Chapter VI: Attempts to Control Textbooks (3)

[460] _Minutes ... of the Confederate Veterans_ ... 1902, pp. 54-59. The Report of 1901 pointed out that “one of the most favorable omens of our times is the catholicity with which thoughtful men, both North and South, now speak and write of the issues of the war between the States.” _Minutes ... of the Confederate Veterans_ ... 1901, p. 61. A similar sentiment was expressed at the Reunion of 1904. _Minutes ... of the Confederate Veterans_ ... 1904, pp. 32-33.

[461] _Minutes ... of the Confederate Veterans_ ... 1909, pp. 30-38.

[462] _Minutes ... of the Confederate Veterans_ ... 1910, p. 101.

[463] _Minutes ... of the Confederate Veterans_ ... 1903, p. 164. The Southerners felt that Northern histories failed to recognize any successes of the Confederate forces. The objectionable points in Stratton’s book were found on pages 257-258, according to the _Minutes_.

[464] _Minutes ... of the Confederate Veterans_ ... 1911, p. 11.

[465] _Ibid._

[466] _Ibid._ This appeared in large black-faced type in the _Report_.

[467] _Ibid._, p. 12.

[468] _Ibid._, p. 13.

[469] _Ibid._

[470] _Ibid._

[471] _Ibid._

[472] _Reunion of the United Confederate Veterans Proceedings of the Twenty-Seventh Annual Reunion._

[473] _Minutes ... United Confederate Veterans_, 1921, p. 11. Report of the Rutherford Committee, October 24, 1921, C. Irvine Walker, general chairman.

[474] _The New York Times_, June 21, 1922. Miss Rutherford’s ideas had been endorsed by the United Confederate Veterans in Atlanta, October 7-11, 1919. See _A Measuring Rod for Text-Books_ prepared by Miss Rutherford (Athens, Georgia). This pamphlet sought to establish some of the facts later brought out in _Truths of History_.

[475] _Ibid._

[476] _Chicago Daily Tribune_, June 23, 1922, editorial.

[477] _The New York Times_, June 23, 1922, editorial. The _Times_ felt that “quite the gravest of Miss Rutherford’s charges against Lincoln, ... is that he wanted a civil war and forced the South to begin one that inevitably would end in her defeat and ruin.” Objection was also raised to Miss Rutherford’s charge that Lincoln’s Gettysburg address was worthless. Rutherford, Mildred, _Truths of History_ (Athens, Georgia, 1921).

[478] _The New York Times_, June 28, 1922.

[479] _Ibid._, June 24, 1922.

[480] _Ibid._, November 4, 1922.

[481] Written in 1917 and sent to Miss Rutherford who added to the contents and produced her _Truths of History_.

[482] Rutherford, _op. cit._

[483] _Ibid._, p. 64. Miss Rutherford gave no source for this quotation.

[484] _Ibid._, p. 70. Miss Rutherford ascribed this quotation to Lamon’s _Life of Lincoln_.

[485] _Ibid._, from Lamon’s _Life of Lincoln_.

[486] _Ibid._, pp. 77-78. Quoted from Charles Francis Adams, Lamon’s _Recollections of Lincoln_, Mr. Everett, and Mr. Seward.

[487] _Ibid._, p. 71.

[488] _Ibid._, p. 57.

[489] _Ibid._, p. 1.

[490] _Ibid._, p. 11.

[491] _Ibid._

[492] _Ibid._

[493] _Ibid._, p. v.

[494] Davidson, William M., _History of the United States_ (Chicago, 1903); Montgomery, David, _The Beginner’s American History_ (Boston, 1899, 1920); Muzzey, D. S., _An American History_ (Boston, 1920).

[495] Rutherford, _op. cit._, p. 104.

[496] _Ibid._, p. 110. This quotation from Muzzey’s is incorrect in _Truths of History_. Muzzey, eulogizing the Southern women, adds this statement: “It is impossible for the student of history today to feel otherwise than that the victory of the South in 1861-1865 would have been a calamity for every section of our country. But the indomitable valor and utter self-sacrifice with which the South defended her cause both at home and in the field must always arouse our admiration.” Muzzey, _An American History_, pp. 372-373.

[497] Rutherford, _op. cit._, p. 104. In her chapter entitled “Reconstruction was not just to the South. This injustice made the Ku Klux Klan a necessity,” Miss Rutherford, pursuing a policy peculiarly inharmonious for a writer of _Truths of History_, allowed herself again to become negligent as to the accuracy of her quotations. Citing Muzzey as one authority for the title of her chapter, she ascribed the following statement to him: “The rules of these negro governments of 1868 was an indescribable orgy of extravagance, fraud and disgusting incompetence--a travesty on government. Unprincipled politicians dominated the States’ government and plunged the States further and further into debt by voting themselves enormous salaries, and reaping in many ways hundreds of thousands of dollars in graft. In South Carolina $200,000 were spent in furnishing the State Capitol with costly plate glass mirrors, lounges, armchairs, a free bar and other luxurious appointments for the use of the negro and scalawag legislators. It took the South nine years to get rid of these governments.” In reading Muzzey’s book, the reader cannot but wonder at the reason for the inaccuracy of the quotation, for precisely the same end would have been accomplished had Miss Rutherford quoted verbatim: “The Reconstruction governments of the South were sorry affairs. For the exhausted states, already amply ‘punished’ by the desolation of war, the rule of the negro and his unscrupulous carpetbagger patron was an indescribable orgy of extravagance, fraud, and disgusting incompetence,--a travesty on government. Instead of seeking to build up the shattered resources of the South by economy and industry, the new legislators plunged the states further and further into debt by voting themselves enormous salaries and by spending lavish sums of money on railroads, canals, and public buildings and works, for which they reaped hundreds of thousands of dollars in graft.” In a footnote Muzzey adds the following from which Miss Rutherford has culled the idea for part of her quotation: “The economic evils and social humiliation brought on the South by the Reconstruction governments are almost beyond description. South Carolina, for example, had a legislature in which 98 of the 155 members were negroes ...; in one year $200,000 was spent in furnishing the state capitol with costly plate-glass mirrors, lounges, desks, armchairs, and other luxurious appointments, including a free bar for the use of the negro and scalawag legislators. It took the Southern states from two to nine years to get rid of these governments.” See Rutherford, _op. cit._, p. 87; Muzzey, _op. cit._, pp. 387-388.

[498] Horton, Rushmore G., _A Youth’s History of the Great Civil War in the United States from 1861-1865_ (New York, 1866).

[499] Lee, _New School History of the United States_, p. 261.

[500] _Ibid._, p. 357.

[501] Evans, Lawton B., _The Essential Facts of American History_ (Benjamin H. Sanborn and Company, 1920); Evans is from Augusta, Georgia. Thompson, Waddy, _History of the People of the United States_ (D. C. Heath and Co., 1919); Chambers, Henry Edward, _A School History of the United States_ (American Book Co., 1895); Stephenson, Nathaniel Wright, _An American History_ (Ginn and Co., 1913, 1921); Estill, Harry F., _The Beginner’s History of Our Country_ (Southern Publishing Co., Dallas, Texas, 1919).

[502] Alabama, James and Sanford’s _American History_; Arkansas, Evans’ _The Essential Facts of American History_; Florida, Stephenson’s _An American History_; Georgia, Evans’ _First Lessons in American History_ and Evans’ _Essential Facts of Lessons in American History_; Louisiana, Estill’s _Beginner’s History of Our Country_, Evans’ _Essential Facts of American History_ and Stephenson’s _An American History_; Mississippi, Estill’s _Beginner’s History of Our Country_ and Mace-Petrie’s _History of the People of the United States_; Texas, Cousin and Hill’s _American History_; Virginia, Andrew’s _United States History_. These data were secured from a questionnaire. North Carolina reported state adopted textbooks but did not name them; South Carolina failed to report.

[503] Evans, _The Essential Facts of American History_, p. 364.

[504] Stephenson, _An American History_, p. 399.

[505] _Ibid._, p. 486. However _cf._ Muzzey, _op. cit._, p. 387 _et seq._; Guitteau, William S., _Our United States_ (Boston, 1919), p. 47 _et seq._; West, Willis M., _American History and Government_ (Boston, 1913), p. 627.

[506] _Journal of the Twenty-Second Annual ... Encampment Grand Army of the Republic_, 1888, pp. 210-217. The U. C. V. Committee first reported in 1894, no reunion being held in 1893.

[507] _Journal_ ... _op. cit._, p. 210.

[508] _Ibid._

[509] _Ibid._

[510] _Ibid._

[511] _Ibid._, pp. 212-213. Criticism of a history “By J. S. Blackburn, Principal of the Potomac Academy, Alexandria, Virginia, and W. N. McDonald, A. M., Principal of the Male High School, Louisville, Kentucky, Twelfth Edition Revised.”

[512] _Ibid._

[513] _Ibid._, p. 215.

[514] _Journal of the Twenty-Sixth National Encampment Grand Army of the Republic_ ... 1892, p. 207.

[515] _Journal of the Twenty-Ninth National Encampment Grand Army of the Republic_, ... 1895, p. 230.

[516] _Ibid._, p. 331. Montgomery’s books were disapproved by the South. _Cf._ page 159.

[517] _Journal of the Thirty-First National Encampment of the Grand Army of the Republic_ ... 1897, p. 233. This book was endorsed by the Confederate Veterans in 1896, but the author’s name is given as J. W. Jones. _Minutes ... of the Reunion of Confederate Veterans_ ... 1898, p. 31.

[518] _Journal_, _op. cit._

[519] _Ibid._, p. 234.

[520] _Ibid._

[521] _Ibid._

[522] _Ibid._ The books in which the quotations appeared were not named.

[523] _Ibid._

[524] _Ibid._

[525] _Ibid._, p. 238.

[526] _Journal of the Thirty-Second National Encampment of the Grand Army of the Republic_ ... 1898, p. 192.

[527] _Ibid._, p. 194.

[528] _Journal of the Thirty-Third National Encampment of the Grand Army of the Republic_ ... 1899, pp. 244-246. The textbook was not named.

[529] _Ibid._

[530] _Ibid._

[531] _Journal of the Thirty-Fourth National Encampment of the Grand Army of the Republic_ ... 1900, p. 145.

[532] _Journal of the Thirty-Eighth National Encampment of the Grand Army of the Republic_ ... 1904, pp. 244-246.

[533] _Journal of the Forty-First National Encampment of the Grand Army of the Republic_ ... 1907, p. 173.

[534] _Journal of the Forty-Third National Encampment of the Grand Army of the Republic_ ... 1909, p. 164. The list included McLaughlin’s _History of the American Nation_, Montgomery’s _Leading Facts of American History_, Mace’s _School History of the United States_, McMaster’s _History of the United States_, Gordy’s _History of the United States_, Eggleston’s “_History_,” Johnson’s “_History_,” Barnes’ “_History_,” Fiske’s “_History_,” Scudder’s “_History_,” Anderson’s “_History_,” and in the South “Waddy Thompson’s _United States History_, revised and improved by the late General John B. Gordon.”

[535] _Journal of the Forty-Fourth National Encampment of the Grand Army of the Republic_ ... 1910, p. 219. The Phil Sheridan Post No. 4, G. A. R., joined with the Sons of the American Revolution in 1922 in an effort to eliminate West’s _History of the American People_ from the acceptable textbooks of the Boise, Idaho, schools. In addition to criticisms regarding West’s discussion of the American Revolution and the War of 1812, the Veterans objected to the treatment of the Civil War period. See p. 265 and the _Idaho Statesman_, December 9, 1922.

[536] The controversy related to Public School Number 5. The Public School Society was organized in 1805 and gradually extended its activities until 1853, when it gave its buildings and property to the City Board of Education. See Bourne, William Oland, _History of the Public School Society of the City of New York_ (New York, 1870), p. 324 _et seq._

[537] _Ibid._, p. 324. No action was taken at that time, but a Roman Catholic teacher was employed for Public School Number 5.

[538] _Ibid._, p. 325.

[539] _Ibid._, p. 328.

[540] _Ibid._

[541] _Ibid._, p. 331.

[542] _Ibid._

[543] _Ibid._, p. 342.

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

[545] _Ibid._

[546] Hamilton, Gail, “Catholicism and Public Schools,” _North American Review_, Vol. CXLVII (1888), pp. 572-580.

[547] _Ibid._

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

[549] Deshon, _loc. cit._

[550] Hamilton, _loc. cit._

[551] In 1815 there were “about 70,000 Catholics to be found in the United States,.... In 1918, ... its Catholic population had increased to 17,416,303,....” McCarthy, Charles H., _The History of the United States for Catholic Schools_ (New York, 1919), p. 421.

[552] McCarthy, Charles H., _The History of the United States for Catholic Schools_ (American Book Co., 1919); O’Hara, John P., _A History of the United States_ (The Macmillan Company, 1919); _A History of the United States for Catholic Schools_ prepared and arranged by the Franciscan Sisters of the Perpetual Adoration (Scott, Foresman and Company, 1914); Lawler, Thomas B., _Essentials of American History_ (Ginn and Company, 1918); Betten, Francis S., _The Ancient World_ (Allyn and Bacon, 1916); Betten, Francis S., and Kaufman, Alfred, _The Modern World_ (Allyn and Bacon, 1919); Burke, E. J., _Political Economy, designed for use in Catholic Colleges, High Schools and Academies_ (American Book Company, 1913).

[553] McCarthy, _op. cit._, preface, p. iii. Professor McCarthy is Knights of Columbus Professor of American History at the Catholic University of America.

[554] _Ibid._, preface, p. iv.

[555] The Franciscan Sisters of the Perpetual Adoration, _A History of the United States for Catholic Schools_ (Chicago, 1914), pp. 3-4.

[556] _Ibid._, pp. 5-6.

[557] Betten, _The Ancient World_, preface.

[558] “This much maligned priest [John Tetzel], personally of blameless character, undoubtedly went too far in his endeavors to procure financial success. He insisted indeed on the necessity of contrition and confession for all those who wished to obtain the remission of temporal punishment for themselves; but his teaching concerning the indulgence for the dead was not free from serious errors. To secure this benefit for a soul which has, of course, departed this life in the state of grace, nothing, according to him, is required but the alms. This doctrine, though at his time actually taught by some irresponsible preachers, has never been supported by ecclesiastical authority. Tetzel’s own brethren in religion openly reproached him for his ill-advised tactics, which soon became the talk of the whole country.” Betten and Kaufman, _The Modern World_, p. 376.

[559] “At least he [Martin Luther] imagined that he had made the discovery that the doctrine of the Church concerning the remission of sins was altogether wrong. He thereby implied that Christ, contrary to His solemn promise, had allowed the Church to fall into a most disastrous error. The new system, which gradually developed in Luther’s mind, confused the nature of sin with concupiscence, which is a consequence of original sin, and while it makes man inclined to sin is no sin in itself. By the sin of Adam, he thought human nature was corrupted beyond recovery; man’s acts can only be bad; but Jesus Christ covers the soul with His infinite merits, which, as it were, conceal all trespasses from the eye of the just God; if sinful man expresses his firm ‘belief’ in this merciful dispensation, God will not punish him, though the sin is not taken away, but merely covered; the sinner therefore remains a sinner;.... It is evident that such a justification is no justification at all, and it will always remain a riddle how Luther could maintain that he had found such a monstrous doctrine in the Bible.” _Ibid._, pp. 377-378.

[560] “The causes of the social evils are _not only economic, but moral and religious as well_. It is true that present economic conditions are far from satisfactory. Though production, on account of the introduction of machinery, has increased enormously, wages have not kept pace with that increase.... But the moral and religious causes are not to be overlooked. The breaking loose from practical Christianity, so characteristic of the last two centuries, has developed an intense selfishness, a struggle for wealth in which each one seeks his own material advantage at the expense of his neighbor.... What, then, are the remedies proposed by Catholics? Certainly not the adoption of Socialist views.... The Socialists deliberately ignore, yea exclude, religion from coöperation in the solution of the great social problem. They forget that man’s happiness here below is not his ultimate end, that the Creator did not want equal wealth and equal material advantages for all.... The state having at heart the temporal welfare of its citizens, should by wise legislation protect the workers, their health, and morals, and that of their family. But the change of hearts which is so necessary for the cure of modern evils is the principal task of religion. Hence the Church should be free to carry out her mission.” _Ibid._, pp. 630-641.

[561] Burke, E. J., _Political Economy designed for use in Catholic Colleges, High Schools, and Academies_ (New York, 1913), p. 1. According to Bullock’s _Elements of Economics_, one textbook used in the public schools, “Economics is the science which deals with the efforts of mankind to secure the material commodities and personal services which are needed to support life and to make a civilized existence possible.” Bullock, Charles J., _Elements of Economics_ (Boston, 1913), p. 4.

[562] Burke, _op. cit._, p. 57.

[563] Burke, _op. cit._, p. 386. Although “followers of the Catholic School do not deny that much of the evil existing in society is due to defective methods of distribution, they suggest no such drastic action as the Socialists.... They appeal to the influence of the Church’s teaching and the power of Christian doctrine to bring about a spirit of charity and justice in the mutual dealings of capitalists and labor.” _Ibid._, p. 392.

[564] Advertising pamphlet entitled “The Hospitality given Father Burke’s Political Economy.”

[565] _Ibid._, p. 6.

[566] _Ibid._

[567] _Ibid._, p. 4.

[568] Hassard, John R. G., _A History of the United States of America_ (New York, 1878), p. vi.

[569] _Ibid._

The National Lutheran Council had, in 1923, a committee on history textbooks, whose purpose was to make known any “flagrant or actual misrepresentations” of their church in history textbooks used in the United States. Letter from Lauritz Larsen, President of the National Lutheran Council to the author under date of January 13, 1923. No report of the committee was given. The writer of the letter also stated that there had been no “organized effort to suggest the content of history textbooks in the public schools, not even as this might pertain to the teaching of the history of the Reformation in the public schools.”

According to Werner, Brigham Young “insisted that the school-books should be published in Utah, and written there if possible, rather than imported at unnecessary expense from the East. The teachers, too, he wrote should be Latter-day Saints, so that the children might learn only what they ought to know.” Werner, M. R., _Brigham Young_ (New York, 1925), p. 451.

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

[571] The textbook is not named in the article.

[572] The title of this book is not given in the article but such a statement appears in _A History of the United States_ by the Franciscan Sisters of the Perpetual Adoration, p. 68.

[573] _Ibid._

[574] _Report of the American Bar Association_, Vol. XLVII (1922), pp. 416-423.

[575] _Ibid._

[576] _Report of the American Bar Association_, Vol. XLVIII (1923), pp. 442-451. The committee was composed of R. E. L. Saner, chairman, Walter George Smith, Andrew A. Brice, Wallace McCamant, John Ford O’Brien.

[577] _Report of the American Bar Association_, Vol. XLIX (1924), pp. 255-269.

[578] _Ibid._ Chapter IV discusses laws since 1917.

[579] _Ibid._

[580] _Ibid._ The Reports of 1923 and 1924 are similar.

[581] _Ibid._, pp. 262-263.

[582] _Ibid._, p. 271. The entire creed appears in the Appendix.

[583] Printed statement from the National Security League, 25 West 43d Street, New York.

[584] For the statement of the American Bar Association as to their activities see page 187.

[585] _Ibid._

[586] _The National Security League_, “Report to Members for the Month Ending May 15, 1925.”

[587] Printed statement quoted previously.

[588] _Ibid._

[589] _The National Security League_, “Report to Members for the Month Ending May 15, 1925.”

[590] _Ibid._, October 15, 1925.

[591] _Ibid._, May 15, 1925.

[592] Printed statement quoted previously.

[593] _The National Security League_, “Report to Members for the Month Ending November 15, 1925.”

[594] _Constitution Anniversary Association_, “A Statement of the Expanding Activities.”

[595] _Ibid._

[596] _Ibid._

[597] _Constitution Anniversary Association_, “Bulletin Number 10.”

[598] _Ibid._

[599] _Constitution Anniversary Association_, “Bulletin Number 9.” The first prize in the Second Annual Contest was $2000, and was awarded to Robert Sessions of Birmingham, Alabama, a boy of fifteen years. See _Constitution Anniversary Association_, “Bulletin Number 10.”

[600] Atwood, Harry F., _Back to the Republic, the Golden Mean: the Standard Form of Government_ (Chicago, 1918), p. 20. The italics are in the original.

[601] _Ibid._, pp. 36-40. Mr. Atwood draws ten parallels to autocracy, democracy and the republic from religion, domestic life, food, drink, music, thought, sleep, light, moisture, and the number of wheels most serviceable on vehicles.

[602] Atwood, Harry F., _Safeguarding American Ideals_ (Chicago, 1921), p. 34.

[603] _Ibid._, pp. 29-32.

[604] _Ibid._

[605] Clum, Woodworth, “America is Calling,” The Better America Federation of California, Los Angeles.

[606] _Ibid._

[607] “Education for All,” _Official Record of the American Federation of Labor in the Struggle to Bring Knowledge to the Masses_ (American Federation of Labor, Washington, 1922), p. 4.

[608] _Ibid._

[609] _Ibid._

[610] _Ibid._, p. 5.

[611] _Report of the Proceedings of the Convention of the American Federation of Labor at Cincinnati, June, 1922._ Eighth Day Proceedings. _Report of the American Federation of Labor_, Committee on Education on Social Studies in the Public Schools, “Labor and Education” (The American Federation of Labor, Washington, 1923), pp. 1-13.

[612] _Ibid._, pp. 3-4, 7. _The New York Times_, August 25, 1921.

[613] _Report of the American Federation of Labor_, _op. cit._, pp. 3-4, 9.

[614] _Ibid._, p. 21.

[615] _Ibid._, p. 23.

[616] _Ibid._

[617] _Ibid._

[618] _Report of Proceedings_, Eighth Day (1922), p. 356.

[619] _Ibid._ According to the Committee the “modern textbooks in most frequent use are: civics, Ashley’s _The New Civics_, Beard’s _American Citizenship_, Dunn’s _The Community and the Citizen_, Forman’s _The American Democracy_, Hill’s _Community Life and Civic Problems_, Hughes’ _Community Civics_, Magruder’s _American Government in 1921_, and Reed’s _Forms and Functions of American Government_; in economics, Burch’s _American Economic Life_, Burch and Patterson’s _American Social Problems_, Hughes’ _Economic Civics_, Laing’s _An Introduction to Economics_, Marshall and Lyon’s _Our Economic Organization_, and Thompson’s _Elementary Economics_; in sociology, Burch and Patterson’s _American Social Problems_, Ellwood’s _Sociology and Modern Problems_ [_sic_], Towne’s _Social Problems_, and Tuft’s _The Real Business of Living_; in history, Ashley’s _American History_, Beard and Bagley’s _A First Book in American History_, Beard’s _History of the United States_, Bourne and Benton’s _History of the United States_, Cousins and Hills’ [_sic_] _American History_, Evans’ _The Essential Facts of American History_, Forman’s _A History of the United States for Schools_, and _Advanced American History_, James and Sanford’s _American History_, Mace’s _School History of the United States_, Muzzey’s _American History_, Thompson’s _History of the United States, Political, Industrial and Social_, and West’s _History of the American People_. “Labor and Education,” p. 28.

[620] _The New York Times_, September 3, 1923.

[621] Herskovitz, Melville J., and Willey, Malcolm M., “What Your Child Learns,” _The Nation_, Vol. CXIX (September 17, 1924), pp. 282-284. The book referred to is Berry, Margaret K., and Howe, Samuel B., _Actual Democracy_ (New York, 1923). The quotation is found on page 63.

[622] In the discussion of trade-unionism objection was raised to the classification of unions as “business unionism--which is trade conscious but not class conscious, ... the friendly or uplift union which may be either trade or class conscious, and is conservative, ... ‘predatory unionism’ ... secret, either radical or conservative, class or trade conscious, and has two wings; ‘hold-up unionism,’ the corrupt type recently exposed in our great cities, and ‘guerrilla unionism’ which never combines with employers, but engages in a secret and violent warfare with capital ... a fourth and more objectionable type of unionism ... calls itself ‘revolutionary unionism.’ It may be either socialistic as was the Western Federation of Miners, or anarchistic like the Industrial Workers of the World....” Berry and Howe, _op. cit._, pp. 73-74.

[623] _The Nation_, _loc. cit._ The quotation which was objectionable to the writers of the article was found on pages 167-169 of the textbook.

[624] _The Nation_, _loc. cit._ See Southworth, A. T., _The Common Sense of the Constitution of the United States_ (Boston, 1924), pp. 91-92.

[625] _The Nation_, _loc. cit._ Hughes, R. O., _Text-Book in Citizenship_ (Boston, 1923).

[626] _The Nation_, _loc. cit._

[627] _The Nation_, _loc. cit._ Hughes, _op. cit._, pp. 510-511.

[628] _The Nation_, _loc. cit._ Hughes, _op. cit._, pp. 510-511.

[629] Letter under date of December 7, 1925, from the editor of “Service Talks,” published by the Philadelphia Rapid Transit Company. Burch, Henry Reed, _American Economic Life_ (New York, 1921), p. 330.

[630] American Bankers Association, “Books devoted wholly or in part to the subject of Banking.” The books mentioned were not all social study books, arithmetic and bookkeeping textbooks being included.

[631] “Talks on Banking and Elementary Economics,” prepared by the Public Education Commission, American Bankers Association, New York.

[632] Educational News and Editorial Comment, “Social Studies in Public Schools,” _The School Review_, Vol. XXVII (1919), pp. 205-212. National Industrial Conference Board, _A Case of Federal Propaganda in Our Public Schools_, pp. 4, 11. The lessons were prepared under the direction of Charles H. Judd, Director of the School of Education of the University of Chicago, and Leon C. Marshall, Dean of the School of Commerce and Administration in the same university.

[633] The National Industrial Conference Board in connection with this remarked: “Such a statement indicates a studied effort to present to the immature mind an exceedingly distorted picture of factory life. It suggests an almost constant maiming and mangling of industrial workers, whereas, as a matter of fact, most industrial accidents are of a minor character such as slight cuts, scratches and slivers. Take, however, at its face value the statement that somebody is killed every fifteen minutes while at work. On the basis of a 54-hour work-week, approximately the average in this country, this means a total of 11,250 deaths in industry per year ... the scholar should also be given an idea of the millions of workers to whom this total of deaths is related. He should in fairness also have pointed out to him the hazards of non-industrial pursuits which cause annually more fatal accidents than occur in industry.” The National Industrial Conference Board, _op. cit._, p. 11.

[634] _The School Review_, _loc. cit._

[635] Quoted in _The School Review_, _loc. cit._

[636] _The School Review_, _loc. cit._ Instances of criticism of textbooks might be multiplied. Authors have met objections to their works because there were no “Republican illustrations in the book,” because of quotations from Münsterberg and other Germans, and because of the discussion devoted to prohibition. In this last case a member of the Board of Education of Chicago is reported to have criticised the use of an arithmetic as looking like “a bartender’s friend” in that it was full of problems of “how much did this wine merchant order his sherry or how many barrels of whiskey could the man purchase for such an amount.” _Iowa City_ [Iowa] _Press-Citizen_, November 13, 1924.