tion with ethnic groups in a pluralistic society. American History as taught in our colleges has been almost exclusively an account of heroic deeds and col losal accomplishments of the white man on this continent. The red man, the black man, the Mexican-American have been presented only in their relation to the white man as conquered people, slaves, or migrant workers. Textbooks and media, says Mrs. Elizabeth Koontz, of the Women's Bureau of Labor often project racism. School children are taught that Columbus discovered America, although he was met at the boat. The projec tion of racial bias is particularly noticeable against black Americans although they have been here since 1619. Frederick Douglass, who spoke so fervently for free dom, and Dr. Charles Drew whose discovery of a way to preserve blood plasma, which saved thousands during World War II, have been virtually ignored in the history books. The white child easily acquires a sense of worth and identification with those of his race read ing any American school text. The child of a disre garded ethnic group, however, sees nothing in his school book to identify with, no recognition of his people's contribution to the life of the nation. He sees nothing to fire his ambition. Too often he sees no reason to serve his country. Our nation is the poorer. We need textbooks and classroom materials to spark black pride.1 According to Moquim, pluralism in the United States is more pervasive than just the rivalry between black and whites and between whites, reds, or browns. It reaches down into separate groups themselves and divides. is hardly any interest or minority that does not have factions within it. Black Americans are not agreed on goals or means, nor are all Mexican American, Puerto Ricans, or Indians. Each has its own generation gap, and its own conflicts of leadership. Within any one group there is a diversity, dependent on economic or education achievements, social status, oc cupation, religion, political affiliation, or geographical location. All these factors stereotype any of the ethnic conflicts or ethnic work. What Moquim agrees upon more than anything else is that these groups share racial self-awareness and pride in their heritage.2 History is the study of people and the events of the past, that have shaped the present. Until recently it has been the victor's version of his triumphs. Once it was taught as the tale of powerful kings, great presidents, important laws, and glorious battles ; but now all agree it is much more than that. History has always been made by people, a great diversity of people, and this diversity is abundantly present in United States history. Yet this rich diversity has been buried by most historians and ignored by school texts. While the earliest arrivals in this country have been extolled, blacks and those who arrived later from eastern and southern Europe or from Asia have received shabby treatment from both the earlier white settlers and those who wrote later history. Ironically, some of the most vicious interpretations have been heaped on the Indian tribes who first populated this land. For example, a fourth grade social studies text currently used in many schools glorifies genocide, de scribing soldiers breaking into an Indian stockade with axes, setting fire to the wigwams, killing nearly all the braves, squaws, and children, and burning their corn and other food. There were no Pequots left to make more trouble.3 The trouble this New Engend tribe of colonial times made was, of course, defending their land and way of life. Children reared on such tales may see little wrong with massacring civilians in Viet Nam or allowing ghettoes and their residents to rot. Those who so foolishly twisted or knavishly distorted history help to teach our young to accept search and destroy opera tion as easily as heart transplants and moon landings. Africans and their descendents have played signifi cant roles in world civilization since the dawn of time, but their contributions have been ignored or distorted when history was put into print. Those charged with recording the facts of Western culture and American history either ignored the black people or referred to them in caricature. The results have been a distortion of history, a gross injustice to Afro-Americans, and a disservice to students. We are painfully aware of the impact of this calumny. Its damage has created America's most urgent domestic problem: racial strife. Sometimes flagrantly, and at other times subtly, the concept of white superi ority has become an American doctrine. Our national 24
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Jan 1, 1976
Otto Zinser + 2
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