Copyright © 2008 Heldref Publications Examining the Pledge of Allegiance LEISA A. MARTIN ABSTRACT. To prepare students for Following the tragedy of September torical review of the Pledge with some effective citizenship, the author examines 11, issues of citizenship and patrio- suggestions as to how teachers might the Pledge of Allegiance and explores its tism dominated the news media. “Sev- go about exploring this patriotic state- meaning, history, and role in American enteen states enacted new pledge laws ment. However, I have not offered the history. The author includes quotes pre- or amended previous policies in the ideas that follow simply to promote senting different views of the U.S. Pledge 2002–03 legislative sessions” alone blind patriotism. It is important for stu- of Allegiance and examples of pledges (Piscatelli 2003, 1). Other states have dents to dig deeper and understand why from different countries. Teachers are followed suit in passing Pledge-related the Pledge came into existence, what it encouraged to have students examine legislation (Educational Commission of means, why it is used, how it relates to their own interpretation of the Pledge. the States 2007). In the United States, patriotic statements in other countries, Through this lesson, teachers can pro- thirty-five states have mandated that and whether it is appropriate in today’s mote content and critical-thinking skills the Pledge is to be recited daily during world. as part of citizenship preparation. school (Piscatelli). In addition, “at least Keywords: citizenship, Pledge of Alle- 10 states have a pledge to their state Background of the Pledge of giance, social studies flag, although Texas is the only state Allegiance that requires students to recite the state robably the most common civic flag pledge in addition to the Pledge of Several historical factors influ- P ritual in the United States occurs at Allegiance to the U.S. flag” (Piscatelli, enced the creation of the U.S. Pledge the start of every school day when stu- 1; see appendix A). Although they may of Allegiance. In 1892, the Civil War dents stand and recite the Pledge of Alle- want to show their patriotism, some that divided the country had ended just giance. Whereas many adults and youth students may not understand all the twenty-seven years before. In addition, have recited the words to the Pledge, words they are reciting, or they may not there were fears about recent increases few individuals have contemplated the understand the Pledge’s historical back- in immigration and concerns that the meaning behind the words. Such a lack ground. Since there are varying beliefs large influx of new immigrants would of understanding is a cause for concern about what constitutes patriotism and not assimilate into U.S. culture. By because a democracy is based on the why students recite the Pledge, learn- 1880, four-fifths of New York City premise of an informed citizenry. ing the background of the Pledge and consisted of immigrants and their chil- LEISA A. MARTIN was an eighth-grade understanding the concepts embedded dren. While the Compulsory Education American history teacher and is currently in it will help students understand the Act of 1874 required students to attend an assistant professor of social studies meaning of this daily school ritual. school, many immigrant children did education at Florida State University in To assist teachers in examining the not attend because they needed to work Tallahassee. Her research interests include Pledge of Allegiance and its relation- and provide money for the family (Ellis citizenship and teacher education. ship to patriotism, I present a brief his- 2005). However, in the 1880s, there was THE SOCIAL STUDIES MAY/JUNE 2008 127 Item 9 Attachment 3 Page 1 of 6 a heightened desire to have compul- developed the flag exercise to promote became the first state to legally require sory education to transform immigrant patriotism among immigrant children a flag salute, Balch stated that “vol- children into American citizens, and the and introduced it to the schools in 1887 unteerism was essential to prevent the public schools were seen as a means of (Sica 1990, 380). The Balch salute was flag salute and other patriotic activities instilling patriotism (Sica 1990). a military-style salute with the follow- from becoming rote and mechanical” Although flags were widely displayed ing pledge of allegiance: “We give our (Ellis, 53). during the Civil War, few schools con- heads and our hearts to God and our Throughout the years, changes were tinued to display flags after the war. The country: one country, one language, one made to the Pledge and the flag salute. Grand Army of the Republic (GAR; a Flag” (Ellis, 18). To show that individuals were pledg- post–Civil War group of union veterans) In preparation for the Columbus ing allegiance specifically to the U.S. and James Upham (from the magazine Day celebration, Youth’s Companion flag, the words “my flag” were changed Youth’s Companion) were concerned employee Francis Bellamy wrote his to “the Flag of the United States of about the decline of patriotism that fol- pledge in 1892: “I pledge allegiance America” in 1924 (Cayton et al. 2005; lowed the Civil War. So, in 1890, James to my flag and to the Republic for Miller 1976). During prohibition, Con- Upham persuaded the Youth’s Compan- which it stands—one Nation indivis- gresswoman Ruth Bryan Owen unsuc- ion to sponsor an essay contest on “The ible—with Liberty and Justice for all” cessfully sought to add to the Pledge Patriotic Influence of the American Flag (Ellis 2005, 19). When he finished, “an oath to uphold and observe the pro- When Raised over the Public Schools,” Francis Bellamy read it aloud to his hibition law” (Miller, 296). When World with the winner receiving a “nine-by- boss, James Upham. When Bellamy War II began in 1939, concerns about fifteen foot flag” for their school (Ellis read the Pledge, Upham gave the flag the Nazi salute led some schools to stop 2005, 7). In addition, the magazine a military-style salute, and, begin- the outstretched arm that had been part promoted the idea of having a flag in ning at the words “my flag” until the of James Upham’s salute. Fears about every schoolhouse to coincide with the end of the Pledge, Upham extend his communism, an increased commitment 1892 Columbus Day celebration (Ellis; right arm toward the flag with his palm to religion, and a belief in the Chris- Miller 1976; O’Leary 1999; Sica 1990; down (Ellis; Miller 1976). On October tian foundations of our nation led to the Williams 1992). For the youth, Upham 21, 1892, more than 12,000,000 stu- phrase “under God” being added to the felt a school flag would encourage their dents said the Pledge at the National Pledge of Allegiance in 1954, and the affection for the United States and pro- Columbian Public School Celebration phrase “in God We Trust” was added mote a sense of belonging to their town (Miller). Through their efforts, Upham to American coins in 1955 to distin- and nation. To promote the celebra- and Bellamy helped solidify the Pledge guish the United States from the atheis- tion and sell magazine subscriptions, of Allegiance as a national tradition. tic Communists’ nations (Cayton et al.; James Upham developed the idea of At this time, Francis Bellamy (author Ellis 2005). flag certificates. The magazine encour- of the Pledge), James Upham (cre- Legal cases have surrounded the aged students to sell school flag cer- ator of the accompanying salute), and Pledge. For example, Jehovah’s Witness- tificates subscriptions (ten cents each) Colonel Balch (creator of alternative es objected to saluting the flag because for a ten-dollar flag (Guenter 1990; salute/pledge) were all concerned about they viewed the act as idolatry, and in Miller; Sica). In addition, the magazine “selfish materialism, excessive indi- 1940, young Jehovah’s Witnesses Lillian also gave children prizes based on the vidualism” from the current generation and William Gobitis refused to salute number of magazine subscriptions they of U.S. citizens, and they were fear- the flag (Knowles 1992). The children sold; an assortment of prizes was avail- ful of “new immigrants” (Ellis 2005, were expelled from school, and the case able, including flags of various sizes. 49). Bellamy and Upham believed “a went to the U.S. Supreme Court. The Under the leadership of Francis Bel- society of individuals devoted to the Court supported the school’s decision in lamy, celebration chairman, the maga- pursuit of money and the acquisition Minersville School District v. Gobitis and zine received public endorsement for of things risks neglecting not only its decided “the compulsory flag salute and the National Columbian Public School neighbors but also its nation” (Ellis, the expulsions were not in violation of Celebration from President Benjamin xii). They felt “the Civil War genera- their [the children’s] rights” (Knowles, Harrison, U.S. Commissioner of Educa- tion had been characterized by patriotic 53). However, in 1943 in West Virginia tion William T. Harris, and the GAR duty and heroic self-sacrifice,” but the State Board of Education v. Barnette, the (Guenter; Miller; Sica). current generation was seen as “self- Court overturned Gobitis on the grounds In preparation for the celebration, absorbed and oblivious to the chal- that “expression of public opinion and Upham and Bellamy had considered lenges and dangers facing the United symbolic speech were protected by both Colonel George T. Balch’s salute, but States” (Ellis, 49). The Pledge was a the First and Fourteenth Amendments” they felt that Balch’s salute lacked chance to “awaken the native born to (Knowles, 53).