This disturbing story is signature significance.
The New York Times Magazine published its 1619 Project, named for the date of the first arrival of Africans on American soil, in August or 2019 with great fanfare and self congratulation. It purported to be a traditional wisdom-shaking view of America’s founding, placing slavery at the center of American political, social, and economic institutions, not a revolutionary desire by a remarkable group of visionaries to establish a culture rooted in human liberty, Time reporter Nikole Hannah-Jones championed and conceived the project, and authored the introduction to the epic, writing in part, “Conveniently left out of our founding mythology is the fact that one of the primary reasons the colonists decided to declare their independence from Britain was because they wanted to protect the institution of slavery.”
Hannah-Jones was candid about her objectives. “When my editor asks me, like, what’s your ultimate goal for the project, my ultimate goal is that there’ll be a reparations bill passed.” She was, she said, thrilled that people told her that they feel “they are understanding the architecture of their country in a way that they had not.”
From the beginning, the Times publication was clearly an ideological enterprise, and squarely within the paper’s partisan mission. Because that mission is shared by most of the most influential media sources, including NPR, it was almost universally praised. That endorsement was not restricted to journalism, however.
For decades, colleges and universities, bolstered by popular culture and propaganda from the mainstream media, have immersed rising generations in the narrative that America is an oppressive, white supremacist culture in need of fundamental reform. The 1619 Project offered an accompanying school lesson plan for junior high and high-schoolers, and since its publication, teachers in all 50 states and the District of Columbia (of course) taught parts of its curriculum. Just last month the Buffalo Public Schools announced their district will “infuse 1619 Project resources into the mainstream English and Social Studies . . . at grades 7-12.” Montgomery County, Maryland, and the Chicago Public Schools have followed.
The deconstruction of American pride and its origins as a nation founded on values rather than nationalistic and economic objectives is an essential predicate for so many of the Left’s plans for the country. Is this assessment unfair (by Arthur Milihk)? Continue reading