It is commonly alleged that the anti-English virulence of the ordinary school history of the United States is mainly responsible for this bias towards hostility in the mind of the average American. Mr. Goldwin Smith, a high authority, has contested this theory; and I must admit that, after a good deal of inquiry, I have been unable to find the American school historians guilty of any very serious injustices to England. Some quite modern histories which I have looked into (yet written before the Spanish War) seem to me excellently and most impartially done. The older histories are not well written: they are apt to be sensational and chauvinistic in tone, and to encourage a somewhat cheap and blusterous order of patriotism; but that they commonly malign character or misrepresent events I cannot discover. They are perhaps a little too much inclined to make "insolent" the inseparable epithet of the British soldier; but there is no reason to doubt that in many cases it was amply merited. I have not come across the history in which Mr. G.W. Steevens discovered the following passages:

These passages are certainly not judicial or even judicious in tone; but I fancy that the book or books from which Mr. Steevens culled them must be quite antiquated. In books at present on the educational market I find nothing so lurid. What I do find in some is a failure to distinguish between the king's share and the British people's share in the policy which brought about and carried on the Revolutionary War. For instance, in Barnes's Primary History of the United States (undated, but brought down to the end of the Spanish War) we read:

George III. and his Ministers are not so much as mentioned, and the impression conveyed to the ingenuous student is that the whole English nation was consciously and deliberately banded together for purposes of sheer brigandage. The same history is delightfully chauvinistic in its account of the Colonial Wars. The British officers are all bunglers and poltroons; if disasters are averted or victories won, it is entirely by the courage and conduct of the colonists:

The child who learns his history from Mr. Barnes may not hate England, but will certainly despise her.

Text-books of this type, however, are already obsolescent. A committee of the New England History Teachers' Association published in the Educational Review for December 1898 a careful survey of no fewer than nineteen school histories of the United States, and summed up the results as follows:

The fact remains, however, that we have still to live down our wars with the United States, in which there was much that was galling to the just pride of the American people, and much, too, that was perhaps over-stimulating to their self-esteem. There is no doubt, on the one hand, that we were inclined to adopt a supercilious and contemptuous attitude towards the "rebel colonists" of 1775, the new-made nation of 1815; no doubt, on the other hand, that they made a splendid fight against us, and taught our superciliousness a salutary lesson. They feel to this day the humiliation of having been despised, and the exultation of having put their despisers to shame. These wars, which were, until 1861, almost the whole military history of the United States, were but episodes in our history, and one of them a trifling episode. Therefore, while the average Englishman has not studied them sufficiently to realise how much he ought to deplore them, the average American has been taught to dwell upon them as the glorious struggles in which his nation won its spurs. To the juvenile imagination, battles are always the oases in the desert of history, and the schoolboy never fails to take sides fiercely and uncompromisingly, exaggerating, with the histrionic instinct of youth, his enthusiasm and his hatreds. Thus the insolent Britisher became the Turk's-head or Guy Fawkes, so to speak, of the American boy, the butt of his bellicose humours; and a habit of mind contracted in boyhood is not always to be eradicated by the sober reflection of manhood, even in minds capable of sober reflection. The Civil War, be it noted, did not depose the insolent Britisher from his bad eminence in the schoolboy imagination. The Confederates were, after all, Americans, though misguided Americans; and the fostering, the brooding upon, intestine rancours was felt by teachers and pupils alike to be impossible. But there is in the juvenile mind at any given moment a certain amount of abstract combativeness, let us call it, which must find an outlet somewhere. Hatred is a natural function of the human mind, just as much as love; and the healthy boy instinctively exercises it under the guise of patriotism, without clearly distinguishing the element of sheer play and pose in his transports. England's attitude during the Civil War certainly did nothing to endear her either to the writers or the readers of school histories; and she remained after that struggle, as she had been before, the one great historical adversary on whom the abstract combativeness of young America could expend itself. How strong this tendency is, or has been, in the American school, may be judged from the following anecdote. A boy of unmixed English parentage, whose father and mother had settled in America, was educated at the public school of his district. On the day when Mr. Cleveland's Venezuela message was given to the world, he came home from school radiant, and shouted to his parents: "Hurrah! We're going to war with England! We've whipped you twice before, and we're going to do it again." It is clear that at this academy Anglomania formed no part of the curriculum; and who can doubt that in myriads of cases these schoolboy animosities subsist throughout life, either active, or dormant and easily awakened?

Let us admit without shrinking that the history of the United States cannot be truthfully written in such a way as to ingratiate Great Britain with the youth of America. There have been painful episodes between the two nations, in which England has, on the whole, acted stupidly, or arrogantly, or both. Nor can we shift the whole blame upon George III. or his Ministers. They were responsible for the actual Revolution; but after the Revolution, down even to the time of the Civil War inclusive, the English people, though guiltless in the main of active hostility to America, cannot be acquitted of ignorance and indifference. It is not in the least to be desired that American history should be written with a pro-English bias, and, as I have said, I do not find the anti-English bias, even in inferior text-books, so excessive as it is sometimes represented to be. The anti-English sentiment of American schools is, as it seems to me, an inevitable phenomenon of juvenile psychology, under the given conditions; and it is the alteration in the actual conditions wrought by recent events, rather than any marked change in the tone of the text-books, that may, I think, be trusted to soothe the schoolboy's savage breast. England has now done what she had never done before: shown herself conspicuously friendly to the United States; and another European country has given occasion for spirit-stirring manifestations of American prowess. Thus England is deposed for the time, and we may trust for ever, from her position as the one traditional arch-enemy.

But though the errors of commission in American history-books have been exaggerated, I cannot but think that a common error of omission is worthy of remark and correction. They begin American history too late—with the discovery of America—and they do not awaken, as they might, the just pride of race in the "unhyphenated" American boy. Long before Columbus set sail from Palos, American history was a-making in the shire-moots of Saxon England, at Hastings, and Runnymead, and Bannockburn. In all the mediÆval achievements of England, in peace and war—in her cathedrals, her castles, her universities, in Cressy, Poictiers, and Agincourt—Americans may without paradox claim their ancestral part. Why should the sons of the English who emigrated leave to the sons of those who stayed at home the undivided credit of having sent to the right-about the Invincible Armada? Nay, it is only the very oldest American families that can disclaim all complicity in having, as Lord Auchinleck put it, "garred kings ken that they had a lith in their necks." Of course I do not mean that the American schoolboy should be taken in detail through British history down to the seventeenth century before, so to speak, he crosses the Atlantic. But I do suggest that he would be none the worse American for being encouraged to set a due value on his rightful share in the achievements of earlier ancestors than those who fought at Trenton or sailed with Decatur. Let him realise his birthright in the glories of Britain, and he will perhaps come to take a more magnanimous view of her errors and disasters.