The Llano colonist. [volume] (Llano, Calif.) 191?-1937, 1922-08-12
EDUCATION OF TODAY
PART THREE


History is the biographies Of mon
sarchs, kings, cars, tyrants, lords, cler-
gymen, and capitalists with an occas-
lonal chapter stating in brief the ac-
complishment Of the common classes.
Tho labor has constructed the i'm
provements Of the world from the rail
fence to the mighty skyscrapers, history
ignores her great work. The text book
taught in the public schools Of today
gives elaborate accounts Of the works
OF such monarchs, and war lords as
Bismarck, Louis XIV. Alexander the
Great, Charles |. William II, Washing
ton and Lee. but tells briefly or merely
mentions such characters as Mont
esquieu, Voltaire. Rousseau and Adam
Smith, men who were leaders Of reform
and education. Teachers are forced
to teach what the course Of study pre-
scribes and it furnishes material that
seeks to keep the truth hidden and give
to the pupil tales of war, wealth and
democracy based on falsified facts.
The teacher sits before the class of
history and listens to the members re-
cite on the history of TIE French Revol-
ution as stated in their texts. The fall
of the Bastile is mentioned, the reign of
of terror is discussed, Louis XIV, Rob
espierre, Napoleon, and others are talk
ed over. The forming of the republic
is discussed from the leaders view and
never once is the laboring class men
toned in regard to their rights and priv
iIeges. A government was formed, Ma
poleon was banished to Elba and that
settles it. The teacher dismisses the
class anad they go out into the world
with one sided view of that great
revolution that changed every govern
ment on the face of the earth. They
are left with the false impression that
the people of France have a great re-
public where the people are happy and
prosperous and financially comfortable.
They never once are told that the
French Revolution opened the eyes of
millions of the laboring class of the
world and that since that time labor or
CARNATIONS have grown rapidly. They
are not told that the French peasants
were deprived of the freedom for which
they fought SO bitterly by the capitalist
class which has taken the government
into hand. and is now ruling for the
benefit of its individual purse, regard
less of the needs of the people. The
teacher does not compare the French
Revolution with the American Revolu-
ton and show the pupils that the Amer
lean people were hoodwinked and have
fallen body and soul into the same trap.
So these students of history leave the
class and on the morrow they preach
to the world the untruths and unbalanc-
ed narration of the French Revolution.
Thus before the infant ears of the
next generation goes the story of how
the revolution of France al. the end of
the eighteenth century put to route the
monarchs and bourgeoisie and estab-
lished a republic leaving untold the
Cgreat truth. Little material difference
it perhaps makes to the children of
the twentieth century in France wheth-
er Louis XIV was sent to the guilIotine
or hung, but a vast difference does it
make to them whether they are able
to secure bread and butter and clothes
from hours Of hard toll. Yet history's
pages teach and college graduates APP
prove the statement that the French
nation since the revolution has been
controlled by TIE people. but any
French laborer will tell you he receives
only bare living from his days work
And statistics show that he produces
enough wealth each year to support
five families of his own number.
In economics the pupil gets another
excess load of untruths. He is told that
in these grand United States represen-