1. It is meant for a textbook to teach history, not literature nor the meaning of words. Hence, it must be simple, easily read in the upper grades of Grammar Schools, that is, by boys and girls from twelve to fifteen. It must fit their intelligence. AVOID INFLATED WORDS: EXPLAIN UNKNOWN IDEAS.
2. It must inspire the children with patriotism, must preach on every page a vivid love of America. It must BELIEVE in our land, and make others believe in it. It must believe in democracy. SPEAK WARMLY; HAVE ENTHUSIASM.
3. It must build up character. It must emphasize that our ancestors accomplished great deeds, and thus strengthen the children to attempt brave deeds themselves. It must tell of noble things and praise them. Hence it should preserve the old patriotic legends, though pointing out where these are legends rather than facts. PRESERVE THE LEGENDS; PRAISE NOBLE DEEDS.
4. It must speak in an earnest spiritual strain, believing in God; and not being afraid to mention Him, though of course never in a sectarian way. It must not rouse religious or racial hatred or distrust. It must create a confidence in righteousness and decency. ENCOURAGE FAITH; BUILD HIGH SELF-RESPECT.
5. It must speak the truth, so that no child learns afterward to distrust it. But in telling the truth it must be careful to tell truth optimistically. It will mention the blunders of the past so the child learns to be careful; but it must dwell on failure only for its value as a moral lesson, must speak chiefly of success. EMPHASIZE EFFORT AND SUCCESS, NOT FAILURE.
6. It must be non-partisan. It must give each State and Section full space and value for the achievements of each, not centralize on any one section. It must give each political party praise for what the party has accomplished, but praise none unduly by belittling others. CARRY NO PROPAGANDA.
7. It must INTEREST the children. Too little emphasis has perhaps been laid on this point. A few facts made living will last with the child; a mass of unattractive detail is soon forgotten. Keep lists of things for an appendix. DEAL WITH PEOPLE RATHER THAN THINGS.
8. As it is to be studied by as many girls as boys, it must interest girl students. It must bring out the womanly side, must mention women, their inspiration to their men, their deeds of devotion as well as their material accomplishments. ENLARGE THE WOMAN PART.
9. As the students have already heard of Columbus, Washington, etc., the text must allow for this. It must avoid repeating obvious things; but it must gather all the child’s odds and ends of historical knowledge into one complete view, a sustained narrative. MAKE A COMPLETE PICTURE.
10. In brief, the book is intended to encourage patriotism, strengthen character, stimulate thought and impress the worth of TRUTH.
The book will be so arranged that it can be furnished in two volumes (dividing at the year 1789) to fit the seventh and eighth years of school work as usually organized.
The paragraph headings are to be in themselves a brief outline of the story; and no other material, such as notes, etc., shall be allowed to break the narrative flow.
Mechanical make-up is to follow the established text book standards as to size, spacing, typography, color and paper to prevent eye-strain. The binding is to be attractive and durable; and the illustrations will be a special feature.[925]
Statement of Principles of the American Legion for the Writing of their American History Textbook, as well as their Attitude toward present-day Textbooks[926]
1. To acquaint the pupils with the basic facts and movements, political, industrial and social, of American History.
2. To emphasize the principles and motives that were of greatest influence in the formation and development of our government.
3. To establish ideals of patriotic and civic duty.
4. To awaken in the pupil a desire to emulate all praiseworthy endeavor.
5. To emphasize the importance of weighing permissible evidence in forming judgments.
6. To present the ethical and moral principles exemplified in the lives of patriotic leaders.
7. To inspire in the pupil an appreciation of the hardships endured and sacrifices made in establishing and defending American ideals.
8. To develop in the pupil a love for American institutions and the determination to maintain and defend them.
9. To bring the light of reason and experience to bear on radical or alien theories of economic and political systems.
10. To enable the pupil to interpret the present in terms of the past and to view intelligently the functions and the value of existing institutions.
In brief, the attitude of The American Legion toward current history texts is set forth by the following report on history investigation:
The committee on history investigation, at the time this report was written, had about half completed their investigation.
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 sentiments.
The formal complaints published after “investigation” have been by men apparently incompetent to sit in judgment on historical data. For example, the Commissioner of Accounts of New York City. 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 Accounts.
We do not believe that such men as Muzzey of Columbia University, West of the University of Michigan [sic], Hart of Harvard, McLaughlin of Chicago University, Van Tyne of the University of Michigan, Guitteau, Director of Schools, Toledo, are unpatriotic or that their books were written as the result of organized propaganda.
We believe, however, 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 teacher. Their work is thus perhaps legitimate for the advanced student and investigator but not in our opinion for the public school pupil.
We believe also that some of these authors are at fault in placing before immature pupils the blunders, foibles and frailties of prominent heroes and patriots of our Nation. History should be taught with a view to inspiring our boys and girls with love of country and admiration for noble ideals. 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 others. 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 frailties.
We believe too that some of the writers have been guilty of introducing matters of controversial nature without giving adequate space (which in the nature of the case they could not do) for presentation of the essential facts on both sides. In some instances the author’s own personal views in such subjects seem to be exploited. An example is the treatment of the tariff in some of the text books.
Material is sometimes presented to give critical results of recent historical research, rather than to influence good citizenship. 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 presentation.
With regard to subjects that may be internationally controversial, such as the American Revolution, 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 right, and we do not believe that it is in the interest of good citizenship to have that faith called in question.
We believe that much of the criticism against so-called pro-Anglican statements is prompted by pro-German sentiments. For example the objection to referring to England as the mother country. The Colonists themselves used this term. 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 America.
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 histories. We are confident that this will be accomplished in The American Legion History now being written.[927]
[924] Horne, Charles F., Editorial Director, The American Legion, The American Legion School History (30 Church Street, New York, 1923).
[925] See the Principles of the American Legion as announced in 1925 by the Director of Americanism. These follow on the next page. The attitude of the Legion toward history textbooks as given by Mr. Cross, the Director, is included.
[926] Received from Frank C. Cross, National Director Americanism Commission, American Legion, December, 1925.
[927] According to a statement in the Boston Herald, May 7, 1926, the Legion withdrew its support, June, 1925, due to opposition within its membership, when it abrogated its contract with the United States History Publishing Company. As a result, they were “to receive no financial benefit from the sale of the history; permission, however, was granted to the company to carry on its title page the fact that the book was prepared at the suggestion of the American Legion.” A letter to the author, May 13, 1926, from the Assistant National Director, Americanism Commission, however, declares: “The Legion has not retracted in its position relative to this history.... 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 books. The United States History Publishing Company is a private concern.”