It’s time to restore real black history:
recognition of achievement and overcoming obstacles as citizens integral to
this great nation.
The first black studies department opened at San Francisco State
University in 1968, much to the chagrin of conservative black columnist George
Schuyler, who had advocated teaching black history since he began his
journalism career in 1923 at the black socialist monthly magazine The
Messenger.
His objection had to do with the radicalization, politicization,
and attendant distortion of black history. Schuyler fearlessly mocked
patronizing white liberals and attacked exploitative white communists. During
his extended travels to the South in 1925-1926 for the Pittsburgh Courier,
Schuyler reported on the accomplishments of black areas of towns and cities and
came to admire people like “Mr. James,” who built up a profitable produce
wholesale company in Charleston, West Virginia.
In the 1920s, despite segregation and Ku Klux Klan resurgence,
most black Americans took great pride in economic independence and their
performance as soldiers in all the country’s wars. Black leaders such as James
Weldon Johnson, Kelly Miller, and William Pickens staked their claim as Americans
and distinguished themselves from black Africans. In 1922, they took part in
the bipartisan “[Marcus] Garvey Must Go!” campaign against the black
nationalist who had ludicrously declared himself the president of Africa. In
the 1950s, Schuyler began championing Booker T. Washington and his belief in
black economic self-empowerment.
This is a
far cry from Democrats’ disrespectful reaction to President Donald Trump’s
public honoring of 100-year-old Tuskegee Airman Brig. Gen. Charles McGee during
the State of the Union address. It reveals the influence of white socialists
and communists who radicalized young blacks, primarily on college campuses in
the 1960s. In Schuyler’s April 23, 1955, column, he reported on the “bore from
within” strategy discussed in a Political Affairs article and warned readers to
expect “a mass invasion of Reds, crypto-Communists and fellow travelers into
the NAACP, Urban League, churches, fraternities, societies, etc.”
Teaching the Wrong
Version of Black History
This strategy included education. White socialist Tom Kahn
enrolled in 1960 at Howard University to radicalize black students while
pretending to fight for civil rights. In 1956, Spelman College hired Howard
Zinn, who had been a card-carrying Communist Party USA member from about 1948
to 1953. In 1963, he was fired for insubordination by the college’s first black
and first male president.
Zinn used the cover of civil rights to radicalize students. He
turned them against the administration — as well as their parents and church
leaders — by encouraging them to defy rules about chapel attendance and
curfews. In the Aug. 6, 1960, issue of The Nation, Zinn bragged about
transforming a Christian women’s college from what he denigrated as a
“finishing school” to a “school for protest.”
The evidence of Zinn’s disdain for the United States, which he
called a “myth” and a “pretense,” is abundant. For example, he told students
that under our system of government, voting made no difference, and in the
1960s, he advocated on behalf of the North Vietnamese enemy as he led
anti-draft protests. In his magnum opus, “A People’s History of the United
States,” first published in 1980, Zinn grossly distorted American history
through selective and misleading quotations, critical omissions, plagiarism of
dubious sources, and invention of facts to present a racist country,
irredeemable because of capitalism and nationalism.
Sadly, the Zinn version of black history is the one almost always
taught to students during Black History Month. As I point out in my book,
“Debunking Howard Zinn,” Zinn studiously ignored the achievements of the
anti-communist NAACP, praised black communists who often sacrificed fellow
blacks to the party, and valorized the Black Panthers and black Muslim
separatists such as Malcolm X. Zinn also left out key critical facts about
Frederick Douglass, making him appear, as Zinn did with all other blacks, a
helpless victim of the American system — wherein blacks’ only hope lay with
white communists, a fact unnoticed by today’s critics of “white saviorism.”
Changing the Celebration
of Black History
The Zinn
push has unfortunately tainted the celebration of black history. Even the U.S.
Department of Education newsletter linked to suggested readings
including Malcolm X’s autobiography and James Baldwin’s “The Fire Next Time.”
Time Magazine recommended six movies, all about
anger, sexuality, or the Black Panthers.
It did not
recommend “Created Equal,” the stunning new movie about Supreme Court Justice
Clarence Thomas. In fact, Time gave most space to
a group inspiring riots and police assassinations, Black Lives Matter. During
the first week of February, teachers in the country’s three largest school
districts — New York, Chicago, and Los Angeles — wore Black Lives Matter
T-shirts to school.
Time cited
Ursula Wolfe-Rocca, a white teacher from Portland, Oregon, and lead curriculum
writer at the Zinn Education Project. Although enjoying nonprofit status as an
educational organization, ZEP is overtly political, offering Zinn-inspired
downloadable lessons, videos, and books that weave in Trump attacks, conduct
smear campaigns against educational organizations, such as the Bill of Rights
Institute, and offer materials for the Boston Teachers Union to participate in the Black
Lives Matter Week of Action and “Abolish Columbus Day” classroom kits for
lobbying on the state, city, and school level.
Time
presents ZEP as meeting “the rising demand for resources.” As evidence of the
success of teaching black history, the article offers the 80 percent success
rate of students, including in underperforming schools, in passing a pilot
Advanced Placement African diaspora pilot program. The Columbia Teachers College’s Institute
for Urban and Minority Education website, where it was developed, reveals an
ideological focus on “common experiences across the diaspora such as
imperialism, resistance to oppression and cultural practices.”
After also delving into “music, dance, cuisine, customs and other
foundational chapters in the black experience,” students are encouraged to
“engage in an inner dialogue with themselves” — part of what one teacher called
a “healing process.” “Success” is measured by testimonials from students such
as Thalias Henry, who said “he is now able to draw a direct line from the
African continent to ‘events in the real world’ such as Ferguson and Black
Lives Matter.”
Kayla
Sergeant came to appreciate the connection of a “special food … to a specific
tribe or people.” According to an article published in the last days of the
Obama administration by the American Historical Association’s
then-President Patrick Manning, the
program was intended “to reach beyond the existing AP constituency.” But the
100 percent nonwhite participation rate indicates a reverse bias. The focus on
the diaspora continues the focus on African and not American identity.
The ‘1619 Project’
Injects Racism into America’s DNA
Similarly,
The New York Times’ “1619 Project” attempts to de-mythologize the 1776 founding
date by presenting the arrival of a ship bearing about 20 Africans in 1619 as
the beginning of an exploitation legacy. The Atlanta Journal-Constitution also
takes that time, “400 years ago,” as
the launch for its series on Black History Month, interviewing Morehouse
College professor Frederick Knight, who “specializes in the African Diaspora.”
(Yet the linked black history quiz concerns mostly black celebrities and sports
stars.)
Under the
“1619 Project,” even the old Marxist slogan of “black and white, unite and
fight” is abandoned, as the project’s critics find a home at the World Socialist. The
charge of racism being in the DNA of this country recalls Zinn’s claim that
American racism was not limited to prejudiced individuals but baked into the
structure of the country. The “1619 Project” delivers a false toxic narrative
of universal black victimization and universal white oppression, spurring
racial animus.
It’s time to restore real black history: recognition of
achievement and overcoming obstacles as citizens integral to this great nation.
The examples of George Schuyler, Booker T. Washington, Charles McGee, Clarence
Thomas, and Mr. James offer good places to start during Black History Month.
Mary Grabar,
the author of "Debunking
Howard Zinn," earned her PhD from the University of Georgia and
taught college English for 20 years. She is now a resident fellow at the
Alexander Hamilton Institute for the Study of Western Civilization in Clinton,
New York. Her writing can be found at DissidentProf.com and at marygrabar.com.
