Chapter XXI: Section 2: This act shall take effect upon passage and publication (1)

FOOTNOTES:

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

_G._ THE AMERICAN LEGION SCHOOL HISTORY OF THE UNITED STATES IS TO FOLLOW THESE LINES:[924]

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.

_Arrangement and Make-Up_

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]

FOOTNOTES:

[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.”

_H._ AMERICAN BAR ASSOCIATION, _Report_ (1924).

_Committee on American Citizenship_, “Our Citizenship Creed.”[928]

1. 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 citizens. I therefore believe it to be my duty to inform myself on American history, the foundations of our Government as embodied in the United States Constitution, and the application of the principles therein contained to present-day problems.

2. Since ours is a government of, for, and by the people, it is by the very same token a government of and by public opinion. It is, therefore, my duty, as a good American citizen, to help form public opinion in the community in which I live in order that all citizens may hold intelligent, just, and humane views on governmental questions and endeavor to have such views embodied in our laws.

3. Since popular government is shaped in the first instance by the exercise of suffrage, it is one of my primary duties as a good American citizen to cast my ballot in all local, state and national elections and to urge my fellow-citizens to do the same.

4. Since ours is “a government of laws and not of men,” and since an orderly government can exist only through laws justly administered and impartially enforced, I declare it to be my duty as a good citizen to serve as a juror whenever summoned, and to use my influence in every proper way to the end that lawyers, judges and jurors so conduct the administration of justice as to entitle the law and the courts to popular approval and support.

5. 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 times. I believe that just as the “Minute Man of the Revolution” was ready upon a moment’s notice to defend his rights against foreign usurpation, it is my duty as a patriotic American to be a “Minute Man of the Constitution,” ready at all times to defend the long-established and cherished institutions of our Government against attacks, either from within or without, and to do my part in preserving the blessings of liberty for which my revolutionary forefathers fought and died.

6. I believe that as a good American citizen I must maintain continuously a civic consciousness and conscience; that my country needs my active service in times of peace no less than in war; that patriotism must be a constituent part of my religion; that no prouder boast can emanate from my lips than truly to declare, “I am an American citizen,” 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 Mount.

FOOTNOTES:

[928] _Report of the Forty-Seventh Annual Meeting of the American Bar Association_ ... 1924, p. 271.

BIBLIOGRAPHY

BIBLIOGRAPHY

(_Statutes Omitted_)

BOOKS

Atwood, Harry F., _Back to the Republic_. Laird and Lee, Inc., Chicago, 1918.

Atwood, Harry F., _Safeguarding American Ideals_. Laird and Lee, Chicago, 1921.

Jefferson, Thomas, _The Writings of Thomas Jefferson_. Paul Leicester Ford, ed. 3 v. G. P. Putnam’s Sons, New York, 1894.

_Journal of the Twenty-Second Annual Session of the National Encampment, Grand Army of the Republic_ ... 1888. Minneapolis, 1888.

_Journal of the Twenty-Sixth National Encampment, Grand Army of the Republic_ ... 1892. Albany, New York, 1892.

_Journal of the Twenty-Eighth National Encampment, Grand Army of the Republic_ ... 1894. [N. P.]

_Journal Twenty-Ninth Encampment, Grand Army of the Republic_ ... 1895. [N. P.]

_Journal of the Thirty-First National Encampment of the Grand Army of the Republic_ ... 1897. Lincoln, Nebraska, 1897.

_Journal of the Thirty-Second National Encampment of the Grand Army of the Republic_ ... 1898. Philadelphia, 1898.

_Journal of the Thirty-Third National Encampment of the Grand Army of the Republic_ ... 1899. Philadelphia, 1899.

_Journal of the Thirty-Fourth National Encampment of the Grand Army of the Republic_ ... 1900. Philadelphia, 1900.

_Journal of the Thirty-Fifth National Encampment of the Grand Army of the Republic_ ... 1901. St. Louis, 1901.

_Journal of the Thirty-Sixth National Encampment of the Grand Army of the Republic_ ... 1902. Minneapolis, 1903.

_Journal of the 37th National Encampment of the Grand Army of the Republic_ ... 1903. Philadelphia, 1903.

_Journal of the Thirty-Eighth National Encampment of the Grand Army of the Republic_ ... 1904. Chicago, 1904.

_Journal of the Thirty-Ninth National Encampment_ (Grand Army of the Republic) ... 1905. Boston, 1905.

_Journal of the Fortieth National Encampment of the Grand Army of the Republic_ ... 1906. Philadelphia, 1906.

_Journal of the Forty-First National Encampment of the Grand Army of the Republic_ ... 1907. Zanesville, Ohio, 1907.

_Journal of the Forty-Third National Encampment of the Grand Army of the Republic_ ... 1909. [N. P.]

_Journal of the Forty-Fourth National Encampment of the Grand Army of the Republic_ ... 1910. [N. P.]

_Journal of the Eighteenth Annual Encampment of the Grand Army of the Republic, Department of Kansas_, 1899. Topeka, Kansas, 1899.

_Proceedings of the Convention for Organization and Adoption of the Constitution of the United Confederate Veterans_ ... 1889. New Orleans, 1891.

_Minutes of the United Confederate Veterans_, Vol. I (1889-1897). New Orleans.

_Minutes of the Fourth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1894. [N. P.]

_Report of the United Confederate Veterans Historical Committee_ ... 1894. New Orleans.

_Minutes of the Fifth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1895. [N. P.]

_Minutes of the Sixth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1896. New Orleans, 1897.

_Minutes of the Seventh Annual Meeting and Reunion of the United Confederate Veterans_ ... 1897. New Orleans, 1898.

_Minutes of the Eighth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1898. New Orleans, 1899.

_Minutes of the Ninth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1899. New Orleans, 1900.

_Minutes of the Eleventh Annual Meeting and Reunion of the United Confederate Veterans_ ... 1901. New Orleans.

_Minutes of the Twelfth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1902. New Orleans.

_Minutes of the Thirteenth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1903. New Orleans.

_Minutes of the Fourteenth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1904. [N. P.]

_Minutes of the Eighteenth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1908. New Orleans.

_Minutes of the Nineteenth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1909. New Orleans.

_Minutes of the Twentieth Annual Meeting and Reunion of the United Confederate Veterans_ ... 1910. New Orleans.

_Report of the United Confederate Veterans Historical Committee ... Twenty-First Annual Reunion_ ... 1911. New Orleans.

_Minutes of the Thirty-Second Annual Meeting and Reunion of the United Confederate Veterans_ ... 1921. New Orleans, 1921.

MacDonald, William, _Documentary Source Book of American History, 1606-1913_. The Macmillan Company, New York, 1916.

Mann, Horace, _Annual Reports on Education_. Horace B. Fuller, Boston, 1868.

Nelles, Walter, ed., _Espionage Act Cases with Certain Others on Related Points_. National Civil Liberties Bureau, New York, 1918.

_Revolutionary Radicalism Its History, Purpose and Tactics with An Exposition and Discussion of the Steps Being Taken and Required To Curb It_, Being the Report of the Joint Legislative Committee Investigating Seditious Activities. Filed April 24, 1920, in the Senate of the State of New York. 4 v. J. B. Lyon Company, Albany, 1920.

_Report of the Forty-Fifth Annual Meeting of the American Bar Association_ Held at San Francisco, California, August 9, 10 and 11, 1922. The Lord Baltimore Press, Baltimore, 1922.

_Report of the Forty-Sixth Annual Meeting of the American Bar Association_ Held at Minneapolis, Minnesota, August 29, 30 and 31, 1923. The Lord Baltimore Press, Baltimore, 1923.

_Report of the Forty-Seventh Annual Meeting of the American Bar Association_ Held at Philadelphia, Pennsylvania, July 8, 9 and 10, 1924. The Lord Baltimore Press, Baltimore, 1924.

Russell, William Howard, _My Diary North and South_. T. O. H. P. Burnham, Boston, 1863.

Trachtenberg, Alexander, ed., _The American Labor Year Book 1919-1920_. The Rand School of Social Science, New York, 1920.

Wister, Owen, _A Straight Deal or the Ancient Grudge_. The Macmillan Company, New York, 1920.

TEXTBOOKS

_A Syllabus of the World War for Use in the High Schools of the City of New York._ Adopted by the Board of Superintendents. Department of Education, The City of New York, 1918.

Ashley, Roscoe Lewis, _Modern European Civilization_. The Macmillan Company, New York, 1920.

Barnes, Everett, _American History for Grammar Grades_. D. C. Heath and Company, New York, 1920.

Berry, Margaret K., and Howe, Samuel B., _Actual Democracy_. Prentice-Hall, Inc., New York, 1923.

Bullock, Charles J., _Elements of Economics_. Silver, Burdett and Company, Boston, 1913.

Burch, Henry Reed, _American Economic Life_. The Macmillan Company, New York, 1921.

Chambers, Henry Edward, _A School History of the United States_. American Book Company, New York, 1898.

Davidson, William M., _A History of the United States_. Scott, Foresman and Company, Chicago, 1903.

Estill, Harry F., _The Beginner’s History of Our Country_. Southern Publishing Company, Dallas, Texas, 1919.

Evans, Lawton B., _The Essential Facts of American History_. Benjamin H. Sanborn and Company, Chicago, 1920.

The Franciscan Sisters of the Perpetual Adoration, _A History of the United States for Catholic Schools_. Scott, Foresman and Company, Chicago, 1914.

Goodrich, Samuel Griswold, _The First Book of History for Children and Youth_. Jenks, Palmer and Company, Boston, 1848.

Greg, Percy, _History of the United States from the Foundation of Virginia to the Reconstruction of the Union_. 2 v. West, Johnson and Company, Richmond, 1892.

Guitteau, William B., _Our United States_. Silver, Burdett and Company, Boston, 1919, 1923.

Hart, Albert Bushnell, _A School History of the United States_. American Book Company, New York, 1920.

Hassard, John R. G., _A History of the United States of America_. Catholic Publication Society of America, New York, 1878.

Hayes, Carlton J. H., and Moon, Thomas Parker, _Modern History_. The Macmillan Company, New York, 1923.

Hazen, Charles Downer, _Modern Europe_. Henry Holt and Company, New York, 1923.

Horne, Charles F., _The Story of Our American People_. 2 v. United States History Publishing Company, New York, 1925.

Horton, Rushmore G., _A Youth’s History of the Great Civil War in the United States_. Van Evrie, Horton and Company, New York, 1866.

Hughes, R. O., _Text-Book in Citizenship_. Allyn and Bacon, Boston, 1923.

James, James Alton, and Sanford, Albert Hart, _American History_. Charles Scribner’s Sons, New York, 1915.

Lee, Susan Pendleton, _New School History of the United States_. B. F. Johnson Publishing Company, Richmond, Virginia, 1899.

Long, William J., _America_. Ginn and Company, Boston, 1923.

McCarthy, Charles H., _History of the United States_. American Book Company, New York, 1919.

McLaughlin, Andrew C., _History of the American Nation_. D. Appleton and Company, New York, 1919.

McLaughlin, Andrew C., and Van Tyne, Claude Halstead, _A History of the United States for Schools_. D. Appleton and Company, New York, 1911.

Montgomery, David, _The Beginner’s American History_. Ginn and Company, Boston, 1899.

Muzzey, David Saville, _An American History_. Ginn and Company, Boston, 1920.

O’Hara, John P., _A History of the United States_. The Macmillan Company, New York, 1919.

Robinson, James Harvey, _Medieval and Modern Times_. Ginn and Company, Boston, 1918.

Robinson, James Harvey, and Beard, Charles A., _History of Europe Our Own Times_. Ginn and Company, Boston, 1921.

Robinson, James Harvey, and Beard, Charles A., _Outlines of European History_, Part II. Ginn and Company, Boston, 1916.

Stephenson, Nathaniel Wright, _An American History_. Ginn and Company, Boston, 1913.

Southworth, A. T., _The Common Sense of the Constitution of the United States_. Allyn and Bacon, Boston, 1924.

Thompson, Waddy, _History of the People of the United States_. D. C. Heath and Company, New York, 1919.

Venable, W. H., _A School History of the United States_. Von Antwerp, Bragg and Company, New York, 1872.

Webster, Hutton, _Modern European History_. D. C. Heath and Company, New York, 1920.

West, Willis Mason, _American History and Government_. Allyn and Bacon, Boston, 1913.

West, Willis Mason, _History of the American People_. Allyn and Bacon, Boston, 1918.

West, Willis Mason, _Ancient World_. Allyn and Bacon, Boston, 1913.

Whelpley, Samuel, _A Compend of History from the Earliest Times, comprehending a general view of the present state of the world with respect to civilization, religion and government_. American Stationers’ Company, Boston, 1837.

MAGAZINES

Adams, James Truslow, “History and the Lower Criticism,” _The Atlantic Monthly_, Vol. CXXXII (September, 1923), pp. 308-317.

Adams, W. I. Lincoln, “Right and Wrong Ways of Teaching History,” _Current History_, Vol. XVI (July, 1922), pp. 550-551.

Barnes, Harry Elmer, “Seven Books of History Against the Germans,” _The New Republic_, Vol. XXXVIII (March 19, 1924), pt. II, pp. 10-15.

Barnes, Harry Elmer, “The Drool Method in History,” _The American Mercury_, Vol. I (January, 1924), pp. 31-38.

Chafee, Zechariah, “Freedom of Speech,” _The New Republic_, Vol. XVII (November 16, 1918), pp. 66-69.

_De Bow’s Review of the South and West._ v. 1-32 old series, v. 1-4 new series. J. D. B. De Bow, ed., New Orleans, 1846-1867.

Deshon, George, “A Novel Defence of the Public School,” _The Catholic World_, Vol. L (February, 1890), pp. 677-687.

Eagleton, Clyde, “The Attitude of Our Textbooks Toward England,” _Educational Review_, Vol. LVI (December, 1918), pp. 424-429.

“The K. of C. Historical Commission,” _The Fortnightly Review_, Vol. XXX (December 1, 1923), pp. 457-458.

“History and Fiction as International Trouble-Makers,” _The Literary Digest_, Vol. LXXX (July 7, 1923), pp. 36-37.

Editorial, “Teacher-Baiting: The New Sport,” _The Nation_, Vol. CXII (April 27, 1921), p. 613.

“Concerning School Histories,” _The New Age_, March, 1923, p. 156.

“Civil Liberty in the United States,” _The World Tomorrow_, Vol. VIII (June, 1925), p. 186.

“Drugging the Young Idea,” _The Freeman_, Vol. VII (August 22, 1923), pp. 556-557.

“Accepted Fable,” _The Freeman_, Vol. VII (June 27, 1923), pp. 366-367.

“The Anti-Catholic Spirit of Certain Writers,” _The Catholic World_, Vol. XXXVI (February, 1883), pp. 658-667.

“The Teacher Among Free Men,” _The New Republic_, Vol. XXVI (March 2, 1921), pp. 8-9.

“Charges against New York City Teachers,” _School and Society_, Vol. VI (December 22, 1917), p. 733.

“Freedom of Teaching in the New York City Schools,” _School and Society_, Vol. IX (February 1, 1919), pp. 142-143.

“The Meeting of the American Historical Association at Columbus,” _The American Historical Review_, Vol. XXIX (April, 1924), p. 428.

“Other Heresies,” _The New Republic_, Vol. XVIII (April 12, 1919), pp. 330-331.

“The War is Over in Iowa,” _The Survey_, Vol. XLVIII (September 15, 1922), p. 712.

“More Educational Inquisition,” _The New Republic_, Vol. XVII (January 11, 1919), pp. 305-307.

“New York’s Disloyal School Teachers,” _Literary Digest_, Vol. LV (December 8, 1917), pp. 32-33.

Editorial, _The Survey_, Vol. L (April 15, 1923), p. 68.

Giddings, Franklin H., “Are we getting better textbooks?” _The Independent_, Vol. I (June 17, 1922), pp. 5-8.

Giddings, Franklin H., “Are we getting better textbooks?” _The Independent_, Vol. I (June 3, 1922), pp. 6-9.

Hamilton, Gail, “Catholicism and Public Schools,” _North American Review_, Vol. CXLVII (1888), pp. 575-580.

Harré, T. Everett, “Shadow Huns and Others,” _The National Civic Federation Review_, Vol. IV (February 15, 1919), pp. 12-16.

Hathaway, Carson C., “Is Muzzey’s American History Revolutionary?” _The Dearborn Independent_, October 20, 1923, p. 2.

Herskovitz, Melville J., and Willey, Malcolm M., “What Your Child Learns,” _The Nation_, Vol. CIX (September 17, 1924), pp. 282-284.

_The Iowa Legionnaire_, April 15, 1921.

Jacowitz, Jacob, “History Textbooks Under Fire,” _Journal of the National Education Association_, Vol. XI (March, 1922), pp. 117-118.

Lew, Timothy T., “China in American School Text-Books,” Spl. Suppl. to _The Chinese Social and Political Science Review_, Vol. VI-VII (July, 1923).

McAndrew, William, “American Liberty More or Less,” _The World’s Work_, Vol. XLVII (December, 1923), p. 180.

McClure, S. S., “Some Delusions about Ireland,” _McClure’s Magazine_, Vol. LII (June, 1922), pp. 93-103.

McSweeney, Edward F., “The Anger of the Anglophiles,” _Columbia_, Vol. I (April, 1922), pp. 10-21.

Randall, A. W. G., “Pan-Germanic Education and French ‘Decadence,’” _Contemporary Review_, Vol. CVIII (1915), pp. 589-599.

Reddin, John H., “The American History Contest,” _Columbia_, September, 1921.

“Root out Revolutionary Radicalism,” _The National Civic Federation Review_, Vol. V (September 25, 1920), pp. 3-4, 21.

Russell, Charles Edward, “Behind the Propaganda Scenes,” _Columbia_, Vol. II (September, 1922), pp. 5-6.

_Miss Rutherford’s Scrap Book, Valuable Information about the South_, Vol. I (January, 1923). Athens, Georgia.

Schuyler, Robert Livingston, “History and Public Opinion,” _Educational Review_, Vol. LV (March, 1918), pp. 181-190.

“Social Studies and the Public Schools,” _School Review_, Vol. XXVII (1919), pp. 205-212.

Sisson, Edward A., “The Historical Education of the American Citizen,” _Journal of the National Education Association_, Vol. XI (February, 1922), pp. 56-57.

Stephens, H. Morse, “Nationality and History,” _The American Historical Review_, Vol. XXI (January, 1916), pp. 225-237.

Sweet, W. W., “Religion in Our School Histories,” _The Christian Century_, Vol. XLI (November 20, 1924), pp. 1502-1504.

_The S. S. Bulletin_, Publication of the Steuben Society, New York, 1922.

“War in the Textbooks,” _The Nation_, Vol. CXIX (September 17, 1924), p. 277.

NEWSPAPERS

_The Atlanta Journal_, June 27, 1923.

Boise, Idaho: _Idaho Statesman_, December 9, 1922.

Boise, Idaho: _Evening Capital News_, June 14, 1922.

Boston, Massachusetts: _The Christian Science Monitor_, May 17, 1920, November 2, 1921, June 27, 1923, August 31, 1923.

Boston, Massachusetts: _Boston Herald_, May 19, 1925, May 7, 1926.

Brooklyn, New York: _The Standard Union_, February 3, 1922.

Cedar Rapids, Iowa: _The Cedar Rapids Republican_, May 30, 1922.

_Chicago American_, January 22, 1920.

Chicago: _Herald and Examiner_, January, 1918 to June, 1924.

_The Chicago Daily Tribune_, June 23, 1922.

The _Cleveland Plain Dealer_, May 2, 1923.

_The Des Moines Register_, April 6, 1922, February 27, 1923, April 24, 1923, November 23, 1924.

_Dubuque Telegraph-Herald_, June 14, 1923.

Fort Wayne, Indiana: _The News Sentinel_, June 6, 1923.

Louisville, Kentucky: _The Courier-Journal_, November 12, 1922.

Louisville, Kentucky: _The Louisville Times_, November 4, 1922, and November 9, 1922.

_The Milwaukee Journal_, June 9, 1923.

_The New York American_, July 2, 1922, October 8, 1922, October 22, 1922, November 4, 1923.

New York: _Evening Globe_, February 22, 1922.

New York: _The Gaelic American_, March 11, 1922.

New York: _The Globe and Commercial Advertiser_, May 15, 1922.

_The New York Times_, January, 1914 to December, 1925.

_The New York Tribune_, November, 1923.

Ottumwa, Iowa: _The Daily Courier_, March 2, 1919.

Philadelphia: _The Evening Bulletin_, March 1, 1922.

St. Louis, Missouri: _The St. Louis Daily Globe Democrat_, December 18, 1922.

St. Louis, Missouri: _The St. Louis Star_, December 20, 1922.

St. Louis, Missouri: _The St. Louis Times_, December 18, 1922.

_San Francisco Chronicle_, November 24, 1922.

_The Seattle Star_, September 30, 1918.

Washington, D. C.: _Star_, June 4, 1922, April 26, 1923.

Washington, D. C.: _The United States Telegraph_, October 5, 1836.

PAMPHLETS AND DOCUMENTS

American Bankers Association, Commission on Public Education. Pamphlets and statements _in re_ Textbooks. New York.

American Federation of Labor, _Report of the Proceedings of the Convention of the American Federation of Labor, June 22, 1922, Eighth Day Proceedings_. American Federation of Labor, Washington, D. C., 1922.

_Report of American Federation of Labor Committee on Education on Social Studies in the Public Schools._ American Federation of Labor, Washington, D. C., 1923.

American Federation of Labor, _Official Record of the American Federation of Labor in the Struggle to Bring Knowledge to the Masses_, “Education for All.” American Federation of Labor, Washington, D. C., 1922.

City of Boston, _Proceedings of School Committee_, December 18, 1922. [N. P.]

California State Board of Education, Special Bulletin No. 4, Series of 1918, _Concerning Textbooks in History_. Sacramento, 1918.

California State Department of Education, Bulletin No. 4-A, _Teaching the United States Constitution and American Ideals_. Sacramento, 1918.

_Report of the Committee of Five on American History Textbooks now in Use in California High Schools._ California State Printing Office, Sacramento, 1922.

Clum, Woodworth, “America is Calling,” Better America Federation of California, Los Angeles.

Chafee, Zechariah, “Freedom and Initiative in the Schools,” _The Public and the Schools_, New York, 1919.

Conner, A. H., _Should the “History of the American People” by Willis Mason West be used as a School Text Book?_ [N. P.]

Constitution Anniversary Association, _Bulletin_, No. 9, No. 10, Chicago.

_The English-Speaking Union, Bulletin No. 7_, June, 1923. New York.

[Communication of the] _Ethical Society to the School Board, Davenport, Iowa_, May 24, 1923. (In manuscript.)

_Report of the Committee from the Fathers of Soldiers League to the Board of Education, Des Moines, Iowa, 1918._ (In manuscript.)

Griffin, Joseph T., _American History Must It be Rewritten to Preserve Our Foreign Friendships?_ [N. P.]

Hart, Albert Bushnell, “School Books and International Prejudices,” International Conciliation, Bulletin No. 32. New York, January, 1911.

Hirshfield, David, _Report on Investigation of Pro-British History Text-Books in Use in the Public Schools of the City of New York_. [N. P.]

Jaegers, Albert, _A Brief Sketch of the Life and Character of Baron von Steuben_. Jacob Leisler Unit, Steuben Society, New York, 1922.

Kendig-Gill, Isabelle, “War and Peace in United States History Text Books,” National Council for the Prevention of War, Washington.

_Report of Special Committee on School Histories and Text Books Adopted by Grand Lodge Knights of Pythias September 20, 1923._ [N. P.]

_Report of the Committee on Social Studies of the Commission on the Reorganization of Secondary Education of the National Education Association_, “The Social Studies in Secondary Education.” Bulletin, 1916, No. 28, Bureau of Education. Washington, 1916.

McCamant, Wallace, _Muzzey’s School History_, Report of the Chairman of the Committee on Patriotic Education of National Society Sons of the American Revolution. [N. P.]

McCamant, Wallace, _Report of Committee on Patriotic Education_. [Sons of the American Revolution]. May 9, 1923. [N. P.]

McSweeney, Edward F., _America First_. Boston, [Edward F. McSweeney] 1922.

Miller, Charles Grant, _Treason to American Tradition: A Study of Eight Altered School Histories_. Sons of the Revolution in the State of California. Los Angeles, 1922.

Miller, Charles Grant, _Treason to American Tradition, The Spirit of Benedict Arnold Reincarnated in United States History Revised in Text-Books. An Exposure of Ten Anglicized School Histories._ The Patriot League of America, New York, 1922.

Montana State Council of Defense, _Bulletin of the Montana State Council of Defense, April 22, 1918_. Butte, Montana, 1918.

National Industrial Conference Board, _A Case of Federal Propaganda in Our Public Schools_. National Industrial Conference Board, Boston, 1919.

National Security League, Pamphlets. The National Security League, New York.

National Society of the Sons of the American Revolution, _Official Bulletin of the National Society Sons of the American Revolution_. Vol. XVII (October, 1922), No. 2. Washington, D. C.

Report to the Nashville Congress, Sons of the American Revolution, 1923, _The Sons of the American Revolution and the Histories in Use in Our Schools_. [N. P.]

_Official Bulletin of the National Society of the Sons of the American Revolution_, December, 1922. [N. P.]

New York City Board of Education, _Report of the Committee to Investigate ... History Textbooks Used in the Public Schools of the City of New York_. Board of Education, New York, 1922.

State Department of Education, 1921, _American History and Patriotic Programs for all Schools of Oklahoma_. [N. P.]

_Patriotic Organizations Appeal for School History Bill_, New Jersey Unit, The Patriot League. Newark, New Jersey, February 22, 1924.

_Forty-Ninth Annual Report of the State Board of Education ... of Rhode Island_, January, 1919.

_Report of Roy F. Britton to St. Louis Society, Sons of Revolution._ December 16, 1922. (In manuscript.)

_Report of the Historian of Passaic Valley Chapter S. A. R. on Muzzey’s American History._ December 15, 1922. (In manuscript.)

_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 Revolution._ (In manuscript.)

_Resolutions of the Association of History Teachers of the Middle States and Maryland._ Adopted May 5, 1923. Columbia University, New York.

Ridder, Victor, _The Germans in America, A Comprehensive Review of their Share in Founding, Developing and Safeguarding the United States_. Uga Publishing Company, New York, 1922.

Rutherford, Mildred Lewis, _A Measuring Rod to Test Text-Books and Reference Books in Schools, Colleges and Libraries_. Athens, Georgia, 1922.

Rutherford, Mildred Lewis, _The Truths of History_. Athens, Georgia, 1921.

Taft, Donald R., _Historical Textbooks and International Differences_. The Association for Peace Education, Chicago.

“Hearings Before the Subcommittee of the Committee on the Judiciary,” 65th Congress, 2d Session on S. 3529 (February 23-April 13, 1918) A Bill to Repeal the Act Entitled “An Act to Incorporate the National German-American Alliance,” approved February 25, 1907. Government Printing Office, Washington, 1918.

District of Columbia Board of Education, _Piney Branch Citizens’ Association Against Muzzey’s School History_. Washington, D. C., April 25, 1923.

Board of Education, Washington, D. C., Ernest Greenwood, Chairman, _Report of the Special Committee on Muzzey’s American History_. 1923.

_Congressional Record_, 68th Congress, 2d Session, Vol. LXVI, No. 77, pp. 5396-5398. Washington.

_House Report_, No. 12033, Public Bill, No. 595, 68th Congress, 2d Session, “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 30, 1925.”

_Toward the New Education: The Case Against Autocracy in Our Public Schools._ The Teachers’ Union of the City of New York.

_The Trial of the Three Suspended Teachers of the De Witt Clinton High School._ Teachers’ Defense Fund, New York.

Dotey, Aaron I., _The Exploitation of the Public School System of New York_. Teachers’ Council, New York.

Department of Education of the City of New York, _In the Matter of the Trial of Charges of Conduct unbecoming a teacher and to the prejudice of good order, efficiency and discipline preferred against Benjamin Glassberg_. The Teachers’ Union, New York.

BOOKS (_Secondary_)

Bourne, William Oland, _History of the Public School Society of the City of New York_. William Wood and Company, New York, 1870.

Brown, Elmer Ellsworth, _The Making of Our Middle Schools. An Account of the Development of Secondary Education in the United States_. Longmans, Green and Company, New York, 1907.

Carlton, Frank Tracy, _Economic Influences upon Educational Progress in the United States_, 1820-1850. University of Wisconsin, Madison, 1908.

Cubberley, Ellwood P., _Public Education in the United States_. Houghton Mifflin Company, Boston, 1919.

Inglis, A. J., _The Rise of the High School in Massachusetts_. Columbia University Publications, New York, 1911.

Johnson, Henry, _Teaching of History in Elementary and Secondary Schools_. The Macmillan Company, New York, 1915.

Littlefield, George Emery, _Early Schools and School Books of New England_. Club of Old Volumes, Boston, 1904.

O’Brien, Michael J., _A Hidden Phase of American History_. Dodd, Mead and Company, New York, 1919.

Russell, William F., _The Early Teaching of History in the Secondary Schools of New York and Massachusetts_. McKinley Publishing Company, Philadelphia, 1915.

Schrader, Frederick Franklin, “_1683-1920_.” Concord Publishing Company, New York, 1920.

Werner, M. R., _Brigham Young_. Harcourt, Brace and Company, New York, 1925.

INDEX

Abbott, A. H., committee work of, 264, 306

Abolition, textbooks in support of, 138

Abraham, reference to, 138

Adams, Christmas, death of, 282 (see also Attucks, Crispus)

Adams, E. D., committee work of, 247, 264, 306

Adams, James Truslow, article by, 289

Adams, John,
attitude toward education, 4
inauguration of, 63
reference to, 212, 213, 254, 255, 256

Adams, Samuel,
reference to, 254, 262
relative of, 222

Adrian (Michigan), schools of, 266

Agricultural Chemistry, study of, 18

Agriculture, development of, 12

Alabama,
Americanization laws in, 105
curriculum in, 83
laws relative to education, 16, 17, 22, 25, 26, 28, 39, 47
requirement for teachers in, 55
schools of, 266
teaching of patriotism in, 95
textbooks in, 41, 67, 69, 73, 98, 100

Alabama _Code_, reference to, 16

Alabama Patriotic Society, establishment of, 95

Alexander, Magnus N., 204

Algebra, teaching of, 6

Alien teachers, laws relative to, 304

Aliens, restrictions on, as teachers, 34, 35, 86, 88

Allen, Ethan, mention of, 211, 218

Allied Powers, citizens of, employment of, as teachers, 87

Allies,
praise of, 245
reference to, 253

Alsace-Lorraine, reference to, 242

Alta (Iowa), schools of, 293

America,
accomplishments of, 18
attitude of England toward, 237
British in, 284
Catholic Church in, 177, 178
Colonists in, 160, 212
“Defamation” of, 210
development of, 184
economic conditions in, 71
founders of, 135
freedom of, 287
friendship of, 235
influence of Irish in, 230
liberty in, 209
opportunities of, 12, 271

_America, Speech on Conciliation with_, 209, 213, 268

_America First_, 226

“America First” Publicity Association, responsibility of, 325

_America is Calling_, writing of, 194

American Allies, 247

American Association for International Coöperation, 220

American Bankers Association, 203

American Bar Association,
report relative to textbooks, 334, 335
work of, 185, 186, 188, 192

American Car Company, member of, criticises textbook, 202

American Citizenship, report of committee on, 185, 334, 335

American colonies, settlers in, 255

“American Creed,” teaching of, 56

American Democracy, Problems in, 77

_American Economic Life_, 202

American Federation of Labor,
Report of Cincinnati Convention, 323-326
representative of, 112
work of, 194, 196, 197, 198

American flag, display of, 56

American Government, study of, 188, 194

American Gymnastic Union, work of, 242

American heroes, discussion of, 278

American Historical Association,
recommendation of, 23
work of, 296

American ideals,
defending of, 259, 331
loyalty to, 130
promotion of, 185, 232
teaching of, 107

_American Ideals, Safeguarding_, 191

American Independence, criticism of, 226

American institutions,
knowledge of, 105
origin of, 229
respect for, 283
study of, 186

American Irish Historical Society, publications of, 230

American Legion,
National Commander of, 281
principles submitted for textbook writers, 331
work of, 186, 223, 269, 270, 273, 275

American Legion School History, standard for, 329-333

American Nation, advancement of, 16

_American Nation, A History of the_, 237, 307

_American Nationality, The Development of_, 306

American patriotism, teaching of, 297

American patriots,
history of, 74, 104
neglect of, 281

_American People, Beginnings of_, 307

_American People, History of the_, 147, 221, 222, 293, 306

_American People, The Story of Our_, 270

American Public Schools, teaching of history in, 3

American Revolution,
cause of, 240, 241, 247, 293 (see also Revolutionary War)
history of, 216, 225, 254, 257, 268, 272, 278, 279
justification of, 236
reference to, 101, 102, 103, 207

American Revolution, Daughters of, activities of, 22, 219

American Revolution, Sons of, activities of, 219

American schools, history in, 3, 295

American statesmen, biographies of, 95

_American Tradition, Treason to_, 223, 263, 292

American traditions, 200

American Turner-Bund, work of, 242

_American War, Book of_, 209

Americanism,
lack of, 261
teaching of, 187, 258

Americanization laws, provisions of, 105

Americans,
attitude of, 136, 227, 228, 244, 246
reference to, 173

_Ancient World, The_, 177, 179, 248

Andrews, Charles M., writings of, 206

Andrews, Mathew Page,
criticism of, 218
textbook by, 224, 247

Anglicization,
agency for, 219
charges of, 209, 217

Anglo-American difficulties, 214

Anglo-American League, 207

Anglo-American relations, improvement of, 208, 234, 240, 283

Anglo-American Union, 283, 284

Anglo-Saxon,
history of, 231, 232, 241
praise of, 239

Anglo-Saxon civilization, 229

Anti-alien laws, passage of, 86

Appendices, 299-335

Appleton, publisher, reference to, 145

Appleton’s _Complete Guide of the World_, use of, 142

Arithmetic, teaching of, 7, 10

Arizona,
Americanization laws in, 107
flag legislation in, 57
holidays in, 60, 62
laws of, relative to education, 20, 25, 26, 34, 51, 79, 81, 89
requirements for teachers in, 55
textbooks in, 41, 249

Arkansas,
curriculum in, 16, 53, 72, 83
holidays in, 64
laws of, relative to education, 4, 22, 23, 24, 32
requirement for teachers in, 54
textbooks in, 38, 98

Armistice, signing of, 96

Armistice Day, observance of, 96

Arnell, P. B., letter to, 215

Arnold, Benedict,
reference to, 211, 216, 223, 238
treason of, 314

Ashley, Roscoe Lewis,
statement by, 250
textbook by, 247, 307

_Atlanta Journal_, statement in, 288-289

Atlantic City, meeting at, 269

_Atlantic Monthly, The_, article in, 289-290

Attorney, County, duty of, 78

Attorney-General, duty of, 78

Attucks, Crispus, 282 (see also Adams, Christmas)

Atwood, Harry F., books by, 191, 192, 193

Auditor, County, restriction upon, 86

Austria-Hungary, 226, 251

Bagley, William C.,
comment by, 297
textbook by, 266

Baird, George W., 260

Ballou, Frank, 260

Baltimore and Ohio Railroad, illustrations of, in textbooks, 201

_Baltimore Sun_, statement in, 289

Bancroft, George,
criticism of, 231, 232
reference to, 230
writings of, 135, 231

Banks, David, 282

Baptists, banishing of, 144

Bar Association, American, report of, relative to textbooks, 334, 335

Barnes, Everett, textbooks written by
criticism directed toward, 166, 209, 210, 211, 214, 221, 224, 237,
257, 258, 274, 276, 278, 279, 282, 284, 285
price of, 38
use of, 37

Barnes, Harry E., 251

Barry, Commodore, reference to, 321

Barry, John, service of, 177

Bassett, John S., textbook by, 307

Battle Creek (Michigan), schools at, 293

Beard, Charles A., textbook by, 247, 248, 251, 252, 266, 286, 307

Beard, Mary R., textbook by, 286

Beck, James M., book by, 190

Becker, Carl, book by, 307

Beer, George Louis, writings of, 206

Belgium, evacuation of, 118

Bemis, Samuel F., prize awarded to, 234

Benson, William, 234

Berard, A. B., textbook written by, 36

Berger, Samuel A., office of, 123, 124

Berlin (Germany), native of, 113

Berry, Margaret K., textbook by, 199

Berwick (Pennsylvania), mention of, 202

Betten, Francis S., textbook by, 177, 179

Better America Federation, work of, 185, 191, 194

Beyer, O. S., Jr., report submitted by, 323, 326

Bible,
creation theory in, 104
printing of, 243
reference to, 180
respect for in schools, 91

Bibliography, 339-353

Big Business, textbooks controlled by, 201

Bill of Rights, study of, 83

Biography, teaching of, 23

Bismarck (North Dakota), 204

Blackburn, J. S., textbook by, 147, 165

Bledsoe, Judge, 245

Blumenthal, Louis H., suspension of, 116

Boise (Idaho), schools of, 264

Bolshevism, reference to, 121, 122, 125, 128, 202

Book-keeping, teaching of, 6

Borah, William E., letter from, 215

Boston (Massachusetts),
Catholics in, 175
city council of, and textbooks, 290, 291
report relative to textbooks in, 317-322
riot in, 282

Boston _Globe_, report in, 292

Botsford, George W., textbook by, 247

Bourne, William Oland, book by, 171

Bowe, Mr., quotation from, 115, 116

Boynton, Percy R., statement by, 297

Breasted, James H., textbook by, 247

Brice, Andrew A., service of, 186

British,
attitude of Americans toward, 246
attitude of, toward Americans, 228
reference to, 222, 224

British-American Association, prizes offered by, 235

British-American-Union, 218, 221, 283, 285

British Empire,
member of, 211, 238
reference to, 220

British propagandists, work of, 219, 223, 269, 284

Britton, Roy F., address by, 268

Broadhurst, Jean, book by, 190

Brooklyn High School (New York), teachers in, 113, 116, 125

Brutus, reference to, 210

Bryan, W. J., reference to, 253

Bryn Mawr College, reference to, 236

Buddha, doctrines of, 175

Buffalo (New York), teachers of, 127

Bullock, Charles J., textbook by, 181

Bunker Hill, battle of, 212

Burch, Henry Reed, textbook by, 202

Burke, E. J., textbook by, 177, 180, 181

Burke, Edmund,
influence of, 237
speech of, 209, 213, 268, 274, 282, 290

Burley (Idaho), schools of, 266

Burnham, Smith, textbook by, 257, 286

Bushwick High School (New York), teachers in, 123

Butler, Nicholas Murray, 220, 233

Cable, George, writings of, 22

Caesar, reference to, 210

Calhoun, John C.,
honoring of, 64
relative of, 137

California,
Americanization laws of, 106, 107
curriculum in, 51, 53, 74, 81
holidays in, 60, 61
home teachers in, 105, 110
laws of, relative to education, 8, 9, 20, 23, 24, 25, 27, 38, 79,
86, 88
Report of Committee of Five on American History Textbooks in,
306-311
requirement of teachers in, 91, 93, 128
Sons of the Revolution in, 219, 267
textbooks in, 41, 68, 100, 102, 247, 262

California, Better America Federation of, work of, 194

California, Secondary Schools of, commissioner of, 264

Calvert, Cecil, service of, 177

Calvert, George, service of, 177

Cameron, S. T., criticism by, 259, 260

_Capitol Daily Press, The_, quotation from, 204

Carnegie, Andrew, reference to, 208, 283

Carnegie Corporation, 220

Carnegie institutions, support of, 220

Carnegie Library (San José, California), books in, 293

Carnegie “prophecy,” 218

Carnegie Steel Company, 201

Carolina, settlers in, 214, 241

Carson, Sir Edward, reference to, 232

Catholic Church,
beginnings of, in America, 177, 178
expansion of, 176
importance of, 177
influence of, 172, 178, 183

Catholic doctrines, omission of, from textbooks, 176

Catholic education, promotion of, 178

_Catholic Encyclopedia_, editor of, 112

_Catholic Schools, A History of the United States for_, 176

Catholic University,
mention of, 236
teacher in, 260

Catholics,
agitation by, 225-239
Catholic explorers, 177
historical activities of, 232-235
historians criticised by, 236-239
taxation of, for schools, 174
textbooks censored by, 172-175
textbooks for, 171-184

Cecil Rhodes Design, 218, 285

Cecil Rhodes Scholarship, 220

Celts, location of, 229

Central Federated Union, attitude of, 121

Central Powers, praise of, 245

Chafee, Zechariah,
article by, 245
opinion of, 131

Chambers, H. E., textbook by, 147, 162, 163

Chambers of Commerce, work of, 186

Chandler, Harry, mention of, 192

Channing, Edward, textbook by, 258, 307

Character, requirements relative to, for teachers, 87-88

Charles I, 210

Charleston (South Carolina), convention at, 139

Cheney, William L., mention of, 228

Cheyney, Edward P., textbook by, 247

Chicago (Illinois), meeting at, 232

_Chicago Daily Tribune_, article in, 156

Chicago, _Herald and Examiner_, article in, 210, 214, 215, 218, 222,
234, 263, 285, 286

China, schools in, 260

Chinese,
attitude of Americans toward, 244
reference to, 199

Chinese-Americans, treatment of, 244

_Christian Science Monitor_, article in, 298

Christian virtue, practice of, 17

Church,
education supported by, 13
influence of, 179, 180, 220
support of, 159

Church Peace Union, influence of, 220

Churchill, George M., 260

Cincinnati (Ohio), report of convention at, 323-326

Citizenship,
duties of, 76, 77
provisions of Lusk Laws relative to requirement of, for teachers,
86, 87, 88
teaching of, 13, 17, 20, 34, 35, 45, 46, 49, 62, 75, 79, 85, 89, 98,
105, 106, 108, 109, 113, 185, 187
training for, 44, 85, 106

Citizenship Certificates, signing of, by Governor, 98

“Citizenship Creed, Our,” 334, 335

Citizenship Day, observance of, 98 (see also Memorial Day)

Civic institutions, respect for, 107

Civics, teaching of, 11, 45, 51, 52, 53, 56, 76, 77, 105, 106, 191,
199, 286, 331

Civil Government,
teaching of, 11, 14, 17, 21, 23, 26, 27, 45, 47, 48, 49, 52, 55, 66,
67, 73, 76, 78, 80, 81
textbook in, 38, 69, 99, 193

Civil War,
causes of, 145, 154
effect of, on legislation, 87
Germans in, 244
history of, 168, 169, 171, 225, 253, 265
negroes in, 282
reference to, 8, 9, 12, 13, 22, 32, 36, 43, 63, 66, 70, 137, 145,
155, 161, 176, 218

_Civil War, A Youth’s History of the_, 161

Clay, Henry, 283

Cleanliness, teaching of, 17

Clum, Woodworth, reference to, 194

_Code of 1851_, reference to, 11

Coeur d’Alene (Idaho), school of, 266

Cohen, M. R., 120

College, professors, requirements of, 30

Colleges, Southern, textbooks for, 140

Colleges, state, curriculum of, 84

Colonial liberty, fight for, 235

Colonies, history of, 237, 279
taxing of, 283

Colorado,
curriculum in, 81
laws of, relative to education, 24, 26, 79, 89

Colored People, National Association for the Advancement of, works of,
273, 282

_Columbia_, article in, 234, 236

Columbia, District of, requirement of teachers in, 91

Columbia University,
criticism of, 231, 236
President of, 233

Columbus, Christopher,
explorations of, 177
honoring of, 65
mention of, 330

Columbus Day, observance of, 61, 62, 97

Commissioner of Accounts, work of, 280, 285, 288, 332

Committee of Eight, work of, 44

Committee of Five,
Report of, relative to American
History Textbooks used in California, 306-311
work of, 44

Committee of Seven,
recommendation of, 23
report of, 44

Committee of Ten, organization of, 22, 23

Committee of 1897, report of, 168

Communism, belief in, 122

Communist Party, member of, 124, 127

Community Civics, teaching of, 203

_Community and National Life, Lessons in_, 203

Confederacy, Daughters of (see Daughters of Confederacy, and United
Daughters of Confederacy)

Confederacy, States of,
laws of, relative to education, 14, 16
reference to, 30, 149
textbooks relative to, 42, 66, 67, 152, 163

Confederate flags, waving of, 154

Confederate soldiers, 160

Confederate States, status of, 170

Confederate Veterans, Historical Committee of, report of, 149,
150-152, 164, 165, 166, 167

Confederate Veterans, Sons of, organization of, 22

“Confederate Veterans New Glands,” 156

Confederates, victories of, 167

Confucius, doctrines of, 175

Congress, bill passed by, relative to education, 84, 85, 91, 165

Connecticut,
Americanization laws in, 105
curriculum of, 72
law of, relative to education, 8, 10, 14, 23, 25, 29
requirement of teachers in, 93

Conner, A. H., office of, 264, 265

Conscription, opposition to, 119

Constitution, oratorical contest dealing with, 192

Constitution, Republican, reference to, 4, 5, 8

Constitution, Minute Men of, service of, 335

Constitution,
State, support of, 30, 31, 32, 34, 35, 89, 90
teaching of, 8, 17, 22, 24, 28, 46, 47, 48, 55, 79, 95, 98, 190

Constitution, United States,
history of, 269
reference to, 221
teaching of, 8, 17, 18, 22, 24, 26, 28, 45, 46, 47, 48, 55, 73, 74,
79, 81, 83, 85, 86, 95, 98, 106, 109, 162, 184, 185, 186, 187, 188,
189, 190, 191, 193, 273, 283, 335

_Constitution in My Town and My Life, Our_, 190

_Constitution of the United States, The Common Sense of the_, 200

_Constitution of the United States; Yesterday, Today and Tomorrow,
The_, 190

Constitution Anniversary Association, work of, 185, 195

Constitution, instruction in, committee on, 188, 189

Constitution Week, observance of, 191

_Constitutionalist, The_, quotation from, 141

Continental Congress, 211, 240

Cooke, John Esten, textbook written by, 37

Cooper, Oscar H., textbook by, 148

Cooper, W. J., work of, 247

Council of Defense, State, order of, 248

County board of examiners, duty of, 40, 41, 48

County certificates, requirements for, 53

County Commissioners, Board of, duty of, 98

County Superintendent,
dismissal by, 129
duty of, 31, 34, 38
requirements of, 32

Cramer, Mrs. E. J., books criticised by, 277

Creation,
Bible account of, 104
Darwinian Theory of, 104

Cromwell, Oliver, 210

Cross, Frank C., work of, 272, 273, 330, 331

Cubberley, Ellwood P., book by, 43

Current history, requirements of, for teachers, 54

Curriculum, extension of, 23, 29, 44, 52, 65, 66, 85

Curtis, Frances G., service of, on committee, 317-321

Dakota Territory,
laws of, relative to schools, 19
textbooks in, 41, 42

Dale, Thomas, Code of, 159

Dames of the Loyal Legion, officer of, 157

Darwinian Theory, teaching of, 104

Daughters of American Revolution, work of, 269, 275, 277

Daughters of the Confederacy, 153

Davenport, Isabel, attitude of, toward loyalty pledge, 113

Davenport (Iowa), 274

Davidson, William M., textbook by, 159, 164

Davies, _Facts in Civil Government_, use of, 68, 69

Davis, Jefferson,
holiday in honor of, 56
mention of, 158

_Dearborn Independent, The_, article in, 260

Debtor’s Prison, colonists from, 160

_De Bow’s Review_,
article in, 138, 142
comment by, 141

Decatur, Stephen, omission of, from history textbooks, 212

Declaration of Independence,
belief in, 225
importance of, 234
printing of, 243
reference to, 102, 103, 211, 212, 216, 240, 241, 283
source of, 229
study of, 79, 104

Declaration of Independence, Signers of, Descendants of, 223, 240,
269, 275

Declaration of Rights, reading of, 17

“Defender of Humanity and Champion of Democracy,” 117

De Kalb, Baron, 214

Delaney, Edward, 123

Delaware,
curriculum in, 83
dismissal of teachers in, 128
laws in, 107, 108
laws of, relative to schools, 24, 25, 27, 46, 49, 73
requirement for teachers in, 55
settlers in, 214
Swedes in, 229, 238

Democracy, reference to, 70, 94, 200

Demosthenes, reference to, 142

Denmark, commerce of, 226

Dernburg, Dr., influence on textbooks, 245

Derry, George, meeting attended by, 234

Des Moines (Iowa),
teacher of, 128
textbooks in, 246

Devere, Professor, textbook written by, 40

Devlin, Joseph, work of, 285-286

Devlin Report, books criticised by, 287-288

Dewey, John, quotation from, 44, 120

De Witt Clinton High School (New York),
dismissal of teachers in, 116, 119, 121, 122
teachers in, 113, 116