Schools need to focus on increasing children's reading levels, before teaching them about racism.
There’s an old joke about a chemist, a physicist and an economist stranded on a desert island with only a sealed can of food. The chemist and physicist each propose their own ideas about how to open the can. The punch line comes from the economist, who proffers: “First, assume a can opener.”
I’ve been brooding over this joke while watching “antiracism” teaching — some might call it Critical Race Theory (CRT) or social justice — take over the American education world with Omicron-like speed. Lesson plans, books, tips for in-class activities, discussion points, and curricula swamp the teachers’ corner of the Internet.
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Kay S. Hymowitz is the William E. Simon Fellow at the Manhattan Institute and contributing editor at City Journal. She is the author of several books, most recently The New Brooklyn. Follow her on Twitter here. Adapted from City Journal.
This piece originally appeared in New York Post