Jeff Charles writes for about one West Coast school’s malfeasance.

This story will make you miss the days when education was about actually learning skills and subjects that would help to equip children for adulthood. A Seattle high school issued a reading assignment featuring nine supposed traits of white supremacy.

The assignment in question dives deep into progressive racial theory and is ostensibly intended to promote critical thinking about America’s societal structures. But a closer look reveals its actual aim: To further indoctrinate children into progressive ideology on race issues.

Students in a Seattle English class were told that their love of reading and writing is a characteristic of “white supremacy,” in the latest Seattle Public Schools high school controversy. The lesson plan has one local father speaking out, calling it “educational malpractice.”

As part of the Black Lives Matter at School Week, World Literature and Composition students at Lincoln High School were given a handout with definitions of the “9 characteristics of white supremacy,” according to the father of a student. Given the subject matter of the class, the father found it odd this particular lesson was brought up.

The Seattle high schoolers were told that “Worship of the Written Word” is white supremacy because it is “an erasure of the wide range of ways we communicate with each other.” By this definition, the very subject of World Literature and Composition is racist. …

… The handout features the nine characteristics of white supremacy, which also include “individualism,” “objectivity,” “right to comfort,” fear,” “perfectionism,” “either/or & the binary,” and “Paternalism & Power Hoarding.”

A father whose child attends the school told talk show host Jason Rantz: “I feel bad for any students who actually internalize stuff like this as it is setting them up for failure.”

The father also pointed out an important aspect of the assignment when it comes to efforts to influence young minds:

“How is a 15-year-old kid supposed to object in class when ‘denial and defensiveness’ is itself a characteristic of white supremacy? This is truly educational malpractice.”