For all who believe that there is a fairly objective rendition of history that we are obliged to teach our children, this book reveals how shockingly far from that objective American education - particularly in schools’ textbooks - has fallen.

In their conclusion, the authors quote the great historian of Islam Bernard Lewis’ observation concerning the willful bending of history:

“We live in a time when great efforts have been made, and continue to be made, to falsify the record of the past and to make history a tool of propaganda; when governments, religious movements, political parties, and sectional groups of every kind are busy rewriting history as they wish it to have been, as they would like their followers to believe that it was.”

I discuss some of the findings of Tobin and Ybarra’s study in my latest book (American Grit - What It Will Take To Survive and Win in the 21st Century), which will be released Jan. 12. “The Trouble with Textbooks” identifies a system of self-censorship and cultural equivalence that “celebrates everybody and omits many unpleasant historic facts.”

The grievance group that has become particularly adept at influencing textbook publishing is the organized Moslem lobby. Shabbir Mansouri, the founder of the Council on Islamic Education, the chief Islamic group for vetting textbooks in the United States, refers to his work as a “bloodless revolution … inside American junior high and high school classrooms.”

Mr. Mansouri is, regrettably, right. While these days one may expect “sensitive deference” to Moslem sensitivities, the authors show how American textbooks have gone so far as to outright proselytize Islam.

As “The Trouble with Textbooks” shows, textbooks relate Christian and Jewish religious traditions as stories attributed to some source (for example, “According to the New Testament …”), while Islamic traditions are related as indisputable historical facts.

The authors cite the textbook “Holt World History,” where one can read that Moses “claimed to receive the Ten Commandments from god,” but “Mohammed simply ‘received’ the Koran from God.”

The textbook “Pearson’s World Civilizations” instructs that Jesus of Nazareth is “believed by Christians to be the Messiah” - which would be a fine comparative religion study observation if the book didn’t also disclose that Muhammad “received revelations from Allah.”

“The Trouble with Textbooks” is filled with such shocking examples. It also reports on a textbook (”McDougal Littell World Cultures and Geography”) that relates that “Judaism is a story of exile” and that “Christians believe that Jesus was the promised Messiah” but that the Quran “is the collection of God’s revelations to Muhammad.”

As “The Trouble with Textbooks” makes only too clear, one instance perhaps could be overlooked, but in fact, there is a consistent malicious practice of Islam - and only Islam - being described as historical truth in numerous prominent public-school textbooks. In those textbooks, Christianity and Judaism equally as consistently are described as mere notions of their believers.

I have no problem with religions being taught in public-school textbooks on a comparative basis. But to see Islam alone taught as the “truth” is an outrage. This is only one small part of the assault on truth in textbooks by organized Moslem special pleaders that is analyzed in the book “The Trouble with Textbooks.”

As you might expect, there are constant examples of American textbooks describing recent Israeli/Palestinian history in a manner consistent with the late Yasser Arafat’s version rather than anything approaching honest and accurate history.

According to the Pew Research Center, less than 1% of Americans are Moslems (2.35 million out of 304 million total).  What is particularly galling in this report on American textbooks is that activists among this tiny fraction are winning the battle for textbook writing against the interests and traditions of the 275 million or so Judeo-Christian Americans.

“The Trouble with Textbooks” is a wake-up call to the parents of America to fight back to reinsert the truth of our history in our children’s textbooks and classrooms. Is it too much to ask that in American schools our traditions and faith not be denigrated but rather get equal treatment with other faiths and traditions?

Tony Blankley is executive vice president of Edelman public relations in Washington.