Grand Forks herald. [volume] (Grand Forks, N.D.) 1916-1955, 1922-05-24

After d~evoting six months to the study Of the
subject a committee of the department of education
of New York declares that it finds no evidence to
substantiate the charge that in the preparation OF
school text books on history the authors of such
books have been influenced by British or other pro-
kpaganda. The committee finds, however, many de-
fleets in the school texts, the chief of which it enum-
rmrates as follows:
Failure to realize that many of the facts
of history should be taught in the elementary
grades, not as ends, but as means to ends;
J. such as love for law and order, respect for
constituted authority, appreciation of the in
s%titutions of the country and its ideals.
Failure to describe adequately and vivid
ly many Of the most inspiring events in oVr
history.
The inclusion of statements, and char
acterizations concerning our national heroes
and our civic leaders WHICH are either offens-
i've, or of such doubtful popriety that they
are out of place in a public school text book.
illustrations: Jefferson was a demagogue, a
, liar and an atheist John Hancock was a
smuggler'; Samuel Adams was a political
boss
. "The discussion of controversial topics,
of which a fair presentation of the essential
facts involved requires far more space than
is available within the limited pages of a text
book.
The use Of the text book for the promul-
cation and the exploitation of the writer's Z
personal beliefs in disregard of curriculum
4 requirements. /-Et- 4. 49,.
"The use Of offensive illustrations and
cartoons.
Failure to realize that the usefulness of
a text book is determined by the presentation
of material that makes for good American
citizenship" :.
That young children should not be taught the
personal weaknesses of national leaders scarcely
admits of argument. All men have their weaknesses,
and sticklers for accuracy may say, as some OF
them have said, that unless children are told Of the
weak as we'll as the strong points in the character
OF their heroes they obtain a distorted view and the
teaching which they receive is false. w.
But the teaching of history in the American
commop schools must be devoted chiefly to famil-
! iarizing the child with the elementary facts in the
childs concern with individuals is chiefly in relation
to the contributions of those individuals to the ma
ltional life. Detailed character study must be left
until a later period.
There is, Of course, the danger that if emphasis
is placed too strongly on the splendor of a here's
achievements and no mentiontis made of his imper.
Elections, the youthful conception of the man will be
THAT he was a superior being, a demigod, with whom
ordinary mortals have nothing in common. That
tconception, where it exists, stands in the way of
the right understanding of history and Of its appli-
~fcation to the affairs of the present.
Undoubtedly the need of preserving the proper
balance should be always present in the mind ofthe
historian But no matter how good the text book,
it IS but an instrument in the hands of the teacher.
land it is upon the wisdom, the patriotism and the
Human sympathy of the teacher that We must RELY
more than on anything that appears ON the print
ed page.
nL-TIMED1A AND rrsrT nee