As a former middle school social studies teacher for the Los Angeles Unified School District, I often found myself grappling with the challenge of presenting historical narratives in a way that both engaged and educated my students. This essay delves into the origins of a few American legends, why they persist in American education, and how they compare. By exploring these narratives, we can better understand the intersection of history and folklore in shaping our understanding of the past.
The story of who created the American flag is a fascinating blend of history and folklore. For many Americans, Betsy Ross is celebrated as the woman who sewed the first Stars and Stripes. This narrative has become an enduring part of American culture, yet it is based more on family lore than on concrete historical evidence.
The legend of Betsy Ross creating the American flag began with her grandson, William J. Canby, who first presented the story to the Historical Society of Pennsylvania in 1870. Canby claimed that his grandmother had shared with him how she was approached by George Washington, Robert Morris, and George Ross in 1776 to sew a new flag for the emerging nation. According to the story, Betsy suggested modifications to the flag design, including the use of five-pointed stars instead of six-pointed ones because they were easier to cut.
Despite the popularity of this story, there is no definitive historical documentation to confirm that Betsy Ross either designed or sewed the first American flag. The first documented evidence of the flag's design comes from the resolution passed by the Continental Congress on June 14, 1777, which described the flag but did not name its creator. Francis Hopkinson, a member of the Continental Congress and a signer of the Declaration of Independence, is often credited with contributing to the design of the flag, and he even submitted a bill to Congress for his design work.
So why does the Betsy Ross story persist, especially in American schools? There are several reasons for this enduring narrative. First, the story of Betsy Ross is compelling and easy to teach. It personalizes the creation of the flag and connects it to a recognizable figure, making the history more relatable and engaging for students.
Second, the legend of Betsy Ross aligns well with themes of patriotism and the contributions of women to the American Revolution. During the centennial celebrations of the United States in 1876, there was a heightened interest in national symbols and stories that highlighted the nation's founding ideals. Betsy Ross's story fit neatly into this narrative, providing a symbol of American ingenuity and resolve.
Third, once a story becomes part of the educational curriculum, it tends to persist. Textbooks, teaching materials, and cultural traditions reinforce the narrative year after year. Teachers, who may have learned the story themselves as students, continue to pass it on, often without delving into the more complex and less definitive historical evidence.
This phenomenon is not unique to the Betsy Ross story. For example, the tale of George Washington and the cherry tree is another enduring legend. According to this story, young George Washington confessed to his father that he chopped down a cherry tree, famously saying, "I cannot tell a lie."
The cherry tree story was first introduced to the public by Mason Locke Weems, also known as Parson Weems, who was one of the earliest biographers of George Washington. Weems published "The Life of Washington" in 1800, shortly after Washington’s death. The book was intended to be both a biography and a moral guide for young Americans.
In the fifth edition of his book, published in 1806, Weems included the now-famous anecdote about young George Washington. According to the story, when Washington was six years old, he received a hatchet as a gift and used it to damage his father's cherry tree. When confronted by his father, the young Washington confessed to the act, saying, "I cannot tell a lie, Pa; you know I can't tell a lie. I did cut it with my hatchet."
Weems included this story to illustrate Washington's virtuous character and to provide a moral lesson about the value of honesty. At the time, such illustrative anecdotes were commonly used in biographies to inspire readers and promote ethical behavior. Despite its popularity, there is no historical evidence to support the cherry tree story. It is widely believed that Weems invented the tale to enhance Washington's reputation and to serve as a model for young Americans.
Over the years, the cherry tree story has become deeply embedded in American culture. It is often taught to children as a simple and memorable example of Washington's integrity. The tale's appeal lies in its simplicity and the clear moral message it conveys, which has helped it endure in American folklore and education.
The cherry tree story is a product of early American biographical writing, created by Mason Locke Weems to exemplify George Washington's honesty. While it is not based on factual events, its lasting impact highlights the power of storytelling in shaping historical narratives and moral lessons.
The story of Paul Revere’s ride is a famous event in American history, largely popularized by Henry Wadsworth Longfellow’s poem "Paul Revere’s Ride," written in 1860. On the night of April 18, 1775, Paul Revere, along with other riders like William Dawes and Samuel Prescott, set out to warn the American colonists that British troops were advancing from Boston towards Lexington and Concord. Their mission was to alert the colonial militias and key leaders, including Samuel Adams and John Hancock, about the impending British attack.
Paul Revere's ride was a coordinated effort involving multiple riders and a system of signals (the famous "one if by land, and two if by sea" lanterns) to alert the countryside. Revere successfully reached Lexington, warned Adams and Hancock, and then continued towards Concord. However, he was captured by British soldiers before completing his mission. It was Samuel Prescott who managed to escape and carry the warning to Concord.
The legend of Paul Revere’s ride as we know it today was largely shaped by Henry Wadsworth Longfellow’s poem "Paul Revere’s Ride," published in 1860. Longfellow’s poem was written at a time when the United States was on the brink of civil war, and the poet sought to inspire a sense of unity and patriotism. The poem begins with the famous lines:
“Listen, my children, and you shall hear Of the midnight ride of Paul Revere…”
Longfellow’s poem dramatized and simplified the historical events, focusing solely on Revere and embellishing his role. The poem portrayed Revere as a lone hero who single-handedly alerted the colonies to the British threat, omitting the contributions of other riders and the complex coordination involved.
Longfellow’s poem became immensely popular and was widely read and recited. It shaped the public’s perception of Paul Revere’s ride, elevating him to the status of a national hero. The poem's vivid imagery and compelling narrative helped cement the story in American folklore and education.
While historians acknowledge that Longfellow’s poem is not an accurate historical account, it remains a significant cultural artifact. The poem’s influence on American collective memory underscores how literature can shape and sometimes distort historical events.
While these stories may be more legend than fact, they remain a part of American folklore. Understanding the origins and persistence of the stories helps us appreciate how history is sometimes shaped by what we choose to tell and the values those stories represent. By acknowledging both the legend and the historical uncertainties, educators can provide a more nuanced view of the past, fostering critical thinking and a deeper appreciation for the complexities of history.