E. REPORT OF THE PROCEEDINGS OF THE CONVENTION OF THE AMERICAN FEDERATION OF LABOR, CINCINNATI, JUNE, 1922. EIGHTH DAY PROCEEDINGS[922]

“Investigation of Text Books” 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 O. S. Beyer, Jr. This significant piece of work is now in the hands of that committee. Its scope is indicated by the title, “Social Studies in the Public Schools.”

The report is divided into six sections and a supplement, as follows:

Part I—Influences at Work in Public Education:

  1. The Threat to Public Education.
  2. Who is Responsible?
  3. Safeguards and Remedies.

Part II—Nature and Extent of Instruction in Social Studies:

  1. Importance of the Social Studies.
  2. Content of the Course.
  3. Extent to Which They are Being Taught.

Part III—Survey of Social Science Text Books:

  1. The Importance of the Text Books.
  2. Growth of the Social Studies.
  3. Nature of the Tests Applied to the Text Books.
  4. Summary of the Findings.
  5. Chief Criticisms of Text Books.
  6. Text Books in Use.
  7. The Selection of Text Books.
  8. Subjects of Investigation Outside of Classroom.
  9. Topics Discussed in Current Events.
  10. The Inclusion of the Labor Movement in Courses of Study.

Part IV—Conclusions.

Part V—Recommendations:

  1. With Regard to This Report.
  2. With Regard to Future Action.

Part VI—Appendices:

Supplementing—Evaluating of Specific Text Books in History, Civics, Economics and Sociology:

  1. Type of Book.
  2. General Consideration.
  3. Specific Considerations.
  4. Detail Evaluation of Text Books.
    • Civics.
    • History.
    • Economics.
    • Sociology.

Part I of the report reveals that a serious threat is menacing our public education system, which, however, is not working itself out so much against the means of education, such as the courses of study and the text books used, as against the human part of our educational system, namely, the great body of teachers. Responsibility for this threat devolves mainly upon a group of extra-educational associations, such as the National Association of Manufacturers, National Industrial Conference Board, “America First” Publicity Association, and others. Their influence, however, is being partially counteracted by public-spirited, progressive educational organizations. Safeguards and remedies are at the disposal of the organized labor movement individually and in coöperation with the progressive educational associations to reform the situation. This section concludes with a description of the many organizations active in the field of public education endeavoring to exert an influence upon it.

Part II brings out the true significance of the social studies in relation to the history, achievements, aims and ideals of the labor movement. It emphasizes, based upon scientific data, the place of the labor movement in the social sciences. Its great significance in modern society is thus clearly established. The opinions and judgments of our most eminent progressive educators are cited in support of these findings, having been secured by special inquiry. This section also reveals that the extent to which these studies which properly deal with the labor movement are being taught is entirely inadequate. Progress, however, has been made in recent years in the extension of the social sciences in our public schools. Nevertheless, very much still must be done. In fact, the whole public educational system, if the ideals of humanity as expressed by the labor movement, are to receive adequate consideration in public education, will require reconstruction around the social studies.

Part III deals with the importance of the text book in teaching the social studies. It describes the basis upon which the tests were formulated by means of which the text books covered in this report were evaluated. The summary of these evaluations are [sic] then presented, together with a résumé of the chief criticisms of the texts scrutinized. In all, 123 text books—47 histories, 47 civics, 25 economics, and 4 sociologies—were evaluated. The tests bring out that one-half of the books (55 per cent) are of the newer type, dealing with the broader aspects of government and the social and industrial life of the people, rather than with forms of organization, military events and abstract theories. Still, a larger proportion (60 per cent) recognized to a greater or less degree the power for growth in our institutions; are dynamic rather than static in their methods of treatment. In dealing with questions of particular interest to labor there is a great divergence in concept as well as in method of treatment. 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 omitted. Some of the more modern ones deal with them briefly and perfunctorily, but on the whole the newer type of text does attempt to give the labor movement in the problem of industry adequate and just consideration. Failure to do so is apparently due to ignorance of the author or to a hesitancy to deal with this difficult subject, rather than to a deliberate attempt to keep the facts of industry out of the schools. Although numerous cases of error, misleading statements, misplaced emphasis, discrimination against unions, and use of obsolete material, may be pointed out. The survey finds no evidence that text books are being used for propaganda purposes. The publishers, the report considers, are undoubtedly deserving of a great deal of credit for keeping school-books free from propaganda, 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 erroneous, misleading or unfair statements which mar the pages of otherwise excellent texts.

Concerning the text books in use, the report points out that not only is an increasing supply of the better books becoming available, but there is also a steadily increasing demand for them. The investigation made also reveals the fact that, especially in civics and history, the modern or more approved text is being used to a larger extent than the less satisfactory. Subjects discussed or investigated in supplementary courses of study such as Current Events, the report indicates, pay a great deal of attention to problems and matters of special interest to labor....

FOOTNOTES:

[922] American Federation of Labor, Report of the Proceedings of the Convention of the American Federation of Labor at Cincinnati, June 22, 1922, Eighth Day Proceedings (Washington, D. C., 1922).

F. WISCONSIN LAW OF 1923 AFFECTING HISTORY TEXTBOOKS[923]

An Act To create section 40.36 of the statutes, relating to textbooks used in the public schools.

The people of the state of Wisconsin, represented in senate and assembly, do enact as follows:

Section 1. A new section is added to the statutes to be numbered and to read: 40.36 (1) No history or other textbook shall be adopted for use or be used in any district school, city school, vocational school or high school which falsifies the facts regarding the war of independence, or the war of 1812 or which defames our nation’s founders or misrepresents the ideals and causes for which they struggled and sacrificed, or which contains propaganda favorable to any foreign government.

(2) 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 school, city school, vocational school or high school contains any matter prohibited by subsection (1) of this section, the state superintendent shall fix a time for a public hearing upon such complaint, which shall be not more than thirty days from the date of filing said complaint, and shall be conducted either by the state superintendent or the assistant state superintendent, or by one of the state inspectors of schools, to be designated by the state superintendent, and which hearing shall be held at the county seat of the county where the complainants reside. 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 complainants, the school board interested and to the publishers of such textbook.

(3) Within ten days after such hearing the state superintendent shall make a finding upon such complaint. If he finds that any textbook contains matter prohibited in subsection (1) of this section, he shall make note of such finding in the list of textbooks which he is required by paragraph (b) of subsection (1) of section 40.35 annually to publish and to transmit to all county and city superintendents. No such textbook shall thereafter be placed on the list of textbooks which may be adopted, sold or exchanged in this state.

(4) Every school board, board of education, board of vocational education, or county board of education which has control over the textbooks used in any district school, city school, vocational school, or high school, shall cause any textbook which the state superintendent has found contains matter prohibited in subsection (1) 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 superintendent. No state aid under the provisions of sections 20.25, 20.26, 20.27, 20.28, 20.29, 20.33 and 20.335 of the statutes shall be paid for the support of any district school, city school, vocational school or high school during any year in which any such textbook is used in such school after the finding of the state superintendent.

Section 2. This act shall take effect upon passage and publication.

FOOTNOTES:

[923] Laws of Wisconsin, 1923, chapter 21.