #agg1 #agi ,better ,america ,federation1 work of1 #ahe1 #aia1 #aid ,beyer1 ,o4 ,s41 ,jr41 report submitted by1 #cbc1 #cbf ,bible1 creation theory in1 #ajd printing of1 #bdc reference to1 #ahj respect for in schools1 #ia ,bibliography1 #cci-cec ,big ,business1 textbooks controlled by1 #bja ,bill of ,rights1 study of1 #hc ,biography1 teaching of1 #bc ,bismarck 7,north ,dakota71 #bjd ,blackburn1 ,j4 ,s41 textbook by1 #adg1 #afe ,bledsoe1 ,judge1 #bde ,blumenthal1 ,louis ,h41 suspension of1 #aaf ,boise 7,idaho71 schools of1 #bfd ,bolshevism1 reference to1 #aba1 #abb1 #abe1 #abh1 #bjb ,book-keeping1 teaching of1 #f ,borah1 ,william ,e41 letter from1 #bae ,boston 7,massachusetts71 ,catholics in1 #age city council of1 and textbooks1 #bij1 #bia report relative to textbooks in1 #cag-cbb riot in1 #bhb ,boston ,globe1 report in1 #bib ,botsford1 ,george ,w41 textbook by1 #bdg ,bourne1 ,william ,oland1 book by1 #aga ,bowe1 ,mr41 quotation from1 #aae1 #aaf ,boynton1 ,percy ,r41 statement by1 #big ,breasted1 ,james ,h41 textbook by1 #bdg ,brice1 ,andrew ,a41 service of1 #ahf ,british1 attitude of ,americans toward1 #bdf attitude of1 toward ,americans1 #bbh reference to1 #bbb1 #bbd ,british-,american ,association1 prizes offered by1 #bce ,british-,american-,union1 #bah1 #bba1 #bhc1 #bhe ,british ,empire1 member of1 #baa1 #bch reference to1 #bbj ,british propagandists1 work of1 #bai1 #bbc1 #bfi1 #bhd ,britton1 ,roy ,f41 address by1 #bfh ,broadhurst1 ,jean1 book by1 #aij ,brooklyn ,high ,school 7,new ,york71 teachers in1 #aac1 #aaf1 #abe ,brutus1 reference to1 #baj ,bryan1 ,w4 ,j41 reference to1 #bec ,bryn ,mawr ,college1 reference to1 #bcf ,buddha1 doctrines of1 #age ,buffalo 7,new ,york71 teachers of1 #abg ,bullock1 ,charles ,j41 textbook by1 #aha ,bunker ,hill1 battle of1 #bab ,burch1 ,henry ,reed1 textbook by1 #bjb ,burke1 ,e4 ,j41 textbook by1 #agg1 #ahj1 #aha ,burke1 ,edmund1 influence of1 #bcg speech of1 #bji1 #bac1 #bfh1 #bgd1 #bhb1 #bij ,burley 7,idaho71 schools of1 #bff ,burnham1 ,smith1 textbook by1 #beg1 #bhf ,bushwick ,high ,school 7,new ,york71 teachers in1 #abc ,butler1 ,nicholas ,murray1 #bbj1 #bcc ,cable1 ,george1 writings of1 #bb ,caesar1 reference to1 #baj ,calhoun1 ,john ,c41 honoring of1 #fd relative of1 #acg ,california1 ,americanization laws of1 #ajf1 #ajg curriculum in1 #ea1 #ec1 #gd1 #ha holidays in1 #fj1 #fa home teachers in1 #aje1 #aaj laws of1 relative to education1 #h1 #i1 #bj1 #bc1 #bd1 #be1 #bg1 #ch1 #gi1 #hf1 #hh ,report of ,committee of ,five on ,american ,history ,textbooks in1 #cjf-caa requirement of teachers in1 #ia1 #ic1 #abh ,sons of the ,revolution in1 #bai1 #bfg textbooks in1 #da1 #fh1 #ajj1 #ajb1 #bdg1 #bfb ,california1 ,better ,america ,federation of1 work of1 #aid ,california1 ,secondary ,schools of1 commissioner of1 #bfd ,calvert1 ,cecil1 service of1 #agg ,calvert1 ,george1 service of1 #agg ,cameron1 ,s4 ,t41 criticism by1 #bei1 #bfj ,capitol ,daily ,press1 ,the1 quotation from1 #bjd ,carnegie1 ,andrew1 reference to1 #bjh1 #bhc ,carnegie ,corporation1 #bbj ,carnegie institutions1 support of1 #bbj ,carnegie ,library 7,san ,jos1 ,california71 books in1 #bic ,carnegie 8prophecy10 #bah ,carnegie ,steel ,company1 #bja ,carolina1 settlers in1 #bad1 #bda ,carson1 ,sir ,edward1 reference to1 #bcb ,catholic ,church1 beginnings of1 in ,america1 #agg1 #agh expansion of1 #agf importance of1 #agg influence of1 #agb1 #agh1 #ahc ,catholic doctrines1 omission of1 from textbooks1 #agf ,catholic education1 promotion of1 #agh ,catholic ,encyclopedia1 editor of1 #aab ,catholic ,schools1 ,a ,history of the ,united ,states for1 #agf ,catholic ,university1 mention of1 #bcf teacher in1 #bfj ,catholics1 agitation by1 #bbe-bci ,catholic explorers1 #agg historical activities of1 #bcb-bce historians criticised by1 #bcf-bci taxation of1 for schools1 #agd textbooks censored by1 #agb-age textbooks for1 #aga-ahd ,cecil ,rhodes ,design1 #bah1 #bhe ,cecil ,rhodes ,scholarship1 #bbj ,celts1 location of1 #bbi ,central ,federated ,union1 attitude of1 #aba ,central ,powers1 praise of1 #bde ,chafee1 ,zechariah1 article by1 #bde opinion of1 #aca ,chambers1 ,h4 ,e41 textbook by1 #adg1 #afb1 #afc ,chambers of ,commerce1 work of1 #ahf ,chandler1 ,harry1 mention of1 #aib ,channing1 ,edward1 textbook by1 #beh1 #cjg ,character1 requirements relative to1 for teachers1 #hg-hh ,charles ,i1 #baj ,charleston 7,south ,carolina71 convention at1 #aci ,cheney1 ,william ,l41 mention of1 #bbh ,cheyney1 ,edward ,p41 textbook by1 #bdg ,chicago 7,illinois71 meeting at1 #bcb ,chicago ,daily ,tribune1 article in1 #aef ,chicago1 ,herald and ,examiner1 article in1 #baj1 #bad1 #bae1 #bah1 #bbb1 #bcd1 #bfc1 #bhe1 #bhf ,china1 schools in1 #bfj ,chinese1 attitude of ,americans toward1 #bdd reference to1 #aii ,chinese-,americans1 treatment of1 #bdd ,christian ,science ,monitor1 article in1 #bih ,christian virtue1 practice of1 #ag ,church1 education supported by1 #ac influence of1 #agi1 #ahj1 #bbj support of1 #aei ,church ,peace ,union1 influence of1 #bbj ,churchill1 ,george ,m41 #bfj ,cincinnati 7,ohio71 report of convention at1 #cbc-cbf ,citizenship1 duties of1 #gf1 #gg provisions of ,lusk ,laws relative to requirement of1 for teachers1 #hf1 #hg1 #hh teaching of1 #ac1 #ag1 #bj1 #cd1 #ce1 #de1 #df1 #di1 #fb1 #ge1 #gi1 #he1 #hi1 #ih1 #aje1 #ajf1 #ajh1 #aji1 #aac1 #ahe1 #ahg training for1 #dd1 #he1 #ajf ,citizenship ,certificates1 signing of1 by ,governor1 #ih 8,citizenship ,creed1 ,our10 #ccd1 #cce ,citizenship ,day1 observance of1 #ih 7see also ,memorial ,day7 ,civic institutions1 respect for1 #ajg ,civics1 teaching of1 #aa1 #de1 #ea1 #eb1 #ec1 #ef1 #gf1 #gg1 #aje1 #ajf1 #aia1 #aii1 #bhf1 #cca ,civil ,government1 teaching of1 #aa1 #ad1 #ag1 #ba1 #bc1 #bf1 #bg1 #de1 #dg1 #dh1 #di1 #eb1 #ee1 #ff1 #fg1 #gc1 #gf1 #gh1 #hj1 #ha textbook in1 #ch1 #fi1 #ii1 #aic ,civil ,war1 causes of1 #ade1 #aed effect of1 on legislation1 #hg ,germans in1 #bdd history of1 #afh1 #afi1 #aga1 #bbe1 #bec1 #bfe negroes in1 #bhb reference to1 #h1 #i1 #ab1 #ac1 #bb1 #cb1 #cf1 #dc1 #fc1 #ff1 #gj1 #acg1 #ade1 #aee1 #afa1 #agf1 #bah ,civil ,war1 ,a ,youth's ,history of the1 #afa ,clay1 ,henry1 #bhc ,cleanliness1 teaching of1 #ag ,clum1 ,woodworth1 reference to1 #aid ,code of #ahea1 reference to1 #aa ,coeur d',alene 7,idaho71 school of1 #bff ,cohen1 ,m4 ,r41 #abj ,college1 professors1 requirements of1 #cj ,colleges1 ,southern1 textbooks for1 #adj ,colleges1 state1 curriculum of1 #hd ,colonial liberty1 fight for1 #bce ,colonies1 history of1 #bcg1 #bgi taxing of1 #bhc ,colorado1 curriculum in1 #ha laws of1 relative to education1 #bd1 #bf1 #gi1 #hi ,colored ,people1 ,national ,association for the ,advancement of1 works of1 #bgc1 #bhb ,columbia1 article in1 #bcd1 #bcf ,columbia1 ,district of1 requirement of teachers in1 #ia ,columbia ,university1 criticism of1 #bca1 #bcf ,president of1 #bcc ,columbus1 ,christopher1 explorations of1 #agg honoring of1 #fe mention of1 #ccj ,columbus ,day1 observance of1 #fa1 #fb1 #ig ,commissioner of ,accounts1 work of1 #bhj1 #bhe1 #bhh1 #ccb ,committee of ,eight1 work of1 #dd ,committee of ,five1 ,report of1 relative to ,american ,history ,textbooks used in ,california1 #cjf-caa work of1 #dd ,committee of ,seven1 recommendation of1 #bc report of1 #dd ,committee of ,ten1 organization of1 #bb1 #bc ,committee of #ahig1 report of1 #afh ,communism1 belief in1 #abb ,communist ,party1 member of1 #abd1 #abg ,community ,civics1 teaching of1 #bjc ,community and ,national ,life1 ,lessons in1 #bjc ,confederacy1 ,daughters of 7see ,daughters of ,confederacy1 and ,united ,daughters of ,confederacy7 ,confederacy1 ,states of1 laws of1 relative to education1 #ad1 #af reference to1 #cj1 #adi textbooks relative to1 #db1 #ff1 #fg1 #aeb1 #afc ,confederate flags1 waving of1 #aed ,confederate soldiers1 #afj ,confederate ,states1 status of1 #agj ,confederate ,veterans1 ,historical ,committee of1 report of1 #adi1 #aej-aeb1 #afd1 #afe1 #aff1 #afg ,confederate ,veterans1 ,sons of1 organization of1 #bb 8,confederate ,veterans ,new ,glands10 #aef ,confederates1 victories of1 #afg ,confucius1 doctrines of1 #age ,congress1 bill passed by1 relative to education1 #hd1 #he1 #ia1 #afe ,connecticut1 ,americanization laws in1 #aje curriculum of1 #gb law of1 relative to education1 #h1 #aj1 #ad1 #bc1 #be1 #bi requirement of teachers in1 #ic ,conner1 ,a4 ,h41 office of1 #bfd1 #bfe ,conscription1 opposition to1 #aai ,constitution1 oratorical contest dealing with1 #aib ,constitution1 ,republican1 reference to1 #d1 #e1 #h ,constitution1 ,minute ,men of1 service of1 #cce ,constitution1 ,state1 support of1 #cj1 #ca1 #cb1 #cd1 #ce1 #hi1 #ij teaching of1 #h1 #ag1 #bb1 #bd1 #bh1 #df1 #dg1 #dh1 #ee1 #gi1 #ie1 #ih1 #aij ,constitution1 ,united ,states1 history of1 #bfi reference to1 #bba teaching of1 #h1 #ag1 #ah1 #bb1 #bd1 #bf1 #bh1 #de1 #df1 #dg1 #dh1 #ee1 #gc1 #gd1 #gi1 #ha1 #hc1 #he1 #hf1 #ie1 #ih1 #ajf1 #aji1 #afb1 #ahd1 #ahe1 #ahf1 #ahg1 #ahh1 #ahi1 #aij1 #aia1 #aic1 #bgc1 #bhc1 #cce ,constitution in ,my ,town and ,my ,life1 ,our1 #aij ,constitution of the ,united ,states1 ,the ,common ,sense of the1 #bjj ,constitution of the ,united ,states2 ,yesterday1 ,today and ,tomorrow1 ,the1 #aij ,constitution ,anniversary ,association1 work of1 #ahe1 #aie ,constitution1 instruction in1 committee on1 #ahh1 #ahi ,constitution ,week1 observance of1 #aia ,constitutionalist1 ,the1 quotation from1 #ada ,continental ,congress1 #baa1 #bdj ,cooke1 ,john ,esten1 textbook written by1 #cg ,cooper1 ,oscar ,h41 textbook by1 #adh ,cooper1 ,w4 ,j41 work of1 #bdg ,council of ,defense1 ,state1 order of1 #bdh ,county board of examiners1 duty of1 #dj1 #da1 #dh ,county certificates1 requirements for1 #ec ,county ,commissioners1 ,board of1 duty of1 #ih ,county ,superintendent1 dismissal by1 #abi duty of1 #ca1 #cd1 #ch requirements of1 #cb ,cramer1 ,mrs4 ,e4 ,j41 books criticised by1 #bgg ,creation1 ,bible account of1 #ajd ,darwinian ,theory of1 #ajd ,cromwell1 ,oliver1 #baj ,cross1 ,frank ,c41 work of1 #bgb1 #bgc1 #ccj1 #cca ,cubberley1 ,ellwood ,p41 book by1 #dc ,current history1 requirements of1 for teachers1 #ed ,curriculum1 extension of1 #bc1 #bi1 #dd1 #eb1 #fe1 #ff1 #he ,curtis1 ,frances ,g41 service of1 on committee1 #cag-cba ,dakota ,territory1 laws of1 relative to schools1 #ai textbooks in1 #da1 #db ,dale1 ,thomas1 ,code of1 #aei ,dames of the ,loyal ,legion1 officer of1 #aeg ,darwinian ,theory1 teaching of1 #ajd ,daughters of ,american ,revolution1 work of1 #bfi1 #bge1 #bgg ,daughters of the ,confederacy1 #aec ,davenport1 ,isabel1 attitude of1 toward loyalty pledge1 #aac ,davenport 7,iowa71 #bgd ,davidson1 ,william ,m41 textbook by1 #aei1 #afd ,davies1 ,facts in ,civil ,government1 use of1 #fh1 #fi ,davis1 ,jefferson1 holiday in honor of1 #ef mention of1 #aeh ,dearborn ,independent1 ,the1 article in1 #bfj ,debtor's ,prison1 colonists from1 #afj ,de ,bow's ,review1 article in1 #ach1 #adb comment by1 #ada ,decatur1 ,stephen1 omission of1 from history textbooks1 #bab ,declaration of ,independence1 belief in1 #bbe importance of1 #bcd printing of1 #bdc reference to1 #ajb1 #ajc1 #baa1 #bab1 #baf1 #bdj1 #bda1 #bhc source of1 #bbi study of1 #gi1 #ajd ,declaration of ,independence1 ,signers of1 ,descendants of1 #bbc1 #bdj1 #bfi1 #bge ,declaration of ,rights1 reading of1 #ag 8,defender of ,humanity and ,champion of ,democracy10 #aag ,de ,kalb1 ,baron1 #bad ,delaney1 ,edward1 #abc ,delaware1 curriculum in1 #hc dismissal of teachers in1 #abh laws in1 #ajg1 #ajh laws of1 relative to schools1 #bd1 #be1 #bg1 #df1 #di1 #gc requirement for teachers in1 #ee settlers in1 #bad ,swedes in1 #bbi1 #bch ,democracy1 reference to1 #gj1 #id1 #bjj ,demosthenes1 reference to1 #adb ,denmark1 commerce of1 #bbf ,dernburg1 ,dr41 influence on textbooks1 #bde ,derry1 ,george1 meeting attended by1 #bcd ,des ,moines 7,iowa71 teacher of1 #abh textbooks in1 #bdf ,devere1 ,professor1 textbook written by1 #dj ,devlin1 ,joseph1 work of1 #bhe-bhf ,devlin ,report1 books criticised by1 #bhg-bhh ,dewey1 ,john1 quotation from1 #dd1 #abj ,de ,witt ,clinton ,high ,school 7,new ,york71 dismissal of teachers in1 #aaf1 #aai1 #aba1 #abb teachers in1 #aac1 #aaf ,direct primary1 mention of1 discussion of1 #bfe ,disloyalty1 charges of1 #abf evidences of1 #aaa1 #aab ,district of ,columbia1 ,sons of ,american ,revolution in1 #bfg ,district of ,columbia ,society1 #bei 7see ,piney ,branch ,citizens' ,association7 ,dixon1 ,thomas1 book by1 #aeb ,dodd1 ,william ,e41 book by1 #cjg ,dongan1 ,governor1 place in history1 #agg ,donohue1 ,john ,j41 #abc ,draft1 opposition to1 #abb ,dubuque 7,iowa71 ,american ,legion of1 #bgc ,dubuque ,telegraph-,herald1 statement in1 #bhi ,duels1 restrictions upon1 #ce ,duffie1 ,w4 ,j41 textbook published by1 #afd ,dunne1 ,dr41 on committee1 #bcd ,dutch1 location of1 #bad1 #bbi1 #bch1 #bda ,eagleton1 ,clyde1 article by1 #bjh ,east ,indian life1 stories of1 #bca ,economic ,civics1 #bjb ,economic ,revolution1 effects of1 #dc ,economics1 requirement of1 for teachers1 #eb1 #ed teaching of1 #aa1 #ea1 #eb1 #ga textbooks in1 #ajj1 #aha1 #ahd1 #aif1 #cjc1 #cbd ,economy1 teaching of1 #ag ,edison1 ,thomas1 reference to1 #aia ,education1 definition of1 #dd laws relative to1 #c1 #d1 #e reference to1 #h1 #i1 #ac1 #cbc report of committee on1 #cbc-cbf ,education1 ,bureau of1 work of1 #bjc ,education1 ,commissioners of1 duty of1 #cb1 #cc1 #gg1 #hd1 #hh1 #ajc1 #ajf1 #aab1 #abj1 #bdh1 #cab ,education1 ,county ,board of1 work of1 #dg1 #abi ,education1 ,local ,board of1 duty of1 #cf1 #dg1 #ajj1 #aad1 #aae1 #aaf1 #aai1 #abb1 #abe ,education1 ,state ,board of1 duty of1 #ch1 #eb1 #eg1 #fd1 #ff1 #fh1 #ge1 #gg1 #hd1 #ii1 #aab1 #bdg1 #bge1 #caj ,education1 ,state ,department of1 statement of1 #abg ,education1 ,state ,superintendent of1 duty of1 #dj ,educational ,societies1 program of1 #bb ,egan1 ,maurice ,francis1 meeting attended by1 #bcd ,eggleston1 ,edward1 writings of1 #bb ,ellis1 textbook by1 #aff ,elson1 ,henry ,w41 charges against1 #aec1 #aed ,emancipation ,proclamation1 criticism of1 #aeh ,emerson1 ,ralph ,waldo1 reference to1 #aia ,england1 attitude of1 #beb attitude toward1 #bic 7see also ,great ,britain7 freedom from1 #bhg government of1 #bcf1 #bcg influence of1 #bbi loyalty to1 #baa propagandists1 #bbi reference to1 #aag1 #ace1 #bji relationship with1 #bgh taxation of colonies in1 #bhc ,england1 ,history of1 #age 8,england1 ,hymn of ,love for10 #bhf ,english1 colonies1 history of1 #bbg reference to1 #bag1 #bbj1 #bbd1 #bbe1 #bce teaching of1 #g1 #aje1 #ajf1 #ajg1 #ajh1 #aji1 #aij textbooks in1 #ajj1 #cjc ,english ,institutions1 #bba ,englishmen1 #bad1 #bai ,english-,speaking ,union1 work of1 #bjg1 #bjh1 #bah1 #bai ,english ,universities1 #bai ,espionage ,law1 effects of1 #ga1 #gb opposition to1 #abg reference to1 #bdc ,estill1 ,harry ,f41 textbook by1 #afc ,ethical ,society 7,davenport1 ,iowa71 work of1 #bgd ,ettinger1 ,william ,l41 appointment made by1 #bgf1 #bgg letter from1 #bgg1 #bgh statement by1 #abb1 #abg1 #bhh writings of1 #bdi ,europe1 commerce with1 #agg conquest of1 #bdf history of1 #bec1 #bga mention of1 #ig1 #ada1 #afe ,evans1 ,lawton ,b41 textbook by1 #afb1 #afc ,evanston1 ,illinois1 textbook in1 #bed ,evening ,schools1 work of1 #aje ,examiners1 ,county ,board of1 duty of1 #dh ,examining board1 work of1 #ef ,executive ,council1 ,american ,federation of ,labor1 report of1 #cbc ,expansion and ,conflict1 #cjg ,fairfax1 ,h4 ,b41 books criticised by1 #bha ,faneuil ,hall1 reference to1 #bab1 #bch ,fathers of ,soldiers and ,sailors ,league1 activities of1 #bdf ,faust1 ,albert ,b41 book by1 #bdc ,fay1 ,sidney ,b41 writings of1 #bea ,federal ,government1 #afa ,federation of the ,league of ,nations ,society1 work of1 #bgf ,fichlander1 ,alexander1 #abc ,field1 ,l4 ,a41 textbook by1 #adg ,fish1 ,carl ,russell1 textbook by1 #cjf ,fisher1 ,sydney ,george1 writings of1 #bjf ,fisher1 ,warren ,b41 #bhb ,fiske1 ,john1 writings of1 #beg ,fite1 ,emerson ,d41 textbook by1 #cjg ,flag1 display of1 in schools1 #eg1 #eh1 #fc laws relative to1 #ef-fe1 #ic-ih1 #cja1 #cjb respect for1 #ij1 #id1 #ie1 #aed1 #bab ,flag ,day1 observance of1 #fb1 #fe1 #cjb1 #cjc ,flag ,legislation and ,observance ,days1 #ef-fe ,flag legislation1 passage of1 #ic-ih ,florence 7,alabama71 schools of1 #bff ,florida1 curriculum in1 #dh1 #he1 #hf holiday observed in1 #ef laws of1 relative to education1 #ag1 #bc1 #bg ,spanish in1 #bbi textbooks in1 #ff1 #fg1 #ih1 #ii ,ford1 ,henry ,jones1 committee work of1 #bcd ,foreigners1 ,americanization of1 #aje-aaj ,forman1 ,s4 ,e41 textbook by1 #cjg ,forrest1 ,n4 ,b41 #aec ,fort ,henry1 holding of1 #bdd ,fort ,pillow1 capture of1 #aec ,fort ,wayne1 ,news ,sentinel1 statement in1 #bhi ,fortnightly ,review1 ,the1 statement in1 #bce ,france1 ,catholicism in1 #agg commerce of1 #bbf history of1 #acf land taken by1 #bdb reconstruction work in1 #abc ,frances ,willard ,day1 observance of1 #ih ,franciscan ,sisters1 textbook by1 #agf1 #agh1 #ahc1 #ahd ,franklin1 ,benjamin1 reference to1 #bfb visit to ,ireland1 #bcj ,fraternal orders1 influence of1 #bge ,fraternal organizations1 censorship of1 #bdd-bgf ,frayne1 ,hugh1 committee work of1 #aab ,frazier1 ,john ,w41 address by1 #aej ,fred ,taylor ,post ,g4 ,a4 ,r41 officer of1 #aej ,freeman1 ,the1 quotation from1 #ajd ,freeman's ,journal1 editor of1 #agc ,french1 location of1 #bad1 #bch ,french ,huguenots1 location of1 #bda ,g4 ,a4 ,r4 7see ,grand ,army of the ,republic7 ,gansevoort1 mention of1 #bee ,garrigues1 ,ellen1 service of1 as teacher1 #aag ,garrison1 ,william ,lloyd1 followers of1 #afb ,gayarre1 ,charles1 textbook written by1 #dj 8,general ,principles10 formulation of1 for writing history1 #bgg-bgh ,george ,,iii1 reference to1 #baj1 #bag1 #bbh-bbi1 #bcg ,george ,washington ,high ,school 7,new ,york71 teachers in1 #abc ,george ,washington ,university1 teachers at1 #bfj ,georgia1 curriculum in1 #dg1 #hd holidays in1 #fd settlers of1 #afj textbooks in1 #dj1 #fg1 #fi1 #gc1 #ih1 #ii1 #ajj1 #ada ,georgia ,day1 celebration of1 #fd ,geography1 teaching of1 #g1 #aj1 #ad1 #ae textbooks in1 #cf1 #aej ,geometry1 teaching of1 #f ,german1 textbooks in1 #bde ,german-,american ,alliance1 #bci ,german-,americans1 #bjf1 #bci1 #bda1 #bdb ,german ,army1 soldier in1 #aae ,german government1 discussion of1 #bdf ,german people1 reference to1 #aef ,german propaganda1 #bdc ,germans1 criticism of textbooks by1 #bdj-bdd location of1 #bch reference to1 #aad1 #bad1 #bci1 #bda1 #bdh1 #bgb ,germany1 commerce of1 #bbf desire for conquest1 #abc history of1 #ace1 #acf1 #bdf influence of1 #bgd land taken from1 #bdb militarism in1 #bej ,revolutionary ,war and1 #bag ,war against1 #aag ,gibbons1 ,herbert ,adams1 writings of1 #bjg ,giddings1 ,franklin1 article by1 #big ,gilbert1 ,frank ,b41 opinion of1 #abg ,gilbert's ,atlas1 criticism of1 #adb ,ginn and ,company1 textbook published by1 #beh ,ginsberg1 ,sonia1 dismissal of1 #abd ,girls' ,commercial ,high ,school 7,new ,york71 teachers in1 #abc ,gladstone1 ,william ,e41 quotation from1 #bba ,glassberg1 ,benjamin1 dismissal of1 #abe1 #abf 8,god ,save the ,king10 #bbd ,goldfort1 ,a4 ,j41 #abj ,goldman1 ,louis ,a41 #abc ,goodrich1 ,s4 ,g41 pen-name of1 #adb 7see also ,parley1 ,peter7 textbook written by1 #cf1 #cg ,goodspeed1 mention of1 #aei ,gordy1 ,wilbur ,f41 textbook by1 #beh ,goss1 ,warren ,lee1 report of1 #agj ,government1 loyalty to1 #ic1 #ccd teaching of1 #ad1 #ae1 #ah1 #bj1 #df1 #bgh1 #bhf1 #cca textbooks in1 #ff1 #bgh ,government1 ,american1 teaching of1 #hj1 #ha1 #hc1 #aje ,government1 ,federal1 archives of1 #aee study of1 #ge1 #ajh1 #aaj support of1 #hh1 #aac ,government1 representative1 teaching of1 #hb ,government1 ,state1 loyalty to1 #hh study of1 #ge1 #hd1 #aaj ,governor1 citizenship certificate1 signed by1 #ih ,grammar1 teaching of1 #g1 #aj ,grammar ,school ,history1 #adg ,grand ,army ,flag ,day1 observance of1 #fa 7see ,lincoln1 ,abraham1 birthday of7 ,grand ,army of the ,republic1 activities of1 #de1 #eh1 #ei1 #adh1 #bfe attempt to control textbooks1 #afd-aga committee of1 #afi member of1 #bhb national encampment of1 #aff1 #afg1 #agj1 #aga officer of1 #aej1 #aeg ,grant1 ,u4 ,s41 criticism of1 #bfe surrender to1 #aef ,great ,britain1 criticism of1 #bbf1 #bfd friendship of1 #bjg1 #baj1 #bbd1 #bce1 #bhj1 #bhb ,king of1 #bcf1 #bee loyalty to1 #bde opposition toward1 #aja1 #bjf1 #bjg1 #bae1 #bai1 #bbe1 #bbi1 #bhi1 #cae ,greek1 teaching of1 #f ,green1 ,duff1 publisher of school books1 #acg-ach ,greenlaw1 ,edwin1 textbook by1 #bbd1 #bgd1 #bhf ,green ,mountain ,boys1 #bab ,greg1 ,percy1 textbook by1 #bah ,griffin1 ,joseph ,t41 pamphlet by1 #bbe1 #bch1 #bha ,gruenberg1 ,benjamin1 #abc ,guitteau1 ,william ,b41 #bji1 #bad1 #bbd1 #beb1 #beh1 #bfh1 #bgd1 #bgf1 #bgh1 #bhd1 #bhe1 #ccb ,hale1 ,nathan1 mention of1 #baa1 #bab1 #bbc1 #bch1 #bga ,hall1 textbook written by1 #cf ,halleck1 ,r4 ,p41 textbook by1 #beh ,hamilton1 ,alexander1 reference to1 #bbb1 #bda ,hamilton1 ,gail1 article by1 #age ,hancock1 ,john1 reference to1 #bab1 #bac1 #bda1 #bed1 #bee1 #beh ,hansell's ,histories1 reference to1 #adg ,harding1 ,samuel ,b41 textbook by1 #bci1 #bdg ,hardy1 ,ruth ,g41 license withheld from1 #abc ,harr1 ,t4 ,everett1 article by1 #bde ,hart1 ,albert ,bushnell1 textbook by1 #bjg1 #bji1 #bac1 #bad1 #bag1 #bbd1 #bcf1 #bch1 #beg1 #bfh1 #bgd1 #bgg1 #bgh1 #bij1 #bia1 #bib1 #bic1 #cjf1 #cag1 #cah1 #cai ,harte1 ,bret1 writings of1 #bb ,hartford ,convention1 reference to1 #add ,harvard ,university1 reference to1 #bca1 #bcf ,hassard1 ,john ,r4 ,g41 textbook by1 #ahc ,hathaway1 ,carson ,c41 article by1 #bfj-bfa ,haworth1 ,paul ,l41 book by1 #cjg ,hayes1 ,carlton ,j4 ,h41 #abj1 #beb ,hazen1 ,charles ,downer1 textbook by1 #bea ,hearst1 ,william ,r41 newspapers of1 #bjf1 #bjh1 #bab1 #bae1 #bbb1 #bbc1 #bch1 #bdd1 #bfj1 #bhd1 #bhi ,henry1 ,patrick1 reference to1 #baj1 #bab1 #bac1 #bbc1 #bee ,herkimer1 ,general1 ancestry of1 #bdd ,herman1 ,hyman1 writing of1 #aag1 #aah ,heroes1 national1 discussion of1 in textbooks1 #cae ,herskovitz1 ,melville ,j41 article by1 #bjj ,hibernians1 ,ancient ,order of1 #bci ,higgins1 ,senator1 bill introduced by1 #ajc ,higgins ,bill1 provisions of1 #ajb ,high ,schools1 curriculum of1 #h1 #ad1 #bb1 #bc1 #di1 #hd entrance requirements for1 #ej textbooks in1 #aja1 #aii ,high ,school ,teachers' ,association1 resolution by1 #bie ,hill1 ,benjamin ,h41 statement by1 #aei ,hill1 ,charles ,e41 mention of1 #bfj ,hillquit1 ,morris1 reference to1 #aba ,hirshfield1 ,david1 books criticised by1 #bhj-bhi ,hirshfield ,report1 books criticised in1 #bhj-bhi ,history1 teaching of1 #f1 #g1 #aj1 #ac1 #ad1 #ag1 #bc1 #dd1 #dh1 #ajd1 #ajf1 #acf1 #aia1 #bie1 #cca textbooks in1 #cf1 #dj1 #db1 #ff1 #gi1 #ajj1 #ajc1 #ace1 #acg1 #ach1 #ada1 #adb1 #aed1 #aif1 #baj1 #bag1 #bah1 #bdj1 #bdg1 #bfb1 #bfh1 #bfi1 #bgf1 #bgg1 #bgh1 #bhj1 #bha1 #bhe1 #bif1 #cjc1 #cbc-cbf ,history1 ,american 7see ,history1 ,united ,states71 teaching of1 #aa1 #ab1 #bc1 #ej1 #fc1 #gf1 #gg1 #hj1 #ha1 #aji1 #acf1 #adg1 #agg1 #agh1 #ahd1 #bjf1 #bji1 #bcj1 #bca1 #bcb1 #bcc1 #bci1 #bgc1 #bic1 #cac1 #caf textbooks in1 #ii1 #ajb1 #ajc1 #aei1 #afc1 #bjh1 #bba1 #bbb1 #bdb1 #bdg1 #bed1 #bef1 #beg1 #bei1 #bfj1 #bge1 #bgh writing of1 #baf1 #bag1 #bfa1 #bgj1 #bhc1 #bhf ,history1 ,american1 ,patriot ,league for the ,preservation of1 #bbc1 #bfj1 #bgd ,history1 ,ancient1 requirement of1 for teachers1 #eb teaching of1 #di textbooks in1 #fh ,history1 ,english1 teaching of1 #bc1 #eb1 #ec textbook in1 #ch1 #ii ,history1 ,european1 teaching of1 #bc1 #dd1 #eb1 #aef1 #agi1 #bdg1 #bej textbooks in1 #bde1 #bej-beb ,history1 foreign1 study of1 #dd1 #ga ,history1 ,french1 teaching of1 #bc1 #ga ,history1 general1 teaching of1 #aa1 #ad1 #bh1 #de1 #di1 #eb1 #ec ,history1 ,greek1 teaching of1 #bc ,history1 ,illinois1 teaching of1 #aj ,history1 local1 teaching of1 #bb1 #di1 #fc ,history1 medieval1 teaching of1 #bc1 #di1 #eb1 #fh ,history1 modern1 teaching of1 #bd1 #bf1 #bi1 #di1 #eb1 #fh ,history1 national1 teaching of1 #ba 7see ,history1 ,american7 ,history1 profane1 #agh ,history1 ,roman1 teaching of1 #bc ,history1 sacred1 #agh ,history1 secular1 #agh ,history1 state1 teaching of1 #ae1 #bb1 #de1 #di1 #ea1 #eb1 #ee1 #fd1 #fe1 #ff1 #fg1 #gc1 #gh1 #ha1 #if ,history1 ,united ,states1 teaching of1 #f1 #h1 #i1 #aa1 #ac1 #ad1 #ae1 #af1 #ah1 #ai1 #ba1 #bb1 #bd1 #be1 #bf1 #bg1 #bh1 #bi1 #dd1 #de1 #df1 #di1 #ej1 #ea1 #eb1 #ec1 #ee1 #ef1 #ff1 #fg1 #gc1 #gd1 #gf1 #gh1 #ha1 #hc1 #ajf1 #adg1 #agh1 #aic textbooks in1 #ch1 #ci1 #fh1 #fi1 #ii ,history and the ,lower ,criticism1 article on1 #bhi ,history ,teachers1 ,association of1 resolutions of1 #bie ,history textbooks1 opinion regarding censoring of1 #bid-bih investigation of1 in ,new ,york ,city1 #cab-caf report relative to1 in ,boston1 #cag-cbb selection of1 #adg1 #aej selection of material for1 #cac ,wisconsin law relative to1 #cbg-cbh ,historical ,committee1 report of1 #adf1 #adh1 #adi 7see also ,confederate ,veterans1 ,historical ,committee of7 ,historic events1 celebration of1 #de ,historical ,textbooks and ,international ,differences1 study of1 #beb ,history1 ,advanced ,american1 #cjg ,history1 ,american1 #cjg ,history1 ,american1 ,a ,hidden ,phase of1 #bca ,history1 ,american1 ,essentials of1 #agg ,history1 ,american1 ,keep ,god in1 #aia ,history1 ,american1 ,leading ,facts of1 #aff ,history1 ,american1 ,must ,it ,be ,rewritten to ,preserve ,our ,foreign ,friendships81 #bbe1 #bch1 #bga ,history1 ,american1 ,the ,essential ,facts of1 #afb1 #afc ,history1 ,an ,american1 #afc1 #bhh1 #cjg ,history ,curriculum1 ,laws for the ,expansion of the1 #aijj-aiag1 #dc-fi ,history1 ,eclectic ,primary1 #aff ,history1 ,european1 ,outlines of1 #bdg1 #bdh ,history ,legislation1 ,nationalism and ,localism in #ahfj-aijj1 #ab-db ,history1 ,model ,school1 #afb ,history1 ,new ,american1 #cjf ,history of the ,united ,states1 #cg1 #adg1 #aec1 #agf ,history of the ,united ,states1 ,brief1 #ch ,history of the ,united ,states1 ,new ,school1 #afa1 #afb ,history1 ,primary1 of the ,united ,states1 #ch ,history1 ,statutory ,regulations of the ,teaching of1 #c ,history1 ,truths of1 #aee ,holidays1 legal1 observance of1 #ef1 #eh1 #ic-ih 7see also ,observation ,days7 ,holland1 commerce of1 #bbf ,holmes1 ,george ,f41 textbook written by1 #cg1 #dj1 #adg ,home education1 #ach1 #aci1 #ade 8,home teachers10 service of1 #aje1 #aji1 #aaj ,honesty1 teaching of1 #df1 #di ,hook1 ,paulus1 #bef ,horne1 ,charles ,f41 textbook by1 #bgj1 #bga1 #cbi ,horton1 ,r4 ,g41 textbook by1 #afa ,horwitz1 ,benjamin1 charges against as teacher1 #abe ,house of ,representatives1 ,u4 ,s41 bill passed by1 relative to education1 #hd1 #he ,howe1 ,samuel ,b41 textbook by1 #aii1 #bjj ,hughes1 ,r4 ,o41 textbook by1 #bja-bjb ,huguenots1 location of1 #bbi ,human ,progress1 ,the ,story of1 #bej ,humphreys1 ,w4 ,p41 committee work of1 #bfc ,husbandry1 study of1 #ah ,hutchinson1 ,governor1 #bbb ,hyams1 ,sarah1 charges against as teacher1 #abe ,hylan1 ,john ,f41 #bhj1 #bhe1 #bhi ,hyman1 ,julius1 books criticised by1 #bha ,idaho1 ,americanization laws in1 #aji curriculum in1 #ec1 #ed1 #hb1 #hc laws of1 relative to education1 #ba1 #bc1 #bd1 #bf1 #bg1 #cd1 #ch1 #hh population of1 #ce textbooks in1 #da1 #db1 #fh1 #fi1 #bff ,idaho ,falls 7,idaho71 schools of1 #bff ,idaho ,society ,sons of the ,american ,revolution1 #bfd ,illinois1 curriculum of1 #ec ,indians in1 commemorative exercises for1 #fe laws of1 relative to education1 #aj1 #di1 #gh1 #gi requirement for teachers in1 #ee ,illiteracy1 laws relative to1 #aje-aaj ,immaculate ,conception1 ,river of1 #ahd 7see also ,mississippi ,river7 ,immigrants1 number of1 #aaj teaching of1 #aje-aaj ,immigration problems1 study of1 #aii ,independence ,day1 celebration of1 #bcd ,indiana1 curriculum in1 #ai1 #eb flag legislation in1 #eg ,g4 ,a4 ,r4 of1 #aff laws of1 relative to education1 #d1 #bc1 #bd1 #be1 #cg1 #ej schools of1 #bff teachers in1 #ic1 #abi textbooks in1 #fh1 #fi1 #aff ,indians1 hostilities of1 #bgi study of1 #fe ,industrial movements1 study of1 #cca ,initiative1 use of1 #dc 8,inquisition10 reference to1 #abj ,intellectual ,coperation1 committee on1 #bgf ,international ,coperation1 ,american ,association for1 #bbj ,international ,friendship1 ,world ,alliance1 for promotion of1 #bbj ,international ,harvester ,company1 #bja ,inventions1 growth of1 #ab ,iowa1 ,americanization laws in1 #aje curriculum in1 #gh1 #hj1 #hf flag legislation in1 #eg ,governor of1 #bec laws of1 relative to education1 #aa1 #bi1 #gi requirements for teaching in1 #ed1 #ic textbooks in1 #bdi ,ireland1 freedom of1 #aef1 #bcj ,irish1 agitation by1 #bbe-bci contribution of1 #bcj location of1 #bch1 #bda reference to1 #bad1 #bae1 #bci ,irish-,americans1 reference to1 #bjf1 #bda ,irish ,anti-,british sentiment1 #bfd ,irish ,patriotic ,league1 member of1 #bgg ,irish patriots1 reference to1 #bad ,irish ,world1 quotation from1 #bca ,italians1 reference to1 #aii ,italy1 description of1 #agb ,i4 ,w4 ,w41 discussion of1 #bjb ,jackson1 ,andrew1 #e1 #bhc ,jackson1 ,eugene1 #abc ,jackson 7,minnesota71 schools of1 #bic ,jacobs1 ,mrs4 ,m4 ,r41 books criticised by1 #bgg ,james1 ,james ,a41 textbook by1 #beg1 #bff ,jamestown ,colony1 mention of1 #aei1 #afj ,japan1 #bbf ,japanese1 reference to1 #aii ,jaegers1 ,albert1 writing of1 #bci ,jasper1 ,sergeant1 reference to1 #cba ,jesuits1 work of1 #agf ,jewish heroes1 mention of1 #bha ,jews1 reference to1 #aii1 #bda ,jefferson1 ,thomas1 attitude of1 toward education1 #d quotation from1 #e reference to1 #bda1 #bfb service of1 #bbe ,john ,adams ,gold ,medal1 awarding of1 as prize1 #bce ,johnson1 ,allen1 book by1 #cjg ,jones1 ,d4 ,w41 book by1 #afg ,jones1 ,george ,j41 #bfj ,jones1 ,j4 ,w41 textbook by1 #adh1 #afg 7see ,jones1 ,d4 ,w47 ,jones1 ,john ,paul1 #bga ,judd1 ,charles ,h41 textbook by1 #bjd ,judicial decisions1 recall of1 #dc ,judson1 ,h4 ,p41 writings of1 #bbh ,julia ,richman ,high ,school 7,new ,york71 teachers in1 #abc ,justice1 desire for1 #cji ,kaiser1 ,wilhelm1 character of1 #bej relative of1 #aad ,kansas1 flag legislation in1 #eg holidays in1 #ei1 #fj1 #fb laws of1 relative to education1 #d1 #bd1 #bg1 #bi1 #cg1 #ch1 #gg requirements for teachers in1 #ee1 #ic textbooks in1 #da1 #fg1 #fh1 #fi ,kaufman1 ,alfred1 textbook by1 #agg1 #agi ,kayser1 ,elmer ,l41 #bfj ,kendall1 ,calvin ,noyes1 textbook by1 #beh ,kendall1 ,nate1 committee appointed by1 #bec-bed ,kendig-,gill1 ,isabel1 writings of1 #beb-bec ,kentucky1 curriculum of1 #gb laws of1 relative to education1 #ag1 #bi1 #cj1 #dg requirement for teachers in1 #ee schools of1 #bff textbooks in1 #da1 #db1 #bfa1 #bfb ,kentucky1 ,university1 textbooks in1 #bfb ,kinnicut1 ,francis ,m41 work of1 #bhb ,kiwanis ,clubs1 advocacy of ,constitution by1 #ahg ,knights of ,columbus1 books criticised by1 #bgg influence of1 #bdj meeting of1 #bbc1 #bcb1 #bcc reference to1 #bjf1 #bbe work of1 #ahf1 #bcb1 #bda1 #bge ,knights of ,columbus1 ,historical ,commission1 work of1 #bjg1 #bbf1 #bce1 #bch ,knights of ,pythias1 activities of1 #bgd1 #bge ,knox1 ,general ,henry1 reference to1 #cbj ,ku ,klux ,klan1 reference to1 #afj1 #afb ,labor ,civics1 study of1 #aii ,labor ,problems1 study of1 #aii ,labor ,units1 organization of1 #ab ,lacey1 reference to1 #bcj ,ladies' ,grand ,army of the ,republic1 #bgc ,lafayette1 ,marquis de1 reference to1 #bad ,landmark1 ,the1 articles in1 #bai ,lane1 ,richard ,j41 report submitted by1 #cbb ,lang1 ,patrick ,j41 textbook criticised by1 #bgg ,language1 textbooks in1 #ajj1 #cjc ,lapolla1 ,garibaldi1 #abc ,larsen1 ,lauritz1 statement of1 #ahc ,latin1 teaching of1 #f ,latter-,day ,saints1 textbooks of1 #ahc ,law1 enforcement of1 #ge evolution of1 #ba respect for1 #ae1 #cjh ,lawler1 ,thomas ,b41 textbook by1 #agg ,lawrence1 ,james1 words of1 #bac ,lawyers1 committee on citizenship1 #ahe ,league of ,nations1 and textbooks1 #bgf discussion of1 #abh1 #bfe1 #bhd ,le ,compte1 ,professor1 textbook written by1 #dj ,lee1 ,light ,horse ,harry1 reference to1 #bef1 #cba ,lee1 ,robert ,e41 reference to1 #fd1 #aeg1 #bfe ,lee1 ,susan ,pendleton1 textbook by1 #adh1 #afa1 #afb ,lefkowitz1 ,abraham1 #abc ,leighton1 ,etta ,v41 book by1 #aij ,lenine1 reference to1 #abe1 #bjb ,leopard's ,spots1 ,the1 #aeb ,leuchs1 ,fritz ,a4 ,e41 dismissal of1 #aae ,leventritt1 ,olivia1 committee work of1 #aab ,levi1 ,aser1 reference to1 #bha1 #bhb ,levine1 ,florence1 reference to1 #aaf1 #bhb ,lew1 ,timothy ,t41 investigation by1 #bdd ,lexington1 battle of1 #bab1 #bee1 #cai ,linville1 ,henry1 statement of1 #abc1 #abd ,livy1 writings of1 #ace ,liberty1 love of1 #id ,liberty ,bonds1 purchase of1 #aai1 #aba1 #abb1 #abi ,liberty ,day1 observance of1 #ig ,lincoln1 ,abraham1 ancestry of1 #bdd birthday of1 #fj1 #fa1 #fe1 #ig1 #cjb criticism of1 #aef-aeh1 #cbj reference to1 #aee1 #bah ,lincoln's ,gettysburg address1 reference to1 #aeg ,lions ,clubs1 work of1 #ahg ,literature1 textbooks in1 #ff1 #ajj1 #cjc ,local government1 study of1 #df ,lodge1 ,henry ,cabot1 reference to1 #bcj1 #beg ,logan1 ,mrs4 ,john ,a41 statement by1 #aeg ,logic1 teaching of1 #f ,london1 mention of1 #afj1 #bbg ,london ,times1 correspondent of in ,civil ,war1 #ade2 quotation from1 #aib ,los ,angeles ,times1 editor of1 #aib ,louisiana1 curriculum in1 #dh1 #ec holidays in1 #fb legislation in1 relative to education1 #cf1 #ade teachers in1 #ic1 #abh1 #abi textbooks in1 #fh1 #fi1 #adc ,louisville 7,kentucky71 ,g4 ,a4 ,r4 reunion at1 #aff ,louisville ,courier-,journal1 editorial in1 #bfb ,lovell's ,civics for ,young ,people1 price of1 #ch ,loyal ,coalition1 protest from1 #bcd1 #bhb ,loyal ,legion1 ,dames of1 #aeg ,loyalists1 mention of1 #bee ,loyalty1 pledge1 #bi1 #cb1 #cc1 #cd1 #ce1 #abj teaching of1 #af ,lusk ,committee1 report of1 #aaa-aab ,lusk ,laws1 discussion of1 #ge1 #hg1 #hh1 #ajj1 #aab1 #abg provisions of1 #ajj1 #cja-cje ,luther1 ,martin1 reference to1 #agb1 #agi-ahj ,lutheran ,council1 ,national1 meeting of1 #ahc ,mc,camant1 ,wallace1 article by1 #baf criticisms of textbooks1 #bff1 #bfg1 #bib mention of1 #ahf1 #bag1 #bed1 #bee1 #beh1 #bei1 #bhb ,mc,carthy1 ,charles ,h41 meeting attended by1 #bcd textbook by1 #agf-agg ,macaulay1 ,history of ,england1 reference to1 #age-agf1 #bag ,mc,clure1 ,s4 ,s41 reference to1 #bcj ,mc,cormac1 ,e4 ,i41 committee work of1 #bdg1 #bfd1 #cjf ,mc,donald1 ,w4 ,n41 textbook by1 #adg1 #afe ,macdonough1 ,thomas1 in textbooks1 #agg ,mc,dowell1 ,mary1 dismissal of1 #aae-aaf ,mac,eagain1 ,l4 ,r41 textbooks criticised by1 #bgg ,mc,ginley1 ,james1 work of1 #bhg ,mc,laughlin1 ,andrew ,c41 textbook by1 #bji1 #baa1 #bab1 #bac1 #bad1 #bba1 #bbb1 #bbd1 #bcg1 #bch1 #beg1 #bfh1 #bgc1 #bgd1 #bgf1 #bgh1 #bhb1 #bhc1 #bhd1 #bhg1 #bic1 #ccb ,mc,master1 ,john ,bach1 textbook by1 #bag ,mc,sweeney1 ,edward ,f41 books criticised by1 #bjg1 #bbf1 #bbh1 #bbi1 #bcj1 #bcc1 #bcd1 #bce ,machias 7,maine71 #agg ,macon ,telegraph1 ,the1 statement in1 #aeg ,madison1 ,james1 sister of1 quoted1 #aed ,magee1 ,e4 ,l41 #bfc ,magna ,charta1 signing of1 #bcc ,magna ,charta ,day1 observance of1 #bbj ,magruder1 ,frank ,a41 textbook by1 #bgh1 #bhf ,maine1 ,americanization laws in1 #ajg constitution of1 #d curriculum in1 #gi holidays in1 #fj1 #fa laws in1 relative to education1 #be1 #bi1 #eh1 #gh1 #gi teachers in1 #abh ,majority rule1 belief in1 #cjh ,malthus1 doctrine of1 #aha ,mandel1 ,benjamin1 #abc ,manners1 teaching of1 #d1 #ba1 #hb ,manual ,training ,high ,school 7,brooklyn71 teacher in1 #aac ,manufacturers1 ,national ,association of1 #cbe ,manufacturing1 development of1 #ab ,marconi1 ,guglielmo1 reference to1 #aia ,marion1 ,general ,francis1 mention of1 #bah1 #bcj1 #cbj ,marshall1 ,leon ,c41 #bjd ,martineau1 ,harriet1 reference to1 #aed statement by1 #h ,maryland1 conditions in1 #ade holidays in1 #fa1 #fd laws of1 relative to education1 #ae1 #bb1 #bc1 #gh1 #id settlers in1 #bbi1 #bda textbooks in1 #dj ,maryland ,day1 celebration of1 #fd ,marxian program1 adherers to1 #abf ,marxian socialism1 #bjj ,mason and ,dixon line1 reference to1 #ad ,masonic ,service ,association1 advocacy of ,constitution1 #ahf ,masons1 ,order of ,free1 criticisms of textbooks1 #bge ,massachusetts1 ,americanization laws in1 #ajf ,governor of1 #bbb holidays in1 #fj laws of1 relative to schools1 #d1 #f1 #g1 #h1 #i1 #bc1 #eg1 #fc1 #gf1 #ib ,puritans in1 #c ,massachusetts ,land ,bank1 mention of1 #bbb ,mather1 ,w4 ,w41 committee work of1 #bfd1 #cjf ,mattingly1 ,p4 ,hiram1 dismissal of1 #abg ,maury1 ,m4 ,f41 textbook written by1 #dj ,mayflower1 honoring of crew1 #aei ,mayflower ,compact1 reference to1 #ih ,mead1 ,n4 ,p41 #abj ,medieval and ,modern ,times1 #bdf ,memorial ,day1 observance of1 #ei1 #fj1 #fe1 #ih1 #cjc ,memphis 7,tennessee71 convention at1 #aci ,mendelssohn1 reference to1 #aia ,mexicans1 #bdd ,michigan1 ,americanization laws in1 #aji-aaj holidays in1 #ig laws of1 relative to education1 #be1 #bf1 #bg1 #fa1 #fb1 #gh1 #gi1 #ic1 #id1 #if1 #ii ,middle ,states1 ,association of ,history ,teachers in1 work of1 #bie ,middle ,west1 ,states of1 schools in1 #h1 #ad1 #ah ,militarism1 opposition to1 #aai ,military ,order of ,foreign ,wars1 member of1 #bhb ,miller1 ,charles ,grant1 books criticised by1 #bji1 #bbe1 #bcc1 #bfj1 #bfc1 #bfh1 #bfi1 #bgb1 #bgd1 #bge1 #bgg1 #bhb1 #bhd1 #bhe1 #bhf1 #bhg1 #bib ,milliken1 ,robert ,andrews1 suggestion by1 #bgf ,millspaugh1 ,f4 ,w41 statement of1 #bff ,milwaukee ,journal1 statement in1 #bhi ,minnesota1 curriculum in1 #ec1 #hc holidays in1 #fd laws of1 relative to education1 #ah1 #bc1 #bg1 #bh1 #bi1 #cg1 #di1 #ic1 #abh teachers in1 #abh teaching of patriotism in1 #id-ie1 #ajg1 #ajh ,minnesota ,day1 celebration of1 #fd 8,minute ,men of the ,constitution10 work of1 #ahh ,minute ,men of the ,revolution1 work of1 #ahh1 #cce ,minton1 ,telfair1 #bhb ,missionaries1 work of1 #ahd ,mississippi1 curriculum in1 #af1 #dh1 #hc laws of1 relative to education1 #d1 #ee1 #ic textbooks in1 #ci1 #ff1 #fg1 #fi1 #aee ,mississippi ,river1 #ahd ,missouri1 ,americanization laws in1 #aje curriculum in1 #ai1 #eb1 #ec1 #he laws of1 relative to education1 #d1 #ae1 #bb1 #bc1 #bd1 #bg1 #cj1 #cb1 #ch1 #ej1 #eb1 #fd1 #fe ,mitchell1 ,john ,puroy1 pledge of1 #aac ,modern ,world1 ,the1 #agg1 #agi ,moffet1 ,sarah1 objection to textbook1 #aec ,monroe1 ,james1 #bhc ,montague1 ,w4 ,p41 #abj ,montana1 ,americanization laws in1 #ajg1 #aji curriculum in1 #gb dismissal of teachers in1 #abh laws in1 relative to education1 #bj1 #be1 #bf1 #bi1 #cg1 #ch1 #hh textbooks in1 #da1 #db1 #bdh ,montgomery1 ,david1 textbook by1 #aei1 #afj1 #aff ,moon1 ,thomas ,parker1 textbook by1 #beb ,moore1 ,history of ,north ,carolina1 #cg ,morals1 teaching of1 #d1 #h1 #ae1 #ag1 #ah1 #ai1 #ba1 #de1 #df1 #di1 #ej1 #hb ,morris1 ,charles1 textbook by1 #bgh1 #bhf ,morris1 ,robert1 mention of1 #bha ,morris1 ,w4 ,a41 work of1 #bdg ,mother ,church1 reference to1 #agh ,mott1 ,e4 ,j41 committee work of1 #bfc ,mount ,zion1 reference to1 #cd ,mozart1 reference to1 #aia ,mufson1 ,thomas1 trial of1 #aab1 #aaf1 #aai ,municipal ,authorities1 investigations by1 #bgf-bid ,murfreesboro 7,tennessee71 schools of1 #bff ,mnsterberg1 quotation from1 #bje ,muzzey1 ,david ,s41 textbook by1 #aei1 #afj1 #afa1 #bba1 #bbb1 #bbd1 #bec1 #bed1 #bee1 #beg1 #beh1 #bei1 #bfj1 #bfa1 #bfb1 #bfc1 #bff1 #bfh1 #bgd1 #bgf1 #bhb1 #bhc1 #bhh1 #bij1 #bia1 #bib1 #cjg1 #cag1 #cai1 #ccb ,myers1 ,philip ,van ,ness1 textbook by1 #cg1 #bdg ,mythology1 teaching of1 #bc ,nampa 7,idaho71 textbooks in1 #bff ,nashville 7,tennessee71 ,g4 ,a4 ,r4 reunion at1 #adh schools of1 #bff ,nation1 ,the ,new1 #cjg ,national ,anthem1 singing of1 #ef ,national ,boot and ,shoe ,manufacturers' ,association1 convention of1 #bjd ,national ,education ,association1 committee of1 work of1 #bb1 #dd1 #ga ,national ,ideals ,historically ,traced1 #bic ,national ,industrial ,conference ,board1 work of1 #bjc1 #bjd1 #cbe ,national labor units1 organization of1 #ab ,national ,lutheran ,council1 meeting of1 #ahc ,national ,oratorical ,contest1 #aib ,national ,security ,league1 #gb1 #ahe1 #ahh-aij1 #bhc ,nationalism1 doctrine of1 #bb growth of1 #ab ,nationality1 development of1 #cjh ,n4 ,e4 ,a41 ,committee of 7see ,national ,education ,association1 ,committee of7 ,nebraska1 curriculum in1 #ej1 #ed1 #hj laws of1 relative to education1 #aa1 #gi1 #hh ,neilson1 ,william ,allen1 address by1 #bjh ,negroes1 reference to1 #aii1 #bad1 #bha1 #bhb ,nero1 reference to1 #cad ,nevada1 curriculum in1 #ec1 #ed1 #ha1 #hb dismissal of teachers in1 #abh laws of1 relative to education1 #bj1 #ce1 #ed1 #hf1 #hh1 #hi textbooks in1 #fh1 #fi ,new ,age1 ,the1 article in1 #bge ,new ,england1 attitude in1 #adc1 #bhi historians of1 #adh history of1 #ade1 #aei reference to1 #add1 #adh schools in1 #f1 #gj ,new ,hampshire1 ,americanization laws in1 #ajg curriculum in1 #gb1 #gc holidays in1 #fj laws of1 relative to schools in1 #g1 #i1 #bc1 #cf1 #df1 #gh1 #gi1 #ic textbooks in1 #ci1 #ajj ,new ,jersey1 ,americanization laws in1 #aji convention in1 #bgd ,governor of1 #ic holidays in1 #fb laws relative to education in1 #eh1 #gg1 #hc1 #ib patriotic organization in1 #bge settlers in1 #bad1 #bbi1 #bch1 #bda ,sons of ,american ,revolution in1 #bfg textbooks in1 #ajc-ajd ,new ,mexico1 ,americanization laws in1 #aje curriculum in1 #ea1 #ha holidays in1 #fj laws in1 relative to education1 #bj1 #ea1 #eb1 #ee1 #gi textbooks in1 #fh1 #fi ,new ,orleans1 battle of1 #bab ,new ,york1 ,americanization laws in1 #ajf1 #aaj civics in schools1 #hc curriculum in1 #hf-hg1 #aii1 #cja flag legislation in1 #eg ,g4 ,a4 ,r4 of1 #bfi ,governor of1 respect for1 #aag holidays in1 #fj1 #fb requirement of teachers in1 #ic schools in1 #c1 #be1 #bf1 #gd1 #ge1 #hg1 #hh settlers in1 #bad1 #bbi1 #bch1 #bda textbooks in1 #ajj1 #ajc1 #aga-agc1 #bfb ,new ,york1 ,state ,university of1 regents of1 #ge-gf1 #ajj ,new ,york ,city1 commissioner of accounts in1 #ccb investigation of textbooks in1 #bgf et seq4 report of committee on textbooks in1 #cab-caf schools of1 #aab1 #abj-abe1 #bdi1 #bhf1 #bhg1 #bij1 #bib textbooks in1 #cab-caf ,new ,york ,training ,school for ,teachers1 teacher in1 #aac ,new ,york ,american1 statement in1 #bba1 #bbb1 #big ,new ,york ,evening ,globe1 comment in1 #bid ,new ,york ,evening ,post1 editorial in1 #abj ,new ,york ,times1 ,the1 quotation from1 #ajd1 #aba1 #abc1 #aef1 #bbd1 #bcd1 #bgb1 #bgg1 #bhh1 #bid ,new ,york ,tribune1 article in1 #bhe1 #bhf ,new ,york ,world1 statement in1 #bhh ,newspapers1 quotations in1 #bif ,nicolay1 ,helen1 book by1 #bji ,nietzsche1 mention of1 #ace ,night schools1 work of1 #aaj ,normal schools1 study of ,constitution in1 #ea ,norse1 exploration of1 #agg ,north1 settlers in1 #bch textbooks in1 #db1 #acg1 #adc1 #adg1 #adi1 #aej1 #aed1 #afb1 #afc1 #afd1 #afe-aga ,north ,carolina1 curriculum in1 #hc1 #if dismissal of teachers in1 #abh1 #abi laws of1 relative to education1 #af1 #bb1 #cg1 #dg textbook in1 #dj1 #ff1 #ih1 #ii1 #aee ,north ,dakota1 ,americanization laws in1 #aje charges against teachers in1 #abh curriculum of1 #ej1 #he holidays in1 #ig laws of1 relative to education1 #d1 #ai1 #be1 #bf1 #bg1 #cd ,northcliffe1 ,lord1 work of1 #bah1 #bbh ,northern ,army1 #afh ,northern ,states1 praise of1 in histories1 #adc textbooks in 7see ,north1 textbooks in7 ,nowell1 ,j4 ,a41 committee work of1 #bfd1 #cjf ,oath of ,loyalty1 administration of1 to teachers1 #bi-cb1 #ce1 #he1 #ic1 #aac ,o',brien1 ,john ,ford1 committee work of1 #ahf ,o',brien1 ,michael ,j41 writings of1 #bcj-bca ,o',briens of ,machias1 #agg ,observance ,days1 laws relative to1 #ic-ie 7see also ,holidays7 ,oglethorpe1 ,james1 honoring of1 #fd ,o',hara1 ,john ,f4 7see ,john ,p47 ,o',hara1 ,john ,p41 textbook by1 #agf1 #bji1 #baj1 #bbd1 #bch1 #bgd1 #bhf ,ohio1 ,americanization laws in1 #aji curriculum in1 #dh1 #eb1 #ec1 #gh1 #hc convention in1 #bfd laws in1 relative to education1 #be1 #bf1 #bi1 #fh1 #gg1 #hi1 #ic ,sons of ,american ,revolution in1 #bfg textbooks in1 #fh1 #bdi ,oklahoma1 ,americanization laws in1 #ajg-ajh curriculum in1 #ej1 #eb1 #hj1 #if flag law of1 #id laws relative to education in1 #bg1 #ee1 #gi1 #hh1 #hi1 #ij textbook in1 #bdi ,old ,dominion1 ,stories of the1 #cg ,oliver1 ,chief ,justice1 #bbb ,olney1 ,a4 ,c41 report submitted to1 #cjf-caa ,oregon1 ,americanization laws in1 #aje curriculum in1 #ea1 #ec1 #hc holidays in1 #fb laws relative to education in1 #bd1 #bf1 #bi1 #aaj textbooks in1 #ajb ,orthography1 teaching of1 #g ,osgood1 ,herbert ,l41 mention of1 #bjf ,otis1 ,james1 #bbb1 #bed1 #bee ,ottumwa ,daily ,courier1 editor of1 #bec ,our ,country1 ,the ,making of1 #bhf ,overstreet1 ,h4 ,a41 #abj ,owsley1 ,alvin ,e41 books criticised by1 #bha ,pacifists1 attitude of1 #acf charges preferred against1 #aab treatment of1 #aae ,page1 ,thomas ,nelson1 statement by1 #aei ,pallen1 ,cond1 #aab ,pan-,germanic aspirations1 #acj ,parent-,teacher ,association1 work of1 #bgc ,parelhoff1 ,bernard1 charges against1 #abc ,parker1 ,gilbert1 #bah ,parley1 ,peter1 name of1 #adb textbook by1 #ada1 #adb 8,partisan0 textbooks1 exclusion of1 #dj-db1 #ajj ,passaic ,valley 7,new ,jersey71 ,sons of ,american ,revolution of1 #bfg ,patriot ,league for the ,preservation of ,american ,history1 #bbc1 #bbd1 #bfj1 #bgd1 #bgf ,patriotic ,education1 report on1 #bef ,patriotic groups1 censoring of1 #bdd-bgf ,patriotic ,order ,sons of ,america1 #bge1 #bgf ,patriotic ,societies1 work of1 #ahf1 #bae1 #bgc1 #bge1 #bif ,patriotism1 teaching of1 #ac1 #ag1 #ai1 #bj1 #ba1 #ce1 #de1 #ef1 #eh-fb1 #fc1 #gd1 #hb1 #he1 #hi1 #ib1 #id1 #ie1 #if1 #aac1 #aej1 #afh1 #afi1 #ahc1 #bag1 #bec1 #bfj1 #bfa1 #bgh1 #big1 #cjg1 #cjh1 #cac1 #caf1 #cca ,patriotism1 provisions of ,lusk ,laws1 relative to1 #cja ,paxson1 ,frederic ,l41 book by1 #cjg ,peace1 encouragement of1 #cae ,pennsylvania1 ,americanization laws in1 #ajg1 #ajh laws of1 relative to education1 #bc1 #bd1 #bf1 #bg1 #bh1 #df1 #gb1 #gg requirement for teachers in1 #ee1 #ib1 #ic settlers in1 #bad1 #bbi1 #bch1 #bda ,pennsylvania ,staatsboten1 publication of1 #bdc ,perlstein1 ,philip1 charges against1 #abc ,peterman's ,civil ,government1 #ii ,pettingell1 ,frank ,h41 #bfb ,phil ,sheridan ,post ,no4 #d1 ,g4 ,a4 ,r41 #aga1 #bfe ,pickens1 reference to1 #bee1 #cbj ,pickens1 ,william1 books criticised by1 #bha ,pignol1 ,gertrude ,a4 ,m41 charges preferred against1 #aac1 #aad ,pilot1 ,the1 quotation from1 #ahb ,piney ,branch ,citizens' ,association1 criticism of1 #bei ,piney ,branch ,historical ,committee1 #bei ,pioneer ,day1 celebration of1 #fd ,pitcher1 ,molly1 reference to1 #bdd1 #bga1 #cba ,pitt1 ,william1 #baj ,pizarro1 death of1 #ahd ,pledges 7see ,oath of ,loyalty7 ,pocatello 7,idaho71 schools of1 #bff ,political ,economy1 teaching of1 #g1 #h1 #aa1 #ad1 #bg1 #bh1 #de1 #ed textbook in1 #adb1 #ahj1 #aid ,political ,economy designed for use in ,catholic ,colleges1 ,high ,schools and ,academies1 #agj1 #ahj ,political ,science1 study of1 #de1 #gb1 #aia1 #bfj1 #ccj1 #cca ,population1 growth of1 #ab ,porter1 ,b4 ,f41 textbook written by1 #dj ,portland 7,oregon71 textbook in1 #bed ,poughkeepsie 7,new ,york71 teacher at1 #abg ,powell1 ,thomas ,reed1 #abj ,power1 ,john1 #agc ,pratt1 ,julia ,d41 dismissal of1 #abg ,prescott1 ,w4 ,h41 historical works by1 #age ,press1 freedom of1 #ajd ,princeton ,university1 faculty of1 #ajd ,prizes1 awarding of1 #aib1 #bcb1 #bcd1 #bce ,pro-,british1 mention of1 #bji1 #bdb1 #bef1 #bhc1 #bhd1 #bic ,pro-,catholic1 textbooks for1 #bhf ,pro-,french1 statements of1 #bdb ,pro-,germans1 #aac1 #aad1 #abi1 #bde1 #bdg1 #bfd 8,prohibited ,doctrines10 reference to1 #ba ,propaganda1 use of1 in textbooks1 #acf1 #cae ,propagandist ,agencies1 activities of1 #ace-bie ,protestant doctrine1 omission of1 from textbooks1 #agf ,protestants1 textbooks by1 #agd1 #agf ,protestants1 attitude of1 toward schools1 #age ,prussian education1 #bej ,prussianism1 annihilation of1 #aah ,public ,information1 ,committee on1 work of1 #ga ,public ,instruction1 ,department of1 #abi ,public ,instruction1 ,superintendent of1 #cd1 #cf1 #ch1 #fh1 #gd1 #gg1 #hj1 #hd1 #hf1 #aja1 #aji1 #aaa1 #abi1 #bdi ,public ,school1 #c1 #abb1 #abc1 #abd1 #agb1 #aii 7see also ,schools1 ,public7 ,public ,school1 commissioner of1 #acj ,public ,school ,society1 work of1 #aga1 #agb1 #agc ,puritans1 reference to1 #c1 #age ,putnam1 ,george ,haven1 quotation from1 #bbg1 #bbh ,putnam1 ,general ,rufus1 reference to1 #bah1 #cbj ,quackenbos1 ,history of the ,united ,states1 #cg ,quakers1 hanging of1 #add ,race problems1 study of1 #aii ,ragozin1 ,rachel 7,ray71 dismissal of1 #abd ,reading1 teaching of1 #g1 #aj ,reading1 textbooks1 #aej ,rebellion1 ,war of1 #fj1 #adi 7see also ,civil ,war7 ,reconstruction1 period of1 #ae1 #cd ,red ,cross1 support of1 #aae1 #abe ,reddin1 ,john ,h41 statement by1 #bcb ,reformation1 history of1 #agc-agd1 #agi1 #ahc ,reinertson1 ,s4 ,g41 letter from1 #bic ,relief1 ,war1 support of1 #aae ,religion1 teaching of1 #c ,religious liberty1 #bbi1 #bcj ,republic1 founders of1 #bhj ,republic1 ,back to the1 #aia ,republic1 ,the ,young ,people's ,story of the ,great1 #aec ,reunited ,states1 #bah1 #bbj1 #bhc ,reuter1 ,thomas1 #bdc ,revere1 ,paul1 ride of1 #bde1 #bha1 #bid ,revolutionary ,war1 history of1 #bjf1 #baj1 #bad1 #bae1 #baf1 #bah1 #bbb1 #bbg1 #bee1 #bfe ,minute ,men of1 #cce soldiers of1 #ahh1 #bbd1 #bcj1 #bcg1 #bch ,rhetoric1 teaching of1 #f ,rhode ,island1 ,americanization laws in1 #ajg curriculum in1 #hb holidays in1 #fj1 #fa laws of1 relative to education1 #d1 #g1 #i1 #bi1 #cb1 #cf1 #ic1 #abi-acj ,sons of ,american ,revolution in1 #bfg textbooks in1 #bdh ,rhode ,island ,independence ,day1 celebration of1 #fc ,rhodes1 ,cecil1 influence of1 #bbj ,rhodes scholarship1 ,alumni ,association of ,america1 #bbj ,richmond 7,virginia71 meeting at1 of1 #aeh ,ridpath1 ,john ,c41 historical writings1 #aee ,roanoke ,college1 textbook in1 #aec ,roberts1 ,george ,e41 #bhc ,robinson1 ,james ,harvey1 #abj1 #bdf1 #bdg1 #bdh ,rodman1 ,henrietta1 #abc ,roe1 ,gilbert ,e41 opinion of1 #abf ,roman ,catholics1 textbooks for1 #aga-ahd ,roman law1 reference to1 #bbi1 #bcj ,roosevelt1 ,theodore1 reference to1 #ig1 #aba ,rosenhaus1 ,max1 #abc ,ross1 ,betsy1 reference to1 #bab1 #bga1 #cba ,ross1 ,fannie1 charges preferred against1 #abb ,rotary ,clubs1 work of1 #ahg ,rural economics1 requirement of1 for teachers1 #ed ,russell1 ,charles ,edward1 #bjg1 #bjh1 #bfj1 #bfh1 #bhb ,russell1 ,william ,howard1 quotation from1 #ade ,russia1 conditions in1 #abb1 #abe1 #bbf ,rutherford1 ,mildred ,lewis1 #aee1 #aeg1 #aei1 #afj-afa ,rutherford committee1 report of1 #aee ,sailors1 honoring of1 #if ,st4 ,clair1 ,general ,arthur1 mention of1 #bah ,st4 ,george1 ,sons of1 organization of1 #bai ,st4 ,louis 7,missouri71 ,sons of ,american ,revolution of1 #bfh ,st4 ,mary1 reference to1 #ahd ,st4 ,rose ,convent1 ,franciscan ,sisters of the ,perpetual ,adoration of1 #agf ,salem ,witchcraft1 #bab ,salomon1 ,haym1 reference to1 #bga1 #bha ,saner1 ,r4 ,e4 ,l41 #ahf ,sanford1 ,albert ,h41 textbook by1 #beg1 #bff ,san ,francisco 7,california71 meeting at1 #bcc ,san ,jos 7,california71 library at1 #bic ,sanitation1 teaching of1 #aje ,sargent1 ,george ,clark1 committee work of1 #bfc ,sauer1 ,christopher1 ,bible printed by1 #bdc ,savannah 7,georgia71 convention at1 #adj ,scannell1 ,david ,d41 service of1 on committee1 #cag-cba ,schele1 ,professor1 textbook written by1 #dj ,schmalhausen1 ,samuel ,d41 trial of1 #aab1 #aaf-aah ,schneer1 ,a4 ,henry1 trial of1 #aab1 #aaf1 #aai1 #abj ,school ,authorities1 investigations by1 #bgf-bid ,schoolmasters' ,association of ,new ,york and ,vicinity1 attitude of1 #abj ,school trustees1 requirements of1 #cj ,school ,review1 ,the1 quotation from1 #bje ,schools1 laws relative to1 #d1 #e1 #f1 #g1 #hg1 #agd ,schools1 common1 curriculum of1 #ai1 #ej ,schools1 elementary1 curriculum of1 #ai1 #bb1 #dh1 #gg1 #hd teaching of history in1 #g1 #dd1 #ec ,schools1 grammar1 textbooks for1 #beh ,schools1 parochial1 flag law observed in1 #id requirements of teachers in1 #hi textbooks in1 #agf ,schools1 primary1 curriculum of1 #ae textbooks in1 #ajb ,schools1 private1 curriculum in1 #gf1 #hj flag law observed in1 #id requirement of teachers in1 #hi1 #ij textbooks in1 #adf ,schools1 public1 curriculum of1 #h1 #ah1 #ba1 #ea1 #gj-he influence of1 #ae1 #dc patriotism in1 #ef1 #fc1 #id requirement of teachers in1 #hi1 #ij textbooks in1 #adf1 #aig1 #bhc ,schools1 ,southern1 textbooks for1 #adj ,schools1 ,vocational1 textbooks in1 #aja ,schrader1 ,frederick ,franklin1 book by1 #bdb ,schuyler1 ,robert ,livingston1 #bjh ,scotch-,irish1 #bad ,seattle 7,washington71 teachers at1 #bdh ,sectarian books1 prohibition of1 #ajj ,sedition laws1 effect of1 #gb ,seditious utterances 7see treasonable utterances71 laws relative to1 #hg1 #ajj ,self-government1 teaching of1 #d ,self-respect1 teaching of1 #cbi ,senate1 ,u4 ,s41 bill passed by1 relative to education1 #hd1 #he ,sentinels of the ,republic1 organization of1 #ahe ,sermon on the ,mount1 reference to1 #cce ,sessions1 ,robert1 prize awarded to1 #aib ,shakespeare1 ,william1 reference to1 #aia ,shaw1 ,albert1 book by1 #bbh ,shepard1 ,finley ,j41 #aab ,shields1 ,j4 ,j41 #bha ,shimer1 ,edgar ,d41 #bgg ,shinn1 ,j4 ,h41 textbook by1 #adg ,shipley1 ,john ,j41 #abc ,simms1 ,gilmore1 textbooks written by1 #dj ,sims1 ,admiral1 mention of1 #bbh ,slavery1 #adj1 #adc1 #aed1 #afb ,smith1 ,alfred ,e41 #hh ,smith1 ,payson1 statement by1 #bih ,smith1 ,walter ,george1 committee work of1 #ahf ,smith ,college1 president of1 #bjh ,snedden1 ,david1 #abj ,social institutions1 respect for1 #ajg ,social ,science1 study of1 #ah1 #de1 #gb1 #cbc ,social ,studies1 teaching of1 #g1 #i1 #bc1 #dd1 #de1 #ea1 #eb1 #ee1 #ff1 #ga1 #gh1 #hj1 #ha1 #hb1 #hc1 #he1 #ace1 #agf1 #aid1 #cbc1 #cca ,socialism1 discussion of1 #bfe ,socialist ,party1 membership in1 #abb1 #abe1 #abf1 #abg ,socialistic doctrines1 teaching of1 #ahf ,sociology1 requirement of1 for teachers1 #eb1 #ed1 #ga1 #ahd ,socrates1 reference to1 #ic1 #aia ,soldiers1 honoring of1 #if ,soloman1 ,j4 ,b41 #ca ,somerville 7,massachusetts71 schools at1 #bic ,sons of ,american ,revolution1 #aga1 #baf1 #bai1 #bbc1 #bdb1 #bed-bee1 #bef1 #beh1 #bfa1 #bfd1 #bfe1 #bfg1 #bge ,sons of the ,revolution1 #bfh ,sons of ,veterans1 #aec ,south 7see also ,southern ,states71 education in1 #h1 #fe1 #aci1 #adj1 #aeb history of1 #adh1 #adi1 #aej1 #aec1 #aed1 #aee1 #afj1 #afa1 #bch1 #bfe textbooks in1 #ci1 #dj1 #da1 #fg1 #acf-afd1 #afe1 #afg ,south ,carolina1 curriculum in1 #af1 #afe holidays in1 #fd laws relative to education1 #bb1 #dj1 #dg settlers in1 #bch withdrawal of1 from ,union1 #afe ,south ,carolina ,day1 celebration of1 #fd ,south ,carolina1 ,school ,history of1 #afd ,south ,dakota1 curriculum of1 #ai1 #ej1 #ed1 #gc holidays in1 #ih laws of1 relative to education1 #d1 #be1 #bf1 #bg1 #bh1 #ch1 #ed1 #ee1 #hh1 #hi1 #ij1 #ic1 #aje teachers in1 #abh ,south ,dakota1 ,sons of ,american ,revolution in1 #bfg ,southern ,literary ,company1 charter of1 #acg ,southern ,states1 #fg1 #adj1 #add1 #adf ,southern ,veterans' ,associations1 #adf ,southern whites1 reference to1 #aii ,southerners1 attitude of1 toward education1 #acg ,southworth1 ,a4 ,t41 textbook by1 #bjj1 #bja ,spain1 #agg1 #bbf1 #bgb ,spanish1 location of1 #bbi ,spanish-,american ,war1 #dd1 #aej1 #bjg ,spanish-,american ,war ,veterans1 #bgc ,speech1 freedom of 7see seditious utterances1 treasonable utterances71 #hg1 #ic1 #ajd1 #aaa1 #abb1 #abf1 #aca ,sper1 ,felix1 #abc ,stamp ,act1 opposition to1 #baj ,star ,spangled ,banner1 singing of1 #ef1 #eg1 #id ,star ,spangled ,banner ,association1 member of1 #bhb ,stark1 ,john1 #bah1 #bef1 #cbj ,state1 education supported by1 #ac ,state1 ,secretary of1 citizenship certificates signed by1 #ih ,state institutions1 mention of1 #bb ,state rights1 theory of1 #ab1 #afe ,state ,school ,book ,commission1 work of1 #ii ,states1 ,eastern1 curriculum in1 #bj ,states1 ,southern1 see ,southern ,states ,steam1 development of1 #ab ,stephens1 ,alexander1 textbook by1 #adg1 #afe ,stephenson1 ,nathaniel ,wright1 textbook by1 #afc ,steuben1 ,baron ,friedrich von1 #bdd ,steuben ,society1 activities of1 #bci1 #bdb ,steubenites1 attitude of1 #bdj ,stevenson1 ,archibald1 #aab ,stock1 ,leo ,f41 #bfj ,stockton1 ,frank ,r41 writings of1 #bb ,stone1 ,wilmer ,t41 #abc ,stoney1 ,donozel1 committee work of1 #bfc ,stony ,point1 battle of1 #bef ,stratton1 ,ella ,hines1 book by1 #aec ,stuart1 ,mrs4 ,marie ,j41 #bhb ,stuyvesant1 ,peter1 service of1 #bhb ,stuyvesant ,high ,school1 #abc ,sulgrave ,institution1 #bjg1 #bjh1 #bai ,sullivan1 ,general ,john1 reference to1 #cbj ,sumter1 ,thomas1 mention of1 #bah1 #bee1 #cbj ,surveying1 teaching of1 #f ,susan ,constant1 #aei ,swedes1 location of1 #bad1 #bbi1 #bch1 #bda ,sweet1 ,w4 ,w41 article by1 #ahc ,swinton1 ,william1 textbook by1 #age ,taft1 ,donald1 discussion of textbooks by1 #beb ,taft1 ,william ,h41 #bbh ,tammany1 supporter of1 #bhe ,tampa 7,florida71 meeting at1 #ahe ,tampico 7,mexico71 mob at1 #bdd ,tarquin1 reference to1 #baj ,taxes1 levy of1 for schools1 #f1 #ac ,taylor1 ,model ,school ,history1 #afb ,taylor1 ,hannis1 #bcd ,teachers1 association of1 #ahg charges of disloyalty against1 #hj1 #ha1 #aaa1 #aca duty of1 #ae1 #hb loyalty of1 #bi-cd oath of1 allegiance of1 #he-ic qualification of1 #i1 #bj1 #bi1 #cd1 #ib1 #cjd1 #cje ,teachers1 certification of1 #i1 #aa1 #bc-bi1 #eb-ef ,teachers' ,council1 work of1 #aab ,teachers' ,union1 #aab1 #aac1 #abj1 #aba1 #abc ,temperance1 teaching of1 #ai1 #ba1 #hb ,temperance and ,good ,citizenship ,day1 observance of1 #ih ,tennessee1 laws of1 relative to education1 #d1 #af1 #gc1 #hc1 #he1 #hh textbooks in1 #gc1 #ih1 #ajj1 #bff ,terry1 ,j4 ,f41 textbook by1 #adg ,tetzel1 ,john1 #agi ,teutonic tribes1 #bdh ,texas1 curriculum in1 #ec1 #gb1 #hc requirement for teachers in1 #bd1 #bg1 #bh1 #ci1 #dg1 #ee1 #gd textbooks in1 #da1 #fg1 #aee ,textbooks1 ,abolition1 #ach adoption of1 by ,catholics1 #aga-ahd attack on1 since #aiag1 #bjf-bih control of1 #ace-bje control of1 by ,g4 ,a4 ,r41 #afd-aga control of1 by ,south1 #acf-afd criticism of1 in civics1 economics1 sociology1 #ahd-bje improvement of1 #afh investigation of1 in ,new ,york ,city1 #cab-caf legislation relative to1 #cf1 #fe-fi1 #ih-ajd1 #ada1 #cbg1 #cbh omission of religious doctrine from1 #agf price of1 #cg-ch1 #eb provisions of ,lusk ,laws relative to1 #cja1 #cjc-cjd publication of1 #aie1 #bbg ,roman ,catholic1 #agb-age1 #ahd1 #bjf-bih selection of1 #gc ,southern ,university series1 use of1 #dj type of1 in ,south1 #acf1 #adj ,textbook ,commissioners1 ,state ,board of1 duty of1 #fh ,thalheimer's ,history of the ,united ,states1 use of1 #cg ,thanksgiving ,day1 mention of1 #ahg ,thomas1 ,harrison ,c41 attitude of1 toward loyalty pledges1 #aac charges against1 #abb ,thompson1 ,charles ,m41 textbook by1 #cjg ,thrift1 teaching of1 #gf ,thummel's ,geography of the ,united ,states with the ,kansas ,addendum1 use of1 #ch ,thwaites1 ,reuben ,g41 textbook by1 #beh ,ticonderoga1 battle of1 #bee ,tildsley1 ,john ,l41 #aad1 #aag1 #aah1 #abe1 #abf ,tories1 reference to1 #bcg1 #bee1 #bgi ,townshend1 part in ,revolutionary ,war1 #bah ,transportation1 development of1 #ab ,travis1 dismissal of1 #age ,treasonable utterances 7see seditious utterances and freedom of speech71 laws relative to ,treitschke1 writings of1 #ace ,trenton 7,new ,jersey71 meeting at1 #bgd ,trevelyan1 writings of1 #beg ,trotsky1 reference to1 #abe1 #bjb ,truths of the ,war ,conspiracy of #ahfa1 #aeg ,tuell1 ,harriet1 textbook by1 #bic ,tuite1 ,thomas ,p41 #bhb ,turner1 ,j4 ,p41 #abj ,uniform ,state ,laws1 ,commissioners on1 #ahf ,union1 preservation of1 #cj1 #fc1 #ajb1 #afi withdrawal of states from1 #afa1 #afe ,union1 ,formation of the1 #bic ,union and ,democracy1 #cjg ,union flags1 waving of1 #aed ,union soldiers1 reference to1 #eh1 #afg1 #bfe ,united ,american ,mechanics1 ,junior ,order of1 #bgd ,united ,american ,war ,veterans1 members of1 #bhb ,united ,confederate ,veterans1 work of1 #bb1 #adf1 #aej1 #aee ,united ,daughters of the ,confederacy1 activities of1 #aec1 #aed1 #aee ,united ,mechanics1 ,junior ,order of1 work of1 #bge ,united ,spanish ,war ,veterans1 work of1 #bbc-bbd1 #bfi1 #bge ,united ,states1 attitude toward1 #bhj1 #bhi1 #cjc ,catholics in1 #agf1 #ahc in war1 #ajc1 #abi loyalty to1 #ca1 #ij1 #ajj1 #bhf reference to1 #f1 #ab1 #ad1 #dd1 #fc1 #hf1 #aaj1 #aag1 #bjb1 #baj1 #bbd1 #bbf1 #bbi1 #bde1 #bgc1 #bgd1 #bgf1 #bhh ,united ,states1 ,history of the1 #adg1 #bah1 #cjg ,united ,states in ,our ,own ,times1 ,the1 #cjg ,united ,states1 ,school ,history of1 #bij ,united ,states1 ,short ,history of the1 #cjg ,united ,states1 ,students' ,history of the1 #cjg ,utah1 ,americanization laws in1 #ajg curriculum of1 #ed1 #hb1 #hc laws of1 relative to education1 #ba1 #bg1 #bh1 #bi1 #gi ,universities1 curriculum1 #hd1 #adf1 #bca reference to1 #ce1 #hi1 #aij ,vanderlip1 ,frank ,a41 #bhc ,vanderbilt1 ,post ,g4 ,a4 ,r41 member of1 #bhb ,van ,tyne1 ,claude ,h41 textbook by1 #bjf1 #bji1 #baa1 #bab1 #bac1 #bad1 #bba1 #bbb1 #bbd1 #bch1 #beg1 #bfh1 #bgb1 #bgc1 #bgd1 #bgf1 #bgh1 #bhb1 #bhc1 #bhd1 #bhg1 #bic1 #ccb ,varela1 ,felix1 textbook reviewed by1 #agb ,venable1 ,professor1 textbook by1 #dj1 #afa ,vermont1 curriculum in1 #eb1 #gb laws of1 relative to schools1 #d1 #f1 #i1 #ad1 #bb1 #cf1 #de1 #fj ,versailles1 ,treaty of1 #beb ,verse for ,patriots to ,encourage ,good ,citizenship1 #aij ,virginia1 ,americanization laws in1 #aje ,governor of1 #bac ,huguenots in1 #bbi laws of1 relative to schools1 #h1 #i1 #cf1 #cg1 #dg1 #ha settlers in1 #add1 #ade textbooks in1 #dj ,university of1 reference to1 #dj ,virginia3 ,a ,history of ,her ,people1 use of1 #cg ,visitors1 ,board of1 duty of1 #aj ,veterans1 #adf1 #adg1 #afg ,veterans1 ,united ,confederate1 organization of1 #bb1 #aed ,veterans of ,foreign ,wars1 #bfi1 #bgc1 #bge1 #bha ,vocational subjects1 teaching of1 #dc1 #aje ,walker1 ,c4 ,irvine1 reference to1 #aee ,wakeman1 ,abraham1 book criticised by1 #bgg ,war1 opposition to1 #abb ,war1 ,world 7see ,world ,war7 ,war of ,independence1 #ajb1 #agg1 #bcj1 #bga 7see also ,revolutionary ,war7 ,war of #ahab1 reference to1 #aja1 #ajb1 #bbe1 #bch1 #bdd1 #bfe1 #bgh1 #cai ,war of ,rebellion1 history of1 #afg 7see also ,civil ,war7 8,war ,hawks10 reference to1 #bgi ,war ,savings ,stamps1 purchase of1 #abi ,war and ,peace in ,united ,states ,history ,textbooks1 discussion of1 #bec ,war ,conspiracy of #ahfa1 ,the ,truth of the1 #aee ,ward1 ,c4 ,h41 book by1 #bji1 #bac1 #bbd1 #bfh1 #bgd1 #bhb1 #bij1 #cag ,warren1 ,joseph1 reference to1 #bed1 #bee ,wars1 ,foreign1 ,veterans of1 #bfi ,washington1 curriculum of1 #ed1 #hf1 #if requirement of teachers in1 #bj1 #bd1 #be1 #bg1 #bh1 #gg1 #gh1 #hh textbooks in1 #da1 #eb ,washington1 ,d4 ,c41 meeting at1 #aed teacher in1 #abg1 #aed1 #bcd1 #bef1 #bfj1 #bid textbook controversy in1 #bei-bfj ,washington1 ,george1 birthday of1 #fj1 #fa1 #ig1 #cjb-cjc reference to1 #d1 #ab1 #fe1 #agh1 #bae1 #bai1 #bbb1 #bbc1 #bbf1 #bdd1 #bhb1 #bid1 #cbj1 #ccj ,washington ,high ,school1 teacher in1 #bfj ,washington ,territory1 history of1 #if ,watson1 ,james ,a41 speech by1 #bib ,watson1 ,tom1 reference to1 #bcb ,wayland's ,moral ,science1 #ach ,wayne1 ,mad ,anthony1 #baa1 #bah1 #bee1 #bef1 #bga1 #cbj ,weber1 ,h4 ,c41 letter from1 #bff ,webster1 ,hutton1 textbook by1 #bdg1 #bej ,weisand1 ,w4 ,f41 letter from1 #bff ,werner1 ,m4 ,r41 book by1 #ahc ,west1 ,willis ,m41 textbook by1 #db1 #aga1 #agi1 #bji1 #bba1 #bbd1 #bdg1 #bdh1 #bej1 #beg1 #beh1 #bfd1 #bfh1 #bgd1 #bgh1 #bhb1 #bhd1 #bhg1 #bic1 #cjf1 #ccb ,west ,virginia1 ,americanization laws in1 #aje ,armistice ,day in1 #if curriculum of1 #ec1 #hc general and local history1 #dh holiday in1 #fj1 #fb laws of1 relative to education1 #ae1 #ag1 #bd1 #be1 #bg1 #bh1 #cj1 #ca1 #cg1 #hh requirement for teachers in1 #ee1 #ij1 #ic textbooks in1 #fh1 #fi1 #ih ,western ,hemisphere1 #bhc ,whalen resolution1 opposition to1 #aab ,whelpley1 ,samuel1 quotation from textbook by1 #adc ,whig ,party1 influence of1 #bcg 8,whiskey ,ring10 member of1 #bfe ,willey1 ,malcolm ,m41 criticism of textbooks1 #bjj ,williams ,textbook ,bill 7,new ,jersey71 #ajd1 #bge ,willson's ,historical ,series1 #add ,wilson1 ,c4 ,t41 #ca ,wilson1 ,woodrow1 reference to1 #aac1 #aag1 #aai1 #aba1 #bef ,wisconsin1 holidays in1 #ig ,g4 ,a4 ,r4 of1 #adh laws of1 relative to textbooks1 #bc1 #bd1 #be1 #bg1 #di1 #ec1 #ed1 #ee1 #gh1 #gi1 #aja1 #ajd1 #cbg-cbh ,wister1 ,owen1 writings of1 #bjg1 #bbh ,witchcraft1 reference to1 #bab ,woman's ,relief ,corps1 activities of1 #eh ,women1 place of1 in history1 #ccj ,wood1 ,alice1 charges against1 #abh ,works1 ,austin ,m41 #abc ,world ,alliance1 influence of1 #bbj ,world ,war1 history of1 #bci1 #bde1 #bdf influence of1 #ib1 #acf1 #aed mention of1 #de1 #ga1 #he1 #aaj1 #aaa1 #ahd1 #bjc1 #bjf1 #bji1 #bch1 #bej1 #bea1 #bec1 #bij1 #caj troops in1 #ig1 #bhb ,world ,war1 ,the ,effects of the1 on ,laws for ,teaching ,history1 #gj-aaj ,writing1 teaching of1 #g1 #aj ,wyoming1 ,americanization laws in1 #aji laws relative to education in1 #bg1 #bh1 #bi1 #ea1 #ed ,wyoming ,massacre1 #bde ,yale ,university1 mention of1 #bca 8,yankee books10 reference to1 #aee 8,yankee ,doodle10 playing of1 #bbd ,yankee school-master1 reference to1 #acg ,young1 ,brigham1 #ahc