At a time of book bans and the withholding of critically important struggles in our history, our education system has increasingly failed to provide our young with the tools to become engaged citizens in our much celebrated experiment in democracy. This miseducation of the young has been vastly accelerated by the shocking erosion of civic education in the standardized testing that separates winners and losers in the ranking of our meritocracy.

This reality has been made painfully obvious to Lindsey Cormack, a parent of two young children and a professor of political science at the prestigious Stevens Institute of Technology, teaching a generation of young engineering students in the diminished art of civics education. Sadly, Cormack tells host Robert Scheer that many of her students don’t understand the basics of our government: “They think they're going to do this big adult thing, participate in democracy, but then they're crestfallen and they're a little heartbroken because someone didn't explain the rules to them.”

Scheer responds that the failure to educate all students in civics is built into the design of national tests that omit the tools needed for participation in a vibrant democracy, and Cormack agrees: “You brought up ACT and SAT scores ... . When we have this obsession with making higher scores for all of our students and higher aggregate scores for our schools, neither one of these tests has a civics component. So in a compressed classroom day, you're going to have things that get squeezed out. And when we were interviewing teachers, we know that the things that get squeezed out are the things that aren't tested. So civics gets to the side.”

In her despair at the failure of our national education system at every level to fulfill the basic condition for an informed public, Professor Cormack turned to providing parents with a comprehensive and yet highly accessible civics primer: “How to Raise a Citizen (And Why It's Up to You to Do It).”

Scheer and Cormack agree that schools often gloss over topics like slavery, women’s right to vote, the Vietnam war and Native American genocide, among other topics. Cormack agrees that “governments are less accountable when their people do not understand what's happening.” She defends her book as encouragement for parents to fill the educational void.

Scheer praises the book as an important effort in civics education but questions it’s dependence on those parents who have the time and knowledge to perform this educational task that should be guaranteed to all children by a responsibly functioning public education system: “It's admirable that you would write this book and get parents to do the right thing by their children and by their society. But in order for a society to be healthy, its main structures, certainly of education, have to be healthy.

Cormack accepts that better parenting is not the full answer but defends her efforts as the beginning of a needed solution: “I think it is an injustice and a disservice to put a child through a K through 12 schooling environment, especially in a public taxpayer funded schooling environment and not let them know with certainty the government that they are graduating into and how they can influence it ... Do parents solve everything? No. But do enough parents ... see that there is a problem ... want schools to get involved ... have the power to lobby for school boards or to be in state legislatures to change this? I think the answer is yes. But it's not clear how we get that ball rolling unless we point out the problem, which is our kids are not learning this.”