“What Did You Learn in School Today?”
And, Was Ms Brown Fired?
circa 1830: A slave auction in America. (Photo by Rischgitz/Getty Images)
Through the centuries, the Republic that eventuated in North America has maintained a maximum of chutzpah and minimum of awareness in forging a creation myth that sees slavery and dispossession not as foundational but as inimical to the nation now known as the United States. But, of course, to confront the ugly reality would induce sleeplessness interrupted by haunted dreams, so far this unsteadiness has prevailed.
— Dr. Gerald Horne1When an origin story is considered sacrosanct, any challenge to it is sacrilege.
— Prof. Abby Reisman2
In most areas of the United States, school will be starting up in a few weeks. This reminds me of the song “What Did You Learn in School Today?” which was written by Tom Paxton and then recorded and released by Pete Seeger in 1963. Paxton’s lyrics mock the misinformation and lies provided by the public school system. This prompted me to wonder what would happen if today’s school children returned home from school and responded to Paxton’s question.
You’ll need to imagine that their teacher, (let’s call her, Ms Brown) is able to recast what follows in age appropriate language, a skill that lies far beyond my limited capacity and that he adopted a creative, critical thinking approach and not rote learning. Finally, how the precocious student conveys this information to parents might take the form of a jumbled response but we can hope the essential information is intact.
Okay. How about something along the following lines: “What did you learn in school today?” We discussed the America Revolution in 1776 and Ms Brown said that when she was in school, she was taught that the American Revolution was about besieged colonists courageously standing up against British tyranny and it was all about life, liberty and the pursuit of happiness. She said the textbook authors characterized it as a glorious confirmation of American exceptionalism.
One of countless celebratory examples that she was taught was from Joseph J. Ellis, who won a Pulitzer Prize for his book, The Cause: The American Revolution and Its Discontents, 1773-1783 (New York: Liveright 2021). According to Ellis and other myth-making historians, the greatest activity of this “Revolutionary generation” was their devotion to popular sovereignty and their “common sense of purpose.”3
Ms Brown said that she later learned that this devotion excluded the majority of people in the new nation and that slavery existed in all 13 British colonies and had begun at least in 1619. And Africans weren’t the only ones aware of specious reasoning in the Declaration of Independence. Thomas Hutchinson, the last colonial governor of Massachusetts, queried that if the rights were “absolutely inalienable” how could the delegates deprive so many Africans of “their right to liberty?”4 And this apparently included George Washington’s order for the genocidal attack on the Haudenosaunee nation in upstate New York where more than 40 villages were burned to the ground and all crops and winter provisions destroyed. Those not killed or captured fled to Canada. This event was, in truth, an example of the Founder’s “common purpose.”
We learned that in 1700, roughly 75 percent of land in colonial New York state was owned by only 12 individuals. In Virginia, 1.7 million acres was held by seven individuals.5 In 1760, less than five hundred men in just five colonies controlled most of the shipping, banking, mining and manufacturing on the eastern seaboard and in1767 the richest 10 percent of Boston’s taxpayers had 66 percent of Boston’s taxable income while some 30 percent had no property at all.6 Ms Brown said that fifty-six of these propertied men later signed the Declaration of Independence.7
Many of the Founders were not only slave holders but obsessive land speculators This included George Washington who began acquiring land in 1752, while still a teenager. He eventually owned more than 70,000 acres in what became seven states and the District of Colombia. Ms Brown smiled and said, “I cannot tell a lie. George Washington became the richest person in America.” We also learned that even before King George III issued his Proclamation forbidding settlements from the Appalachian Mountains to the Mississippi, individuals and colonial land speculators were staking claims to millions of acres of and were eager to push forward into Indigenous land. Ms. Brown said that we must consider the possibility that Native dispossession and exclusion played a key role in creating the country through speculative capitalism.8 The patriotic fantasy or fig leaf for all of this was that America was destined by God to expand democracy and the Protestant ethos to the native inhabitants.
Ms Brown said we should always look for other sources of information and rely on evidence. She learned from her own reading — outside of school — that there’s an entirely different view of the so-called Revolutionary War of 1776 and that it was actually part of a “counter-revolution,” a conservative movement that the “Founding Fathers” — Britain’s “revolting spawn” — fought to oust London. When the colonial elites broke with the Mother Country, the world’s first-ever apartheid state came into being.9 We learned that in the 1770s, the British Parliament was moving toward abolition and in 1773 there was the famous Somerset case in Britain in which Lord Mansfield banned slavery — calling it “odious” —within the country but not yet in the colonies. There was a real fear that Britain would soon cease to support slavery in the thirteen colonies. Simultaneously, Alexander Hamilton, another Founding Father, bought and sold slaves for his wife’s family, owned slaves himself and called Indigenous people “savages.”
More specifically, Ms Brown told us that “…In November 1775, Lord Dunsmore in Virginia issued his famous — or infamous, in the view of the settlers — edict offering to free and arm Africans to squash an anti-colonial revolt, he entered a pre-existing maelstrom of insecurity about the fate of slavery and London’s intentions. And by speaking so bluntly, Dunsmore converted the moderates into radicals.” Indeed, another expert on the Colonial period says that Dunsmore’s edict “did more than any another measure to spur uncommitted white Americans into the camp of rebellion.”10 Our teacher said that many more Africans — some estimates run as high as 100,000 — allied with the Red Coats rather than with their masters. Of course there were risks for the Africans because if the Revolution succeeded they would be considered traitors and punished as such. It was a terrifying choice and their fears were justified because after the 1776-1783 Revolutionary War, tens of thousands of formerly enslaved people were returned to enslavement.
We learned that in 1787, after the war, James Madison made sure that the Constitution guaranteed that the government would, in his words, “protect the minority of the opulent against the majority.” He was firmly against agrarian reform of any sort and opposed to anything akin to actual functioning democracy. Why? Because the majority — the poor and landless — might use the political power they were granted to force a redistribution of wealth.
We learned that the British were jeopardizing numerous fortunes, not only based on slavery, but the slave trade. So, the war was necessary to protect the freedom of a small white elite to maintain slavery and further, not have any interference as they went ahead with dispossessing and exterminating indigenous people. In short, British colonialism was replaced with U.S. capitalist state colonialism.11
Ms Brown said there was evidence strongly suggesting that the American Revolution was, in the words of historian William Hoagland, “The first chapter in an inter-imperial war between Great Britain and its dissident elite in North America.” We learned that the Euro-American elite ‘patriots” had only contempt and fear of actual democracy which they termed “The tyranny of the majority.” One historian pointed out that “The American state, even in its earliest incarnation was more concerned with limiting popular democracy than securing and expanding it.”12 He told us that the Declaration’s phrase “Life, liberty and the Pursuit of Happiness” was changed in the Constitution to “Life, Liberty and the Pursuit of Property.”
In support of this revisionist history, Ms Brown shared a few excerpts from Howard Zinn’s magisterial book, A People’s History of the United States, in which he cogently explains that over a relatively short period, the colonial elite were able to:
… take over land, profits and power from the British empire. In the process they could hold back a number of potential rebellions and create a consensus of popular support for the rule of a new privileged leadership. When we look at the American Revolution in that way it was a work of genius.
The Declaration of Independence was a wonderfully useful device because the language of liberty and equality could unite just enough whites to fight for the Revolution, without ending either slavery or inequality.
…the rebellion against British rule allowed a certain group of the colonial elite to replace those loyal to England, give some benefits to small holders and leave poor white working people and tenant farmers in very much the same situation.13
Finally, we considered that in 1776, nascent capitalists pulled off the ultimate coup and succeeded in “convincing the deluded and otherwise naive (to this very day) that this naked grab for land, slaves and power was somehow a great leap forward for humanity.”14
Just before the bell rang, one kid in my class asked the teacher, “If what we’ve previously been taught about the American Revolution may not be true what else may not be true?” Ms Brown said that was a good question and we’d talk about it next week and also do some role playing.
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