25 Richard Sennett and Jonathan Cobb, Hidden Injuries of Class (New York:
Alfred A. Knopf, 1972).

26 See Erich Fromm, Escape from Freedom (New York: Farrar and Rinehart,
1941).

27 Robert Reinhold, Harris poll, reported in New York Times, 7/3/1971,
quoted in Herbert Aptheker, The Unfolding Drama (New York: International,
1978), 146; Terry Borton, The Weekly Reader National Survey on Education
(Middletown, CT: Field Publications, 1985), 14, 16; Joan M. Shaughnessy and
Thomas M. Haladyna, “Research on Student Attitudes Toward Social Studies,”
Social Education 49 (11/1985): 692-95; Mark Schug, Robert Todd, and R.
Beery, “Why Kids Don’t Like Social Studies,” Social Education 48 (5/1984):
382-87.

AFTERWORD: THE FUTURE LIES AHEAD—AND

WHAT TO DO ABOUT THEM

1 Charles Sellers, “Is History on the Way Out of the Schools and Do Historians
Care?” Social Education 33 (5/1969), 511, paraphrasing S. Samuel Shermis.

2 Neil Postman and Charles Weingartner, Teaching as a Subversive Activity
(New York: Delacorte, 1969), 23.

3 Anatole France quoted in Freeman Tilden, Interpreting Our Heritage
(Chapel Hill: University of North Carolina Press, 1967), v.

4 Vine Deloria Jr., God Is Red (New York: Dell, 1973) 301.

5 Indeed, during the first five decades of the twentieth century, Catholic
schools taught American history from Catholic books—textbooks written
especially to emphasize Father Junipero Serra, for instance, the priest who
helped found the mission system in California in the eighteenth century.

6 One reason I did not devote a chapter to these topics is that others have
repeatedly done the job, among them Mary KayTetreault, “IntegratingWomen’s
History: The Case of United States History High School Textbooks,” The
History Teacher 19 (2/1986): 211-62; Glen Blankenship, “How to Test a
Textbook for Sexism,” Social Education 48 (4/1984): 282-83; Darrell F.