A. The Number of Schools Using Each Specified Text in Civics.
B. The Number of Schools Using Each Specified Text in Economics.
C. The Number of Schools Using Each Specified Text in Sociology.
D. Observation, Investigation, etc., Carried on Outside the School for
Economics Course by Number of Schools.
E. Observations, Investigations, etc., Carried on Outside of School
for Civics Course by Number of Schools.
F. Typical Subjects Discussed in Current Events by Number of Schools.
_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.
a. Civics.
b. History.
c. Economics.
d. 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.
_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.
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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
Direct primary, mention of, discussion of, 265
Disloyalty,
charges of, 126
evidences of, 111, 112
District of Columbia, Sons of American Revolution in, 267
District of Columbia Society, 259 (see Piney Branch Citizens’
Association)
Dixon, Thomas, book by, 152
Dodd, William E., book by, 307
Dongan, Governor, place in history, 177
Donohue, John J., 123
Draft, opposition to, 122
Dubuque (Iowa), American Legion of, 273
_Dubuque Telegraph-Herald_, statement in, 289
Duels, restrictions upon, 35
Duffie, W. J., textbook published by, 164
Dunne, Dr., on committee, 234
Dutch, location of, 214, 229, 238, 241
Eagleton, Clyde, article by, 208
East Indian life, stories of, 231
_Economic Civics_, 202
Economic Revolution, effects of, 43
Economics,
requirement of, for teachers, 52, 54
teaching of, 11, 51, 52, 71
textbooks in, 100, 181, 184, 196, 303, 324
Economy, teaching of, 17
Edison, Thomas, reference to, 191
Education,
definition of, 44
laws relative to, 3, 4, 5
reference to, 8, 9, 13, 323
report of committee on, 323-326
Education, Bureau of, work of, 203
Education, Commissioners of, duty of, 32, 33, 77, 84, 88, 103, 106,
112, 120, 248, 312
Education, County Board of, work of, 47, 129
Education, Local Board of, duty of, 36, 47, 100, 114, 115, 116, 119,
122, 125
Education, State Board of, duty of, 38, 52, 57, 64, 66, 68, 75, 77,
84, 99, 112, 247, 275, 310
Education, State Department of, statement of, 127
Education, State Superintendent of, duty of, 40
Educational Societies, program of, 22
Egan, Maurice Francis, meeting attended by, 234
Eggleston, Edward, writings of, 22
Ellis, textbook by, 166
Elson, Henry W., charges against, 153, 154
Emancipation Proclamation, criticism of, 158
Emerson, Ralph Waldo, reference to, 191
England,
attitude of, 252
attitude toward, 293 (see also Great Britain)
freedom from, 287
government of, 236, 237
influence of, 229
loyalty to, 211
propagandists, 229
reference to, 117, 135, 209
relationship with, 278
taxation of colonies in, 283
_England, History of_, 175
“England, Hymn of Love for,” 286
English,
colonies, history of, 227
reference to, 217, 220, 224, 225, 235
teaching of, 7, 105, 106, 107, 108, 109, 190
textbooks in, 100, 303
English Institutions, 221
Englishmen, 214, 219
English-Speaking Union, work of, 207, 208, 218, 219
English Universities, 219
Espionage Law,
effects of, 71, 72
opposition to, 127
reference to, 243
Estill, Harry F., textbook by, 163
Ethical Society (Davenport, Iowa), work of, 274
Ettinger, William L.,
appointment made by, 276, 277
letter from, 277, 278
statement by, 122, 127, 288
writings of, 249
Europe,
commerce with, 177
conquest of, 246
history of, 253, 271
mention of, 97, 141, 165
Evans, Lawton B., textbook by, 162, 163
Evanston, Illinois, textbook in, 254
Evening Schools, work of, 105
Examiners, County Board of, duty of, 48
Examining board, work of, 56
Executive Council, American Federation of Labor, report of, 323
_Expansion and Conflict_, 307
Fairfax, H. B., books criticised by, 281
Faneuil Hall, reference to, 212, 238
Fathers of Soldiers and Sailors League, activities of, 246
Faust, Albert B., book by, 243
Fay, Sidney B., writings of, 251
Federal Government, 161
Federation of the League of Nations Society, work of, 276
Fichlander, Alexander, 123
Field, L. A., textbook by, 147
Fish, Carl Russell, textbook by, 306
Fisher, Sydney George, writings of, 206
Fisher, Warren B., 282
Fiske, John, writings of, 257
Fite, Emerson D., textbook by, 307
Flag,
display of, in schools, 57, 58, 63
laws relative to, 56-65, 93-98, 301, 302
respect for, 90, 94, 95, 154, 212
Flag Day, observance of, 62, 65, 302, 303
Flag Legislation and Observance Days, 56-65
Flag legislation, passage of, 93-98
Florence (Alabama), schools of, 266
Florida,
curriculum in, 48, 85, 86
holiday observed in, 56
laws of, relative to education, 17, 23, 27
Spanish in, 229
textbooks in, 66, 67, 98, 99
Ford, Henry Jones, committee work of, 234
Foreigners, Americanization of, 105-110
Forman, S. E., textbook by, 307
Forrest, N. B., 153
Fort Henry, holding of, 244
Fort Pillow, capture of, 153
Fort Wayne, _News Sentinel_, statement in, 289
_Fortnightly Review, The_, statement in, 235
France,
Catholicism in, 177
commerce of, 226
history of, 136
land taken by, 242
reconstruction work in, 123
Frances Willard Day, observance of, 98
Franciscan Sisters, textbook by, 176, 178, 183, 184
Franklin, Benjamin,
reference to, 262
visit to Ireland, 230
Fraternal orders, influence of, 275
Fraternal organizations, censorship of, 244-276
Frayne, Hugh, committee work of, 112
Frazier, John W., address by, 150
Fred Taylor Post G. A. R., officer of, 150
_Freeman, The_, quotation from, 104
_Freeman’s Journal_, editor of, 173
French, location of, 214, 238
French Huguenots, location of, 241
G. A. R. (see Grand Army of the Republic)
Gansevoort, mention of, 255
Garrigues, Ellen, service of, as teacher, 117
Garrison, William Lloyd, followers of, 162
Gayarre, Charles, textbook written by, 40
“General Principles,” formulation of, for writing history, 277-278
George III, reference to, 210, 217, 228-229, 237
George Washington High School (New York), teachers in, 123
George Washington University, teachers at, 260
Georgia,
curriculum in, 47, 84
holidays in, 64
settlers of, 160
textbooks in, 40, 67, 69, 73, 98, 99, 100, 141
Georgia Day, celebration of, 64
Geography,
teaching of, 7, 10, 14, 15
textbooks in, 36, 150
Geometry, teaching of, 6
German, textbooks in, 245
German-American Alliance, 239
German-Americans, 206, 239, 241, 242
German Army, soldier in, 115
German government, discussion of, 246
German people, reference to, 156
German propaganda, 243
Germans,
criticism of textbooks by, 240-244
location of, 238
reference to, 114, 214, 239, 241, 248, 272
Germany,
commerce of, 226
desire for conquest, 123
history of, 135, 136, 246
influence of, 274
land taken from, 242
militarism in, 250
Revolutionary War and, 217
War against, 117
Gibbons, Herbert Adams, writings of, 207
Giddings, Franklin, article by, 297
Gilbert, Frank B., opinion of, 127
Gilbert’s _Atlas_, criticism of, 142
Ginn and Company, textbook published by, 258
Ginsberg, Sonia, dismissal of, 124
Girls’ Commercial High School (New York), teachers in, 123
Gladstone, William E., quotation from, 221
Glassberg, Benjamin, dismissal of, 125, 126
“God Save the King,” 224
Goldfort, A. J., 120
Goldman, Louis A., 123
Goodrich, S. G.,
pen-name of, 142 (see also Parley, Peter)
textbook written by, 36, 37
_Goodspeed_, mention of, 159
Gordy, Wilbur F., textbook by, 258
Goss, Warren Lee, report of, 170
Government,
loyalty to, 93, 334
teaching of, 14, 15, 18, 20, 46, 278, 286, 331
textbooks in, 66, 278
Government, American, teaching of, 80, 81, 83, 105
Government, Federal,
archives of, 155
study of, 75, 108, 110
support of, 88, 113
Government, representative, teaching of, 82
Government, State,
loyalty to, 88
study of, 75, 84, 110
Governor, citizenship certificate, signed by, 98
Grammar, teaching of, 7, 10
_Grammar School History_, 147
Grand Army Flag Day, observance of, 61 (see Lincoln, Abraham, birthday
of)
Grand Army of the Republic,
activities of, 45, 58, 59, 148, 265
attempt to control textbooks, 164-171
committee of, 169
member of, 282
national encampment of, 166, 167, 170, 171
officer of, 150, 157
Grant, U. S.,
criticism of, 265
surrender to, 156
Great Britain,
criticism of, 226, 264
friendship of, 207, 210, 224, 235, 280, 282
King of, 236, 255
loyalty to, 245
opposition toward, 101, 206, 207, 215, 219, 225, 229, 289, 315
Greek, teaching of, 6
Green, Duff, publisher of school books, 137-138
Greenlaw, Edwin, textbook by, 224, 274, 286
Green Mountain Boys, 212
Greg, Percy, textbook by, 218
Griffin, Joseph T., pamphlet by, 225, 238, 281
Gruenberg, Benjamin, 123
Guitteau, William B., 209, 214, 224, 252, 258, 268, 274, 276, 278,
284, 285, 332
Hale, Nathan, mention of, 211, 212, 223, 238, 271
Hall, textbook written by, 36
Halleck, R. P., textbook by, 258
Hamilton, Alexander, reference to, 222, 241
Hamilton, Gail, article by, 175
Hancock, John, reference to, 212, 213, 241, 254, 255, 258
_Hansell’s Histories_, reference to, 147
Harding, Samuel B., textbook by, 239, 247
Hardy, Ruth G., license withheld from, 123
Harré, T. Everett, article by, 245
Hart, Albert Bushnell, textbook by, 207, 209, 213, 214, 217, 224, 236,
238, 257, 268, 274, 277, 278, 290, 291, 292, 293, 306, 317, 318, 319
Harte, Bret, writings of, 22
Hartford Convention, reference to, 144
Harvard University, reference to, 231, 236
Hassard, John R. G., textbook by, 183
Hathaway, Carson C., article by, 260-261
Haworth, Paul L., book by, 307
Hayes, Carlton J. H., 120, 252
Hazen, Charles Downer, textbook by, 251
Hearst, William R., newspapers of, 206, 208, 212, 215, 222, 223, 238,
244, 260, 284, 289
Henry, Patrick, reference to, 210, 212, 213, 223, 255
Herkimer, General, ancestry of, 244
Herman, Hyman, writing of, 117, 118
Heroes, national, discussion of, in textbooks, 315
Herskovitz, Melville J., article by, 200
Hibernians, Ancient Order of, 239
Higgins, Senator, bill introduced by, 103
Higgins Bill, provisions of, 102
High Schools,
curriculum of, 8, 14, 22, 23, 49, 84
entrance requirements for, 50
textbooks in, 101, 199
High School Teachers’ Association, resolution by, 295
Hill, Benjamin H., statement by, 159
Hill, Charles E., mention of, 260
Hillquit, Morris, reference to, 121
Hirshfield, David, books criticised by, 280-289
Hirshfield Report, books criticised in, 280-289
History,
teaching of, 6, 7, 10, 13, 14, 17, 23, 44, 48, 104, 106, 136, 191,
295, 331
textbooks in, 36, 40, 42, 66, 79, 100, 103, 135, 137, 138, 141, 142,
154, 196, 210, 217, 218, 240, 247, 262, 268, 269, 276, 277, 278,
280, 281, 285, 296, 303, 323-326
History, American (see History, United States),
teaching of, 11, 12, 23, 50, 63, 76, 77, 80, 81, 109, 136, 147, 177,
178, 184, 206, 209, 230, 231, 232, 233, 239, 273, 293, 313, 316
textbooks in, 99, 102, 103, 159, 163, 208, 221, 222, 242, 247, 254,
256, 257, 259, 260, 275, 278
writing of, 216, 217, 261, 270, 283, 286
History, American, Patriot League for the Preservation of, 223, 260,
274
History, Ancient,
requirement of, for teachers, 52
teaching of, 49
textbooks in, 68
History, English,
teaching of, 23, 52, 53
textbook in, 38, 99
History, European,
teaching of, 23, 44, 52, 156, 179, 247, 250
textbooks in, 245, 250-252
History, foreign, study of, 44, 71
History, French, teaching of, 23, 71
History, general, teaching of, 11, 14, 28, 45, 49, 52, 53
History, Greek, teaching of, 23
History, Illinois, teaching of, 10
History, local, teaching of, 22, 49, 63
History, medieval, teaching of, 23, 49, 52, 68
History, modern, teaching of, 24, 26, 29, 49, 52, 68
History, national, teaching of, 21 (see History, American)
History, profane, 178
History, Roman, teaching of, 23
History, sacred, 178
History, secular, 178
History, state, teaching of, 15, 22, 45, 49, 51, 52, 55, 64, 65, 66,
67, 73, 78, 81, 96
History, United States,
teaching of, 6, 8, 9, 11, 13, 14, 15, 16, 18, 19, 21, 22, 24, 25,
26, 27, 28, 29, 44, 45, 46, 49, 50, 51, 52, 53, 55, 56, 66, 67, 73,
74, 76, 78, 81, 83, 106, 147, 178, 193
textbooks in, 38, 39, 68, 69, 99
History and the Lower Criticism, article on, 289
History Teachers, Association of, resolutions of, 295
History textbooks,
opinion regarding censoring of, 294-298
investigation of, in New York City, 312-316
report relative to, in Boston, 317-322
selection of, 147, 150
selection of material for, 313
Wisconsin law relative to, 327-328
Historical Committee, report of, 146, 148, 149 (see also Confederate
Veterans, Historical Committee of)
Historic events, celebration of, 45
Historical Textbooks and International Differences, study of, 252
_History, Advanced American_, 307
_History, American_, 307
_History, American, A Hidden Phase of_, 231
_History, American, Essentials of_, 177
_History, American, Keep God in_, 191
_History, American, Leading Facts of_, 166
_History, American, Must It Be Rewritten to Preserve Our Foreign
Friendships?_, 225, 238, 271
_History, American, The Essential Facts of_, 162, 163
_History, An American_, 163, 288, 307
History Curriculum, Laws for the Expansion of the, 1900-1917, 43-69
_History, Eclectic Primary_, 166
_History, European, Outlines of_, 247, 248
History Legislation, Nationalism and Localism in 1860-1900, 12-42
_History, Model School_, 162
_History, New American_, 306
_History of the United States_, 37, 147, 153, 176
_History of the United States, Brief_, 38
_History of the United States, New School_, 161, 162
_History, Primary, of the United States_, 38
History, Statutory Regulations of the Teaching of, 3
_History, Truths of_, 155
Holidays, legal, observance of, 56, 58, 93-98 (see also Observation
Days)
Holland, commerce of, 226
Holmes, George F., textbook written by, 37, 40, 147
Home education, 138, 139, 145
“Home teachers,” service of, 105, 109, 110
Honesty, teaching of, 46, 49
Hook, Paulus, 256
Horne, Charles F., textbook by, 270, 271, 329
Horton, R. G., textbook by, 161
Horwitz, Benjamin, charges against as teacher, 125
House of Representatives, U. S., bill passed by, relative to
education, 84, 85
Howe, Samuel B., textbook by, 199, 200
Hughes, R. O., textbook by, 201-202
Huguenots, location of, 229
_Human Progress, The Story of_, 250
Humphreys, W. P., committee work of, 263
Husbandry, study of, 18
Hutchinson, Governor, 222
Hyams, Sarah, charges against as teacher, 125
Hylan, John F., 280, 285, 289
Hyman, Julius, books criticised by, 281
Idaho,
Americanization laws in, 109
curriculum in, 53, 54, 82, 83
laws of, relative to education, 21, 23, 24, 26, 27, 34, 38, 88
population of, 35
textbooks in, 41, 42, 68, 69, 266
Idaho Falls (Idaho), schools of, 266
Idaho Society Sons of the American Revolution, 264
Illinois,
curriculum of, 53
Indians in, commemorative exercises for, 65
laws of, relative to education, 10, 49, 78, 79
requirement for teachers in, 55
Illiteracy, laws relative to, 105-110
Immaculate Conception, River of, 184 (see also Mississippi River)
Immigrants,
number of, 110
teaching of, 105-110
Immigration problems, study of, 199
Independence Day, celebration of, 234
Indiana,
curriculum in, 19, 52
flag legislation in, 57
G. A. R. of, 166
laws of, relative to education, 4, 23, 24, 25, 37, 50
schools of, 266
teachers in, 93, 129
textbooks in, 68, 69, 166
Indians,
hostilities of, 279
study of, 65
Industrial movements, study of, 331
Initiative, use of, 43
“Inquisition,” reference to, 120
Intellectual Coöperation, committee on, 276
International Coöperation, American Association for, 220
International Friendship, World Alliance, for promotion of, 220
International Harvester Company, 201
Inventions, growth of, 12
Iowa,
Americanization laws in, 105
curriculum in, 78, 80, 86
flag legislation in, 57
Governor of, 253
laws of, relative to education, 11, 29, 79
requirements for teaching in, 54, 93
textbooks in, 249
Ireland, freedom of, 156, 230
Irish,
agitation by, 225-239
contribution of, 230
location of, 238, 241
reference to, 214, 215, 239
Irish-Americans, reference to, 206, 241
Irish Anti-British sentiment, 264
Irish Patriotic League, member of, 277
Irish patriots, reference to, 214
_Irish World_, quotation from, 231
Italians, reference to, 199
Italy, description of, 172
I. W. W., discussion of, 202
Jackson, Andrew, 5, 283
Jackson, Eugene, 123
Jackson (Minnesota), schools of, 293
Jacobs, Mrs. M. R., books criticised by, 277
James, James A., textbook by, 257, 266
Jamestown Colony, mention of, 159, 160
Japan, 226
Japanese, reference to, 199
Jaegers, Albert, writing of, 239
Jasper, Sergeant, reference to, 321
Jesuits, work of, 176
Jewish heroes, mention of, 281
Jews, reference to, 199, 241
Jefferson, Thomas,
attitude of, toward education, 4
quotation from, 5
reference to, 241, 262
service of, 225
John Adams Gold Medal, awarding of, as prize, 235
Johnson, Allen, book by, 307
Jones, D. W., book by, 167
Jones, George J., 260
Jones, J. W., textbook by, 148, 167 (see Jones, D. W.)
Jones, John Paul, 271
Judd, Charles H., textbook by, 204
Judicial decisions, recall of, 43
Judson, H. P., writings of, 228
Julia Richman High School (New York), teachers in, 123
Justice, desire for, 309
Kaiser, Wilhelm,
character of, 250
relative of, 114
Kansas,
flag legislation in, 57
holidays in, 59, 60, 62
laws of, relative to education, 4, 24, 27, 29, 37, 38, 77
requirements for teachers in, 55, 93
textbooks in, 41, 67, 68, 69
Kaufman, Alfred, textbook by, 177, 179
Kayser, Elmer L., 260
Kendall, Calvin Noyes, textbook by, 258
Kendall, Nate, committee appointed by, 253-254
Kendig-Gill, Isabel, writings of, 252-253
Kentucky,
curriculum of, 72
laws of, relative to education, 17, 29, 30, 47
requirement for teachers in, 55
schools of, 266
textbooks in, 41, 42, 261, 262
Kentucky, University, textbooks in, 262
Kinnicut, Francis M., work of, 282
Kiwanis Clubs, advocacy of Constitution by, 187
Knights of Columbus,
books criticised by, 277
influence of, 240
meeting of, 223, 232, 233
reference to, 206, 225
work of, 186, 232, 241, 275
Knights of Columbus, Historical Commission, work of, 207, 226, 235,
238
Knights of Pythias, activities of, 274, 275
Knox, General Henry, reference to, 320
Ku Klux Klan, reference to, 160, 162
Labor Civics, study of, 199
Labor Problems, study of, 199
Labor Units, organization of, 12
Lacey, reference to, 230
Ladies’ Grand Army of the Republic, 273
Lafayette, Marquis de, reference to, 214
_Landmark, The_, articles in, 219
Lane, Richard J., report submitted by, 322
Lang, Patrick J., textbook criticised by, 277
Language, textbooks in, 100, 303
Lapolla, Garibaldi, 123
Larsen, Lauritz, statement of, 183
Latin, teaching of, 6
Latter-Day Saints, textbooks of, 183
Law,
enforcement of, 75
evolution of, 21
respect for, 15, 308
Lawler, Thomas B., textbook by, 177
Lawrence, James, words of, 213
Lawyers, committee on citizenship, 185
League of Nations,
and textbooks, 276
discussion of, 128, 265, 284
Le Compte, Professor, textbook written by, 40
Lee, Light Horse Harry, reference to, 256, 321
Lee, Robert E., reference to, 64, 157, 265
Lee, Susan Pendleton, textbook by, 148, 161, 162
Lefkowitz, Abraham, 123
Leighton, Etta V., book by, 190
Lenine, reference to, 125, 202
_Leopard’s Spots, The_, 152
Leuchs, Fritz A. E., dismissal of, 115
Leventritt, Olivia, committee work of, 112
Levi, Aser, reference to, 281, 282
Levine, Florence, reference to, 116, 282
Lew, Timothy T., investigation by, 244
Lexington, battle of, 212, 255, 319
Linville, Henry, statement of, 123, 124
Livy, writings of, 135
Liberty, love of, 94
Liberty Bonds, purchase of, 119, 121, 122, 129
Liberty Day, observance of, 97
Lincoln, Abraham,
ancestry of, 244
birthday of, 60, 61, 65, 97, 302
criticism of, 156-158, 320
reference to, 155, 218
Lincoln’s Gettysburg address, reference to, 157
Lions Clubs, work of, 187
Literature, textbooks in, 66, 100, 303
Local government, study of, 46
Lodge, Henry Cabot, reference to, 230, 257
Logan, Mrs. John A., statement by, 157
Logic, teaching of, 6
London, mention of, 160, 227
London _Times_, correspondent of in Civil War, 145;
quotation from, 192
_Los Angeles Times_, editor of, 192
Louisiana,
curriculum in, 48, 53
holidays in, 62
legislation in, relative to education, 36, 145
teachers in, 93, 128, 129
textbooks in, 68, 69, 143
Louisville (Kentucky), G. A. R. reunion at, 166
Louisville _Courier-Journal_, editorial in, 262
Lovell’s _Civics for Young People_, price of, 38
Loyal Coalition, protest from, 234, 282
Loyal Legion, Dames of, 157
Loyalists, mention of, 255
Loyalty,
pledge, 29, 32, 33, 34, 35, 120
teaching of, 16
Lusk Committee, report of, 111-112
Lusk Laws,
discussion of, 75, 87, 88, 100, 112, 127
provisions of, 100, 301-305
Luther, Martin, reference to, 172, 179-180
Lutheran Council, National, meeting of, 183
McCamant, Wallace,
article by, 216
criticisms of textbooks, 266, 267, 292
mention of, 186, 217, 254, 255, 258, 259, 282
McCarthy, Charles H.,
meeting attended by, 234
textbook by, 176-177
Macaulay, _History of England_, reference to, 175-176, 217
McClure, S. S., reference to, 230
McCormac, E. I., committee work of, 247, 264, 306
McDonald, W. N., textbook by, 147, 165
Macdonough, Thomas, in textbooks, 177
McDowell, Mary, dismissal of, 115-116
MacEagain, L. R., textbooks criticised by, 277
McGinley, James, work of, 287
McLaughlin, Andrew C., textbook by, 209, 211, 212, 213, 214, 221, 222,
224, 237, 238, 257, 268, 273, 274, 276, 278, 282, 283, 284, 287, 293,
332
McMaster, John Bach, textbook by, 217
McSweeney, Edward F., books criticised by, 207, 226, 228, 229, 230,
233, 234, 235
Machias (Maine), 177
_Macon Telegraph, The_, statement in, 157
Madison, James, sister of, quoted, 154
Magee, E. L., 263
Magna Charta, signing of, 233
Magna Charta Day, observance of, 220
Magruder, Frank A., textbook by, 278, 286
Maine,
Americanization laws in, 107
constitution of, 4
curriculum in, 79
holidays in, 60, 61
laws in, relative to education, 25, 29, 58, 78, 79
teachers in, 128
Majority rule, belief in, 308
Malthus, doctrine of, 181
Mandel, Benjamin, 123
Manners, teaching of, 4, 21, 82
Manual Training High School (Brooklyn), teacher in, 113
Manufacturers, National Association of, 325
Manufacturing, development of, 12
Marconi, Guglielmo, reference to, 191
Marion, General Francis, mention of, 218, 230, 320
Marshall, Leon C., 204
Martineau, Harriet,
reference to, 154
statement by, 8
Maryland,
conditions in, 145
holidays in, 61, 64
laws of, relative to education, 15, 22, 23, 78, 94
settlers in, 229, 241
textbooks in, 40
Maryland Day, celebration of, 64
Marxian program, adherers to, 126
Marxian socialism, 200
Mason and Dixon line, reference to, 14
Masonic Service Association, advocacy of Constitution, 186
Masons, Order of Free, criticisms of textbooks, 275
Massachusetts,
Americanization laws in, 106
Governor of, 222
holidays in, 60
laws of, relative to schools, 4, 6, 7, 8, 9, 23, 57, 63, 76, 92
Puritans in, 3
Massachusetts Land Bank, mention of, 222
Mather, W. W., committee work of, 264, 306
Mattingly, P. Hiram, dismissal of, 127
Maury, M. F., textbook written by, 40
Mayflower, honoring of crew, 159
Mayflower Compact, reference to, 98
Mead, N. P., 120
_Medieval and Modern Times_, 246
Memorial Day, observance of, 59, 60, 65, 98, 303
Memphis (Tennessee), convention at, 139
Mendelssohn, reference to, 191
Mexicans, 244
Michigan,
Americanization laws in, 109-110
holidays in, 97
laws of, relative to education, 25, 26, 27, 61, 62, 78, 79, 93, 94,
96, 99
Middle States, Association of History Teachers in, work of, 295
Middle West, States of, schools in, 8, 14, 18
Militarism, opposition to, 119
Military Order of Foreign Wars, member of, 282
Miller, Charles Grant, books criticised by, 209, 225, 233, 260, 263,
268, 269, 272, 274, 275, 277, 282, 284, 285, 286, 287, 292
Milliken, Robert Andrews, suggestion by, 276
Millspaugh, F. W., statement of, 266
_Milwaukee Journal_, statement in, 289
Minnesota,
curriculum in, 53, 83
holidays in, 64
laws of, relative to education, 18, 23, 27, 28, 29, 37, 49, 93, 128
teachers in, 128
teaching of patriotism in, 94-95, 107, 108
Minnesota Day, celebration of, 64
“Minute Men of the Constitution,” work of, 188
Minute Men of the Revolution, work of, 188, 335
Minton, Telfair, 282
Missionaries, work of, 184
Mississippi,
curriculum in, 16, 48, 83
laws of, relative to education, 4, 55, 93
textbooks in, 39, 66, 67, 69, 155
Mississippi River, 184
Missouri,
Americanization laws in, 105
curriculum in, 19, 52, 53, 85
laws of, relative to education, 4, 15, 22, 23, 24, 27, 30, 32, 38,
50, 52, 64, 65
Mitchell, John Puroy, pledge of, 113
_Modern World, The_, 177, 179
Moffet, Sarah, objection to textbook, 153
Monroe, James, 283
Montague, W. P., 120
Montana,
Americanization laws in, 107, 109
curriculum in, 72
dismissal of teachers in, 128
laws in, relative to education, 20, 25, 26, 29, 37, 38, 88
textbooks in, 41, 42, 248
Montgomery, David, textbook by, 159, 160, 166
Moon, Thomas Parker, textbook by, 252
Moore, _History of North Carolina_, 37
Morals, teaching of, 4, 8, 15, 17, 18, 19, 21, 45, 46, 49, 50, 82
Morris, Charles, textbook by, 278, 286
Morris, Robert, mention of, 281
Morris, W. A., work of, 247
Mother Church, reference to, 178
Mott, E. J., committee work of, 263
Mount Zion, reference to, 34
Mozart, reference to, 191
Mufson, Thomas, trial of, 112, 116, 119
Municipal Authorities, investigations by, 276-294
Murfreesboro (Tennessee), schools of, 266
Münsterberg, quotation from, 205
Muzzey, David S., textbook by, 159, 160, 161, 221, 222, 224, 253, 254,
255, 257, 258, 259, 260, 261, 262, 263, 266, 268, 274, 276, 282, 283,
288, 290, 291, 292, 307, 317, 319, 332
Myers, Philip Van Ness, textbook by, 37, 247
Mythology, teaching of, 23
Nampa (Idaho), textbooks in, 266
Nashville (Tennessee),
G. A. R. reunion at, 148
schools of, 266
_Nation, The New_, 307
National Anthem, singing of, 56
National Boot and Shoe Manufacturers’ Association, convention of, 204
National Education Association, committee of, work of, 22, 44, 71
_National Ideals Historically Traced_, 293
National Industrial Conference Board, work of, 203, 204, 325
National labor units, organization of, 12
National Lutheran Council, meeting of, 183
National Oratorical Contest, 192
National Security League, 72, 185, 188-190, 283
Nationalism,
doctrine of, 22
growth of, 12
Nationality, development of, 308
N. E. A., Committee of (see National Education Association, Committee
of)
Nebraska,
curriculum in, 50, 54, 80
laws of, relative to education, 11, 79, 88
Neilson, William Allen, address by, 208
Negroes, reference to, 199, 214, 281, 282
Nero, reference to, 314
Nevada,
curriculum in, 53, 54, 81, 82
dismissal of teachers in, 128
laws of, relative to education, 20, 35, 54, 86, 88, 89
textbooks in, 68, 69
_New Age, The_, article in, 275
New England,
attitude in, 143, 289
historians of, 148
history of, 145, 159
reference to, 144, 148
schools in, 6, 70
New Hampshire,
Americanization laws in, 107
curriculum in, 72, 73
holidays in, 60
laws of, relative to schools in, 7, 9, 23, 36, 46, 78, 79, 93
textbooks in, 39, 100
New Jersey,
Americanization laws in, 109
convention in, 274
Governor of, 93
holidays in, 62
laws relative to education in, 58, 77, 83, 92
patriotic organization in, 275
settlers in, 214, 229, 238, 241
Sons of American Revolution in, 267
textbooks in, 103-104
New Mexico,
Americanization laws in, 105
curriculum in, 51, 81
holidays in, 60
laws in, relative to education, 20, 51, 52, 55, 79
textbooks in, 68, 69
New Orleans, battle of, 212
New York,
Americanization laws in, 106, 110
civics in schools, 83
curriculum in, 86-87, 199, 301
flag legislation in, 57
G. A. R. of, 269
Governor of, respect for, 117
holidays in, 60, 62
requirement of teachers in, 93
schools in, 3, 25, 26, 74, 75, 87, 88
settlers in, 214, 229, 238, 241
textbooks in, 100, 103, 171-173, 262
New York, State University of, regents of, 75-76, 100
New York City,
commissioner of accounts in, 332
investigation of textbooks in, 276 _et seq._
report of committee on textbooks in, 312-316
schools of, 112, 120-125, 249, 286, 287, 290, 292
textbooks in, 312-316
New York Training School for Teachers, teacher in, 113
_New York American_, statement in, 221, 222, 297
New York _Evening Globe_, comment in, 294
New York _Evening Post_, editorial in, 120
_New York Times, The_, quotation from, 104, 121, 123, 156, 224, 234,
272, 277, 288, 294
_New York Tribune_, article in, 285, 286
_New York World_, statement in, 288
Newspapers, quotations in, 296
Nicolay, Helen, book by, 209
Nietzsche, mention of, 135
Night schools, work of, 110
Normal schools, study of Constitution in, 51
Norse, exploration of, 177
North,
settlers in, 238
textbooks in, 42, 137, 143, 147, 149, 150, 154, 162, 163, 164,
165-171
North Carolina,
curriculum in, 83, 96
dismissal of teachers in, 128, 129
laws of, relative to education, 16, 22, 37, 47
textbook in, 40, 66, 98, 99, 155
North Dakota,
Americanization laws in, 105
charges against teachers in, 128
curriculum of, 50, 85
holidays in, 97
laws of, relative to education, 4, 19, 25, 26, 27, 34
Northcliffe, Lord, work of, 218, 228
Northern Army, 168
Northern States,
praise of, in histories, 143
textbooks in (see North, textbooks in)
Nowell, J. A., committee work of, 264, 306
Oath of Loyalty, administration of, to teachers, 29-32, 35, 85, 93,
113
O’Brien, John Ford, committee work of, 186
O’Brien, Michael J., writings of, 230-231
O’Briens of Machias, 177
Observance Days, laws relative to, 93-95 (see also Holidays)
Oglethorpe, James, honoring of, 64
O’Hara, John F. (see John P.)
O’Hara, John P., textbook by, 176, 209, 210, 224, 238, 274, 286
Ohio,
Americanization laws in, 109
curriculum in, 48, 52, 53, 78, 83
convention in, 264
laws in, relative to education, 25, 26, 29, 68, 77, 89, 93
Sons of American Revolution in, 267
textbooks in, 68, 249
Oklahoma,
Americanization laws in, 107-108
curriculum in, 50, 52, 80, 96
flag law of, 94
laws relative to education in, 27, 55, 79, 88, 89, 90
textbook in, 249
_Old Dominion, Stories of the_, 37
Oliver, Chief Justice, 222
Olney, A. C., report submitted to, 306-311
Oregon,
Americanization laws in, 105
curriculum in, 51, 53, 83
holidays in, 62
laws relative to education in, 24, 26, 29, 110
textbooks in, 102
Orthography, teaching of, 7
Osgood, Herbert L., mention of, 206
Otis, James, 222, 254, 255
Ottumwa _Daily Courier_, editor of, 253
_Our Country, The Making of_, 286
Overstreet, H. A., 120
Owsley, Alvin E., books criticised by, 281
Pacifists,
attitude of, 136
charges preferred against, 112
treatment of, 115
Page, Thomas Nelson, statement by, 159
Pallen, Condé, 112
Pan-Germanic aspirations, 130
Parent-Teacher Association, work of, 273
Parelhoff, Bernard, charges against, 123
Parker, Gilbert, 218
Parley, Peter,
name of, 142
textbook by, 141, 142
“Partisan” textbooks, exclusion of, 40-42, 100
Passaic Valley (New Jersey), Sons of American Revolution of, 267
Patriot League for the Preservation of American History, 223, 224,
260, 274, 276
Patriotic Education, report on, 256
Patriotic groups, censoring of, 244-276
Patriotic Order Sons of America, 275, 276
Patriotic Societies, work of, 186, 215, 273, 275, 296
Patriotism, teaching of, 13, 17, 19, 20, 21, 35, 45, 56, 58-62, 63,
74, 82, 85, 89, 92, 94, 95, 96, 113, 150, 168, 169, 183, 217, 253,
260, 261, 278, 297, 307, 308, 313, 316, 331
Patriotism, provisions of Lusk Laws, relative to, 301
Paxson, Frederic L., book by, 307
Peace, encouragement of, 315
Pennsylvania,
Americanization laws in, 107, 108
laws of, relative to education, 23, 24, 26, 27, 28, 46, 72, 77
requirement for teachers in, 55, 92, 93
settlers in, 214, 229, 238, 241
_Pennsylvania Staatsboten_, publication of, 243
Perlstein, Philip, charges against, 123
Peterman’s _Civil Government_, 99
Pettingell, Frank H., 262
Phil Sheridan Post No. 4, G. A. R., 171, 265
Pickens, reference to, 255, 320
Pickens, William, books criticised by, 281
Pignol, Gertrude A. M., charges preferred against, 113, 114
_Pilot, The_, quotation from, 182
Piney Branch Citizens’ Association, criticism of, 259
Piney Branch Historical Committee, 259
Pioneer Day, celebration of, 64
Pitcher, Molly, reference to, 244, 271, 321
Pitt, William, 210
Pizarro, death of, 184
Pledges (see Oath of Loyalty)
Pocatello (Idaho), schools of, 266
Political Economy,
teaching of, 7, 8, 11, 14, 27, 28, 45, 54
textbook in, 142, 180, 194
_Political Economy designed for use in Catholic Colleges, High Schools
and Academies_, 170, 180
Political Science, study of, 45, 72, 191, 260, 330, 331
Population, growth of, 12
Porter, B. F., textbook written by, 40
Portland (Oregon), textbook in, 254
Poughkeepsie (New York), teacher at, 127
Powell, Thomas Reed, 120
Power, John, 173
Pratt, Julia D., dismissal of, 127
Prescott, W. H., historical works by, 175
Press, freedom of, 104
Princeton University, faculty of, 104
Prizes, awarding of, 192, 232, 234, 235
Pro-British, mention of, 209, 242, 256, 283, 284, 293
Pro-Catholic, textbooks for, 286
Pro-French, statements of, 242
Pro-Germans, 113, 114, 129, 245, 247, 264
“Prohibited Doctrines,” reference to, 21
Propaganda, use of, in textbooks, 136, 315
Propagandist Agencies, activities of, 135-295
Protestant doctrine, omission of, from textbooks, 176
Protestants, textbooks by, 174, 176
Protestants, attitude of, toward schools, 175
Prussian education, 250
Prussianism, annihilation of, 118
Public Information, Committee on, work of, 71
Public Instruction, Department of, 129
Public Instruction, Superintendent of, 34, 36, 38, 68, 74, 77, 80, 84,
86, 101, 109, 111, 129, 249
Public School, 3, 122, 123, 124, 172, 199 (see also Schools, Public)
Public School, commissioner of, 130
Public School Society, work of, 171, 172, 173
Puritans, reference to, 3, 175
Putnam, George Haven, quotation from, 227, 228
Putnam, General Rufus, reference to, 218, 320
Quackenbos, _History of the United States_, 37
Quakers, hanging of, 144
Race problems, study of, 199
Ragozin, Rachel (Ray), dismissal of, 124
Reading, teaching of, 7, 10
Reading, textbooks, 150
Rebellion, War of, 60, 149 (see also Civil War)
Reconstruction, period of, 15, 34
Red Cross, support of, 115, 125
Reddin, John H., statement by, 232
Reformation, history of, 173-174, 179, 183
Reinertson, S. G., letter from, 293
Relief, War, support of, 115
Religion, teaching of, 3
Religious liberty, 229, 230
Republic, founders of, 280
_Republic, Back to the_, 191
_Republic, The Young People’s Story of the Great_, 153
Reunited States, 218, 220, 283
Reuter, Thomas, 243
Revere, Paul, ride of, 245, 281, 294
Revolutionary War,
history of, 206, 210, 214, 215, 216, 218, 222, 227, 255, 265
Minute Men of, 335
soldiers of, 188, 224, 230, 237, 238
Rhetoric, teaching of, 6
Rhode Island,
Americanization laws in, 107
curriculum in, 82
holidays in, 60, 61
laws of, relative to education, 4, 7, 9, 29, 32, 36, 93, 129-130
Sons of American Revolution in, 267
textbooks in, 248
Rhode Island Independence Day, celebration of, 63
Rhodes, Cecil, influence of, 220
Rhodes scholarship, Alumni Association of America, 220
Richmond (Virginia), meeting at, of, 158
Ridpath, John C., historical writings, 155
Roanoke College, textbook in, 153
Roberts, George E., 283
Robinson, James Harvey, 120, 246, 247, 248
Rodman, Henrietta, 123
Roe, Gilbert E., opinion of, 126
Roman Catholics, textbooks for, 171-184
Roman law, reference to, 229, 230
Roosevelt, Theodore, reference to, 97, 121
Rosenhaus, Max, 123
Ross, Betsy, reference to, 212, 271, 321
Ross, Fannie, charges preferred against, 122
Rotary Clubs, work of, 187
Rural economics, requirement of, for teachers, 54
Russell, Charles Edward, 207, 208, 260, 268, 282
Russell, William Howard, quotation from, 145
Russia, conditions in, 122, 125, 226
Rutherford, Mildred Lewis, 155, 157, 159, 160-161
Rutherford committee, report of, 155
Sailors, honoring of, 96
St. Clair, General Arthur, mention of, 218
St. George, Sons of, organization of, 219
St. Louis (Missouri), Sons of American Revolution of, 268
St. Mary, reference to, 184
St. Rose Convent, Franciscan Sisters of the Perpetual Adoration of,
176
Salem Witchcraft, 212
Salomon, Haym, reference to, 271, 281
Saner, R. E. L., 186
Sanford, Albert H., textbook by, 257, 266
San Francisco (California), meeting at, 233
San José (California), library at, 293
Sanitation, teaching of, 105
Sargent, George Clark, committee work of, 263
Sauer, Christopher, Bible printed by, 243
Savannah (Georgia), convention at, 140
Scannell, David D., service of, on committee, 317-321
Schele, Professor, textbook written by, 40
Schmalhausen, Samuel D., trial of, 112, 116-118
Schneer, A. Henry, trial of, 112, 116, 119, 120
School Authorities, investigations by, 276-294
Schoolmasters’ Association of New York and Vicinity, attitude of, 120
School trustees, requirements of, 30
_School Review, The_, quotation from, 205
Schools, laws relative to, 4, 5, 6, 7, 87, 174
Schools, common, curriculum of, 19, 50
Schools, elementary,
curriculum of, 19, 22, 48, 77, 84
teaching of history in, 7, 44, 53
Schools, grammar, textbooks for, 258
Schools, parochial,
flag law observed in, 94
requirements of teachers in, 89
textbooks in, 176
Schools, primary,
curriculum of, 15
textbooks in, 102
Schools, private,
curriculum in, 76, 80
flag law observed in, 94
requirement of teachers in, 89, 90
textbooks in, 146
Schools, public,
curriculum of, 8, 18, 21, 51, 70-85
influence of, 15, 43
patriotism in, 56, 63, 94
requirement of teachers in, 89, 90
textbooks in, 146, 197, 283
Schools, Southern, textbooks for, 140
Schools, Vocational, textbooks in, 101
Schrader, Frederick Franklin, book by, 242
Schuyler, Robert Livingston, 208
Scotch-Irish, 214
Seattle (Washington), teachers at, 248
Sectarian books, prohibition of, 100
Sedition laws, effect of, 72
Seditious utterances (see treasonable utterances), laws relative to,
87, 100
Self-government, teaching of, 4
Self-respect, teaching of, 329
Senate, U. S., bill passed by, relative to education, 84, 85
Sentinels of the Republic, organization of, 185
Sermon on the Mount, reference to, 335
Sessions, Robert, prize awarded to, 192
Shakespeare, William, reference to, 191
Shaw, Albert, book by, 228
Shepard, Finley J., 112
Shields, J. J., 281
Shimer, Edgar D., 277
Shinn, J. H., textbook by, 147
Shipley, John J., 123
Simms, Gilmore, textbooks written by, 40
Sims, Admiral, mention of, 228
Slavery, 140, 143, 154, 162
Smith, Alfred E., 88
Smith, Payson, statement by, 298
Smith, Walter George, committee work of, 186
Smith College, president of, 208
Snedden, David, 120
Social institutions, respect for, 107
Social Science, study of, 18, 45, 72, 323
Social Studies, teaching of, 7, 9, 23, 44, 45, 51, 52, 55, 66, 71, 78,
80, 81, 82, 83, 85, 135, 176, 194, 323, 331
Socialism, discussion of, 265
Socialist Party, membership in, 122, 125, 126, 127
Socialistic doctrines, teaching of, 186
Sociology, requirement of, for teachers, 52, 54, 71, 184
Socrates, reference to, 93, 191
Soldiers, honoring of, 96
Soloman, J. B., 31
Somerville (Massachusetts), schools at, 293
Sons of American Revolution, 171, 216, 219, 223, 242, 254-255, 256,
258, 261, 264, 265, 267, 275
Sons of the Revolution, 268
Sons of Veterans, 153
South (see also Southern States),
education in, 8, 65, 139, 140, 152
history of, 148, 149, 150, 153, 154, 155, 160, 161, 238, 265
textbooks in, 39, 40, 41, 67, 136-164, 165, 167
South Carolina,
curriculum in, 16, 165
holidays in, 64
laws relative to education, 22, 40, 47
settlers in, 238
withdrawal of, from Union, 165
South Carolina Day, celebration of, 64
_South Carolina, School History of_, 164
South Dakota,
curriculum of, 19, 50, 54, 73
holidays in, 98
laws of, relative to education, 4, 25, 26, 27, 28, 38, 54, 55, 88,
89, 90, 93, 105
teachers in, 128
South Dakota, Sons of American Revolution in, 267
Southern Literary Company, charter of, 137
Southern States, 67, 140, 144, 146
Southern Veterans’ Associations, 146
Southern whites, reference to, 199
Southerners, attitude of, toward education, 137
Southworth, A. T., textbook by, 200, 201
Spain, 177, 226, 272
Spanish, location of, 229
Spanish-American War, 44, 150, 207
Spanish-American War Veterans, 273
Speech, freedom of (see seditious utterances, treasonable utterances),
87, 93, 104, 111, 122, 126, 131
Sper, Felix, 123
Stamp Act, opposition to, 210
Star Spangled Banner, singing of, 56, 57, 94
Star Spangled Banner Association, member of, 282
Stark, John, 218, 256, 320
State, education supported by, 13
State, Secretary of, citizenship certificates signed by, 98
State institutions, mention of, 22
State rights, theory of, 12, 165
State School Book Commission, work of, 99
States, Eastern, curriculum in, 20
States, Southern, see Southern States
Steam, development of, 12
Stephens, Alexander, textbook by, 147, 165
Stephenson, Nathaniel Wright, textbook by, 163
Steuben, Baron Friedrich von, 244
Steuben Society, activities of, 239, 242
Steubenites, attitude of, 240
Stevenson, Archibald, 112
Stock, Leo F., 260
Stockton, Frank R., writings of, 22
Stone, Wilmer T., 123
Stoney, Donozel, committee work of, 263
Stony Point, battle of, 256
Stratton, Ella Hines, book by, 153
Stuart, Mrs. Marie J., 282
Stuyvesant, Peter, service of, 282
Stuyvesant High School, 123
Sulgrave Institution, 207, 208, 219
Sullivan, General John, reference to, 320
Sumter, Thomas, mention of, 218, 255, 320
Surveying, teaching of, 6
_Susan Constant_, 159
Swedes, location of, 214, 229, 238, 241
Sweet, W. W., article by, 183
Swinton, William, textbook by, 175
Taft, Donald, discussion of textbooks by, 252
Taft, William H., 228
Tammany, supporter of, 285
Tampa (Florida), meeting at, 185
Tampico (Mexico), mob at, 244
Tarquin, reference to, 210
Taxes, levy of, for schools, 6, 13
Taylor, _Model School History_, 162
Taylor, Hannis, 234
Teachers,
association of, 187
charges of disloyalty against, 80, 81, 111, 131
duty of, 15, 82
loyalty of, 29-34
oath of, allegiance of, 85-93
qualification of, 9, 20, 29, 34, 92, 304, 305
Teachers, certification of, 9, 11, 23-29, 52-56
Teachers’ Council, work of, 112
Teachers’ Union, 112, 113, 120, 121, 123
Temperance, teaching of, 19, 21, 82
Temperance and Good Citizenship Day, observance of, 98
Tennessee,
laws of, relative to education, 4, 16, 73, 83, 85, 88
textbooks in, 73, 98, 100, 266
Terry, J. F., textbook by, 147
Tetzel, John, 179
Teutonic tribes, 248
Texas,
curriculum in, 53, 72, 83
requirement for teachers in, 24, 27, 28, 39, 47, 55, 74
textbooks in, 41, 67, 155
Textbooks,
Abolition, 138
adoption of, by Catholics, 171-184
attack on, since 1917, 206-298
control of, 135-205
control of, by G. A. R., 164-171
control of, by South, 136-164
criticism of, in civics, economics, sociology, 184-205
improvement of, 168
investigation of, in New York City, 312-316
legislation relative to, 36, 65-69, 98-104, 141, 327, 328
omission of religious doctrine from, 176
price of, 37-38, 52
provisions of Lusk Laws relative to, 301, 303-304
publication of, 195, 227
Roman Catholic, 172-175, 184, 206-298
selection of, 73
Southern University series, use of, 40
type of, in South, 136, 140
Textbook Commissioners, State Board of, duty of, 68
Thalheimer’s _History of the United States_, use of, 37
Thanksgiving Day, mention of, 187
Thomas, Harrison C.,
attitude of, toward loyalty pledges, 113
charges against, 122
Thompson, Charles M., textbook by, 307
Thrift, teaching of, 76
Thummel’s _Geography of the United States with the Kansas Addendum_,
use of, 38
Thwaites, Reuben G., textbook by, 258
Ticonderoga, battle of, 255
Tildsley, John L., 114, 117, 118, 125, 126
Tories, reference to, 237, 255, 279
Townshend, part in Revolutionary War, 218
Transportation, development of, 12
Travis, dismissal of, 175
Treasonable utterances (see seditious utterances and freedom of
speech), laws relative to
Treitschke, writings of, 135
Trenton (New Jersey), meeting at, 274
Trevelyan, writings of, 257
Trotsky, reference to, 125, 202
_Truths of the War Conspiracy of 1861_, 157
Tuell, Harriet, textbook by, 293
Tuite, Thomas P., 282
Turner, J. P., 120
Uniform State Laws, Commissioners on, 186
Union,
preservation of, 30, 63, 102, 169
withdrawal of states from, 161, 165
_Union, Formation of the_, 293
_Union and Democracy_, 307
Union flags, waving of, 154
Union soldiers, reference to, 58, 167, 265
United American Mechanics, Junior Order of, 274
United American War Veterans, members of, 282
United Confederate Veterans, work of, 22, 146, 150, 155
United Daughters of the Confederacy, activities of, 153, 154, 155
United Mechanics, Junior Order of, work of, 275
United Spanish War Veterans, work of, 223-224, 269, 275
United States,
attitude toward, 280, 289, 303
Catholics in, 176, 183
in war, 103, 129
loyalty to, 31, 90, 100, 286
reference to, 6, 12, 14, 44, 63, 86, 110, 117, 202, 210, 224, 226,
229, 245, 273, 274, 276, 288
_United States, History of the_, 147, 218, 307
_United States in Our Own Times, The_, 307
_United States, School History of_, 290
_United States, Short History of the_, 307
_United States, Students’ History of the_, 307
Utah,
Americanization laws in, 107
curriculum of, 54, 82, 83
laws of, relative to education, 21, 27, 28, 29, 79
Universities,
curriculum, 84, 146, 231
reference to, 35, 89, 190
Vanderlip, Frank A., 283
Vanderbilt, Post G. A. R., member of, 282
Van Tyne, Claude H., textbook by, 206, 209, 211, 212, 213, 214, 221,
222, 224, 238, 257, 268, 272, 273, 274, 276, 278, 282, 283, 284, 287,
293, 332
Varela, Felix, textbook reviewed by, 172
Venable, Professor, textbook by, 40, 161
Vermont,
curriculum in, 52, 72
laws of, relative to schools, 4, 6, 9, 14, 22, 36, 45, 60
Versailles, Treaty of, 252
_Verse for Patriots to Encourage Good Citizenship_, 190
Virginia,
Americanization laws in, 105
Governor of, 213
Huguenots in, 229
laws of, relative to schools, 8, 9, 36, 37, 47, 81
settlers in, 144, 145
textbooks in, 40
University of, reference to, 40
_Virginia: A History of Her People_, use of, 37
Visitors, Board of, duty of, 10
Veterans, 146, 147, 167
Veterans, United Confederate, organization of, 22, 154
Veterans of Foreign Wars, 269, 273, 275, 281
Vocational subjects, teaching of, 43, 105
Walker, C. Irvine, reference to, 155
Wakeman, Abraham, book criticised by, 277
War, opposition to, 122
War, World (see World War)
War of Independence, 102, 177, 230, 271 (see also Revolutionary War)
War of 1812, reference to, 101, 102, 225, 238, 244, 265, 278, 319
War of Rebellion, history of, 167 (see also Civil War)
“War Hawks,” reference to, 279
War Savings Stamps, purchase of, 129
War and Peace in United States History Textbooks, discussion of, 253
_War Conspiracy of 1861, The Truth of the_, 155
Ward, C. H., book by, 209, 213, 224, 268, 274, 282, 290, 317
Warren, Joseph, reference to, 254, 255
Wars, Foreign, Veterans of, 269
Washington,
curriculum of, 54, 86, 96
requirement of teachers in, 20, 24, 25, 27, 28, 77, 78, 88
textbooks in, 41, 52
Washington, D. C.,
meeting at, 154
teacher in, 127, 154, 234, 256, 260, 294
textbook controversy in, 259-260
Washington, George,
birthday of, 60, 61, 97, 302-303
reference to, 4, 12, 65, 178, 215, 219, 222, 223, 226, 244, 282,
294, 320, 330
Washington High School, teacher in, 260
Washington Territory, history of, 96
Watson, James A., speech by, 292
Watson, Tom, reference to, 232
Wayland’s _Moral Science_, 138
Wayne, Mad Anthony, 211, 218, 255, 256, 271, 320
Weber, H. C., letter from, 266
Webster, Hutton, textbook by, 247, 250
Weisand, W. F., letter from, 266
Werner, M. R., book by, 183
West, Willis M., textbook by, 42, 171, 179, 209, 221, 224, 247, 248,
250, 257, 258, 264, 268, 274, 278, 282, 284, 287, 293, 306, 332
West Virginia,
Americanization laws in, 105
Armistice Day in, 96
curriculum of, 53, 83
general and local history, 48
holiday in, 60, 62
laws of, relative to education, 15, 17, 24, 25, 27, 28, 30, 31, 37,
88
requirement for teachers in, 55, 90, 93
textbooks in, 68, 69, 98
Western Hemisphere, 283
Whalen resolution, opposition to, 112
Whelpley, Samuel, quotation from textbook by, 143
Whig Party, influence of, 237
“Whiskey Ring,” member of, 265
Willey, Malcolm M., criticism of textbooks, 200
Williams Textbook Bill (New Jersey), 104, 275
Willson’s _Historical Series_, 144
Wilson, C. T., 31
Wilson, Woodrow, reference to, 113, 117, 119, 121, 256
Wisconsin,
holidays in, 97
G. A. R. of, 148
laws of, relative to textbooks, 23, 24, 25, 27, 49, 53, 54, 55, 78,
79, 101, 104, 327-328
Wister, Owen, writings of, 207, 228
Witchcraft, reference to, 212
Woman’s Relief Corps, activities of, 58
Women, place of, in history, 330
Wood, Alice, charges against, 128
Works, Austin M., 123
World Alliance, influence of, 220
World War,
history of, 239, 245, 246
influence of, 92, 136, 154
mention of, 45, 71, 85, 110, 111, 184, 203, 206, 209, 238, 250, 251,
253, 290, 310
troops in, 97, 282
World War, The Effects of the, on Laws for Teaching History, 70-110
Writing, teaching of, 7, 10
Wyoming,
Americanization laws in, 109
laws relative to education in, 27, 28, 29, 51, 54
Wyoming Massacre, 245
Yale University, mention of, 231
“Yankee books,” reference to, 155
“Yankee Doodle,” playing of, 224
Yankee school-master, reference to, 137
Young, Brigham, 183