Article 6: The Peace Movement’s Attitude Toward History Education During the Age of Manifest Destiny

Eighteenth and nineteenth century reformers and the broader American public viewed the study of history as essential to one’s education. The study of history, from their perspective, cultivated patriotism in readers and prepared them for the role of responsible citizen. The essay “The Study of History” from Literary Inquirer, for example stated “history presents not only the grand and sublime works of nature and art; it likewise exhibits the misery and degradation attendant upon ignorance, superstition, and the depravity of man” (“The Study of History” 1833, 132). In addition, history textbook authors of this period frequently lauded history as the storehouse of valuable lessons that would help readers benefit society, with several describing it as the school of politics and a way to prevent conflict (McInnis 2006, 110-111). Well known textbook author Emma Willard, in the preface of her United States History textbooks, claims that the study of history “might allow politicians to predict wars before they occurred” (Willard 1831, xv). Thus the idea that history education facilitated the creation of a moral and humanitarian society held sway in the United States during the antebellum period, even while it periodically fought other nations.