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THE BRADLEY COMMISSION'S REPORT on the status of history in the curriculum comes at an opportune moment. National discussion of the problems of elementary and secondary education were (at least for a moment) becoming a prominent feature of public debate. Moreover, public concern about the eduational system is not narrowly focused on mathematics and the sciences. The report appears, then, in the context of a general concern for the fate of our schools and in a context in which its plea for improving the teaching of history may be heard. Accordingly, when the Commission issued its report, the Organization of American Historians asked its Committee on History in the Schools and Colleges to evaluate it. The committee (which I chaired at the time) strongly recommended that the OAH Executive Board endorse the Report and we recommended that the organization seek out ways in which it could help to implement its recommendations. Although the OAH (and its predecessor, the Mississsippi Valley His
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THE BRADLEY COMMISSION'S REPORT on the status of history in the curriculum comes at an opportune moment. National discussion of the problems of elementary and secondary education were (at least for a moment) becoming a prominent feature of public debate. Moreover, public concern about the eduational system is not narrowly focused on mathematics and the sciences. The report appears, then, in the context of a general concern for the fate of our schools and in a context in which its plea for improving the teaching of history may be heard. Accordingly, when the Commission issued its report, the Organization of American Historians asked its Committee on History in the Schools and Colleges to evaluate it. The committee (which I chaired at the time) strongly recommended that the OAH Executive Board endorse the Report and we recommended that the organization seek out ways in which it could help to implement its recommendations. Although the OAH (and its predecessor, the Mississsippi Valley His
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