A School History of Texas . By Eugene C. Barker , Charles S. Potts , and Charles W. Ramsdell . (Chicago: Row, Peterson and Company. 1912. Pp. xvi, 384.)

The characteristic feature of this book is the success with which it conforms to the newer ideas in history writing. The authors have performed their best service to the State of Texas in supplying to the school children a text-book in history that recognizes throughout the true nature of historical material. The book under review exhibits on every page the inner life of the people of Texas in the process of unfolding. It keeps vividly before the mind the whole life of the people as a growing organism, and at the end leaves the reader in possession of a delightful fund of information possessing organic relation. This feature of the book impresses itself upon the reader with the first chapter, and is especially emphasized in the treatment of the periods of republic and statehood. The old method of using gubernatorial administrations as the basis of organization has been discarded, and in its place the authors have followed, as an organizing principle, the laws of growth as expressed in the social and institutional life of the people. To the reviewer, it seems that this has been done with unusual success, considering that the book is intended for children. The authors state in the preface that they have aimed “to bring it within the grasp of fifth and sixth grade pupils.” They have not missed their aim; and yet the reader is nowhere allowed to wander away from the proper viewpoint of the whole subject. So far as the reviewer knows, in all the historical literature of the grammar grades, there is no text-book that so skillfully impresses the correct philosophy of history and at the same time keeps so well within the capacity of those for whom it is written.

Another feature of the book which appeals to all lovers of truth is its spirit of fairness and accuracy. This is illustrated in the discussion of the general causes of the revolution. On page 83, it is stated that “the causes of the revolution spread through the whole ten years, between 1825 and 1835, but at the very bottom of them all was the fact that the Mexicans and the colonists never really got acquainted and learned to trust each other. . . . The colonists felt a sort of contempt for the Mexicans. . . . The Mexicans soon observed this and began to suspect that the colonists would some day try to take Texas away from them.” This same spirit of fairness is exemplified on pages 127 to 128, relative to Fannin's surrender at Coleto. “The first article of this document [the capitulation] declares that the Texans agreed to surrender unconditionally, while the third says that they surrendered as prisoners of war subject to the disposition of the supreme government of Mexico.” This in no way seeks to justify the Goliad massacre which followed the agreement, but it does Santa Anna the justice of giving him technical, legal right in the matter.

Again, the part of Texas in the Civil War is developed with unusual clearness and fairness, while the period of reconstruction is dealt with in the same broad spirit. Near the close of the book is a profitable discussion of the recent material and educational growth of the State.

It is another stated purpose of the authors “to make it a thoroughly useful tool in the hands of the teacher.” In pursuance of this aim an unusual amount of “helps” is given. For example, in Appendix II, suggestions are made to the teacher as to the presentation of each separate chapter and a well chosen bibliography for each chapter is included in the same appendix. In Appendix III is a complete outline of the book by the authors themselves. Appendix IV consists of a list of Presidents and Governors, with the dates of their administration. Finally, in this connection, each chapter is concluded with a summary, a list of wholesome questions, and a suitable bibliography for children.

It is difficult to pass fair judgment upon a text-book without having put it to actual test in the class room, but if the accepted characteristics of successful history writing are sound, then this book ought to have generous treatment at the hands of the school public.

J. A. Hill .

How to cite:
Hill, J. A., "A School History of Texas", Volume 016, Number 1, Southwestern Historical Quarterly Online, Page 105 - 106. http://www.tsha.utexas.edu/publications/journals/shq/online/v016/n1/review_21.html
[Accessed Sun Nov 23 12:35:04 CST 2008]