St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1889-11-24
HIsTORYIN THE SCHOOLS.

Can text book of history be written
that will be free from bias. so as to give
satisfaction to all sectS without ObScur-
ing truth? Possibly it is demanding too
much of human nature TO expect such
thing, and vet until it is accomplished
we doubt the wisdom of making the
study of history part of the course in
the public schools. There never was
but one impartially written history. and
that was written under divine inspira-
ton. We aIlude to the Bible; and yet
so strong is the perverSity of human
nature that the sacred volume has I'M
dergone different translatiOns in order
TO make it conform to the views of in
diyiduals. The history writers are only
human beings, with all the weaknesses
and fallibilitieS of human nature. For
the most part they flatter themselves
that they have given an impartial record
of events, and yet they would not be
human beings if they did not color this
record with their sympathies and their
prejudiceS.
1t is not necessary in this connection
TO refer to the controversies between
Catholics and Protestantsr relating to the
method Of teaching history in the pub
lie schools. The history of the Reform
alton is the crucial point of diversity be-
tween them, and yet this comprises a
prOpOrtiOnateiy small part of the history
that is included in the public school
course. Still, the animnsities engen-
dered by the text books relating to the
,f hot a., 90
healing. A cloud is covering our pOlit-
zeal sky which has menacing aspect to
the public school system, for already in
some localities the public school system
is becoming paralyZed by the spread of
private schools. Ii we want to prevent
disruption and save the public system
intact. then some new method must be
introduced for teaching history, the only
alternative being the expulsion of the
text books of history from the public
schools.
cit is not alone with reference to relig-
ious matters that history text books are
faulty, but 10 secular as well. The mis-
takes OF history have been SO frequently
revealed, no one is now prepared to
accept the stories of ancient writers as
authentic. In many cases we do not
know who the writers were to whom
we owe all our knowledge OF history.
Of some we do not even know their
nameSs; of others we know that the name
given was an assumed one. In other
Instances the very same events are de-
seribed 10y two persons in so entirely
different manner as to make their re-
ports contradict each other; and yet
both made their statements as if their
lives were staked OH the truth
fulnesS of their testimony. Most
histories are written to please
the majority, without regard to the
rights of the minority. Men are extolled
for their genius, their virtue and their
unSelfishness, while their faults and
failings have Ieen overlooked. As a
rule the history writers have been a
blatant set of toadieS, whose attach
ments to a ruler or canSe have in
fuenced them to give such version as
would please the multitude or place
their favOrite in the most favorable
light 1t is noticeable in history that in
all cases of revolt, when the govern
ment succeeded in supDressing the re-
volt, the historians invariably stigma
tie the defeated party as rebels; but
whenever the revolt was successful and
the rebelliOuS party succeeded in tear
ing the reinS of government out of the
hands of the former rulers, the leaders
are held up to the world as heroes whose
example deserves to be emulated in ali
the ages to come. Even in this are of
progress, with all our advancement in
civilization, it is impossible to obtain a
correct photograph of events as they ap-
pear and disappear.
And yet our educators insist upon
holding to the old superstition that
there is such thing as infallibie his
tory. The masses, however, are break
ing away from this superstition. They
do not know how history has been writ
ten in the past. but they do notice how
history is being written in the present;
and they are, therefore, of the opinion
that there are but very few recorded
facts which can he accepted as histori-
cally true. How is this trouble TO be
remedIed? That's the question. If
facts could be entered into the pages of
history as a bOokkeeper enters bill the
moment the order is filled, then it
might be possible to keep errors out of
the historical works. But as the history
of events is not written at the time of
their occurrence, and seldom by eye
witnesses, it is almost impossible for
the historian to avoid offending against
truth in some particular.
Still, if the study of history should be
abolished from the public schools, what
an immense gap there would be in the
educational system. Our future citi-
zens would grow up to be a set of
ignOramuses on subject that is essen
tiaI to a person of culture. The thread
which binds the past and thepresent to-
gether would be snapped. 1t is upon
this point that the suggestion recently
made by Rabbi SOLOMON ScHINDLER
becomes valuable. who says that the
task of the school is fulfilled when the