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Regarding race, racism and slavery, America's students are indoctrinated to engender contempt for America

Dennis Prager on

Regarding race and much else, America's students are not taught history. In fact, they are not taught; they are indoctrinated. With anti-Americanism.

The purpose of all teaching about race in American schools is to engender contempt for America. They are, therefore, "taught" the lies of The New York Times' "1619 Project" -- that the United States was founded to preserve and protect slavery -- and of such works as Robin DiAngelo's "White Fragility."

So, then, what should American schools teach about race?

They should, of course, teach students about slavery and racism.

But, if truth and moral clarity are to matter, students must also learn that slavery was universal. They would therefore learn about Muslim-Arab slavery, slavery among Africans, slavery among Native Americans and Native South Americans, and slavery in Asia and India.

They would learn that it was the West, beginning with England and America, that abolished slavery. And they would learn that the abolitionists were overwhelmingly religious Christians, animated by the Bible and Judeo-Christian values.

 

They would learn that, unlike the slaves under Arab-Muslim rule, most black slaves in America were allowed to have children and form families. They would read Herbert Gutman's "The Black Family in Slavery and Freedom, 1750-1925," about which The New York Times wrote when it was published in 1976: "Gutman has performed an immense service in burying the idea that slavery destroyed the black family." For the record, Gutman was a professor of the left and a member of the American Academy of Arts and Sciences.

They would learn that the tens of millions of African slaves under Islamic-Arab rule were not allowed to form families (most males were castrated). They would learn that while about 340,000 African slaves were transported to America, 12 million were transported to Brazil. They would learn that far more blacks -- about 3 million from Africa and the Caribbean -- have come to America willingly than came as slaves. They would read a 2005 article from The New York Times called "More Africans Enter U.S. Than in Days of Slavery," in which they would also learn how much less racist America is than any other country: "Agba Mangalabou, who arrived from Togo in 2002, recalls his surprise when he moved here from Europe. 'In Germany, everyone knew I was African,' he said. 'Here, nobody knows if I'm African or American.'"

They would learn about white slavery, too, from one of the greatest economists of the last half-century, Thomas Sowell, who wrote: "More whites were brought as slaves to North Africa than blacks brought as slaves to the United States or to the 13 colonies from which it was formed. White slaves were still being bought and sold in the Ottoman Empire, decades after blacks were freed in the United States."

None of that would be taught to diminish the evil of the transatlantic black slave trade, let alone to justify it. America's schoolchildren should, of course, be taught about the horrors of the slave auctions, of the separation of many families, of the rapes, the beatings and the lynchings. But nothing in history is understandable without perspective.

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