sh Pitt and upon all the English
sympathy we had. Indeed, about this most of them didn't say a word.

Now that policy may possibly have been desirable once--if it can ever
be desirable to suppress historic truth from a whole nation. But to-day,
when we have long stood on our own powerful legs and need no bolstering
up of such a kind, that policy is not only silly, it is pernicious. It
is pernicious because the world is heaving with frightful menaces to
all the good that man knows. They would strip life of every resource
gathered through centuries of struggle. Mad mobs, whole races of people
who have never thought at all, or who have now hurled away all pretense
of thought, aim at mere destruction of everything that is. They
don't attempt to offer any substitute. Down with religion, down with
education, down with marriage, down with law, down with property: Such
is their cry. Wipe the slate blank, they say, and then we'll see what
we'll write on it. Amid this stands Germany with her unchanged purpose
to own the earth; and Japan is doing some thinking. Amid this also is
the Anglo-Saxon race, the race that has brought our law, our order, our
safety, our freedom into the modern world. That any school histories
should hinder the members of this race from understanding each other
truly and being friends, should not be tolerated.

Many years later than Mr. Sydney George Fisher's analysis of England
under George III, Mr. Charles Altschul has made an examination and given
an analysis of a great number of those school textbooks wherein our
boys and girls have been and are still being taught a history of our
Revolution in the distorted form that I have briefly summarized. His
book was published in 1917, by the George H. Doran Company, New York,
and is entitled The American Revolution in our School Textbooks. Here
following are some of his discoveries:

Of forty school histories used twenty years ago in sixty-eight cities,
and in many more unreported, four tell the truth about King George's
pocket Parliament, and thirty-two suppress it. To-day our books are not
quite so bad, but it is not very much better; and-to-day, be it added,
any reforming of these textbooks by Boards of Education is likely to be
prevented, wherever obstruction is possible, by every influence visible
and invisible that pro-German and pro-Irish propaganda can exert.
Thousands of our American school children all over our country are
still being given a version