[411] Stephens, H. Morse, “Nationality and History,” The American Historical Review, Vol. XXI (January, 1916), pp. 225-237.
[412] “Our School Books,” De Bow’s Review, Vol. XXVIII (1860), p. 435 et seq.
[413] Ibid., p. 439.
[414] Ibid., p. 437.
[415] The United States Telegraph, October 5, 1836, in which appeared Duff Green’s prospectus for the American Literary Company, which was to have a capital of $500,000 to print the Telegraph, manufacture paper, publish books, prepare a new series of elementary school textbooks, elevate the general standing of literature, and “render the South independent of Northern fanatics.”
[416] De Bow’s Review, Vol. XVIII (1855), pp. 660-661.
[417] De Bow’s Review, Vol. XXVIII (1860), p. 435 et seq.
[418] “Southern School Books,” De Bow’s Review, Vol. XIII (1852), pp. 258-266.
[419] Ibid., p. 265.
[420] Ibid., Vol. XV (1853), p. 268.
[421] Ibid., Vol. XVII (1854), p. 508.
[422] Ibid.
[423] Ibid., Vol. XXI (1856), p. 553.
[424] Ibid., Vol. XXII (1857), p. 104. Committee was composed of J. D. S. De Bow, of Louisiana; H. Gourdin, of South Carolina; and D. McRae, of North Carolina.
[425] Ibid.
[426] Ibid.
[427] Ibid., Vol. XXV (1856), p. 117. Article on “Southern School Books.”
[428] Ibid., p. 597.
[429] Peter Parley was the pen-name of S. G. Goodrich.
[430] “Education at the South,” by “A South Carolinian,” ibid., Vol. XXI (1856), pp. 651-652. Peter Parley’s (Goodrich’s) Pictorial History of the United States was also criticized. Ibid., p. 657.
[431] Ibid., Vol. XXIX (1860), p. 219.
[432] Ibid., Vol. XVIII (1855), p. 661.
[433] Ibid., p. 663.
[434] Ibid., Vol. XXI (1856), p. 653.
[435] Ibid., p. 653. The italics are supplied by the transcriber.
[436] Ibid., Vol. XXII (1857), P. 557. Criticism of Willson’s Outlines of History and his American History.
[437] Ibid., Vol. XXVIII (1860), p. 438. “Our School Books.”
[438] Ibid., Vol. XXII (1857), p. 557. Again in an article on “Southern School Books,” Vol. XXV (1858), p. 117. Geographies and readers received similar criticism, because they, too, contained “invidious” comparisons or sought to “inculcate improper precepts” in the minds of the children on the subject of slavery. In 1868 Willson’s Intermediate Readers were condemned because the fourth of the series declared: “The Great Rebellion was a war set on foot for the purpose of destroying the government of the United States.”
[439] Russell, William Howard, My Diary North and South (Boston, 1863), p. 25. “Mr. Appleton sells no less than one million and a half of Webster’s spelling-books a year; his tables are covered with a flood of pamphlets, some for, others against coercion; some for, others opposed to slavery,—but when I asked for a single solid, substantial work on the present difficulty, I was told there was not one published worth a cent.”
[440] Acts of Louisiana, 1859, No. 244, p. 190.
[441] Minutes of the Third Annual Meeting and Reunion of the Confederate Veterans ... 1892, pp. 98-99.
[442] Minutes of the Fourth Annual Meeting and Reunion of the United Confederate Veterans ... 1894, pp. 3-12.
[443] Ibid.
[444] Ibid. The meeting of the Veterans was at Birmingham, Alabama.
[445] Minutes of the Fifth Annual Meeting and Reunion of the Confederate Veterans ... 1895, p. 13.
[446] Ibid., p. 15. The Committee of 1895 added to the list of acceptable textbooks drawn up in 1894 the History of the United States by Susan P. Lee.
[447] In the meeting held in 1896 the following histories received endorsement: School History of the United States, by J. William Jones, D. D. of Virginia, Brief History of the United States, by Susan Pendleton Lee of Virginia, Our Country, A History of the States, by Oscar H. Cooper and others of Texas. Minutes ... of the United Confederate Veterans, ... 1896, pp. 28-50.
[448] Minutes ... of the United Confederate Veterans ... 1897, p. 49. See also Journal ... of the Grand Army of the Republic ... 1897, p. 233. The activities of the G. A. R. are discussed later.
[449] Minutes ... of the United Confederate Veterans ..., op. cit., p. 46.
[450] Ibid.
[451] Minutes ... of the United Confederate Veterans ... 1898, p. 87.
[452] Ibid., pp. 44-52.
[453] Ibid.
[454] Ibid.
[455] Minutes ... of the Confederate Veterans ... 1898, pp. 144-154.
[456] Ibid., p. 147.
[457] Ibid., p. 152.
[458] Ibid.
[459] Minutes ... of the Confederate Veterans ... 1900, pp. 78, 80.
[460] Minutes ... of the Confederate Veterans ... 1902, pp. 54-59. The Report of 1901 pointed out that “one of the most favorable omens of our times is the catholicity with which thoughtful men, both North and South, now speak and write of the issues of the war between the States.” Minutes ... of the Confederate Veterans ... 1901, p. 61. A similar sentiment was expressed at the Reunion of 1904. Minutes ... of the Confederate Veterans ... 1904, pp. 32-33.
[461] Minutes ... of the Confederate Veterans ... 1909, pp. 30-38.
[462] Minutes ... of the Confederate Veterans ... 1910, p. 101.
[463] Minutes ... of the Confederate Veterans ... 1903, p. 164. The Southerners felt that Northern histories failed to recognize any successes of the Confederate forces. The objectionable points in Stratton’s book were found on pages 257-258, according to the Minutes.
[464] Minutes ... of the Confederate Veterans ... 1911, p. 11.
[465] Ibid.
[466] Ibid. This appeared in large black-faced type in the Report.
[467] Ibid., p. 12.
[468] Ibid., p. 13.
[469] Ibid.
[470] Ibid.
[471] Ibid.
[472] Reunion of the United Confederate Veterans Proceedings of the Twenty-Seventh Annual Reunion.
[473] Minutes ... United Confederate Veterans, 1921, p. 11. Report of the Rutherford Committee, October 24, 1921, C. Irvine Walker, general chairman.
[474] The New York Times, June 21, 1922. Miss Rutherford’s ideas had been endorsed by the United Confederate Veterans in Atlanta, October 7-11, 1919. See A Measuring Rod for Text-Books prepared by Miss Rutherford (Athens, Georgia). This pamphlet sought to establish some of the facts later brought out in Truths of History.
[475] Ibid.
[476] Chicago Daily Tribune, June 23, 1922, editorial.
[477] The New York Times, June 23, 1922, editorial. The Times felt that “quite the gravest of Miss Rutherford’s charges against Lincoln, ... is that he wanted a civil war and forced the South to begin one that inevitably would end in her defeat and ruin.” Objection was also raised to Miss Rutherford’s charge that Lincoln’s Gettysburg address was worthless. Rutherford, Mildred, Truths of History (Athens, Georgia, 1921).
[478] The New York Times, June 28, 1922.
[479] Ibid., June 24, 1922.
[480] Ibid., November 4, 1922.
[481] Written in 1917 and sent to Miss Rutherford who added to the contents and produced her Truths of History.
[482] Rutherford, op. cit.
[483] Ibid., p. 64. Miss Rutherford gave no source for this quotation.
[484] Ibid., p. 70. Miss Rutherford ascribed this quotation to Lamon’s Life of Lincoln.
[485] Ibid., from Lamon’s Life of Lincoln.
[486] Ibid., pp. 77-78. Quoted from Charles Francis Adams, Lamon’s Recollections of Lincoln, Mr. Everett, and Mr. Seward.
[487] Ibid., p. 71.
[488] Ibid., p. 57.
[489] Ibid., p. 1.
[490] Ibid., p. 11.
[491] Ibid.
[492] Ibid.
[493] Ibid., p. v.
[494] Davidson, William M., History of the United States (Chicago, 1903); Montgomery, David, The Beginner’s American History (Boston, 1899, 1920); Muzzey, D. S., An American History (Boston, 1920).
[495] Rutherford, op. cit., p. 104.
[496] Ibid., p. 110. This quotation from Muzzey’s is incorrect in Truths of History. Muzzey, eulogizing the Southern women, adds this statement: “It is impossible for the student of history today to feel otherwise than that the victory of the South in 1861-1865 would have been a calamity for every section of our country. 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 admiration.” Muzzey, An American History, pp. 372-373.
[497] Rutherford, op. cit., p. 104. In her chapter entitled “Reconstruction was not just to the South. This injustice made the Ku Klux Klan a necessity,” Miss Rutherford, pursuing a policy peculiarly inharmonious for a writer of Truths of History, allowed herself again to become negligent as to the accuracy of her quotations. Citing Muzzey as one authority for the title of her chapter, she ascribed the following statement to him: “The rules of these negro governments of 1868 was an indescribable orgy of extravagance, fraud and disgusting incompetence—a travesty on government. Unprincipled politicians dominated the States’ government and plunged the States further and further into debt by voting themselves enormous salaries, and reaping in many ways hundreds of thousands of dollars in graft. In South Carolina $200,000 were spent in furnishing the State Capitol with costly plate glass mirrors, lounges, armchairs, a free bar and other luxurious appointments for the use of the negro and scalawag legislators. It took the South nine years to get rid of these governments.” In reading Muzzey’s book, the reader cannot but wonder at the reason for the inaccuracy of the quotation, for precisely the same end would have been accomplished had Miss Rutherford quoted verbatim: “The Reconstruction governments of the South were sorry affairs. For the exhausted states, already amply ‘punished’ by the desolation of war, the rule of the negro and his unscrupulous carpetbagger patron was an indescribable orgy of extravagance, fraud, and disgusting incompetence,—a travesty on government. Instead of seeking to build up the shattered resources of the South by economy and industry, the new legislators plunged the states further and further into debt by voting themselves enormous salaries and by spending lavish sums of money on railroads, canals, and public buildings and works, for which they reaped hundreds of thousands of dollars in graft.” In a footnote Muzzey adds the following from which Miss Rutherford has culled the idea for part of her quotation: “The economic evils and social humiliation brought on the South by the Reconstruction governments are almost beyond description. South Carolina, for example, had a legislature in which 98 of the 155 members were negroes ...; in one year $200,000 was spent in furnishing the state capitol with costly plate-glass mirrors, lounges, desks, armchairs, and other luxurious appointments, including a free bar for the use of the negro and scalawag legislators. It took the Southern states from two to nine years to get rid of these governments.” See Rutherford, op. cit., p. 87; Muzzey, op. cit., pp. 387-388.
[498] Horton, Rushmore G., A Youth’s History of the Great Civil War in the United States from 1861-1865 (New York, 1866).
[499] Lee, New School History of the United States, p. 261.
[500] Ibid., p. 357.
[501] Evans, Lawton B., The Essential Facts of American History (Benjamin H. Sanborn and Company, 1920); Evans is from Augusta, Georgia. Thompson, Waddy, History of the People of the United States (D. C. Heath and Co., 1919); Chambers, Henry Edward, A School History of the United States (American Book Co., 1895); Stephenson, Nathaniel Wright, An American History (Ginn and Co., 1913, 1921); Estill, Harry F., The Beginner’s History of Our Country (Southern Publishing Co., Dallas, Texas, 1919).
[502] Alabama, James and Sanford’s American History; Arkansas, Evans’ The Essential Facts of American History; Florida, Stephenson’s An American History; Georgia, Evans’ First Lessons in American History and Evans’ Essential Facts of Lessons in American History; Louisiana, Estill’s Beginner’s History of Our Country, Evans’ Essential Facts of American History and Stephenson’s An American History; Mississippi, Estill’s Beginner’s History of Our Country and Mace-Petrie’s History of the People of the United States; Texas, Cousin and Hill’s American History; Virginia, Andrew’s United States History. These data were secured from a questionnaire. North Carolina reported state adopted textbooks but did not name them; South Carolina failed to report.
[503] Evans, The Essential Facts of American History, p. 364.
[504] Stephenson, An American History, p. 399.
[505] Ibid., p. 486. However cf. Muzzey, op. cit., p. 387 et seq.; Guitteau, William S., Our United States (Boston, 1919), p. 47 et seq.; West, Willis M., American History and Government (Boston, 1913), p. 627.
[506] Journal of the Twenty-Second Annual ... Encampment Grand Army of the Republic, 1888, pp. 210-217. The U. C. V. Committee first reported in 1894, no reunion being held in 1893.
[507] Journal ... op. cit., p. 210.
[508] Ibid.
[509] Ibid.
[510] Ibid.
[511] Ibid., pp. 212-213. Criticism of a history “By J. S. Blackburn, Principal of the Potomac Academy, Alexandria, Virginia, and W. N. McDonald, A. M., Principal of the Male High School, Louisville, Kentucky, Twelfth Edition Revised.”
[512] Ibid.
[513] Ibid., p. 215.
[514] Journal of the Twenty-Sixth National Encampment Grand Army of the Republic ... 1892, p. 207.
[515] Journal of the Twenty-Ninth National Encampment Grand Army of the Republic, ... 1895, p. 230.
[516] Ibid., p. 331. Montgomery’s books were disapproved by the South. Cf. page 159.
[517] Journal of the Thirty-First National Encampment of the Grand Army of the Republic ... 1897, p. 233. This book was endorsed by the Confederate Veterans in 1896, but the author’s name is given as J. W. Jones. Minutes ... of the Reunion of Confederate Veterans ... 1898, p. 31.
[518] Journal, op. cit.
[519] Ibid., p. 234.
[520] Ibid.
[521] Ibid.
[522] Ibid. The books in which the quotations appeared were not named.
[523] Ibid.
[524] Ibid.
[525] Ibid., p. 238.
[526] Journal of the Thirty-Second National Encampment of the Grand Army of the Republic ... 1898, p. 192.
[527] Ibid., p. 194.
[528] Journal of the Thirty-Third National Encampment of the Grand Army of the Republic ... 1899, pp. 244-246. The textbook was not named.
[529] Ibid.
[530] Ibid.
[531] Journal of the Thirty-Fourth National Encampment of the Grand Army of the Republic ... 1900, p. 145.
[532] Journal of the Thirty-Eighth National Encampment of the Grand Army of the Republic ... 1904, pp. 244-246.
[533] Journal of the Forty-First National Encampment of the Grand Army of the Republic ... 1907, p. 173.
[534] Journal of the Forty-Third National Encampment of the Grand Army of the Republic ... 1909, p. 164. The list included McLaughlin’s History of the American Nation, Montgomery’s Leading Facts of American History, Mace’s School History of the United States, McMaster’s History of the United States, Gordy’s History of the United States, Eggleston’s “History,” Johnson’s “History,” Barnes’ “History,” Fiske’s “History,” Scudder’s “History,” Anderson’s “History,” and in the South “Waddy Thompson’s United States History, revised and improved by the late General John B. Gordon.”
[535] Journal of the Forty-Fourth National Encampment of the Grand Army of the Republic ... 1910, p. 219. The Phil Sheridan Post No. 4, G. A. R., joined with the Sons of the American Revolution in 1922 in an effort to eliminate West’s History of the American People from the acceptable textbooks of the Boise, Idaho, schools. In addition to criticisms regarding West’s discussion of the American Revolution and the War of 1812, the Veterans objected to the treatment of the Civil War period. See p. 265 and the Idaho Statesman, December 9, 1922.
[536] The controversy related to Public School Number 5. The Public School Society was organized in 1805 and gradually extended its activities until 1853, when it gave its buildings and property to the City Board of Education. See Bourne, William Oland, History of the Public School Society of the City of New York (New York, 1870), p. 324 et seq.
[537] Ibid., p. 324. No action was taken at that time, but a Roman Catholic teacher was employed for Public School Number 5.
[538] Ibid., p. 325.
[539] Ibid., p. 328.
[540] Ibid.
[541] Ibid., p. 331.
[542] Ibid.
[543] Ibid., p. 342.
[544] Deshon, George, “A Novel Defence of the Public School,” The Catholic World, Vol. L (February, 1890), pp. 677-687.
[545] Ibid.
[546] Hamilton, Gail, “Catholicism and Public Schools,” North American Review, Vol. CXLVII (1888), pp. 572-580.
[547] Ibid.
[548] “The Anti-Catholic Spirit of Certain Writers,” The Catholic World, Vol. XXXVI (February, 1883), pp. 658-667.
[549] Deshon, loc. cit.
[550] Hamilton, loc. cit.
[551] In 1815 there were “about 70,000 Catholics to be found in the United States,.... In 1918, ... its Catholic population had increased to 17,416,303,....” McCarthy, Charles H., The History of the United States for Catholic Schools (New York, 1919), p. 421.
[552] McCarthy, Charles H., The History of the United States for Catholic Schools (American Book Co., 1919); O’Hara, John P., A History of the United States (The Macmillan Company, 1919); A History of the United States for Catholic Schools prepared and arranged by the Franciscan Sisters of the Perpetual Adoration (Scott, Foresman and Company, 1914); Lawler, Thomas B., Essentials of American History (Ginn and Company, 1918); Betten, Francis S., The Ancient World (Allyn and Bacon, 1916); Betten, Francis S., and Kaufman, Alfred, The Modern World (Allyn and Bacon, 1919); Burke, E. J., Political Economy, designed for use in Catholic Colleges, High Schools and Academies (American Book Company, 1913).
[553] McCarthy, op. cit., preface, p. iii. Professor McCarthy is Knights of Columbus Professor of American History at the Catholic University of America.
[554] Ibid., preface, p. iv.
[555] The Franciscan Sisters of the Perpetual Adoration, A History of the United States for Catholic Schools (Chicago, 1914), pp. 3-4.
[556] Ibid., pp. 5-6.
[557] Betten, The Ancient World, preface.
[558] “This much maligned priest [John Tetzel], personally of blameless character, undoubtedly went too far in his endeavors to procure financial success. He insisted indeed on the necessity of contrition and confession for all those who wished to obtain the remission of temporal punishment for themselves; but his teaching concerning the indulgence for the dead was not free from serious errors. To secure this benefit for a soul which has, of course, departed this life in the state of grace, nothing, according to him, is required but the alms. This doctrine, though at his time actually taught by some irresponsible preachers, has never been supported by ecclesiastical authority. Tetzel’s own brethren in religion openly reproached him for his ill-advised tactics, which soon became the talk of the whole country.” Betten and Kaufman, The Modern World, p. 376.
[559] “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 wrong. He thereby implied that Christ, contrary to His solemn promise, had allowed the Church to fall into a most disastrous error. The new system, which gradually developed in Luther’s mind, confused the nature of sin with concupiscence, which is a consequence of original sin, and while it makes man inclined to sin is no sin in itself. By the sin of Adam, he thought human nature was corrupted beyond recovery; man’s acts can only be bad; but Jesus Christ covers the soul with His infinite merits, which, as it were, conceal all trespasses from the eye of the just God; if sinful man expresses his firm ‘belief’ in this merciful dispensation, God will not punish him, though the sin is not taken away, but merely covered; the sinner therefore remains a sinner;.... It is evident that such a justification is no justification at all, and it will always remain a riddle how Luther could maintain that he had found such a monstrous doctrine in the Bible.” Ibid., pp. 377-378.
[560] “The causes of the social evils are not only economic, but moral and religious as well. It is true that present economic conditions are far from satisfactory. Though production, on account of the introduction of machinery, has increased enormously, wages have not kept pace with that increase.... But the moral and religious causes are not to be overlooked. The breaking loose from practical Christianity, so characteristic of the last two centuries, has developed an intense selfishness, a struggle for wealth in which each one seeks his own material advantage at the expense of his neighbor.... What, then, are the remedies proposed by Catholics? Certainly not the adoption of Socialist views.... The Socialists deliberately ignore, yea exclude, religion from coöperation in the solution of the great social problem. They forget that man’s happiness here below is not his ultimate end, that the Creator did not want equal wealth and equal material advantages for all.... The state having at heart the temporal welfare of its citizens, should by wise legislation protect the workers, their health, and morals, and that of their family. But the change of hearts which is so necessary for the cure of modern evils is the principal task of religion. Hence the Church should be free to carry out her mission.” Ibid., pp. 630-641.
[561] Burke, E. J., Political Economy designed for use in Catholic Colleges, High Schools, and Academies (New York, 1913), p. 1. According to Bullock’s Elements of Economics, one textbook used in the public schools, “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 possible.” Bullock, Charles J., Elements of Economics (Boston, 1913), p. 4.
[562] Burke, op. cit., p. 57.
[563] Burke, op. cit., p. 386. Although “followers of the Catholic School do not deny that much of the evil existing in society is due to defective methods of distribution, they suggest no such drastic action as the Socialists.... 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 labor.” Ibid., p. 392.
[564] Advertising pamphlet entitled “The Hospitality given Father Burke’s Political Economy.”
[565] Ibid., p. 6.
[566] Ibid.
[567] Ibid., p. 4.
[568] Hassard, John R. G., A History of the United States of America (New York, 1878), p. vi.
[569] Ibid.
The National Lutheran Council had, in 1923, a committee on history textbooks, whose purpose was to make known any “flagrant or actual misrepresentations” of their church in history textbooks used in the United States. Letter from Lauritz Larsen, President of the National Lutheran Council to the author under date of January 13, 1923. No report of the committee was given. The writer of the letter also stated that there had been no “organized effort to suggest the content of history textbooks in the public schools, not even as this might pertain to the teaching of the history of the Reformation in the public schools.”
According to Werner, Brigham Young “insisted that the school-books should be published in Utah, and written there if possible, rather than imported at unnecessary expense from the East. The teachers, too, he wrote should be Latter-day Saints, so that the children might learn only what they ought to know.” Werner, M. R., Brigham Young (New York, 1925), p. 451.
[570] Sweet, W. W., “Religion in Our School Histories,” The Christian Century, Vol. XLI (November 20, 1924), pp. 1502-1504.
[571] The textbook is not named in the article.
[572] 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 Adoration, p. 68.
[573] Ibid.
[574] Report of the American Bar Association, Vol. XLVII (1922), pp. 416-423.
[575] Ibid.
[576] Report of the American Bar Association, Vol. XLVIII (1923), pp. 442-451. The committee was composed of R. E. L. Saner, chairman, Walter George Smith, Andrew A. Brice, Wallace McCamant, John Ford O’Brien.
[577] Report of the American Bar Association, Vol. XLIX (1924), pp. 255-269.
[578] Ibid. Chapter IV discusses laws since 1917.
[579] Ibid.
[580] Ibid. The Reports of 1923 and 1924 are similar.
[581] Ibid., pp. 262-263.
[582] Ibid., p. 271. The entire creed appears in the Appendix.
[583] Printed statement from the National Security League, 25 West 43d Street, New York.
[584] For the statement of the American Bar Association as to their activities see page 187.
[585] Ibid.
[586] The National Security League, “Report to Members for the Month Ending May 15, 1925.”
[587] Printed statement quoted previously.
[588] Ibid.
[589] The National Security League, “Report to Members for the Month Ending May 15, 1925.”
[590] Ibid., October 15, 1925.
[591] Ibid., May 15, 1925.
[592] Printed statement quoted previously.
[593] The National Security League, “Report to Members for the Month Ending November 15, 1925.”
[594] Constitution Anniversary Association, “A Statement of the Expanding Activities.”
[595] Ibid.
[596] Ibid.
[597] Constitution Anniversary Association, “Bulletin Number 10.”
[598] Ibid.
[599] Constitution Anniversary Association, “Bulletin Number 9.” The first prize in the Second Annual Contest was $2000, and was awarded to Robert Sessions of Birmingham, Alabama, a boy of fifteen years. See Constitution Anniversary Association, “Bulletin Number 10.”
[600] Atwood, Harry F., Back to the Republic, the Golden Mean: the Standard Form of Government (Chicago, 1918), p. 20. The italics are in the original.
[601] Ibid., pp. 36-40. Mr. Atwood draws ten parallels to autocracy, democracy and the republic from religion, domestic life, food, drink, music, thought, sleep, light, moisture, and the number of wheels most serviceable on vehicles.
[602] Atwood, Harry F., Safeguarding American Ideals (Chicago, 1921), p. 34.
[603] Ibid., pp. 29-32.
[604] Ibid.
[605] Clum, Woodworth, “America is Calling,” The Better America Federation of California, Los Angeles.
[606] Ibid.
[607] “Education for All,” Official Record of the American Federation of Labor in the Struggle to Bring Knowledge to the Masses (American Federation of Labor, Washington, 1922), p. 4.
[608] Ibid.
[609] Ibid.
[610] Ibid., p. 5.
[611] Report of the Proceedings of the Convention of the American Federation of Labor at Cincinnati, June, 1922. Eighth Day Proceedings. Report of the American Federation of Labor, Committee on Education on Social Studies in the Public Schools, “Labor and Education” (The American Federation of Labor, Washington, 1923), pp. 1-13.
[612] Ibid., pp. 3-4, 7. The New York Times, August 25, 1921.
[613] Report of the American Federation of Labor, op. cit., pp. 3-4, 9.
[614] Ibid., p. 21.
[615] Ibid., p. 23.
[616] Ibid.
[617] Ibid.
[618] Report of Proceedings, Eighth Day (1922), p. 356.
[619] Ibid. According to the Committee the “modern textbooks in most frequent use are: civics, Ashley’s The New Civics, Beard’s American Citizenship, Dunn’s The Community and the Citizen, Forman’s The American Democracy, Hill’s Community Life and Civic Problems, Hughes’ Community Civics, Magruder’s American Government in 1921, and Reed’s Forms and Functions of American Government; in economics, Burch’s American Economic Life, Burch and Patterson’s American Social Problems, Hughes’ Economic Civics, Laing’s An Introduction to Economics, Marshall and Lyon’s Our Economic Organization, and Thompson’s Elementary Economics; in sociology, Burch and Patterson’s American Social Problems, Ellwood’s Sociology and Modern Problems [sic], Towne’s Social Problems, and Tuft’s The Real Business of Living; in history, Ashley’s American History, Beard and Bagley’s A First Book in American History, Beard’s History of the United States, Bourne and Benton’s History of the United States, Cousins and Hills’ [sic] American History, Evans’ The Essential Facts of American History, Forman’s A History of the United States for Schools, and Advanced American History, James and Sanford’s American History, Mace’s School History of the United States, Muzzey’s American History, Thompson’s History of the United States, Political, Industrial and Social, and West’s History of the American People. “Labor and Education,” p. 28.
[620] The New York Times, September 3, 1923.
[621] Herskovitz, Melville J., and Willey, Malcolm M., “What Your Child Learns,” The Nation, Vol. CXIX (September 17, 1924), pp. 282-284. The book referred to is Berry, Margaret K., and Howe, Samuel B., Actual Democracy (New York, 1923). The quotation is found on page 63.
[622] In the discussion of trade-unionism objection was raised to the classification of unions as “business unionism—which is trade conscious but not class conscious, ... the friendly or uplift union which may be either trade or class conscious, and is conservative, ... ‘predatory unionism’ ... secret, either radical or conservative, class or trade conscious, and has two wings; ‘hold-up unionism,’ the corrupt type recently exposed in our great cities, and ‘guerrilla unionism’ which never combines with employers, but engages in a secret and violent warfare with capital ... a fourth and more objectionable type of unionism ... calls itself ‘revolutionary unionism.’ It may be either socialistic as was the Western Federation of Miners, or anarchistic like the Industrial Workers of the World....” Berry and Howe, op. cit., pp. 73-74.
[623] The Nation, loc. cit. The quotation which was objectionable to the writers of the article was found on pages 167-169 of the textbook.
[624] The Nation, loc. cit. See Southworth, A. T., The Common Sense of the Constitution of the United States (Boston, 1924), pp. 91-92.
[625] The Nation, loc. cit. Hughes, R. O., Text-Book in Citizenship (Boston, 1923).
[626] The Nation, loc. cit.
[627] The Nation, loc. cit. Hughes, op. cit., pp. 510-511.
[628] The Nation, loc. cit. Hughes, op. cit., pp. 510-511.
[629] Letter under date of December 7, 1925, from the editor of “Service Talks,” published by the Philadelphia Rapid Transit Company. Burch, Henry Reed, American Economic Life (New York, 1921), p. 330.
[630] American Bankers Association, “Books devoted wholly or in part to the subject of Banking.” The books mentioned were not all social study books, arithmetic and bookkeeping textbooks being included.
[631] “Talks on Banking and Elementary Economics,” prepared by the Public Education Commission, American Bankers Association, New York.
[632] Educational News and Editorial Comment, “Social Studies in Public Schools,” The School Review, Vol. XXVII (1919), pp. 205-212. National Industrial Conference Board, A Case of Federal Propaganda in Our Public Schools, pp. 4, 11. The lessons were prepared under the direction of Charles H. Judd, Director of the School of Education of the University of Chicago, and Leon C. Marshall, Dean of the School of Commerce and Administration in the same university.
[633] The National Industrial Conference Board in connection with this remarked: “Such a statement indicates a studied effort to present to the immature mind an exceedingly distorted picture of factory life. It suggests an almost constant maiming and mangling of industrial workers, whereas, as a matter of fact, most industrial accidents are of a minor character such as slight cuts, scratches and slivers. Take, however, at its face value the statement that somebody is killed every fifteen minutes while at work. On the basis of a 54-hour work-week, approximately the average in this country, this means a total of 11,250 deaths in industry per year ... the scholar should also be given an idea of the millions of workers to whom this total of deaths is related. 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 industry.” The National Industrial Conference Board, op. cit., p. 11.
[634] The School Review, loc. cit.
[635] Quoted in The School Review, loc. cit.
[636] The School Review, loc. cit. Instances of criticism of textbooks might be multiplied. Authors have met objections to their works because there were no “Republican illustrations in the book,” because of quotations from Münsterberg and other Germans, and because of the discussion devoted to prohibition. 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 “a bartender’s friend” in that it was full of problems of “how much did this wine merchant order his sherry or how many barrels of whiskey could the man purchase for such an amount.” Iowa City [Iowa] Press-Citizen, November 13, 1924.