Evening star., 1922-03-23
TEACHER ERDEFEbDS
M|UzzEY'SH|ST0RY
Answers Attack Of Piney
Branch Citizens-Cites
Wilson Text.

Citisens' Association for the with
drawal from use in the Washington
high schools Of Muzzey's American
History because Of its alleged un-
statements. is opposed by
George J. Jones. head of the history
In the high schools, in Z
letter today to Jesse C. Suter. chair
man of the committee on education of
the Federation of Citizens Associa-
tons. MI Jones' communication is
designed to answer the criticisms of
the book made before the Piney
Strongly defending the use Of the
history. Mr.. Jones emphasized In his
letter that it "is most patriotic" from
cover to cover. and declared that
quotations read before the Piney
Branch Association were taken from
edition now in use. he said, differs
from the old one because
of the difference in viewpoint brought
about by the war.
"If the Piney Branch Citizens Asso-
citation Is to strike Muzzey's text from
the list for the reasons given they
will also have to take from the list
the widely used text. Division and
Reunion. by former President Wood
row Wilson," said, Mr.. Jones.
should study wilson Text.
members of the Piney Branch Ciu-
zens' Association should study Mr.
Wilson's text from cover to cover
They will find it most patriotic. al
though they will also find other criti-
cisms of government officials similar
to the ones quoted and similar to
Prof. Muzzey's book. Quotations Of
this kind may be taken from every
American history text ever written.
From reading the statements made
before the Piney Branch Citizens AS
sociation, 1t appears that there was
little understanding Of the methods
used in teaching American history In
the high schools. 1t was assumed
that the text mentioned is the only
source Of information, and that II a
fact is not mentioned in the text the
student must remain ignorant OF the
fact The truth of the matter is that
the American history course IS a IL
brary course, the text being the nu-
cleus of the work. Students read
dozens Of histories written by the best
so that the points OF view OF
many historians are presented In class
by students who report on topics as
signed by the teachers. Topics and
Of each chapter in Muzzey's Amerl-
:'Muzzy's American History has
been used as a. text in the upper
grades Of the high schools of Wash
ington for about ten years. During
all this time no suggestion has ever
come from teachers. students or
parents questioning the patriotism OF
the book. On the other hand. many
readers have commended its sound
During the period of
the great war American history was
made a required subject. This was
3 part Of the Americanisation move
ment Practically every senior In
the high school is now making q
thorough study Of the history and
the institutions Of his own country
this course in American his
tory. Professor Muzzey is one OF the
leading, historians in this country
Ind is professor Of American history
IN Columbia University, He Is also
/ prominent leader in the American
Historical Association.
Learn Of Heroes In Grades
students and teachers alike were
Gently before the Piney Branch Citi.
sens' Assoc alton. From the study of
American history in the grades high
school students know the stories OF
Nathan Hale. Bunker Hill. Valley
Forge. Gen stark; ;,5of John Raui snns Jones mes
Marion, MAO AhInoHy "ayno on0
,rs mentioned in the associations re-
port. This may be proved by reading
he grade school histoHes, Mace's
American History and Beard & Bag
ey's American History.
"This work Is done in the grades
where history Is to a large extent the
study Of biography. In the high
schools we look for causes and re-
suits and emphasize the study Of the
economic, political and social devel-
opment OF this country.
''It was not many years ago when
he major part of an American his
tory course was given over to tse
study Of wars and the colonial period
II our history. This happily has been
.hanged Students now get most Of
heir colonial history in the grades.
which makes it possible for teachers
to take UP the national period early
in the course and to devote the last
six weeks to discussions OF the pres
The opinion is almost unanimous that
It in better to give more time than
was given in the past to the achieve
ments Of this government In peace
and to give less time to military
Students learn to love
its ideals and ats achievements in
peace as well as they learn to love
their country by studying its suffer-
ing and successes in war.
"In all the years that this text has
been used 1t has never been suggest
ed that its discussions relative to Con,
gress are vicious and unjustihed.'
fhe work Of Congress naturally is an
Important subject for study in an
American history course.
should Know InDerfections.
washington high school students.
more than students Of any
other city: understand & the the great 1.
Of ias ana sssds
We all believe that our
system of government is the best that
has ever been devised. yet we also
know that 1t is not perfect. If cor
ruption has existed In this govern
ment the students should know that
vent corruption in the future, which
Will tend to make the government
moro perfect. Shall we adopt the
German system Of teaching the young
that there are no impetfections? That
had much to do with plung-
ing the world into the greatest war
of history.
Quotations may be made from
every American history text that has
ever been written in which the de-
Of the government are
criticised. Absolute silence on such
matters does not indicate patriotism:
it means that the author fears to
write what he knows to be true. Peo-
ple who wish text books which deal
mostly with military matters and
which never make a critical state
ment may read the histories of Ger
many, which must pass government
censure before going to the preoS.
dr.. 4 wish Tn state
I have searched in vain for one per-
son in the school system familiar
with our texts and courses in history
who has been consulted by the chair
man OF the education committee of
the Piney Branch Citizens Associa-