All wise men will agree that history ought to be taught more fully in the form of world history. In that respect at least Mr. Wells gave us an excellent working model. England is meaningless without Europe, more meaningless than England without Empire. But those who would broaden history with human brotherhood too often suffer from a limitation not absent even from Mr. Wells. They exchange the narrowness of a nation for the narrowness of a theory, or even a fad. They think they have a world-wide philosophy because they extend their own narrowness to the whole world. A distinguished professor, who is a member of the League of Nations Union, has been telling an interviewer what he thinks history-books should teach. And it seems to me that, according to his view if correctly reported, the new histories would be rather more prejudiced and limited than the old. He begins with a small but singular error, which itself shows some lack of the imagination that can see two sides of a question. He says, “Textbooks of history should aim at truth. It should not be possible for one version of the American War of Independence to be taught in American schools, and another in English schools.” Now, in point of fact, the same version of that story is taught both in English and American schools. It is the other version, a very tenable one, that is not allowed to be taught anywhere. No American historian, however American, could be more positive that George III was wrong and George Washington right than all the English historians are. What would show real independence of mind would be to state the case for George III. And there was a very real case for George III. I will not go into it here, but every honest historical student will agree with me. Perhaps the fairest way of putting it is this: that it was not really a case of a government resolved on tyranny, but of a nation resolved on independence. But if we sympathize with national independence, surely there is something to be said for intellectual independence. And the professor is far from being really sympathetic with intellectual independence. He is so far from it that he wants both sides forced to tell the same story, apparently whether they like it or not. As a fact, they do agree; but apparently in any case the professor would coerce them into agreement. And his extraordinary reason for this course is that history should aim at truth. But suppose I do aim at truth, and sincerely come to the conclusion that North was a patriot and Burke a sophist? How would the professor prevent it being “possible” for me to teach what I think is true? The truth is that it has never occurred to these progressive professors that there could be any view of any question except their own, or what they call their own. For it is only a tradition they have been taught; a tradition as narrow as North’s and now nearly as old.