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.
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