The distortion and dissolution of American history

I believe that a major reason for the fractured and discontented American culture is because we no longer have a common, shared history. That is the direct result of the furtive mission of subversive reconstructionists to indoctrinate American (and immigrant) children with “multicultural” and “diversity” propaganda. To promote this agenda they must dismantle the realities of our history, or distort it.

Being American is no longer desired and, in fact, in some of our colleges it’s an unacceptable, offensive word. This insidious movement has been growing, largely ignored—and mostly unchallenged—for several decades.

Actually, it began over 150 years ago when the American States split apart and the Northern military machine destroyed the State economies and personal livelihoods of the Southern people, and the federal government displaced the Negroes.

That history was initially written by the victors and the rest of the story was omitted until recently.  Southern historians, scholars and organizations are telling that story and defending their heritage. (Links below)

The Negro population was harmed most permanently during the ‘emancipation’ and ‘reconstruction’ periods. Many of them never recovered from this trauma. For generations they’ve passed on resentment and hatred toward all white Americans—fortified by destructive social policies passed by guilty whites and fomented by black race-hustlers.

The final assault on American culture is the recent indiscriminate admission of mostly Third World people into our country—poor, illiterate, low-skilled—many of them allowed to invade our Southern borders illegally and coming from countries with the highest violent crime rates in the world. In addition, Muslim immigrants whose culture is antithetical to Western civilization social order and law continue to increase.

Prof. Wilfred M. McClay recently spoke about current attempts to reinterpret the history of America in our schools and disconnect students from our past. Last month he gave a talk at Hillsdale College’s Center for Constitutional Studies and Citizenship in Washington, D.C. (

Dr. McClay began his talk by explaining that the chief purpose of high school studies in American history is:

“…as a rite of civic membership, and act of inculcation and formation, a way in which the young are introduced to the fullness of their political and cultural inheritance as Americans, enabling them to become literate and conversant in its many features, and to appropriate fully all it has to offer them, both its privileges and burdens. To make its stories theirs, and thereby let them come into possession of the common treasure of its cultural life.”

Does anyone believe that this instruction is occuring in our school systems today? Or for that matter, even offered in our high schools to all the children?

McClay reminds us that our highly educated founders (“dead white guys” to current anti- Americans) warned that our republic would not flourish without educated and patriotic people. Our democratic “success depends upon the active participation of its citizens in their own governance.” He thinks that our people now seem to believe we do not need this education.

It’s painfully obvious when we read about and observe the subversive activities being promoted currently to undermine our history —witness the recent rush to purge our historic Confederate symbols and heritage (“a sudden passion to cleanse the American landscape of any and all allusions to the Confederacy”).

McClay notes that “history has for some time now been experiencing a slow dissolution, a decline that now may be approaching a critical juncture”: shrinking enrollments in history courses; core history courses no longer required at our universities; and faculty loses in history-related areas.

Worse, the study of our past is no longer valued; it is claimed to lack truth, and its narratives are believed to be only questionable judgments. Worse yet, “all interpretations are equally valid.” Thus, we have no shared understanding or acceptance of our past. Wedges are being driven into our culture to split it into irreparable fragments.

Dr. McClay describes what some call the “age of fracture”:  We have “abandoned the search for common ground in favor of focusing on the concerns and perspectives of ever more minute subdivisions, ever smaller groups, ever more finely tuned and exclusive categories of experience…The broad and embracing commonalities of old are no more, undermined and fragmented into a thousand subcultural pieces.”

The latest in agenda-driven, revisionist history comes in the form of the Advanced Placement (AP) U. S. History. A private organization in New York City administers this exam to American high school students. (

Previously (2010), the test reflected a typical college introductory survey course in American history—“a glorious entryway to a college history department,” as McClay describes it. But there is a “radical change” in the 2014 revision.

Political and ideological biases are built into the new framework. He writes, the change is a shift from “national identity” to “subcultural identities.” It shows American history “as the conflict between social groups” paying little attention to “national unity and cohesion—Instead of combating fracture, it embraces it.”

No wonder American society is falling apart. Prof. McClay believes that our history as taught is being reduced “to the aggregate sum of a multitude of past injustices and oppressions, without bringing those offenses into their proper context.”

I agree.

In addition to deliberate efforts to “dumb down” our general education, the distortions taught in American history, and lack of immigration restrictions, will surely finish the destruction of American culture as many of us once knew it.



About R. E. Smith Jr.

Mr. Smith writes essays and commentary on politics, American history, environment, higher education and culture. He's been published in print media and at blog sites for about 25 years. Smith's formal education includes B.S. and M.S. degrees from the State University of New York and Syracuse University. He has earned a 21-credit hour Certificate in Professional Writing from the University of North Carolina-Wilmington. Training/work experience: NYS Ranger School; U. S. Army, Corp of Engineers; soil scientist and forester with USDA; Assoc. Professor at SUNY; real estate agent; small business owner.
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