THE TRfiATMENT, IN AMERlCM HISTORY HtGH SCHOOL TEXTBQQKS, OF THE MANAGEMENT AND CONTROL OF ENDUSTRY AND LABOR AS CONSEQUENCES OF LNDUSTRML CHANGE Thanh far fin Degree cf Ph. D. MtCHlfiAN SYATE UMVERSETY Jam i. Meeéar 39.55 .A—.. i ”5‘5 LIBR AR y Michigan Stats . .1 University r1 This is to certify that the thesis entitled THE TREATMENT, IN AMERICAN HISTORY HIGH SCHOOL TEXTBOOKS OF THE MANAGEMENT AND CONTROL OF INDUSTRY AND LABOR AS CONSEQUENCES OF INDUSTRIAL CHANGE presented by John J. Meeder has been accepted towards fulfillment of the requirements for JILL degree in _Educat ion Major prbfessor Date 7/29/65 . 0-169 ABSTRACT THE TREATMENT, IN AMERICAN HISTORY HIGH SCHOOL TEXTBOOKS, OF THE MANAGEMENT AND CONTROL OF INDUSTRY AND LABOR AS CONSEQUENCES OF INDUSTRIAL CHANGE by John J. Meeder Great social and cultural changes continue to affect the lives of the American peeple. Some of these changes have had adverse effects but most of them are favorably viewed. Industrialization has been a tremendous factor among the forces inducing further social-cultural changes. The study of history is a means of understanding these changes. High school history is particularly well suited to the development of understanding of the present society through treatment of the historical develOpment of the problems which society faces. Foremost among the tools for understanding social problems and social changes are the American history high school textbooks. This dissertation therefore sought to answer the question: How well do the senior high school United States history textbooks, by their treatment of selected social-cultural consequences of industrial development in the United States, potentially tend to clarify for students these aspects of their contemporary society? History textbooks representative of those used in the nation's high schools were selected for examination. To limit the study, two major social-cultural aspects of industri- alization were selected: The Management and Control of Industry, and Labor. Industrial management and control have widespread effects upon the lives of people. What they consume, where they live and the work John J. Meeder they do, are strongly influenced by the relatively few people who are the leaders of the great industrial enterprises. Labor is a central activity of those who produce the incomes upon which the peOple of the nation depend. Social changes are inherent in the deveIOpments occurring within the scope of these two tOpics. These tOpics are treated in the history textbooks. Eleven subt0pics were develOped, four under Management and Control of Industry and seven under Labor. The rationale for their inclusion was that they were subtopics of continuing significant social concern. The significance of the suthpics was substantiated through eXposition and analysis of each. Three criteria for adequate historical treatment of current per- sisting social problems were stated: (1) Continuity. Are the topics so treated that developments and changes through time can be appreciated? (2) Comprehensiveness. Are important events and ideas affecting the present sufficiently discussed to provide the needed background? (3) £223: gration. Is the status of a given tOpic explicitly reviewed or summarized meaningfully so that the import of the past is fruitfully synthesized and the purpose of the study of history is crystallized for the student? The textbooks were rated on their treatment of each of the eleven subtopics. One topic, Organized Labor, was judged to be adequately treated in the textbooks. Two topics, The Use and Effect of Democratic Organization in Improving the Economic System, and The Meaning of Progress were judged as partially meeting the requirements of the criteria. Two topics, Freedom and Responsibility to Select One's Work, and Meaningful Work were not treated. The six remaining tapics were judged to be John J. Meeder inadequately treated in all the textbooks. The authors failed to meet the requirements of the criteria generally, because the tOpics were not discussed during the past twenty or thirty year period. Important dif- ferences between the textbooks probably exist but with these topics and these criteria, the differences tended to be obscured. These American history textbooks, currently in use, do not provide adequate treatment, except in one case, of tOpics which were said to be significant in understanding current social problems and changes in the realm of industrialization in America. THE TREATMENT, IN AMERICAN HISTORY HIGH SCHOOL TEXTBOOKS, OF THE MANAGEMENT AND CONTROL OF INDUSTRY AND LABOR AS CONSEQUENCES OF INDUSTRIAL CHANGE BY John J. Meeder A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1965 ACKNOWLEDGMENTS I wish to express my gratitude to the members of my graduate committee, Drs. Carl H. Gross, John X. Jamrich, Frank H. Blackington and Justin L. Kestenbaum, for the time and effort they have given on my behalf. In particular, I would like to thank Dr. Gross, Chairman of the Committee, for his counsel and encouragement; Dr. Blackington for stimulating ideas; and my brother Jack for reading the manuscript and talking with me about it many times during the course of the writing. ii TABLE OF CONTENTS CHAPTER PAGE I INTRODUCTION . . . . . . . . . . . . . . . l Industrialism - Its Significance 1 Preliminary Statement of Purpose with Some Facts and Assumptions 4 Definition of Industrialism 5 Some Previous Investigations 6 Relationship to Palmer's Study 9 Some Related Literature 11 Methodology 14 The Selection of Textbooks 16 The Major Question 18 Purpose of History Presented Herein Compared With That Expressed in the Textbooks 19 II SELECTION AND CONSIDERATION OF TOPICS TO BE EXAMINED Q Q 0 O O O O O O O O O O O 22 Selection of Major TOpics 22 Some Important Characteristics of the Management and Control of Industry 25 Concentration of Wealth and Power 25 Corporate Organizational Purposes 27 Rational Consumption 28 Democratic Organization 30 Summary of Characteristics Discussed 32 Considerations of Labor in Recent History 33 Freedom and Responsibility to Select One's Work 33 Organized Labor 35 Unorganized Labor 38 Treatment of the Negro Worker no Meaningful Work #1 Displacement of Workman 43 The Meaning of Progress an Summary of Criteria #6 III THE TREATMENT OF THE MANAGEMENT AND CONTROL OF INDUSTRY IN THE SEVEN TEXTBOOKS . . . . . . . . #9 Concentration of Wealth and Power #9 Corporate Organizational Purposes 56 How Rational Consumption and Other Considerations Ameliorate the Profit Motive 6a The Use and Effect of Democratic Organizations in Improving the Economic System 71 iii 1 1 Fr. 0r Un Tr He Di l CHAPTER PAGE IV THE TREATMENT OF LABOR IN THE SEVEN TEXTBOOKS . . . o 76 Freedom and Responsibility to Select One's Work 76 Organized Labor 77 Unorganized Labor 86 Treatment of the Negro Worker 91 Meaningful Work 97 Displacement of Workmen 97 The Meaning of Progress 101 V SUMMARY AND CONCLUSIONS . . . . . . . . . . . 105 The Management and Control of Industry 106 Concentration of Wealth and Power 106 Corporate Organizational Purposes 107 How Rational Consumption and Other Considerations Ameliorate the Profit Motive 108 The Use and Effect of Democratic Organizations in Improving the Economic System 109 Labor 111 Freedom and Responsibility to Select One's Work 111 Organized Labor 112 Unorganized Labor 113 Treatment of the Negro Worker ’ 114 Meaningful Work 115 Displacement of Workmen 116 The Meaning of Progress 117 Summary of Findings in the Textbooks 118 Individual Textbook Ratings 119 Implications for the Classroom Teacher 120 Implications for Further Study 121 SELECTED BIBLIOGRAPHY . . . . . . . . . . . . . . 137 iv 29me A co”“35P_:_l_c_1_., p. 553. 75 3219.. p. 555. 69 the most important potential for control.76 The importance of federal activity in the control of business and industry is noted in numerous places in this history by Graff and Krout, as in the other books. Harlow gpdegyg§_emphasize the great reform era of the early twentieth century. Like the other texts this one covers the important role of the federal government in controlling industry to the benefit of the peOple. The Tennessee Valley Authority is pictured as a government enter- prise which aided an entire region to thrive as it had not been able to before.77 This text shows that tariff rates, much in the hands of the President after 1939, have gone down over the years since.78 This really reflects a confidence in the President looking after the general welfare in contrast to the congressional handling of the tariff in the prior years. The text by Muzzey Egghgigk especially emphasizes the importance of the President as a leader. Theodore Roosevelt's role in making the government a protector of the general welfare is stressed.79 During the past twenty year period there are several comments of interest: 75 Ibid., p. 671. 7 Harlow and Noyes, pp. 665-668. 8 Ibid., pp. 685-686. 79 Muzzey and Link, pp. ”47-858. 70 "In October, 1905, the Office of War Mobilization agreed that a general wage increase of 24 per cent could be granted by industry with- 80 Yet there is no out upsetting either profits or price control." further comment on this situation. Also noted is that in 19u6 lobbyists were finally required to register with the government. The text makes no comment on this.81 President Kennedy's denunciation of United States Steel for its announced price increase in 1962 after the administration had succeeded in getting the union and the steel companies to agree to moderate wage increases is followed by the statement that, "Public Opinion strongly supported the President." The gulf between business and government was widened.82 £1332 has the general pattern of the other texts in emphasizing the federal governmentHsuse of controls over industry. Like the others, he notes that Harding, Coolidge and Hoover gave "free rein" to big business because they believed it would insure prosperity.83 Wirth notes that the Progressives with LaFollette as a candidate in 1924 were condemning the "...control of government and industry by private monopoly."8l+ 80 Ibid., p. 636. 81 Ibid., p. 649. 82 Ibid., p. 713. 83 Wirth, p. 627. 8% Ibid., pp. 652-623. 71 Summaay These seven history textbooks all contribute to a knowledge of the important role of government in the regulation of business and industry in the public interest. Several of them cite instances of the impact of advertizing and consumer spending on the economy. None of them com- ments directly upon the central issue of this subtopic: that of wise consumption in an economy of abundance. The Use and Effect of Daaocratic Organizations in Improving the Economic System The purpose of this subtopic is to consider the extent to which the history textbooks contribute to an understanding of the importance of organized efforts. Do the books help students to think about the value of their present and future efforts to select and work within organizations which can contribute to the improvement of the economic system and other areas of social concern? Bragdon and McCutchen deal with this tOpic in connection with the Granger movement of the 1870's, the Populist and Progressive Movements near the turn of the century,and the New Deal. They say concerning the Populists that it was "...a new national party, combining farmers and laborers in opposition to manufacturers, bankers, merchants and railroads."85 They conclude: The POpulist p latform reveals one of the major functions of American third parties - to bring to public attention measures which the major parties later adopt as their own. The majority of the Populist demands were later put into effect by either state or federal legislation."86 85 8 Bragdon and McCutchen, p. “44. 5 Ibid., p. nus. 72 In discussing the Progressive movement, Bragdon and McCutchen indicate that it involved a great variety of Americans and drew its leaders from many walks of life.87 One gets the impression that it was a widely popular expression for reform and not the influence of any particular organization, which made it effective. This does reveal the cumulative effect and power of numerous organizations, culminating in demonstrations of the power of the pOpular will. With regard to the Great Depression these authors quote Tia: in showing why Americans did not have a revolution: Doubtless the most potent factor in keeping the country steady and averting even the threat of an armed uprising has been the certainty - such as exists in no other large country - that November 1932, would in due constitutional order bring a presidential and congress- ional election.88 This quotation and their later "Estimate of the New Deal,"89 and the earlier Progressive movement tend to show that in times of great national problems, the attention of the people is prOperly toward looking to the federal government for change and reform; that local organization must channel its energies into large scale movement to be effective. Canfield and Wilder in their treatment of the Progressive era90 and the depression of the 1930's91 show that in times of great national need, the pOpular belief that reform can be accomplished is justified. The national government is the vehicle, and apparently great agitation 37 Ibid., p. 490. 88 Ibid., p. 587. 89 Ibid., p. 608. 90 Ibid., pp. 737-7u0 and 7uu-7u7. 91 Ibid., pp. 759-76u. 73 is necessary in order to accomplish change. Gavian aaahflaaa_show in the formation of the Populist Party and its platform of 1892 that wideSpread discontent can result in numbers of smaller organizations combining to form a third party; that in this case, while not winning an election, it helped to arouse sufficient interest in the reforms to get many of them adopted eventually.92 Also discussed is a list of evils as the stimulant to Progressive reform. Credit for success of this reform movement is given to farmer, labor, civic organizations, church groups and several able governors.93 The treatment of the New Deal also emphasizes the democratic tra- dition. Through it the principle of greater federal and state responsi- bility for employment, health and welfare was established. This helped preserve democracy. The problem of unemployment was not solved though production by 1939 had reached a new high.9“ Griff ani R3315 deal adequately with the earlier reform movements of the late nineteenth and early twentieth centuries. Their particular contribution is their contention that the New Deal "...was in many ways a resumption of the work of reform left undone when the progressive era came to an end at the conclusion of the First World War."95 In addition, they say, "...Roosevelt added to our conception of democracy the conviction that the conservation of human resources is as 92 Gavian and Hamm, pp. 500-502. 93 Ibid.. PP. 517-520. 9“ Ibid,. pp. 703-70“. 95 Graff and Krout, p. 591. 7n important as the conservation of physical resources."96 While also noting the earlier reform efforts, Harlow aaahgayaa continue to treat the role of the federal government following World War 1197 and later in dealing with economic problems. Mention is made of inflation, sluggish growth of the economy, persistent unemployment and workers' needs for increased education. Federal measures to stimulate business and help alleviate these problems are briefly touched upon.98 Muzzey 329“££25.d° a good job in showing the importance and effect of popular agitation in the three great reform eras described in all the textbooks. In their summary of the New Deal, they believe that its real and lasting contribution was in showing that the nation could democratically deal with the whole range of problems brought about by industrial change.99 They also show that the federal government continued to assume re- sponsibility for the nation's economic health following World War 11.100 EEEEE.Pla°e3 emphasis upon the Progressive Era. In connection with issues, attitudes and ideas of the presidential election of 1912, he gives a picture of the continuity of the Progressive tradition by going back as far as Jefferson and forward into post World War II. Wirth is sympathetic 95 Ibid. p. 592. 97 Harlow and Noyes, pp. 753-75u. 98 Ibide’ PP. 762-76“. 99 Muzzey and Link, pp. 570-573. 100 Ibid., pp, 639, 683-648 and 688-689. 75 with Progressives as caring more about people as against concern for property.101 Wirth also shows his faith in the federal government's ability by concluding that government aid and regulation has enabled the American economic system to remain in private hands and to increase its strength.102 Summary These seven history textbooks substantially agree on the importance of organized public opinion to effect important reforms growing out of the great industrial changes of the past one hundred years. The changes Often wait upon the building up of great public concern over a period of time, and the focus is upon the necessity of action by the federal government to assure effective reform. No attention is given to examples of the process whereby local organizations have a national impact. The next chapter will attempt to reveal how these authors treat labor by considering their treatment of seven suthpics. 101 Wirth, pp. 591-595. 2 10 Ibid.. pp. 663-664. CHAPTER IV THE TREATMENT OF LABOR IN THE SEVEN TEXTBOOKS Chapter II provided the rationale and background for seven sub- topics under the treatment of labor. Following the pattern of Chapter III each suthpic will be briefly summarized in the same order that it was discussed in Chapter II; the textbooks will be examined in alpha- betical order by authors to see their treatment of each subtoPic. At the end of each subtopic a summary of the findings will be made. As in Chapter III, there will be an attempt to avoid conclusions about the findings until the final chapter. Freedom and Reaponsibility to Select One's Work One of the significant changes resulting from the great industrial developments of the past one hundred and more years, is the proliferation of occupational opportunities. The economic necessity of quickly taking an available job is rapidly receding. History books cannot supplant occupational guidance but rather can supplement by providing the perspec- tive. They can show that work, a central concern of people, has changed rapidly. Generally neither economic necessity nor local limitations in work opportunities should be the prime considerations in planning one's future. A student's abilities and interests can usually be and in the long run, ought to be of greater importance. History can show that a great change has occurred. People, now in an abundant economic system, need to accept much greater responsibility in selecting their occupations 76 77 and thus benefit from a new freedom: a career built upon one's interest in it and the values occruing from it, rather than primarily upon the pay- check one can get out of it. Summary The textbooks show that immigrants came to this country frequently to gain greater economic benefits from even the hardest kinds of labor. They were, in the Civil War period and afterwards, often recruited from abroad to help build the railroads and provide manpower for the factories. In addition, the history books tell of many new industries which have developed or are developing. They discuss the recessions and periods of economic expansion. None of the textbooks deals explicitly with this great change (the selection of one's work), growing out of history, which is profoundly altering the social and economic life of the American peOple. Organized Labor This suthpic deals with the American economic system as built upon competing and conflicting interests, which depending upon their power, methods and ability to influence, tend to move the various parts of the system in one direction or another. American labor unions, having accepted the system, are viewed as essentially conservative. They are a necessary part of the system if workers are to have their interests publicized and represented as a force which helps to determine what proportion of economic benefits should prOperly accrue to workers. History books therefore need to show the relative strength of ' d- ‘ “.... 78 unions as a force in the economy and provide the historical background of their development and functions. Bragdon aaa_McCutchen provide an account of labor union activities, problems and accomplishments in the Civil War period and during the follow- ing thirty years.1 They indicate that the public, the employers and law enforcement agencies were opposed to their activities and unions there- fore had difficult times. Unions also learned that physical force was not effective in obtaining their objectives. Meeting either duly constituted authorities or employer strikebreakers with force usually resulted in unfavorable publicity and defeat. The interest in immediate gains and the avoidance of reformist act- ivity are given as reasons for the successful develOpment and continued success of the American Federation of Labor.2 Additionally important was its more cohesive organization, based upon the joining together of unions of skilled crafts only. These authors indicate that the Clayton Act of l9lu was "...hailed as labor's Magna Carta."3 Under it the antitrust laws were not to be construed as forbidding the organization and Operation of labor unions. Injunctions were not to be used against union meetings, peaceful strikes, picketing and boycotts.“ Following World War I Bragdon and McCutchen gave an account of the severe treatment of organized labor due to the fear of Communist and radical activity.5 1 Bragdon and McCutchen, pp. 428-431. 2 we, P. "’28. 3 111151.. p. 520. " 2219.. 5 2222:: PP7 79 In the 1920's government and business tOgether were effective in breaking strikes and in prosecuting unions under the Sherman Anti- trust Act. Injunctions were frequently used against unions and Supreme Court decisions "...whittled away the protections which unions secured by the Clayton Act of 1914."6 After discussing the laws, especially the National Labor Relations Act, favorable to organized labor and reviewing union successes in the steel and automobile industries, the authors say that union membership reached nineymillion by 1939. They conclude: "Never in American history had the economic and political power of a large section of the pOpulation grown so rapidly."7 Based upon the fears of the public that powerful unions might cripple the economy and the knowledge that corrupt union officials could use unions to satisfy their greed for money and power, the Taft-Hartley Act of 1947 and the Landrum-Griffin Act of 1959 were passed by Congress.8 There is also mentioned a new attitude of COOperation and apprecia- tion by labor and management of the useful role of each other.9 Canfield aaa Wilder in their introductory section on labor in the latter nineteenth century indicate that the struggle of workmen to organize themselves to protect their status began before the Civil War and this struggle continues still.lo Ibid., pp. 566‘567. 6 7 Ibid., p. 604. 8 9 Ibid., pp. 657 and 666. 1° Canfield and Wilder. p. 389. 80 They give a good summary of labor problems, objectives, accomplish- ments and methods from 1860 to 1900.11 The failure of several major strikes, the use of the injunction, federal troops, the Sherman Antitrust Law and the hostility of the public are shown as hindering the efforts of laborers to organize and obtain their objectives.12 This text provides good continuity in a section devoted to labor unions in the twentieth century.13 The authors quote George F. Baer, president of the Philadelphia and Reading Company who refused to arbitrate a coal strike in 1902: "The rights and interests of the laboring man will be protected and cared for, not by labor agitators, but the Christian men to whom God, in His infinite wisdom, has given control of the prOperty interests of the country." Theodore Roosevelt's pOpularity increased when he declared "public interest" compelled him to force the coal companies to arbitrate. The miners gained some benefits.ll+ In this section Canfield and Wilder discuss the radical International Workers of the World, the Clayton Act, labor activities and problems on through to the 1950's. The section is concluded by indicating that labor, in the 1950's continued to make gains, though misuse of some union welfare fund51as un- covered. "The ranks of organized labor swelled to close to 18 million workers."15 11 Ibid., pp. 389-396. 12 Ibid., pp. 394-396. 13 Ibid., pp. 522-529. 1” Ibid., p. 522. bid., p. 529. H 81 In a final section16 these authors discuss labor unions' pursuit of fringe benefits and means to ease the effects of seasonal unemployment, legislation to control corrupt labor practices, and the wage-price spirals which, along with government deficit spending, caused inflation. Gavian EEE.§EEE described the obstacles faced by labor organizations after the Civil War. The tactics and weapons of both labor and employers are explained. By 1900 labor had barely begun to obtain justice. Wages were still scarcely enough to provide support for a family.17 In the Pullman Strike workmen "...were shocked to discover that the Sherman Antitrust Act, which appeared powerless to break up monOpolies, could be used to smash strikes."18 Concerning Roosevelt's intervention in the 1902 coal strike, it is noted that for the first time big government had used its influence on big business to help labor obtain some justice.lg During World War I government allowed wages to rise as fast as prices, encouraged the forty-eight hour week, guaranteed workers the right to organize and bargain collectively and insisted upon equal pay for equal work regardless of sex. "These wise labor policies were effec- tive in keeping labor unrest to a minimum."20 After World War I 350,000 steel workers struck to obtain recogni- tion of their union, higher wages, and to end the twelve hour day. 16 Ibid., pp. 773-781. 17 Gavian and Hamm, pp. 456-466. 18 Ibid., pp. 502-503. 9 Ibid., pp. 533-534. 20 Ibid., p. 606. 82 It was broken by strikebreakers.21 Gavian and Hamm review the decline in unions in the 1920's due to employer activities and the decisions of the Supreme Court.22 These authors further note the favorable labor legislation of the 1930's and the gains of union members into the post World War II era.23 They list the provisions of the Taft-Hartley Act of 1947 indicating that it attempted to make unions more responsible for their actions.2u Unions, after 1997, continued to win benefits partly because management believed contented workers were more efficient. With the later merger of the A.F.L. - C.I.0., many believed that the nation was now one of big government, big labor and big industry.25 While Gavian and Hamm have scattered their references to labor unions more widely than Canfield and Wilder, they do continue to deal with union history and are sympathetic to the needs of workingmen. Graff and Krout provide good coverage of late nineteenth century labor union history. They conclude that employers, with the help and sympathy of the public and the government, generally waged successful battles with employees attempting to organize and secure higher wages and better working conditions.26 Labor in the 1920's was not effectively organized. Membership in unions was only about one-eighth of the work force. Wages were never 2 1 Ibid., p. 632. 22 5231.. pp. 640-6141. 23 $2293, pp. 67“, 698-699 and 76l. 2“ Ibid.,, pp. 762-763. 25 Rag” pp. 763-764. 6 2 Graff and Kraut, pp. 018-922. 83 very high in the 1920's. In the steel industry the twelve hour day and sometimes the seven day work week prevailed.27 0f the 1930's Graff and Krout say: "Labor's rights came generally to be recOgnized by businessmen as the 1930's drew to a close. This recognition was as important in our history as the extension of the suffrage or the emancipation of the slaves."28 These authors conclude their discussion in the post-World War II period with the crippling, apparently successful strikes after the War which in part, alienated enough people to secure the passage of the Taft- Hartley Act which regulated unions.29 Harlow and Noyes also provide a good account of the rise of the labor union movement, the conditions of labor which showed the need for unions and the lack of public and court approval of their activities generally.30 This text mentions the Clayton Act and its protection for labor. It notes that later the courts effectively circumvented these provisions.31 While these authors note that most workers' standard of living improved in the 1920's, that many employers fostered ideas designed to make them more contented and efficient, they neglect the government's and businessman's hostility as influences aiding in the decline of union 27 Ibid., p. 550. 23 ""' laugh, p. 58H. 29 Ibid., p. ens-ens. 0 Harlow and Noyes, pp. ROI-#13. 31 Ibid., PP. Slu-SISQ an membership.32 This text gives a picture similar to the other texts, of labor laws and union successes during the 1930's and later into the 1950's. They indicate that the Taft-Hartley Act was a Republican measure passed over Truman's veto. This law was apparently not as bad for unions as labor leaders thought it would be. Unions continued to prosper.33 Corrupt labor leadership in a few unions resulted in the Landrum- Griffin Act of 1959, designed to protect union members.3l+ The text by Muzzey and kink generally has the pattern of coverage of historical events in organized labor that are included in the pre- ceding textbooks. It differs from the others in maintaining a more neutral attitude. It does not discuss the grievances of workers, their need to organize nor the facts of public and government antipathy toward union organization to any extent in the latter nineteenth century.35 The Landrum-Griffin Labor Act of 1959 is considered by Muzzey and Link to be the most important act of Eisenhower's last two years in office. The act further controlled labor unions in order to assure proper use of union money and democratic control of unions by the member- ship.36 Wirth includes coverage of organized labor and his attitude is similar to the other textbooks. He includes the need for union organiza- tions in the latter nineteenth century along with the troubles they 32 Ibid., p. 692. 33 . Ibid., pp. 75"}-755. u Ibid., pp. 760-761. 5 Muzzey and Link, pp. 37”, 392-393. 36 Ibid., p. 692. 3 85 encountered.37 He concludes that the "real wages" of workers declined in the period 1900 - 1910.39 Wirth is also quite pointed in discussing the methods and attitudes of employer groups and government to thwart the unions in the 1920's. In the 1930's the LaFollette Committee "...found that 230 detective agencies supplied labor spies and estimated that the number of spies so employed ranged from uo,000 to 235,000."39 This text, in its last references to organized labor, concludes that labor and management are getting along better than ever now. There is recognition that cooperation benefits both sides.”0 Summary These American history writers devote much attention to the his- torical develOpment of organized labor. They are generally sympathetic to the needs of organization of workers in the period 1865 - 1900. They reveal the hostility of the government, of employers and the general public, to the aims of organized labor during this period. The period from 1900 to 1920 generally receives less attention though the benefits of the Clayton Act and the c00peration of labor unions with the government during World War I are usually noted. The 1920's is described in the textbooks as a period of decline for organized labor, even though it was a relatively prOSperous time. 37 Link, pp. 293-303 and 057-053. 38 Ibid., p. #58. 39 Ibid., p. 461. 40 Ibid.’ pp. 662-663. 86 This was caused by Presidential disfavor, the decisions of the courts 'and the activities of employers. All the textbooks show the resurgence of organized labor during I the depression years of the 1930's due to favorable legislation and the 3 attitude of the administration of President Roosevelt. : During the 1990's and 1950's, these textbooks indicate that organ- g ized labor generally secured higher wages and increasing fringe benefits. é Two major laws, the Taft-Hartley Act and the Landrum-Griffin Act were passed to prevent unions from abusing their growing powers. { Differences between the textbooks appear to be of minor signifi- cance though some appear to be more sympathetic and graphic in their descriptions of the problems encountered by workingmen in their organiza- tion efforts. Unorganized Labor About sixty per cent of workers potentially organizable remain unorganized. They cannot effectively speak for, nor do they have the power to force changes in the conditions under which they work. Since they do not hire lobbyists nor speak as a pressure group, they can be safely ignored by law making bodies. Do the history textbooks deal with problems and facts surrounding the largest groups of workers - those who remain unorganized? Bragdon and McCutchen describe the great contrast between the conditions of the wealthy and the very poor during the thirty years following the Civil War. In a marginal note to the teacher they call attention to the relationship between these conditions and the organiza- tion of labor in a later section. It is maintained that American workmen 87 were better off than any others in the world during this period.ul In a summary of the period 1830 to 1900, Bragdon and McCutchen picture the condition of labor as greatly improved during this time due to legislation, improved technology, deflation and the activity of some unions. Most workers remained unorganized. The average workday was re- duced from twelve to ten hours. The conditions of labor for most workers is not described.42 These authors record that one-third of industrial workers were unemployed at the bottom of the depression in 1932. Many others worked only part-time.”3 In another section they say: "Although the Social Security Act did not apply to all occupations, over 95 million people were eligible for its benefits by 1939."uu This kind of statement emphasizes the positive improvement in the security of millions but neglects the millions who need it even more. Canfield and_Wilder quote Theodore Roosevelt which is here para- phrased: The worker iS'oftentimes of less consequence to industry than the machine. The machines are an expensive investment to be used over a period of time. The laborer is easily replaced. The company can do without him; often though, he cannot do without the company.“5 Roosevelt was sensitive to the increased insecurity of workers. The unorganized “1 Bragdon and McCutchen, pp. 392-393. “2 Ibid., p. #31. us Ibid., p. 535. an Ibid., p. 606. 5 Canfield and Wilder, p. 389. ...—.... ‘4 88 ' were, of course, particularly vulnerable. Gavian and ham! speak more extensively and forthrightly of the conditions of workers than the other authors. For example around 1900: "The wage earner had no land and was } dependent for a livelihood on conditions beyond his control. ‘Unable to i save from his meagre wages, he was haunted by fear of unemployment.“6 a. They describe conditions in the latter nineteenth century in several other places.“7 They believe that Harding's administration was more corrupt than i Grant's and say of him: "Harding's one achievement through his personal efforts while in the White House was his persuading the big steel companies to end the twelve-hour day.“8 Speaking of the programs to aid farmers during the 1930's and 1900's Gavian and Hamm say: "On the whole, Congress showed little interest in the tragic situation of the millions of sharecroppers, subsistence farmers, and migratory farm laborers.”g They note that the CCC, PWA, WPA and NYA provided work for millions of needy peOple during the 1930's.50 While they show the plight of various workers throughout the period from about 1860 to 1900, they do not give continuity into more recent times, nor explicitly show that unorganized peOple are usually neglected. H6 Gavian and Hamm, p. 029. "7 Ibid., pp. 016, 037-033, 056-056. “8 Ibid., p. 650. "9 Ibid., p. 689. 50 Ibid., p. 695. 89 Graff and Krout acknowledge the need for workmen to organize. After reviewing the achievements of the A.F. of L. to about 1910, they conclude: But when all was said and done, a considerable task still remained. Workers in basic industries like textiles and steel, were unorganized; the new automobile industry was untouched; and no one spoke for the vast army of unskilled men and women who made up a major part of the nation's labor force. These same authors say of the Employment Act of 1906 that it marked a new idea: "acceptance of the government-in advance of economic depress- ion - of responsibility to head off unemployment."52 In another place they say: "In the years following the Second World War, the United States seemed to have rid itself at last of mass poverty among its peOple."53 Except for such brief references, there is no important discussion of the facts and problems of the unorganized labor force in this text- book. Harlow and Egygg, by means of a picture and reading material, make the point that Jacob Coxey was a social reformer for a half century. During both the depressions of 1893 and the 1930's, he proposed major public works to relieve workers and cure depression.5“ This textbook also includes the fact that prosperity was higher than ever for American families in the 1950's, with average family 51 Graff and Krout, pp. 017-018 52 Ibid., PO Bus. 53 Ibid., p. 668. 50 """"" Harlow and Noyes, pp. ”67-969. w“ -__..'- - .4 90 income of $7100 by 1962. Then, it is stated that eighteen million families were living on less than $0000 per year; that poverty, unemploy- ment and discrimination were problems for millions of Americans.55 Muzzey 3n_c_l_ £53112 report that: As late as 1915 a Federal commission found that between one-third and one-half of all workers in mining and manufacturing earned less than enough to support their families in decency. Indeed, in six large cities 12 to 20 per cent of all children were not getting enough to eat. While these authors are concerned with the problems of the poor as shown in the preceding quotation, they are increasingly confident that the nation has solved many of these problems. They note that between 1900 and 1960, industrial workers were better off than ever; that only a few times during this period saw unemployment go above five per cent.57 They further state that: "Labor's share of the national income, for ex- ample, was 29 per cent of the total in the late 1950's, as compared to 18 per cent in 1929."58 Wirth notes that health needs are greatest among those least able to pay and that this is a continuing concern. He concludes that Eisen- hower felt that the medical profession with government c00peration would fulfill the need.59 While Wirth includes a chapter which provides very good continuity of the organized labor movement from 1900 to 1907; he does not deal with 55 Ibid., p. 769. 56 Muzzey and Link, p. 010. 57 Ibid., p. 666. 58 Ibid., p. 668 9 Wirth, pp. 669-670. 91 the conditions of those groups of laborers who have never been organized.60 There is also discussion of increasing benefits under social security and the extensions to cover many more groups. There is no dis- cussion of groups not covered by these benefits.61 Summary In their treatment of the problems of the nation's unorganized work force, the authors of these seven textbooks, when they discuss them, are sympathetic. They seem to be more concerned with the problems in the earlier periods and to assume that an affluent America currently has solved or is rapidly approaching a solution to problems of poverty, edu- cation and health of the unorganized workmen. None of these authors ad- vocates the need for the further organization of the working force to provide a democratic-political leaverage toward solution of their pre- dicament. Nor do these texts contain any graphic accounts of the problems currently or recently being faced by this group of the nation's peOple. Treatment of the Negro Worker The right to have equal employment opportunities has special significance. An otherwise oppressed peOple can, if they know they have a chance to obtain better economic status, raise their standard of living and thereby become more self respecting and perhaps gain greater ac- ceptance as members of the total society. Economic Opportunity also 60 Ibid., pp. 057-071. 6 "'""' 1 Ibid., pp. 667-668. 92 provides a stimulus to education since better jobs usually require more education. The opportunity to contribute talent and energy to a society in return for greater material security for self and family is a great stimulus for development of that talent and thoughtful use of one's energy. In addition, where the white and Negro races work together, there is a * prospect of learning greater mutual respect for what any individual can do l without the necessity of close social relationships. Oftentimes there are i no Opportunities afforded to otherwise establish relationships on a basis ‘ of mutual understanding. 3 About ten per cent of Americans are Negroes. Americans and American ’ history textbooks take pride in the develOpments of freedom and opportunity in the nation. The inferior status of the Negro has a long history in American society. History textbooks can make a real contribution in pro- viding historical information on the development of the Negro in America, the incompatibility of his status with democratic ideals, and his more recent efforts and problems in striving to obtain justice as a citizen. Particularly, for this dissertation, do American history textbooks provide understanding of the historical and contemporary problems and progress of Negro workers? Bragdon 32d_McCutchen, in a marginal note in their teacher edition, speak of the migration of hundreds of thousands of Negroes to Northern industrial centers during World War I.62 They show that Congress, in 1957, passed the first law to protect the right of Negroes to vote, since the Reconstruction era; that this act was further strengthened in 62 Bragdon and McCutchen, p. 537. 93 1960.63 Lastly, they review the progress and problems in race rela- tions.6” There is admitted unofficial discrimination in employment. They conclude that: "Even though a full century has passed since the Emancipa- tion Proclamation, there are immense difficulties to be overcome before Negro citizens enjoy in full the equal rights guaranteed them by the Constitution."65 The review cites examples Of sit-ins and boycotts and attempts to obtain educational Opportunities. There is, however, a lack Of discussion Of Negro problems between the time of Reconstruction and the 1950's. Canfield and Wilder tell of the great progress of the Negroes since 1865.66 Mention is also made Of a number of Supreme Court decisions "...favorable to the Negro...." including the decision to integrate the races in the public schools.67 Progress is indicated though Opposition is noted. NO mention is made Of Negro employment problems. The Civil Rights law Of 1957 is included.68 Gavian and Hamm describe efforts to supply and improve Negro education after the slaves were freed.69 They show how the share-crOp 63 Ibid., p. 667. 6“Ibid., pp. 675, 677-678. 65 Ibid., p. 678. 66Canfield and Wilder, pp. 590-591. 7 6 Ibid., p. 777. 681bid., p. 779. 9 6 Gavian and Hamm, pp. 000-005. 90 system, developing after the Civil War, caused the Negro especially, to remain very poor and tied to a locality because of his annual debt.7O They write Of President Truman's insistence upon a strong civil rights plank in 1908 to aid Negroes in Obtaining, among other things, security Of employment. This caused Southern Democrats to defect.71 Gavian and Hamm also review civil rights laws and major court decisions which in the post World War II era have tended to promote the rights which Negroes had not been able to secure. The tone is one of progress.72 NO attention is given to examples Of the human aspects of racial discrimination which would help to make it a real issue for students. They describe the facts Of poverty and illiteracy Of Negroes in the South in 1900 and conclude that the great shift northward into in- dustrial activity especially during both World Wars has gradually given the Negro much greater Opportunity.73 They do not discuss the difficul- ties the Negro has faced by way of examples of job discrimination. Graff and Krout include Truman's strong civil rights stand in 1908 which lost him the votes of four Southern states in that election.7u They say that the only major reform issue on the domestic scene in the 1950's was civil rights. In this period the first law since Civil War times was passed tO assure citizens the right tO vote.75 There is no 7° 31331., pp. 073-030. 71 l_b__i_c_1_., p. 760. 72 5239,, pp. 799-801. 73 5330., p. 316. 7“ Graff and Krout, pp. 607-608. 75 Ibid., p. 660. -.- _ .- ._ .....Hr- v --fixu.—._ 0‘ v-..;-.-... 95 mention of the numbers Of Negroes unable to vote and no discussion of Negro employment problems. Harlow anthgy§§_do a better job than the other books, Of describ- ing the conditions under which Negroes have lived. They maintain that in the post Civil War South, the problem of Negroes Obtaining basic civil and social rights was not only not solved, but that by 1900 the process Of keeping Negroes separated from white society was largely completed and that laws and other means had effectively deprived them Of their rights as citizens.76 This text mentions race riots following World War I and tension caused by Negroes and whites competing for scarce jobs.77 They quote President Kennedy in a speech Of June 11, 1963: The Negro baby born in America today...has about one- half as much chance Of completing high school as a white baby...one-third as much chance of completing college, one- third as much chance of becoming a professional man, twice as much chance of becoming unemployed. In a good review of the problems Of discrimination against Negroes as well as efforts to Obtain civil rights, they acknowledge progress but recognize tremendous difficulties.79 Finally in commenting on post war literature they say Of’Thg Eire. NextTime by the Negro James Baldwin, that it "...is a powerful statement Of what it means tO be a Negro in a white society."80 76 Harlow and Noyes, p. 360. 77 Ibid., p. 616. 78 Ibid., p. 769. 9 Ibid., pp. 769-772. 30'-'-' Ibid., pp. 776-777. . ..1- -___I 96 -1 lihr Muzzey and Link show how the Southerners shut out the Negroes from voting by state constitutional devices in the 1890's and later.81 They conclude that Of the "...three million Negro students in seventeen Border and Southern states, only 7.3 per cent were attending desegregated schools in 1962."83 There is nO discussion of other rights or of the justice of the Negro claims. Page 683 is devoted to listing famous Negroes and r-. lax-ti A 54. , their contributions, from the 18th century to the present. I i A. lac-.....-- Wirth gives the briefest attention to this topic. He states that during World War II "a number Of Southern leaders were critical Of the President... A presidential order had stated that there should be no dis- ' crimination against Negroes in industry, in the armed forces, or in govern- ment service."8u There is also a short presentation centering on the progress the Negroes have made since 1865. He gives figures showing their gains in education and occupation status.85 There is no discussion Of Negro griefs and continuing problems. Summary All of the textbooks contain current issues involving the civil rights and educational problems Of Negroes. The reference by Wirth is very brief. Only the texts by Harlow and Noyes, and Gavian and Hamm pay l Muzzey and Link, p. 389. 82 Ibid., pp. 631-630. 33 Ibid., p. 630. 30 Wirth, p0 652. 85 97 some attention to Negro difficulties between the Civil War and post World War II. Bragdon and McCutchen, and Harlow and Noyes mention employment discrimination. The authors generally emphasize the progress Negroes have made. None of these writers, except Harlow and Noyes, makes any attempt to get students tO think about the employment problems Of Negroes. Meaningful Work In contemporary industrial society much work has become very monotonous and does not contribute to the growth of intelligence or the fulfillment Of ambition to contribute by one's work, something Of one's self to the society. The problem has been recognized for a long time. It is a dilemma Of society that in producing abundance, a worker's contri- bution, individually is of little importance or satisfaction. Summary The history books examined do not contribute to an analysis or ex- position that meaningful work exists as an important problem in twentieth century America. Displacement Of Workmen Today's nation needs peOple who view education as a process con- tinuing throughout a lifetime. PeOple should recognize the need to learn new skills, perhaps several times, as they are required to adapt to new work situations. Education not only helps them to adapt to displacement resulting from Obsolescent job skills but is needed by a democratic nation to provide the leadership and followership to help determine the direction the changes will take. 98 Bragdon and McCutchen briefly discuss technological unemployment86 and say Of President Kennedy's administration: The introduction of automation Often meant that workers were laid Off permanently and that their former skills were useless. TO meet the latter problem Congress, at Kennedy's urging, voted to set up agencies to train workers in new skills and to subsidize them while the training period was going on.87 In their summary of recent education problems and successes, they do not make any connection between education and the displacement Of working people caused by technological changes.88 Canfield and Wilder in a summary of educational advance to 1900, mention the Morrill Act Of 1862 as supporting education which helped to provide industrial advances in agriculture and engineering. These authors define technological unemployment and list it as a cause of the depression of the 1930's.90 This text contains a good section showing how education and other governmental activity helped to revolutionize agricultural methods and products. It does not show that this change made many fewer farmers necessary and thereby forced the smaller and less efficient farmers to be- come "victims" of technological change. There apparently was little effort by government tO aid the transition from being a farmer to becoming an urban worker. 86 Bragdon and McCutchen, p. 566. 87 Ibid., p. 669. 88 Ibid., p. 675. 89 Canfield and Wilder, pp. 030-036, 0 Ibid. ’ Pp. 506-509. 99 Canfield and Wilder also portray the trend in this century to de- creasing numbers Of unskilled and agricultural workers, and increasing numbers in semiskilled and professional occupations.91 The relationship between education and'technology is implied when, after Russia launched its first satellite, Congress gave federal aid to the states to help finance better instruction in science, mathematics and foreign languages.92 Gavian and Hamm_describe the great twentieth century increase in numbers Of high school and college students, with vocational curriculums and guidance becoming more common in the schools.93 "In the years 1922 tO 1929 from 5 to 10 percent Of the labor force was unemployed at any one time."9“ About two million workers were being displaced by technological changes annually and they were not being re- employed rapidly enough. These technological changes continued rapidly during the 1930's.95 Gavian and Hamm also give a good summary Of the shift from un- skilled labor to the employment Of many more skilled workers who have more education. Graff and Krout briefly discuss increasing needs in education.96 They do not discuss the displacement Of workmen. 91 Ibid., p. 530. 92 Ibid., 779. 93"“‘ Gavian and Hamm, p. 602. 9” Ibid., p. 671. 95 Ibid. 96 Graff and_Krout, p. 670. 100 Harlow and Noyes mention increasing school enrollments, more voca- tional courses,97 and state in a later section: "Modern industry requires workers who can be trained easily and who adapt quickly to changing methods. Experience has proved to employers that well-educated persons best meet these requirements."98 These authors also noted technological unemployment in the 1920's and 1930's but considered it only a short run problem.99 100 give good summaries Of educa— Muzzey and £12}; in two places tional progress but do not discuss displacement of workmen due tO techno- logical change. Wigth_mentions the relationship of the machine age and the need for education. He also notes that college courses have more orientation toward making a living. He includes a brief summary Of statistics and facts about the educational system of America.101 Summary The textbooks contain summaries Of educational achievements and problems in this century. Canfield and Wilder, and Wirth directly make brief connections between technological advances and education. Canfield and Wilder, Gavian and Hamm, and Harlow and Noyes discuSs technological unemployment in the 1920's and 1930's. Bragdon and McCutchen, alone acknowledge that this problem is still current, when they briefly mention Congressional action at the urging of President Kennedy. 97 Harlow and Noye, pp. 026-028. 93 gig” pp. 772-773. 99 Ibid,, p. 606. 100 Muzzey and Link, pp. 013-010 and 671. 101 Wirth, pp. 698-702. 101 The Meaning Of Progress It was posited that progress in America usually is associated with material gains accompanied by greater democratic control; that this had a close affinity to John Dewey's definition Of liberty as the power to do things. The purpose Of inclusion Of this topic was to attempt to see if these authors considered that progress had been made in the management and control Of industry and by labor. What basis seems to be used for affirming or denying progress in connection with these topics? Bragdon and McCutchen refer to progress in dealing with many aspects Of American history. Perhaps two examples, one from the early twentieth century and another from recent times will suffice to characterize their views. 0f the early twentieth century they say: Whatever its mistakes and failures, the progressive movement was a tremendous benefit to America. It helped tO protect the weak, curb the ruthless, enrich men's lives, and put business under the law without destroying capital- ism. Above all, it averted a possible revolution by restoring faith in the process Of democracy. 0f recent times there is acknowledgement Of change in the social structure wherein the small family feels itself alone in a geographi- cally and socially mobile world. The chapter ends on the Optimistic note that because Of the society's tremendous material progress which is widely diffused, the good will and faith in human progress which exists, the 3 problems have a greater chance of being solved than ever before.10 102 Bragdon and McCutchen, p. 097. 103 Ibid., pp. 631-632. 102 Canfield and Wilder in a chapter introduction indicate that states- men during the past one hundred years have been faced with the need to help in bringing about in bringing about industrial and social democracy as well as political. Many Of the problems appearing before the end Of the last century, in this connection, are still in evidence.lou In a summary of scientific successes Canfield and Wilder raise no questions nor do they analyze problems. They merely conclude: "We must have faith that atomic power will create instead a new and better world of peace."105 Gavian and Hamm in their preview Of Unit Ten covering the post World War II period say: A mid-century survey of the United States shows that remarkable economic, scientific, and social prO- gress has been made. Productivity has climbed. Prosperity has been widely distributed. If peace and stability in the world could be maintained, the United States should anticipate days Of even greater accomplish- ment.106 The attitude Of Graff and Krout is perhaps most clearly seen in their view Of the 1920's. In reviewing the production achievements and resultant changes in ways of living, the bOOk tends to confirm the idea that Americans believed progress depended mainly upon increasing material prosperity. The peOple were less concerned with the need for greater democracy.107 u 10 Canfield and Wilder, pp. 050-051. 105 Ibid., pp. 601-602. 106 Gavian and Hamm, p. 759. 107 Graff and Krout, pp. 552-557. 103 Referring to the Presidential election Of 1920, the statement is made: "The Republicans and Democrats alike, under the spell Of the prosperity and the ballyhoo Of the twenties, had put aside the pro- gressive ideals of their recent past."108 Harlow 329;§212§.in their treatment Of the reform era of the early twentieth century reveal their sympathy with the ideas of greater popular control of the economic and social system along with material abundance.109 Muzzey 222_L§nk_describe in glowing terms the tremendous increase in economic output and material well-being between 1905 and 1960.110 They appear to be satisfied with the degree Of democratic control since they conclude that poverty has been so nearly eliminated that the society is in a sense becoming classless.111 Wirth devotes a chapter tO an accounting Of.the technological and scientific advances which have made a more healthful and materialistically comfortable society.112 While noting that the economy is based upon scientific knowledge and research, he shows the need to control the scientific knowledge, at least atomic energy.113 8 10 Ibid., p. 561. 109 Harlow and Noyes, pp. 082-518. 0 ll Muzzey and Link, pp. 660-667. 111 Ibid., p. 667. 112 Wirth, pp. 673-687. 113 Ibid., p. 680. 100 Summagy Each of the textbooks contains emphasis on the material well being Of the people as part Of the progress America has enjoyed. The authors generally credit the Progressive Movement Of the early twentieth century in restoring power to the peOple. The 1920's is usually treated as a reactionary era. Graff and Krout particularly mention the people's glorification Of prosperity and lack Of interest in democratic control. The writers, especially Muzzey and Link, tend to emphasize the great progress since World War II. This progress is defined as material well being widely spread among the people. None Of the books contains discussion Of needs for increasing democratic controls. The authors appear to assume that democratic develOpments have assured the distribu- tion Of abundance. CHAPTER V SUMMARY AND CONCLUSIONS This dissertation began with concern for the great social changes affecting the United States as well as many other areas of the world; social changes so vast and rapid that knowledge of why and how they occur is imperative if men are to rationally take part in providing some controls over their direction and speed. It seemed apparent that rapid industrialization was the major cause of these social changes. The appearance Of new consumer goods Of many kinds, rapid transportation and communication, and urbanization had changed profoundly the ways Of living Of most people. A view Of the function Of history, as it particularly applied to high school students, was exPressed. It was, in essence, that in order tO understand the progress and problems of contemporary life, one must study their historical development. A review Of what the authors of the high school history textbooks used in this study said or implied about the function Of history, substantiated this view.1 The major question thus arose: How well do the senior high school United States history textbooks, by their treatment of selected social- cultural consequences Of industrial development in the United States, potentially tend to clarify for students these aspects Of their contemporary society? 1 See pages 19-21 105 106 Textbook Selection. The seven textbooks selected were, on the basis Of the information presented, assumed to be representative of high school American history textbooks used in the United States.2 Selection gf.Social-cultural Topics for This Study. Chapter II was devoted in part, to the selection of two major topics which were consid- ered major social-cultural consequences Of industrial development. The fact that these topics were treated in each of the textbooks was an impor- tant reason for choosing them. The fact that each topic has great and con- tinuing significance in the life of the nation was of equal importance. These topics are: IIhg_Management and Control of Industry, and £3295. Selection 2f_Suthpics. Most of Chapter II was then taken up with the exposition Of eleven suthpics, four under management and control Of industry, and seven under labor. These subtopics were justified on the grounds Of their significance for society, their susceptibility to his- torical investigation, and to gain precision in examining the textbooks. These subtopics, with conclusions as to the findings, are listed under each major tOpic below: The Management and Control Of Industgy Concentration of Wealth and Power3 Summary of Findings” All Of the textbooks give a good account of the great growth and concentration Of wealth and power in industry between 1865-1900. During 2 See pages 16-18 3 See discussion of this topic, Chapter II pp. 25-27, or brief summary, Chapter III, p. 09. 0 This paragraph is substantially the summary from p. 56. 107 the period 1900-1930, all the texts again gave attention to the contin- uation Of this trend. Gavian and Hamm, and Wirth are particularly out- spoken. Five Of the textbooks are nearly silent about this tOpic during the past thirty-five years. Wirth, and Canfield and Wilder, attempt summaries which, in effect, say that the concentration of power and wealth in corporate industry and business is as great or perhaps greater than ever. Conclusions The textbooks, even those which treat this tOpic in the recent past, leave the impression that the concentration of wealth and power in industry is no longer a matter Of concern. This patently is not the case. Whether a great corporation decides to move some Of its Operations tO a new location, increase, decrease or leave its production of a given commodity the same from one year to another, change its pricing policies or lobby for or promote a particular viewpoint, can have widespread effect on society and the economy. These facts are not well illustrated for the students' consideration. Corporate Organizational Purposes5 Summary offiFindings6 All Of the texts give credit to industrialists for their part in making the United States a great industrial nation. All Of the texts, during the period of approximately 1870-1930, discuss in greater or lesser 5 Discussion, pp. 27-28; summary, p. 56. 6 Summary from p. 60. 108 extent, some of the corporate purposes and methods which were Often 0p- posed tothe individual and public interest. During the past thirty or more years there is no significant discussion of corporation purposes as a problem in American society. Conclusions The prosperity of the past twenty-five years may have obscured this tOpic as an issue of continuing interest. Certainly government regulation and labor union activity, as well as other interested groups have affected what corporations could do. The idea may prevail that countervailing purposes and businessmen's enlightenment have relegated this topic to the status of a bygone issue. President Kennedy's, and currently President Johnson's concern over possible steel price increases are an indication of continuing concern for corporate purposes and evidence of countervail- ing power. The built-in Obsolescence of American automobiles may be an example of unthinking public demand or of public demand shaped to corporate purposes. The scandals in the pricing of electrical products, involving the great electrical manufacturers in the early 1960's is an example Of wayward corporation direction. As long as corporate purpose is primarily that of profit making, there needs to be interest in the relative size of the profits and the means used to Obtain them. How Rational Consumption and Other Considerations Ameliorate the Profit Motive7 Summary of Findings8 These seven textbooks all contribute to a knowledge of the 7 Discussion, pp. 28-30; summary, p. 60. 8 This paragraph is the summary from p. 71. 109 important role of government in the regulation of business and industry in the public interest. Several of them cite instances of the impact of advertizing and consumer spending on the economy. None of them comments directly upon the central issue of this subtopic: that of wise consump- tion in an economy of abundance. Conclusions Perhaps this lack is but a reflection of the fact that abundance for a whole peOple is historically new. Still, historians should be able to provide considerable insight upon what it has meant for given classes of people or nations historically to use their energies and resources in one way rather than another. Furthermore the depletion of natural re- sources is a concern of the historians and this is directly related to the kinds of consumption that the nation has enjoyed. The sad spectacle of soil erosion, forest and mineral wastes is a part of the exploitation allowed because Of the way the economic system has traditionally func- tioned. What capitalists and people want has usually been a primary factor in determining how resources would be used. The history books make no point Of showing that these are ultimately the individual choices which provide the collective direction for the economic system. The Use and Effect of Democratic 0r anizations9 “""'15FIE§FEVih§'f5§"EEBh6mIE"Sygfafi"“""" Summary of Findings;0 These seven history textbooks substantially agree on the impop- tance of organized public Opinion to effect important reforms growing g This topic is discussed on pp. 30-32; brief summary, p. 71. 10 This summary is taken from p. 75. 110 out of the great industrial changes of the past one hundred years. The changes Often wait upon the building up of great public concern over a period of time, and the focus is upon the necessity of action by the federal government to assure effective reform. NO attention is given to examples of the process whereby local organizations have a national impact. Conclusions There is ample evidence from the Progressive Movement, and the Great Depression to substantiate the power of public Opinion to event- ually effect change. That public opinion can also move the nation in a questionable direction may also be deduced for example from the nation's declaration of war on Spain in 1898 and the demobilization immediately following World War II. There is little question of the need for a well informed public Opinion and about various national and international issues. The history books document the lag between need and reform as in the Progressive Movement and the Great Depression. A danger in a re- publican or democratic government is that public Opinion may be mobilized too late in rapidly changing times to take effective action. The main deficiency in the textbooks is in the lack of concrete examples of the effectiveness of various kinds of organizations in help- ing to achieve social goals. Students seldom see examples in their history books of how individual citizens can make themselves heard or of the usual necessity to work through organizations to achieve success in modifying the economic or other parts of the social system. The tendency is naturally to focus attention upon the larger national issues and lll thereby to give an abstract picture which neglects the efforts of ordi- nary citizenry. Important individual leaders Of industry or unions receive credit for their contributions. Thus, it may seem to students that the "generals" always win the "wars." One other aspect of history itself appears worthy of mention. Since the post World War II period has been prosperous, there seems to be an Optimism or complacency reflected in the texts, Of a rightness of the economic system except for minor needs like the checking of ruthless union leadership. Students may well receive the impression that the nation's economic system is mature, responsibly handled and in need of little or no attention. The dynamism of the system recorded by history indicates otherwise. Labor Freedom and Responsibility to Select One's Workll Summary_of Findings12 The textbooks show that immigrants came to this country frequently to gain greater economic benefits from even the hardest kinds of labor. They were, in the Civil War period and afterwards, Often recruited from abroad to help build the railroads and provide manpower for the factories. In addition, the historians tell of many new industries which have developed or are develOping. They discuss the recessions and periods of economic expansion. 11 Topic develOped pp. 33-35 and summarized pp. 76-77. 12 Summary taken from p. 77. 112 None of the textbooks deals explicitly with this great change (the present opportunity to choose among many fields Of work for other than reasons of economic necessity), growing out of history, which is profoundly altering the social and economic life of the American people. Conclusions It is well for guidance persons, where available, to aid students in selecting fields of work and coordinating their education with their choice and abilities. Authors of history books, by their omission of this tOpic, miss an Opportunity to help students develOp appreciation for the Opportunities they have to choose among many areas of work based upon their individual abilities and unique needs. These Opportunities were never the historical possibility for nearly all of their predecessors. Organized Labor13 Summary of Findings14 These American history writers devote much attention to the his- torical develOpment of organized labor. They are generally sympathetic to the needs of organization of workers in the period 1865-1900. They reveal the hostility of the government, of employers and the general public, to the aims of organized labor during this period. The period from 1900 to 1920 generally receives less attention though the benefits of the Clayton Act and the cOOperation of labor 13 Discussion of this suthpic on pp. 35-38 and summary, pp. 77-78. 1“ This summary taken from pp. 85-86. 113 unions with the government during World War I are usually noted. The 1920's is described in the textbooks as a period of decline for organized labor, even though it was a relatively prosperous time. This was caused by presidential disfavor, the decisions of the courts and the activities of employers. All the textbooks show the resurgence of organized labor during the depression years of the 1930's due to favorable legislation and the attitude Of the administration of President Roosevelt. During the 1900's and 1950's these textbooks indicate that organ- ized labor generally secured higher wages and increasing fringe benefits. Two major laws, the Taft-Hartley Act and the Landrum-Griffin Act were passed to prevent unions from abusing their growing powers. Differences between the textbooks appear to be of minor signifi- cance though some appear to be more sympathetic and graphic in their descriptions of the problems encountered by workingmen in their organiza- tion efforts. Conclusions The textbooks generally contain good accounts of the organized labor movement in American history. The movement is often treated with objectivity in the twentieth century and Often sympathetically in the latter nineteenth century. The problems, the legislation and the successes and failures of unions are given considered attention. Unorganized Labor15 16 Summary of Findings w 15 This topic is presented on pp. 38-39 and an additional summary is given on p. 86. 16 Taken from p. 91. 110 The authors of these seven textbooks, when they discuss the problems of the nation's unorganized workforce, are sympathetic. They seem to be more concerned with the problems in the earlier periods and to assume that an affluent America currently has solved or is rapidly ap- proaching a solution to problems of poverty, education and health of the unorganized workmen. None of these authors advocates the need for the further organization of the working force to provide a democratic-politi- cal leaverage toward solution of their predicament. Nor do these texts contain any graphic accounts of the problems currently or recently being faced by this group of the nation's peOple. Conclusions Most workers remain unorganized. The textbooks reflect a tacit acceptance of this condition. This attitude is diametrically Opposite to the contention of this dissertation that democracy means the active participation by peOple in organizations which can affect the crucial concerns in their lives. Sympathy for the less fortunate or even Optimism that their condition is rapidly improving, is not a substitute for people organized to work for their own goals. Treatment of the Negro Worker17 Summary Of Findings18 All of the textbooks contain current issues involving the civil rights and educational problems of Negroes. The book by Wirth is very 17 This tOpic is presented on pp. 00-01 and a summary appears on pp. 91-92 0 18 Taken from p. 96-97. 115 brief. Only the texts by Harlow and Noyes, and Gavian and Hamm pay some attention to Negro difficulties between the Civil War and post World War II. Bragdon and McCutchen, and Harlow and Noyes mention employment dis- crimination. The authors generally emphasize the progress Negroes have made. None of these writers, except Harlow and Noyes, makes any attempt to get students to think about the employment problems of Negroes. Conclusions It was stressed that economic Opportunity could help Negroes to gain greater self resPect and desire for education; that whites employed side by side with qualified Negro employees provides Opportunity to reduce prejudices. Equal work Opportunities affirms a basic right of Americans to contribute skills and earn any livelihood for which they can qualify. Considering the historical extent of discrimination in employ- ment, the size of the Negro pOpulation and the incompatibility of this discrimination with the nation's avowed ideals, the authors neglect a function which they are admirably suited to perform. Meaningful Worklg Summary of Findings?0 The history books examined do not contribute to an analysis or exposition that this problem exists as an important one in twentieth i 19 TOpic presented on pp. 01-03; summary on p. 97. 0 Taken from p. 97 116 century America. Conclusions Perhaps historians would prefer to leave this tOpic in the hands of sociologists or psychologists who logically have engaged in this study. Since the evidence accumulated by them substantiates the fact that it is an important human problem in industrial society, historians could reasonably include it in their analyses of social changes. Who, more than the high school student, needs to be alerted to this social problem? It can then be weighed by them in coming to decisions about the work they want to prepare to do. Displacement of Workmen21 Summary of Findings?2 The textbooks contain summaries of educational achievements and problems in this century. Canfield and Wilder, and Wirth directly make brief connections between technological advances and education. Canfield and Wilder, Cavian and Hamm, and Harlow and Noyes discuss technological unemployment in the 1920's and 1930's. Bragdon and McCutchen alone, ac- knowledge that this problem is still current, when they briefly mention Congressional action at the urging of President Kennedy. Conclusions While the displacement of workmen by technological changes is directly mentioned or can be inferred from the growth of industries, 21 Topic presented on pp. 03-00; summary on p. 97. 22 Taken from p. 100. 117 the history books do not expose students to the concept of the necessity for large numbers of workers to be trained and retrained during their working years; that such retraining is made possible by a foundation of knowledge and skills acquired in their early years and maintained and increased through formal and informal education during their adult years; that education in this industrial society is an integral part of maturity and not a terminal accomplishment of youth. The Meaning of Progress23 Summary of Findings24 Each Of the textbooks contains emphasis on the well being of the people as part of the progress America has enjoyed. The authors generally credit the Progressive Movement of the early twentieth century in re- storing power to the peOple. The 1920's is usually treated as a reactionary era. Graff and Krout particularly mention the people's glorification of prosperity and lack Of interest in democratic control. The writers, especially Muzzey and Link, tend to emphasize the great progress since World War II. This progress is defined as material well being widely spread among the people. None of the books contains discussion of needs for increasing democratic controls. The authors appear to assume that democratic developments have assured the distri- bution of abundance. 23 Topic presented on pp. 00-06; summary on p. 101. 20 Taken from p. 100. 118 Conclusions The concept of progress, meaning a combination of material im- provements with increasing democratic controls is reflected in the pages of the books examined. The feeling Of accomplishment of progress, thus defined, is substantiated in numerous developments by midcentury. Students can develop appreciation of American attainments as they read these books. What is lacking is the develOpment of challenges to students by way Of descriptions of areas of American life where this progress has been more limited; where either material gains or democratic developments have been inhibited. Current issues of poverty, education and employment in the 1960's are illustrative of these challenges. Students would not gain many premonitions of these issues, as they studied the history of the 1950's. Summary of Findings in the Textbooks The textbooks were examined to see how four suthpics under the management and control of industry, and seven subtopics under the heading of labor, were treated. These subtopics were established on the grounds of their significance for an understanding of the problems and accom- plishments in American industrial society during the past one hundred years and in the present. There were eleven subtopics, with the criteria established for adequate treatment. One topic, Organized Labor, was judged to be adequate- ly treated. Two topics, The Use and Effect of Democratic Organization in Improving the Economic System, and The Meaning of Progress, were judged as partially meeting the requirements of the criteria. Two of the topics, 119 Freedom and Responsibility to Select One's Work, and Meaningful Work, were not analyzed or described in the textbooks. They might be inferred from the reading, and in an instance or two, received passing mention only. The six remaining topics were judged to be inadequately treated in all the textbooks. By means of questions, suggested activities and sup- plementary readings these texts provide varying Opportunities to delve into areas Of interest and topics which are not dealt with in detail in the texts themselves. In this way some Opportunities are provided at the ends of appropriate chapters, to investigate some of these tOpics judged to be inadequately treated. Individual Textbook Ratings There are important differences of emphasis and viewpoint between some of the textbooks. Some of these are considered in Chapters III and IV in describing the treatment of each suthpic in each textbook. These differences with respect to the overall treatment of these eleven sub- topics do not appear to be significant. While some topics are well handled in the latter nineteenth century, they are almost ignored in the past thirty years. An example of this is the topic: Corporation Organ- izational Purposes. The criteria used to rate each textbook in its treatment of each suthpic obscure these differences.25 If the tOpics were rated accord- ing to treatment in certain shorter periods of time, differences between the textbooks would tend to be revealed. The three criteria in each chart emphasize the overall relevance of history for the present. That was the 25 Appendix B contains these rating charts. 120 intent of the dissertation. The charts tend therefore to agree with the conclusions reached on each subtopic in the preceding sections of this chapter. They fail to distinguish many differences between the textbooks. Implications for the Classroom Teacher There are other views of the functions of history and other views as to the significance of the topics examined in this dissertation. If it is believed that this dissertation is valid as to point of view (the value of history for the present) and significance of suthpics, then 1 the classroom teacher using these or similar texts may want to consider 14.1-2- the following: um. Supplementary Readings. Periodicals, tOpical histories, socio- logical studies, newspapers and other readings may be used to clarify and bring to students the background and significance of the topics omitted or neglected in their assigned textbooks. Such a bibliography and col- lection of materials will need to be systematically gathered. £29327Visua1 Materials. From the field of guidance, sociology, psychology, industry, labor, and other organizations, selections of films, records, filmstrips or slides may be sought, in order to create interest in these tOpics. Supplementagy Discussion. Teachers will need to relate these topics to history by noting their omissions from the textbooks. They may, in some instances, judge it to be apprOpriate to discuss histori- ography or philosophy of history with their classes; to bring awareness of problems such as those raised in this dissertation, concerning the appropriateness, the criteria, and the significance of possible tOpics in American history or other histories. 121 Selection 2: Purposes. Certain portions of typical histories may need to be omitted or reduced in amounts of study in the classroom. There is a very limited amount of time available. Teachers of history, as in other classes, will need to be conscious of selecting certain topics which will be emphasized; others will necessarily receive rela- tively less treatment. Rational grounds for selection or rejection, for emphasis or lack of it, are part of the reSponsibility of teachers that this dissertation implies. Any shift of attention from the conventional, in public school classrooms, needs to be carefully planned for. Implications for Further Study Other TOpics It has been contended in this dissertation that the study of his- tory by all high school students should contribute most of all, to an understanding of present conditions. Starting with this premise, other areas of traditional historical interests could be examined in the history textbooks to evaluate how well they potentially contribute to an understanding of present cond- itions in these specified areas. For example, foreign affairs, govern- mental structure or education might be selected for study. A scholar would then, through study and reflection, attempt to summarize significant and enduring problems and developments. Using the same or a variation of the procedure Of the dissertation, he would seek to examine and evaluate the extent to which the textbooks contributed to an understanding of these problems and developments. 122 The Need for Topical Histopy The history books examined in this study contain much information. The maps, illustrations and writing appear generally to be of good to excellent quality. A more tOpical, rather than chronological treatment of the past century would, it seems, provide more readily for adequate information, continuity and integration of the selected topics as they relate to America in the 1960's. TOpical histories in pamphlet form, some of which are now available, could supplement the use of these text- books in their treatment of neglected areas. Additions to History Curriculum This approach to history is based upon the selection of topics which have widespread social significance. It might be that some topics so selected are not treated in the textbooks. The lack of attention to the topic Meaningful Work was considered in this dissertation. Such topics, when considered of great social import and when susceptible to historical investigation, could become the basis for develOpment of ad- ditions to the history curriculum. This dissertation draws attention to problems of selection of tOpics in the writing of any history textbook. Obviously there is attention to matters of emphasis, omission, balance, and integration in writing such a book. Some aspects of history can be treated extensively, some merely mentioned, others must be omitted. What is of widespread pggigl significance is undoubtedly a useful criterion, but it does not provide easy answers to writing history books. It poses the problem of ascertaining which tOpics in the ocean of human activities are of greater significance. Establishing these gradations, or this hierarchy, is 123 certainly not new to historians. Special focus upon analysis of recent or present conditions, as the basis for selection of topics of enduring historical significance, which can make history "live" in the minds of students, is not a new idea. It is suggested that history textbooks and curriculums can be examined on this basis. Significant gaps might be revealed. Perhaps improvements in the content of the history curriculum and in teaching history would result. APPENDIX A Correspondence Concerning The Selection of Textbooks 125 Potterville, Mich. March 30, 1960 Mr. Merrill P. Hartshorn, Executive Secretary National Council For the Social Studies 1201 Sixteenth Street, N.W. Washington 6, D. C. Dear Mr. Hartshorn: For my dissertation, I would like to rate American history textbooks on their treatment of the effects of industrialization. I would like the texts tO be those which are recent and likely to be the most widely used in the high schools of the United States. I have seen only one study which claimed that the texts were the most widely used in the secondary schools. That was the study by Marcus Lloyd, The Treatment 25 Minorities in_Seconda£y School Textbooks, for the Anti-Defamation League of B'nai B'rith, 1961. Would it be your judgment that the sixteen history texts he used (minus the junior high texts) in their most recent editions would satisfy my requirements? DO you know of any additional stu- dies or information bearing on the selection of texts which I should consider? Thank you for any consideration you may be able to give to this inquiry. Yours truly, John Meeder Graduate Student in Education Michigan State University 126 April 6, 1960 Mr . John Meeder 322 Pearl Street Potterville, Michigan Dear Mr. Meeder: Thank you for your letter to Mr. Hartshorn concerning American history textbooks. We have no certain information as to which textbooks are the most widely used throughout the country. However, we were consulted when the Marcus Lloyd study was being prepared, and his list in The Treatment of Minorities in Secondapy School Textbooks would represent our best judgement on this question. If you were to use the latest editions of those texts, it should very adequately suit your purpose. Best wishes for the success of your study. Cordially yours, Malcolm L. Searle Executive Assistant MLS:tt 127 Potterville, Mich. March 30, 1960 U.S. Office of Education 1 Health, Education and Welfare Dept. Instruction, Organization and Services Branch Secondary Schools A. ..u-——.?' "- Dear Sir: This is a request for information on U.S. history texts used in the high school. For my dissertation, I would like to rate American History textbooks on their treatment of the effects of industrialization. It would be desirable to study those texts which are most widely used in U.S. public high schools. I have seen only one study which claimed directly that the texts which were evaluated were the most widely used in the area of social studies. That was the study by Marcus Lloyd, The Treat- ment pf Minorities in_Secondagy School Textbooks, for ch‘IhtI- Defamation League of B'nai B'rith, 1961. DO you know of information or studies which would aid me in selecting textbooks for this study - from which I could generalize concerning U.S. history texts in the high schools? Thank you for whatever consideration you may be able to give this request. Yours truly, John Meeder Graduate Student in Education Michigan State University 128 April 10, 1960 Mr. John Meeder . Graduate Student in Education I Michigan State University f Potterville, Michigan I; J In. Dear Mr. Meeder: This is in reply to your letter of March 30 requesting information on U.S. history texts used in the high school. I do not know of any studies which identify the textbooks most widely used. In general, the number Of books a company sells is not revealed. It is probably safe to assume in making a study that the textbooks in U.S. history which are distributed by the largest educational publishers are used in the large majority Of classes. Sincerely yours, Howard H. Cummings Specialist for Social Sciences and Geography APPENDIX B Textbook Rating Charts . ' “Av-FF: .1‘1 130 APPENDIX B TEXTBOOK RATING SHEET Textbook: Histogy g§_s Free Pe0ple, Bragdon and McCutchen P-poor; F-fair; G-good; E-excellent Greater Democracy g—fiIntegration of History Adequate With Contem- TOpics Continuity Information porary Life P F G E P F G E P F G E Control 6 Management of Industry Concentration of Wealth 6 Potential Power in X X X Corporations Corporate Organizational X X X Purposes How Rational Consumption and Other Considerations X X X Ameliorate the Profit Motive The Importance of Organized and Democratic Efforts in X X X Improving the Economic System ' Labor Freedom and Responsibility to Select One's Work in a X X X Complex Society Organized Labor X X X Unorganized Labor X x X Treatment of the Negro Worker X X X The Problem of Meaningful Work Organization X X X The Need for Continuing Education as Technological X X X Change Displaces Workers Criteria for Progress: Material Improvement With X X X ‘——_.._-_.._ __1‘ -—-_ _ 4w— ._ f—‘~—.-——-?-———-L_-e.1‘.__ .... _';_, - - \ . . . ‘ ‘1‘" *1; 0’ ‘ ~. - - 7? .. “‘33; 131 APPENDIX B TEXTBOOK RATING SHEET Textbook: 323 Making pf Modern America, Canfield and Wilder P-poor; F-fair; G-good; E-excellent Integration of History . Adequate With Contem- Topics Continuity Infprmation pgrary Life PPGE PFGE PFGE Control 5 Management of Industry Concentration of Wealth 6 Potential Power in X X X Corporations Corporate Organization Purposes X X X How Rational Consumption and Other Considerations X X X Ameliorate the Profit Motive The Importance of Organized and Democratic Efforts in X X X Improving the Economic System Labor Freedom and Responsibility to Select One's Work in a X X X Complex Society Organized Labor X X X Unorganized Labor X X X Treatment of the Negro Worker X X X The Problem of Meaningful Work Organization X X X The Need for Continuing Education as Technological X X X Change Displaces Workers Criteria for Progress: Material Improvement With X X X Greater Democracy 132 APPENDIX B TEXTBOOK RATING SHEET Textbook: United States History, Gavian and Hamm P-poor; F-fair; G-good; E-excellent IIntegration of History Adequate With Contem- Topics Continuityg Information porary_Life P F G E P F G E P F G E Control 8 Management of Industry Concentration of Wealth 8 Potential Power in X X X Corporations Corporate Organizational Purposes X X X How Rational Consumption and Other Considerations X X X Ameliorate the Profit Motive The Importance of Organized and Democratic Efforts in X X X Improving the Economic System Labor Freedom and Responsibility to Select One's Work in a X X X Complex Society Organized Labor X X X Unorganized Labor X X X Treatment of the Negro Worker X X X The Problem of Meaningful Work Organization X X X The Need for Continuing Education as Technological X X X Change Displaces Workers Criteria for Progress: Material Improvement With X X X Greater Democracy "‘ ““‘7‘ "7‘7 7“” 4 133 APPENDIX B TEXTBOOK RATING SHEET Textbook: The Adventure Of the American People, Graff and Krout j E I P-poor; F-fair; G-good; E-excellent fIntegratiOn f of History ? Adequate With Contem- 1 Topics Continuipy Information porary Life stem " P F G E P F G E P F G E l j Control 6 Management of Industry E Concentration of Wealth 6 Potential Power in X X X Corporations Corporate Organizational L Purposes X X X L,” 0.“; How Rational Consumption and Other Considerations X X X Ameliorate the Profit Motive The Importance of Organized and Democratic Efforts in ‘ Improving the Economic System X X X Labor Freedom and Responsibility to Select One's Work in a X X X Complex Society Organized Labor X X X Unorganized Labor X X X Treatment of the Negro Worker X X X The Problem of Meaningful Work Organization X X X The Need for Continuing Education as Technological Change Displaces Workers X X X Criteria for Progress: Material Improvement With X X X Greater Democracy 130 APPENDIX B TEXTBOOK RATING SHEET Textbook: ‘§£2£y pf America, Harlow and Noyes P-poor; F-fair; G-good; E-excellent Integration of History Adequate With Contem- TOpics Continuity Information porary Life P P G P F G E P P G E Control 8 Management of Industry Concentration of Wealth 8 Potential Power in X X X Corporations Corporate Organizational Purposes X X X How Rational Consumption and Other Considerations X X X Ameliorate the Profit Motive The Importance of Organized and Democratic Efforts in X X X Improving the Economic System Labor Freedom and Responsibility to Select One's Work in a X X X Complex Society Organized Labor X X X Unorganized Labor X X X Treatment of the Negro Worker X X X The Problem of Meaningful Work Organization X X X The Need for Continuing Education as Technological X X X Change Displaces Workers Criteria for Progress: Material Improvement With X X X Greater Democracy k - ‘._. __- ._.__ 1 h ‘m-e—f—m}? “JENNA—5-4,- ?' . . .0- . ‘-‘ "1".X - . . A 135 APPENDIX B TEXTBOOK RATING SHEET Textbook: 923 American Republic, Muzzey and Link P-poor; F-fair; G-good; E-excellent IntegratiOn of History Adequate With Contem- Topics Continuity Information porary Life P F G Ew P F G E P F G E Control 8 Management of Industry Concentration of Wealth 6 Potential Power in X X X Corporations Corporate Organizational 1 Purposes X X X How Rational Consumption and Other Considerations X X X Ameliorate the Profit Motive The Importance of Organized and Democratic Efforts in X X X Improving the Economic System Labor Freedom and Responsibility to Select One's Work in a X X X Complex Society Organized Labor X X X Unorganized Labor X X X Treatment of the Negro Worker X X X The Problem of Meaningful Work Organization X X . X The Need for Continuing Education as Technological X X X Change Displaces Workers Criteria for Progress: Material Improvement With X X X Greater Democracy ,Tfipfltn nus-.7 "— —‘-4-—h.- Alfi- -_- ,. :7 vrran—s—MT: we. Textbook: 136 APPENDIX B TEXTBOOK RATING SHEET United States Histopy, Wirth P-poor; F-fair; G-good; E-excellent TOpics Control 6 Management of Industry Concentration of Wealth a Potential Power in Corporations Corporate Organizational Purposes How Rational Consumption and Other Considerations Ameliorate the Profit Motive The Importance of Organized and Democratic Efforts in Improving the Economic System Labor Freedom and Responsibility to Select One's Work in a Complex Society Organized Labor Unorganized Labor Treatment of the Negro Worker The Problem Of Meaningful Work Organization The Need for Continuing Education as Technological Change Displaces Workers Criteria for Progress: Material Improvement With Greater Democracy Integration of History Adequate With Contem- Continuipy Information porapy Life P P G E P F G E P F G E X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X SELECTED B IBLIOGRAPHY *4< H- -__ ...— . N' ..-.-- 1' f ‘51,; ‘." u u. ‘ V SELECTED BIBLIOGRAPHY Textbooks Examined in this Study Bragdon, Henry W. and McCutchen, Samuel P., Histopy of a Free People, Fifth Revised Edition. New York: The MacmilI§n_Company, 1960. Canfield, Leon H. and Wilder, Howard B., The Makingpf Modern America, Boston: Houghton Mifflin, 1960. Gavian, Ruth Wood and Hamm, William A., United States Histopy, Chicago: D. C. Heath and Company, 1960. Graff, Henry F. and Krout, John A., The Adventure pf the American Peo 1e, New York: Rand McNally and Company, 1959. Harlow, Ralph Volney and Noyes, Herman M., Stopy pf America, New York: Holt, Rinehart and Winston, Inc., 1960. Muzzey, David S. and Link, Arthur 3., Our American Republic, Boston: Ginn and Company, 1963. Wirth, Fremont P., United States History, Revised Edition, New York: American Book Company, 1961. References and Additional Sources Books Bell, Daniel. Work and Its Discontents. Beacon Press: Boston, 1956. Bloom, Gordon F. and Northrup, Herbert R. Economics p£_Labor Relations. Richard D. Irwin, Inc.: Homewood, Illinois, 1958. Bonner, Thomas N., Hill, Duane W., and Wilber, George S. The Contem- or World, The Social Sciences ip_Historical Perspective. Prentice-Hall: Englewood Cliffs, New Jersey, 1960. Dewey, John. Democragy and Education. Macmillan: New York, 1916. . Experience and Education. Macmillan: New York, 1938. . The Problems pf Men. PhilOSOphical Library: New York, 1906. w 138 i. 1’x‘1—WMAM .3‘.Mm‘-A‘1 """"' 7* %—-“HW - '0 D '24’. I. 0 1 .0“ 1 ‘V‘j:‘ 139 ; Dimitroff, Lillian M. A Quantitative-Qualitative Analysis of Selected Social Science Generalizations ln Social Studies Textbooks n t e Intermediate Grades. Doctor's Thesis: Northwestern University, 1958. Fersh, George L. editor, The Problems Approach and the Social Studies, National Council for— the Social Studies, Curriculum Series NO. 9, 1955. I Frankel, Charles. The Case for Modern Man. Harper and Brothers: New York, 1955, 1956. Rniedenberg, Edgar Z. The Vanishing Adolescent. Dell Publishing Co.: New York, 1959. Fromm“ Eric. Man for Himself. Holt, Rinehart and Winston: New York, 1907. . The Sane Society. Rinehart: New York, 1955. g Galbraith, John K. The Affluent Society. Houghton Mifflin: Boston, ;.-‘ 1958. Ginzberg, Eli and Associates. Democratic Values and the Rights pf_ Management. Columbia University Press: New York, 1963. Good, Carter V., and Scates, Douglas E. Methods pf Research. Appleton- Century-Crofts: New York, 1950. ' GOttschalk, Louis. Generalization in the Writing_ of Histopy. The University of Chicago Press: Chicago, 1963. GP°38. Carl H., Wronski, Stanley P., and Hanson, John W. School and Society. D. C. Heath: Boston, 1962. Harrington, Michael. The Other America: Povelty ill the United States. Penguin Books: New York, 1962. The Héurvard Guide to American Histopy. Oscar Handlin, Arthur M. ‘Schlesinger, et .al., editors. Harvard University: Cambridge, 1955. Heilbrwaner, Robert L. The Quest for Wealth. Simon and Schuster: New York, 1956. Hieatand, Dale L. Economic Growth and Em lo ent Opportunities for Minorities. Colum mia Univer81ty: New York, 1960. Hunt, Herold C., editor. High School Social Studies Perspectives. Houghton Mifflin Co.: Boston, 1962. 2053-1 p-_._m 140 Kimball, Solon T., and McClellan, James B., Jr. Education and the New America. Random House: New York, 1962. Marcus, Lloyd. The Treatment of Minorities in Seconda School Textbooks. Anti-Defamation League of B‘NaifB'rith: New YorE, 1961. ' Mayer, Martin. Where, When, and ,Why:’ Social Studies in American Schools. Mayo, Elton. The Social Problems of An Industrial Society. Harvard Univers1ty Press: Cambridge, 19u5. National Council for the Social Studies. Interpreting and Teaching American History. Thirty-first Yearbook, William H. Cartwright and Richard L. Watson, jr., co-editors, 1961. . Skills in_Social Studies. Twenty-fourth Yearbook, Helen McCracken Carpenter, editor, 195”. . The Study_ and Teaching_ of American Histogy. Seventeenth Year- book, ”Richard E. Thursfield, editor, 19u7. National Society for the Study of Education. Ada tin the Secondary School Program to the Needs of Youth. Fifty-f1rst Yearbook, Part I, University of Chicago Press: Chicago, 1953. Palmer, John R. The Treatment of Social Chan e in High School Histor Textbooks. Doctor's The31s, University of _Illinois, 1965. Potter, David M. People 2E_Plenty. University of Chicago Press: ' Chicago, 1954. Rappard, W.E. The Secret 2£_American Prosperity. Greenberg: New York, 1955. Rayback, Joseph G. ‘A_Histo§y‘3£_American Labor. Macmillan: New York, 1959. Raywid, Mary A. The AxyGrinders. Macmillan: New York, 1962. Redlich, Fritz. Histo of American Business Leaders. Edwards Bros.: Ann Arbor, M ch gan, 19uo. Riesman, David, Glazer, Nathan, and Denny, Reuel. The Lonely Crowd. Yale University Press, 1950. Root, Edward Merrill. Brainwashing.in_ the High Schools; An Examination of Eleven American History Textbooks. Devin-Adair_ Co.: New York, 1959. Russell, Bertrand. Power, A New Social Analysis. W.W. Norton and Co.: New York, 1938. 141 Tawney, R.H. The Acquisitive Society. Harcourt, Brace and World: New ‘ York, 1920. ' Weinberg, Meyer. 2! in America: The Morality 2; Hard Cash. Ballantine Books, Inc.: New York, 1962. i 2 Wilson, Howard, editor. Intergroup Relations 22_Teaching Materials. 1 American Council on Education, 19u9. i J I Periodicals and Essays r1»; Alexander, A. "Gray Flannel Cover on the American History Textbook," 5 *3 Social Education, 2n (January, 1960) pp. 11-14. g 3 I Bailey, T.A. "Revitalizing American History," Social Education, 24 (December, 1960) pp. 371-37u. "“"" "”"“‘" Cartwright, W.H. "What is Happening in the Social Studies," Social Education, 18 (February-March, 195“) pp. 77-79, 115. Foshay, Arthur w. "What is the Message?" Saturday Review, #3 (February 13, 1960) pp. 35, 58-61. Frankel, Charles. "Explanation and Interpretation in History," an article in Theories 2£_Histo , Gardiner, Patrick, editor, The Free Press, Glencoe, Illinois, 1959, pp. u21—u2u. Gill, C.C. "American History Teaching: Then and Now," Social Studies, 53 (February, 1962) pp. 62-65. Hartz, F.R. "Watered-down American History," High School Journal, #6 (February, 1963) pp. 175-178. Hunt, E.M. "Scholars' History versus School History," Social Studies, 26 (December, 1935) pp. 513-518. Krever, G.A. "What A School History Text Should Be Like," Soviet Education, 3 (October, 1961) pp. 13-17. Krug, M.M. "Distant Cousins: A Comparative Study of Selected History Text- books in England and in the United States," School Review, 71 (Winter, 1963) pp. u2s-uu1. . "On Rewriting of the Story of Reconstruction in U.S. History Textbooks," Journa1.2§ Negro History, as (July, 1961) pp. 133-153. 0 "Safe Textbooks and Citzenship Education," School Review, 68, no. a (Winter, 1960) pp. usa-uao. McGoldrich, J.H. "Research Starting with the Textbook," Clearing House, 36 (September, 1961) pp. 31-32. 192 Moehlman, A.H. "The Social Studies and the Cultural Lag," Educational Method, 16 (December, 1936) pp. 99-10”. Muzzey, David S. "A Voice for Americanism," (a brochure) Ginn and Company: Boston. Noah, H.J., Prince, Carl E., and Riggs, C. Russel. "History in High School Texts," School Review, 70 (Winter, 1962) pp. #15-u36. Palmer, J.R. "History Textbooks and Social Change," Social Education, 25 (March, 1961) pp. 135-136. Perdew, Philip W. "Criteria of Research in Educational History," Journal of Educational Research, 4% (November, 1950) pp. 217-223. Rogers, V.R. and Muessig, R.H. "Needed: A Revolution in the Textbook Industry," Social Studies, 5n (October, 1963) pp. 167-170. Sanders, N., and Korb, K. "United States History, Senior High School," Social Education, 26 (April, 1962) pp. 203. Steinberg, Samuel. "Teaching History in a Rapidly Changing World," Social Education, 24 (November 1960) pp. 298-300. Tryon, R.M. "One Hundred Years of History in the Secondary Schools of the United States," School Review, #2 (February, 193“) pp. 93-103. Newspapers Associated Press. News item, "Donner, Gordon Salaries Trimmed," The State Journal, Lansing, Michigan, February 19, 196%, P. A-l7. Hechinger, Fred M., "High School History Textbooks Play it Safe by Avoiding the Tough Issues," New York Times, February 1a, 1960, P. E-gg M'TlT/i‘firflfimiflMuflfifliflfflfflflfflflllfimfl'ES