The Social Uses of History in the School Curriculum.

IF ONE WERE to seek for common qualities in the current history curricula of the schools in Ontario, Mexico, the United States, and the United Nations Community in New York, it would not be difficult to conclude that multiculturalism and internationalism have become accepted and respected educational values. Whether this has occurred as a consequence of the need to serve the varied interests of those who pay the bill, as at the United Nations School, or as a consequence of a desire to make sense out of a culturally diverse nation, such as Mexico or Canada, the end result is thoroughly recognizable, and the features are no longer unique in the world of the 1970's. In those more mature nations which exercise control over their own destinies, the nationalistic myths which characterized education during the years through the First World War-which, in some places, dominated