In light of the New York Times’ “1619 Project” push to make it part of the public school curriculum, despite the extremely dubious proposition that the “primary” purpose of the American revolution was to maintain the institution of slavery, it raises the question of who makes the decision to teach public school children history, and what history they are taught. As Ilya Somin notes, that’s a matter of local concern.
Dana Goldstein of New York Times has an interesting article describing how state governments in both liberal California and conservative Texas work to skew school textbooks in favor of their preferred ideologies. Despite their differences, both seek to indoctrinate students rather than present facts in any sort of evenhanded way.
Despite the “sense” that education should be left to the brain trust of the federal government, it’s very much a matter of what local school boards decide it is, although the content of texts requires a bigger bludgeon and so state education departments get involved to dictate to book publishers what their texts should say. Continue reading
