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"To be ignorant of what happened before you were born," admonished Cicero, "is to remain always a child." If Cicero were to look at history
lessons for America's schoolchildren today, he might conclude that they will never grow up. Once again, a test of young peoples' knowledge of history -- in this case, the history of our own nation -- has
demonstrated a sorry ignorance. What is particularly disconcerting about this report is that it reflects the knowledge base of college seniors from some of the best colleges and universities in the nation, not
younger children with many years of learning still ahead of them. The test, sponsored by the American Council of Trustees and Alumni, was given to college seniors at 55 top colleges and universities and
consisted of questions from a high school-level American history test. Nearly 80 percent of those tested earned a grade of only a "D" or an "F." A mere 23 percent could identify James Madison as the
principal Framer of the Constitution. More than a third of those asked did not know that the Constitution established the division of powers in American government. Just 60 percent could correctly select the
50-year period in which the Civil War occurred -- not the correct years, or even the correct decade, but the correct half-century! A scant 35 percent could correctly identify Harry S. Truman as the President in
office at the start of the Korean War. In the light of such dismal knowledge of our national
history, I added an amendment to an appropriations bill in December 2000 that provides $50 million in grants for schools that teach American history as a separate subject within school curricula. Since then,
Congress has voted to continue this effort, which is administered by the
U.S. Department of Education.
Visit the Department's Internet site to learn the latest details, including application deadlines and packets, on the grant initiative.
Too many schools today lump history together with other subjects and offer them as courses broadly titled "social studies." This conglomeration certainly does not
provide the kind of focused study that history deserves and requires. Moreover, it shortchanges our young people who will some day be the leaders of our nation.
It is my hope that this grant initiative will encourage more schools to develop, implement, and strengthen classes in American history. If they are to have any
hope of being prepared to lead in the future, America's students need a deeper understanding of our nation's past. |
