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Paul Bowers is an education journalist and blogger in South Carolina. He is a graduate of Siuth Carolina’s public schools and his children attend them. He writes here about what happened when the state banned books that made students uncomfortable, which are typically known as “divisive concepts laws.” Heaven forbid that students learn anything that would be considered controversial or divisive!

He wrote:

A most predictable outcome has arisen in South Carolina. After passing a gag order to stop the imaginary threat of “critical race theory” in schools, the state has purged a memoir about American racism from the syllabus in a high school classroom.

An outcome such as this was the obvious purpose of the teacher censorship provisos that Republican lawmakers slipped into the last two years’ state budgets, which forbid public school teachers from teaching that “an individual should feel discomfort, guilt, anguish, or any other form of psychological distress on account of his race or sex,” along with a long list of other vague speech prohibitions.1


Bristow Marchant, a reporter at The State newspaper, reported on Monday that in the spring of 2022, students in an Advanced Placement Language and Composition class at Chapin High School complained to the Lexington-Richland 5 School Board after being assigned Ta-Nehisi Coates’ 2015 bestseller Between the World and Me.
“I am pretty sure a teacher talking about systemic racism is illegal in South Carolina,” one student wrote.

To be clear, it is not illegal for teachers to talk about systemic racism in South Carolina. But in a season of unhinged school board rants by the Moms for Liberty network, vague condemnations of “critical race theory” by the state education superintendent, micromanagement of classroom materials by the governor himself, and frivolous lawsuits filed by the all-white South Carolina Freedom Caucus alleging anti-white bias in schools, the unofficial state policy is to intimidate teachers into silence regardless of what the law says.

In this case, a school principal caved to pressure and censored the book. The school board caved too. If recent history is any indicator, we can expect The College Board to cave, as they did in Florida when Gov. Ron DeSantis and his allies demanded a whitewashing of the AP African American Studies curriculum. (Coates’ writing was removed there, too.)

Here in South Carolina, the teacher was left standing up for herself, writing to her district superintendent with a spirited defense of the book’s inclusion in a unit on persuasive essays. Her courage is an inspiration. We can’t abandon her to the mob.

Book bans remain massively unpopular in the United States. In a poll conducted last year by the EveryLibrary Institute, just 18% of respondents said they supported banning books on issues of race and “critical race theory.” A small, entitled minority doesn’t get veto power over what the rest of our children learn. This is a message we can take to every school board, library board, and county council where the censors choose to wield their influence.

It can be daunting to stand up to the intimidation tactics of groups like Moms for Liberty, who got their start harassing and threatening their neighbors in Florida school districts. The piles of dark money behind these groups and others like the State Freedom Caucus Network can make them seem larger and more powerful than they really are. But never forget that we outnumber them.

$24.18 via Bookshop, a perfect gift for that special school board member in your life

Ta-Nehisi Coates is a literary giant who doesn’t need someone like me to defend his bona fides, but I’ll say this anyway: The politicians who seek to ban his work are revealing a lot about themselves.

Please open the link to read the rest of Bowers’ post.

Historian Heather Cox Richardson brilliantly contrasts the views of Republicans and Democrats on the role of government. Republicans want it to be as minimal as possible. Democrats want it to use its powers and resources to improve people’s lives. Understanding this difference helps illuminate why Republicans want to get rid of public schools and why billionaires like Charles Koch and Betsy DeVos support vouchers and libertarianism in a society where everyone is on their own.

Yesterday, the Republican Study Committee, a 175-member group of far-right House members, released their 2024 “Blueprint to Save America” budget plan. It calls for slashing the federal budget by raising the age at which retirees can start claiming Social Security benefits from 67 to 69, privatizing Medicare, and enacting dramatic tax cuts that will starve the federal government.

I’m actually not going to rehash the 122-page plan. Let’s take a look at the larger picture.

This budget dismisses the plans of “President Joe Biden and the left” as a “march toward socialism.” It says that “[t]he left’s calls to increase taxes to close the deficit would be…catastrophic for our nation.” Asserting that “the path to prosperity does not come from the Democrats’ approach of expanding government,” it claims that “[o]ver the past year and a half, the American people have seen that experiment fail firsthand.”

Instead, it says, “the key to growth, innovation, and flourishing communities” is “[i]ndividuals, free from the burdens of a burdensome government.” 

It is?

Our history actually tells us how these two contrasting visions of the government play out.

Grover Norquist, one of the key architects of the Republican argument that the solution to societal ills is tax cuts, in 2010 described to Rebecca Elliott of the Harvard Crimson how he sees the role of government. “Government should enforce [the] rule of law,” he said. “It should enforce contracts, it should protect people bodily from being attacked by criminals. And when the government does those things, it is facilitating liberty. When it goes beyond those things, it becomes destructive to both human happiness and human liberty.”

Norquist vehemently opposed taxation, saying that “it’s not any of the government’s business who earns what, as long as they earn it legitimately,” and proposed cutting government spending down to 8% of gross national product, or GDP, the value of the final goods and services produced in the United States. 

The last time the level of government spending was at that 8% of GDP was 1933, before the New Deal. In that year, after years of extraordinary corporate profits, the banking system had collapsed, the unemployment rate was nearly 25%, prices and productivity were plummeting, wages were cratering, factories had shut down, farmers were losing their land to foreclosure. Children worked in the fields and factories, elderly and disabled people ate from garbage cans, unregulated banks gambled away people’s money, business owners treated their workers as they wished. Within a year the Great Plains would be blowing away as extensive deep plowing had damaged the land, making it vulnerable to drought. Republican leaders insisted the primary solution to the crisis was individual enterprise and private charity. 

When he accepted the Democratic nomination for president in July 1932, New York governor Franklin Delano Roosevelt vowed to steer between the radical extremes of fascism and communism to deliver a “New Deal” to the American people. 

The so-called alphabet soup of the New Deal gave us the regulation of banks and businesses, protections for workers, an end to child labor in factories, repair of the damage to the Great Plains, new municipal buildings and roads and airports, rural electrification, investment in painters and writers, and Social Security for workers who were injured or unemployed. Government outlays as a percentage of GDP began to rise. World War II shot them off the charts, to more than 40% of GDP, as the United States helped the world fight fascism. 

That number dropped again after the war, and in 1975, federal expenditures settled in at about 20% of GDP. Except for short-term spikes after financial crises (spending shot up to 24% after the 2008 crash, for example, and to 31% during the 2020 pandemic, a high from which it is still coming down), the spending-to-GDP ratio has remained at about that set point.

So why is there a growing debt?

Because tax revenues have plummeted. Tax cuts under the George W. Bush and Trump administrations are responsible for 57% of the increase in the ratio of the debt to the economy, 90% if you exclude the emergency expenditures of the pandemic. The United States is nowhere close to the average tax burden of the 38 other nations in the Organization of Economic Cooperation and Development (OECD), all of which are market-oriented democracies. And those cuts have gone primarily to the wealthy and corporations. 

Republicans who backed those tax cuts now insist that the only way to deal with the growing debt is to get rid of the government that regulated business, provided a basic social safety net, promoted infrastructure, and eventually promoted civil rights, all elements that stabilized the nation after the older system gave us the Depression. Indeed, the Republican Study Committee calls for making the Trump tax cuts, scheduled to expire in 2025, permanent. 

“There are two ways of viewing the government’s duty in matters affecting economic and social life,” FDR said in his acceptance speech. “The first sees to it that a favored few are helped and hopes that some of their prosperity will leak through, sift through, to labor, to the farmer, to the small businessman.” The other “is based upon the simple moral principle: the welfare and the soundness of a nation depend first upon what the great mass of the people wish and need; and second, whether or not they are getting it.”

When the Republican Study Committee calls Biden’s policies—which have led to record employment, a booming economy, and a narrowing gap between rich and poor— “leftist,” they have lost the thread of our history. The system that restored the nation after 1933 and held the nation stable until 1981 is not socialism or radicalism; it is one of the strongest parts of our American tradition.

—

Notes:

Timothy Snyder is a historian at Yale Univerity who has written extensively on European history and threats to democracy. This essay is a fascinating history of Ukraine, which was published in The New Yorker.

He writes:

When Vladimir Putin denies the reality of the Ukrainian state, he is speaking the familiar language of empire. For five hundred years, European conquerors called the societies that they encountered “tribes,” treating them as incapable of governing themselves. As we see in the ruins of Ukrainian cities, and in the Russian practice of mass killing, rape, and deportation, the claim that a nation does not exist is the rhetorical preparation for destroying it.

Empire’s story divides subjects from objects. As the philosopher Frantz Fanon argued, colonizers see themselves as actors with purpose, and the colonized as instruments to realize the imperial vision. Putin took a pronounced colonial turn when returning to the Presidency a decade ago. In 2012, he described Russia as a “state-civilization,” which by its nature absorbed smaller cultures such as Ukraine’s. The next year, he claimed that Russians and Ukrainians were joined in “spiritual unity.” In a long essay on “historical unity,” published last July, he argued that Ukraine and Russia were a single country, bound by a shared origin. His vision is of a broken world that must be restored through violence. Russia becomes itself only by annihilating Ukraine.

As the objects of this rhetoric, and of the war of destruction that it sanctions, Ukrainians grasp all of this. Ukraine does have a history, of course, and Ukrainians do constitute a nation. But empire enforces objectification on the periphery and amnesia at the center. Thus modern Russian imperialism includes memory lawsthat forbid serious discussion of the Soviet past. It is illegal for Russians to apply the word “war” to the invasion of Ukraine. It is also illegal to say that Stalin began the Second World War as Hitler’s ally, and used much the same justification to attack Poland as Putin is using to attack Ukraine. When the invasion began, in February, Russian publishers were ordered to purge mentions of Ukraine from textbooks.

Faced with the Kremlin’s official mixture of fantasy and taboo, the temptation is to prove the opposite: that it is Ukraine rather than Russia that is eternal, that it is Ukrainians, not Russians, who are always right, and so on. Yet Ukrainian history gives us something more interesting than a mere counter-narrative to empire. We can find Ukrainian national feeling at a very early date. In contemporary Ukraine, though, the nation is not so much anti-colonial, a rejection of a particular imperial power, as post-colonial, the creation of something new.

Southern Ukraine, where Russian troops are now besieging cities and bombing hospitals, was well known to the ancients. In the founding myth of Athens, the goddess Athena gives the city the gift of the olive tree. In fact, the city could grow olives only because it imported grain from ports on the Black Sea coast. The Greeks knew the coast, but not the hinterland, where they imagined mythical creatures guarding fields of gold and ambrosia. Here already was a colonial view of Ukraine: a land of fantasy, where those who take have the right to dream.

The city of Kyiv did not exist in ancient times, but it is very old—about half a millennium older than Moscow. It was probably founded in the sixth or seventh century, north of any territory seen by Greeks or controlled by Romans. Islam was advancing, and Christianity was becoming European. The Western Roman Empire had fallen, leaving a form of Christianity subordinate to a pope. The Eastern (Byzantine) Empire remained, directing what we now call the Orthodox Church. As Rome and Constantinople competed for converts, peoples east of Kyiv converted to Islam. Kyivans spoke a Slavic language that had no writing system, and practiced a paganism without idols or temples.

Putin’s vision of “unity” relates to a baptism that took place in this setting. In the ninth century, a group of Vikings known as the Rus arrived in Kyiv. Seeking a southbound route for their slave trade, they found the Dnipro River, which runs through the city. Their chieftains then fought over a patchwork of territories in what is now Ukraine, Belarus, and the northeast of Russia—with Kyiv always as the prize. In the late tenth century, a Viking named Valdemar took the city, with the help of a Scandinavian army. He initially governed as a pagan. But, around 987, when the Byzantines faced an internal revolt, he sensed an opportunity. He came to the emperor’s aid, and received his sister’s hand in marriage. In the process, Valdemar converted to Christianity.

Putin claims that this messy sequence of events reveals the will of God to bind Russia and Ukraine forever. The will of God is easy to misunderstand; in any case, modern nations did not exist at the time, and the words “Russia” and “Ukraine” had no meaning. Valdemar was typical of the pagan Eastern European rulers of his day, considering multiple monotheistic options before choosing the one that made the most strategic sense. The word “Rus” no longer meant Viking slavers but a Christian polity. Its ruling family now intermarried with others, and the local people were treated as subjects to be taxed rather than as bodies to be sold.

Yet no rule defined who would take power after a Kyivan ruler’s death. Valdemar took a Byzantine princess as his wife, but he had a half a dozen others, not to mention a harem of hundreds of women. When he died in 1015, he had imprisoned one of his sons, Sviatopolk, and was making war upon another, Yaroslav. Sviatopolk was freed after his father’s death, and killed three of his brothers, but he was defeated on the battlefield by Yaroslav. Other sons entered the fray, and Yaroslav didn’t rule alone until 1036. The succession had taken twenty-one years. At least ten other sons of Valdemar had died in the meantime.

These events do not reveal a timeless empire, as Putin claims. But they do suggest the importance of a succession principle, a theme very important in Ukrainian-Russian relations today. The Ukrainian transliteration of “Valdemar” is “Volodymyr,” the name of Ukraine’s President. In Ukraine, power is transferred through democratic elections: when Volodymyr Zelensky won the 2019 Presidential election, the sitting President accepted defeat. The Russian transliteration of the same name is “Vladimir.” Russia is brittle: it has no succession principle, and it’s unclear what will happen when Vladimir Putin dies or is forced from power. The pressure of mortality confirms the imperial thinking. An aging tyrant, obsessed by his legacy, seizes upon a lofty illusion that seems to confer immortality: the “unity” of Russia and Ukraine.

In the Icelandic sagas, Yaroslav is remembered as the Lame; in Eastern Europe, he is the Wise, the giver of laws. Yet he did not solve the problem of succession. Following his reign, the lands around Kyiv fragmented again and again. In 1240, the city fell to the Mongols; later, most of old Rus was claimed by the Grand Duchy of Lithuania, then the largest state in Europe. Lithuania borrowed from Kyiv a grammar of politics, as well as a good deal of law. For a couple of centuries, its grand dukes also ruled Poland. But, in 1569, after the Lithuanian dynasty died out, a Polish-Lithuanian commonwealth was formalized, and the territories of Ukraine were placed under Polish jurisdiction.

This was a crucial change. After 1569, Kyiv was no longer a source of law but an object of it—the archetypal colonial situation. It was colonization that set off Ukraine from the former territories of Rus, and its manner generated qualities still visible today: suspicion of the central state, organization in crisis, and the notion of freedom as self-expression, despite a powerful neighbor.

During the sixteenth and seventeenth centuries, all the forces of Europe’s globalization seemed to bear down on Ukraine. Polish colonization resembled and in some measure enabled the European colonization of the wider world. Polish nobles introduced land-management practices—along with land managers, most of whom were Jewish—that allowed the establishment of profitable plantations. Local Ukrainian warlords rushed to imitate the system, and adopted elements of Polish culture, including Western Christianity and the Polish language. In an age of discovery, enserfed peasants labored for a world market.

Ukraine’s colonization coincided with the Renaissance, and with a spectacular flowering of Polish culture. Like other Renaissance thinkers, Polish scholars in Ukraine resuscitated ancient knowledge, and sometimes overturned it. It was a Pole, Copernicus, who undid the legacy of Ptolemy’s “Almagest” and confirmed that the Earth orbits the sun. It was another Pole, Maciej of Miechów, who corrected Ptolemy’s “Geography,” clearing Ukrainian maps of gold and ambrosia. As in ancient times, however, the tilling of the black earth enabled tremendous wealth, raising the question of why those who labored and those who profited experienced such different fates.

The Renaissance considered questions of identity through language. Across Europe, there was a debate as to whether Latin, now revived, was sufficient for the culture, or whether vernacular spoken languages should be elevated for the task. In the early fourteenth century, Dante answered this question in favor of Italian; English, French, Spanish, and Polish writers created other literary languages by codifying local vernaculars. In Ukraine, literary Polish emerged victorious over the Ukrainian vernacular, becoming the language of the commercial and intellectual élite. In a way, this was typical: Polish was a modern language, like English or Italian. But it was not the local language in Ukraine. Ukraine’s answer to the language question was deeply colonial, whereas in the rest of Europe it could be seen as broadly democratic.

The Reformation brought a similar result: local élites converted to Protestantism and then to Roman Catholicism, alienating them further from an Orthodox population. The convergence of colonization, the Renaissance, and the Reformation was specific to Ukraine. By the sixteen-forties, the few large landholders generally spoke Polish and were Catholic, and those who worked for them spoke Ukrainian and were Orthodox. Globalization had generated differences and inequalities that pushed the people to rebellion.

Ukrainians on the battlefield today rely on no fantasy of the past to counter Putin’s. If there is a precursor that matters to them, it is the Cossacks, a group of free people who lived on the far reaches of the Ukrainian steppe, making their fortress on an island in the middle of the Dnipro. Having escaped the Polish system of landowners and peasants, they could choose to be “registered Cossacks,” paid for their service in the Polish Army. Still, they were not citizens, and more of them wished to be registered than the Polish-Lithuanian parliament would allow.

The rebellion began in 1648, when an influential Cossack, Bohdan Khmelnytsky, saw his lands seized and his son attacked by a Polish noble. Finding himself beyond the protection of the law, Khmelnytsky turned his fellow-Cossacks toward revolt against the Polish-speaking, Roman Catholic magnates who dominated Ukraine. The accumulated cultural, religious, and economic grievances of the people quickly transformed the revolt into something very much like an anti-colonial uprising, with violence directed not only against the private armies of the magnates but against Poles and Jews generally. The magnates carried out reprisals against peasants and Cossacks, impaling them on stakes. The Polish-Lithuanian cavalry fought what had been their own Cossack infantry. Each side knew the other very well.

In 1651, the Cossacks, realizing that they needed help, turned to an Eastern power, Muscovy, about which they knew little. When Kyivan Rus had collapsed, most of its lands had been absorbed by Lithuania, but some of its northeastern territories remained under the dominion of a Mongol successor state. There, in a new city called Moscow, leaders known as tsars had begun an extraordinary period of territorial expansion, extending their realm into northern Asia. In 1648, the year that the Cossack uprising began, a Muscovite explorer reached the Pacific Ocean.

The war in Ukraine allowed Muscovy to turn its attention to Europe. In 1654, the Cossacks signed an agreement with representatives of the tsar. The Muscovite armies invaded Poland-Lithuania from the east; soon after, Sweden invaded from the north, setting off the crisis that Polish history remembers as “the Deluge.” Peace was eventually made between Poland-Lithuania and Muscovy, in 1667, and Ukraine was divided more or less down the middle, along the Dnipro. After a thousand years of existence, Kyiv was politically connected to Moscow for the first time.

The Cossacks were something like an early national movement. The problem was that their struggle against one colonial power enabled another. In 1721, Muscovy was renamed the Russian Empire, in reference to old Rus. Poland-Lithuania never really recovered from the Deluge, and was partitioned out of existence between 1772 and 1795. Russia thereby claimed the rest of Ukraine—everything but a western district known as Galicia, which went to the Habsburgs. Around the same time, in 1775, the Cossacks lost their status. They did not gain the political rights they had wanted, nor did the peasants who supported them gain control of the black earth. Polish landowners remained in Ukraine, even as state power became Russian.

Whereas Putin’s story of Ukraine is about destiny, the Ukrainian recollection of the Cossacks is about unfulfilled aspirations. The country’s national anthem, written in 1862, speaks of a young people upon whom fate has yet to smile, but who will one day prove worthy of the “Cossack nation.”

The nineteenth century was the age of national revivals. When the Ukrainian movement began in imperial Russian Kharkov—today Kharkiv, and largely in ruins—the focus was on the Cossack legacy. The next move was to locate history in the people, as an account of continuous culture. At first, such efforts did not seem threatening to imperial rule. But, after the Russian defeat in the Crimean War, in 1856, and the insult of the Polish uprisingof 1863 and 1864, Ukrainian culture was declared not to exist. It was often deemed an invention of Polish élites—an idea that Putin endorsed in his essay on “historical unity.” Leading Ukrainian thinkers emigrated to Galicia, where they could speak freely.

The First World War brought the principle of self-determination, which promised a release from imperial rule. In practice, it was often used to rescue old empires, or to build new ones. A Ukrainian National Republic was established in 1917, as the Russian Empire collapsed into revolution. In 1918, in return for a promise of foodstuffs, the country was recognized by Austria and Germany. Woodrow Wilson championed self-determination, but his victorious entente ignored Ukraine, recognizing Polish claims instead. Vladimir Lenin invoked the principle as well, though he meant only that the exploitation of national questions could advance class revolution. Ukraine soon found itself at the center of the Russian civil war, in which the Red Army, led by the Bolsheviks, and the White Army, fighting for the defunct empire, both denied Ukraine’s right to sovereignty. In this dreadful conflict, which followed four years of war, millions of people died, among them tens of thousands of Jews.

Though the Red Army ultimately prevailed, Bolshevik leaders knew that the Ukrainian question had to be addressed. Putin claims that the Bolsheviks created Ukraine, but the truth is close to the opposite. The Bolsheviks destroyed the Ukrainian National Republic. Aware that Ukrainian identity was real and widespread, they designed their new state to account for it. It was largely thanks to Ukraine that the Soviet Union took the form it did, as a federation of units with national names.

The failure of self-determination in Ukraine was hardly unique. Almost all of the new states created after the First World War were destroyed, within about two decades, by Nazi Germany, the Soviet Union, or both. In the political imaginations of both regimes, Ukraine was the territory whose possession would allow them to break the postwar order, and to transform the world in their own image. As in the sixteenth century, it was as if all the forces of world history were concentrated on a single country.

Stalin spoke of an internal colonization, in which peasants would be exploited so that the Soviet economy could imitate—and then overtake—capitalism. His policy of collective agriculture, in which land was seized from farmers, was particularly unwelcome in Ukraine, where the revolution had finally got rid of the (still largely Polish) landholders. Yet the black earth of Ukraine was central to Stalin’s plans, and he moved to subdue it. In 1932 and 1933, he enforced a series of policies that led to around four million people dying of hunger or related disease. Soviet propaganda blamed the Ukrainians, claiming that they were killing themselves to discredit Soviet rule—a tactic echoed, today, by Putin. Europeans who tried to organize famine relief were dismissed as Nazis.

The actual Nazis saw Stalin’s famine as a sign that Ukrainian agriculture could be exploited for another imperial project: their own. Hitler wanted Soviet power overthrown, Soviet cities depopulated, and the whole western part of the country colonized. His vision of Ukrainians was intensely colonial: he imagined that he could deport and starve them by the millions, and exploit the labor of whoever remained. It was Hitler’s desire for Ukrainian land that brought millions of Jews under German control. In this sense, colonial logic about Ukraine was a necessary condition for the Holocaust.

Between 1933 and 1945, Soviet and Nazi colonialism made Ukraine the most dangerous place in the world. More civilians were killed in Ukraine, in acts of atrocity, than anywhere else. That reckoning doesn’t even include soldiers: more Ukrainians died fighting the Germans, in the Second World War, than French, American, and British troops combined.

The major conflict of the war in Europe was the German-Soviet struggle for Ukraine, which took place between 1941 and 1945. But, when the war began, in 1939, the Soviet Union and Germany were de-facto allies, and jointly invaded Poland. At the time, what is now western Ukraine was southeastern Poland. A small group of Ukrainian nationalists there joined the Germans, understanding that they would seek to destroy the U.S.S.R. When it became clear that the Germans would fail, the nationalists left their service, ethnically cleansed Poles in 1943 and 1944, and then resisted the Soviets. In Putin’s texts, they figure as timeless villains, responsible for Ukrainian difference generally. The irony, of course, is that they emerged thanks to Stalin’s much grander collaboration with Hitler. They were crushed by Soviet power, in a brutal counter-insurgency, and today Ukraine’s far right polls at one to two per cent. Meanwhile, the Poles, whose ancestors were the chief victims of Ukrainian nationalism, have admittednearly three million Ukrainian refugees, reminding us that there are other ways to handle history than stories of eternal victimhood.

After the war, western Ukraine was added to Soviet Ukraine, and the republic was placed under suspicion precisely because it had been under German occupation. New restrictions on Ukrainian culture were justified by a manufactured allocation of guilt. This circular logic—we punish you, therefore you must be guilty—informs Kremlin propaganda today. Russia’s foreign minister, Sergey Lavrov, has argued that Russia had to invade Ukraine because Ukraine might have started a war. Putin, who has said the same, is clearly drawing on Stalin’s rhetoric. We are to understand that the Soviet victory in the Second World War left Russians forever pure and Ukrainians eternally guilty. At the funerals of Russian soldiers, grieving parents are told that their sons were fighting Nazis.

The history of the colonization of Ukraine, like the history of troubling and divisive subjects in general, can help us get free of myths. The past delivers to Putin several strands of colonial rhetoric, which he has combined and intensified. It also leaves us vulnerable to a language of exploitation: whenever we speak of “the Ukraine” instead of “Ukraine,” or pronounce the capital city in the Russian style, or act as if Americans can tell Ukrainians when and how to make peace, we are continuing imperial rhetoric by partaking in it.

Ukrainian national rhetoric is less coherent than Putin’s imperialism, and, therefore, more credible, and more human. Independence arrived in 1991, when the U.S.S.R was dissolved. Since then, the country’s politics have been marked by corruption and inequality, but also by a democratic spirit that has grown in tandem with national self-awareness. In 2004, an attempt to rig an election was defeated by a mass movement. In 2014, millions of Ukrainians protested a President who retreated from the E.U. The protesters were massacred, the President fled, and Russia invaded Ukraine for the first time. Again and again, Ukrainians have elected Presidents who seek reconciliation with Russia; again and again, this has failed. Zelensky is an extreme case: he ran on a platform of peace, only to be greeted with an invasion.

Ukraine is a post-colonial country, one that does not define itself against exploitation so much as accept, and sometimes even celebrate, the complications of emerging from it. Its people are bilingual, and its soldiers speak the language of the invader as well as their own. The war is fought in a decentralized way, dependent on the solidarity of local communities. These communities are diverse, but together they defend the notion of Ukraine as a political nation. There is something heartening in this. The model of the nation as a mini-empire, replicating inequalities on a smaller scale, and aiming for a homogeneity that is confused with identity, has worn itself out. If we are going to have democratic states in the twenty-first century, they will have to accept some of the complexity that is taken for granted in Ukraine.

The contrast between an aging empire and a new kind of nation is captured by Zelensky, whose simple presence makes Kremlin ideology seem senseless. Born in 1978, he is a child of the U.S.S.R., and speaks Russian with his family. A Jew, he reminds us that democracy can be multicultural. He does not so much answer Russian imperialism as exist alongside it, as though hailing from some wiser dimension. He does not need to mirror Putin; he just needs to show up. Every day, he affirms his nation by what he says and what he does.

Ukrainians assert their nation’s existence through simple acts of solidarity. They are not resisting Russia because of some absence or some difference, because they are not Russians or opposed to Russians. What is to be resisted is elemental: the threat of national extinction represented by Russian colonialism, a war of destruction expressly designed to resolve “the Ukrainian question.” Ukrainians know that there is not a question to be answered, only a life to be lived and, if need be, to be risked. They resist because they know who they are. In one of his very first videos after the invasion, when Russian propaganda claimed that he had fled Kyiv, Zelensky pointed the camera at himself and said, “The President is here.” That is it. Ukraine is here.

Retired educator Rich Migliore knows that the current rightwing demands for censorship violate the Constitution. Sadly, the current Supreme Court seems determined to obliterate the long-honored tradition of separation of church and state, creating a breach into which religious zealots are eagerly pushing their creeds. The high court has signaled through several of its recent decisions that at least five, possibly six, of its members are willing to eviscerate that separation.

He writes:

Freedom of thought, freedom of belief, freedom of religion, freedom of speech, freedom of expression, and the freedom to read books of our choice are among our most precious human rights. And the freedom from having other people’s religion and beliefs imposed upon us is among our basic human rights as a free people. That is why they were placed first in the Bill of Rights.

When we allow others to impose their religion and beliefs upon us we cease to be a free people. May I again quote from my favorite Supreme Court Opinion issued in the year that I graduated from high school.

“The vigilant protection of constitutional freedoms is nowhere more vital than in the community of American schools.” Tinker v. Des Moines Independent Community School District; U.S. Supreme Court (1969), (quoting Justice Brennan in Keyishian v. Board of Regents.

“The classroom is peculiarly the ‘marketplace of ideas.’ The nation’s future depends upon leaders trained through wide exposure to that robust exchange of ideas which discovers truth ‘out of a multiple of tongues, (rather) than through any kind of authoritative selection.”

Our founders wisely separated church and state. And the Fourteenth Amendment’s Due Process clause protects our liberty interest in freedom of thought, freedom of belief and freedom of religion.

We do not give up those rights “when we cross the school house gates.” Nor do our children.

I served on the governing board of the National Assessment of Educational Progress (NAEP) for seven years. I was appointed by President Clinton. I learned quite a lot about standardized testing during that time. I enjoyed reading test questions and finding a few that had two right answers. Two subjects where I felt confident as a reviewer, in addition to reading, were history and civics.

I was momentarily dismayed, but not surprised, to learn that the NAEP scores in history and civics had declined, as they had in reading and math, after the disruptions and closings caused by the pandemic. This is not surprising, because fewer days of instruction translates into less learning.

So we know for sure that instructional time matters. You can’t learn what you weren’t taught.

But on second thought, I realized that in these days it is almost impossible to test history and civics and get a meaningful result.

Many states, all Republican-dominated, have censored history teaching. The legislatures don’t want students to learn “divisive concepts.” They don’t want anything taught that will make students “uncomfortable.” They don’t want “critical race theory” to be taught. These ideas have been spun out at length with other vague descriptions of what teachers are NOT allowed to teach.

The people who write test questions for NAEP history are not bound by these restrictions. They are most likely writing questions about “divisive concepts” and “uncomfortable” topics. They might even ask questions that legislators might think are tinged or saturated by critical race theory.

Given the number of states that ban the teaching of accurate, factual history, it’s seems to me impossible to expect students to be prepared to take an American history test.

Even more complicated is civics. A good civics exam might ask questions about the importance of the right to vote. It might ask questions written on the assumption that vote suppression and gerrymandering are undemocratic practices that were long ago banned by the courts. Yet courts are now allowing these baleful practices to stand. How can a student understand that a discredited practice is now openly endorsed in various state laws and have not been discredited by the courts?

Civics classes typically teach that one of the great strengths of American democracy is the peaceful transition of power from one President to another. How can they teach that idea when Trump partisans insist that he won the last election and was ousted in a coup? How can teachers explain the election process when Trump says it’s rigged (he said it before the 2016 election as well)? How can students answer questions about elections and the Electoral College when Trumpers believe they were corrupted in 2020?

How can teachers teach civics when almost every GOP leader asserts that the election was stolen?

How can civics be taught when public officials defy public opinion to allow any individual to buy guns without a background check or a permit. Having bought a gun, they may wear it openly in some states and carry it concealed in some other states. Students have been practicing in case an armed killer walks into their school during the day. They need only google to learn that a majority of the public favors gun control of varying kinds. Why, they might ask their teacher, doesn’t the legislature and Congress act to protect the lives of children?

Is it worse to teach lies or to teach the truth?

Greg B. is a regular commenter on the blog. He lives in Ohio. He is deeply knowledgeable about German history and literature. I enjoy his comments.

He wrote:

As much as many Americans crow about being the land of the free, etc., they don’t like to do the work of being citizens, much less engaged. With citizenship comes responsibility. When one is engaged with the history of this nation, one understands that the enslavement of Africans who were transported here and their descendants literally built this country. While we learn about elites, it was enslaving Americans that created capitalism and wealth for whites around the world. The descendants of those whites have benefitted immeasurably from the status quo and keeping status regardless of quo. Even those who weren’t direct descendants, yes even people who immigrated to the US in the 19th through 21st century have benefitted by virtue of not having immediately identifiable physical traits.

Those who continue to complain that they didn’t benefit from racism, who claim merit got them to where they are, conveniently forget that a large portion of the population never ever gets the chance to prove merit. And if they can, they are not promoted, they are paid less, and they are segregated to live in certain areas. Those who claim merit are scared of real competition; they like the game rigged, one that gives them advantages before they even start playing and excludes everyone else. They may claim equal opportunity, but they see in “woke” a threat to their status. Even poor whites in West Virginia and Utah don’t realize they’re being played as pawns.

For Black History Month, I reread a classic on enslavement and found these two nuggets that help explain it all: “The willingness of many white southerners to unite around the idea of hanging on to racial power made the South a swing region, and white southerners a defined interest group, willing to join whichever national party was willing to cater to its demands.” And, “…the unbending anger of former Confederates against Reconstruction morphed into their grandchildren’s suspicion of the New Deal, and the insistence of the part of white southern Democrats that measures against the Depression could do nothing to alleviate black poverty or lessen white supremacy.” That’s what they want to keep up.

Nostalgia for “The Lost Cause” and deep-seated racism keep white southerners tethered to a political party that keeps them poor.

Let’s start at the beginning.

The Founding Fathers did not mention the word “education” in the Constitution. They left it as a state responsibility. However, the Founding Fathers did not ignore education. They drafted and approved the Northwest Ordinances of 1785 and 1787. These documents assured that new states would enter the United States on an equal footing with existing states. The Northwest Ordinance of 1785 declared that new towns would consist of 36 plots. One plot—#16, in the center of town—was to be set aside for a public school. Nothing was said about setting aside a plot for religious schools or private schools. Those were left to private discretion. (To learn more on this topic, read Derek Black’s Schoolhouse Burning; Black is a professor of law.)

The Northwest Ordinance of 1787 forever banned slavery in the new states. And it included this provision: “Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.”

Those today who seek to divert public funding to religious and private schools are repudiating the intentions of the Foundding Fathers.

The following tweets seem closer to understanding the wishes of the Founding Fathers than do the legislators of Arizona, Ohio, and other states that are using public funds to subsidize religious and private schools.

The editorial boards of the Orlando Sentinel and the South Florida Sun Sentinel published this commentary on Governor DeSantis’ campaign to demonize being “woke.” What does it mean to be woke? It means being aware of systemic injustice. Did systemic injustices occur in the past? Yes. Do they occur now? Yes. Should we banish teaching or learning about systemic injustices, as DeSantis demands? No. That would mean teaching lies. Can we blame teachers or schools for the drop in scores on NAEP (the National Assessment of Educational Progress) when politicians like DeSantis require teachers to teach their students lies?

The editorial says it’s good to be woke:

Have you noticed? Gov. Ron DeSantis doesn’t smile enough. His brand is anger, especially at anything he can ridicule as “woke.”

Disney is “woke.” Diversity is “woke.” His obsession to cleanse Florida classrooms of discussions of racism was the “Stop W.O.K.E. Act.”

He took over New College of Florida because it was “woke.” He suspended Tampa State Attorney Andrew Warren because his policies were “woke.”
Florida “is where woke goes to die,” he says. This four-letter word has lost much of its punch, purely from overuse.

But it really doesn’t matter whether people have any idea of what “woke” means — just that it sounds bad.

But what does it mean, really?

‘Systemic injustices’

As good an answer as any came from DeSantis’ general counsel, under questioning from Warren’s attorney in federal court.

“The belief there are systemic injustices in American society and the need to address them,” lawyer Ryan Newman replied, adding that DeSantis doesn’t share that belief.

He doesn’t? No society is without injustices. To pretend that ours is is ludicrous.

The term “woke” originated in Black culture almost a century ago. According to the Legal Defense Fund, it became an “in-group signal urging Black people to be aware of the systems that harm and otherwise put us at a disadvantage.”

Those are precisely the systems that DeSantis pretends don’t exist, and that he doesn’t want Florida schoolchildren and college students to learn anything about. His hijacking of the word “woke” is ironic, to say the least.

Obnoxious objectives

His objectives, like that of copycat Republican politicians, are threefold. One is to cater to bigoted and resentful white voters. Donald J. Trump taught them the effectiveness of that. No. 2: Breed a generation of future voters who will have learned nothing about racism’s history or continuing consequences.

The third objective, not quite so transparent but equally pernicious, is to desensitize the nation’s courts to systemic economic and political injustices, many of which afflict poor white people just as much as Black people. The Florida Supreme Court bought into this when it purged diversity guidelines from the Florida Bar’s continuing education criteria.

There hasn’t been such a cynical disinformation campaign since the Daughters of the Confederacy set out more than a century ago to reinvent the Civil War and Reconstruction. In that distorted looking glass, slavery had nothing to do with the war; it was the South fighting for freedom and the North fighting against it. That’s how children were to be taught.

Writing in The New York Times, Harvard Professor Henry Louis Gates Jr. described how the Daughters suppressed textbooks to the extent of rejecting any that described slaveholders as cruel. Slavery, wrote the Daughters’ historian, “was an education that taught the negro self-control, obedience and perseverance.”

“Undertaken by apologists for the former Confederacy with an energy and alacrity that was astonishing in its vehemence and reach, in an era defined by print culture, politicians and amateur historians joined forces to police the historical profession,” Gates wrote. “The so-called Lost Cause movement was, in effect, a take-no-prisoners social media war.”

The racism didn’t go away when the South lost the war and slaves were freed. It fostered sharecropping — slavery by another means. It rationalized Jim Crow laws, lynchings, inferior schools and a denial of the right to vote that persisted until 1965. It led to federal housing policies that confined Black people to urban ghettos. It was evident when Social Security initially excluded domestic and farm workers on the fiction that it would be too difficult to collect the taxes.

It remains glaring today in the statistic that Black Americans, who account for 13% of the population, are 27% of the people shot and killed by police. It was evident when the Tennessee House of Representatives expelled two Black members over a gun violence protest in their chamber, but not the Caucasian legislator who protested with them. It is apparent in the increasing re-segregation of public schools; profound racial disparities in income, health and mortality; and the persistence of fair housing and fair employment violations.

Exposure is essential

The remedy for injustice begins with exposure. It is essential. To conceal it is to be complicit in the injustice.

To teach American history through rose-colored glasses, as DeSantis intends, is to ignore the heroism and sacrifices that every generation has made toward fulfilling the belief that “all men are created equal.” That so many Americans have risen so often to that challenge speaks well of our nation, not poorly.

A federal judge has temporarily blocked one of DeSantis’ schemes — the law allowing educators and private businesses to be sued for making students and employees feel guilty about racism — but the destruction of the schools and universities goes on.

It’s up to the voters whether that continues. It’s better to be “woke” than silent any day.


The Orlando Sentinel Editorial Board includes Editor-in-Chief Julie , Opinion Editor Krys Fluker and Viewpoints Editor Jay Reddick. The Sun Sentinel Editorial Board consists of Editorial Page Editor Steve Bousquet, Deputy Editorial Page Editor Dan Sweeney, and Anderson. Send letters to insight@orlandosentinel.com.


© 2023 Orlando Sentinel

In May 2019, Attorney General Bill Barr asked John Durham, the U.S. Attorney for Connecticut to investigate the origins of the FBI inquiry into Trump’s ties to Russia in 2016. In December 2020, Barr elevated Durham to Special Counsel so he could continue his inquiry into what Trump called a witch-hunt, the crime of the century. After four years, the Durham report was issued a few days ago.

Thom Hartmann reviewed the Durham report:

Imagine you’re in the FBI overseeing national security and a candidate for President for the United States hired to run his campaign a man who’d:

— taken $66 million from Russian intelligence services via Putin-friendly oligarchs,
— helped Russia install their own puppet government in Ukraine in 2010,
— was paid $1 million a year to help the corrupt dictator Mobutu Sese Seko of Zaire (now Democratic Republic of the Congo) fight against democracy and maintain power,
— forced his party to remove references in their platform to defending Ukrainian democracy,
— gave a Russian intelligence agent top-secret insider campaign information about voters in 6 swing states so they could run an ultimately successful micro-targeted Facebook campaign to help the candidate,
— offered to run the campaign for free because he’d been well-compensated by Russian intelligence services,
— and then repeatedly lied to the FBI about his connections to Putin and Russia, leading to his being charged, convicted, and imprisoned until that candidate pardoned him.

Imagine that candidate had visited Moscow with his Soviet-citizen wife — whose father was a Soviet agent — and been groomed all the way back in 1987 by Russian intelligence (then Soviet intelligence, the KGB) to run for president.

— That he came back home from that 1987 trip to Moscow and spent $100,000 to run full-page ads in three major US newspapers urging America to abandon and leave defenseless its allies in Europe and Asia.
— That he then went to New Hampshire a month later and did a campaign rally to see if there was enough support for him to run for president.
— That US intelligence officers reported that the 1987 ad and campaign for president led toa champagne-laced celebration in Moscow, with Russian intelligence calling it one of their most successful infiltration/influence campaigns in decades.

Imagine if during his campaign for the White House that president — when only a candidate — had inked a secret deal with Russia to earn hundreds of millions of dollars by putting a hotel with his name on it in Moscow, and kept it concealed from the American public throughout the campaign.

Imagine that he made extensive use of his opponent’s emails that had been hacked by Russian intelligence services, who then ran a Facebook operation hyping that same information that reached 26 million targeted Americans in 6 swing states, helping him win the Electoral College vote.

Imagine that during the 2016 campaign an insider with Russian connections learned that Russia had successfully hacked this candidate’s opponent’s emails on behalf of the candidate before the hack was revealed on Wikileaks during the Democratic National Convention where his opponent was nominated for president…and that information came to you via an informant.

Imagine that candidate became president 29 years after his first Moscow trip and in his first weeks in office, presumably as thanks for their help, invited the Russian ambassador and the Russian foreign minister to a covert meeting in the Oval Office and gave them top-secret information on a spy about whom Russia had been concerned; that spy was then “burned.”

Imagine that this was nothing new for that president’s party: that two presidents before him had gained the White House by treasonous collaboration with openly hostile foreign powers (North Vietnam in 1968 and Iran in 1980). That congressional members of his own party would then go on to vote against compiling information about war crimes committed in Ukraine by Russia. That a senator from that party by the name of Rand Paul made a private trip to Russia to hand-deliver possibly stolen sealed “documents” to Putin’s intelligence service given him in confidence by that president.

Imagine that president had a series of nearly 20 secret telephone conversations with Putin (for which the records of what was said no longer exist) and then unilaterally — in defiance of both Congress and the law — blocked military aid to Ukraine while Russia was massing troops on its borders. And then followed those up with a years-long campaign to destroy NATO, which was Russia’s top military concern. And openly praised and deferred to Putin while trash-talking American intelligence services.

Imagine that the FBI worked with a special prosecutor named Mueller to determine the extent of Russian involvement in the 2016 election and:

— Found that Russian interference in the 2016 election was “sweeping and systemic.”
— Brought indictments against 37 individuals including six Trump advisers and 26 Russian nationals, secured seven guilty pleas or convictions, and found “compelling evidence” that the president himself had stonewalled or lied to investigators and “obstructed justice on multiple occasions.”
— Referred 14 criminal matters to the Justice Department, where the president’s hand-picked Attorney General — who’d helped President George HW Bush cover up the Iran/Contra Treason Scandal — ignored them and let them lapse.
— Uncovered five specific examples of the president criminally obstructing justice in ways that could easily have been prosecuted.

Imagine that when that president ran for re-election Russia again came to his aid by hacking his 2020 opponent’s family members, both looking for and trying to plant damaging information suggesting his opponent’s family was corrupt. That Russia then spread rumors across social media to that effect on the candidate’s behalf in the months before the election.

Imagine that when he nevertheless lost, Russian intelligence officers used social mediato amplify his claims the election was stolen, leading to an attempted coup conspiracy involving the assassination of the Vice President and Speaker of the House.

Imagine that the FBI — in part, during that president’s time in office — compiled material for a report concluding that:

“Throughout the [2020] election, Russia’s online influence actors sought to amplify mistrust in the electoral process by denigrating mail-in ballots, highlighting alleged irregularities, and accusing the Democratic Party of voter fraud.”

So, if you were in the FBI and knew all that, how do you imagine you’d react?

Would you want to dig deeper, to determine if an agent of a hostile foreign power was trying to co-opt or even destroy America from within, a la The Manchurian Candidate?

Yesterday we learned that Trump-humper John Durham, a former federal prosecutor who should know better, can’t imagine any of this.

He issued a 306-page report on his well-paid four-year investigation in a futile effort to salvage his reputation (or burnish it with Trump) claiming that the FBI really had “no basis” to investigate the possibility that the 2016 Trump campaign might have been infiltrated or corrupted by Russian intelligence.

Durham wrote there was “a complete lack of information from the Intelligence Community that corroborated the hypothesis upon which the [2016] Crossfire Hurricane investigation [of Trump’s connections to Russia and Putin] was predicated.” (I have to admit, I almost spit out my coffee when reading that line.)

During the course of his $6.6 million “investigation,” Durham pressed chargesagainst two people, costing each a fortune in legal fees and damaging their reputations, and in both cases the individuals were exonerated by a jury of their peers.

Durham later claimed he was “misunderstood” by the media, and that he brought the charges not because he thought he could easily win the cases but because he was interested in defining “the narrative,” apparently in a way that would be favorable to Trump:

“[D]efense counsel has presumed the Government’s [Durham’s] bad faith and asserts that the Special Counsel’s [Durham’s] Office intentionally sought to politicize this case, inflame media coverage, and taint the jury pool,” Durham wrote last year. “That is simply not true. If third parties or members of the media have overstated, understated, or otherwise misinterpreted facts contained in the Government’s Motion, that does not in any way undermine the valid reasons for the Government’s inclusion of this information.”

When Bill Barr and John Durham took multiple taxpayer-funded luxury trips to Italy to interrogate that country’s government about possible FBI wrongdoing in the Hurricane Crossfire investigation of Trump and Russia, they instead discovered evidence of specific “financial crimes” committed by Trump himself that were so serious they aborted the trip and Barr authorized himself to dig deeper.

The details of those Trump crimes aren’t mentioned in yesterday’s Durham report, and there’s no explanation for their absence. Barr’s “digging” was, perhaps, simply another cover-up like he did with Iran-Contra back in the day.

Apparently Durham’s imagination couldn’t extend to the possibility that Trump has been a Russian asset for at least 30 years and continues to be one to this day. After all, there’s obviously no connection between him and Russia, right?

Thank you for reading The Hartmann Report. This post is public so feel free to share it.

The Brown Decision was released by the U.S. Supreme Court on May 17, 1954, precisely sixty-nine years ago. It was a historic decision in many ways. It was the beginning of the end of de jure segregation in every aspect of American society. Of course, de facto segregation persists in schools, housing, and in many aspects of life. It would have been impossible to imagine in 1954 that the nation would elect a Black man as President in 2008 and again in 2012.

The decision was unanimous. America could not claim to be a nation of freedom, liberty, democracy, and equality when people of color were excluded from full participation in every aspect of public life and walled off from the mainstream of American society in their private lives. Segregation and discrimination were hallmarks of the American way. Black people were not only restricted in the right to vote, were not only underrepresented in legislatures and other decision-making bodies, but were excluded from restaurants, hotels, movie theaters, public transport, public beaches, and from all other places of public accommodation, as well as private commerce. Segregation was imposed by law in the South and some border states, and by custom in northern, western, and midwestern states.

The Brown Decision struck a blow against this cruel reign of prejudice and bigotry in American life. We are far, very far, from fulfilling the promise of the Brown Decision. To make progress, we must be willing to look deeply into the roots of systemic racism and dismantle the structures that condemn disproportionate numbers of Black families to live in poverty and in segregated neighborhoods. A number of Republican-led states have made such inquiries illegal.

The present movement for vouchers, which is strongest in Republican-dominated states, will not move us closer to the egalitarian goals of the Brown Decision. Vouchers are inherently a divisive concept. They encourage people to congregate with people just like themselves. Heightened segregation along lines of race, religion, social class, and ethnicity are a predictable result of vouchers.

The voucher movement began as a hostile response to the Brown decision, led by racist governors, members of Congress, legislatures, White Citizens Councils, parents who did not want their children to attend schools with Black children, and white supremacists who wanted to protect their “way of life.” They refused to comply with the Supreme Court decision. They called Earl Warren a Communist. They engaged in “massive resistance.” They quickly figured out that they could fund private academies for whites only, and some Southern states did. And they figured out that they could offer “vouchers” or “scholarships” to white students to attend white private and religious schools.

I recommend three books about the history of the ties between segregationists, the religious right, and vouchers. I reviewed all three in an article called “The Dark History of School Choice” in The New York Review of Books. Although it is behind a paywall, you can read one article for free or subscribe for a modest fee.

The Power Worshippers: Inside the Dangerous Rise of Religious Nationalism, by Katherine Stewart

Overturning Brown: The Segregationist Legacy of the Modern School Choice Movement, by Steve Suitts

Schoolhouse Burning: Public Education and the Assault on American Democracy, by Derek W. Black

In addition, I recommend Nancy MacLean’s superb Democracy in Chains: The Deep History of the Radical Right’s Stealth Plan for America. It links the voucher moment to the Koch brothers and other libertarians, including Milton Friedman. I reviewed it in the same journal. MacLean is the William H. Chafe Professor of History and Public Policy at Duke University.

Nancy MacLean wrote the following article for The Washington Post nearly two years ago. In the past two years, the voucher movement has gained even more ground in Republican-dominated states. If it is behind a paywall, you can read it here.

She wrote:

The year 2021 has proved a landmark for the “school choice” cause — a movement committed to the idea of providing public money for parents to use to pay for private schooling.

Republican control of a majority of state legislatures, combined with pandemic learning disruptions, set the stage for multiple victories. Seven states have created new school choice programs, and 11 others have expanded current programs through laws that offer taxpayer-funded vouchers for private schooling and authorize tax credits and educational savings accounts that incentivize parents moving their children out of public schools.

On its face, this new legislation may sound like a win for families seeking more school options. But the roots of the school choice movement are more sinister.

White Southerners first fought for “freedom of choice” in the mid-1950s as a means of defying the U.S. Supreme Court’s 1954 Brown v. Board of Education decision, which mandated the desegregation of public schools. Their goal was to create pathways for White families to remove their children from classrooms facing integration.

Prominent libertarians then took advantage of this idea, seeing it not only as a means of providing private options, but also as a tool in their crusade to dismantle public schools altogether. This history reveals that rather than giving families more school options, school choice became a tool intended to give most families far fewer in the end.

School choice had its roots in a crucial detail of the Brown decision: The ruling only applied to public schools. White Southerners viewed this as a loophole for evading desegregated schools.

In 1955 and 1956, conservative White leaders in Virginia devised a regionwide strategy of “massive resistance” to the high court’s desegregation mandate that hinged on state-funded school vouchers. The State Board of Education provided vouchers, then called tuition grants, of $250 ($2,514 in 2021 dollars) to parents who wanted to keep their children from attending integrated schools. The resistance leaders understood that most Southern White families could not afford private school tuition — and many who could afford it lacked the ideological commitment to segregation to justify the cost. The vouchers, combined with private donations to the new schools in counties facing desegregation mandates, would enable all but a handful of the poorest Whites to evade compliance.

Other Southern states soon adopted voucher programs like the one in Virginia to facilitate the creation of private schools called “segregation academies,” despite opposition from Black families and civil rights leaders. Oliver Hill, an NAACP attorney key to the Virginia case against “separate but equal” education that was folded into Brown, explained their position this way: “No one in a democratic society has a right to have his private prejudices financed at public expense.”

Despite such objections, key conservative and libertarian thinkers and foundations, including economists Milton Friedman and Friedrich Hayek, Human Events editor Felix Morley and publisher Henry Regnery, backed the White Southern cause. They recognized that White Southerners’ push for “freedom of choice” presented an opportunity to advance their goal of privatizing government services and resources, starting with primary and secondary education. They barely, if ever, addressed racism and segregation; instead, they spoke of freedom (implicitly, White freedom).

Friedman began promoting “educational freedom” in 1955, just as Southern states prepared to resist Brown. And he praised the Virginia voucher plan in his 1962 book, “Capitalism and Freedom,” holding it up as a model for school choice everywhere. “Whether the school is integrated or not,” he wrote, should have no bearing on eligibility for the vouchers. In other words, he knew the program was designed to fund segregation academies and saw it as no barrier to receiving state financing.

Friedman was far from alone. His fellow libertarians, including those on the staff of the William Volker Fund, a leading funder on the right, saw no problem with state governments providing tax subsidies to White families who chose segregation academies, even as these states disenfranchised Black voters, blocking them from having a say in these policies.

Libertarians understood that while abolishing the social safety net and other policies constructed during the Progressive era and the New Deal was wildly unpopular, even among White Southerners, school choice could win converts.

These conservative and libertarian thinkers offered up ostensibly race-neutral arguments in favor of the tax subsidies for private schooling sought by white supremacists. In doing so, they taught defenders of segregation a crucial new tactic — abandon overtly racist rationales and instead tout liberty, competition and market choice while embracing an anti-government stance. These race-neutral rationales for private school subsidies gave segregationists a justification that could survive court review — and did, for more than a decade before the Supreme Court ruled them unconstitutional.

When challenged, Friedman and his allies denied that they were motivated by racial bigotry. Yet, they had enough in common ideologically with the segregationists for the partnership to work. Both groups placed a premium on the liberty of those who had long profited from white-supremacist policies and sought to shield their freedom of action from the courts, liberal government policies and civil rights activists.

Crucially, freedom wasn’t the ultimate goal for either group of voucher supporters. White Southerners wielded colorblind language about freedom of choice to help preserve racial segregation and to keep Black children from schools with more resources.

Friedman, too, was interested in far more than school choice. He and his libertarian allies saw vouchers as a temporary first step on the path to school privatization. He didn’t intend for governments to subsidize private education forever. Rather, once the public schools were gone, Friedman envisioned parents eventually shouldering the full cost of private schooling without support from taxpayers. Only in some “charity” cases might governments still provide funding for tuition.

Friedman first articulated this outlook in his 1955 manifesto, but he clung to it for half a century, explaining in 2004, “In my ideal world, government would not be responsible for providing education any more than it is for providing food and clothing.” Four months before his death in 2006, when he spoke to a meeting of the conservative American Legislative Exchange Council (ALEC), he was especially frank. Addressing how to give parents control of their children’s education, Friedman said, “The ideal way would be to abolish the public school system and eliminate all the taxes that pay for it.”

Today, the ultrawealthy backers of school choice are cagey about this long-term goal, knowing that care is required to win the support of parents who want the best for their children. Indeed, in a sad irony, decades after helping to impede Brown’s implementation, school choice advocates on the right targeted families of color for what one libertarian legal strategist called “forging nontraditional alliances.” They won over some parents of color, who came to see vouchers and charter schools as a way to escape the racial and class inequalities that stemmed from White flight out of urban centers and the Supreme Court’s willingness to allow White Americans to avoid integrating schools.

But the history behind vouchers reveals that the rhetoric of “choice” and “freedom” stands in stark contrast to the real goals sought by conservative and libertarian advocates. The system they dream of would produce staggering inequalities, far more severe than the disparities that already exist today. Wealthy and upper-middle-class families would have their pick of schools, while those with far fewer resources — disproportionately families of color — might struggle to pay to educate their children, leaving them with far fewer options or dependent on private charity. Instead of offering an improvement over underfunded schools, school choice might lead to something far worse.

As Maya Angelou wisely counseled in another context, “When people show you who they are, believe them the first time.” If we fail to recognize the right’s true end game for public education, it could soon be too late to reverse course.

Update: According to Future-Ed, citing pro-voucher EdChoice (which used to be the Milton and Rose Friedman Foundation), “Currently, 32 states provide an estimated $4 billion in subsidies to some 690,000 students through tuition vouchers, education savings accounts, and tax-credit scholarships.” Several Republican-led states are considering or have already universal vouchers, which would subsidize the tuition of all students in private schools, including the children of wealthy families. Currently, most students who use vouchers were already enrolled in private and religious schools. In one state alone, Florida, the added cost of vouchers might be as much as $4 billion a year, just for the children already in private schools.