Virginia Must Lead the Teaching of America’s History

Editor's note: Last week, the third-grade Standards of Learning test for history and social science survived an effort to eliminate it. We applauded the decision not to do away with the test, which followed our editorials that strongly urged its retention. Former Gov. George Allen, whose administration played the essential role in establishing the SOLs, wrote a letter in support of the history test to Mark Emblidge, president of the Virginia Board of Education. While the third-grade history test appears safe, at least for the moment, we decided to publish Allen's June 19 letter, with his permission, because it is such an eloquent reminder of both the value of SOLs and the importance of teaching history to even -- perhaps especially -- the youngest Virginians. Dear Dr. Emblidge:

All Virginians owe a debt of gratitude to you and the members of the Virginia Board of Education for your caring volunteer service on behalf of public education in the commonwealth.

I particularly appreciate your commitment -- like that of your predecessors on the board and the dedicated professionals at the Virginia Department of Education, past and present -- to the cause of high academic standards-based education.

It is through the strong and steady support of the Standards of Learning by the board and department under administrations of both political parties that Virginia has remained a national leader in academic accountability since we launched these transformative measures during my governorship more than a decade ago. Most importantly, Virginia school children benefit from all these efforts.

As the acknowledged leader of this now-widespread movement for high academic standards and accountability, Virginia has a special opportunity and responsibility to lead by example. And this obligation is particularly pronounced in the realm of history, economics, and social sciences education.

Virginia is the place where our history as a nation began more than 400 years ago -- a fact that garnered fresh national and international recognition just two years ago with the Jamestown anniversary programs. Here, the foundational principles of representative government, free enterprise, religious liberty, and the rule of law first took root. Here, people from distinct cultures -- American Indians, English and other European settlers, and indentured and enslaved Africans -- first encountered one another in this land, planting the seeds that since have flowered into a strong and diverse nation, which strives to assure equal opportunity for all to succeed in life.

As heirs to that legacy, we have a special duty to pass its lessons on to our young people. Indeed, studies have shown the decline in America's historical and civic literacy in recent decades. If we do not teach and test our own Virginia children on the crucial facts and lessons of our history, how can we convincingly urge Americans from other states to renew their own commitment to that crucial learning?

Of course, the subjects tested in the third-grade history and social science assessment being revisited by the board go well beyond historic events and the lessons that may be drawn from those experiences. They also include elemental aspects of geography, civics, and economics -- three subjects that have always been important, but are more essential than ever in today's world. Neither Virginia nor Virginians will lead or succeed in the global marketplace of the 21st century without a mastery of geographic, civic, and economic principles. The time to start teaching those basics is in the earliest grades.

In urging retention of the third-grade SOL test on history and social science, it is not my intention to diminish the importance of increased educational emphasis on science, language arts, technology, engineering, mathematics, and other disciplines that are likely to lead to good jobs and high incomes in the knowledge-based economy. Indeed, I have emphasized those educational and economic priorities in my own public and private pursuits. But in rising to those competitive challenges, we must not forget that we are equipping young people not only to become productive individuals, but also to become informed, participating citizens in a self-governing society.

I strongly believe that school children should be taught and assessed in their learning of history, geography, and economics in elementary through high school. I have seen through my own children how beneficial history and economics education are to their understanding and analysis of major civilizations of the world and basic economic principles.

The proposal before you would, if adopted, represent a serious step backward and would shortchange students in Virginia public schools in these vital subjects that are essential for an informed citizenry in our republic and free enterprise system. While I am sure the proposal arises from good intentions, Virginia should proudly remain a national leader in academic rigor and accountability, rather than reduce teaching our students about U.S. and Virginia history, geography, civics and economics. Strive for the best!

Sincerely,

George Allen

(George Allen, a Republican, served as governor of Virginia from 1994 to 1998 and represented the commonwealth in the United States Senate from 2001 to 2007.)